COURSE SYLLABUSCTE 351

PRINCIPLES AND PHILOSOPHY OF PROFESSIONAL-TECHNICAL EDUCATIONSUMMER 3 credits

Department of Adult, Career and Technology EducationCollege of Education ● University of Idaho

InstructorJohn Cannon, Assistant Professor

Office LocationUniversity of Idaho – Boise

322 East Front Street, Suite 440Boise, Idaho 83702

E-mail Voice Faxjohnc@uidaho.edu 208-364-4031 208-364-4078

COURSE DESCRIPTIONOverview and interpretation of history, aims, and purposes of public education and professional-technical education; issues and programs comprising professional-technical education in Idaho and the U.S. 

COLLEGE MISSIONThe College of Education enriches lives by advancing excellence in research and practice in education, leadership, and applied human arts and sciences (adopted January 27, 2005). The College of Education envisions being a leading, diverse, nationally recognized educational community.  Our caring faculty members and innovative curriculum are:

Preparing professionals through integrated programs grounded in research Generating and evaluating knowledge through disciplinary and interdisciplinary scholarship Informing professional practice and community life through the exchange and utilization of

knowledgeTogether, our college community is achieving this vision through a culture of openness, innovation, and collaboration.

CONCEPTUAL FRAMEWORKUniversity of Idaho educators CARE. Together we develop as scholar practitioners who value and professionally apply and advance:

Cultural Proficiency; Assessment, Teaching, and Learning; Reflective Practice; and, Engaging in Community Building & Partnerships.

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GLOBAL COURSE OUTCOMESUpon successful completion of this course, the student will be able to:

1. define the terminology of career and technical education.2. compare the goals and objectives of career and technical education, general education, and

liberal education.3. describe the relationships between secondary, post-secondary, career and technical education.4. identify the program areas of career and technical education.5. explain career and technical education's collaborative relationships which occur outside the

field.6. articulate a personal philosophy of career and technical education.7. describe the history of career and technical education.8. describe the social/economic impacts of/on career and technical education.9. identify the student populations of career and technical education.10. describe the funding channels of career and technical education.11. discuss current trends and issues within the field of career and technical education.12. describe the professional and student organizations of the career and technical education

field.13.

IDAHO TEACHER STANDARDSThis course addresses the following standards. The teacher . . .

Knowledge of Subject Matter: The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Knowledge of Human Development and Learning: The teacher understands how children learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Adapting Instruction for Individual Needs: The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Multiple Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Classroom Motivation and Management: The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

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Communication Skills: The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Instructional Planning Skills: The teacher plans instruction based upon knowledge of subject matter, students, and curriculum goals.

Assessment of Student Learning: The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Professional Commitment and Responsibility: The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Partnerships: The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

INSTRUCTIONAL STRATEGIESOutcomes, content topics, and learning activities will be delivered using a variety of Internet methodologies. This will include various forms of individualized, group, and cooperative strategies.

PREREQUISITE(S) / COREQUISITE(S)None

COURSE WEBSITEhttps://www.blackboard.uidaho.edu/webct/entryPageIns.dowebct

TEXTBOOK(Required – Available in the UI bookstore or through any on-line vendor of texts)Gordon, H.R. D. (2008). The History and growth of career and technical education in America.

Waveland Press, Inc. Long Grove, Il. 10-digit ISBN 1-57766-517-1, 13 –digit ISBN 978-157766-517-5

OTHER MATERIALSStudents are required to provide their own materials for the completion of individual and group assignments.

COURSE TIME AND PLACEThis course is delivered in an Internet Format which does not include face to face meetings.

COURSE SCHEDULESee online postings for deadlines, due dates, and other important information.

GENERAL COURSE CONTENTFoundations Roles and MissionsPhilosophy Program AreasHistory LegislationImpacts FundingSchool Organizational Structures Professional & Student OrganizationsProfessional Development Trends and Issues

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COURSE COMMUNICATIONSAll course communications will be through the University of Idaho email and Blackboard. All students are encouraged to check Vandal Mail and Blackboard on a regular basis.

GETTING STARTEDIn order to begin the course, log on to Blackboard. Go to the Learning Module link and begin Learning Module 1. Each module will consist of the following:

1. Reading Assignment2. Supplemental PowerPoint3. Discussion Board Question4. Reflective Commentary Link 5. Quiz

Do not hesitate to contact the instructor with any questions as you begin the learning process for the course.

CTE 351 COURSE REQUIREMENTS / ASSIGNMENT SPECIFICATIONSNote: These specifications are for students enrolled in CTE 351.

Photo on Blackboard: Online courses provide students with an effective venue to meet educational goals utilizing advances in communication technology. Unfortunately, the benefits of face to face meetings and communication are not possible. In order to create a sense of community with the members of the class, students are required to post their pictures in the roster section of Blackboard. This assignment is worth 20 points and the instructions for posting student photos are below. Your photo should be posted by the end of the first week of the course. Do not hesitate to contact Dr. Cannon with any questions about this process.To do this, follow these instructions:

1. On the left side of the screen click the Roster icon2. Click the “edit profile” icon in your listing3. Under the picture with the “?” click on the Browse icon4. Download your picture and attach5. Check the “Public” box above the upper right hand corner of your photo.6. Click “save”

Commentary for Reading Assignments: Each student will prepare a reflective commentary covering the content from each reading assignment for the Gordon text. The commentary is to be posted on the designated online discussion board on Blackboard. The commentary is to be written in two parts: Part 1 is to focus on one or two points of particular interest (i.e., something that caught your attention, caused you to reconsider something, or clarified something you did not understand previously). Here, “reflective” is referring to a habit of mind that questions why, what, and how one goes about doing what one does, with an eye toward making "what is," better. It is a reflective critique of what has been learned and/or observed. As an educator, we all need to reflect on what we do and why we do it. Reflection is a vital part of improving instruction and learning. Part 2 is to focus on application; that is, on how the session materials can be put to use in “your” classroom or situation. Again, this is a reflective process looking for ways of applying what has been learned. The commentary is expected to be posted within the appropriate time frame of the assignment compared to the point in the semester. Students are expected to engage in online discussions of the commentaries.

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Reading Assignment Quizzes: Each participant is required to complete 14 quizzes based on assigned readings in the textbook and other provided materials. All quizzes will be completed online and are located in the Assessment section of Blackboard.

Professional Philosophy Statement: As a professional educator you will frequently be called upon to make programmatic and educational decisions. Many of those decisions will necessarily be made quickly yet have long-lasting effects. Your most useful tool in making such decisions can be a thoughtfully developed and well-considered set of beliefs and values about your field - that is your philosophy as a professional. A rough draft of your professional philosophy statement will be due in early July and the final draft at the end of the semester. This assignment may be submitted before the due dates electronically at the course website on Blackboard or to johnc@uidaho.ed u.

Final Exam: The final examination will consist of: reflections, problematics, and essay questions based on course readings and class discussions, and it is comprehensive of the entire semester. You will be given an opportunity to make some decisions on which specific examination items to respond to. The final exam will be due in early August, no points will be given for submissions after this date.

Informed Participation: Even though this is an online course, participation is an important part of this course. Each student will be expected to be an active online participant and listener for commentary and discussion topics. Your input related to the principals and foundations of Career and Technical Education is highly valued because of your professional interest and objectives in this field. Lack of online participation will hinder your opportunity to gain participation points.

Assessments and Grading CTE 351Requirement PointsPhoto On Blackboard 20Commentary for Reading Assignments (14 @ 10 points each)

140

Reading Assignment Quizzes ( 14 @ 10 points each) 140Professional philosophy statement 50

50Final Exam 100Informed Participation 100Total 600

Grading Scale:540-600 = A (90%-100%)480-539 = B (80-89%)420-479 = C (70-79%)360-419 = D (60-69%)Below 360 = F

EXPECTATIONS Plagiarism: All assignments are to be original to the student. Most of the written materials you develop will use other sources. Whenever you use another person's ideas in assignments, that person must be cited. Whenever you use another person's words, you must quote and credit the source.

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Professionalism: This semester is part of your continual preparation in one of the world's great professions. The attitudes you exhibit in this course should reflect your seriousness about this profession. As an in-service or pre-service teacher, consider what you expect of your students.

Attendance and Participation: Each student is expected to participate in the online discussions. Regular participation is considered an indication of your professionalism as well as your dedication to, and interest in education as a profession. For online assignments, establish a schedule to complete assignments in a timely fashion. Do not put assignments off until the end of the semester. You will not have enough hours in the day to complete course work if you put things off to the second half of the semester.

Assignments: Assignments shall be submitted electronically through Blackboard or email to johnc@uidaho.edu. The instructor understands that the students enrolled in the course are busy. Beginning teachers and pre-service teachers face many challenges meeting job and family obligations. Because of the nature of an online course, the instructor is flexible with assignment deadlines. However, an assignment which is submitted after an established or agreed upon deadline will have ten percent deducted from the final points for the assignment. No assignments will be accepted after August 5. If there are circumstances that will result in a late assignment, contact the instructor.

Accommodations: If you have special needs for successfully completing this course, you must inform the instructor within the first week and be registered with the University as requiring such accommodations.

Timely Completion and Incomplete Grades: A final grade of “incomplete” will be given only for extenuating circumstances. We live in an uncertain world. From time to time we all encounter unexpected events. If you find that you cannot make a certain due date, please contact the instructor. Prior approval is required to submit a late assignment. Missing assignments at the end of the course does not qualify one for an incomplete grade without prior approval and extenuating circumstances. Please refer to the University of Idaho’s incompletion policy below.

Extenuating Circumstances and Special Needs: Components of this course may change due to the extenuating circumstances or learner needs. When and if that happens, those changes will not jeopardize the student in terms of required time to complete assignments. Students who have special needs (academic, physical, psychological, or health require special consideration or adaptation of course requirements, expectations, or field replacement) must notify the instructor verbally and then in writing at the beginning of the term.

Academic Integrity: The University of Idaho has as one of its core values the ideal of academic honesty and integrity. University of Idaho students live and work in a collegiate community which emphasizes their responsibility for helping to determine and enforce appropriately high standards of academic conduct. The faculty of the University of Idaho expects all students to adhere to the highest standards of academic honesty, and to refrain from any action which infringes upon academic freedom of other members of the community. Please refer to the University of Idaho - Student Code of Conduct Article II-Academic Honesty.

Nondiscrimination Policy: The University of Idaho has a policy of nondiscrimination on the basis of race, color, religion, national origin, sex, age, disability or status as a Vietnam era veteran. This policy applies to all programs, services, and facilities, and includes, but is not limited to, applications, admissions, access to programs and services, and employment. Such discrimination is prohibited by titles VI and VII of the Civil Rights Act of 1964, title IX of the Education Amendments of 1972, sections 503 and 504 of the Rehabilitation Act of 1973, the Vietnam Era Veterans' Readjustment CTE 351 Principles & Philosophy of Professional-Technical Education 6

Assistance Act of 1974, the Age Discrimination Act of 1975, the Age Discrimination in Employment Act Amendments of 1978, the Americans With Disabilities Act of 1990, the Civil Rights Act of 1991, the Rehabilitation Act Reauthorization of 1992 and other state and federal laws and regulations. Sexual harassment violates state and federal law and policies of the Board of Regents, and is expressly prohibited, as stated in Faculty Staff Handbook (FSH) 3220. The University of Idaho also prohibits discrimination on the basis of sexual orientation, as stated in FSH 3215. The entire FSH can be accessed online at http://www.webs.uidaho.edu/fsh. Questions or concerns about the content and application of these laws, regulations or University policy may be directed to: April Preston, Human Rights Compliance Officer (885-4213); Gloria Jensen, Coordinator of Disability Support Services (885-7200); Regional Office for Civil Rights, U.S. Department of Education in Seattle (206-220-7900); Equal Employment Opportunity Commission, Seattle District Office (206-220-6883); or Pacific Regional Office of Federal Contract Compliance Programs, U.S. Department of Labor in San Francisco (415-848-6969). Complaints about discrimination or harassment should be brought to the attention of the UI Human Rights Compliance Office (885-4212 or anbutler@uidaho.edu). Retaliation for bringing forward a complaint is prohibited by FSH 3810. Library Resources: As a UI student, you not only have access to valuable print and electronic resources from the university's library, but you also have the access to personalized assistance from the librarians. If you have assignments or research questions and aren’t sure how to make the most of library resources from off campus, feel free to contact the College of Education liaison librarian with questions.  Help may be obtained via email or phone.  Rami Attebury, 208-885-2503, rattebur@uidaho.edu . As always, you may also call the main reference desk anytime Monday to Thursday 9 to 9, Friday 9 to 5, and Sunday 1-9, 208-885-6584, or visit http://www.lib.uidaho.edu for email or IM assistance.

University of Idaho Incomplete Policy

F - Grades of IncompleteF-1. A grade of "Incomplete" is assigned only when the student has been in attendance and has done passing work up to a time within three weeks of the close of the semester, or within one week of the close of the summer session. It may be assigned only upon agreement of the student and course instructor when extenuating circumstances make it impossible for the student to complete course requirements on time (Extenuating circumstances include serious illness, car accidents, death of a family member, etc. It does not include lateness due to procrastination, the student's desire to do extra work to raise his/her grade, allowing a student to retake the course, etc.). Graduate students on probation, see College of Graduate Studies section on Probation, Disqualification, and Reinstatement (Part 4). If a grade of "Incomplete" is submitted, the instructor will assign a reversion grade in the event the missing work is not completed. The instructor must also specify conditions and requirements for completing the deficient work, as well as any deadline shorter than the maximum time period allowed in F-2. At the end of each semester, the Registrar's Office will send an Incomplete Grade Report (IGR) to departmental administrators detailing every I grade submitted by their faculty that semester and the conditions for student completion.

F-2. Completion of "Incomplete" Grades. Final grades for incompletes received in the Fall semester or Intersession, must be assigned by the last day of the following Summer semester. Final grades for incompletes received in the Spring semester or Summer Session, must be assigned by the last day of the following Fall semester. When a student has completed the deficient work, the instructor will assign a final grade. An incomplete that is not completed within the time limit specified above would automatically be changed to the reversion grade assigned by the instructor at the time the incomplete was submitted. Instructors may assign a final grade anytime within the time period specified above. In the event the instructor leaves the university, the departmental administrator may assign the final grade. An incomplete remains on the student's permanent record and is accompanied by the final grade (i.e. I/A, I/B, I/C).

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F-3. "Incomplete" Grades on Record at End of Final Term. A student cannot graduate with a grade of "Incomplete" on his or her record. At the end of the term in which the student will graduate, a grade of "Incomplete" in any UI course on that degree level (undergraduate, graduate, law, etc.) reverts to the grade that the instructor had specified on the on-line grade roster (see F-1). Reverted grades are included in the computation of the student's cumulative grade-point average at graduation. Nonetheless, a student who has graduated may make up the incomplete work within the usual time limit in an effort to raise the grade on the permanent record.

REFERENCE LISTBarlow, M. L. (1976). 200 Years of vocational education. American Vocational Journal, 51(5), 21-

87.

Bennett, C. A. (1937). History of manual and industrial education, 1870 to 1917. Peoria, IL: Chas. A. Bennett Co.

Calhoun, C. C., & Finch, A. V. (1976). Vocational and career education: Concepts and operations. Belmont, CA: Wadsworth Publishing.

Evans, R. N., & Herr, E. L. (1978). Foundations of vocational education (2nd. Ed.). Columbus, OH: Charles E. Merrill Publishing.

Gray, K. (1996). Vocationalism and the American high school: Past, present, and future? Journal of Industrial Teacher Education, 33(2), 86-92.

Householder, D. L. (Ed.). (1988). Industrial teacher education in transition. St. Louis, MO: Mississippi Valley Industrial Teacher Education Conference.

Journal of Industrial Teacher Education (As a General Reference: The professional publication of the National Association of Industrial and Technical Teacher Educators).

Lazerson, M., & Grubb, W. (Eds.). (1974). American education and vocationalism: A documentary history, 1870-1970 (Classics in Education, No. 48). New York, NY: Teachers College Press.

Martin, G. E. (Ed.). (1995). Foundations of technology education (44th Yearbook of the International Technology Education Association). New York, NY: Glenco.

Miller, M. D. (1994). Philosophy: A foundation for envisioning the future and workplace education. Lincoln, NE: University Council for Vocational Education.

Miller, M. D. (1985). Principles and a philosophy for vocational education. Columbus, OH: The Ohio State University, The National Center for Research in Vocational Education.

Roberts, R. E. (1957). Vocational and practical arts education (3rd. Ed.). New York, NY: Harper & Row.

Techniques: Making Education and Career Connections. (As a General Reference: The professional publication of the Association for Career and Technical Education)

The Technology Teacher. (As a General Reference: The professional publication of the International Technology Education Association).

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