I.
Descriptive Information
Department:
Course Title:
Course Number:
Course Credit:
Prerequisites:
Intended Audience
Semester:
Instructor:
Internet Address:
EHS Coordinator:
Office:
Office Hours:
College of Education & Human Performance
Department of Child, Family, and Community
Sciences
Course Construction in Industrial Education
ECT3371
3 hours
ECT 3365 or C.I.
Junior standing or CI
Summer 2014
Lisa Martino, MA
Access through: lisa.martino@ucf.edu
Judith Montilla
Main campus-Education Complex Bldg. Ste123N
SKYPE – face to face by appointment
Catalog Description: PR: ECT 3365 or C.I. Planning and preparing instructional materials,
organizing and managing the Industrial Education laboratory, and involvement in VICA (now
CTSO). - (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 #1 - Assessment
FEAP/PEC #2 – Communication
FEAP/PEC #3 – Continuous Improvement
FEAP/PEC #4 – Critical Thinking
FEAP/PEC #5 – Diversity
FEAP/PEC #6 – Ethics
FEAP/PEC #7 – Human Development & Learning
FEAP/PEC #8 - Knowledge of Subject Matter
FEAP/PEC #9 - Learning Environments
FEAP/PEC #10 – Planning
FEAP/PEC #11 – Role of the Teacher
FEAP/PEC #12 - Technology
Objectives: The student will:
1
1. From a review of the State of Florida, Department of Education, Curriculum Frameworks
and Course Standards identify one specific course you feel qualified to teach. (FEAP/PEC 3)
2. Compare the listed Curriculum Frameworks student requirements to specific industry
requirements noting similarities and differences. (FEAP/PEC 3)
3. Propose revisions to the Florida Frameworks. (FEAP/PEC 3)
4. Describe the facts, benefits, organization, and rewards of a CTSO for teachers and students
OR Report your accounts/interviews as a teacher/advisor or judge at an event of a National
Leadership Conference for a CTSO. (FEAP/PEC 11)
5. Identify and describe apprenticeship opportunities for a selected occupation as it relates to a
broad career area. (FEAP/PEC 11)
6. Identify laws and regulations relating to apprenticeship opportunities. (FEAP/PEC 11)
7. Develop a plan for implementing an apprenticeship program. (FEAP/PEC 10)
8. Describe the requirements for qualifications and certification to be a teacher in your area.
(FEAP/PEC 3)
9. Describe a new trend in business or industry using Web resources. (FEAP/PEC 3)
10. Propose a new technique for the classroom based upon a new trend. (FEAP/PEC 3)
11. Evaluate why the new technique proposed is important. (FEAP/PEC 3)
12. Identify requirements for a student's entry into one self-selected occupational area using Web
resources made available. (FEAP/PEC 8)
13. Describe and summarize the requirements related to preparing students concerning worker
characteristics, and experience/specific. (FEAP/PEC 8)
14. Identify state, and federal safety requirements for the chosen occupational area. (FEAP/PEC
8)
15. Compare and contrast safety issues from Curriculum Frameworks and Industry
Requirements. (FEAP/PEC 8)
16. Develop a lesson plan to assist students in developing basic academic skills. (FEAP/PEC 2,
8, 10)
17. Reflect on accomplishments during the term of this course and post what has been learned
and what has influenced you as a teacher or trainer. (FEAP/PEC 3)
18. Demonstrate how to use the Web to gather references and cite the reference using APA style.
(FEAP/PEC 12)
III.
Required Texts and Readings
Textbook:
No Text required – World Wide Web resources
Supplementary Materials:
None required
IV.
Academic Course Requirements
1. Activities (80%)
Your written work must be professional in appearance. It should be free from grammatical
and spelling errors.
It is very important that you work be posted on or before the published due date and on time.
You will have until a specific date and time noted for each course. Please see the grading
“procedures” provided below.
2. Reflection Essay Final Examination (15%)
2
There will be one overall final exam at the end of the course. It is weighted at 15% of the
total course grade. Pay attention to course Schedule. Repost is not available for final essay
examination.
3. 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:
o
Participate regularly in weekly discussion topics. Meaning that you are accessing the
course at least once every two days to read postings and to reply to peers and instructor.
Each week your instructor will post a question for the class. Your response should be
thought-provoking and well researched.
o
Interact regularly with peers and instructor through course mail
o
Demonstrate appropriate net-etiquette
o
Provide on-line 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 Professionalism grade.
Late Assignments: Please see the professor if you are turning in an assignment late (please see
the "Grading Procedures" section below).
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 scored date.
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. Exams, as such, are weighted lower than in most other college courses, hence we attempt
to treat adult learners as adult learners. 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."
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Grading scale:
Letter Grade Percentage
A
94 - 100
B
87 - 93
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 that the
assignment is posted late.
Any time you feel you might be falling behind in the course, it is best to contact the intern or
myself 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 5 days after receiving the grades (please see the "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 for final examination essay.
3. Posting of Grades
Grades are completed one week after the due date. For example, if your assignment was due
on Sunday at 11:55 p.m., then the grades are posted by the following Monday morning OR
sooner. You can view your grades by selecting the "My Grades" link. If you do not see your
grade after the week, please notify me.
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VII.
Major Topics of the Course
Florida Curriculum Frameworks
Industry Requirements
CTSOs (Career & Technical Student
Organizations)
Apprenticeships
Teacher Qualifications & Certifications
Occupational Requirements
Developing a Lesson Plan
VIII.
Tentative Course Outline
Release
Points
Date
Activities
Due Dates
Sunday 11:55
p.m.
Orientation, Introduction & Syllabus Quiz
Date
0
Date
Activity 1
State Curriculum
Date
10
Date
Activity 2
Student Organizations (CTSO)
Date
10
Date
Activity 3
Apprenticeship
Date
15
Date
Date
10
Date
Teacher Qualifications and Certification
Professionalism – As per the Rubrics in the discussion
post
Date
5
Date
Activity 5
Occupational and Teaching Trends
Date
10
Date
Date
10
Date
Date
15
Date
Date
15
Date
Activity 4
Activity 6:
Occupational Requirements
Activity 7
Develop a Lesson Plan
Part A- Post the lesson plan
Develop a Lesson Plan Part B - Respond to 1 other student's
postings.
Reflection Essay Final Examination
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IX.
Bibliography
ACTE Online (n.d.). Career & technical student organizations. Retrieved on March 13, 2011
from
http://www.acteonline.org/ctso.aspx?terms=student+AND+organizations+AND+%28+%40date
modified+%3E+2007%2f05%2f14+%29+
Division of Human Resources/EEO Certification Office (n.d.) Career and technical education.
Retrieved on March 13, 2011 from
https://www.ocps.net/es/hr/employ/certification/Pages/Car.aspx
Florida Department of Education (n.d.-a). Apprenticeship. Retrieved on March 13, 2011 from
http://www.fldoe.org/workforce/apprenticeship/
Florida Department of Education (n.d-b.). Educator certification: Steps to certification.
Retrieved on May 17, 2007 from http://www.fldoe.org/edcert/steps.asp
Florida Department of Education (n.d.-c). Frameworks. Retrieved on March 13, 2011 from
http://www.fldoe.org/workforce/dwdframe/
Florida Department of Education (n.d.-d). Administrative rule 6A-4.060 : Specialization
requirements for certification in industrial arts-technology education (Grades 6-12) Retrieved on
May 12, 2007 from http://www.fldoe.org/edcert/rules/6A-4-060.asp
Florida Department of Education (n.d.-e). Workforce education. Retrieved on March 13, 2011
from http://www.fldoe.org/workforce/publicat.asp
Florida Department of State: State Library and Archives of Florida (2007). Florida
administrative weekly and Florida administrative code. Retrieved May 12, 2007 from
https://www.flrules.org/gateway/ChapterHome.asp?Chapter=6a-4
Office of Vocational and Adult Education (n.d.). Career and technical student organizations.
Retrieved on May 10, 2007 from
http://www.ed.gov/about/offices/list/ovae/pi/cte/vso.html?exp=0
The Florida Legislature (2006.) Department of education apprenticeship. Retrieved on May 16,
2007 from http://www.oppaga.state.fl.us/profiles/2121/
U.S. Department of Labor (n.d.) Training. Retrieved on May 11, 2007 from
http://www.dol.gov/dol/topic/training/apprenticeship.htm
U.S. Department of Labor (n.d.). Occupational Outlook Handbook, 2010-2011. Retrieved on
March 13, 2011 from http://www.bls.gov/oco/
Vaughn, P., Vaughn, R., & Vaughn, D.L. (1990). Handbook for advisors of vocational student
organizations, (2nd edition). Athens, GA: AAVIM.
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Conceptual Framework
UCF, College of Education
Conceptual Framework
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Pre-Professional
Dispositions
Critical / Social orientation
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.
7
Integrated throughout all aspects of our conceptual framework and thus reflected as a circle-inmotion 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.
The UCF Creed
Integrity, 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.
Major Milestones of Program
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 Blackboard.
You must be able to do the following:
1. Access the Webcourses course(s) in which you are enrolled.
2. Log into MY UCF with your username and password.
3. Access course components.
4. Post comments to Discussion Topics.
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 the Outbox
8. Copy and paste to and from Blackboard
9. Include URL's in your postings. (copy & paste)
10. Access "My Grades"
11. "My Participation".
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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/ .
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. (2000-2011). APA style essentials. Retrieved from the Vanguard University
website on March 13, 2011 at http://psychology.vustatic.com/faculty/douglas-degelman/apastyle/
**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.com
2. 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 (2011) retrieved on March 13, 2011 at http://scholar.lib.vt.edu/ejournals/ej-search.html .
This site has several articles on technology education.
HOW TO ORGANIZE A PAPER
The 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.
9
Steps in writing your Essay. (n.d.) Retrieved from the Importwarehouse.com site
on August 8, 2005 at
http://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 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 PROJECT
1. Make contact in your team discussion group.
2. Discuss the topics below (Team Rules & Guides to Discuss) with your team
members.
3. The team makes a decision on who is doing what.
4. 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.
5. The team begins to work on the project with a PLAN.
TEAM RULES & SKILLS TO DISCUSS
RULES
1. Member's Schedules
2. Member's Assigning the Portion of the Project to Complete
3. Member's Assigning the Completion Dates
SKILLS
1. Member's Attributes/Skills
2. What the Member Wants to Contribute.
Plagiarism & Turnitin
Our courses ask of you to visit many web sites, 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.
10
Ethical policies
At UCF adhering to acceptable ethical practices is considered essential. To that end you are
asked to:

Access the Golden Rule on line

Read thoroughly Student Rights and Responsibilities

Rules of Conduct

Student Academic Behavior
Major Assessment Milestones (NCATE)
Program: Technical Education & Industry Training
Milestone
Program Entry
Milestone Description
 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.
This syllabus may be modified at the discretion of the instructor. Changes will be discussed in
class and/or via email
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