COURSE SYLLABUS
CTE 351
PRINCIPLES AND PHILOSOPHY OF PROFESSIONAL-TECHNICAL EDUCATION
SUMMER
3 credits
Department of Adult, Career and Technology Education
College of Education ● University of Idaho
Instructor
John Cannon, Assistant Professor
Office Location
University of Idaho – Boise
322 East Front Street, Suite 440
Boise, Idaho 83702
E-mail
johnc@uidaho.edu
Voice
208-364-4031
Fax
208-364-4078
COURSE DESCRIPTION
Overview and interpretation of history, aims, and purposes of public education and professionaltechnical education; issues and programs comprising professional-technical education in Idaho and
the U.S.
COLLEGE MISSION
The 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
knowledge
Together, our college community is achieving this vision through a culture of openness, innovation,
and collaboration.
CONCEPTUAL FRAMEWORK
University 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.
CTE 351 Principles & Philosophy of Professional-Technical Education
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GLOBAL COURSE OUTCOMES
Upon 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 STANDARDS
This 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.
CTE 351 Principles & Philosophy of Professional-Technical Education
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
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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 STRATEGIES
Outcomes, 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 WEBSITE
https://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 978-1
57766-517-5
OTHER MATERIALS
Students are required to provide their own materials for the completion of individual and group
assignments.
COURSE TIME AND PLACE
This course is delivered in an Internet Format which does not include face to face meetings.
COURSE SCHEDULE
See online postings for deadlines, due dates, and other important information.
GENERAL COURSE CONTENT
Foundations
Philosophy
History
Impacts
School Organizational Structures
Professional Development
Roles and Missions
Program Areas
Legislation
Funding
Professional & Student Organizations
Trends and Issues
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COURSE COMMUNICATIONS
All 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 STARTED
In 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 Assignment
2. Supplemental PowerPoint
3. Discussion Board Question
4. 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 SPECIFICATIONS
Note: 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.
2.
3.
4.
5.
6.
On the left side of the screen click the Roster icon
Click the “edit profile” icon in your listing
Under the picture with the “?” click on the Browse icon
Download your picture and attach
Check the “Public” box above the upper right hand corner of your photo.
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.
CTE 351 Principles & Philosophy of Professional-Technical Education
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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.edu.
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 351
Requirement
Photo On Blackboard
Commentary for Reading Assignments (14 @ 10
points each)
Reading Assignment Quizzes ( 14 @ 10 points each)
Professional philosophy statement
Points
20
140
Final Exam
Informed Participation
Total
Grading Scale:
540-600
480-539
420-479
360-419
Below 360
=
=
=
=
=
140
50
50
100
100
600
A (90%-100%)
B (80-89%)
C (70-79%)
D (60-69%)
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.
CTE 351 Principles & Philosophy of Professional-Technical Education
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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
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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 (206220-6883); 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 Incomplete
F-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).
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
CTE 351 Principles & Philosophy of Professional-Technical Education
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(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 LIST
Barlow, M. L. (1976). 200 Years of vocational education. American Vocational Journal, 51(5), 2187.
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).
Do you check your VandalMail regularly? You should. It is
the official communications tool of the University of Idaho.
Your VandalMail username and password also serve as
your login for many university services, including
Blackboard.
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