Fall 2001, 472 Course Syllabus
University of Idaho
CTE 426 occupational analysis and curriculum development
3 credits
Career and Technical Education/Professional-Technical Education
Program
Department of Curriculum and Instruction
College of Education
Instructor
Robert G. Ketchum, Lecturer
Office
University of Idaho Coeur d'Alene Center1031 N. Academic
WayCoeur d'Alene, ID 83814-2277Office: Room 125Voice:
208.667.2588
Email: [email protected]
Course Description
Instructional design systems and curriculum development as a
systematic method of designing, carrying out, and evaluating the
total process of teaching and learning; based on research in human
learning and communication, employing a combination of human and
non-human resources to bring about effective instruction. Focus on
secondary and post-secondary professional-technical education.
College Vision
The College of Education envisions being a leading, diverse,
nationally recognized educational community. Our caring faculty
members and innovative curriculum are:
1. Preparing professionals through integrated programs grounded
in research
1. Generating and evaluating knowledge through disciplinary and
interdisciplinary scholarship
1. 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.
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).
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.
Global Course Outcomes
Upon successful completion of this course, the learner will be
able to:
1. Explain the role curriculum plays in an effective
professional-technical education program.
2. Describe and apply a variety of curriculum development
concepts, principles, and procedures.
3. Analyze an occupation, job, and/or task to identify
occupational competencies.
4. Derive authentic learner outcomes and objectives for teaching
occupational competencies.
5. Develop integrated, standards-based curriculum and
instruction.
6. Develop and/or implement personalized learning programs:
individualized educational plans and learning contracts.
7. Evaluate textbooks, workbooks, and other vendor
materials.
8. Explain curriculum development software and its role in the
construction of courses, lessons, and assessments.
Teacher Preparation Standards
1. 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.
2. 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.
3. 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.
4. 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.
5. 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.
6. 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.
7. Instructional Planning Skills: The teacher plans instruction
based upon knowledge of subject matter, students, and curriculum
goals.
8. 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.
9. 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.
10. 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 web-assisted methodologies. This will include
various forms of individualized, group, and cooperative strategies
suitable for classroom, laboratory, clinical, studio, and
production environments.
Accommodations
Reasonable accommodations are available for students who have
documented temporary or permanent disabilities. All accommodations
must be approved through the University of Idahos Disability
Support Services in order to notify your instructor(s) as soon as
possible regarding accommodation(s) needed for the course.
1. Idaho Commons Building, Room 306, Moscow Campus
1. (208) 885-6307
1. email: [email protected]
1. website: www.access.uidaho.edu
Prerequisite(s)
None
Course Website
https://bblearn.uidaho.edu
Textbook(s)
Finch, C. R., & Crunkilton, J. R. (1999). Curriculum
development in vocational and technical
education: Planning, Content, and Implementation. 5th Edition.
Boston: Allen and Bacon.
ISBN: 0-205-27902-3.
The textbook is available through the U of I Bookstore or online
sellers such as Amazon.com.
Other Materials
Participants are required to provide their own materials for the
completion of individual and group assignments (e.g., binders,
transparencies, vendor materials, etc.).
Schedule of Meetings and Topics (This course will be fully
online through BbLearn)
Course Requirements/Assignment Specifications
Reflective Commentaries: Each participant will prepare a
reflective commentary covering the
content, discussions, and/or presentations of each class
session. The commentary is to be posted on the designated online
discussion board. 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 teachers, 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 due within the week following the given
session. Participants are expected to engage in online discussions
of the commentaries.
Readings & Quizzes: Each participant is required to complete
a series of quizzes based on
readings in the textbook. All quizzes will be completed online
through the assessment link on
BbLearn.
Signature Assignment 1 Industry Analysis: Each teacher will meet
with someone from industry in the content area for which he or she
is teaching. This assignment is designed for the teacher to use the
Job Analysis Cycle for the specific content area. From the
conversation, the teacher should prepare a report that includes the
following:
1. Jobs in content area, develop a short description for each
job
2. Tasks for specific jobs (use provided task analysis process
and documents)
3. Skills necessary to successfully perform jobs
4. The courses that are being offered to prepare students with
necessary skills
The assignment must be submitted electronically at the course
website on BbLearn.
Peer Observation: Each teacher is to take a professional day and
observe another class members teaching, if another class member is
not available in your district, choose another PTE teacher in your
or a neighboring district. After you have observed the peer, you
are to prepare a 2-3 page reflection paper. The paper should have
to following components:
1. School and teacher observed
2. Classes observed with an explanation of the objectives for
each class
3. Three teaching methods that you believed were highly
effective and why
4. Two points of constructive criticism and suggestions for the
teacher to improve
5. Your overall impression of your peers program and teaching
methods.
The assignment must be submitted electronically at the course
website on Blackboard Bblearn.
Textbook Evaluation: Each participant will select and evaluate a
textbook through the use of an
instructional module (i.e. a Learning Activities Packet [LAP])
located on Blackboard
Curriculum Software: The development of courses, lessons, and
assessments is a time consuming
process. Today, there is software available to assist in the
process. Each participant will provide evidence that they are
familiar with a curriculum development software package. An
evaluation form for this assignment will be available on
BbLearn.
Signature Assignment 2 Curriculum Portfolio: Each participant
will develop a curriculum portfolio for his or her program.
The portfolio should be designed as a guide that can provide
stakeholders and the public with valuable information concerning
the purpose and curriculum for the program. See the attachment for
more information. This assignment will be due by the last class
meeting and it must be submitted electronically at the course
website on Blackboard BbLearn
Participation: Active participation is a proven enhancement
strategy for learning. The synergy that
presents itself through guided and free discussion is rich in
learning potential, especially with adult learners. Such learning
opportunities are formed out of the sharing of experience and
ideas. Every class is made up of planned and unplanned, active and
inactive, learning experiences. One must, however, be present to
engage or witness these experiences: they cannot be recreated or
made-up later. Therefore, credit for participation is based on
one's in-class/on-line presence. Simply put: One cannot participate
if one is not present. Participation also includes online
activities. It is important that all teachers actively engage in
the dialogue on the discussion boards in order to make the online
portion of the course rewarding.
TaskStream
The University of Idaho, College of Education has adopted the
TaskStream assessment software for teacher preparation programs of
which Career and Technical Education belongs. This is an online
system of submitting and evaluating teacher preparation assignments
and activities. Teachers will submit the Curriculum Portfolio
project through TaskStream as a Signature Assignment in addition to
the projects primary submission through BbLearn. If you have used
TaskStream this year, you already have an account. If you have not
used TaskStream this year you must create an account as described
in the Appendix at the end of the syllabus. The website for
TaskStream is www.taskstream.com.
Mid-Semester and Final Dispositions on TaskStream
Each student will be required to submit a self-assessment at the
midterm and end of the semester. This activity will be completed
and submitted through TaskStream. The assessment is comprised of
questions related to teaching behaviors and dispositions
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.
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: This online course require
consistent and active participation in the Discussion Boards. 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, and your instructor cannot
guarantee time to complete scoring of all work.
Assignments: Assignments shall be submitted electronically
through Bblearn. 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.
The assignments have been designed for practical application with
teaching responsibilities. Because of the nature of an online
course, the instructor is flexible with assignment deadlines.
However, assignments submitted after an established or agreed upon
deadline will have ten percent deducted from the final points for
the assignment. If there are circumstances that will result in a
late assignment, contact the instructor.
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.
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 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
(206-220-6883); 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 [email protected]). 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 arent sure how to make the most of library resourcesfrom off
campus, feel free to contact the College of Education
liaisonlibrarian with questions. Help may be obtained via email or
phone. RamiAttebury, 208-885-2503, [email protected] . 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
(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.
Did you know that this course is one of 5 courses that apply to
the Technical Workforce Training Academic Certificate? The required
courses for this certificate are the following:
AOLL 473 Foundations of Adult Education and Adult Development (3
credits)
CTE 420 Evaluation in Professional-Technical Education (3
credits)
CTE 426 Occupational Analysis and Curriculum Development (3
credits)
CTE 447 Diverse Populations and Individual Differences (3
credits)
CTE 472 Teaching and Learning in Occupation Education (3
credits)
Credits to total 15 for the Technical Workforce Training
Academic Certificate. If you are interested, contact Dr. John
Cannon.
Course Bibliography
Blank, W. E. (1982). Handbook for developing competency-based
training programs. Englewood Cliffs, NJ: Prentice-Hall.
Bonwell, C. C., & Eison, J. A. (1991). Active learning:
Creating excitement in the classroom. Washington, DC: Association
for the Study of Higher Education, The George Washington
University.
Bott, P. A. (1998). Teaching your occupation to others: A guide
to surviving the first year (2nd ed.). Boston, MA: Allyn and
Bacon.
Bottoms, G., Pucel, D., & Phillips, I. (1997). Designing
challenging vocational courses: A guide to preparing a syllabus.
Atlanta, GA: Southern Regional Education Board.
Duenk, L. G. (Ed.). (1993). Improving vocational curriculum.
South Holland, IL: Goodheart-Willcox.
Goldstein, I. R. (1993). Training in organizations: Needs
assessment, development, and evaluation (3rd. Ed.). Pacific Grove,
CA: Brooks/Cole Publishing.
Goodheart-Willcox. (1990). A guide to selecting and using
textbooks. South Holland, IL: Author.
Hodell, C. (2000). ISD from the ground up: A no-nonsense
approach to instructional design. Alexandria, VA: American Society
for Training and Development.
Jacobs, H. H. (Ed.). (1989). Interdisciplinary curriculum:
Design and implementation. Alexandria, VA: Association for
Supervision and Curriculum Development.
Knowles, M. S. (1990). The adult learner: A neglected species
(4th ed.). Houston, TX: Gulf Publishing Co.
Leatherman, D. (1990). The training trilogy: Designing programs.
Amherst, MA: Human Resource Development Press.
Lee, H. D., & Nelson, O. W. (2006). Instructional Analysis
and Course Development. Homewood, IL: American Technical
Publishers. ISBN: 0-8269-4061-7.
Mager, R. F. (1984). Goal analysis (2nd ed.). Belmont, CA: Lake
Publishing.
Mager, R. F., & Pipe, P. (1984). Analyzing performance
problems. Belmont, CA: Lake Publishing.
Marzano, R., Pickering, D., & Pollack, J. (2001). Classroom
instruction that works: Research-based strategies for increasing
student achievement. Alexandria, VA: ASCD.
Michalak, D., & Yager, E. (2001). Making the training
process work. Carlsbad, CA: Writers Club Press.
Norton, R. E. (1985). DACUM handbook (Leadership training series
#67). Columbus, OH: National Center for Research in Vocational
Education, The Ohio State University.
Performance-Based Teacher Education Materials. (1997/98
Catalog). A series of performance-based instructional modules and
support materials for teacher and administrator training. Address:
AAVIM, 220 Smithonia Road, Winterville, GA, 30683-9527. Phone:
(800) 228-4689.
Piskurich, G., Beckschi, P., & Hall, B. (Eds.). (2000). ASTD
handbook of training design and delivery: A comprehensive guide to
creating and delivering training programs, instructor-led,
computer-based, or self-directed. New York, NY: McGraw-Hill.
Posner, G.J. (2004). Analyzing the curriculum (3rd Ed.). Boston:
McGraw-Hill. ISBN:0-07-282327-5,
Pucel, D. J. (1989). Performance-based instructional design. New
York: McGraw-Hill.
Sarkees-Wireenski, M. & Scott, J. L. (1995). Vocational
special needs. Homewood, IL: American Technical Publishers.
Seels, B., & Glasgow, Z. (1998). Making instructional design
decisions (2nd Ed). Upper Saddle River, NJ: Printice-Hall. ISBN
0-13-520602-2.
Shambaugh, R. N., & Magliaro, S. G. (1997). Mastering the
possibilities: A process approach to instructional design. Boston,
MA: Allyn & Bacon.
Swanson, R. A. (1994). Analysis for improving performance: Tools
for diagnosing organizations and documenting workplace expertise.
San Francisco, CA: Berritt-Koehler.
Tileston, D. W. (2004). What every teacher needs to know about
instructional planning. Thousand Oaks, CA: Corwin Press. ISBN:
0-7619-3120-1.
* * * * *
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.
Appendix A
Curriculum Portfolio
CTE 426 Occupational Analysis and Curriculum Development
Purpose:
Each participant will develop a major curriculum project built
around a selected employment position or subject area. The task is
to provide written documentation concerning the purpose and
curriculum of the teachers specific program. The portfolio should
be in the format below.
Format:
1. Title Page
a. Course Title
b. Instructors Name
c. School
d. Program
e. Date of Completion
2. Table of Contents
3. Board Resolution (If applicable)
There should be on file at your school a board resolution
authorizing your course/program
4. School Philosophy
5. Program Philosophy/Vision/Mission Statement
6. Program Goals
What is the program attempting to do?
7. Program Description
a. Location
b. School District (high school, vocational center)
c. Demographics of Location (ethnicity, gender, socio-economic,
industry, education) can be found on US Census Bureau website
8. Curriculum
a. Courses
b. Course Description
c. Course Objectives
d. Units
e. Lessons/Competencies
f. Lesson Objectives
g. Aligned with Standards
9. Evaluation
a. Student Assessment
b. Program Evaluation (How will you evaluate the program)
Appendix B
Follow these instructions to create a TaskStream account if you
are new to U of Is College of Education. The TaskStream account is
paid by student fees.
Using your TaskStream Key CodeFor Students
You have been selected to receive a TaskStream account. The key
code that has been issued to you is intended for your use only.
Follow the directions below to create/renew your account on
TaskStream Advancing Education Excellence.
1. Go to www.taskstream.com
2. On the TaskStream home page click the Create or Renew Account
link located on the purple area on the top left side of the
screen.
3. Select the appropriate subscription option:
Create a new TaskStream subscription should be selected if you
are creating an account for the first time.
Renew my TaskStream subscription if you would like to extend a
previously created TaskStream account.
4. Enter the key code specified below in Option 2 and click the
Continue button to proceed.
(Key Code: AZ2GDY - 23VERM)
5. Complete Steps 2 and 3. During step 3, make sure to note the
username and password that you have chosen. This will be the
username and password you will use to access TaskStream.
6. Confirm your registration information in Step 4. If you need
to edit any of the information you have entered click the Edit
button. Otherwise click Continue to complete your registration.
7. The next page will display a link to take you to the home
page where you can enter your username and password to login and
begin using your TaskStream account.
Appendix C
Once the TaskStream account has been created (as explained in
Appendix B) use these instructions to log into the CTE area of
TaskStream.
Follow the directions below to enroll yourself into a TaskStream
program.
Step 1: Log In
Go to www.taskstream.com and log into your TaskStream
account.
Step 2: Find the Self-Enrollment Area
From the home page, click the Enter Code button.
Step 3: Enter Your Code
Enter the program code specified below in the appropriate field,
and then click the Search button.
Your Program Code: occed
You will be able to review the program information that
corresponds to the code that you entered. To be enrolled in the
program, click the Enroll button. If you do not wish to be enrolled
in the program at this time, click the Cancel - Do Not Enroll
button.
Note: If you enroll yourself into an inactive program, the
program will not show up on your home page until the Program
Manager activates the program.
CTE 426 Occupational Analysis & Curriculum Development7
