EVOC 639 COURSE INFORMATION

THE WISE TEACHER

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:

(College of Education Conceptual Framework, 2000)
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COURSE DESCRIPTION

EVOC 639 is last of a series of course in a series in the MS in Science, Technology, Engineering, and Mathematics (STEM) Education with a concentration in Career and Technical Education (CTE). It is a survey course focusing on professional competencies. Critical analysis about the basic assumptions related to CTE will be discussed, challenged, and explored. This course will synthesis the objectives learned in EVOC 637 and 638, and should be considered an application (applied) seminar curriculum for applying and implementing what was learned in previous course work. It is defined is a cap-stone course for scholars graduating.

Scholars majoring in CTE need an understanding of professional competencies in the field. Book work is not enough. The changes taking place in society, and particularly in business and industry, make it imperative that scholars understand the professional competencies of CTE if they are to be effective educators and be leaders in the field.

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COURSE OVERVIEW AND RATIONALE

Scholars majoring in CTE need an understanding of professional competencies. Most master degree scholars develop a good understanding of their particular service area during the baccalaureate program, but lack knowledge about CTE issues in general for the profession. Additionally, the changes taking place in society, and particularly in business and industry, make it imperative that scholars understand these critical issues of CTE if they are to be effective educators and play a role in adapting to the changing needs of society. The conduct and purposes of CTE under different philosophical orientations are discussed, and an orientation of the organization and administrations, as well as the relationship to education agencies both in and outside of the education area are explored.

A passing grade of a "B" or better in EVOC 638 is required prior to beginning EVOC 639 is essential for academic success. Along with the course objectives, research and writing competence toward thesis completion will be required to advance to EVOC 639. This sequence for some is rigorous. 

Course Prerequisites
RELEVANT PROFESSIONAL STANDARDS

SCHOLARS MUST SUCCESSFULLY COMPLETE EVOC 638 PRIOR TO ADVANCEMENT TO EVOC 639.

Course Guiding Principles

There is no guarantee that scholars making one submission efforts will meet the requirements. This process will not allow for a scholar to hand in a paper for grade sake...there will be no exceptions. The same criteria exists for the comprehensive examination/distance learning option scholars. This is because there are further demands as one progresses in this sequence of courses. 
COURSE GOALS/OBJECTIVES (COMPETENCIES)
Any good course of instruction should be designed to help the scholars who take that course develop and/or improve specific skills. Those skills, referred to as competencies, should be clearly written in terms that indicate exactly what scholars should be able to do as a result of instruction. Upon completion of the course it is expected that all of the EVOC 638 scholars will have demonstrated competency in all of the skills listed below. The five skills that indicated "discuss," may be demonstrated through discussions in class and/or discussion with the course instructor. Scholars who demonstrate appropriate competency in all of the skills listed below will be issued a "Certificate of Competency" upon course end as verified by their accomplishment. On completion of this course, the scholar will be able to:

COURSE REQUIREMENTS
Assignments
    There is an information page on this site for each of the competency assignments. The pages provide information about what each assignment should look like. Each assignment, must have an objective and rationale for the assignment, the specific criteria that scholars are expected to meet, recommended resources, and information about evaluation.

    There are four required competency assignments for the traditional students and comprehensive examination distance learning option. They are intended to be the vehicles through which scholars will demonstrate their knowledge of course topics and indicate their ability to master specific course competencies. All assignments will be evaluated by the instructor and returned to the scholar not later than the next class session after the session that they were received. Anyone who does less than satisfactory work on any assignment will be given specific suggestions relative to what needs to be improved and asked to redo the assignment. The four competency assignments for EVOC 639 are as follows.

    The required competency assignments for EVOC 639 TRADITIONAL AND COMPREHENSIVE EXAMINATION/DISTANCE LEARNING OPTION are as follows:

    Before you begin the following competency assignments develop a timeline with dates of completion and relevant summary information for meeting the assignment requirements. This will be discussed further in class.  

    Note: All Traditional and Comprehensive Examination/Distance Learning Option scholars will be required to develop a portfolio or website that includes, in addition to the assignments denoted above, in the preparation for the comprehensive examination in replacement of the masters thesis a well researched, organized document addressing a series of questions. Review the portfolio guidelines for specific requirements and develop your portfolio or website around the following questions. A table of contents is required and scholars  will be held to strict APA standards. Click here for instructions about the comprehensive examination/distance learning option preparation questions.

    Note: CE/DL 5 is the Comprehensive Examination Portfolio.

COURSE EVALUATION PLAN

Evaluation for this course is based on the criterion reference system (competency based) rather than norm reference system (the norm reference system, based on the statistical "normal curve," actually dictates how many "A's", "B's", "C's", etc., can be given). By using the criterion reference system, Scholars grade will be based on their achievement on selected criteria, not how they compare with other scholars. All scholars are expected to score 100% on all four quizzes. The vocabulary words and definitions for each quiz will be discussed in detail in the class session before the session in which the quiz is administered.

Keep in mind, technically, any grade less than a "B" is equal to an "F" and will require that one enroll in the course again for credit.

  • Assignments ........................................................................................ 50%
  • Major Term Paper, Portfolio or Website...... .....................................15%
  • Examinations (5% equally weighted x 4) ..... .................................... 20%
  • Class Participation (e-mail, presentations,
  • insightful class discussion, attendance, etc.).....................................15%
Total points are equal to 100%
Guidelines for Receiving "Incomplete Grades"
All scholars will be held to rigorous writing standards and academic achievement. It is recommended that scholars not proceed with this beginning sequence course unless they are absolutely certain they will succeed. "Incomplete grades" will not be awarded and no exceptions will be made.
Examinations (Quizzes)
There will be four fill-in-the-blank vocabulary quizzes (Click here for Career and Technical (Vocational) Education Terminology). Each quiz will include eight definitions from a study list of 32 words/definitions that will be discussed in class at the class session before the quiz. Scholars are expected to be able to recall and write out the correct word for each definition. Any scholar who misses any of the words on a quiz will be given the opportunity to make up the point (or points) lost by writing a five page comprehensive essay in which all 32 of the words on the study list for that quiz are used correctly. All scholars are expected to score 100% on all four quizzes. The vocabulary words and definitions for each quiz will be discussed in detail in the class session before the session in which the quiz is administered.
 
  • Portfolio and Website Options: Quizzes will be reported as stories using the terminology as outlined on the Quiz Terminology.
    • Academic Honesty
    Academic dishonesty is an offense against California State University, San Bernardino. A scholar who has committed an act of dishonesty has failed to meet a basic requirement of satisfactory academic performance. This, academic dishonesty is not only a basis for disciplinary action, but is also relevant to the evaluation of the scholars level of performance.

    Academic honesty requires that scholars not cheat, use another scholars work in the place of their own (Plagiarism), or knowingly assisting another to do so. Also, unauthorized access to or changing of grades on examination is unacceptable.

    TEXTBOOK/BIBLIOGRAPHY/PUBLICAIONS
    A text that encompasses all that will be taught for this course is unfortunately unavailable. However, there are many publications available that discuss the topics of this course.

    Recommended Text can be obtained by clicking the following links.

      Association for Career and Technical Education Membership and Techniques Journal. ACTE Headquarters, Alexandria, Virginia.

      International Technology Education Association Membership and The Technology Teacher Journal. ITEA Headquarters, Reston, Virginia.

      Technically Speaking: Why All Americans Need to Know More About Technology. Washington: D.C.

      Standards for Technological Literacy. ITEA Headquarters, Reston, Virginia.

      Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards. ITEA Headquarters, Reston, Virginia.

      Membership International Honorary Epsilon Pi Tau Gamma Nu Chapter [The Instructor will discuss]. CSUSB, San Bernardino, California.

      Office of Graduate Studies, (2001). Guide to Graduate Studies Handbook. California State University, San Bernardino. (Click Here To Download Guide to Graduate Studies Handbook) or pick-up a copy from the graduate office. (Click Here To Download MS Word Thesis Template)

      Howard, R. and Gordon, D. 1999. The History and Growth of Vocational Education in America. Allan and Bacon: Nedham Heights, Mass.

      American Psychological Association. Publication Manual (5th edition). Washington: D.C.

      The following textbooks are OPTIONAL and may be ordered from amazon.com by clicking on any of the following link.
       
        Evans, R. and Herr, E. (1971). Foundations of Vocational Education (2nd Edition). Ohio: Charles E. Merrill Publishing Company.

        Finch, R. and Crunkilton, J. (1999). Curriculum Development in Career and Technical Education (5th Edition). Boston: Allyn and Bacon.

      Lab Materials
       
        Each scholar will be required to develop their own desktop publishing related curriculum materials. Therefore, having access to a computer, printer, diskettes, etc. are essential. Each scholar is expected to supply one or two reams of paper for the printer in the class. For those scholars enrolled in EVOC 639, that do not have access to such equipment, there are computer labs on campus to support such needs.
    COURSE POLICIES
    Attendance
    When enrolled in class, it is imperative that Scholars understand the importance of class attendance. However, it is understood, all adults (professionals) have extracurricular activities that at times can pull one away from scheduled classes. Thereby, it too must be understood that although, the loss of class time due to missed classes is a problem, classes can be made up on an individual basis if such situations arise. Keep in mind, however, when absent most scholars loose valuable interaction and dialogue by the instructor and colleagues. Nevertheless, in the case of extenuating circumstances, the instructor will make every effort to ensure that the educational experiences of the student are not jeopardized.
    Internet and E-mail
    The Internet and e-mail are invaluable alternatives for presenting or obtaining information related to Career and Technical (Vocational) Education. To that end, techniques to deliver information on the World Wide Web (WWW) and e-mail will be introduced. Therefore, scholar will be required to establish an e-mail account with computing services or other organization, and learn to use e-mail and access the WWW.

    Additionally, the Internet will be one form of delivering information in this class. For example, it might be used for quizzes, lecture notes, and for communicating other pertinent information. Also, it might be an alternative when submitting assignments. Thereby, it is imperative for scholars to open an account during the first week of the quarter.

    Portfolios
    Portfolios and Websites are excellent tools for tracking educational development, one's accomplishments, and are a medium through which scholars are able to present themselves professionally. Still, more importantly, it has been found they provide an excellent research alternative when teaching. On occasion, even master teachers refer to sources for enhancing curriculum and instruction. To that end, portfolios or websites are required for this class if you are working toward the Comprehensive Examination/Distance Learning Option. They will be the instructor's reference to validate that each scholar has met or exceeded certain proficiency standards in key skill areas in order to continue taking courses in Career and Technical (Vocational) Education program. Comprehensive Examination/Distance Learning Option, click here for portfolio criteria information.

    The Portfolio will include the following at minimum:

    • Table of Contents
    • Dividers that separate all course assignments.
    • Reflection and Feedback related to your feelings and belief about what was learned, what could have enhanced instruction, and the philosophical assumptions about  the use of computers in education.
    • Quizzes will be reported as stories using the terminology as outlined on the Quiz Terminology.
    • Assignments
    • Other as found appropriate for assessment and evaluation.
    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 need and requests accommodation.

    Disabilities Statement
    If any scholar has special needs addressed by the Americans with Disabilities Act and need course materials in alternative format, notify the course instructor immediately. Reasonable efforts will be made to accommodate any individuals requiring special needs. "If you are in need of an accommodation for a disability in order to participate in this class, please let me know ASAP and also contact Services to Students with Disabilities at UH-183, (909)537-5238."
    Resources for Obtaining Academic Assistance
    Higher education or earning an advanced degree is not easy. There are many demands, including time, cost, personal and professional commitments, and the like. Nevertheless, seeking resources or obtaining academic assistance is an excellent mechanism for educational success that should be considered. Therefore, for those scholars requiring special academic assistance, I encourage them to seek help from California State University's Assistance Center on campus. Outstanding tutorial and writing advisement, as well as services in career planning and placement, judicial affairs, health and counseling and religious life are available (see the undergraduate or graduate bulletin).
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