UNIVERSITY OF CENTRAL FLORIDACollege of Education

I. Descriptive Information

Department: Educational and Human SciencesCourse Title: Course Construction in Health Occupations EducationCourse Number: ECW3312Course Credit: 3 hoursPrerequisites: ECT3365 or C.I.Intended Audience Junior standing or CISemester: Summer 2011Instructor: Michele Forbes, MA, LMTInternet Address: Access through: My UCF UCF Coordinator: Judith MontillaOffice: Education Complex Bldg. 115DOffice Hours: By appointment

Catalog Description: PR: ECT3365 or C.I. Planning and preparation of materials, managing the laboratory and involvement in appropriate Vocational Student Organizations. Clinical instruction related to vocational education and industry training. - (UCF Undergraduate Catalog)

II. Statement of Course Goals and Objectives

KEY: FEAP/PEC = Florida Educator Accomplished Practices 1-12/ Professional Educator Competencies 13-14

FEAP/PEC #2 – CommunicationFEAP/PEC #3 – Continuous ImprovementFEAP/PEC #4 – Critical ThinkingFEAP/PEC #7 – Human Development & LearningFEAP/PEC #8 - Knowledge of Subject MatterFEAP/PEC #9 - Learning EnvironmentsFEAP/PEC #10 – PlanningFEAP/PEC #11 – Role of the TeacherFEAP/PEC #12 - Technology

Objectives: At the completion of this course, students will be able to:1. Identify one specific course you are qualified to teach as a subject matter expert (SME) from a

review of the State of Florida, Department of Education, Curriculum Frameworks and Course Standards (FEAP/PEC 8, 11, 12, NCATE 1)

2. Compare the listed Curriculum Frameworks student requirements to specific industry requirements, noting similarities and differences (FEAP/PEC 3, 4, 8, NCATE 1)

3. Propose revisions in a current framework for a specific course, based upon standards from health science or industry (FEAP/PEC 3, 4, 11, NCATE 1)

4. Describe the requirements for each component to be a teacher in the area of Health Occupation (FEAP/PEC 8, 10, NCATE 1)

5. Demonstrate the ability to use the Internet to access the homepage for the appropriate CTO for your area (FEAP/PEC 11, 12, NCATE 1)

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6. Identify facts about the CTSOs (Career & Technical Student Organization) in Health Occupations (FEAP/PEC 2, 7, 8, 9, 11, NCATE 1)

7. Understand the roles of students in a CTSO (FEAP/PEC 7, 9, 11, NCATE 1) 8. List the benefits for the student of belonging to a CTSO (FEAP/PEC 7, 9, 11, NCATE 1) 9. Identify the rewards for a CTE (Career & Technical Education) teacher that is involved in

CTSOs (FEAP/PEC 3, 7, 9, 11, NCATE 1) 10. Demonstrate willingness to be involved in local/state/national events (FEAP/PEC 11, NCATE

1) 11. Participate in a National Leadership Conference (NLC) as a teacher/advisor or judge for at least

one event (FEAP/PEC 3, 9, 11, NCATE 1)12. Demonstrate the ability to use Web sources to find future technical directions and trends of

health occupations (FEAP/PEC 3, 8, 12, NCATE 1)13. Use researched trends to propose new means of teaching and learning, in general, as a teacher

in career and technical education (FEAP/PEC 3, 4, 9, 10) 14. Access, through a Web search, ten different sources of relevant materials for a selected health

occupational area (FEAP/PEC 3, 8, 10, 12, NCATE 1)15. Explain how a program or course can be supported by the researched material found on the

Internet (FEAP/PEC 3, 4, 8, 9, 10, 12, NCATE 1)16. Identify requirements for entry into one self-selected occupational area, using Web resources

made available (FEAP/PEC 8, 12, NCATE 1) 17. Offer, in a discussion format (using the Discussion(s) assigned), a summary of the requirements

related to:1. worker characteristics, 2. worker requirements, 3. experience requirements, 4. occupation requirements, 5. occupation-specific tasks. (FEAP/PEC 2, 5, 6, 8, 10, 12, NCATE 1)

18. Develop a primer plan on hints and suggestions for the new teacher on a new or suggested topic (FEAP/PEC 4, 10)

19. Develop a product, using PowerPoint, based on an approved topic (FEAP/PEC 4, 8, 10, 12, NCATE 1)

20. Demonstrate the use of A.P.A. format to present references (FEAP/PEC 3, 4)21. Present a final product online using PowerPoint (FEAP/PEC 2, 9, 12, NCATE 1)

III. Required Texts and Readings

Textbook: None – World Wide Web will be used

Supplementary Materials: PowerPoint software

IV. Academic Course Requirements

1. Activities (80%)Your written work must be professional in appearance. It should also be free from grammatical and spelling errors.

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It is very important that your work be posted on or before the published due date/time to be considered on time. You will have until a specific date and time noted for each course (see Schedule). Please see the "Grading Procedures” provided below.

2. Examination (10%)There will be one overall exam at the end of the course. It is weighted at 10% of the total course grade. Turnaround time for this varies, but is usually 7-10 days. Pay attention to the course Schedule.

3. Reflection (5%)At the very end of each course, we require a reflection. It is done to offer you an opportunity to sit and think about the course – any aspect of it – and note your reflections.

4. Professionalism (5%)Part of being a professional in education is modeling behaviors. You are, or will be, a professional educator/trainer and as such are expected to adhere to quality standards in the (virtual) classroom. Five points will be assigned about midway through the course. Your professionalism in the virtual classroom will be monitored and reviewed as to the extent you:

Participate regularly in Discussion areas Interact regularly with peers and the instructor through course mail Submit completed assignments on time Demonstrate appropriate net-etiquette Provide online assistance to peers in the course

V. Administrative Course Requirements

Attendance. This course places a strong emphasis upon the interaction of the students therefore you are expected to attend all class sessions. The failure to attend class will negatively affect your grade.

Late Assignments. Please see the professor if you are turning in an assignment late.

VI. Evaluation and Grading System

All of our courses use the same grading scale and follow the same grading procedure. This is based on specific principles:

1. The work you do is performance-based; assignments are actual or simulate real-world work.2. There is one opportunity to revise selected work within one week of the date scored.3. Work is assessed using criterion and not norm-referenced; a "normal curve" is not used in

calculating grades or activity scores in our courses. 4. We attempt to treat adult learners as adult learners, hence exams, as such, are weighted lower

than in most other college courses. There are no make up exams.5. A "participation" component termed "Professionalism" is included in each course to simulate

required participation in real-world work.

Each student earns points throughout the course. Listed below is the grading scale used in the course. Points given to each assignment are seen in the course's "Schedule."

Grading scale: Letter Grade PercentageA 94 - 100 B 87 - 93

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C 80 - 86 D 73 - 79 F 72 and below

The faculty in this program has chosen NOT to adopt plus or minus policy for grades.

Grading Procedures: The following are the grading procedures used in determining your grade in each course.

1. Late Assignments

Assignments need to be posted to Discussions by 11:55 p.m. Eastern Standard Time on the due date. A late assignment is graded as follows:

Beginning after 11:55 p.m., one (1) point is deducted for every day the assignment is posted late in Webcourses. For example, an assignment is due on Monday at 11:55 p.m. EST, but is posted on Tuesday at 6:05 a.m. EST: One point is automatically deducted from the overall grade.

Any time you feel you might be falling behind in the course, it is best to contact the instructor to discuss your situation. No assignments will be accepted after the final day of class.

2. Reposting

If you did not receive 100% of the points assigned to an activity, you have the chance to repost the activity within one week of receiving the grade (please see the "Posting of Grades" section below). However, reposting does not apply to an activity that requires you to post a response to another student. In other words, you are not able to go back into an activity and post a response to another student’s posting after the activities due date. Reposting only applies to a written assignment posting that did not receive full point value (i.e. a posting of a rubric for your course). There is no reposting or make up exams.

3. Posting of Grades

Grades are completed one week after the due date. You can view your grades by selecting the “My Grades” link from the Course Homepage. If you do not see your grade after two weeks, please notify me.

VII. Major Topics of the Course

Florida curriculum Frameworks Participation in Local/State/National eventIndustry Requirements Health Occupational worker requirements

HOE (Health Occupation Educators) Student Organization

Researching and evaluating resources for the Health Occupation Educators

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Building Safety into your programPrimer for the new teacher

VIII. Tentative Course Outline

Activities ReleaseDate Points

Due DatesMonday

11:55 p.m.

Orientation & Introduction 5/15 0 5/28

Activity 1State Curriculum 5/16 10 6/4

Activity 2Building Safety Into Your Program 6/4 10 6/11

Activity 3Student Organizations – HOSA (CTSO’s) 6/11 10 6/18

Activity 4Teacher Qualification & Certification 6/18 10 6/25

Professionalism – Orientation Activity describes this grade - 3 of the 5 points may be earned at this time. Based on your professionalism - all 5 points can be earned by the end of this course

5 6/25

Activity 5Occupational and Teaching Trends

6/25 10 7/2

Activity 6:Specialty Resources 7/2 10 7/9

Activity 7:Occupational Requirements 7/9 10 7/16

Activity 8Creating a Lesson Plan 7/16 10 7/23

Reflection 7/23 5 7/30

Final Exam 7/23 10 7/30

IX. Bibliography

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Bott, Paul A. (1996). Testing and Assessment in Occupational and Technical Education. Boston: Allyn and Bacon.

Bott, P. A. (1998). Teaching Your Occupation to Others. Needham Heights, MA: Allyn & Bacon.

Frisbie, D. A. & Waltman, K. K. (1992, Fall). "Developing a Personal Grading Plan". Educational Measurement: Issues and Practices. Retrieved from the. University of Washington's Faculty Resource On Grading website on December 20, 2006 from http://depts.washington.edu/grading/plan/frisbie1.htm

Huitt, W. (2001, April). Krathwol et al.'s taxonomy of the affective domain. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved December 28, 2006 from http://chiron.valdosta.edu/whuitt/col/affsys/affdom.html.

Lange, R., & Cook, D. (1986, July). Constructing Tests: Learning Package 17. Florida Coalition for the Development of a Performance Measurement System.

Learning skills program: Bloom's taxonomy. (n.d.) Retrieved December 27, 2006 from the University of Victoria Counseling Services website: http://www.coun.uvic.ca/learn/program/hndouts/bloom.html

Moskal, Barbara M. (2003). Recommendations for developing classroom performance assessments and scoring rubrics. Practical Assessment, Research & Evaluation, 8(14). Retrieved January 4, 2007 from http://PAREonline.net/getvn.asp?v=8&n=14

Psychomotor Domain Taxonomy (n.d.). Retrieved December 28, 2006 from the Penn State University website: http://tlt.psu.edu/suggestions/research/Psychomotor_Taxonomy.shtml

Relate Different Levels of Learning Objectives to Assessment (n.d.). Retrieved December 28, 2006 from the Penn State University website: http://tlt.psu.edu/suggestions/research/Objectives_assessment.shtml

Stecher, B. M., Rahn, M. L., Ruby, A. Alt, M. N, Robyn, A. & Ward, B. (1997, July). Using alternative assessments in vocational education. Retrieved on January 10, 2006 from National Center for Research in Vocational Education website: http://nccte.org/publications/ncrve/mds-09xx/mds-946.asp

Conceptual Framework

The graphical representation of our conceptual framework is based on basic geometric shapes that aptly portray key aspects of the framework:

At the heart of the model are three concentric circles creating a “target” for graduates from all of our professional education programs. The core objective (“bull’s eye”) is becoming a Professional Educator, an achievement that requires continuous reflective practice (middle ring) and professional development aligned with applicable national, state, and institutional standards (outer ring).

The three triangles represent three broad levels of professional development: Pre-professional, Professional, and Accomplished (note the physical progression indicating that professional development always moves in the direction toward Professional Educator). These triangles also represent the three major dimensions of professional development: knowledge, skills, and dispositions.

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Integrated throughout all aspects of our conceptual framework and thus reflected as a circle-in-motion is our circle of core beliefs (Research Base, Best Practice, Life-Long Learning, Ethics, Social Justice, Equity, Diversity, Caring, Democracy, Academic Standards, and High Quality Education).

The outer pentagon of the conceptual framework represents five broad orientations regarding the preparation of professional educators (Academic, Teaching/Scientific, Practical, Critical/Social, and Humanistic), which serve as a broad foundation for the framework.

Major Milestones of Program

Orientation Activity: http://reach.ucf.edu/~technicaled/orient-actvt.htm

Completion of these components is critical—therefore required. The benefits to you include:

1. Success using Webcourses, the software program UCF uses for our online courses. 2. Ability to perform basic word processing skills. 3. Clear understanding at onset of this course of the grading plan and grade scale. 4. Interaction among students in this course in a non-graded manner.

There are NO points attached to this activity, yet it coincides with the beginning of each course. The benefits are many and we feel a need to incorporate this in ALL of our courses.

After completion of the Orientation Activity, the prospective new student will be able to:

1. Identify important aspects of learning online. 2. Locate selected buildings on the UCF campus in Orlando. 3. Cite references according to protocol. 4. Follow UCF student conduct policies. 5. Accept grading policies for our courses.

Learning online

When UCF began using the Web for courses in the summer of 1996, we adopted it fully for our courses. There was no infrastructure as we have now. Initially our courses were very technically challenging by today's standards, and yet our students not only survived but thrived. However, because of growth and access by a wider range of skilled students, a tutorial was developed. Of course, the tutorial is online, teaching people how to be online using Webcourses and providing refresher training in basic word processing.

Completion of this tutorial can take up to one hour—time well spent up-front, for technical success later. You are asked, urged, cajoled, pressured, and even required to complete the tutorial as soon as possible.

1. Access "Learning on-line"Review:

o Skill Requirements o Technical requirements

2. Complete: o Orientation Course

As a reminder, use the checklist below as review in your Web journey. 7

Webcourses Technical Competencies

Just as you would not embark on a long-distance trip without knowing something about the vehicle you are traveling in, you should not enroll in web courses without acquiring some skills of the vehicle used to transfer your knowledge to the instructor.

Following are some competencies you must achieve before leaving today. Be sure to be checked off by the instructor or a mentor to show that you have the basic knowledge to use Webcourses.

You must be able to do the following:

1. Access the Webcourses course(s) in which you are enrolled. 2. Log in MyUCF with your username and password. 3. Access course components. 4. Post comments to Discussion areas. 5. Enter Chat room and post comments. 6. Access Course Mail to select specific addresses, write notes or respond to mail. 7. Find mail in your Inbox and Outbox 8. Copy and paste to and from Webcourses 9. Include URLs in your postings. (copy & paste) 10. Access "My Grades" 11. Access "My Participation".

UCF Virtual Tour

For your visit to the UCF main campus in Orlando, it is best to be prepared. There are many buildings and we do not want to lose you wandering around campus all day. A "virtual tour" has been developed. We are asking you to "walk" around campus using your computer and the Web for this tour by "Ryan." Follow the steps below to complete your tour.

1. Access the Virtual Tour 2. Select either the Flash or HTML version and click on the icon of choice 3. For general information, complete each of the "Tour stops" 4. Specifically for the College of Education, find the "Campus Map", use the pull-down menu to

select the Education building, click directly on the building, and identify where it is with respect to the University Blvd. entrance and nearby parking at Gemini Blvd. West.

5. Find Classroom Building I - where our hands-on practice is located. 6. Wow, a pretty neat technology eh? You can wander around, print maps and be ready to come to

campus.

Writing Papers & Posting References - Procedures

APA STYLE

Below are sites where you can go to find information on how to write using APA style and how to cite an electronic resource.

1. American Psychological Association. (2003). APA Online website APA Style.org retrieved on August 8, 2005 at http://www.apastyle.org/ .

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2. APA Style Resources. (n.d.) Retrieved on August 8, 2005 at http://www.psychwww.com/resource/apacrib.htm

** Sometimes you have to try the site a couple of times or copy the URL and paste it, but it does work. From the selections that are offered to you, I prefer the link listed below…

3. The Arthur C. Banks Library at Capital Community College (2004, June). A guide for writing research papers based on styles recommended by the American psychological association. Retrieved on August 8, 2005 at http://webster.commnet.edu/apa/index.htm.

4. Degelman, D. (2000-2005). APA style essentials. Retrieved from the Vanguard University website on August 18, 2005 at http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796

**has examples of papers to view

HOW TO CITE AN ELECTRONIC SOURCE USING APA

American Psychological Association. (2003). APA style.org, Electronic Resources retrieved on May 8, 2005 at http://www.apastyle.org/elecsource.html.

HOW TO RESEARCH THE INTERNET

1. Go to www.google.com2. Select "Advanced Search" (hyperlink found on the right of the searching field) 3, Fill in the information needed to minimize your searching time.Select the "Advanced Search Tips" at the top of the page for help

*TIP: A good scholarly resource is the “Journal of Technology Education” from the Virginia Tech (2005) retrieved on August 8, 2005 at http://scholar.lib.vt.edu/ejournals/ej-search.html . This site has several articles on technology education.

HOW TO ORGANIZE A PAPERThe purpose of me providing you this site is because I want you to know that I will be grading you on the organization of your paper. Your paper should contain a thesis statement that contains your topic sentence, the main body (all of the paragraphs should reflect what is in your topic sentence) and a conclusion.

Steps in writing your Essay. (n.d.) Retrieved from the Importwarehouse.com site on August 8, 2005 athttp://www.importwarehouse.com/mrsboysen/Students/steps.PDF

Team Strategies:

When you first heard that you would be working in a team, you might have thought "oh no!" Understandable…you might have had a bad experience in the

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past with a team project in another class or at work. However, learning how to work in a team environment is beneficial to you for problem solving, working under the pressure of a time limit, and learning how to work with others. Also, team work is a reality of the workforce. Learning some of the strategies given below is useful for the present class and a possible future job requirement.

STEPS TO BEGINNING A TEAM PROJECT1. Make contact in your team discussion group.2. Discuss the topics below (Team Rules & Skills to Discuss) with your team members.3. The team makes a decision on who is doing what, when.

Picking a leader is optional. Understand that if each team member completes their designated job, the team can function without a leader. However, the team might want to designate a leader due to the circumstances. Also, sometimes, leaders will just occur as the team proceeds with the project.

4. The team begins to work on the project with a PLAN.

TEAM RULES & SKILLS TO DISCUSS

RULES1. Member's Schedules2. Member's Assigning the Portion of the Project to Complete3. Member's Assigning the Completion Dates

SKILLS1. Member's Attributes/Skills2. What the Member Wants to Contribute.

Plagiarism & Turnitin

Our courses ask of you to visit many websites as part of using what has been done at other places and actually reviewing research. It could be very easy to forget to offer a complete citation. Some could also omit entirely a quote or reference. While the former may happen, the latter should never occur. When it does, it is plagiarism and is very serious.

The faculty at UCF now has access to a site to which we can submit student work for comparison to previously published work - Turnitin. You do NOT want to plagiarize or not include a complete citation for any reference or quotation. Above all else, include the complete citation information when required.

Ethical policies

At UCF, adhering to acceptable ethical practices is considered essential. To that end, you are asked to:

Access the Golden Rule online

Read thoroughly Student Rights and Responsibilities Rules of Conduct Student Academic Behavior

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Introductions

Our Web courses are very interactive. Therefore, it is important that you participate as scheduled and in the proper location within the course, as assigned. To practice this, and to get to know others in this course, you are asked to offer an introduction when you start each course. We use the "Discussion" area titled "Introductions." Once you are permitted access to the course on the first day of class, go to "Discussions" and select "Introductions." Type your name in the "Subject" line.

The following items should be addressed in your introduction:

1. Name

2. Email address3. Where you work (if you do)4. What you do (if you work)5. What technical (work) background do you have?

6. All types of education (High School, certificates, licenses, degrees)

This would be a good place to practice copy and paste skills by copying these headings to a word file of some type, answering the items, and pasting the answers to another file…just for practice before your course starts. Always review your posting BEFORE actually posting—add spacing, make headings capitalized or different from the regular text, and then post.

Immediately upon starting the course:

1. Post your Introduction with your name in the "Subject" line to the "Introductions" Discussion area.2. Reply to peers using "Reply Privately" NOT just Reply or Quote. Each person should post only one posting to the Introductions area.

This syllabus may be modified at the discretion of the instructor. Changes will be discussed in class and/or via email

The UCF CreedIntegrity, scholarship, community, creativity, and excellence are the core values that guide our

conduct, performance, and decisions.Integrity I will practice and defend academic and personal honesty.Scholarship I will cherish and honor learning as a fundamental purpose of my membership in

the UCF community.Community I will promote an open and supportive campus environment by respecting the

rights and contributions of every individual.Creativity I will use my talents to enrich the human experience.Excellence I will strive toward the highest standards of performance in any endeavor I

undertake.

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Conceptual Framework

DispositionsPre-Professional

Professional

Critical / Social orientation

Accomplished

UCF, College of Education

Conceptual FrameworkRevised: 08-17-04

E

ProfessionalEducator/

Practitioner

Major Assessment Milestones (NCATE)

Program: Technical Education & Industry Training

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Milestone Milestone DescriptionProgram Entry Complete the University General Education requirements or its

equivalent, i.e. an AA degree from an approved Florida community college or state university

Have a minimum 2.5 overall GPA Meet the University CLAST or CLAST alternative criteria Complete prerequisite courses

Midpoint Milestone Prior to Clinical Practice

Satisfactory completion of all (or 90 %) program courses with a minimum GPA of 2.5

Exit from Clinical Practice

Satisfactory completion of Directed Field Experience

Program Exit Web-based Reflective Portfolio

If the milestones have not been satisfactorily completed a remedial plan to correct weaknesses will be developed by advisor.

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