Falcon School District 49 Course Syllabus EDU 250 CTE in Colorado (1 Credit Hours/15 Contact Hours)

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1 CTE - EDU 250 (1 Credit): Version 3.0 Fa... EDU 250 Introduction Next EDU 250 Introduction and Syllabus Falcon School District 49 Course Syllabus EDU 250 CTE in Colorado (1 Credit Hours/15 Contact Hours) Faculty Information: Nikki Lester nlester@d49.org Office: FHS Office phone: x2028 COURSE DESCRIPTION: Explores common elements of American Community College Philosophy and current practices. It details the philosophy of Career and Technical Education (CTE), the federal Carl D. Perkins legislation and related guidelines for CTE, national and state regulatory agencies, the CCCS program approval process, enrollment management and advising strategies, relevant local and national issues and quality assurance principles. PREREQUISITES/COREQUISITES: None COURSE MATERIALS: Online Internet Links. Textbook: None Additional resources: Computer access and Internet connection. GENERAL COURSE OBJECTIVES: 1. Examine the philosophy of community colleges and analyze the role of CTE within the contemporary community college setting. 2. Examine the guidelines specified within Carl D. Perkins IV and how those principles are applied to CTE. 3. Describe the relationships of various regulatory agencies within the community college setting and their relationships to college functioning. 4. Examine the components and successfully apply the Colorado Community College System (CCCS) program approval processes. 5. Devise enrollment management and advising strategies for CTE programs.

2 6. Relate relevant national and local issues pertaining to CTE to your program and/or the P-20 model. 7. Apply quality assurance principles (credentialing requirements, program advisory committees, reporting, labor market trends, workforce issues, work-based learning, CTE instruction, etc.) to CTE programs COURSE OUTLINE: I. Philosophy and History of CTE A. Current trends B. Career clusters, pathways and plans of study C. Nontraditional and special populations D. Professional organizations E. Student leadership/organizations F. The educated workforce perspective (local, state, national, international) II. Carl D. Perkins Act A. Career clusters, pathways and plans of study B. Nontraditional and special populations C. Educational and business partnerships D. Program advisory committees (business and industry) E. Perkins grant local plan requirements III. CCCS Program Approval Process A. Colorado Common Course Numbering System (CCCNS) B. Program approval components (new and renewal) C. CTE faculty credentialing standards D. Data management and reporting requirements E. Program advisory committees (composition, function, etc.) F. Labor market trends G. Curriculum alignment (degrees and certificates) H. Five-year plans (program strengths and weaknesses) IV. Enrollment Management and Advising Strategies A. Nontraditional and special populations B. Educational partnerships (articulations, PSEO, dual enrollment, advanced credit pathways, etc.) C. Current trends D. Recruiting and retention E. Advising and career planning/management

3 V. Quality Assurance A. CTE faculty credentialing B. Program advisory committees C. Labor market trends (local, state, national and international) D. Work-based and contextual learning E. Data management and reporting (VE 135, VE 130, etc.) COURSE GUIDELINES The assignments should be submitted as instructed in the course shell by midnight on the posted due date. Late assignments will NOT be accepted unless prior arrangements have been made with the instructor. GRADING POLICY: Course Credit: Assessment for course credit will be earned through various assignments. Grades: Grades are based on the percentage of total points earned by each student, as follows: % = A 80-89% = B 70-79% = C 60-69% = D Below 60% = F Grading Criteria Grades for this course will be based on Weekly Unit Assignments and a Final Reflection Paper. Criteria and scoring rubrics are listed below for each. Weekly Unit Discussion Assignments- 4 x 45 = 180 points (Postings = 50%, Reflection and/or Content Quality = 50%) Final Reflection-Paper 50 points Weekly Unit Assignments (Discussion/Reflection Topics) Each posting should at a minimum address the questions asked. Provide sufficient evidence of an in-depth exploration of the problem/question. Be presented in a professional grammatically correct fashion.

4 Top quality postings will: v Meet the above criteria v Provide a critical analysis of newly acquired information Do you agree/disagree with the material or the actions/policies of the government, institution, or institutional personnel? Why? What would you have done differently? Why? Provide any documentation you may have that supports your position. Discussion Involvement Each week students will be posting their response to that week s reading/assignment. In order to encourage lively discussion/reflection and to reward efforts, points will be rewarded for quality responses. Examples of a quality response include: I agree explain why you agree and add any other information you have on the subject to further demonstrate your position I disagree - explain why you disagree and add any other information you have on the subject to further demonstrate your position Comment Engage in a thoughtful discussion/reflection about a response; ask why they felt that way, where they got that information, encourage their position, etc. Please feel free to add reflection on any other aspect you feel is appropriate. 45 points are available for each online discussion/reflection activity. Short (1-2 sentences) responses will be assigned less points; longer more thought-out responses will be assigned more points. The grading rubrics that will be used are below: Weeks Learning Module/Assignment/Discussion 1 Class Starts History, Philosophy, and Trends in Career and Technical Education Assignment I: Discussion Topic CTE Programs at Your Institution 2 The Colorado Vocational Act and Carl Perkins Act Assignment II: Discussion Topic Local Perkins Administration 3 Quality Assurance and the Program Approval Process Assignment III: Discussion Topic Program Renewal

5 4 Special Populations, PSEO, and Advanced Credit Pathways Assignment IV: Discussion Topic Special Populations or Discussion Topic Advanced Credit Pathway 5-6 Class Ends 50 Points The Colorado Message and Colorado CTE Strategic Plan- Assignment: Final Reflection Paper Class Ends Total Points 230 Points