ECTS 435 - Trends and Issues in Career and Technical Programs

(2010/2011 Edition)
Last updated on January 09, 2012

Note:  The EVOC prefix will changed to an ECTS prefix in fall 2011.

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Contact Information

Instructor:  Donna Shea, M.A.

Office:  College of Education (CE), Room 321 (Map)

Office Hours:  Tuesdays, 2:00 - 5:00 PM and telephone/Skype by appointment (No office hours January 31)

Office Telephone:  (909) 537-5679

E-mail:  evoc@verizon.net

Year/Quarter:  Winter 2012

Day/Time/Location:   Tuesdays, 6:00 to 10:00, Flash drive required (You may bring a laptop to class if you wish) - this course is televised to PDC

                                         Main campus meets in PL 025

     PDC campus meets in RG 109

Catalog Description

Assessment of student’s ability to integrate knowledge and demonstrate independent critical thinking skills through a capstone project relevant to Career and Technical Program subject matter content. Discussion of current trends and issues relevant to Regional Occupational Programs (ROP), adult education programs, and community college programs. Completion and submission of professional portfolio for Career and Technical Evaluation of Competency (CTEC. Prerequisites: ECTS 335, 501, 504, 520, and 521. (4 units)

Course Overview and/or Rationale

In ECTS 435 scholars will complete and submit their Career and Technical Evaluation of Competency (CTEC) portfolio for faculty review.  Weekly discussions will explore the social significance contemporary issues in Career and Technical education, especially in California.  Some weekly discussions are relevant to assigned readings and reports such as balancing life and work, reusable learning objects, and developing positive relationships.  Scholars will develop a personal educational philosophy, mission statement, and pledge to share with their 435 peers for review.  The final project is a grant proposal for a specific Career and Technical programs. Scholars are expected to demonstrate a cooperative, professional attitude, and team spirit.  Discussion of all course requirements 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

On completion of this course given reading assignments, class discussions, examples and case studies scholars will:

1.    Complete and submit a CTEC portfolio for faculty review.

2.    Discuss current trends and issues relevant to Career and Technical Education (CTE) in California.

3.    Write a personal educational philosophy, mission statement, and pledge to discuss with the class-at-large.

4.    Develop a plan to promote positive professional relationships with students and colleagues.

5.    Develop a plan to balance work and life commitments for health and happiness.

6.    Locate a grant and write a grant proposal appropriate for a specific CTE program.

7.    Write a grant proposal for a specific CTE Program.

8.    Locate, assess, and modify reusable learning objectives for a specific CTE program.

9.   Demonstrate cooperative work ethics by working together as a group effectively.

10. Demonstrate critical thinking skills by developing action plans to resolve student-oriented issues common in adult learning environments.

Course Requirements

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 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.

T&I Trends and Issues Weekly Discussions
Each week scholars will participate in a discussion on contemporary trends and issues relevant to education in California.  Scholars are expected to submit a topic to the instructor for consideration.  Four (4) topics will be selected to discussion.  The remaining six (6) topics will consist of peer-review of scholars' philosophy, mission, pledge, and book reviews.  Active, insightful, provocative, and courteous participation in weekly discussion are required to earn an "A" in 435.

PMP Philosophy, Mission Statement, and Pledge
Scholars will develop a personal philosophy of education, mission statement, and personal pledge for display in their office or classroom.  These will be shared with their fellow scholars for peer review, discussion and revision.

WR Written Reports
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.  Emphasis is placed on developing action plans to implement strategies from the reading assignments.  Web sites on reusable learning objects (RLOs) will assessment and modification of content and activities for use in a specific CTE program.  Scholars are encouraged to submit their own RLOs to appropriate data banks.  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.

CTEC Career and Technical Evaluation of Competency Portfolio
Scholars will complete their CTEC portfolio which they began in ECTS 335.  All documentation and forms will be organized into a professional binder.  The portfolio will be submitted to the CSUSB College of Education CTE faculty for review to request credit toward their degree for their professional experience.  CTEC portfolios must contain a self-addressed-stamped envelope for the return of their portfolios.

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.  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 you fail, you can re-enroll in a subsequent quarter and challenge the "F" to receive your most recent grade.

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.

Textbook/Bibliography

The text for this course is the ECTS 435 e-text which can be accessed from my CSUSB Home Page or my CTE Web site  Click on the "Course Syllabi" link and scroll down to locate ECTS 435.  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 place your 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.

The Present: The Secret to Enjoying Your Work and Life, Now! By Spencer Johnson

Whale Done! : The Power of Positive Relationships  both by Kenneth Blanchard

REFERENCE LINKS

OWL - On-line Writing Lab
the APA Guide

Course Policies

ATTENDANCE

This class offers a traditional and a distance learning option.   Distance learners may request an in-person, Skype or telephone appointment for assistance.   It is the scholar’s responsibility to contact the instructor no later than Monday the day before an appointment is requested.  Scholars are expected to read all the information in the welcome letter, the syllabus and the 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.

Scholars are asked to e-mail the instructor at least 24 hours in advance to confirm attendance for the scheduled class session.  This will be discussed further during orientation.  Both traditional and distance learners should confirm their attendance.  Traditional learners who will not be attending should notify me via e-mail the day before class.
 

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:

• Read all course materials provided in the e-text and other resources with an eye to detail
• Follow instructions exactly
• Participate in all class activities on-line including weekly discussions actively
• Successfully complete presentations and assigned activities on or before the due date
• Display a positive attitude concerning a teacher's role of managing professionally developed instruction and career technical classroom activities
• Demonstrate a positive, professional, cooperative, problem solving attitude at all times
• E-mail the instructor immediately with questions or concerns
   

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.

Course Calendar