EVOC 520

Curriculum Development in Vocational Education

(2009 Edition)
Last updated on March 27, 2010

Instructor:  Donna Shea, M.A.

Office:  College of Education (CE) 321

Office Hours:  Tuesdays 2:00 - 5:00 PM and telephone conference by appointment

Office Telephone:  (909) 537-5679

E-mail:  evoc@verion.net

Year/Quarter:  Winter 2010

Time/days/location:  Time/days/location:  This is a distance learning course with no on-campus meetings.

Catalog Description

Theory and principles of curriculum development as they apply to vocational, occupational, and professional courses.  Students will develop a complete curriculum for a course that they could teach.  Prerequisite:  EVOC 501 or its equivalent.  Co requisite:  EVOC 521  (4 units).

Course Overview and/or Rationale

In EVOC 520 scholar's will develop a complete curriculum for a short course that they could teach.  They will develop a Course Control Document (CD) that could be submitted to the state for approval.  Emphasis will be placed on what will be taught as opposed to how it will be taught.  Planning will include course description, hours and credit units, topics divided into teaching units and labs where applicable, textbooks, materials and supplies, references, and accommodations.   Scholars will reference academic standards for each vocational unit in support of their programs.

Relevant Professional Standards

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

http://soe.csusb.edu/NCATE/4DSdoc1.html

Course Goals/Objectives

  On completion of this course, the scholar will be able to:

•  Be able to describe the factors that influence curriculum development.

•  Be able to describe the principles of competency based curriculum development.
•  Evaluate curriculum materials developed by others.
•  Develop a curriculum outline for the class in which he or she teaches.
•  Develop an individualized training plan for the course in which he or she teaches.
•  Evaluated printed and other media to support the specific curriculum.
•  Develop written and performance assessment instruments.
•  Produce a realistic course schedule including assignments and activities.
•  Generate a curriculum document suitable for submission to the state for curriculum approval.
•  Review and evaluate curriculum currently in use in a variety of school districts.
•  Assess curriculum and produce lesson plans and appropriate activities for one major unit within the
   curriculum outline targeted to student assessment measures.

Course Requirements

The following is a brief description of the course assignments that satisfy the course objectives.  Scholars should refer to the electronic and traditional textbooks for the specific assignment objectives, assignment discussion, examples, and template before beginning any assignment. 

• PI  Memo of Intent and Scholar's Confidential Personal Information
  Scholars will write a memo to the instructor following standard memo format.  The memo will state the scholar's current registration status, the option selected for completing EVOC 520, the curriculum subject for EVOC 520, and the grade the scholar hopes to earn in EVOC 520.  Scholars will include personal contact information including full name, student ID number, mailing address, phone number, work, address, phone number, e-mail, cell phone, Web site (if applicable). All information except e-mail will remain confidential and accessible to the instructor only.
   
• FP Final Project - Curriculum in the Real World
  Although this project is in lieu of a final exam, work on the project should begin the first week of the quarter and continue throughout the quarter.  Each scholar will collect at least 3 samples of curriculum outlines for a specific course from three 3 different school districts.  These are to be obtained from an institution other than where the scholar is currently employed.  Scholars will present a brief written review describing his or her experience in collecting these samples, what teachers felt about their curriculum outline, the curriculum development process in their schools and your evaluation of the strengths and weaknesses of the districts' curriculum development process.  This assignment constitutes the course final.
   
• CD 1 Course Description and Objectives
  Each scholar will develop a course description, similar in format to the example outline provided in this syllabus.  The description will provide justification for the course, a description for the course and what students will receive as a result of the course.  The course objectives should identify exactly what the students should be able to do as a result of this course.  All objectives for EVOC 520 should be written as "By the end of this course student will be able to. . ."  This format will be discussed the first night of class.
  
  
• CD 2 Unit Descriptions, Course Outline and Course Calendar
  Each scholar will develop an outline to identify the learning units, title hours and credit units for the course.  An example outline has been provided.  Working from the outline, a one paragraph unit description which includes hours and credit units for each learning unit identified in CD1.  Then scholars will generate a calendar which identifies the teaching segments for each learning unit.  These documents should follow the example provided.
  
  
• CD 3 Behavior Objectives, Method of Evaluation and Evaluation Criteria
  Working from the unit descriptions, each scholar will develop behavior objectives and the corresponding evaluation criteria based on the enduring  understanding desired for that unit.  Objectives should reflect both cognitive and psychomotor domains.  Extra credit will be given for developing objectives and assessments for the affective domain.  The example format should be followed.
  
  
• CD 4 Unit Textbooks, Unit Materials, Unit Topics and Unit Method of Instruction
  Working from the CD3 document, each scholar will develop a list of topics and methods of instruction for the CD 3 unit.  Scholars will then develop a list of textbooks, references and equipment/material/supplies necessary to provide the unit instruction.  This should complete the Unit document as provided in the example.
  
  
• CD 5  Comprehensive Textbook and Materials List
  Working from CD2, scholars will follow the examples provided to develop a textbook and reference list for the course in total.  Then  scholars will develop an equipment and supplies list for the course en total.  These two documents should reflect the entire course as complied from the unit documents.
  
  
• CD 6 Individualized Training Plan
  Each scholar will develop an appropriate Individualized Training Plan (ITP) and Class Schedule for his/her course that indicates what assignments are due and what in-class activities are scheduled to occur for each/every class meeting. On a separate page describe the Grading Plan for that course. The plan should be based on a point system indicating points possible for both assignments and tests and clearly indicating both how grades are earned and provisions for remediation (how to "make up" lost points).  The purpose of this document is to track student progress and document objectives were met.  These will be placed in an appendix for the CD.
  
  
• CD 7 Syllabus, Lessons and Activities
  Working from the unit document above, each scholar will develop a Syllabus and example lesson plan targeting instruction designed to make the learner successful on the assessment instrument. Following each lesson should be a description of the activities that will take place to ensure acquisition of skills.  Follow the lesson plan format presented in EVOC 501.  Submit the syllabus, activity description, and lesson plan to the instructor via e-mail attachment for evaluation.  These will be placed in an appendix for the CD. 
  
  
• CD 8  Compiled Curriculum Document (CD) 
  Each scholar will compile a Curriculum Document (CD) from CD1-CD6 in a format suitable for submission to the State of California for curriculum approval.  The CD will not be submitted in actuality, but will be evaluated on its appropriateness for submission.  The development of the CD will ongoing throughout the course resulting in a finished product by the end of the quarter.  ITPs, syllabi, activities, and lesson plans will be included as attachments to the CD in the form of appendices.

Course Evaluation Plan

Evaluation for this course is based on the criterion reference or competency based system rather than the norm reference system.   There is no "normal curve" dictating how many "A's," "B's," "C's," etc., can be given.  By using the criterion reference system, scholars' grades will be based on their achievement of selected criteria, not how they compare with other students.  All scholar's are expected to perform at a level of "B" or higher.  For this course, any grade less than a "B" is inadequate.

A grade of incomplete will not be awarded except under extenuating circumstances.  To request an incomplete, the scholar must have been in class 80 percent of the time and completed 80 percent of the course work  with a minimum grade of 91 percent.

Textbook/Bibliography

The text for this course is the EVOC 520 e-text which can be accessed from my home page http://cte-evoc.info.  Click on the "Course Syllabi" link and scroll down to locate EVOC 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 before beginning any assignment.  E-mail the instructor immediately if you have questions or concerns.  Suggestions are always welcome.

Course Policies

REFERENCE LINKS

CSUSB Course Catalog - Bachelor Degree Page 63,  BCTS Degree Page 335
OWL - On-line Writing Lab
The APA Guide

 ATTENDANCE

This is a distance course.  All work via e-mail attachment.  Although class attendance is not part of the grade, all course work is expected on time.  It is understood that adults (professionals) have responsibilities that can interfere with scheduled classes.  However, late work is a problem which may compromise your grade.  It is each scholar's responsibility to arrange to make up time/course work missed.  In the case of extenuating circumstances, the instructor will make every effort to ensure that the educational experience of the scholars is not jeopardized.

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.  Also, unauthorized access to or changing grades on an assignment or examination is unacceptable.

SCHOLAR  EXPECTATIONS

To be successful in this course, the scholar will:

• Actively participate in all class activities both in class and on-line.
• Successfully complete assigned activities in a timely manner.
• Display a positive attitude concerning a teacher's role of managing professionally developed instruction and vocational classroom activities.
• Demonstrate a positive, professional, cooperative attitude in group settings.

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 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.

Course Calendar

Furlough:  State Mandated Reduction in Direct Instruction

Faculty are contractually forbidden to provide instruction on six workdays this term.  The daily schedule below reflects days when classes will not meet and days when the instructor is not permitted to engage in such activities as meeting with students, advising, grading tests, responding to student work, writing letters of recommendation, and answering course-related e-mail.  Faculty have also been asked to assign students additional course work to make up for omitted class meetings and otherwise to assure that students fully earn any credit hours they receive for this course.  NOTE:  Furlough days do not affect assignment due dates.

H1N1 (Swine Flu):  Attendance Policy

To avoid a pandemic outbreak of H1N1, the campus is encouraging students, faculty, and staff to stay at home if they have any flu-like symptoms instead of coming to campus.  So if you think you may have the flu, please stay home.  You will NOT need to bring a doctor's note to excuse your absence.  You WILL be able to make up any quizzes, exams, or other work that you miss by staying at home.  Notify your instructor by phone message or e-mail if you will not be in class.