i. roll call - university of alaska anchorage€¦ · 9.0 current issues and trends 9.1...

Graduate Academic Board Agenda

December 14, 2007 9:30 – 11:30 am

ADM 204

I. Roll Call

( ) Genie Babb, Chair ( ) Minnie Yen ( ) Terri Olson ( ) Paula Williams ( ) Alpana Desai ( ) Debra Russ ( ) Judith Moore ( ) Patricia Sandberg ( ) Jens Munk ( ) Carlos Alsua ( ) Tracey Burke ( ) Peter Olsson ( ) Arlene Schmuland

II. Approval of Agenda (pg. 1)

III. Approval of Meeting Summary – November 30, 2007 (pg. 2-3)

IV. Administrative Reports

A. Vice Provost Tom Miller B. Vice Provost for Research and Graduate Studies Douglas Causey

V. Chair’s Report

A. GAB Chair – Genie Babb B. Faculty Alliance - Genie Babb

VI. Program/Course Action Request - Second Reading

Chg CTE A611 Historical and Philosophical Foundations of Career and Technical

Education (3 cr) (3+0) (stacked w/ CTE A411) (pg. 4-16) Chg CTE A690 Selected Topics in Career and Technical Education

(1-6 cr) (1-6+0) (stacked w/ CTE A490) (pg. 17-38) VII. Program/Course Action Request - First Reading

VIII. Old Business

IX. New Business

A. X. Informational Items and Adjournment

A. Curriculum Log available on governance web site.

1

Graduate Academic Board Summary

November 30, 2007 9:30 – 11:30 am

ADM 204

I. Roll Call

(x) Genie Babb, Chair (x) Minnie Yen (x) Terri Olson (x) Paula Williams (x) Alpana Desai (x) Debra Russ (x) Judith Moore (x) Patricia Sandberg (x) Jens Munk (x) Carlos Alsua (e) Tracey Burke (x) Peter Olsson (x) Arlene Schmuland

II. Approval of Agenda (pg. 1) Approved

III. Approval of Meeting Summary – November 9, 2007 (pg. 2-3) Master of Public Health motion should read “waive first reading and accept for second reading” Approved w/ change

IV. Administrative Reports

A. Vice Provost Tom Miller Two COE Graduate Certificates gone to SAC They are on track for the February Board of Regents meeting B. Vice Provost for Research and Graduate Studies Douglas Causey

1. Nearing last formal announcement of Graduate School Announcement in Green and Gold will go out next week GSAT now meeting every week Internal composition and what are the processes Looked at advisory structure for the Graduate School Would continue to have the Graduate Council Goal- to have internal structure and process to GAB in form of proposal by Mid March, then advance it to Faculty Senate 2. Looking at graduate student compensation

V. Chair’s Report

A. GAB Chair – Genie Babb Nothing to report May coordinate with UAB and ACDLT about speaking to GAB about Distance Delivery B. Faculty Alliance - Genie Babb

Did meet- nothing pertinent to GAB VI. Program/Course Action Request - Second Reading VII. Program/Course Action Request - First Reading

Chg CTE A611 Historical and Philosophical Foundations of Career and Technical

Education (3 cr) (3+0) (stacked w/ CTE A411) (pg. 4-16) Chg CTE A690 Selected Topics in Career and Technical Education

(1-6 cr) (1-6+0) (stacked w/ CTE A490) (pg. 17-27) Accepted both CTE courses for first reading w/ changes

2

November 30, 2007 Graduate Academic Board Page 2 Summary VIII. Old Business

IX. New Business

A. December 14th Meeting Will determine meeting based on how much curriculum is turned in 7 people planning on attending

X. Informational Items and Adjournment

A. Curriculum Log available on governance web site. Meeting Adjourned

3

TO: Genie Babb, Graduate Academic Board Chair Caedmon Liburd, Undergraduate Academic Board Chair FROM: Deanna Schultz Assistant Professor, Career and Technical Education DATE: December 5, 2007 RE: Career and Technical Education (CTE) Curriculum Revisions The Undergraduate Academic Board (UAB) and Graduate Academic Board (GAB) each suggested different revisions to the CTE curriculum presented to them on November 30. To clarify the curriculum and meet approval of both boards, the following revisions are being proposed: CTE A411 and CTE A611 Historical and Philosophical Foundations of Career and Technical Education:

- GAB asked for course level justification to be separated from Section II Course Design; UAB did not identify this as a needed change. The standard format for Community & Technical College curriculum includes course level justification in Section II Course Design so it was left in that section. However, the GAB request to include language regarding leadership has been addressed.

CTE A490 and CTE A690 Selected Topics in Career and Technical Education:

- UAB members were asked directly about the suggestion made by GAB to move the sample outline to Section VI in the CCG and they did not see the need for that change. Therefore, the outline in Section VI was split into two sections: the first section is required elements for any course, the second section is areas of emphasis dependent on the topic. A sentence indicating these areas of emphasis was added.

- GAB suggested the assessment section follow the course outline in the CCG; UAB did not recommend any change. Listing the outcomes at the end of the CCG is standard practice for Community & Technical College curriculum. A statement was added to the chart of student outcomes to clarify the variability of outcomes depending on the number of credits in the course.

Other changes in wording have been addressed as requested by each board.

4

Approved Disapproved: Initiator (faculty only) Date Dean/Director of School/College Date Approved Approved Disapproved: Disapproved: Department Chairperson Date Undergraduate or Graduate Date

Academic Board Chairperson

Approved Approved Disapproved: Disapproved: Curriculum Committee Chairperson Date Provost or Designee Date

1a. School or College CT

1b. Division ADVE

1c. Department Career and Technical Education

2. Course Prefix CTE

3. Course Number

A611

4. Previous Course Prefix & Number

5a. Credits/CEU

3 Credits

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course/Program Title Historical and Philosophical Foundations of Career and Technical Education History & Philosophy of CTE Abbreviated Title for Transcript (30 character)

7. Type of Course Academic Non-credit CEU Professional Development

9. Repeat Status No Limit NA Max Hours NA 10. Grading Basis A-F P/NP NG

11. Implementation Date semester/year From: Fall/2008 To: /9999

8. Type of Action Course Program

Add Prefix Course Number Change Credits Contact Hours

(mark appropriate boxes) Title Repeat Status Delete Grading Basis Cross-Listed/Stacked

Course Description Course Prerequisites Test Score Prequisites Corequisites Other Restrictions Registration Restrictions Class Level College Major Other CCG

12. Cross Listed with NA Stacked with CTE A411 Cross-Listed Coordination Signature

13. Coordinate with Affected Units: College of Education: Adult Education and Counseling, UAA Listserve Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course M. S. Career and Technical Education M. Ed. Adult Education, Career and Technical Education Concentration (selective) M. Ed. Counselor Education, Vocational Education Counseling Option 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities NA Fine Arts Social Sciences Natural Sciences

16. Course Description Studies history, theory, development, and philosophical foundations of career and technical education. Examines career and technical education , including secondary, postsecondary, and applied programs along with models of career education including career clusters. 17a. Course Prerequisite(s) (list prefix and number) NA

17b. Test Score(s) NA

17c. Corequisite(s) (concurrent enrollment required) NA

17d. Other Restriction(s) NONE

College Major Class Level

17e. Registration Restriction(s) (non-codable) Graduate standing

18. Mark if course has fees NONE

19. Justification for Action Revise course outcomes to distinguish between undergraduate and graduate level expectations. Resume stacking with CTE 411 (previously VE 411) to allow collaboration among learners in the CTE field including teachers, journey persons, technicians, counselors, and workforce development professionals, to afford opportunities for graduate students to demonstrate leadership, and to provide context to integrate CTE principles in program development.

Curriculum Action Request University of Alaska Anchorage

Proposal to Initiate, Add, Change, or Delete a Course or Program of Study

5

CTE A611 Page 1 of 5 December 3, 2007

COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

Community and Technical College Division: ADVE: Career and Vocational Education December 3, 2007 Programs: M.S. Career and Technical Education

M. Ed. Adult Education, Career and Technical Education Concentration M. Ed. Counselor Education, Vocational Education Counseling Option Course Title: Historical and Philosophical Foundations of Career and Technical Education Course Number: CTE A611 3.0 Credits

I. Course Description:

Studies history, theory, development, and philosophical foundations of career and technical education. Examines career and technical education including secondary, postsecondary, and applied programs along with models of career education including career clusters.

II. Course Design:

A. Designed as a course for students seeking a master’s degree in counselor, adult, or career and technical education. This course is part of graduate-level professional preparation program that builds upon appropriate baccalaureate degrees.

B. 3.0 credit. C. Class includes 45 hours of lecture and class participation and 90 hours outside

work. D. This course is required for M. S. Career and Technical Education; M. Ed. Adult Education, Career and Technical Education Concentration (selective); M. Ed. Counselor Education, Vocational Education Counseling Option E. No additional fees are charged. F. This course may be taught in any time frame, but not less than 3 weeks. G. This is a revised course. H. Coordinated with College of Education, UAA Listserve. I. Requires the ability to analyze, synthesize, demonstrate leadership, and apply

principles learned as demonstrated by facilitating discussion groups and through a written research paper.

III. Course Activities: Class is conducted using discussion, projects, written assignments,

simulation, debate, lecture, and technology.

IV. Registration Restriction: Graduate standing

V. Course Evaluation: Course will be graded A-F.

6


VI. Course Curriculum: 1.0 Safety 1.1 General classroom safety 1.2 General building safety 1.3 General campus safety 2.0 Philosophical Foundations

2.1 Terminology 2.1.1 Ontology 2.1.2 Epistemology 2.1.3 Axiology

2.2 Philosophy and education 2.2.1 General education 2.2.2 Career education 2.2.3 Technical education 2.2.4 Tech Prep and articulation

2.3 Components of a philosophy 3.0 Economic Foundations

3.1 Stages of U. S. economic history (agrarian, industrial, and information) 3.2 Projected labor needs 3.3 Cyclical and seasonal unemployment patterns upon the economy 3.4 Perceptions of skills needed by entry-level workers

4.0 Sociological Foundations 4.1 Concept of work 4.2 Effect of education on status 4.3 Federal and state programs 4.4 Effect and implications of expanding technologies 4.5 Ethics 4.6 Special needs populations 4.7 Partnerships

5.0 Psychological Foundations 5.1 Learning styles 5.2 Teaching methodologies 5.2.1 Contextual teaching and learning 5.2.2 Performance assessment 5.3 SCANS and soft skills

6.0 Guidance and Counseling 6.1 Career guidance 6.2 Career clusters 6.3 Rogerian client-centered approach 6.4 Participation in nontraditional occupations

7.0 Delivery Systems 7.1 Public secondary and postsecondary 7.2 Proprietary 7.3 Apprenticeship 7.4 Industry led 7.5 On-the-job experience and work-based learning

7


7.6 Career and technical student organizations 7.7 Instruction and assessment 8.0 Impact of Federal Legislation

8.1 1862 to the present 8.2 Carl Perkins legislation 8.3 No Child Left Behind 8.4 Workforce Development Act and Alaska Workforce Development Board (AWIB) 8.5 Competitive and formula grants

9.0 Current Issues and Trends 9.1 Implications of current research 9.2 Consequences of current legislation 9.3 Effect of current educational practices

9.4 Significance of current world events 9.5 Standards and certifications 10.0 Influential Leaders 10.1 John Dewey 10.2 Booker T. Washington 10.3 W.E.B. Dubois 10.4 Dale Parnell 10.5 Charles Prosser 10.6 David Snedden 10.7 Dan Hull 10.8 Ellen Swallow Richards VII. Suggested Texts Gordon, H. R .D. (2008). History and growth of career and technical education in America.

Long Grove, IL: Waveland Press.

American Psychological Association. (2001). Publication manual of the American

Psychological Association (5th ed.). Washington, DC: Author.

VIII. Bibliography

Amundson, N. E., Harris-Bowlsbey, J., & Niles, S. G. (2005). Essential elements of career

counseling: Processes and techniques. Upper Saddle River, NJ: Pearson Prentice Hall.

Dewey, J. (1938). Experience and education. New York: Macmillan.

Gray, K. C., & Herr, E. L. (2006). Other ways to win: Creating alternatives for high school

graduates (3rd ed.). Thousand Oaks, CA: Corwin Press.

8


Hoerner, J., & Wehrley J. (1995). Work-based learning: The key to school-to-work transition.

Westerville, OH: Glencoe/McGraw Hill.

Hull, D., & Parnell, D. (1991). Tech-prep associate degree: A win/win experience.

Waco, TX: Center for Occupational Research and Development.

Johnson, E. (2002). Contextual teaching and learning: What it is and why it is here to stay.

Thousand Oaks, CA: Corwin Press.

Martinello, M., & Cook, G. (2000). Interdisciplinary inquiry in teaching and learning.

Columbus, OH: Merrill.

Miller, M. D. (1985). Principles and a philosophy for vocational education. Columbus, Ohio:

NCRVE.

Miller, W. R., & Miller, M. F. (2002). Instructors and their jobs (3rd ed.). Homewood, IL:

American Technical.

Miller, W. R., & Miller, M. F. (2005) Hints for the highly effective instructor: Survival skills for

the technical trainer. Homewood, IL: American Technical.

National Board for Professional Teaching Standards. (2001). Career and technical education

standards. Washington, DC: Author.

Parnell, D. (1985). The neglected majority. Washington, DC: Community College Press.

Parnell, D. (1995). Why do I have to learn this?: Teaching the way children learn best.

Waco, TX: CORD Communications.

Pautler, A. (1999). Workforce education: Issues for the new century. Ann Arbor, MI: Prakken.

Scott, J. L., & Sarkees-Wircenski, M. (2004). Overview of career and technical education

(3rd ed.). Homewood, IL: American Technical.

Storm, G. (1998) Managing the occupational education laboratory. Ann Arbor, MI: Prakken.

9


Washington, B. T. (1978). Up from slavery: An autobiography. Williamstown, MA: Corner

House. (Original work published 1901).

IX. Instructional Goals, Student Outcomes, and Assessment Procedures:

A. Instructional Goal: Assist students to analyze literature and reflect on personal experience to develop and defend a philosophy of career and technical education.

B. Student Outcomes/Assessment Procedures:

Student Outcomes Assessment Procedures

Articulate and defend a personal philosophy of career and technical education.

Discussion Written work Simulation

Research landmark federal legislation and explain its influence upon career and technical education.

Discussion Written work

Integrate principles of career and technical education in program planning and development.

Discussion Written work Project

Compare and contrast developments over the last 200 years in career and technical education related to economic, political, and social trends.


Facilitate discussions on and advocate for or argue against career and technical education.

Written work Simulation Project

Research a guiding principle of career and technical education using peer reviewed or juried literature.

Research paper

10





1b. Division ADVE



3. Course Number

A411

4. Previous Course Prefix & Number VE A411

5a. Credits/CEU

3 Credits

5b. Contact Hours (Lecture + Lab) (3+0)

6. Complete Course/Program Title: Historical and Philosophical Foundations of Career and Technical Education History & Philosophy of CTE Abbreviated Title for Transcript (30 character)


9. Repeat Status No Limit NA Max Hours NA 10. Grading Basis A-F P/NP NG





Course Description Course Prerequisites Test Score Prequisites Corequisites Other Restrictions Registration Restrictions Class Level College Major Other: CCG


13. Coordinate with Affected Units: College of Education: Adult Education and Counseling, UAA Listserve Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course NA 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities NA Fine Arts Social Sciences Natural Sciences

16. Course Description Studies history, theory, development, and philosophical foundations of career and technical education. Examines career and technical education, including secondary, postsecondary, and applied programs along with models of career education including career clusters. 17a. Course Prerequisite(s) (list prefix and number) NA





17e. Registration Restriction(s) (non-codable) Junior or senior standing or department approval


19. Justification for Action Change prefix from VE (Vocational Education) to CTE because (CTE) Career and Technical Education is used by the field. Change title and course description to better represent course content. Identify course goals and outcomes. Update content. Resume stacking with CTE 611 (previously VE 611) to allow collaboration among learners in the CTE field including teachers, journey persons, technicians, counselors, and workforce development professionals and to provide context to integrate CTE principles in program development.



11


COURSE CONTENT GUIDE UNIVERSITY OF ALASKA ANCHORAGE

Community and Technical College Division: ADVE: Career and Vocational Education December 3, 2007 Programs: Career and Technical Education Course Title: Historical and Philosophical Foundations of Career and Technical

Education Course Number: CTE A411 3.0 Credits

I. Course Description:

Studies history, theory, development, and philosophical foundations of career and technical education. Examines career and technical education, including secondary, postsecondary, and applied programs along with models of career education including career clusters.

II. Course Design:

A. Designed as a course for students seeking a bachelor’s degree in a career and technical education related area. This course is generally for juniors/seniors working toward a baccalaureate degree.

B. 3.0 credits. C. Class includes 45 hours of lecture and class participation and 90 hours outside

work. D. This course is not required for any degree or certificate. E. No additional fees are charged. F. This course maybe taught in any time frame, but not less than 3 weeks. G. This is a revised course. H. Coordinated with College of Education, UAA Listserve. I. Requires the ability to compare and contrast, advocate, defend, and apply

principles learned. III. Course Activities: Class is conducted using discussion, projects, written assignments, simulation, debate, lecture, and technology.

IV. Registration Restrictions: Junior or senior standing or department approval

V. Course Evaluation: Course will be graded A-F.

12


VI. Course Curriculum: 1.0 Safety 1.1 General classroom safety 1.2 General building safety 1.3 General campus safety 2.0 Philosophical Foundations

2.1 Terminology 2.1.1 Ontology 2.1.2 Epistemology 2.1.3 Axiology

2.2 Philosophy and education 2.2.1 General education 2.2.2 Career education 2.2.3 Technical education 2.2.4 Tech Prep and articulation

2.3 Components of a philosophy 3.0 Economic Foundations

3.1 Stages of U. S. economic history (agrarian, industrial, and information) 3.2 Projected labor needs 3.3 Cyclical and seasonal unemployment patterns upon the economy 3.4 Perceptions of skills needed by entry-level workers

4.0 Sociological Foundations 4.1 Concept of work 4.2 Effect of education on status 4.3 Federal and state programs 4.4 Effect and implications of expanding technologies 4.5 Ethics 4.6 Special needs populations 4.7 Partnerships

5.0 Psychological Foundations 5.1 Learning styles 5.2 Teaching methodologies 5.2.1 Contextual teaching and learning 5.2.2 Performance assessment 5.3 SCANS and soft skills

6.0 Guidance and Counseling 6.1 Career guidance 6.2 Career clusters 6.3 Rogerian client-centered approach 6.4 Participation in nontraditional occupations

7.0 Delivery Systems 7.1 Public secondary and postsecondary 7.2 Proprietary 7.3 Apprenticeship 7.4 Industry led 7.5 On-the-job experience and work-based learning

13


7.6 Career and technical student organizations 7.7 Instruction and assessment 8.0 Impact of Federal Legislation

8.1 1862 to the present 8.2 Carl Perkins legislation 8.3 No Child Left Behind 8.4 Workforce Development Act and Alaska Workforce Development Board (AWIB) 8.5 Competitive and formula grants

9.0 Current Issues and Trends 9.1 Implications of current research 9.2 Consequences of current legislation 9.3 Effect of current educational practices

9.4 Significance of current world events 9.5 Standards and certifications 10.0 Influential Leaders 10.1 John Dewey 10.2 Booker T. Washington 10.3 W.E.B. Dubois 10.4 Dale Parnell 10.5 Charles Prosser 10.6 David Snedden 10.7 Dan Hull 10.8 Ellen Swallow Richards VII. Suggested Texts

Gordon, H.R.D. (2008). History and growth of career and technical education in America.

Long Grove, IL: Waveland Press.

VIII. Bibliography

Amundson, N. E., Harris-Bowlsbey, J., & Niles, S. G. (2005). Essential elements of career

counseling: Processes and techniques. Upper Saddle River, NJ: Pearson Prentice Hall.


Gray, K. C., & Herr, E. L. (2006). Other ways to win: Creating alternatives for high school

graduates (3rd ed.). Thousand Oaks, CA: Corwin Press.

Hoerner, J., & Wehrley J. (1995). Work-based learning: The key to school-to-work transition.

Westerville, OH: Glencoe/McGraw Hill.

14


Hull, D., & Parnell, D. (1991). Tech-prep associate degree: A win/win experience.

Waco, TX: Center for Occupational Research and Development.



Martinello, M., & Cook, G. (2000). Interdisciplinary inquiry in teaching and learning.

Columbus, OH: Merrill.

Miller, M. D. (1985). Principles and a philosophy for vocational education. Columbus, Ohio:

NCRVE.

Miller, W. R., & Miller, M. F. (2002). Instructors and their jobs (3rd ed.). Homewood, IL:

American Technical.

Miller, W. R., & Miller, M. F. (2005). Hints for the highly effective instructor: Survival skills for

the technical trainer. Homewood, IL: American Technical.



Parnell, D. (1985). The neglected majority. Washington, DC: Community College Press.

Parnell, D. (1995). Why do I have to learn this: Teaching the way children learn best.

Waco, TX: CORD Communications.


Scott, J. L., & Sarkees-Wircenski, M. (2004). Overview of career and technical education.

(3rd ed.). Homewood, IL: American Technical.

Storm, G. (1998) Managing the occupational education laboratory. Ann Arbor, MI: Prakken.

Washington, B. T. (1978). Up from slavery: An autobiography. Williamstown, MA: Corner

House. (Original work published 1901).

15



A. Instructional Goal: Assist students to review literature and reflect on personal experience to develop and defend a philosophy of career and technical education.

B. Student Outcomes/Assessment Procedures:

Student Outcomes Students will be able to: Assessment Procedures

Articulate and defend a personal philosophy of career and technical education.

Discussion Written work Simulation

Examine landmark federal legislation and describe its influence upon career and technical education.


Integrate principles of career and technical education in program planning and development.

Discussion Written work Project

Compare and contrast developments over the last 200 years in career and technical education related to economic, political, and social trends.


Advocate for or argue against career and technical education in a specified context.

Written work Simulation Project

16





1b. Division ADVE



3. Course Number A690


5a. Credits/CEU

1-6 credits

5b. Contact Hours (Lecture + Lab) (1-6+0)

6. Complete Course/Program Title Selected Topics in Career and Technical Education Selected Topics CTE Abbreviated Title for Transcript (30 character)


9. Repeat Status yes Number of Repeats NA Max Credits 9 10. Grading Basis A-F P/NP NG





Course Description Course Prerequisites Test Score Prequisites Corequisites Other Restrictions Registration Restrictions Class Level College Major Other: CCG


13. Coordinate with Affected Units: Listserve, College of Education Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course NA 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities NA Fine Arts Social Sciences Natural Sciences

16. Course Description Studies emerging trends, standards and theories of learning that Career and Technical educators may integrate into their curriculum. Explores opportunities for application of models using work experiences to test the models. Special Note: May be repeated for credit with a change of subtitle. 17a. Course Prerequisite(s) (list prefix and number) NA





17e. Registration Restriction(s) (non-codable) Graduate standing or department approval.


19. Justification for Action Stack course with CTE 490 to allow collaboration of learners in the CTE field including teachers, journey persons, technicians, counselors, and workforce development professionals, to afford opportunities to demonstrate leadership, and to provide context to integrate CTE principles in program development. Update suggested texts and bibliography.



17

CTE 690 Page 1 of 5 December 3, 2007

COURSE CONTENT GUIDE (CCG) UNIVERSITY OF ALASKA ANCHORAGE

Community and Technical College

Division: ADVE: Career and Vocational Education Date: December 3, 2007 Programs: Career and Technical Education Course Title: Selected Topics in Career and Technical Education Course Number: CTE A690 1-6 Credits I. Course Description:

Studies emerging trends, standards and theories of student learning that Career and Technical educators may integrate into their curriculum. Explores opportunities for application of models using work experiences to test the models. Special Note: May be repeated for credit with a change of subtitle.

II. Course Design:

A. Designed as an elective course to cover emerging trends for students seeking a Master’s Degree in Career and Technical Education.

B. 1-6 credits C. Class includes 15 hours of lecture/class participation and 30 hours of outside work per credit. D. A maximum of nine (9) credits may be applied as electives toward the M.S., Career and

Technical Education degree. May be repeated for credit under a different topic. E. Lab fees: No instructional fees are anticipated. F. Course may be taught in any time frame, but not less than (1) week per credit. G. This is a revised course. H. UAA listserve, College of Education. I. This course requires participants to apply knowledge and skills required of a professional in

Career and Technical Education by demonstrating integration of emerging trends, standards, and teaching and learning methods in their profession.

III. Course Activities:

Class sessions will consist of lecture, discussions, and learning activities related to career and technical education selected topics.

IV. Registration Restriction: Graduate standing or department approval. V. Course Evaluation: Grading for this course is A-F. Grading policies and requirements will be

explained at the beginning of the course. Evaluation will be formative and/or summative and based on successful completion of assigned tasks.

18


VI. Outline: 1.0 Safety and procedures

1.1 University policies 1.2 Building Safety 1.3 Classroom safety 1.4 Hazardous materials

2.0 Policies and Procedures 2.1 University policies 2.2 Department policies 2.3 Course procedures 2.4 Professional conduct

Other areas of emphasis may include: 3.0 Enhancing performance standards in CTE through use of technology in the classroom 4.0 Exploring challenges and opportunities in CTE 5.0 Emerging trends 6.0 Standards 7.0 Teaching/learning methods 8.0 Curriculum models 9.0 Curriculum design and delivery 10.0 Evaluation

VII. Suggested Texts:

Finch, C., & Crunkilton J. (1999). Curriculum development in vocational and technical education

(5th ed). Needham Heights, MA: Allyn & Bacon.

Skowron, J. (2006). Powerful lesson planning. Thousand Oaks, CA: Corwin Press.

Wiske, M. S., & Breit, L. (2005). Teaching for understanding with technology. San Francisco, CA:

Jossey-Bass.

VIII. Bibliography:

American Psychological Association. (2001). Publication manual of the American Psychological

Association (5th ed.). Washington, DC: Author.

Boss, Suzie. (2000). Great expectations: What helps teachers grow. [Electronic version]. Northwest

Education Magazine, 5. Retrieved September 10, 2007, from http://www.nwrel.org/nwedu/

summer00/great.html

19


Bottoms, G., Pucel, D. J., & Phillips, I. (1997). Designing challenging vocational courses.

Atlanta, GA: Southern Regional Educational Board.

Bottoms, G., & Sharpe, D. (n.d.). Teaching for understanding through integration of academic and

technical education. Atlanta, GA: Southern Regional Education Board.

Chafy, R. (1997). Exploring the intellectual foundations of technology education: From Condorcet to

Dewey. Journal of Technology Education, 9 (1). Retrieved October 21, 2007 from

http://scholar.lib.vt.edu/ejournals/JTE/v9n1/chafy.html

Daniels, H., & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12.

Portland, ME: Stenhouse.




Lee, H. D., & Nelson, O. (2006). Instructional analysis and course development. Homewood, IL:

American Technical.

Martinello, M., & Cook, G. (2000). Interdisciplinary inquiry in teaching and learning. Columbus,

OH: Merrill.




Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms.


Roy, P., & Hord, S. (2003). Moving NSDC’s staff development standards into practice: Innovation

configurations. Oxford, OH: National Staff Development Council.

20


Smith, C. L., & Edmunds, N. A. (1999). Career and technical educator’s survival guide (Rev.ed.).

Alexandria, VA: Association for Career and Technical Education Publishing.

States’ Career Clusters Initiative. (2007). 16 career clusters. Retrieved September 28, 2007, from

http://www.careerclusters.org

Storm, G. (1998). Managing the occupational education laboratory. Ann Arbor, MI: Prakken.

U.S. Occupational Health and Safety Administration. (2007). Home page. Retrieved October 3, 2007,

from http://www.osha.gov/

Wang, J., & Odell, S. (2002). Mentored learning to teach according to standards-based reform: A

critical review. Review of Educational Research, 72(3), 481-564.


Instructional Goal: Provide the opportunity for expanding or updating skills and knowledge related to new technology, modern equipment, and educational trends in career and technical education. Student Outcomes: Emphasis of each outcome will vary based on the number of credits in the course.

Assessment Procedures

Analyze and evaluate opportunities to implement safety practices and enhance performance standards in CTE

Written assignment

Interpret and integrate information into instructional programs Project Examine curriculum design as it relates to learner centered, competency based, and standards based instruction

Written assignment

Formulate a plan involving an aspect of the course compatible with the context of the work environment

Written assignment Action plan Project

Create a summative evaluation report documenting the design, procedures, results, recommendations and rationale

Written assignment

Critique and analyze how the selected topic relates to participants’ practice and lifework

Written assignment

21


SAMPLE SELECTED TOPICS COURSE CTE 490/690 Selected Topics: Contextual Teaching and Learning 1 credit Course description: Studies the theory, art, and science of contextual teaching and learning, with emphasis on current brain research that supports contextualizing education to lead learners toward improved performance, mastery of competencies, and academic excellence. Course outline:

1. Safety and Procedures 1.1 University policies 1.2 Emergency procedures 1.3 Classroom safety 1.4 Hazardous materials

2. Policies and Procedures 2.1 University policies 2.2 Department policies 2.3 Course procedures 2.4 Professional conduct

3. Theories of learning 4. Learning styles 5. Putting the styles together 6. Brain-based research on contextual teaching and learning 7. History of contextual teaching and learning 8. Contextual teaching and learning theories/models

7.1 Integrating academic and technical 7.1.1 Single course integration 7.1.2 Interdisciplinary approaches 7.2 Group learning 7.3 Project-based learning 7.4 Work-based learning 7.5 Authentic assessment

8. Contextual teaching and learning environment 8.1 Developing a community of learners among faculty 8.1.1 Peer coaching 8.1.2 Collaborative action research 8.2 Administrative, parent, and community support

22






II. Course Design:

A. Designed as an elective course to cover emerging trends for students seeking a Master’s Degree in Career and Technical Education.

B. 1-6 credits C. Class includes 15 hours of lecture/class participation and 30 hours of outside work per credit. D. A maximum of nine (9) credits may be applied as electives toward the M.S., Career and

Technical Education degree. May be repeated for credit under a different topic. E. Lab fees: No instructional fees are anticipated. F. Course may be taught in any time frame, but not less than (1) week per credit. G. This is a revised course. H. UAA listserve, College of Education. I. This course requires participants to apply knowledge and skills required of a professional in




IV. Registration Restriction: Graduate standing or department approval. V. Course Evaluation: Grading for this course is A-F. Grading policies and requirements will be


Deleted: November 19

Deleted: A maximum of 9 credits may be applied toward the M.S. Career and Technical Education.

Deleted: under a different topic


23


VI. Outline: 1.0 Safety and procedures

1.1 University policies 1.2 Building Safety 1.3 Classroom safety 1.4 Hazardous materials


Other areas of emphasis may include: 3.0 Enhancing performance standards in CTE through use of technology in the classroom 4.0 Exploring challenges and opportunities in CTE 5.0 Emerging trends 6.0 Standards 7.0 Teaching/learning methods 8.0 Curriculum models 9.0 Curriculum design and delivery 10.0 Evaluation






Jossey-Bass.

VIII. Bibliography:

American Psychological Association. (2001). Publication manual of the American Psychological




summer00/great.html


Formatted: No bullets ornumbering

24


Bottoms, G., Pucel, D. J., & Phillips, I. (1997). Designing challenging vocational courses.







Daniels, H., & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12. Portland,

ME: Stenhouse.




Lee, H. D., & Nelson, O. (2006). Instructional analysis and course development. Homewood, IL:

American Technical.


OH: Merrill.







configurations. Oxford, OH: National Staff Development Council. Deleted: November 19

25






Storm, G. (1998). Managing the occupational education laboratory. Ann Arbor, MI: Prakken.






Instructional Goal: Provide the opportunity for expanding or updating skills and knowledge related to new technology, modern equipment, and educational trends in career and technical education. Student Outcomes: Emphasis of each outcome will vary based on the number of credits in the course.


Analyze and evaluate opportunities to implement safety practices and enhance performance standards in CTE

Written assignment

Interpret and integrate information into instructional programs Project Examine curriculum design as it relates to learner centered, competency based, and standards based instruction

Written assignment

Formulate a plan involving an aspect of the course compatible with the context of the work environment

Written assignment Action plan Project

Create a summative evaluation report documenting the design, procedures, results, recommendations and rationale

Written assignment

Critique and analyze how the selected topic relates to participants’ practice and lifework

Written assignment


26









Formatted: Font: 12 pt

Formatted: Font: Times New Roman


Formatted


Formatted: Normal




27





1b. Division ADVE



3. Course Number A490


5a. Credits/CEU

1-6 credits

5b. Contact Hours (Lecture + Lab) (1-6+0)

6. Complete Course/Program Title Selected Topics in Career and Technical Education Selected Topics CTE Abbreviated Title for Transcript (30 character)


9. Repeat Status yes Number of Repeats NA Max Credits NA 10. Grading Basis A-F P/NP NG





Course Description Course Prerequisites Test Score Prequisites Corequisites Other Restrictions Registration Restrictions Class Level College Major Other Goals, Outcomes, Assessments


13. Coordinate with Affected Units: Listserve, College of Education Department, School, or College Initiator Signature Date 14. List any programs or college requirements that require this course NA 15. General Education Requirement Oral Communication Written Communication Quantitative Skills Humanities NA Fine Arts Social Sciences Natural Sciences

16. Course Description Studies emerging trends, standards and theories of learning that Career and Technical educators may integrate into their curriculum. Explores opportunities for application of models using work experiences to test the models. Special Note: May be repeated for credit with a change of subtitle.. 17a. Course Prerequisite(s) (list prefix and number) NA





17e. Registration Restriction(s) (non-codable) Junior or senior standing or department approval.


19. Justification for Action Add an elective course to cover emerging trends for students seeking a bachelor’s degree in a career and technical education related area. Stack course with CTE 690 to allow collaboration of learners in the CTE field including teachers, journey persons, technicians, counselors, and workforce development professionals and to provide context to integrate CTE principles in program development.



28






II. Course Design:

A. Designed as an elective course to cover emerging trends for students seeking a bachelor’s degree in a career and technical education related area.

B. 1-6 credits C. Class includes 15 hours of lecture/class participation and 30 hours of outside work per credit. D. May be repeated for credit under a different topic. E. Lab fees: No instructional fees are anticipated. F. Course may be taught in any time frame, but not less than (1) week per credit. G. This is a new course. H. UAA listserve, College of Education I. This course requires participants to apply knowledge and skills required of a professional in




IV. Registration Restriction: Junior or senior standing or department approval. V. Course Evaluation: Grading for this course is A-F. Grading policies and requirements will be


VI. Outline:

1.0 Safety and procedures 1.1 University policies 1.2 Building Safety 1.3 Classroom safety 1.4 Hazardous materials

29



Other areas of emphasis may include: 3.0 Enhancing performance standards in CTE through use of technology in the classroom 4.0 Exploring challenges and opportunities in CTE 5.0 Emerging trends 6.0 Standards 7.0 Teaching/learning methods 8.0 Curriculum models 9.0 Curriculum design and delivery

Evaluation






Jossey-Bass.

VIII. Bibliography: American Psychological Association. (2001). Publication manual of the American Psychological




summer00/great.html

Bottoms, G., Pucel, D.J., & Phillips, I. (1997). Designing challenging vocational courses.




30





Daniels, H., & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12.

Portland, ME: Stenhouse.


Johnson, E. (2002). Contextual teaching and learning: What it is and why it is here to stay. Thousand

Oaks, CA: Corwin Press.

Lee, H. D., & Nelson, O. (2006). Instructional analysis and course development.

Homewood, IL: American Technical.


OH: Merrill.








31






Storm, G., (1998). Managing the occupational education laboratory. Ann Arbor, MI: Prakken.






Instructional Goal: Provide the opportunity for developing skills and knowledge related to new technology, modern equipment, and educational trends in career and technical education. Student Outcomes: Emphasis of each outcome will vary based on number of credits in the course.


Analyze and evaluate opportunities to implement safety practices and enhance performance standards in CTE.

Written assignment

Examine curriculum design as it relates to learner centered, competency based, and standards based instruction.

Written assignment

Formulate a plan involving an aspect of the course compatible with the context of the work environment.

Written assignment Action plan

Critique and analyze how the selected topic relates to participants’ current or future lifework.

Written assignment

32








33






II. Course Design:

A. Designed as an elective course to cover emerging trends for students seeking a bachelor’s degree in a career and technical education related area.

B. 1-6 credits C. Class includes 15 hours of lecture/class participation and 30 hours of outside work per credit. D. May be repeated for credit under a different topic. E. Lab fees: No instructional fees are anticipated. F. Course may be taught in any time frame, but not less than (1) week per credit. G. This is a new course. H. UAA listserve, College of Education I. This course requires participants to apply knowledge and skills required of a professional in




IV. Registration Restriction: Junior or senior standing or department approval. V. Course Evaluation: Grading for this course is A-F. Grading policies and requirements will be


VI. Outline:

1.0 Safety and procedures 1.1 University policies 1.2 Building Safety 1.3 Classroom safety


Deleted: under a different topic


34


1.4 Hazardous materials 2.0 Policies and Procedures

2.1 University policies 2.2 Department policies 2.3 Course procedures 2.4 Professional conduct

Other areas of emphasis may include: 3.0 Enhancing performance standards in CTE through use of technology in the classroom 4.0 Exploring challenges and opportunities in CTE 5.0 Emerging trends 6.0 Standards 7.0 Teaching/learning methods 8.0 Curriculum models 9.0 Curriculum design and delivery

Evaluation






Jossey-Bass.

VIII. Bibliography: American Psychological Association. (2001). Publication manual of the American Psychological




summer00/great.html

Bottoms, G., Pucel, D.J., & Phillips, I. (1997). Designing challenging vocational courses.



Formatted: No bullets ornumbering

Deleted: ¶Page Break


35






Daniels, H., & Bizar, M. (2005). Teaching the best practice way: Methods that matter, K-12. Portland,

ME: Stenhouse.


Johnson, E. (2002). Contextual teaching and learning: What it is and why it is here to stay. Thousand

Oaks, CA: Corwin Press.

Lee, H. D., & Nelson, O. (2006). Instructional analysis and course development.

Homewood, IL: American Technical.


OH: Merrill.









36






Storm, G., (1998). Managing the occupational education laboratory. Ann Arbor, MI: Prakken.






Instructional Goal: Provide the opportunity for developing skills and knowledge related to new technology, modern equipment, and educational trends in career and technical education. Student Outcomes: Emphasis of each outcome will vary based on number of credits in the course.


Analyze and evaluate opportunities to implement safety practices and enhance performance standards in CTE.

Written assignment

Examine curriculum design as it relates to learner centered, competency based, and standards based instruction.

Written assignment

Formulate a plan involving an aspect of the course compatible with the context of the work environment.

Written assignment Action plan

Critique and analyze how the selected topic relates to participants’ current or future lifework.

Written assignment


37









38

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