THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus

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1 THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education Syllabus Conceptual Framework & Knowledge Base The conceptual framework contains four core concepts, which are themes through which we organize and deliver our programs; hence they are central to our vision of professional educators and scholars. These include: Interculturalism Interrelatedness Inquiry Pedagogical Leadership Mission Statement To prepare highly skilled professionals to assume roles and positions in teaching, research, educational leadership, and human development. To provide undergraduate and graduate programs based on proven best practice, knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and linguistically diverse learner. To continuously develop a dynamic local, state, national, and international, dimension that promotes innovations and contributes to scientific educational, economic, and social change. Vision Statement The vision of the College of Education is to be consistently recognized as fully-accredited and as a nationally and internationally respected college in the areas of science, mathematics, educational technology and intercultural dimension (language, literacy, culture and interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational researchers, and professional at all levels, not only for the school system but for other economical and service areas which require training, human resources, development and life-long learning. Teacher preparation programs of the College of Education will be central to the mission of the University and will have national prominence. It will be at the forefront in programs for English Language Learners and, through teacher preparation, P-16 and life-long education initiatives will be a model for helping to close the student achievement gap. All of these will require the COE to be noted for the quality of its graduates, the scholarship of its faculty, and the leadership and service they provide to the local, regional, and national educational communities in the previously mentioned areas. Note: Please be advised that the College of Education conducts ongoing research regarding the effectiveness of the programs. You will receive one survey in the final semester prior to graduation regarding the operations of the unit during your time here. A second survey will occur within one year following graduation from or completion of a program, and will be sent to your employer. This survey will focus on the preparation received at UTB. Please remember that your response to these surveys is critical to UTB excellence.

2 College of Education Department of Teaching, Learning and Innovation TECT 4304: The Technology Trainer Consultant SYLLABUS Prerequisite: One 3,000-level TECT course Program Coordinator: Telephone: Maria Elena Corbeil, Ed.D. (956) Office: EDBC Office Hours: Class Location: Class Day & Time: Instructor: Monday, Wednesday, & Thursday 9:00 a.m. to 12:00 p.m. Other days: By appointment This class is offered fully online. Please log in to: to access, and participate in, the course. There are no designated meeting days and times for this course. Please log in to the course and carefully review the course Syllabus, Calendar, and Projects pages to become familiar with the course requirements and deadlines. Please contact me if you have any questions. The instructor for the course is listed on the Course Schedule. Please note that the instructor may change prior to the first day of class. If you have any questions regarding this course, please contact the program coordinator. COURSE CATALOG DESCRIPTION This is a fully online course in which students will have the opportunity to apply their professional experience, previous education, knowledge, and skills to the professional consultancy process. This course focuses on the multiple roles of the technology trainer/consultant in the process of organizational change. Level: Undergraduate. Credit hours: 03. Suggested workload: hours per week. 2

3 REQUIRED RESOURCES Textbook Title: The Consultant's Quick Start Guide: An Action Plan for Your First Year in Business (2nd edition) Authors: Elaine Biech Year: 2001 Publisher: Jossey-Bass/Pfeiffer ISBN: (Paperback) Please Note: The first week of classes, the readings are provided as links to online resources on Week 1 on the course Calendar in Blackboard. Please have the textbook in time for the beginning of the 2nd week of classes. The book is available online, at the on-campus Barnes & Noble, and the local BookBee bookstore. Internet In order to successfully participate in and complete this course, it is required that you have continuous Internet access for the entire semester of the course. Your Internet access must allow you to view online videos. Please log on to UTB Scorpion Online to update your account. The account that is registered on Scorpion Online is the account that is automatically used by Blackboard, when the professor, and other students, send you an . Please click on the Scorpion Online Tutorial link below to view a step-by-step guide update your contact information on UTB's Scorpion Online: Scorpion Online Tutorial. Please update your contact information on Scorpion Online in order to ensure that you receive all important course information. To obtain or renew your UTB , please visit the Information Resources website at: or call a technical specialist at the HelpDesk at: 1 (956) Adobe Reader (PDF) Software Although all of the articles should open within Blackboard, if it became necessary for you to have software that can open pdf files, you can download it for FREE from the link below: 3

4 COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE Course Description Expanded and Purpose of the Course In this fully online course, students learn the knowledge and skills to: identify their professional niche; develop and present a business plan; identify a client base; determine clients adult learning needs; and apply innovative technologies to present a professional multimedia presentation. Building upon the course content, their experience, and the experience of others, students will further develop their professionalism, knowledge in practice, reflection, collaboration, communication, and positive incorporation of diversity to be a leader and change agent as professional, adult learning consultants. Course Objectives After successfully completing the course, the learner will be able to: COURSE OBJECTIVES 1. Discuss key concepts in adult learning, training, and professional consulting (Comprehension) NCATE STANDARDS 1e. Knowledge & Skills for Other School Professionals SPA STANDARDS COE CONCEPTUAL FRAMEWORK COE-1: Knowledge in Practice 2. Identify and report areas of their expertise and skills (Comprehension) 1f. Student Learning for Other School Professionals Responsibility 1: Leadership and Professional Development COE-1: Knowledge in Practice 3. Collect and analyze data related to their work to prepare an effective consultant business plan (Application) 1e. Knowledge & Skills for Other School Professionals Responsibility 5: Research (5.2) Uses research in instructional technology to justify academic decisions in course work projects and professional work-related responsibilities. COE-1: Knowledge in Practice COE-2: Reflection 4. Apply basic concepts of adult learning and consulting to determine the adult learning client need (Application) 1e. Knowledge & Skills for Other School Professionals Responsibility 2: Design (2.1): Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance-based instructional objectives based upon, and appropriate for, a specific audience. COE-1: Knowledge in Practice COE-2: Reflection 5. Design a multimedia professional consultant proposal (Synthesis) 1f. Student Learning for Other School Professionals Responsibility 2: Design (2.1): Demonstrates ability to perform analysis and documentation of instructional need or opportunity resulting in student-centered, performance-based instructional objectives based upon, and appropriate for, a specific audience. COE-1: Knowledge in Practice 6. Produce and present a professional multimedia consultant proposal (Synthesis) 1f. Student Learning for Other School Professionals COE-1: Knowledge in Practice COE-5: Professionalism COE-6: Technology 7. Evaluate and select a variety of research- 1e. Knowledge and Skills for Other Responsibility 3: Development, Utilization, and Management COE-6: Technology 4

5 based technologies to create effective multimedia presentations (Evaluation) School Professionals (3.1) Demonstrates ability to develop instruction using a minimum of three different medias. communication, critical thinking, and technology skills to express ideas orally and in communication, collaboration, and learning delivery technologies to communicate and collaborate with instructor and peers, as well as to successfully fulfill course (Application) 1g. Professional Dispositions for All Candidates 1f. Student Learning for Other School Professionals Responsibility 6: Collaboration (6.1) Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions. Responsibility 3: Development, Utilization, and Management COE-1: Knowledge in Practice COE-2: Reflection COE-6: Technology COE-6: Technology 10. Participate in an atmosphere of collaborative and reflective inquiry through electronic class forums. 1g. Professional Dispositions for All Candidates Responsibility 6: Collaboration (6.1) Demonstrates the ability to team electronically with professionals to identify instructional problems or opportunities and devise appropriate solutions. COE-1: Knowledge in Practice COE-2: Reflection COE-3: Collaboration COE-6: Technology TOPICS, LEARNING PROCESES, & DESIRED RESULTS The following is a presentation of the weekly topics, processes, assignments, related course objectives, and evaluation methods. DATE TOPICS PROCESSES & ASSIGNMENTS Week 1 Adult learning and Read assigned consultant skill articles development Function of forum consultants and their roles in adult learning environments Week 2 Core concepts in consulting and training Read assigned articles RELATED COURSE OBJECTIVES 1. Discuss key concepts in adult learning, training, and professional consulting (Comprehension) (Application) 1. Discuss key concepts in adult learning, training, and professional consulting EVALUATION METHODS 5

6 Career exploration: Developing career goals forum (Comprehension) (Application) Students preliminary ideas for the application of core concepts to assessment of learning need Week 3 Identifying expertise and skills Resume writing skill development Read chapters 1-4 forum 2. Identify and report areas of their expertise and skills (Comprehension) (Application) Week 4 Assessing our inner consultant 16 biggest mistakes consultants make Read chapter 2 and assigned online resource forum Project 1: Skill & Experience Assessment Report & Resume 2. Identify and report areas of their expertise and skills (Comprehension) Project 1: Skill & Experience Assessment Report & Resume Week 5 Determining consulting fees Read chapter 3 forum 3. Collect and analyze data related to their work to prepare an effective consultant business plan (Application) 6

7 Week 6 The professional trainer/consultant: Identifying learners /clients needs Read assigned online resource forum 4. Apply basic concepts of adult learning and consulting to determine the adult learning client need (Application) Week 7 Determining your consulting specialization Determining the market niche Identifying client base Identifying the competition Read chapter 8 & assigned online resource forum 3. Collect and analyze data related to their work to prepare an effective consultant business plan (Application) Week 8 Developing marketing skills Creating a marketing plan Read chapter 9 & assigned online resource 5. Design a multimedia professional consultant proposal (Synthesis) Project 2: 7

8 Write winning proposals forum Professional Consultant Presentation Script Week 9 Preparing effective presentations Presentation skills: Do s and Do Not s Read assigned online resources forum 6. Produce and present a professional multimedia consultant proposal (Synthesis) 7. Evaluate and select a variety of research-based technologies to create effective multimedia presentations (Evaluation) Week 10 Identifying a name Determining the business structure Beginning a business plan Read chapter 4 & assigned online resource forum 3. Collect and analyze data related to their work to prepare an effective consultant business plan (Application) Week 11 Identifying resources for writing a business plan Writing a persuasive Read chapter 5 & assigned online resources 3. Collect and analyze data related to their work to prepare an effective consultant business plan (Application) 8

9 business plan forum 4. Apply basic concepts of adult learning and consulting to determine the adult learning client need (Application) Week 12 Designing a multimedia presentation Presenting to meet the clients needs Online research forum 7. Evaluate and select a variety of research-based technologies to create effective multimedia presentations (Evaluation) Project 3: Professional Consultant Multimedia Presentation Week 13 Managing your time, health, and business Developing a professional ethics statement Read chapter 10 forum 3. Collect and analyze data related to their work to prepare an effective consultant business plan (Application) 9

10 Week 14 Identifying current issues, research, and trends that impact professional trainers and consultants Online field-specific research on current issues and trends forum 4. Apply basic concepts of adult learning and consulting to determine the adult learning client need (Application) Final Week Best practices, strategies, and consultant skills Research in professional consulting skills and role models Research professional consultants websites and professional organizations online forum Performance Tasks Semester grades will be calculated on a 100-point scale (30 total semester points for Participation and 70 total semester points for Projects). The chart below summarizes the performance tasks (assignments) in this course and their point values. 10

11 PARTICIPATION PERFORMANCE TASKS Part 1: Post Response to Discussion Blog Each Week Complete the blog activity each week with a well-thoughtout post. Please provide specific examples from the text, research, and your professional experience to support your response. TOTAL SEMESTER POINTS 30% Part 2: Respond to Classmates Blog Posts Each Week Provide a constructive, well-thought-out response to at least one class member s blog postings each week. Please support your with specific examples from your experience, the text, and/or research. PROJECTS Project 1: Skill & Experience Assessment Report & Resume 15% Project 2: Consultant Multimedia Presentation Script 20% Project 3: Multimedia Consultant Presentation 35% Total 100% Participation Weekly Discussion Forum The Discussion Forum is our classroom. You can access our class from the Discussion Forum button in the main course menu to the left. The Discussion Forum is where we will discuss the course content and learn from each other's experiences. Therefore, your participation is a very important part of our learning and grade in this course. Please visit the Calendar for the dates for each week. To earn full participation points (please see Evaluation and Assessment section below), please follow the two steps below: STEP 1: POST YOUR RESPONSE TO THE WEEKLY QUESTION Based on the readings and your experience, please respond to the question each week with a well-thought-out response. Please be sure to provide specific examples from the text and your professional experience. Your response must be posted the week that the forum is due. Each week, the forum will close on Sunday at midnight of the week the question is due. Total possible points: 50 (15%) STEP 2: RESPOND TO AT LEAST ONE STUDENT'S BLOG POST Based on the readings and your experience, provide a constructive, well-thought-out response to at least one class member's blog posting each week. Please support your statements with the text, your experience, examples, and research. Your response must be posted the week that the forum is due. Each week, the forum will close on Sunday at midnight of the week the question is due. Total possible points: 50 (15%) 11

12 Projects Learning how to be a professional adult learning consultant is a cumulative process that involves active inquiry, critical thinking, whole-group collaboration, and learning by doing. The projects in this course have been designed to help you apply your learning and skills in areas that are relevant to your learning and profession, and to build on your experience. The projects are also designed to help you explore innovative technologies for professional and adult learning. Please visit the Projects page in Blackboard for complete project You will complete the following projects to demonstrate your understanding of adult learning and training in order to become highly-effective consultants: 1. Skill & Experience Assessment Report and Resume. You will complete a Skill and Experience Assessment provided in the textbook to identify your current skills, as well as the experience/expertise you can contribute as a professional consultant. After completing the assessment report, you will update the design and content of your consultant resume. Total possible points = 100 (15%) 2. Multimedia Consultant Presentation Script. Scenario: A multinational corporation has published a Request for Proposals (RFP) to contract with a consultant to complete an important project. Since you have the qualifications for the job, you will develop a script for a 3-5 minute proposal in the form of a multimedia presentation that promotes your highly specialized skills. Total possible points = 100 (25%) 3. Multimedia Consultant Presentation. Using the script developed for Project 2, you will develop a 3-5 minute proposal in the form of a multimedia presentation that promotes the highly-specialized skills you have identified. Your presentation must be creative, factual, captivating, and above all, effectively present: (a) your skills and qualifications to the potential employer/client; and (b) your knowledge of the field, the client, and their needs. Total possible points = 100 (30%) Please select one of the options below for narrating your multimedia presentation (Project 3): Option 1. Using the script you created for Project 2, narrate your multimedia presentation using PowerPoint, PhotoStory3 (free Microsoft software), imovie (Mac), or other multimedia presentation software. Option 2. Use the free, online service Xtranormal ( which will narrate and create your multimedia presentation for you. In this option there is no need for you to record the narration- by cutting and pasting your script (Project 2) and selecting an avatar and its movements, this service creates your video and recording. Submitted projects will be evaluated based on originality, complexity, and proper citation of references. A rubric with outlined criteria for each assigned project is provided on the course Projects page. 12

13 Project Topic. A scenario is provided to help guide you with the projects. However, you are encouraged to develop projects that fulfill a training need that is relevant to your current or future profession. Please me your project ideas for the project. Project Draft Feedback. I strongly encourage you to me a draft of the projects at least 3 working days before the due date, so I can provide detailed feedback before you submit the projects. Once the projects are uploaded to the Project Submission link (button on course menu to the left) in Blackboard, it is for final grading. Project Submission. Please review the requirements for each project carefully on the course Projects page in Blackboard- it describes the requirements, file formats, and requirements for submitting projects in detail. In order to be graded, the Projects must be uploaded to Blackboard. Projects submitted by cannot be graded. Please contact me if you have any questions. Scoring Rubrics The Projects will be graded based on the criteria listed on the rubrics below. The rubric for each project is also available on the Projects page in Blackboard. 13

14 Project 1 will be graded based on the following criteria: 14

15 Project 2 will be graded based on the following criteria: 15

16 Project 3 will be graded based on the following criteria: MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY & EVALUATION Rationale for Selecting Requirements 1. Candidate performance on course assignments 2. Weekly blog 3. Mentoring, advising, and individual progress report 4. Evaluation weights and course grading system 16

17 Evaluation Weights and Summary Students will be provided with a final letter grade based on above criteria. The instructor reserves the right to penalize any additional facets of unprofessional and irresponsible work dispositions or conduct, if the need arises. Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on). Letter grades of A through F (course final grade) will be awarded based on the UTB Grading System Policies and Procedures. UTB GRADING SYSTEM POLICIES & PROCEDURES A student's performance in academic work is expressed by the grades in the table below: Grade Explanation Table Grade Grade Explanation Grade Points Impact on GPA A A A B B B C C D F 59 and Under 0.00 Au Audit Not used in computing GPA I Incomplete Not used in computing GPA IM Incomplete military Not used in computing GPA P Pass Not used in computing GPA CR Advanced Placement Not used in computing GPA and CLEP credit only NR No Grade Reported Not used in computing GPA (Office of the Registrar use only) S Satisfactory Not used in computing GPA (Non-course based remediation only) U Unsatisfactory Not used in computing GPA (Non-course based remediation only) W Withdrawal Not used in computing GPA 17

18 WC Withdrawal due to Not used in computing GPA casualty WM Withdrawal, military Not used in computing GPA WS Withdrawal, excluded from Academic Progress Not used in computing GPA (Office of the Registrar use only) Grades are awarded in courses in which students are officially enrolled after the official record date. The deadline to withdraw is specified in the Academic Calendar for each semester or term. After the deadline to drop with a grade of a W has passed, students may not be awarded a W as a final grade. COURSE POLICIES Late Assignments. All projects are due by midnight of the due date as posted in the Course Schedule in Blackboard. Late assignments will be subject to a 10% grade reduction per week for a maximum penalty of 50% off. No projects or assignments will be accepted after the final class day. Please make plans to submit projects early to avoid last minute technical problems that may result in a late submission. Please view the Course Schedule on the main course menu for specific dates. Discussion Forum Participation. The weekly blog closes the last day of each week. Please participate in a timely manner to ensure learning and the earning of the maximum number of participation points per week. Please carefully review the Class Participation-Discussion Forum guidelines in the Syllabus above and visit the course Course Schedule on the main course menu in Blackboard for due dates. Makeup and Extra Credit Work. There is no makeup work or extra credit in this course. Enough points are built into the weekly class participation and projects, so even if a challenge presents itself one week, you can still earn enough points to successfully complete the course. Please participate actively in the Discussion Forum each week, submit projects in a timely manner, drafts to the instructor for feedback at least 3 working days before the due date, and stay in close communication with the instructor. Submitting Projects and Assignments. All projects and assignments (ex.: forum ) must be submitted in the required file format in the appropriate location (ex.: Blackboard Submit Projects Here menu button). Projects and/or Discussion Forum postings submitted by will not be graded. Contacting Instructor Before Making Important Decisions. Please contact the instructor before making important decisions, such as dropping the course. Changes to the Syllabus and the Course. The instructor reserves the right to make changes to the Syllabus and the course as deemed necessary. Any and all changes will be posted on the Blackboard Announcements page of the course and students will also be notified by . 18

19 INSTITUTIONAL POLICIES Faculty and students are responsible for understanding and adhering to all UTB Institutional Policies. University policies are subject to change, so it is important to read them at the beginning of each semester as the policies may have changed since your last class. Please click on the following link to review the updated UTB Institutional Policies: 19