California University of Pennsylvania University Course Syllabus Approved:
Department of Childhood Education
A.
Protocol: Course Name: Introduction to Professional Studies in Education Course Number: PSE 200 Credits: Three (3) Prerequisites: Maximum Class Size (face-to-face) 35 Maximum Class Size (online): 35
B.
Objectives and Field Competencies of the Course: The Three Principles #1 – Knowledge: Content (1A), Standards (1B), Technology (1C) #2 – Pedagogy: Child Development (2A), Diversity (2B), Design, Delivery, & Assessment (2C) #3 – Professionalism: Disposition (3A), Leadership Abilities (3B), Continuing Development (3C)
Standards with which the course is aligned are sanctioned by: Council for the Accreditation of Educator Preparation (CAEP): standards 1 (Content Knowledge) and 2 (Clinical Experiences). National Association for Education of Young Children (NAEYC) California University of PA College of Education and Human Services COEHS) Conceptual Framework California University of PA College of Education and Human Services (COEHS) Common Portfolio Performance Principles Objective Knowledge 1. Identify professional interests and skills 2. Develop job seeking strategies 3. Develop resumes and portfolios to showcase knowledge, skills, and dispositions 4. Analyze methods for networking and marketing oneself for future employment Pedagogy 5. Develop a career plan
NAEYC
COEHS Conceptual Framework
COEHS Common Portfolio Performance Principles
6a
3c
9
6a
3c
9
6c
3a-c
9
6c
3b
9, 10
6a
3c
9
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6. Explore the job market, career trends, and high demand career options 7. Examine careers in a variety of fields, including but not limited to: human services, consumer sciences, communications, design and the arts, sciences, government & public service, and innovative careers 8. Examine education course work and compare/contrast to skill development 9. Select job shadowing targets 10. Select internship opportunities 11. Conduct employment searches based on career goals Professionalism 12. Conduct professional interviews based on future employment options 13. Identify professional development opportunities to expand knowledge, skills, and dispositions 14. Examine and develop professional dispositions 15. Identify and explore professional associations and organizations relative to career goals
6a
3c
9
6a
3c
9
6d
1a, 3c
4, 5, 9
6c
3b, c
9, 10
6c
3b, c
9, 10
6a
3c
9
6c
3c
9, 10
6a, c, d
3c
9
6a-e
3a
9
6c, e
3b, c
9, 10
C. Catalog Description: This introductory course will provide students with an opportunity to explore the various career options available outside and within the education field. Students will identify their future professional goals and
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determine how to apply the knowledge, skills, and dispositions they will learn in education courses to a variety of fields. D. Outline of the Course: I. Career Planning a. Interests and skills b. Developing a career plan c. Industries and the job market; career trends; high-demand careers II. Professional Career Services a. Careers in human services for families b. Careers in business and consumer sciences c. Careers in education and communications d. Careers in design, the arts, and sciences e. Careers in government and public service f. Developing an innovative career III. Professional Development a. Your education and skill development b. Job shadowing c. Internships d. Developing a strategy for job seeking e. Resumes and portfolios f. Employment searches g. Networking and marketing yourself for future employment h. Professional dispositions IV. Professional Associations and Organizations E. Teaching Methodology: 1) Traditional Classroom Methodology a.) Problem-solving situations b.) Cooperative learning strategies such as Jigsaw and think-pair-share c.) Group presentations d.) Guest speakers from the field e.) Workshops f.) Lecture g.) Field visits h.) Interactive video i.) Group discussions j.) Microteaching k.) Independent research l.) Online learning modules 2.) Online Methodology – The online offering of this course utilizes methodology such as online communication strategies (email, chat rooms, discussion forums), as well as online learning tools such as learning modules, video, podcasts, and internet resources. Quality Matters Statement – The online course follows the standards of the Quality Matters rubric. F. Texts: Due to the interdisciplinary nature of the course, various online readings will be assigned from electronic journals and publications appropriate for the students’ career goals. 3
G. Assessment Activities: Performance Assessment Task: Career Plan Description: The career plan will include the following components: a) Interests b) Skills c) Career and employment options d) Qualifications needed for special positions (core workplace skills) e) Professional specialization course work applicability f) Identification of potential university minors to develop additional skills g) Related course work to develop additional skills h) Job shadowing targets: name and address of site, contact person, goals semester completion i) Internship targets: name and address of site, contact person, goals, semester completion j) Skill improvement plan: Target skills and hands-on strategies to develop the required skills. To include, but not limited to : basic skills, problem-solving skills, resource management skills, social skills, systems skills, technical skills. k) Additional education and/or professional development 1) Traditional Classroom Assessment- The following are examples of additional, formative assessment strategies that will be used. Individual instructors may customize different activities. a) Performance assessment tasks b) Written assignments and reports c) Threaded online discussions d) Online participation e) Exams and/or quizzes f) Individual projects g) Group projects h) Case studies i) Analysis of student work samples j) Article/Book critiques k) Journal reflections l) Portfolio development m) Research development 2) Online Assessment – Candidates will be required to complete the Performance Assessment Task: .A variety of assessment methods will be utilized for online delivery. Assessment methods include, but are not limited to: discussion boards, reports, projects, quizzes/tests, research reviews, interviews, performance assessments, etc. that are adapted for an online learning environment. H. Accommodations for Students with Disabilities: Students with disabilities: a) Reserve the right to decide when to self-identify and when to request accommodations. b) Will register with the Office for Students with Disabilities (OSD) each semester to receive accommodations. c) Might be required to communicate with faculty for accommodations, which specifically involve the faculty. d) Will present the OSD Accommodation Approval Notice to faculty when requesting accommodations that involve the faculty. Requests for approval for reasonable accommodations should be directed to the Office for Students with Disabilities (OSD). Approved accommodations will be recorded on the OSD Accommodation Approval notice and provided to the student. Students are expected to adhere to OSD procedures for self-identifying, providing documentation and requesting accommodations in a timely manner. 4
Contact Information: Location: Phone: Fax: Email: Web Site:
CARTER HALL - G-35 (724) 938-5781 (724) 938-4599
[email protected] http://www.calu.edu (search for disabilities)
Syllabus Addendum California University of Pennsylvania Reporting Obligations of Faculty Members under Title IX of the Education Amendments of 1972, 20 U.S.C. §1681, et seq. California University of Pennsylvania and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with the Title IX of the Education Amendments of 1972 and guidance from the Office of Civil Rights, the University requires faculty members to report incidents of sexual violence shared by students to the University’s Title IX Coordinator, Dr. John A. Burnett, Special Assistant to the President for EEEO, Office of Social Equity, South Hall 112,
[email protected], 724-938-4014. The only exceptions to the faculty member’s reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project. Faculty members are obligated to report sexual violence or any other abuse of a student who was, or is, a child (person under 18 years of age) when the abuse allegedly occurred to the person designated in the University protection of minors policy. The University’s information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at: •
• • • • • •
Office of Social Equity, South Hall 112, 724-938-4014 o Social Equity Home Page www.calu.edu/SocialEquity o Social Equity Policies www.calu.edu/SEpolicies o Social Equity Compliant Form www.calu.edu/SEcomplaint Counseling Center, Carter Hall G53, 724-938-4056 End Violence Center, Carter Hall G94, 724-938-5707 Student Affairs, Natali Student Center 311, 724-938-4439 Wellness Center, Carter Hall G53, 724-938-4232 Women’s Center, Natali Student Center 117, 724-938-5857 Threat Response Assessment and Intervention Team (T.R.A.I.T.) & Dept. of Public Safety & University Police, Pollock Maintenance Building, 724-938-4299 o EMERGENCY: From any on-campus phone & Dial H-E-L-P or go to any public pay phone & Dial *1. (*Identify the situation as an emergency and an officer will be dispatched immediately.)
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H. Supportive Instructional Materials, e.g. library materials, web sites, etc. A kaleidoscope of alternative career choices for teachers: What can I do if I can’t find a teaching job? http://csuw3.csuohio.edu/offices/career/strategies/What%20Can%20I%20Do%20if%20I%20Can't%20Find%20 a%20Teaching%20Job.pdf Alternative career paths for professional educators http://ezinearticles.com/?Alternative-Career-Paths-For-Professional-Educators&id=1423083 Alternative careers for teachers/educators http://www.unco.edu/careers/student_alumni/exploring_majors/CareerGuides/AlternativeCareersforTeachersEd ucators.pdf What to do with a degree in education http://ezinearticles.com/?Alternative-Career-Paths-For-Professional-Educators&id=1423083 Alternative careers in education: Options outside of teaching http://www.cehd.umn.edu/career/teacher/alternatives.html Alternatives to classroom teaching: 15 other rewarding jobs in education http://thecornerstoneforteachers.com/2014/04/alternatives-classroom-teaching-15-rewarding-jobseducation.html Alternatives to teaching: 20 companies that hire teachers http://www.ednewsdaily.com/alternatives-to-teaching-20-companies-that-hire-teachers/ Becoming an educational consultant http://thecornerstoneforteachers.com/free-resources/edupreneurs/becoming-a-consultant Beyond the classroom: Alternative careers for teachers http://www.rasmussen.edu/degrees/education/blog/beyond-classroom-alternative-careers-teachers/ Career alternatives for teachers http://webs.purduecal.edu/careerservices/student-information/teachers-teacher-candidates/career-alternativesfor-teachers/ 20 job alternatives for teachers http://blog.reallygoodstuff.com/20-job-ideas-for-teachers/ Career change options for teachers: From classroom to boardroom http://www.theguardian.com/careers/career-change-options-teachers-classroom-boardroom Possible new careers for teachers http://alternativestoteaching-couk.webs.com/newcareersforteachers.htm The career planning process http://careerplanning.about.com/cs/choosingacareer/a/cp_process.htm Developing a strategic vision for your career plan http://www.quintcareers.com/career_plan.html
Additional Information for Course Proposals J. Proposed Instructors: The instructors for this course will be approved members of the Department of Childhood Education.
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K. Rationale for the Course: This course is for students who are interested in developing the knowledge, skills, and dispositions of an educator, but would rather not become a classroom teacher. This course will provide an opportunity for students to explore alternate career options and select course work that will assist them in meeting a variety of employment qualifications.
L. Specialized Equipment or Supplies Needed: No special equipment is needed.
M. Answer the following questions using complete sentences:
1.
Does the course require additional human resources? This course does not require additional human resources.
2.
Does the course require additional physical resources? This course does not require additional physical resources.
3.
Does the course change the requirements in any particular major? This course does not change the major requirements.
4.
Does the course replace an existing course in your program? This course does not replace an existing course.
5.
How often will the course be taught? This course will be taught once during the academic year and other times as needed.
6.
Does the course duplicate an existing course in another Department or College? This course does not duplicate an existing course.
N.
If the proposed course includes substantial material that is traditionally taught in another discipline, you must request a statement of support from the department chair that houses that discipline. This course does not contain material traditionally taught in another discipline.
O.
Please identify if you are proposing to have this course considered as a menu course for General Education. If yes, justify and demonstrate the reasons based on the categories for General Education. The General Education Committee must consider and approve the course proposal before consideration by the UCC. This course will NOT be a General Education menu course.
P.
Provide Approval Form (electronically).
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