ECTS 504 - Principles of Education

(2013 - 2014 Edition)
Last updated on


Contact Information

Instructor:  Donna Shea, M.A.

Office:  College of Education, CE 321 (Map)

Office Hours:  Tuesdays, 2:00 - 5:00 PM and telephone/Skype by appointment

Office Telephone:  (909) 537-5679


Year/Quarter:  Spring 2014

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

History, philosophy and social significance of adult education, especially in California; the adult as a student; investigation of the theories and application of the principles of adult education. (4 units).


Course Overview and/or Rationale

In ECTS 504 candidates will explore and apply principles of education to career and technical programs, compare and contrast pedagogy and andragogy, and explore strategies for teaching and learning in a career and technical classrooms. Emphasis will be placed on diversity in California. Candidates develop and improve specific competencies. Course work for ECTS 504 will be a collaborative effort through weekly on-line class discussions. Candidates are expected to demonstrate a cooperative, professional attitude, and team spirit. Discussion of all course requirements and modeling of the Final Presentation is located in the e-text.


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:


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. 

PI Scholar's Information and Memo of Intent
In this assignment scholar 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.

WS Web Site Resources
Scholars will locate 10 Web sites that address the philosophy, strategy, or methodology of teaching and learning theory. Scholars will briefly (1 paragraph) summarize the site and explain its relevancy to class discussions and 504 objectives. The Web quest promotes on-line research, evaluation of Web site validity, and emphasizes learning theory as applied to career technical education for a diverse student population. The annotated list of resources will be distributed to the class-at-large via e-mail using the distribution list provided by the instructor.

WR Written Reports
each week one of the above objectives will be presented in an assigned reading.  Readings will include Web sites and the two books listed below.  Scholars will write a 1-2 page report discussing the application of each theory in real-life situations from their own educational and teaching experiences.  Some assignments will include on-line assessment activities the results of which are included in the report.  Reports will be e-mailed the class-at-large using distribution list provided by the instructor.  The class will discuss the reports and topics during the subsequent week.

FP Final Presentation
Scholars will present a class activity designed to promote student interaction that is appropriate for adolescents, adults, English learners, disabled students, and special needs students. The activity should be designed to reduce tension/anxiety, minimize learning barriers, or apply one of the other competencies identified in the 504 objectives and discussions. The components of the Final Presentation include a lesson plan written in 3rd person, 1-page report written in first person, and Power Point presentation written in second person to conduct the activity with the class. An example provided by the instructor is located in the e-text. Scholars can be creative or locate resources to develop their final presentation.


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.  Scholars who meet all criteria of the assignment will receive a "B."  To earn an “A” scholar must actively participate in the on-line class discussion.  Work that does not meet the criteria listed in the assignment description will receive a grade commiserate with the effort demonstrated and returned to the scholar with suggestions for improvement.  Work that is submitted after the due date will not earn the privilege of remediation for full credit.  Work that is submitted after the due date will not earn 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.  You must either complete the work in a timely manner or you will fail the course.  If problems arise during the quarter, contact the instructor immediately to discuss a solution.  Communication is the key to success.  The PI assignment is worth 2 points (extra credit).  All remaining assignments are worth 10 points, 10% of your grade each.



Written Reports


Web Sites







98 - 100


95 -  97.99


92 -  94.99 


89 -  91.99


80 -  88.99


  0 -  79.99



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 this course is the ECTS 504 e-text which can be accessed from my  CTE Web site  Click on the "Course Syllabi" link and scroll down to locate ECTS 504.  The link for the e-text is in the right column.  Be sure to read all information provided in the e-text, follow all links, and review all examples (where provided) before beginning any assignment.  E-mail the instructor immediately if you have questions or concerns.  Suggestions are always welcome.

The following books are required to complete your assignments.  These two books are available in the Coyote Bookstore or on-line at Amazon (click on link below).  Order them the first week of the quarter with priority delivery.  Read them no later than the third week of the quarter so you can reference them for your assignments.  They must be purchased immediately upon registration as reading assignments are due the first week of class.  If you order by mail ask for priority or overnight shipping.  Books must be read prior to the scheduled discussion date in the course calendar below.  Failure to obtain and read the books before the scheduled discussion date will not constitute a valid reason for failing to submit the report on time and actively participate in the discussion. No excuses will be accepted.

Leadership and the One Minute Manager by Kenneth Blanchard

The One Minute Manager Builds High Performing Teams by Kenneth Blanchard. 

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.

Academic Honesty

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

Scholar Expectations

To be successful in this course, the scholar will:


Commitment to Diversity

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 Sunday at midnight on the stated due date below except the final, which is due by midnight of Week 11 on the due date below. 



Week 1

Apr 1

» Read Syllabus Completely
» Read E-text Introductory information and report guidelines
» Review Final Presentation Model in e-text
» Order required reading with priority delivery (receiving books late is no excuse)

» Submit PI Personal Information and Memo within 2 days of registering

» Write WR1 Effective Learning Environments

Week 2

Apr 6

» Submit WR1 Effective Learning Environments
» Participate in WR1 discussion
» Write WR2 Problem Solving:  Domain Specific vs. Content Specific Assessment and Accommodation

Week 3

Apr 13

» Submit WR2 Problem Solving:  Domain Specific vs. Content Specific Assessment and Accommodation
» Participate in WR2 discussion
» Write WR3 Barriers:  Perceived and Actual

Week 4

Apr 20

» Submit WR3 Barriers:  Perceived and Actual
» Participate in WR3 discussion
» Write WR4 Learning Styles:  Assessment and Accommodation
» Read Leadership and the One Minute Manager

Week 5

Apr 27

» Submit WR4 Learning Styles:  Assessment and Accommodation
» Participate in WR4 discussion

» Write WR5 Classroom Management and Student Success through Situational Leadership
» Read The One Minute Manager Builds High Performing Teams

Week 6

May 4

» Submit WR5 Classroom Management and Student Success through Situational Leadership
» Participate in WR5 discussion
» Write WR6 Facilitating effective workgroups

Week 7

May 11

» Submit WR6 Facilitating effective workgroups
» Participate in WR6 e-mail discussion
» Write WR7 Americans with Disabilities Act and its impact on adult education

Week 8

May 18

» Submit WR7 Americans with Disabilities Act and its impact on adult education
» Participate in WR7 e-mail discussion
» Write WR8
Assess and accommodate learning needs of disabled adults, ESL adults and senior adults
» Complete Student Opinion of Teacher Effectiveness (SOTE) survey on-line
(The link is sent to your MyCoyote e-mail account.  Please check it regularly.)

Week 9

May 25

» Submit WR8 Assess and accommodate learning needs of disabled adults, ESL adults and senior adults
» Participate in WR8 e-mail discussion
» Submit WS Web site resources
» Participate in WS e-mail discussion

Week 10

Jun 1

» Submit FP class activity presentation and discussion (include power point, lesson plan, and e-mail report)
» Participate FP class activity discussion
» All remediation due -
No reports will be accepted after this date

Week 11

Jun 10

»Final Exams Week - Last Call for FP class activity presentation (No discussion points awarded after this date)

Have a happy summer break!