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 3303: Technology Training in Industry SYLLABUS Prerequisite: None 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. This course is designed to provide instruction and guidance by trained resource persons in selected topics related to technology training. Emphasis is placed on assessing or developing training programs that target performance improvement of employees, increase company effectiveness, and apply technology competence and information technology in authentic case studies. Level: Undergraduate. Credit hours: 03. Suggested workload: hours per week. 2

3 REQUIRED RESOURCES Textbook Title: Employee Training & Development (5th edition) Author: Raymond A Noe Year: 2010 Publisher: McGraw Hill 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: Microphone or Digital Recorder (Optional) In Project 1, you will interview a professional trainer. You can interview the person face-toface or using technology (phone, video conferencing, or ). If you select to interview the 3

4 trainer in person or by phone, you may want to record the interview to make it easy to refer to the responses to complete Project 1. Recording the interview is OPTIONAL. Please see the Projects page for more details. COURSE CONCEPTUAL FRAMEWORK & KNOWLEDGE BASE Course Description Expanded and Purpose of the Course This is a fully online course. This course is designed to provide instruction and guidance by trained resource persons in selected topics related to technology training. Emphasis is placed on assessing or developing training programs that target performance improvement of employees, increase company effectiveness, and apply technology competence and information technology in authentic case studies. Students will develop a working knowledge of learning theories, transfer of learning, evaluation of learning, traditional and e-learning training methods, employee development, and career management. 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 well as to begin to learn how to develop effective adult learning environments. Course After successfully completing the course, the learner will be able to: COURSE OBJECTIVES 1. Identify key factors that define training in industry and adult learning needs. NCATE STANDARDS 1e. Knowledge & Skills for Other School Professionals SPA STANDARDS COE CONCEPTUAL FRAMEWORK COE-1: Knowledge in Practice 2. Describe the process for conducting a needs assessment (Knowledge) 1e. Knowledge & Skills for Other School Professionals COE-1: Knowledge in Practice 3. Discuss a variety of learning theories and program design models (Comprehension) 1e. Knowledge & Skills for Other School Professionals COE-1: Knowledge in Practice 4. Analyze a variety of traditional and e- learning training and assessment methods (Analysis) 1e. Knowledge & Skills for Other School Professionals Responsibility 3: Development, Utilization, & Management (3.2) Applies research-based rationale for the selection and utilization of technologies for learning. (3.1) Demonstrates ability to develop instruction using a minimum of three different medias. COE-1: Knowledge in Practice COE-6: Technology Responsibility 4: Evaluation (4.3) Demonstrates ability to select a variety of appropriate assessment 4

5 instruments and use those instruments to assess effectiveness of instruction in meeting instructional objectives. 5. Interview professionals in industry to select best practices and careeroriented recommendations to improve employee performance 1e. Knowledge & Skills for Other School Professionals Responsibility 1: Leadership & Professional Development. The candidate will demonstrate leadership and continued improvement of professional practice that requires critical inquiry, professional development, and reflective practice. COE-1: Knowledge in Practice 6. Evaluate training and development programs online by measuring results against theorybased criteria and standards of performance (Analysis) 1e. Knowledge & Skills for Other School Professionals Responsibility 5: Research (5.1) Demonstrates ability to conduct comprehensive literature review and provide summation of a relevant topic instructional technology. COE-1: Knowledge in Practice COE-2: Reflection COE-6: Technology 7. Participate in an atmosphere of collaborative and reflective inquiry through class s. 1e. Knowledge & Skills for Other School Professionals Responsibility 6: Collaboration (6.1) Demonstrates ability to team ally with professionals to identify instructional problems or opportunities and devise appropriate solutions. COE-1: Knowledge in Practice COE-2: Reflection 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 Course Introduction Important: Verify and update your Account on Scorpion Online. Click here to learn how. Review the course syllabus, schedule, and projects pages. Introduce yourself on the class. Purchase your textbook. Begin Project 1: Interview a Trainer. RELATED COURSE OBJECTIVES inquiry through class s. EVALUATION METHODS Week 2 Introduction to Employee Training and Development Read Chapter 1: Introduction to Employee Training and Development Review Chapter 1 inquiry through class 5

6 Review Chapter 1 on Project 1 Week 3 Strategic Training Read Chapter 2: Strategic Training Chapter 2 Chapter 2 Power Point on Project 1. Week 4 Needs Assessment Read Chapter 3: Needs Assessment Review Chapter 3 Review Chapter 3 on Project 1. s. inquiry through class s. 2. Describe the process for conducting a needs assessment (Knowledge) inquiry through class s. Week 5 Learning: Theories and Program Design Read Chapter 4: Learning: Theories and Program Design Review Chapter 4 Review Chapter 4 on Project Discuss a variety of learning theories and program design models (Comprehension) inquiry through class s. Week 6 Transfer of Training Read Chapter 5: Transfer of Training Review Chapter 5 Review Chapter 5 on Project Interview professionals in industry to select best practices and career-oriented recommendations to improve employee performance inquiry through class s. Week 7 Training Evaluation Read Chapter 6:Training Evaluation Review Chapter 6 Review Chapter 6 4. Analyze a variety of traditional and e-learning training methods (Analysis) 5. Interview professionals in industry to select best practices and career-oriented 6

7 on Project 1. recommendations to improve employee performance inquiry through class s. Week 8 Traditional Training Methods Read Chapter 7: Traditional Training Methods Chapter 7 Chapter 7 Power Point Submit Project 1 (Due: March 11). 4. Analyze a variety of traditional and e-learning training and assessment methods (Analysis) inquiry through class s. Project 1: Professional Trainer Interview Week 9 E-Learning and Use of Technology in Training Read Chapter 8: E- Learning and Use of Technology in Training Chapter 8 Chapter 8 Power Point on Project Analyze a variety of traditional and e-learning training and assessment methods (Analysis) 6. Evaluate training and development programs online by measuring results against theory-based criteria and standards of performance (Analysis) inquiry through class s. Week 10 Employee Development Read Chapter 9: Employee Development Review Chapter 9 Review Chapter 9 on Project Evaluate training and development programs online by measuring results against theory-based criteria and standards of performance (Analysis) inquiry through class s. Week 11 Special Issues in Training and Employee Development Read Chapter 10: Special Issues in Training and Employee Development Review Chapter 10 Review Chapter 10 on Project Evaluate training and development programs online by measuring results against theory-based criteria and standards of performance (Analysis) inquiry through class s. 7

8 Week 12 Careers and Career Management Read Chapter 11: Careers and Career Management Chapter 11 Chapter 11 Power Point Take Quiz for Chapter 11. on Project Evaluate training and development programs online by measuring results against theory-based criteria and standards of performance (Analysis) inquiry through class s. Week 13 Special Challenges in Career Management Read Chapter 12: Special Challenges in Career Management Review Chapter 12 Review Chapter 12 on Project 2. inquiry through class s. Week 14 The Future of Training and Development Read Chapter 13: The Future of Training and Development Review Chapter 13 Review Chapter 13 inquiry through class s. Final Week Final reviews and reflections on technology training in industry Course evaluations Submit Course Evaluation. Submit Project 2 (Due: May 6). Note: No coursework will be accepted after the final class day. All graded assignments must be submitted no later than May 8, Project 2: Technology Training Program Case Study 8

9 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. PARTICIPATION PERFORMANCE TASKS GRADE PERCENTAGE Part 1: Complete Blog Activity 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. 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 responses with specific examples from your experience, the text, and/or research. PROJECTS Project 1: Professional Trainer Interview 35% Project 2: Technology Training Program Case Study 35% Total 100 Participation Weekly Forum The Forum is our classroom. You can access our class from the Forum button in the main course menu to the left. The 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 is due. Each week, the 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 9

10 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 is due. Each week, the will close on Sunday at midnight of the week the question is due. Total possible points: 50 (15%) Projects The projects for this course have been developed to provide you with the opportunity to apply the knowledge and skills acquired in this course to develop solutions to real-life adult learning/training needs, as well as to build upon your prior knowledge and experiences. The projects are also designed to help you explore innovative technologies for professional communication, collaboration, and adult learning. Please visit the Projects page in Blackboard for complete project requirements. You will complete the following projects to fulfill the course student learning outcomes: 1. Professional Trainer Interview. As the professional trainer for your company, you need to design and implement a formal training program for your employees. In order to learn from other professionals in the industry, you have decided to interview a professional trainer in your field. For this project, you will interview the professional trainer you select and write a 4-5 page report that describes in depth, who you interviewed, the questions you asked, a summary of the trainer's responses, and lessons learned from the interview. Total possible points: 100 (35%) 2. Technology Training Program Case Study. In order to continue designing the employee training program you are developing, you will do a case study of a national or international company in your field. You will research the target company's training program online and design a slide presentation to present your findings to your board of directors. Total possible points: 100 (35%) 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. 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 10

11 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. Project 1 will be graded based on the following criteria: 11

12 Project 2 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 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. 12

13 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. Grade Explanation Table UTB GRADING SYSTEM POLICIES & PROCEDURES Grade Grade Explanation Grade Points Impact on GPA A A A B B B C C C D D D F Failure 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 Not used in computing GPA Placement 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 (Noncourse based remediation only) U Unsatisfactory Not used in computing GPA (Noncourse based remediation only) W Withdrawal Not used in computing GPA WC Withdrawal due to Not used in computing GPA casualty WM Withdrawal, military Not used in computing GPA WS Withdrawal, Not used in computing GPA (Office 13

14 excluded from Academic Progress 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. Incomplete Grade Request A student, who is unable to complete the course requirements due to a sudden, serious interruption not caused by the student s own negligence, may request consideration for an Incomplete (I) grade. In order to qualify for consideration for an Incomplete Grade request, the student must have been successfully completing the course and all requirements/assignments, up to the point when the unexpected event that prevents the student from completing the course, occurs. According to the UTB Registrar s Office (2011): Incomplete grades are not issued for student or faculty convenience. They may be issued only in the case of compelling, non-academic circumstances beyond the student's control (Incomplete Grades, para. 3). Please review the complete UTB Incomplete Grade Policy at: Grade Point Average (GPA) Calculation Grade points are computed by multiplying the points for each grade by the number of credit hours; for example, 4 (A) x 3 (hours) = 12 grade points. A student s grade point average (GPA) is determined by dividing the total number of grade points earned by the number of semester hours for which a grade other than X, NC, or CR is received. Course Policies Late Projects. All projects are due by midnight of the due date as posted in the course Calendar in Blackboard. Late projects will be subject to a 10% grade reduction for late submission. No projects 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. Board 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- guidelines in the Syllabus above and visit the course Calendar on 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 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. 14

15 Uploading Projects to Blackboard for Grading. All projects must be uploaded to Blackboard for grading. Projects and/or 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 . 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: 15

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