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Graduate Course Proposal Form Submission Detail - ECT6767
Tracking Number - 2603
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Approved, Permanent Archive - 2012-01-26
Submission Type: New
Course Change Information (for course changes only):
Comments: to GC 11/3/11. Approved. To USF System 11/28/11. to SCNS 12/6/11. Approved (6767; sub 6760). Eff 1/1/12. posted in banner
- Date & Time Submitted: 2011-08-29
- Department: Adult, Career and Higher Education
- College: ED
- Budget Account Number: 173100 Adult, Career and Higher Education
- Contact Person: Victor M. Hernandez
- Phone: 8139741277
- Email: email@example.com
- Prefix: ECT
- Number: 6767
- Full Title: Improving Career and Technical Education Programs
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- 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
- Abbreviated Title (30 characters maximum): Improving CTE Programs
- Course Online?: O -
Online (100% online)
- Percentage Online: 5
- Grading Option:
R - Regular
- Course Description: The purpose of the course is to facilitate the development of essential understandings on the nature and use of action research strategies as a means to support improvement strategies involving data collection and analysis, and reporting skills.
- Please briefly explain why it is necessary and/or desirable to add this course: Replacing Selected Topics with Permanent number; already listed in program
- 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? Annual enrollment of 20-25 masters students who must take this course as part of the required program of study in career and technical education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? Yes, 3 or more times
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Background/expertise in career and technical education
- Objectives: The purpose of the course is to facilitate the development of essential understandings on the nature and use of action research strategies as a means to support improvement strategies involving data collection and analysis, and reporting skills. The specific objectives of the course are to help participants:
1. Understand the need for systematic improvement of CTE programs in the context of a local program
2. Conceptualize and conduct action research strategies for program improvement purposes
3. Evaluate and synthesize research literature and best practices in support of improvement projects
4. Apply basic research skills involving collection and analysis of local data, reporting of results
- Learning Outcomes: At the end of the course, participants are expected to demonstrate targeted understandings and skills by being able to (objectives each outcomes is aligned with are shown in parenthesis):
Articulate a project rationale and a feasible work plan requiring the identification and justification of a worthwhile problem at the school, program, or classroom level depending on particular interests to be completed during one semester (Objective 1).
Review, synthesize, and produce a report of relevant literature in support of an action research project (Objective 2).
Research, summarize, and produce a report on the basic tenets of, and the practical implications for conducting action research as a means to improve CTE programs (Objective 3).
Answer correctly at least 80% of items on a quiz focusing on basic knowledge of descriptive statistics typically used to summarize a data set (Objective 4).
Conceptualize, conduct, and report the results of an action research project to be completed during the academic term (Objectives 1, 2, 3, 4).
Evaluate the merits of action research projects completed in the course through three peer review reports using an evaluation rubric for that purpose (Objective 4).
- Major Topics: Core understandings, knowledge, attitudes, and skills serving as the focus of this course are grounded in program improvement concepts and action research strategies to document, evaluate, and report related work. Related knowledge and skills are essential for career and technical education instructors and administrators interested in helping CTE staff develop the capacity to use data and information to make administrative or instructional decisions. To this end, the content focus is on learning about and applying a framework for using data to inform improvement strategies in career and technical education. Major course topics are noted below.
• Accountability context involving federal, state, and local mandates with implications for demands for program improvements
• Nature and premises of improvement process with particular focus on the Office of Vocational and Adult Education Five-Step Improvement Process
• Educational research as a means to inform and document improvement efforts
• Nature, premises, and practical considerations for conceptualizing, conducting, and reporting action research
• Locating, reviewing, synthesizing, and reporting literature relevant to an action research project
• Collecting and analyzing data, interpreting results, and reporting findings
• Implications for systematic use of local data to inform and document improvement decisions at the school, program, or classroom level
- Textbooks: A two-textbook package is required for this course:
Hendricks, C.C. (2009). Improving Schools Through Action Research: A Comprehensive Guide for Educators. Boston, MA: Pearson Education.
Johnson, A.P. (2009). What Every Teacher Should Know About Action Research. Boston, MA: Pearson Education.
- Course Readings, Online Resources, and Other Purchases: Readings and complementary resources are available on the Blackboard site or are to be researched as needed by participants depending on particular interests and nature of the project expected to be complete in the course. Below is a sample of readings and online resources.
Council for Education Policy, Research and Improvement. (2004). Career and Professional Education: Preparing Florida Students for the Knowledge Economy. Tallahassee, FL: Author.
Florida Department of Education. (2011). Instructions for Establishing 2011-2012 Perkins IV Local Performance Targets and Program Improvement Plan Development. Tallahassee, FL: Author.
Pritz, S., & Kelley, P. (2009). National Center Research on the Use of Assessment Data. Presentation conducted at the Annual Meeting of the Association for Career and Technical Education Research. Nashville, TN, November.
Southern Regional Education Board. (2007). Using the New Perkins Legislation to Advance High School Reform. The Federal Carl D. Perkins Career and Technical Education Improvement Act of 2006. Atlanta, GA: Author.
National Research Center for Career and Technical Education. (2010, April). Professional development for secondary career and technical education: Implications for change. Louisville, KY: National Research Center for Career and Technical Education, University of Louisville.
Office of Vocational and Adult Education. (2002). Improving Performance a Five-Step Process. Washington, DC: United States Department of Education
Sample of Online Resources
National Research Center for Career and Technical Education. Transcript: Follow up to the NOCTI Professional Development on the Use of Assessment Data Project: Case Study with Erie County Technical School – A Podcast with Dr. Aldo Jackson.
The Perkins Collaborative Resource Network (PCRN). PCRN is a resource and information-sharing forum for state CTE professionals. It provides a peer-to-peer forum for states to improve their capacity to promote quality CTE programs and collect quality data as it relates to the Perkins accountability requirements. The purpose of this site is to foster communication and encourage the exchange of innovative ideas and approaches among states.
Workforce Data Quality Initiative Grant Program. On May 17, 2010, the US Department of Labor announced the availability of $12.2 million for grants to State Workforce Agencies to develop the Workforce Data Quality Initiative (WDQI). A core component of the grant is to enable workforce data to be matched with education data to create longitudinal data systems with individual-level information from pre-kindergarten through postsecondary and into the workforce systems.
National Assessment of Career and Technical Education (NACTE). Perkins IV requires the Department of Education to conduct an independent national assessment of career and technical education (NACTE) and to appoint an independent advisory panel to advise the department on the assessment. The overall objectives of the assessment are to examine the implementation of career and technical education (CTE) across the nation; assess the impact of changes made under the Perkins IV; and evaluate the outcomes of students who enroll in CTE programs.
National Research Center for Career and Technical Education (NRCCTE). A growing effort at the NRCCTE has been to focus more closely on CTE accountability and evaluation, particularly as researchers, practitioners, and policymakers contemplate a future reauthorization of the Carl D. Perkins Act. The Center projects related to CTE accountability and evaluation represent a comprehensive strategy for technical assistance and dissemination that addresses various issues.
Florida Education and Training Placement Information Program (FETPIP) data and reporting system. This system may be of potential use for local improvement efforts. FETPIP is a data collection system that obtains follow-up data on former students and others. The information includes employment, continuing postsecondary education, military, public assistance participation, and incarceration data.
- Student Expectations/Requirements and Grading Policy: The demonstration of core understandings, knowledge, attitudes, and skills serving as the focus of this course requires the completion of six complementary deliverables as a result of work in each of the modules and/or in connection to the Capstone Project. Each deliverable is briefly described below.
Project Rationale and Work Plan. This is a preliminary task requiring the identification of the nature and scope of a worthwhile problem at the school, program, or classroom level depending on particular interests to be completed during the fall semester. The project rationale should include a description of a problem area of interest, justification for pursuing a research project addressing a related issue, and specific purpose or questions for potential action research. For this purpose participants will decide on the scope of a research plan by focusing on an entire school or program, or on a particular area of interest such as curriculum, student learning, or other area warranting attention. Then, participants will need to think about the feasibility of related efforts to make sure the project is completed in about 12-14 weeks. To this end, this deliverable should also include the preparation of a work plan to make sure participants are on track.
Review of Literature. To refine initial ideas for an action research project, participants will conduct a review of literature to learn about what is known about the problem of interest and/or about best practices to conceptualize changes at the school, program, or classroom level. This will require locating sources of research information and learning about what research has been done about the issue of interest to inform and provide support for a potential project. The review of literature will also require searching for information about best practices in areas of interest to shape thinking on the nature of potential improvement strategies.
Action Research Report. In order to conduct action research participants should know about the basics of this research strategy. Thus, in this deliverable the goal is to produce a report describing what action research is about, its premises, steps for conducting related activities, types of data collection, and typical analytical strategies to interpret results. This report may include an example of an action research project to illustrate how it works.
Quiz on Data Analysis. Data analysis is an integral part of any research activities, action research strategies included. To this end, it is expected that participants will be able to apply basic data analysis relying on descriptive statistics. To determine basic understanding of related concepts, participants in the course will be required to complete a short quiz focusing on descriptive statistics typically used to summarize a data set.
Research Report. To document and showcase action research work, participants will be expected to produce a final report summarizing the rationale for the project, purpose of questions driving the project, review of related literature to support the action research strategies, data collection and analytical approach, and results. The report should also include a section outlining the implication for practice and further program improvement to be implemented and documented the following semester.
Peer Reviews. The final deliverable involves contributions to peer reviews of Capstone Research Reports produced in the course. Contributions to peer reviews will be based on a rubric designed for that purpose. These peer reviews will involve participation in panel reviews including three members and the production of at least three peer reviews to be submitted to the instructor.
Developmental guidelines and criteria for evaluation for each deliverable will be provided during the course as part of corresponding modules. The evaluation of performance in the course will be based on the timely completion and quality of course deliverables according to the following weights: Project Rationale and Work Plan (10%), Review of Literature (15%), Report on Action Research (15%), Quiz on Data Analysis (10%), Research Report (40%), and contribution to Peer Reviews (10%). The final grade in this course will be the additive result of final percent scores on major activities based on a typical grading scale associated with graduate-level work.
- Assignments, Exams and Tests: The demonstration of core understandings, knowledge, attitudes, and skills serving as the focus of this course requires the completion of six complementary deliverables as a result of work in each of the modules and/or in connection to the Capstone Project including: (1) a report describing a project Rationale and Work Plan, (2) a Review of Literature and Best Practices, (3) a Report on Action Research, (4) a Quiz on Data Analysis, (5) a Final Research Report, and (6) conducting three Peer Reviews.
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It is the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: Academic Dishonesty
Plagiarism is defined as literary theft and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as your own, segments or the total of the work from someone else.
Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an F with a numerical value of zero on the item submitted, and the F shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of F of FF (the latter indicating dishonesty) in the course.
Detection of Plagiarism
The University of South Florida has an account with an automated plagiarism detection service, which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to SafeAssignment.com, or 3) ask students to submit their assignments to SafeAssignment.com through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student paper was plagiarized.
Policy on Incomplete (I)
An Incomplete (grade of I) will be submitted at the end of the semester only for unusual circumstances. It is the instructor experience that when a participant receives an incomplete in a course, a great deal of paperwork, telephone and/or e-mail exchanges and face-to-face meetings are necessary to resolve the I. And almost without exception, usually due to a significant time lapse that occurs, the course assignments are rarely completed in the same quality fashion as those, which are completed on time. Thus, University policy calls for incompletes to be awarded only when the coursework has been substantively completed (75%) and there are extenuating circumstances preventing the student from completing the course requirements by the end of the semester.
If you happen to fall in this situation toward the end of the semester, and it is your responsibility to explain your extenuating circumstances to the instructors and request an incomplete grade. In this case, a contract will be signed by you and instructor and approved by the Graduate School. If approved, any incomplete work must be completed within one semester after the I is received due to the fact that the course web site is only archived for one semester. After that time, all records, assignments, postings, etc. for that semester are deleted by the USF computer center. The maximum grade when all work is completed during the subsequent semester will be a B.
- Program This Course Supports: Masters of Arts in Career and Technical Education
- Course Concurrence Information: