Last updated on June 03, 2013
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Office: College of Education (CE), Room 319
Office Hours: By appointment
Office Telephone: (909) 537-5637
Year/Quarter: Fall 2012
Day/Time/Location: This is a distance learning course. Please contact instructor for course materials and instructions.
The College of Education of California State University, San
Bernardino (CSUSB) is dedicated to the development and support of
wise, reflective professional educators who will work toward a just
and diverse society that embraces democratic principles. The wise
v Possesses rich subject matter knowledge.
v Uses sound pedagogical judgment.
v Has practical knowledge of context and culture.
v Acknowledges the relativism associated with variations in the values and priorities of both their peers and their students.
v Is comfortable with the uncertainty of the outcomes of instructional decisions.
(College of Education Conceptual Framework, 2000)
Application of instructional methodology for designated subjects with emphasis on student performance objectives, lesson planning, teaching methods, educational materials, and evaluation techniques. (4 units)
EVOC 501 is required for the Level 1 Designated Subjects Teaching Credential. It is also required for the Bachelor of Vocational Education (BVE) Degree at CSUSB and can be applied to an MA degree if not taken as an undergraduate. It is open to anyone who would like to acquire and/or improve basic instructional skills and should be completed before starting any other EVOC courses. The EVOC 501 course has proven to be particularly beneficial for those who teach (or would like to teach) in a:
Professional Standards are addressed in detail in the Designated Subject Program Document. A copy of that document is posted at:
Upon entry into the Designated Subjects Credential program students will declare their credential as either Designated Subjects Adult Education (DS AE) or Designated Subjects Career and Technical (CS CTE and will develop andragogical or pedagogical strategies and methods for teaching and relative to their specific student demographics. Candidates will explore the difference between how adults and adolescents interact, the most effective learning environments, and classroom management strategies for each age group.
On completion of this course given reading assignments, class discussions, examples and case studies scholars will:
Differentiate between andragogical and pedagogical applications relative to the target audience they teach.
Explain how they implemented andragogical or pedagogical strategies in the completion of this assignment.
Demonstrate appropriate use of professional vocabulary.
Demonstrate appropriate use of instructional technology.
Identify and evaluate appropriate instructional materials.
Develop competency based student performance objectives.
Design appropriate activity oriented learning experiences.
Develop well organized, competency based lesson plans.
Evaluate and apply appropriate instructional methods.
Present timely and practical competency based lessons.
Select and effectively use appropriate instructional resources.
Apply appropriate basic principles of learning and discipline.
Design effective student performance assessment instruments.
Develop appropriate well organized course and unit plans.
Effectively evaluate self and peer instructional competency.
Develop strategies to deal with
The following is a brief description of the course assignments that satisfy the course objectives. Scholars should refer to the electronic textbook for the specific assignment objectives, assignment discussion, and examples, before beginning any assignment.
PI Scholar's Information and
Memo of Intent
In this assignment scholars will provide the instructor with personal contact and work information via e-mail. All information except e-mail will remain confidential and accessible to the instructor only. E-mail will be used for the purpose of communication between the instructor, distance learners, and the class-at-large for class discussions, announcements and mass e-mails. Each scholar will e-mail a Memo of Intent to the instructor. This memo will include the scholar's registration status, the type of hardware and software the scholar will be using, and the grade to which the scholar aspires. Special needs should be disclosed in the Memo of Intent.,
The nine facilitating assignments are designed to provide scholars with teaching skills in navigating the Web and extracting information from Web sites, preparing resumes/data sheets and personal information, assessing positive characteristics of students, comprehension of book content relevant to teaching, assessing class culture, acquiring critical vocabulary, assessing and obtaining teaching tools.
WR Written Reports
The four written reports address teaching resources, student needs and student tasks, course and unit plans, and developing assessment tools for students.
LP Lesson Plans and
Scholars develop lesson plans for lecture, demonstration, and directed discovery lesson which are accompanied by a video of the scholar teaching the lesson. Videos are submitted on VHS via US postal service or hand delivered to campus. Scholars may choose to publish their videos on a person Web site and provide the instructor with a hotlink for viewing.
Throughout the course scholars will perform two self-evaluations and two peer-evaluations to demonstrate proficiency in positive reinforcement, constructive criticism, and suggestions for improvement of themselves and others.
Three quizzes are given on-line throughout the quarter. A final exam is also provided on-line. Scholars demonstrate evaluation skills by submitted a grade request for their final 501 grade and a course evaluation for the instructors review.
EVOC 501 Distance Learning
Scholars who complete all assignments on or before the due dates posted for the
quarter they are officially enrolled in EVOC 501 at CSUSB, and who score full
credit on all assignments, will have good justification to request an "A" grade.
However, in order to receive that grade, scholars must e-mail a Grade Request to
the EVOC 501 course instructor in which they indicate the grade they believe
they have earned (either "A" or "B") and briefly describe why that grade is
deserved. Any grade of less than "B-" will not be accepted by the California
Commission for Teacher Credentialing. The Grade Request must list
and briefly describe specific things the scholar has done that indicate
accomplishments of "merit" relative to assignments for the EVOC 501 course
and/or successful application of specific principles addressed in the course.
EVOC 501 Distance Learning Scholars who complete all assignments on or before the due dates posted for the quarter they are officially enrolled in EVOC 501 at CSUSB, and who score full credit on all assignments, but do not submit a final grade request will earn a "B" grade. Scholars who do not submit all assignments, submit assignments late, or submit assignments that do not meet all assignment objectives will earn a grade commiserate with the work submitted.The course instructor will respond via e-mail to the Grade Request from each scholar (confirming the actual grade earned) after all of that scholar's EVOC 501 assignments have been completed.
All of the online materials needed for the EVOC 501 course, including specific directions and examples for each assignment, are included in the EVOC 501 E-TEXT. In order to access these materials, just contact Donna Shea via e-mail for information about how to access it. Teaching English Language Learners in Career and Technical Education Programs by Victor M. Hernanadez-Gantes and William Blank (will also be used for EVOC 505, 518, 519, and 504).
Other required readings for class are listed below. Click on the title to order the book.
The One Minute Manager by Johnson and Blanchard (READ THIS IMMEDIATELY !)
The 7 Habits of Highly Effective People by Steven Covey (READ THIS NEXT and DON'T DELAY !)
Verbal Judo - The Gentle Art of Persuasion by George
Thompson (OPTIONAL but HIGHLY RECOMMENDED !)
This is a distance learning course. There will be no on-campus meetings. The first day of class will scholars should read the syllabus and e-text for orientation to course materials and requirements. Scholars should e-mail the instructor immediately regarding problems, concerns, or questions. Late work and failure to participate in the discussion will negatively impact the scholar's grade.
California State University, San Bernardino has a zero tolerance for plagiarism and academic dishonesty. A scholar who commits an act of dishonesty will receive a failing grade and be reported to university officials. Scholars do not cheat, use another scholars work in place of their own, or knowingly assist another to do so. Also, unauthorized access to or changing grades on an assignment or examination is unacceptable.
To be successful in this course, the scholar will:
commitment to the furthering of knowledge and fulfilling our educational
mission, California State University, San Bernardino seeks a campus climate that
welcomes, celebrates, and promotes respect for the entire variety of human
experience. In our commitment to diversity, we welcome people from all
backgrounds and we seek to include knowledge and values from many cultures in
the curriculum and extra-curricular life of the campus community. Dimensions of
diversity shall include, but are not limited to, the following: race, ethnicity,
religious belief, sexual orientation, sex/gender, disability, socioeconomic
status, cultural orientation, national origin, and age. (from the CSU San
Bernardino University Diversity Committee Statement of Commitment to Diversity,
keeping with the university’s Commitment to Diversity, the faculty of the
College of Education fully support the Americans with Disabilities Act (ADA).
Faculty will provide reasonable accommodation to any student with a disability
who is registered with the Office of Services to Students with Disabilities and
who needs and requests accommodation.