~ CTE 434-79 Principles and Philosophy of

Career and Technical Education ~

Spring 2017 - On-line course delivery

Chadron State College
Instructor Information:

Instructor: Dr. Kim Madsen, CFCS

Office: Burkhiser room 216
Office Phone: 308-432-6372
E-mail: kmadsen@csc.edu
Office Hours: MWF 9:00-11:00 a.m. and
TR 1:00-3:00 p.m. MT

If your class schedule does not allow meeting (in person or via phone) at these times, you may email me to meet at an
alternative time.
For Computer or Technology Issues, contact the 24-7 Help Desk through CSC Online (for Sakai issues;
https://embanet.frontlinesvc.com/app/home/p/69 ), or the CSC IT Help Desk (Reta E. King Library at 308-432-6311 or
helpdesk@csc.edu during regular office hours.

Credit hours: 3

Course Description:
The principles, philosophy, and history of Career and Technical Education are presented in this course.
This course is dual listed with CTE 534.

Extended Course Description:

Throughout the course, you will have the opportunity to examine readings in the history, philosophy, theories and practice of Career
and Technical Education. The course will help identify and explain the philosophy of career and technical education as well as
support the importance for coordinating work-based learning offering practical, hands on application and field experiences for
enhancing knowledge, skill and workforce readiness.

Course Format
This course is offered as a 79 section which means students will be taking the course totally on-line. The content of
the course will be delivered via Sakai e-learning platform for all students. Students are expected to be actively engaged
with all aspects of the course communicated through units located in the course syllabus and Sakai e-learning
platform. All assignments will be available on a weekly basis via the Sakai e-learning platform. Students are required
to access the content of weekly Units in the Sakai e-learning platform early in the week. All unit materials will be
available Monday through Sunday at midnight unless otherwise communicated. Each unit provides an overview, study
notes, assignments and resources. All required assignments will be available in the assignment link and must be
completed as defined in the course timeline usually on a weekly basis.
Required Text:

Wang, Victor C.X. (2011). Definitive Readings in the History, Philosophy, Theories, and
Practice of CTE, California State University at Long Beach, USA, Zhejiang University Press.
ISBN# 978-1-61520-747-3 - hardcover OR eBook ISBN#978-1-61520-748-0
*** Note: Students may need to access a Used book are available through the CSC online bookstore
http://bookstore.mbsdirect.net/csc.htm

**Textbook will be supplemented with OER Open Education Resources and outside materials.

Recommended Support Reading:

Nebraska Department of Education Career and Technical Education website www.nde.gov or your local state department
of education website address.
http://ppc.nebraska.edu/userfiles/file/Documents/projects/CTE/NDE-CTE_Report_Draft-FINAL_2-10.pdf

Required Computer Capabilities: A computer with Internet connection to CSC Online course, ability to read and
submit documents in Word and pdf format, and ability to view video documents.
Having a back-up plan in case your computer or Internet connection fails during this course is essential.
Computer labs are located on campus, at distant sites, at public libraries, etc. If you do not have your own
personal computer, you must find appropriate access to complete this course.
As a cohort-sequenced and peer-interactive course, missed assignments or missed class/Internet participation
will hinder your learning and the learning of others. Thus, absences (non-participation) will only rarely be
excused. If the CSC Online system is down, we will definitely find alternative methods to continue your
learning.

Intended Program Outcomes:

Career and Technical Education Mission
The mission of the Career and Technical Education at Chadron State College is to provide learning experiences related
to the history, theory, and significance of work-based learning, so that future professionals can prepare students to be
college and career ready.

The State Board of Nebraska has established certain criteria to be met by teachers planning to teach career and technical
education courses in Nebraska schools. The learning outcomes of Career and Technical Education are:

Identify and explain the philosophy of career and technical education.

Develop coordination plans for school and work-site learning which include a variety of opportunities
experiencing the connection and transition from school to work.
Identify and explain child labor laws and the application to work based learning.

CSC Education Department Program Outcomes:

The six intended program outcomes are as follows:
1. Promote activities that elicit critical thought, beyond recall and comprehension.
(Thinking Skills)
2. Develop and maintain a physically inclusive and emotionally safe classroom
environment conducive to effective learning, that encourages student concerns,
embraces elements of diversity, and exhibits and understanding of child growth and development.
(Human Relations)
3. Design and assess learning activities with sequential goals and objectives, utilizing assessment measures to
 make instructional and/or curricular decisions. (Assessment)
4. Demonstrate and promote effective communication skills (with students and adults), while respecting
diversity and engaging students in the learning enterprise through motivation and constructive learning
applications. (Communications)
5. Plan and deliver teaching-learning activities that are consistent with identified learning objectives, ability
level of students, while using a variety of instructional methodologies/strategies to prescribe for individual
differences. (Methodology-Technology)
6. Demonstrate conduct befitting a professional educator, to include the following dispositions: regular self-
reflection, positive ethical behavior, respectful and attentive attitude, effective classroom management
skills, appropriate knowledge of subject matter, and professional leadership. (Professionalism)

Student Learning Outcomes:

The student will
Describe, explain and justify the
purpose and function of Career and
Technical Education.
(knowledge, comprehension,
application and evaluation)
Define, summarize, and
demonstrate an understanding for
the major trends in the history of
Career and Technical Education.
(knowledge, comprehension,
application and analysis)
Identify, examine and explain the
legislative actions occurring of a
period of time as it relates to Career
and Technical Education.
(knowledge, comprehension,
analysis and synthesis)
Instructional Method
-Reading with support from OER
-Recall and reflection activities
-Discussion forums
-Application exercise
-Track the history of CTE
-Create a timeline and analyze events
-Reading and research methods
-Application exercise
-Reading and research of legislative
actions
-Small group interactive experiences
-Field experiences and observation
-OER resource review
-Power point direct instruction
Measurement/Assessment of Outcomes
-Examination of forum discussions
-Formal and informal assessment
-Application exercise
-Development of historical timeline
-Application of knowledge in forum
-Formal assessment
-Demonstrate through recall an
understanding of legislative actions
-Informal assessment assignments
-Formal assessment exam

Recall, interpret and apply
principles of scientific management
and occupational analysis as it
relates to Career and Technical
Education.
(knowledge, application and
analysis)
Identify, explore and research
myths, misconceptions and origins of
Career and Technical Education.
(knowledge, application and
evaluation)
Identify, describe and examine
workforce competencies in Career
and Technical Education.
(Knowledge, comprehension and
application)
Label, interpret and summarize
culturally sensitive curriculum and
global issues surrounding learning.
(knowledge, application, analysis,
synthesis and evaluation)
Identify, explore and explain
teaching philosophies for Career and
Technical Education.
(knowledge, comprehension,
application and analysis)
-Reading and assignments on Sakai
-Exploratory research
-Demonstrations of content
knowledge and understanding
-Application exercises
-Reading and exercises on Sakai
-High impact practices
-Interviews with CTE professionals
-Application exercises
-Research assignments
-Reading and research
-Application exercises
-Field experiences workforce
-Observation and interviews
-Discussion forums
-Reading exercises
-OER resource exploration
-Application exercises
-Case study analysis
-Research activities
-Reading assignments in Sakai
-OER resources
-Application exercises
-Student presentations
-Student self and peer evaluations
-Reflective essays
-Formal assessment
-Completion of weekly assignments
-Outcome of interview written document
-Informal discussions
-Formal assessment
-Completion of research documentation
-Submission of outcome from field
experiences and interviews
-Formal assessment
-Demonstration of knowledge and skill
-Presentations
-Informal assessment forums
-Formal assessment of assignments
-Completion of assignments
-Student presentations
-Formal assessment
 Identify, examine and evaluate
workforce competencies, role of the
educator, impact on student
outcomes and adult learning,
certification and licensure in Career
and Technical Education.
(knowledge, application and
evaluation).
Examine, explain and demonstrate
an understanding for the challenges
and opportunities in Career and
Technical Education.
(knowledge, application and
synthesis)
-Formal exercises
-Observation and participation
-Reading and research
-Application exercises
-Case study analysis
-Examination of state requirements
-Research and reading assignments
-Application exercises
-Exploratory research in CTE
programs
-Field Experiences
-Student presentations
-Completion of application exercises
-Discussion forums
-Student demonstrations/presentations
-Application of knowledge
-Presentation of student led research
-Formal assessment

Method(s) of Instruction:
Combination of individual reading and study, discovery learning, field experiences, observation and participation,
assessment, discussion, individual projects, student participation and application through practical reasoning and critical
thinking experiences. The majority of the course content will be delivered on-line in an enhanced format via Sakai.
Students will be actively engaged in research using outside resources to support the understanding of developmentally
appropriate practices. On-line interactive discussion, on-line content including study notes, resources and support
materials will support the educational outcomes of the course.

The content of the course will be conducted using a high impact practices model where students are actively engaged in
their own learning through self-discovery and self-exploration. Open Education resources, guest speakers, field trips,
panel discussions, student led research and presentations, in and out of class activities, class project, virtual tours, use of
technology and student led projects will be the format for the blended course with online enhancement via LMS
(Learning Management System) which is Sakai.

Course Requirements:
Online Requirement: To reduce the use of paper, all student work is submitted electronically in the designated link as
assigned via the Sakai e-learning LMS as directed.

Attendance and Course Time Commitment:

Successful students attend and participate in all classes. Review the key components required to be successful in the
course.
Read the assignments carefully and thoroughly
Put your name and Unit on all assignments submitted.
If a link becomes disabled, you can find the source in the Resource link to the left of the screen and/or cut and paste
the URL into the browser. Notify the Professor immediately via Sakai message board for assistance with
remedying the problem.
Read the grading scale guidelines. I will follow them closely including point/grade deductions for misspellings and
grammatical errors and utilize evaluation matrices for detailed completion of all requirements for individual
projects.
If you are having difficulty understanding an assignment, contact the Professor early in the week via Sakai message
board for assistance. My doors are always open for students needing support and I welcome your question!
Participate in the discussion forums. This is a digital discussion to comment, clarify, question and probe in a one to
two paragraph format adding citations unless otherwise specified in the assignments. As your Professor, I will
monitor and review all discussion threads. This is a great way to learn from your peers and offer your experiences
and expertise to help them expand their knowledge of early childhood issues/concerns.
One final FYI based on input from prior students dont wait until the end of the week to begin your work on the
assignments for this course. The assignments will be more meaningful to you in the future if you work through
them logically and thoughtfully.
 Nebraska State College Board Policy 4141
For a 1-credit hour course, Nebraska State College Board Policy 4141 suggests that students spend at least 45 hours
per credit hour in learning activities. Since the course is a 3-credit hour course to be completed over 16 weeks, you
should plan to spend a minimum of 135 hours or approximately 6-9 hours each week in learning activities. The
learning activities will help you attain the Student Learning Outcomes specified in the syllabus for the course.
(http://www.nscs.edu/Policy%20Manual/Policy%20Manual%20Master/Policy%204141.pdf)

It is expected that students will spend the following Hours per Week participating in each of the listed course activities:
Learning Activity Hours Per Week Total for Course
Direct Instruction via Sakai Units .5 8
Reading & Interactive Multimedia 1-2 16-32
Homework and Field Experiences 1-2 16-32
Discussions 1 16
Project-Based Learning 1 16
Research-Based Learning 1-2 16-32
Group Work 0 0
Assessments .5 9
Total 6-9 135

The actual hours spent on individual learning activities will vary from student to student depending on prior knowledge;
however, 135 hours represents the minimum expectation for any student.

**Disclaimer: The completion of the minimum time commitment does not ensure a passing grade. Achievement of the
course competencies must be demonstrated.

All assignments will be awarded points which will be totaled and averaged at the end of the course to determine course
grades. Students are strongly encouraged to monitor grades on a weekly basis throughout the course via the Sakai e-
learning gradebook.

Evaluation of the student will be based upon completion of the following requirements:
Due dates for assignments may be altered at any time by the Professor without prior notice to students. The Professor
will always consider the needs of the students enrolled in the course and best interest of the students prior to making
any unannounced changes.
All assignments will be submitted electronically and must be placed in the assignment link on the Sakai e-learning
platform in order to receive credit for the assignment.
Students are expected to access the content of the unit overview, study notes, discussion forums, assignments and resources
early in the week. In addition to the major project assigned below, students are expected to complete and submit the weekly
assignments defined in the Sakai e-learning platform.
Note: Students enrolled in the graduate level course will have additional requirements to complete as defined in the weekly
units posted in Sakai e-learning documents.

All assignments and projects require students to use Practical Reasoning, Creative and Critical Thinking Skills to complete the
following assignments:

Course Assignment or Activities Points

Attendance and participation

in class activities, inquiry and exploratory experiences such as field experiences, virtual tours, on-line
assignments, individual projects, resource investigation and open discussions
1. Reading Assignments Students are expected to read the textbook as well as outside resources as
assigned in each Unit in Sakai. Students are responsible for the content of the reading material and
will be asked to demonstrate their knowledge of the information and skill levels acquired in the
course during observations, exercises, discussions, projects, assignments, and project presentations.

2. Discussion Forums: Students will be expected to analyze, research, and respond to discussion forums posted 160
on a weekly basis. Discussion forums are required in the course as a formal analysis of students ability to think
creatively and critically about issues relative to the content of the course. Discussion forums are provided as an
opportunity for students to actively engage in dialogue with other students sharing pertinent and relevant
information as well as providing valuable feedback.
 Course Assignment or Activities Points

The Professor monitors the content of the discussion forums on a weekly basis and reserves the right to participate
and grade individual student participation in the weekly forums. Discussion forums are an important and vital
part of the evaluation process for the course. = 5 points per forum

3. Reflective Essay after each chapter reading -- What did you discover? 130
(13 chapters @ 10 points each)
4. Observations, Visitations, Field Experiences CTE Programs 50
Approximately 2 observations @ 25 points per observation
Observation and Field Experiences objectives:
a. Students will have the opportunity to observe programs and services.
b. Students will apply knowledge base content to practical experiences.
c. Students will integrate strategies, structure, principles, and research from a System model into
observations that impact student learning and career exploration through field experiences.
d. Students will analyze information discovered through written review summaries
5. Case Study Analysis Approx. 4 @ 20 pts. each 80

6. Interviews, Observations and Field Experiences 100

Approx. 5 @ 20 pts each
20
7. Short Written paper What is Worth Knowing? 1 @ 10 points
*evaluation rubric
8. Short Written paper Philosophy of CTE 1 @ 10 points
*evaluation rubric
9. Research Paper 1 @ 100 points 100
The final project for this course is a research paper that traces the historical and
philosophical background of a current issue or problem in career and technical education
and how the relevant historical ideas, individuals or movement have framed the present
debate for that issue. *Refer to the evaluation rubric

10. Review of CTE Common Core Standards 25 points 25

100
11. On-line exams the number of exams included in the course will be determined by the
students in the course and their ability to comprehend the information presented in the course.
= approximately 4 exams @ 25 points each
information for exams will be taken from reading assignments, OER resources,
and research content
exams will be available on Sakai online support for the course
exams will be available Monday through Sunday of the week assigned

12. Additional learning experiences may be assigned at the Professors discretion throughout the 350
semester with point value assigned to each item and delivered via the Sakai e-learning platform.
Additional learning experiences may include but is not limited to field experiences,
additional reading, interviews, observations, projects, case studies and exploration of resources.

Approximate Total Points 1115

(Note: Points are subject to change as the semester progresses.)

Course Schedule/Outline:

CTE 434 Principles and Philosophy of Career and Technical Education

Note: The following information includes a tentative schedule of the sequence of the course content. The Professor retains the right
to alter this outline at any time based on the best interest of the students and maximum learning outcomes defined for the course.
** Exams may or may not occur weekly depending on content covered in the course and the progression of information studied.
 Course Outline and Schedule
All dates, topics and readings are approximate and may vary at the discretion of the Professor.
Students are required to check email and Sakai accounts weekly.
All information contained in the course syllabus is subject to change without prior notice.

Week Content Topic Assignment

1 Introduction to Career and Technical Education -Review Unit 1 - Sakai
- Historical Perspectives --- Vocational Education -Student introductions
- Current trends and challenges for CTE -Application exercises
- Important legislation -Review of course content
- Standards for Career and Technical Education -Literature review
-Review of syllabus and expectations
2 Purpose and Function of Career and Technical Education -Review Unit 2 Sakai
- Major issues revolving around occupational analysis -Research review
- Future trends -Resource exploration and review
-Forum
-Application exercises
-Case study analysis
3 History of Career and Technical Education -Review Unit 3 Sakai
-History of Vocational Education -Read Chapter 1
-16th and 17th Centuries -Forum
-Legislative Action -Application exercises
-Early to Middle 20th Century America -Project review
-Latter 20th Century America
4 History of Career and Technical Education (continued) -Review Unit 4 Sakai
-Read Chapter 1 (continued)
- Future Trends -Forum
-Resource review
-Application exercises
-Exam

5 Principles of Scientific Management and Occupational -Review Unit 5 Sakai

Analysis -Read Chapter 2
- Major issues revolving around occupational analysis -Forum
- Future Trends -Review of literature/Research
-Application exercise

6 Career and Technical Education: Myths, Metrics, and -Review Unit 6 Sakai
Metamorphosis/Misconceptions of CTE- Legislative action -Read Chapter 3
- Origins of CTE in United States -Forum
- Early government involvement -Application exercises
- Prevailing confusion and myths -Demonstration of content knowledge
-Exam
7 Culturally Sensitive Career and Technical Career -Review Unit 7 Sakai
Curriculum -Read Chapter 4
- Define curriculum -Forum
- Global learners -Application exercises
- Learning styles and Multiple Intelligences -Observation/field experiences
- Cooperative learning -Case Study analysis
-Exam
8 Teaching Philosophies of Career and Technical Education -Review Unit 8 Sakai
- Leaders and their Philosophies -Read Chapter 5
- Systematic and Holistic Perspectives -Forum
- Perspective of Values of Philosophy -Research project
- Philosophical Teaching theories -Application exercises
- The Philosopher -Exam
- Philosophical methods
- Meaning of Philosophy
9 Midterm Break -Review Unit 9 Sakai
Educations role in Alternative Teacher Licensure -Read Chapter 6
- Historical Overview of Teacher Licensure -Forum
- Issues, Controversies and Problems -Definitions
-Characteristics of Alternatively Licensed Teachers -Resource/literature review
-Pedagogical Knowledge -Application exercise
-The Role of Career and Technical Education -Case study analysis
-Exam

10 Workforce Competencies and Career and Technical -Review Unit 10 Sakai

Education -Read Chapter 7
- Workforce competencies -Forum
- Business and Industry -Application exercises
- CTE Programs -Observation/Field Experience
- Trends -Exam

11 Certification, Licensure and Standards in CTE -- Career -Review Unit 11 Sakai

Clusters -Read Chapter 8
- Historical Overview of CTE Teacher education and licensure -Forum
-Licensure pathways -Technology assignment
-Licensure requirements -Application exercise
-Licensure renewal -Exam
-Testing and Assessment
12 Work Ethics in CTE --- -Review Unit 12 Sakai
Current Education and Workforce -Read Chapter 9 Sakai
Issues -Forum
- Career education -Application exercises
- Diversity in cultural backgrounds -Research review
- The process of Psychological Development -Research Project
- Values and work ethic -Exam
- Logic and Education Value types
13 Impact of Tracking on Long-Term Student Outcomes -Review Unit 13 Sakai
Professional Organizations -Read Chapter 10
Student Organizations -Forum
Factors influencing Postsecondary Education -Review of literature
Tracking and Detracking -Exam

14 Adult Learning and CTE History Influenced by -Review Unit 14 Sakai

Technology -Read Chapter 11
-History of adult learning -Forum
-History of Career and Technical Education revisited -Observation/Field Experience
-History of technology -Interview/Technology
-Adult Learning and CTE intertwined -Research project presentation
-Technology and Adult learning -Exam

15 Challenges and Opportunities in CTE -Review Unit 15 Sakai

- No Child Left Behind -Read Chapter 12
- Carl D. Perkins Act of 2006 -Forum
- CTE Image -Practical application exercise
- Teacher Quality -Research project presentation
- Accountability -Exam
16 CTE: Three Decades in Review: -Review Unit 16 Sakai
What have we learned? -Read Chapter 13
-Technology trends -Forum
-Education and Workforce technology -Critical thinking exercise
-Federal Legislation -Research project presentation
-Emerging practices -Exam
-Trends of the future
17 Finals Week Culminating Experience -Critical thinking, practical reasoning
exercise
Note: The Professor reserves the right to change and alter this course schedule at any time without prior notice to the
student!

Submitting Assignments:
All assignments should be submitted via the online learning management system (LMS) as directed. It is highly
recommended to type all responses in a word processing document, such as Word or Google docs with Google Drive
for storage, and copy and paste into the assignment link or post window to avoid losing any content while typing.

Submitting Assignments as Attachments:

When submitting formal assignments as attachments in the LMS, use the following file extensions and naming
conventions:
Make sure the file is either a doc or .rtf extension
Make sure to name the file with your first and last name, title of the assignment, semester and year.
o For example: Kim Madsen Forum Unit-Spring 2017
Papers not adhering to submission standards will be returned ungraded.
All work should be submitted in the assignment link on Sakai by the required due date.
The instructor(s) have the right to refuse any and all late assignments.

Professor Expectations:
If you wish to do well in this course:
Put in the amount of time necessary for success in this course
As questions about the course and the assignments. Please email, message, or call the instructor
whenever something is unclear.
Practice good netiquette and treat everyone with respect. Please read carefully peoples contributions,
respect differences of opinion, be constructive with criticism, keep up your end of the workload and do
your part to make this a safe environment where people feel comfortable expressing their thoughts and
opinions.
Do your own work. Feel free to discuss assignments and brainstorm with each other, but all work should
be your own work.
Log in to the course often each week.
Keep up with each weeks unit content.

Any course demands a serious time commitment. It requires a high level of responsibility, dedication and self-
discipline on the part of the student. In this course, students are responsible for their own work, progress, and grades.
Students should expect to spend time attending class, reviewing course materials, and completing required assignments.

Note: Students are required to participate in this three hour class and expected to commit a minimum of 3 hours preparing for the
class prior to the class session and a minimum of 6 to 9 hours of additional time outside of class on a weekly basis completing weekly
reading, inquiry projects and assignments in order to meet the requirements of the course.

Student Expectations:
Students should expect the following:
o The Professor values and appreciates open, honest and frequent communication between with the
student learners. There are a number of communication options.
Message board in Sakai
Email - kmadsen@csc.edu
Phone 308-432-6372
o If at any time a student is dissatisfied, confused, or unclear about an assignment or discussion, the
Professor will respond to questions or concerns.
o The Professor appreciates and respects that students have as much to contribute toward the classs
learning process as the Professor, and the Professor looks forward to all learning exchanges.
o The Professor will provide a course environment where all participants are valued and learn
together.
o The Professor is committed to working with individual learning styles and supporting a learning
environment that respects and welcomes individual opinions.
Grading Procedures:
Grading Scale:

Grade Qualitative Descriptions

Excellent work. Assignment shows unusually sharp insight into subject matter and exhibits a
clear understanding of the concept. Written work articulates well and is presented logically
A = 94 - 100 90% and clearly; punctuation, grammar and composition are above criticism. Written work meets
the criteria of the assignment and instructions must be followed completely. Demonstrates
mastery of subject
Grasps the subject matter at a level considered to be good to very good. Writes well,
B = 84 - 93 80% adhering to acceptable grammar and punctuation standards. The assignment instructions are
followed. Demonstrates a solid understanding of the subject.
Demonstrates a satisfactory comprehension of the subject matter and an acceptable level of
understanding of the concept. Accomplishes only the minimum requirements, meets the
C = 70 - 83 70% deadline, but displays little or no initiative. Communicates in writing at an acceptable level
for a college student. Writing skills are acceptable but require improvement. Minimal
compliance with assignments and work
D = 60 - 69 60% Quality and quantity of work and participation are below average and barely acceptable

F = below 60 0% Quality and quantity of work and participation are unacceptable

Grading Guidelines:
Each assignment will be assigned a point value which will be averaged on a cumulative basis.
When grading papers, the Professor will not only consider the points earned based on grading criteria for
individual assignments but will also take into consideration the Qualitative Descriptions noted in the Grading
Guidelines rubric. A grade may be lowered if any one of the components is not evident.

All written work should be typed in (WORD or Excel), neat, grammatically correct and in proper format.
Remember: "All papers submitted are representative and a reflection of you!" Students should follow
criteria established on criteria sheets and agreed upon at the time the assignment was presented.

Individual evaluation forms are designed to aid in the assessment of grade points. All tests, activities, projects,
and experiences will be assigned points. Final grades will be determined by averaging total points
accumulated by total possible points earned by the student.

All work is expected to be turned in on time. Students must check the due dates on the on-line course
documents and be prepared to follow the course schedule. The Professor reserves the right to refuse any and all
work not completed in the assigned timeline. Assignments will receive a 5 point reduction when submitted
late.

The Professor welcomes and encourages student visitations. Refer to office hours or to arrange a conversation
with the Professor call 308-432-6372. Office hours are posted on the syllabus.

Chadron State College has a licensing agreement with Turnitin, an online service that promotes honest
academic practices. This course will use Turnitin at the Professors discretion to determine the originality of
your written work. When your work is submitted to Turnitin, it will be stored within Turnitins database so that
future submissions may be checked against it for originality.

Exams will be posted via Sakai for student convenience and easy access. All exams are expected to be
completed during the assigned times as posted in the course assignments. Exams will not be available after
the due date.

It is the responsibility of the student to arrange for make-up work, missed class content, and informing the
Professor of special circumstances. The Professor reserves the right to decline any and all requests for
submission of late assignments.
 It is the responsibility of the student to read and understand to proper submission of assignments as outlined in
the Sakai on-line unit assignment folders. It is up to the student to contact the Professor via phone or email to
clarify any and all requirements of the course if there are questions or confusion. Students are encouraged
to monitor grades weekly via the Sakai gradebook.

In order to receive the maximum amount of points and highest grade, all work must be attached to the proper
location in the on-line learning platform. For example: Projects must be in the assignment folder to receive
credit; discussion comments must be in the weekly forum to receive credit.

All written work will be evaluated on the basis of format, content, quality, conformance to criteria provided in
evaluation forms for each project, professionalism, depth of knowledge, skill performance, and appearance.

Assignments are expected to be turned in on time. The Professor reserves the right to refuse or reduce
points assigned to any late work. Due to the structure of the course, it is imperative that ALL assignments are
turned in on the assigned due dates as outlined and reviewed in the course syllabi.

Student Behavior:
Throughout the course, you will be exploring program planning for Cooperative Occupational Education. You will
discover a wide range of resources, checklists, tables, visual documents, and support materials in your textbook and
outside resources. It is imperative that you spend time researching the vast amount of information available to you and
utilize the information in your own occupational program plan. You will discover the importance of looking at the
big picture of Career and Technical Education that focuses on Strategies, Structures and a System.

There are several types of assessments used in the course. In addition to class attendance and participation, discussion
forums, informal and formal assignments, presentations, projects, high impact activities, current research, outside
resources, exams, and reflective activities.

As professionals, each of us will exhibit an appropriate professional attitude, which includes but is not limited to the
following:
(1) Academic Honesty - Students are expected to conduct themselves in conformity with the highest standards with
regard to academic honesty. Violation of college, state, or federal standards with regard to plagiarism, cheating,
or falsification of official records will not be tolerated. Students violating such standards will be subject to
discipline, as per campus policies articulated in the Student Handbook. Academic Policies, including academic
dishonesty, can be found between pages 33-35.
(http://www.csc.edu/documents/publications/csc_student_handbook.pdf)

(2) Attendance/Participation Policy The College assumes that students will seek to profit from the instructional
program and will recognize the importance of attending every class meeting of courses for which credit is
expected. Responsibility for notifying faculty of absences, and for arranging potential make-up, rests with the
students. In courses that utilize an online format, students are expected to participate in an appropriate and
frequent manner, as determined by course instructor.

(3) Civility Civil behavior enhances the learning environment, and is expected at all times. Courtesy and respect for
others are essential elements to the learning process. Courses offered through Chadron State College welcome a
difference of opinion, discourse, and debate within a civil environment.

(4) Preparation - we will arrive to learning session prepared to learn, which will include significant preparation
(including reading the textbook and completing the assigned learning experiences) prior to class participation in
order to benefit from the class activities.

(5) Engagement - We will be actively engaged in learning during this course, and we will strive to facilitate the
success of peers, through providing formative, positive, constructive critique and queries.

(6) Follow-up - We will do significant learning after each learning activity to fully understand the information from
that learning activity. Success in this course will require both memorizing significant information and being able
to integrate that knowledge into a broad intellectual base that allows for functional and effective decision making
using broad background knowledge.
 (7) Communication We will communicate frequently and clearly throughout the semester, using language that is
precise and concise, reflecting the scientific nature of this course and collaborative learning expectations.

(8) Plagiarism A student found to have plagiarized information for any of the assignments regardless of the source
will receive a failing grade for that particular assignment and risks receiving a failing grade for the entire course.
Plagiarism is unethical and unprofessional. It will not be tolerated for any reason in this course.

Chadron State College has a licensing agreement with Turnitin, an online service that promotes honest academic practices.
This course will use Turnitin at the instructors discretion to determine the originality of your written work. When your work
is submitted to Turnitin, it will be stored within Turnitins database so that future submissions may be checked against it for
originality.
Nondiscrimination Policy/Equal Educational Opportunity Policy:
Chadron State College is committed to an affirmative action program to encourage admission of minority and female
students and to provide procedures which will assure equal treatment of all students. The College is committed to
creating an environment for all students that is consistent with nondiscriminatory policy. To that end, it is the policy of
Chadron State College to administer its academic employment programs and related supporting services in a manner
which does not discriminate on the basis of gender, race, color, national origin, age, religion, disability, sexual
orientation, gender identity, or marital status. Student requests for reasonable accommodation based upon documented
disabilities should be presented within the first two weeks of the semester, or within two weeks of the diagnosis, to the
disabilities contact person (432-6268; Crites 011).

Americans with Disabilities Act

In accordance with Section 504 of the Rehabilitations act of 1973 and the Americans with Disabilities Act of 1990,
Chadron State College is committed to providing learning opportunities for all students so they may achieve their
academic potential. Student requests for reasonable accommodation based upon documented disabilities should be
presented within the first two weeks of the semester, or within two weeks of the diagnosis. Contact Counseling and
Disability Services online, via telephone (308-432-6461) or visit Crites Hall 338.

Services for Students:

http://www.csc.edu/studentserv/ 1-800-CHADRON

Health Services, Counseling and Disability Services

o Website: http://www.csc.edu/healthserv/counseling/index.csc
o Phone: 308-432-6461

Technology Accommodations for Students with Disabilities

o Website: http://www.csc.edu/technology/students/disabiltiies.csc
o Phone: 308-432-6461

Project Strive/Trio Support Services

o Website: http://www.csc.edu/projectstrive/
o Phone: 308-432-6068

Technology Help Desk

o Website: http://www.csc.edu/technology/index.csc
o Email IT Help Desk at helpdesk@csc.edu
o Phone: 308-432-6311

Library Statement:
Chadron State College employees and students are required to comply with federal copyright laws. Three federal acts
form the basis for copyright compliance. They are, in order of enactment, the Copyright Act of 1976 and the Fair Use
Guidelines, the Digital Millennium Copyright Act of 1998, and the Technology, Education and Copyright
Harmonization Act of 2002.

Formal policy, guidelines and procedure have been developed and must be strictly enforced. Copyright resources are
available from the CSC Reta King Library web site, www.csc.edu/library/copyrt.htm and from the CSC Computer
Services web site, www.cswebpc.csc.edu/policies/policy.html. Review of the resources is strongly encouraged to
ensure compliance.
Technology Policies and Requirements:
The Professor encourages students to utilize the computer for completing all assignments.
Students are expected to access and utilize the e-learning Sakai platform monitoring all content on a weekly basis.

The technical skills and capabilities required for this course include:
Having access to a computer with reliable internet connection to participate in the CSC online-Sakai course
Navigating and using CSC Online-Sakai, CSCs learning management system
Ability to read and submit documents using Word and pdf applications
Ability to view Power Point or Prezi applications and course-provided videos
Ability to use proper APA format accessing necessary resources to support proper documentation
Capability for research-based and inquiry-guided learning

Required: Access to a computer with Internet connection to SAKAI course. It is important to have a back-up plan in
case your computer or Internet connection fails during this course. Computer labs are located all over campus. If you do
not have your own personal computer, find the CSC computer lab that is closest to you. Note: Missed assignments or
missed class/Internet participation will not be excused due to computer or Internet problems.
Disclaimer:
This syllabus and schedule is articulated as an expectation of class topics, learning activities, and expected student
learning. However, the instructor reserves the right to make changes in this schedule that, within my professional
judgment, would result in enhanced or more effective learning on the part of the students. These modifications will not
substantially change the intent or outcomes of this course and will be done within the policies and procedures of
Chadron State College.
CSC Mission & Master Academic Plan (MAP)
Mission Statement
Chadron State College (CSC) will enrich the quality of life in the region by providing educational opportunities,
research, service and programs that contribute significantly to the vitality and diversity of the region.

MAP Priorities, 2014-2018

CSC is committed to the achievement of tasks/projects that align with the following Priorities:
1) Continue to implement and improve the Essential Studies Program (ESP).
2) Define, develop, and promote co-curricular experiences that foster undergraduate and graduate student engagement.
3) Create and implement a strategic vision(s) for teaching and learning technologies, teaching and learning center (TLC)
and the library learning commons (LLC).
4) Evaluate campus-wide processes for student recruitment, advising and retention; recommend a plan for continuous
improvement.
5) Study, create, and implement a strategic vision for the graduate studies program.
6) Evaluate campus-wide processes for faculty and staff recruitment and retention; recommend a plan for continuous
improvement.