Program Review
Follow-Up Report
MS in Adult / Technical Education
Graduate School of Education and Professional
Development
November 2012
MARSHALL UNIVERSITY
Program Review
Marshall University
Date: Fall 2012
Program: MS – Adult/Technical Education
Date of Last Review: April 2012
Recommendation
Marshall University is obligated to recommend continuance or discontinuance of a program and to provide a brief rationale for the recommendation.
Recommendation
Code (#):
1.
Continuation of the program at the current level of activity; or
2.
Continuation of the program at a reduced level of activity or with corrective action: Corrective action will apply to programs that have
deficiencies that the program itself can address and correct. Progress report due by November 1 next academic year; or
3.
Continuation of the program with identification of the program for resource development: Resource development will apply to already
viable programs that require additional resources from the Administration to help achieve their full potential. This designation is
considered an investment in a viable program as opposed to addressing issues of a weak program. Progress report due by November
1 next academic year; or
4.
Development of a cooperative program with another institution, or sharing of courses, facilities, faculty, and the like; or
5.
Discontinuation of the program
Rationale for Recommendation: (Deans, please submit the rationale as a separate document. Beyond the College level, any office that
disagrees with the previous recommendation must submit a separate rationale and append it to this document with appropriate signature.)
______1______
_________________________________________________
______________
Recommendation:
Signature of person preparing the report:
Date:
_____1______ _
________________________________________________
______________
Recommendation:
Signature of Program Chair:
Date:
_____1 _____
__________________________________________________
______________
Recommendation:
Signature of Academic Dean:
Date:
________
__________________________________________________
______________
Recommendation:
Signature of Chair, Academic Planning Committee: (Baccalaureate pgms only)
Date:
________
_________________________________________________
______________
Recommendation:
Signature of President, Faculty Senate/ Chair, Graduate Council:
Date:
________
_________________________________________________
______________
Recommendation:
Signature of the Provost and Senior Vice President for Academic Affairs:
Date:
_______
__________________________________________________
______________
Recommendation:
Signature of the President:
Date:
________
_________________________________________________
______________
Recommendation:
Signature of Chair, Board of Governors:
Date:
College/School Dean’s Recommendation
Deans, please indicate your recommendation and submit the rationale.
Recommendation:
Continuation of the program at the current level of activity.
Rationale:
(If you recommend a program for resource development identify all areas for specific development)
The move of the Adult and Continuing Education program to the Graduate School of Education
and Professional Development represented the beginning of a new approach to academics within
this program. A number of issues required extensive attention to resolve problems, establish
academic credibility and move the program forward to address the needs of students and the
community. Changes of this magnitude will certainly take more than a year to accomplish; the
attached report, however, taken from the strategic plan designed by the program director, clearly
demonstrates that significant progress has been made. With continued progress in this direction,
the program should be able to fulfill the vision of a valuable, respected venue for graduate
students who wish to work in field related to providing training and education for adult learners.
_______________________________________
________________________
Signature of the Dean
Date
Marshall University Board of Governors
Adult and Technical Education
Follow-Up Report
2012-13
The Adult and Technical Education (ATE) program was moved from the College of Education
to the Graduate School of Education and Professional Development effective August 2011. The
material prepared for the 2012 Five Year Report to the Board of Governors was developed in
October of 2011. At that time, the previous annual reports, which should have formed a basis for
the Five Year Report, were inconsistent, incomplete or non-existent. To address the weaknesses
of the program, the following corrective actions were required (A summary of the changes is
available in Appendix A):
Corrective Actions from 2012 Report – detailed information for each of the following
actions can be found in the Appendices
1. The program will develop written, measurable program learning objectives.



Developed a set of four courses that serve as a core for all areas of emphasis within the
MS in ATE degree program. (Plans of Study reflecting the core may be referenced in
Appendix B)
The program is currently developing a portfolio-based program assessment based on
the objectives of the four core courses. This task is approximately 50% complete.
(Graduate Council approved October 2012. Documents available upon request.)
The program currently is designing a plan to use assessment data to evaluate the
program. More in-depth discussion will occur at the October 2014 planning retreat.
(See Appendix D)
2. The program will reduce the number of electives.


Programs of study were rewritten to reflect the four core courses with fewer elective
options. This task is complete and sample plans of study are in Appendix B.
The program has moved from using a thesis and comprehensive examination as a
culminating assessment to a portfolio assessment process. (Graduate Council approved
October 2012. Documents available upon request.)
3. The program will develop master syllabi for core courses that address program learning
objectives.

Master Syllabi reflecting the objectives to be covered in each course have been
completed for the four core courses. These syllabi are included in Appendix C.
4. The program will develop and install assessment plans and activities that provide data for
program improvement.




A set of four courses that serve as a core for all areas of emphasis within the MS in ATE
degree program have been developed. (See Appendix B)
Master Syllabi, reflecting the objectives to be covered in each core course, have been
completed for the four core courses. (See Appendix C)
The program is currently developing a portfolio-based program assessment based on
the objectives of the four core courses. This task is approximately 50% complete.
(Required changed approved by Graduate Council October 2012. Documents available
upon request)
The program is designing a plan to use assessment data to evaluate the program.
More in-depth discussion will occur at the October 2014 Program Assessment Retreat.
(See Appendix D)
5. The program will examine programs for viability and reduce the number of areas of
emphasis.


The program has changed program admission standards.
The program has officially suspended admission to the Interdisciplinary and
Occupational Leadership Areas of Emphasis. This leaves the program with three areas
of emphasis; Training and Development, Adult Education, and Career and Technical
Center Teaching. (Suspensions approved by Graduate Council in September and
October, 2012. Documents available upon request.)
APPENDIX A
ATE PROGRAM CHANGES SUMMARY
TASK
SEMESTER
STATUS
Spring 2011
Identify WVU-Tech issues
Completed
Spring 2011
Identify Key Players
Completed
Spring 2011
Become familiar with ATE Programs of Study
Completed
Spring 2011
Determine licensure procedures for WVU-Tech CTE teachers
Completed
Spring 2011
Identify course names and descriptions and match with programs
Completed
Spring 2011
Construct database of enrollment history for ATE courses
Completed
Spring 2011
Meet with ATE faculty/staff
Spring 2011
Review current Programs of Study to see where they need additional rigor
Spring 2011
Build course rotation for ATE programs
Completed
Completed
Core courses
identified –
assessments plans
being developed
Completed
Spring 2011
Construct Fall ATE schedule
Completed
Spring 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Eliminate MU faculty being listed for scores of classes with no or very low
enrollment
Make WVU-Tech faculty Instructors of Record for MU courses they are
teaching
Revise and submit new Ed.S. program for ATE using core from GSEPD
program to eliminate small enrollment courses
Restrict 700 level courses to Ed.S. & Ed.D. students for 2011
Develop new Ed.D. Area of Emphasis under Educational Leadership in
Community Technical College Administration – Use ATE courses in core
Study admission requirements for needed upgrades
ATE Officially moves to GSEPD
Fall 2011
Determine what is needed for ATE Secretary to be able to handle
EPAF/PARs
Decide on courses for CTE teaching Area of Emphasis in MS-ATE
Spring 2011
Spring 2011
Spring 2011
Spring 2011
Summer 2011
Fall 2011
Spring 2011
Add new Area of Emphasis in CTE teaching to MS in ATE to
accommodate CTE/WVU-Tech students and allow tracking
Establish procedures for handling admissions & POS paperwork for fall
2011
Develop procedures for ATE Secretary in Huntington
EVIDENCE
Completed
Completed
Completed
Completed
Completed
Completed
Change in Ed.S.
admissions.
Plans for other
admission changes
to all ATE graduate
programs will be
made
Fall 2011
BOG
Issue
Unnecessary
Completed
Completed
Completed
Unnecessary
Monitor Fall 2011 ATE enrollments and schedule offerings. Add sections as
Completed
necessary. Watch for addition of courses to schedule
Check on status of undergrad ATE program – determine procedures
Completed
needed to stop enrollment
Improve service to WVU-Tech CTE students in MU ATE program
In Progress
90%
Determine budget facts for ATE
Completed
Student’s work
experience must be in
field related to ATE
program for admission to
the post-masters Ed.S.
program
5
In Spring 2013, additional
requirement of minimum
TOEFL score of 55 for all
ATE graduate programs
will be requested for
approval
Spring 2011
Fall 2011
Fall 2011
Spring 2011
Spring 2011
Spring 2011
Spring 2012
Spring 2011
Fall 2011
Fall 2011
Fall 2012
Fall 2012
Fall 2012
Eliminate “Statewide” designation for some ATE courses – require use of
MUOnline software for delivery
Tighten admission standards to enforce what is in place – Curb number of
“Provisional” admissions
Use MAT or GRE score to make admission determinations if UGPA is
insufficient
Eliminate scheduling of arranged courses in ATE
Reduce elective hours in some ATE programs of study in order to establish
clear objectives and outcomes for the programs
Work with WVU-Tech faculty to develop course rotation that will result in
reduced course offerings per term yet continue to meet student needs
The program will seek Provost permission to stop enrollment in ATE
Interdisciplinary Studies AofE
Find assistance for ATE faculty that wish to develop courses in MUOnline
Do catalog copy changes to reduce ATE Ed.S. program from two to one
program
Improve service to ATE students – Develop plan for phone coverage –
Monitor operation to assure compliance with student service directive
Improve Summer offerings to real courses – reduce significantly or
eliminate arranged sections. Move to 12 week session
Develop online Training and Development using existing AofE courses
Completed
Completed
Completed
Completed
In Progress
75%
Completed
Completed
In Progress
50%
Completed
Completed
In Planning Stalled
0%
The program will develop a set of 4 courses that will serve as the core for
all MS degrees in ATE
ATE 550* Interpersonal
Skills
ATE 600* Aspects of
Training & Dev
Completed
1,4
ATE 603* Intro to Adult
Ed
ATE 656* Instruct
Planning
Fall 2012
Fall 2012
Spring 2013
Master Syllabi will be developed for the 4 core courses. These will reflect
the objectives to be covered in each course.
At the direction of the BOG to “examine programs for viability and
reduce the number of areas of emphasis” the program will move to
officially suspend enrollment in the Interdisciplinary and Occupational
Leadership Areas of Emphasis. This will leave the program with three areas
of emphasis;Training and Development, Adult Education, and Career and
Technical Center Teaching
The program will develop a Portfolio-based program assessment using the
objectives of the 4 core courses.
Completed
Completed
In progress
50%
Spring 2013
Spring 2013
Fall 2014
Programs of study will be re-written to reflect the 4 core courses and fewer
elective options.
The program will begin eliminating the thesis and comprehensive
examinations as capstone assessments
The program will begin to use assessment data to evaluate its programs.
This planning for this process will occur at the annual 2014 October
Program Assessment Retreat.
In Progress
80%
In progress –
waiting on
approvals
95%
In planning
0%
3,4
5
1,4
These changes have
been passed by the MU
Graduate Council
The faculty have outlined
a transition plan for
moving to the portfolio
and are meeting with
current students to allow
a change from a comp to
the portfolio process if
the student so desires
2
2
1, 4
These changes have
been passed by the MU
Graduate Council
APPENDIX B
ATE Core Courses - Programs of Study
MARSHALL UNIVERSITY
GRADUATE SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT
ADULT AND TECHNICAL EDUCATION MASTER OF SCIENCE DEGREE – TRAINING AND DEVELOPMENT PLAN OF STUDY
ADMISSION REQUIREMENTS: In addition to Marshall University’s requirements for admission, the following criteria must be
met for admission to the Leadership Studies program. Admission to the program also requires an undergraduate Grade Point
Average (GPA) of 2.75 or higher on a 4.0 scale for all previously completed undergraduate work.
STUDENT REQUIREMENTS: All students follow a program Plan of Study and must maintain a cumulative Grade Point Average
(GPA) of 3.0. Course credit transferred from an accredited institution(s) must be approved by the Program Director prior to
completion of the Plan of Study. Failure by the student to return the signed Plan of Study within 30 days will automatically
indicate acceptance of its terms. The Plan of Study must be completed for all admitted students within the first semester of
enrollment. Students may complete 33 hours in the thesis option or 36 hours in the non-thesis option to satisfy the degree
requirements. Students must pass a written comprehensive assessment during the final semester of their coursework.
GRADUATION REQUIREMENTS: Students must apply for graduation by the published deadline in the semester they expect to
graduate. All coursework included as part of a Plan of Study must not be more than seven years old at the time of graduation.
COURSE
NUMBER
Course Name
Credit
Hours
Course
Availability
Required Courses
ATE
550*
ATE
600*
ATE
603*
ATE
656*
ATE 609
Interpersonal Skills in the
Workplace
Aspects of Training and
Development
Intro to Adult Ed & Adult
Learners
Instructional Planning for
Adult Populations
Developing Training in Bus.
And Indus.
ATE 628
Environmental and
Personal Aspects
ATE 652
Field-Based Job Analysis
and Curriculum Design
ATE 661
Practicum in Adult and
Continuing Education
ATE 671
Evaluation of Adult and
Technical Education
ATE 677
Research Methodology and
Design
ATE 685
Capstone
Total Degree Hours
* ATE Core Required Courses
3
3
Spring, Summer
(Even)
Fall, Summer (Odd)
3
Fall, Summer (Even)
3
3
Spring, Summer
(Odd)
Spring
3
Fall
3
Fall
3
Spring/Fall/Summer
3
Spring
3
Fall
3
33
Spring/Fall/Summer
Semester
Taken
Grade
MARSHALL UNIVERSITY
GRADUATE SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT
ADULT AND TECHNICAL EDUCATION MASTER OF SCIENCE DEGREE –CAREER AND TECHNICAL CENTER TEACHING
PLAN OF STUDY
ADMISSION REQUIREMENTS: In addition to Marshall University’s requirements for admission, the following criteria must be
met for admission to the Leadership Studies program. Admission to the program also requires an undergraduate Grade Point
Average (GPA) of 2.75 or higher on a 4.0 scale for all previously completed undergraduate work.
STUDENT REQUIREMENTS: All students follow a program Plan of Study and must maintain a cumulative Grade Point Average
(GPA) of 3.0. Course credit transferred from an accredited institution(s) must be approved by the Program Director prior to
completion of the Plan of Study. Failure by the student to return the signed Plan of Study within 30 days will automatically
indicate acceptance of its terms. The Plan of Study must be completed for all admitted students within the first semester of
enrollment. Students may complete 33 hours in the thesis option or 36 hours in the non-thesis option to satisfy the degree
requirements. Students must pass a written comprehensive assessment during the final semester of their coursework.
GRADUATION REQUIREMENTS: Students must apply for graduation by the published deadline in the semester they expect to
graduate. All coursework included as part of a Plan of Study must not be more than seven years old at the time of graduation.
Course
Number
ATE 550*
ATE 600*
ATE 603*
ATE 656*
Course Name
Credit
Course
Semester
Hours
Availability
Taken
Grade
Required Core ATE Courses
Interpersonal Skills in the Workplace
3
Spring, Summer
(Even)
Aspects of Training & Dev
3
Fall, Summer (Odd)
Intro to Adult Ed & Adult Learners
3
Fall, Summer (Even)
Instruct Planning for Adult Pops
3
Spring, Summer
(Odd)
WV Licensure Courses
ATE 508
ATE 511
ATE 524
ATE 548
ATE
631/637
ATE 650
Teaching Methods in Career and
Technical Education
Introduction to Career and Technical
Education
Safety in Career and Technical
Education
App of Basic Skills in Career and Tech
Education
Computer Applications
Career Education Curriculum
Development
ATE 673
Assessment in Adult/Technical
Education
Total Required Hours
3
All
3
All
3
All
3
All
3
All
3
All
3
All
21
Capstone Requirements
ATE 685
Capstone Course
TOTAL DEGREE HOURS
3
36
Spring/Fall/Summer
This program is restricted to persons enrolled in the West Virginia Career and Technical Education licensure program. Students
must complete all required courses before registering for ATE 618
* = Required ATE Core Courses
MARSHALL UNIVERSITY
GRADUATE SCHOOL OF EDUCATION AND PROFESSIONAL DEVELOPMENT
ADULT AND TECHNICAL EDUCATION MASTER OF SCIENCE DEGREE – ADULT EDUCATION PLAN OF STUDY
ADMISSION REQUIREMENTS: In addition to Marshall University’s requirements for admission, the following criteria must be
met for admission to the Leadership Studies program. Admission to the program also requires an undergraduate Grade Point
Average (GPA) of 2.75 or higher on a 4.0 scale for all previously completed undergraduate work.
STUDENT REQUIREMENTS: All students follow a program Plan of Study and must maintain a cumulative Grade Point Average
(GPA) of 3.0. Course credit transferred from an accredited institution(s) must be approved by the Program Director prior to
completion of the Plan of Study. Failure by the student to return the signed Plan of Study within 30 days will automatically
indicate acceptance of its terms. The Plan of Study must be completed for all admitted students within the first semester of
enrollment. Students may complete 33 hours in the thesis option or 36 hours in the non-thesis option to satisfy the degree
requirements. Students must pass a written comprehensive assessment during the final semester of their coursework.
GRADUATION REQUIREMENTS: Students must apply for graduation by the published deadline in the semester they expect to
graduate. All coursework included as part of a Plan of Study must not be more than seven years old at the time of graduation.
COURSE
NUMBER
Course Name
Credit
Hours
Course
Availability
Semester
Taken
Required Courses
ATE
Interpersonal Skills in the
550*
Workpl
ATE
Aspects of Training & Dev
600*
ATE
Intro to Adult Ed & Adult
603*
Learners
ATE
Instruct Planning for Adult
656*
Pops
ATE
Developing Train Bus s &
609
Industry
ATE
Lit of Adult & Cont. Ed.
618
ATE
Adult Instr: Envior. & Pers
628
Asp.
ATE
Practicum in Adult & Cont
661
Ed
ATE
Evaluation of Adult & Tech
671
Ed
ATE
Research Methodology &
677
Design
ATE
Capstone Course
685
TOTAL DEGREE HOURS
3
3
Spring, Summer
(Even)
Fall, Summer (Odd)
3
Fall, Summer (Even)
3
3
Spring, Summer
(Odd)
Spring
3
Summer
3
Fall
3
Spring/Fall/Summer
3
Spring
3
Fall
3
Spring/Fall/Summer
33
* Core Courses Capstone course must be taken in the last semester of the student’s program.
Grade
APPENDIX C
Master Syllabi for Core Courses
MASTER SYLLABUS
ATE 603 – Introduction to Adult Education and Adult Learners
STANDARD: Students will develop an understanding of the field of Adult Education that includes
a critical awareness of the contextual factors influencing the field. These factors include its history,
organizational constraints, leaders, competing forces, contemporary issues, and role in a postmodern democratic society.
CATALOG DESCRIPTION: Designed to acquaint the student with the field of adult and continuing
education, its foundations and development in this country and future trends.
TOPICS
Adult learning in contemporary society
Adult learning theory and models
Newer approaches to adult learning
Learning and development
OBJECTIVES
1. Generalize about the history of adult and higher education in the US.
2. Identify the different philosophical perspectives of adult education and the major researchers/writers related to
each.
3. Evaluate the structures, goals, objectives, processes, and practices of various adult and continuing education
programs.
4. Explore the relevant physiological, psychological, and sociological factors that affect adult
learning.
5. Identify current research areas reported in the literature related to adult development and
learning.
6. Discuss the major components and techniques that differentiate instructional methods
appropriate for children and youth from those appropriate for adults as well as the major
stages of adult development.
7. Articulate a personal philosophy of adult education and support lifelong learning.
8. Discuss the social context and globalization of adult learning.
BIBLIOGRAPHY
Barbazette, J. (2006). Training needs assessment. Methods, tools and techniques. San Francisco,
CA: Pfeiffer.
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques. A handbook for
college faculty. San Francisco, CA: Jossey-Bass.
Caffarella, R. S. (2002). Planning programs for adult learners. (2nd ed.). San Francisco, CA: JosseyBass.
Davis, B. (1993). Tools for teaching. San Francisco, CA: Jossey-Bass.
Dean, P., & Ripley, D. (1998). Performance improvement interventions: Instructional design and
training. Silver Spring, MD: The International Society for Performance Improvement.
Kirkpatrick, D. (1998). Evaluating training programs. San Francisco, CA: Berrett-Koehler Publishers,
Inc.
Lang, J. M. (2008). On course: A week-by-week guide to your first semester of college teaching.
Cambridge, MA: Harvard University Press.
Lee, W.W., & Owens, D. (2000). Multimedia-based instructional design. San Francisco, CA: JosseyBass.
Medsker, K., & Holdsworth, K. (2001). Models and strategies for training design. Silver Spring, MD:
International Society for Performance Improvement.
Meier, D. (2000). The accelerated learning handbook. New York, NY: McGraw-Hill.
.Rothwell, W. (1999). Action learning handbook. San Francisco, CA: Jossey-Bass.
Russell, L. (1999). The accelerated learning fieldbook. San Francisco, CA: Jossey-Bass.
Shrock, S.A., & Coscarelli, W.C.C. (1996). Criterion-referenced test development: Technical and legal
guidelines for corporate training and certification. Washington, D.C.: International Society of
Performance Improvement.
Silberman, M. (1995). 101 ways to make training active. San Francisco, CA: Pfeiffer.
Sousa, D. (2006). How the brain learns. (3rd ed.). Thousand Oaks, CA: Corwin Press.
Stolovitch, H., & Keeps, E. (2002). Telling ain’t training. Alexandria, VA: ASTD.
Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing adult learners. San Francisco, CA: JosseyBass.
Vella, J. (1994). Learning to listen, learning to teach. San Francisco, CA: Jossey-Bass.
Vella, J. (2000). Taking learning to task. Creative strategies for teaching adults. San Francisco, CA:
Jossey-Bass.
Vella, J., Berardinelli, P., & Burrow, J. (1998). How do they know they know? San Francisco, CA:
Jossey-Bass.
Zull, J. E. (2002). The art of the changing brain. Enhancing the practice of teaching by exploring
biology of learning. Sterling, VA: Stylus.
MASTER SYLLABUS
ATE 600 – Aspects of Training and Development
STANDARD- Students will comprehend the influences on Training and Development programs
and their implications for practice.
CATALOG DESCRIPTION- Overview of the training and development profession and theories
that support the profession; emphasis on the variety of solutions used by HRD professionals to
help improve individual and organizational performance.
TOPICS:
1.
Career planning and talent management
2.
Managing the learning function
3.
Managing organizational knowledge
4.
Introduction to Employee
5.
Training and Development
6.
Strategic Planning & Training
7.
Needs Assessments
8.
Transfer of Training
9.
Training Evaluation
10. Training Methods
11. E-learning and Use of
12. Technology in Training
13. Employee Development
14. Social Issues
15. Systems Theory
OBJECTIVES:
1.
Analyze how personal characteristics, inputs, outputs, consequences and feedback influence human
performance and learning.
2.
Identify and explain the components of human resource development.
3.
Compare the practices of traditional training methods in terms of their appropriateness for adult
learning styles.
4.
Evaluate how various training and development methods can support a changing and dynamic work
environment.
5.
Delineate the legal issues that relate to training and development.
6.
Summarize how personal characteristics, inputs, outputs, consequences and feedback influence
performance and learning.
7.
Examine the roles of various stakeholders involved in the training process.
8.
Explain the role of feedback and assessment in the continuous improvement of training and
development programs
9.
Determine the influence of emerging technologies on training and development programs.
10.
Assess the forces influencing the workplace and their influence on training and development needs.
11.
Use the essential tenets of career planning to evaluate a program.
BIBLIOGRAPHY
ASTD Trainer’s Toolkit: Evaluating Results of Training. Alexandria, VA: American Society for Training
& Development, 1992.
Bright, J. E. H. & Pryor, R. G. L. (2005). The chaos theory of careers: A user’s guide. The Career
Development Quarterly, 53, 291-305.
Clarke, N. (2003). The politics of training needs analysis. Journal of Workplace Learning, 15, 141153.
Doughty, S. (1991) “Three generations of development training”, Adventure Education and Outdoor
Leadership 7 4, 7-9
Fleishman, E. A., & Mumford, M. D. (1989) Individual attributes and training performance. In 1.
Goldstein (Ed.), Training and development in work organizations: Frontiers of industrial and
organizational psychology (pp. 121—182). San Francisco: Jossey-Bass
Goldstein, I. L. & Ford, J. K (2002). Training in organizations: Needs Assessment, Development and
Evaluation (4th Ed.) Canada: Wadsworth.
Kupritz, V. W. (2002). The relative impact of workplace design on training transfer. Human Resource
Development Quarterly, 13 (4), 427-447.
Rowden, R. W. (2005). Exploring methods to evaluate the Return-on-Investment from Training.
Business Forum, 27 (1), 31-36
Springett, N.R. (1987) The Evaluation of Development Training Courses M.Sc thesis (in occupational
psychology) MRC/SSRC Social and Applied Psychology Unit
Tharenou, P., Saks, A. M., & Moore, C. (2007). A review and critique of research on training and
organizational-level outcomes. Human Resource Management Review, 17, 251-273.
Zemke, R. E. (1994). Training needs assessment: The broadening focus of a simple concept. In
A.Howard and Associates (Eds.), Diagnosis for Organizational Change: Methods and Models
(pp. 139-151). New York: Guilford Press.
MASTER SYLLABUS
ATE 550 – Interpersonal Skills in the Workplace
STANDARD – Under development
CATALOG DESCRIPTION - Course is designed to provide opportunities to learn in preparation
for career success with supervisors, co-workers, clients, and customers. Human relations skills
are examined and related to business success
TOPICS
A framework for interpersonal skill development
Understanding individual differences
Building self-esteem and self-confidence
Interpersonal communication
Interpersonal skills for the digital world
Developing teamwork skills
Group problem-solving and decision-making
Cross-cultural relations and diversity
Resolving conflicts with others
Becoming an effective leader
Motivating others
Helping others develop and grow
Positive political skills
Customer satisfaction skills
Enhancing ethical behavior
Stress management and personal productivity
OBJECTIVES:
1. Identify potential opportunities for developing and improving interpersonal skills and explain
how interpersonal skills are learned.
2. Specify how personality, mental ability, emotional intelligence, and values differ.
3. Discuss methods and potential opportunities for developing self-confidence, self-esteem, and
interpersonal skills.
4. Describe personality, mental ability, cultural, and sex differences in communication.
5. Identify nonverbal communication and analyze nonverbal communication skills.
6. Evaluate how interpersonal skills relate to digital interaction.
7. Demonstrate brainstorming and nominal group techniques in communication.
8. Identify the essential elements of effective teams including group and individual dynamics.
9. Explore cross-cultural skills, differences, and barriers as well as diversity in the workplace.
10. Identify styles of handling conflict, effective techniques for negotiating, and the difference
between rational and political decision-making.
11. Examine key leadership traits and illustrate the attitudes and behaviors of an effective leader.
12. Discuss how positive reinforcement, use of recognition, expectancy theory, and being a
nurturing positive person relates to the motivation of others.
13. Comprehend the techniques for self-motivation.
14. Determine how to deal with difficult people in the workplace.
15. Explain the tree components of customer service and demonstrate dealing effectively with
customer dissatisfaction.
16. Discuss ethical behavior for establishing interpersonal relations, identify job situations that
often present ethical dilemmas, and describe a systematic method for making ethical
decisions.
17. Explain the symptoms, consequences, personality, and job factors of stress.
18. Indicate work habits, skills, attitudes, and values that enhance or drain productivity.
BIBLIOGRAPHY
Adler, Ronald B., and Jeanne Marquardt Elmhorst. Communicating at Work: Principles and
Practices for Business and the Professions. New York: McGraw-Hill Text, 2002.
Baker, Wayne E. Networking Smart. New York: Backinprint.com, 2000.
Foster, D. Glenn, and Mary Marshall. How Can I Get Through to You? Breakthrough
Communication Beyond Gender, Beyond Therapy, Beyond Deception. New York:
Hyperion, 1994.
Foster, D. Glenn, and Mary Marshall. How Can I Get Through to You? Breakthrough
Communication Beyond Gender, Beyond Therapy, Beyond Deception [sound recording].
New York: Harper Audio, 1994.
Goleman, Daniel, Annie McKee, and Richard E. Boyatzis. Primal Leadership: Realizing the
Power of Emotional Intelligence. Boston: Harvard Business School Press, 2002.
Gudykunst, William B., and Young Yun Kim. Communicating With Strangers: An Approach to
Intercultural Communication. New York: WCB/McGraw-Hill, 2002.
Gundry, Lisa, and Laurie LaMantia. Breakthrough Teams for Breakneck Times: Unlocking the
Genius of Creative Collaboration. Chicago, IL: Dearborn Trade Publishing, 2001.
Hargrove, Robert. Mastering the Art of Creative Collaboration. New York: McGraw-Hill, Inc.,
1999.
Mai, Robert, and Alan Akerson. The Leader As Communicator: Strategies and Tactics to Build
Loyalty, Focus Effort, and Spark Creativity. New York: AMACOM, 2003.
Maxwell, John C. Relationships 101. London: Thomas Nelson, 2004.
Silberman, Melvin L., and Freda Hansburg. Peoplesmart: Developing Your Interpersonal
Intelligence. San Francisco: Berrett-Koehler Publishers, Inc., 2000.
Simmons, Annette. The Story Factor. Cambridge, MA: Perseus Publishing, 2001.
Vengel, Alan A. The Influence Edge: How to Persuade Others to Help You Achieve Your Goals.
San Francisco: Berrett-Koehler Publishers, Inc., 2000.
MASTER SYLLBUS
ATE 656 - Instructional Planning for Adult Populations
STANDARD – Under Development
CATALOG DESCRIPTION
An examination and application of the process involved in the development, operation, and
evaluation of adult programs in the community, business, and industry.
TOPICS
Models of Program Planning
Facets of Planning Context
Identifying Program Ideas
Developing Program Objectives
Scheduling and Staffing
Assessing Programs for Improvement
Preparing for Training of Learning
Evaluation Plan
Budget
Instructional Plan
Work Ethics
OBJECTIVES
1. Identify and utilize appropriate stakeholders to in develop programs mission, goals and
objectives.
2. Identify and respond to learners’ individual and group needs, interests and goals when
developing instruction plans.
3. Demonstration the ability to accommodate diverse learning styles, abilities, cultures and
experiences when developing instructional material.
4. Utilize the individual’s background and experiences in developing learning experiences.
5. Articulate the need for program planning models when developing instructional programs.
6. Determine the context in which program ideas develop.
7. Design effective instructional plans for adult populations.
8. Devise transfer-of-learning plans that can be incorporated into the instructional plan.
9. Formulate systematic program evaluation.
10. Determine appropriate formatting, schedules and staff needs for a variety of adult educational
programs.
11. Prepare budget and marketing plan for education program.
12. Predict future programming needs and communicate those needs to stakeholders.
13. Understand the importance of and apply procedures to conduct a community needs
assessment.
14. Specify learning objectives to meet identified needs.
15. Select appropriate resources.
16. Design learning activities.
17. Develop skills for effectively conducting a workshop of training program.
18. Develop effective evaluation techniques.
19. Develop an understanding of distance education.
20. Identify effective methods for distance education and when to apply those methods.
21. Identify and develop appropriate management skills for distance education activities.
22. Develop a philosophical base for adult education programming.
23. Identify various approaches to program planning.
BIBLIOGRAPHY Caffarella, R. S. (1985). A checklist for planning successful training programs. Training &
Development Journal, 39(3), 81
Caffarella, R. S., & Ratcliff Daffron, S. (2013). Planning programs for adult learners: A practical
guide (3rd ed.). San Francisco, CA: Jossey-Bass
Dilworth, R., and Willis, R., Action Learning: Images and Pathways, Krieger Publishing Company,
2003
Knowles, M., Self-Directed Learning, Follett Publishing Company, 1975
Reimold, C., & Reimold, P. (2003). The short road to great presentations: How to reach any
audience through focused preparation, inspired delivery, and smart use of technology.
Hoboken, NJ: John Wiley & Sons, Inc.
Song, H., & Kidd, T. T. (2010). Handbook of research on human performance and instructional
technology. Information Science Reference
Thornton, G. & Mueller-Hanson, R., Developing organizational simulations, Lawrence Erlbaum
Associates, 2004
Jacobs, R.. Structured on-the-job training, Berrett-Koehler Publishers, 2003
Rothwell W. & Kazanas, H., The strategic development of talent, HRD Press, 2003
Rothwell, W., Kazanas, H., Palloff, R., Pratt, K., Smith, P., & Ragan, T., 2002 Instructional design:
John Willey and Sons, New York
APPENDIX D – Assessment Plan for ATE
MU
Mission
MS ATE
Mission
Master
Syllabi
Area of Emphasis Objectives
(Learner Outcomes)
Evaluation of Assessment
Data produces change
actions as appropriate
ATE Continuous Improvement Plan
Program
Assessments in
Core Courses
Course
Assessment
of Student
Work
Teaching
Syllabi