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Graduate Course Proposal Form Submission Detail - EVT6663

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Current Status: Approved, Permanent Archive - 2009-03-04
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  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    1602 2008-01-31
     
    Department College Budget Account Number
    EDV ED 17310000
     
    Contact Person Phone Email
    Janet Scaglione 9740038 scaglion@coedu.usf.edu

  2. Course Information

    Prefix Number Full Title
    EVT 6663 Equity and Access in the New Economy

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable?
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Equity & Access -New Economy
     
    Course Online? Percentage Online
    -

    Prerequisites

    NA

    Corequisites

    NA

    Course Description

    Examine workplace/Workforce Education regarding equity & access issues of gender, race, class, age through reflective practice, research,dialogue, field experience, product development with implications for education, training, personal,& systems change.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    This course deals with important Diversity issues from a personal and systems change perspective. With the changing demographics of today's work force, specifically the emergence of women and minorities, the aging, and continual issues related to class,

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    This course is designed to be an integral part of the MA in Career in Technical Education. CTE graduate students and others involved with Workforce Education would benefit from the content and processes incorporated into this course. With the changing demographics of the work force, equity issues related to gender, race, age, and class become more prevalent.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    currently being offered for the 3rd time

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    Doctorate in Career and Technical Education or Workforce Education or closely related field plus experience in teaching or administration at the local level


  4. Other Course Information

    A. Objectives

    • Examine personal, social, and psychological perspectives on stereotypes, prejudice, and discrimination with an emphasis for creating fair and equitable workplaces and educational environments, and personal change.

    • Explore current and emerging workplace trends and issues as a context for considering equity issues related to Gender, Race, Class, and Age in the new economy.

    • Analyze workforce demographics, projections and trends as related to Gender, Race, Class, and Age across and within Workforce Education and related business/industry

    • Collaborate to conduct work-based inquiry to understand employer and employee perspectives and practices related to Gender, Race, Class and Age in the new economy.

    • Examine legal, cultural, and personal protocols for eliminating prejudice, bias and discrimination in order to create fair and equitable workplaces and learning environments

    • Determine, recommend and/or implement best practices for correcting inequities in the workplace and/or Workforce Education.

    • Develop reflective practice as a means to facilitate personal and professional awareness of the equity issues related to Gender, Race, Class and Age

    B. Learning Outcomes

    • Examine personal bias, prejudice, stereotypes to determine how and where such ideas lead to discrimination

    • Complete a modified step program designed to confront personal bias, prejudice, stereotypes or discrimination in an effort to recover from such practices.

    • Develop an awareness of the ways stereotypes, prejudice and discrimination remain institutionalized while examining methods for creating fair and equitable workplaces

    • Document current and emerging workplace trends and issues as a context for considering equity issues related to Gender, Race, Class, and Age in a global economy.

    • Document and present evidence of workforce demographics, projections and trends as related to Gender, Race, Class, and Age across and within Workforce Education and related business/industry

    • Research and determine the implications of such demographics related to equity and access within Workforce Education and/or the workplace.

    • Collaborate to conduct work-based inquiry to understand employer and employee perspectives, practices and interventions related to Gender, Race, Class and Age in the new economy.

    • Explore legal, cultural, and personal protocols for eliminating prejudice, bias and discrimination in order to create fair and equitable workplaces and learning environments

    • Compile resources on specific equity issues appropriate for dissemination to students, colleagues

    • Develop a curriculum plan to integrate Equity issues, legal and personal resourses, and methods for creating fair and equitable workplaces and learning environments

    • Develop and present a plan to implement best practices for correcting inequities in the workplace and/or Workforce Education.

    • Maintain a reflective journal as a means to facilitate personal and professional awareness of the issues of this course experience.

    • Complete an introspective project Equity Inroads: A personal Quest

    C. Major Topics

    Unit 1: Stereotypes and Prejudice

    The learning experiences in Unit 1 are designed to focus our thinking on Stereotypes and Prejudice. We will complete some on-line research and web reviews, experience self assessments and engage in some timely reflection. You may reveal some very personal and possibly painful memories through these reflections. The goal for these experiences is to remain open and honest; to refrain from judging yourself or others as we seek to examine the internal and external causes and effects of Stereotypes and Prejudice for ourselves and subsequently for our institutions.

    • Stereotypes and Prejudice: Personal Analysis

    • Bias, prejudice and stereotyping in the workplace and education cultures

    • Stereotypes and prejudice related to Gender, Race, Class and Age and CWE

    • Creating climates of trust in a culture of fear

    Unit 2: The Changing Workforce and the New Economy

    Numerous reports, commissions, and national panels support, in detail, the changing dynamics of the New Economy. In Building American’s Workforce for the 21st Century, (2001) The Employment Policy Foundation reports, “The strength of the workplace reflects the critical impact of three long-term trends: technology, global economic integration and increased competition. “Yet, others argue quite effectively, that the strength of the workplace lies in our workers. Changes in our Workforce remain one of the most extraordinary and significant challenges facing U.S. organizations today. The demographic changes in the American work force have the potential to affect many aspects of organizational management. Both the population and the work force have become increasingly diverse, and these population changes will continue for many years. In this Unit we explore the data, research specific interests, and target our inquiries regarding the issues of Gender, Race, Class and Age with regard to the future Workforce and our CTE students.

    • The Workplace in a Global Economy

    • The Work Force: Labor Force Trends, Issues and Implications

    • Diversity in the Workplace

    • Fair and Equitable Workplaces

    Unit 3: Equity Issues and Implications

    In Unit 3 we will explore the realities of our emerging diverse workforce and the impact on business and industry and Career and Workforce Education. As we have noted, the primary demographic changes are related to

    • the emergence of women;

    • the emergence of minorities; and

    • the continuation or re-emergence of older workers

    • the ongoing issues related to socio-economic status and access

    Unit 4: Discrimination and Harassment

    Discrimination and Harassment is a high price to pay. Yet in spite of legislation, litigation, and education, inequities remain in our systems, our institutions, and our society. Career and Workforce Education includes knowledge of our rights, our responsibilities, as well as the resources we have to protect our freedoms. In this unit we will become more familiar with these important resources. Consider, as you explore; how you might BEST facilitate this valuable learning with your students and colleagues, in your curriculum and programs.

    • Discrimination and Harassment: Gender, Race, Class and Age

    • Employer Perspective: Know the LAW Workshops

    • The Personal and Professional Costs of a Hostile Work or Learning Environment

    Unit 5: Implications for Workforce Education and the Workplace

    As you may have realized from Units 1 and 2; the needs are great and the opportunities are vast for both personal and professional growth and development with regard to Equity and Access. The major projects in this unit facilitate both personal and professional change.

    • Best Practices in Workforce Education

    • Professional, Personal and Systems Change

    • Project 1 Equity Inroads: A personal quest

    • Project 2 Equity Issues in the CWE and the Work Place

    D. Textbooks

    No text required. All resources are available online. See syllabus for list of readings/resources.

    E. Course Readings, Online Resources, and Other Purchases

    F. Student Expectations/Requirements and Grading Policy

    G. Assignments, Exams and Tests

    H. Attendance Policy

    I. Policy on Make-up Work

    J. Program This Course Supports


  5. Course Concurrence Information



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.