ECTS 503 – Contemporary Issues Teaching Designated Subjects


Contact Information

Instructor:  Donna Shea, M.A.

Office Hours:  Telephone and Skype By appointment

Office Telephone:  (909) 537-7510 (message)

E-mail: or

Year/Quarter:  Winter 2017

Time/days/location:  This is a distance learning course with no on-campus meetings.  Contact the instructor for course information and materials.


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 teacher:  

Possesses rich subject matter knowledge.

Uses sound pedagogical judgment. 

Has practical knowledge of context and culture.

Acknowledges the relativism associated with variations in the values and priorities of both their peers and their students.

Is comfortable with the uncertainty of the outcomes of instructional decisions.

(College of Education Conceptual Framework, 2000)



Catalog Description

Examination of instructional support for designated subjects with emphasis on a program advisory committees, student placement, facilities planning, budgeting, student organizations, public relations, career advancement and educational philosophy. (4 units)

Course Overview and/or Rationale

Students who take the EVOC 502 course are expected to be able to use the World Wide Web to access course information. A comprehensive explanation of the course that includes links to all sorts of related information is posted at:  

Relevant Professional Standards 

Professional Standards are addressed in detail in the Designated Subject Program Document.  A copy of that document is posted at:

Designated Subjects Professional Standards


Course Goals/Objectives 

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.

Develop a one page narrative of professional experience.

Develop an annotated list of good education related web sites.

Develop a specific personal professional development plan.

Develop and maintain a daily journal of professional insights.

Develop a professional, well written, Letter of Recommendation.

Develop a written Pre-course Student Survey Instrument.

Develop a written Post-course Student Survey Instrument.

Develop an Individual Education Plan (IEP) for a "special needs" and English Leaner students.

Develop a "cooperative education" Work Experience Contract.

Develop a written Synopsis of a Local School Board Meeting.

Develop a basic List of Specific Institutional Resources.

Discuss educational support resources available to instructors.

Discuss state and federal vocational education legislation.

Discuss legal responsibilities identified in a faculty handbook.


Course Requirements

The following is a brief description of the course assignments that satisfy the course objectives.  Scholars should refer to the electronic textbook (e-text) for the specific assignment objectives, assigned reading, assignment discussion, and examples, before beginning any assignment. 

Scholarly Activities (SA 1-4 and SR 5 & 6) (Meets 502 and 503 requirements)
Course activities are an "experience" that will help to promote success in both the ECTS 503 course and in preparation for teaching.  Examples of these activities are generating a career narrative, developing a list of resource Web sites, writing a professional development plan, and maintaining a professional insights journal of collected quotes and reflections. 

Book Report
Student will read and write two book reports.  A reasonable goal for anyone involved with education would be to read at least one good book every month.  Paperback books are cheap and can be easily carried in pocket or purse and read any place, any time. Truly educated people are distinguished much more by what candidates have read, and are able to intelligently discuss, than by academic degrees! 

Written Assignments
Each of the written assignments is focused on something that will help teachers prepare to teach. The written assignments are developing rules and penalties using assertive discipline, the process of implementing a student organizations, creating a course budget proposal, designing a facilities floor plan,  attending and planning a public relations event, and attending and reporting on how to work with an advisory committees.


Course Evaluation Plan

All scholars are expected to perform at a level of "B" or higher.  For this course, any grade less than a "B" is inadequate.  Work submitted on or before the due date that does not meet the criteria listed in the assignment description will receive a grade commiserate with the effort demonstrated and be returned to the scholar with suggestions for improvement and resubmission.  Work that is submitted after the due date will lose the privilege of remediation for full credit.  The grade for work submitted late will be reduced by one grade for every week it is late.  For example, if the assignment earned an "A-", it will be reduced to a "B+" if it is submitted late (the day after the due date).  The second week it is not received it will be reduced to a "B".  The third week it is not received it will be reduced to a "B-", etc.

I do NOT give incompletes.  An incomplete is at the instructor's discretion.  If you are unable to complete the work you should drop the course and complete all necessary paper work by the census date.  No drops will be processes after the census date.  If problems arise during the quarter, contact the instructor immediately to discuss a solution.  Communication and a problem-solving attitude is the key to success.   I believe a solution can be found for all situations if we work together.



98 - 100


95 -  97.99


92 -  94.99 


89 -  91.99


80 -  88.99


  0 -  79.99



Scholarly Activities

   5 points

Book Report

 10 points

Written Assignments

10 points


A "B" grade is expected in all ECTS courses and is the minimum grade accepted by the state for all credential courses.   This means you must accrue a minimum of 89 points.  Less than 89 points will earn a "D" or "F" to ensure the course may be repeated to meet state requirements.



The text for ECTS 503 is an online E-TEXT (Web based electronic textbook)The same e-text is used for both 502 and 503.

Other required readings are listed below:

This book for this report is selected by the scholar and may be ANY book (except those required in other ECTS courses) that has a positive influence on your perceptions of any part of the educational process.

Teaching English Language Learners in Career and Technical Education Programs  by Victor M. Hernanadez-Gantes and William Blank (required reading for ECTS 1000, 501, 504, 518, 519, and recommended reading for 502 and 503).



OWL - On-line Writing Lab
the APA Guide


Course Policies


This is an on-line course.  There are no on-campus meetings.  Attendance for this course constitutes completing all coursework on or before midnight of the due date and actively participating in on-line class activities.  Scholars should read the syllabus and e-text for orientation to course materials and requirements within 2 days of registering for the course.  E-mail the instructor immediately regarding problems, concerns, or questions.  You cannot e-mail too soon or too often.  E-mail will be answered within two business days and assignments will be graded and returned with feedback within one week of the due date (not the submission date).  If you fail to receive a reply within that time, e-mail again.   During the first three weeks, until census date, e-mail replies may be slightly slower due to facilitating scholars' registration.  Your understanding and patience is appreciated.


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 scholar's work in place of their own, or knowingly assist another to do so.  Unauthorized access to or changing grades on an assignment or examination will result in a failing grade.  The instructor reserves the right to submit work to


To be successful in this course, the scholar will:


In our 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, 1995)  

In keeping with the university’s Commitment to Diversity, the faculty of the College of Education fully supports 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.

If you require assistance in the event of an emergency, you are advised to establish a buddy system with a buddy and an alternate buddy in the class. Individuals with disabilities should prepare for an emergency ahead of time by instructing a classmate and the instructor.

Support for Student with Disabilities

If you are in need of an accommodation for a disability in order to
participate in this class, please contact Rosie Garza in Services to Students with Disabilities at the Palm Desert Campus in RG-203, 760-341-2883 extension 78117, or at the San Bernardino Campus in UH-183, 909-537-5238,


Course Calendar:  All assignments are due by midnight on the stated due date below.



Week 1

 Jan 8


Read Syllabus Completely

Read E-text Introductory information and guidelines

Order required reading with priority delivery (receiving books late is no excuse)

Review course calendar and due dates

Week 2

 Jan 15


SA1 ~ One Page Professional Career Synopsis

SA2 ~ Annotated List of Current Resource Web Sites

SA3 ~ Personal Mission and Professional Development

SA4 ~ Quotes that Reflect Personal/Professional Insights

SR5 ~ Subject Related Educational Video Report

Week 4

 Jan 29


Week 6

Feb 12 


Week 8

Feb 26 


Week 10

Mar 12 


Last Call for remediation (No work will be accepted after this date)

Week 11

Mar 19 

Final Exams Week – Scholars with a score of less than 89 points or higher are exempt from the final exam. 

Have a happy quarter break!