CT Common Standard for Assessing Adult Learning Theory Credits or Degrees

The Common Standard for Assessing Adult Learning Theory Credits or Degrees (CS-ALT) is used to determine credits and degrees specific to adult learning as required by the OEC for the technical assistance provider application or administrative / leadership level credit.

A three-credit course designed to address the study of how adults learn and adult learning theory for adults ages 18 and older will be assessed as meeting the content requirement for the adult learning.

The three-credit course will include the following content:

  • adult learning theory and principles of adult learning. For example:
    • differences between andragogy and pedagogy
    • review of major theorists (may include but not limited to: Knowles, Dale, Maslow, Gardner, Bloom, etc.)
    • principles of adult learning (may include but not limited to: Senge, Vella, Knowles, etc.)
  • instructional learning design for adults. For example:
    • planning strategies for designing learning with adults
    • assessing learning with adults
    • neurological design considerations (may include but not limited to: brain-based adult learning, cognitive load, the role of memory in learning)
  • influences on adult learning. For example:
    • life transitions and effects on learning – developmental challenges of adulthood including career, family, and aging concerns
    • how culture, environment, race, class, gender and other psycho-social factors influence adult learning
    • perception of self (confidence) and effects on learning
    • experience and bias (mental models) and their effects on learning
  • adult learner characteristics, motivation, and engagement in learning. For example:
    • understanding the diversity and characteristics of adult learners
    • understanding motivation to learn (re: work environment/personal motivations)
    • engagement in learning (based on real experience, reflection, action)

1. Who will implement the Common Standard?

2. Can courses be about one or more areas of adult learning?

3. Can many courses that have parts of adult learning content be reviewed as meeting the requirement?

4. Can noncredit trainings be used in place of a three-credit class for the purpose of applying for approval as an OEC technical assistance provider?