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ED 512 Workforce Training
Freeland, Deborah Kim


Mission Statement: The mission of the School of Graduate and Professional Studies at Park University is to provide leadership and directions to Park University's graduate and professional programs to assure that they are specialized, scholarly, innovative, and designed to educate students to be creative, independent, and lifelong learners within the context of a global community.

School For Education Mission Statement
The School for Education at Park University, an institution committed to diversity and best practice, prepares educators to be effective school professionals, reflective change agents, and advocates for equity and excellence for all learners.



Vision Statement: Park University's School of Graduate and Professional Studies will be an international leader in providing innovative graduate and professional educational opportunities to learners within a global society.

School For Education Vision Statement
The School for Education at Park University is to be known as a leader in the preparation of educators who will address the needs, challenges, and possibilities of the 21st century.

Park University School for Education  Conceptual Framework


Course

ED 512 Workforce Training

Semester

S2P 2008 DL

Faculty

Freeland, Deborah Kim

Title

Professor of Education

Degrees/Certificates

Ph. D, M. Ed., B. S.

Office Location

virtual

Office Hours

MTWT 10:00 - 12:00 MTS

Daytime Phone

(575) 551-4429

Other Phone

(575) 682-2744

E-Mail

kim.freeland@park.edu

Class Days

TBA

Class Time

TBA

Prerequisites

None

Credit Hours

3


Textbook:
 

Title: The 2010 Meltdown: Solving the Impending Jobs Crisis

Author: Edward E. Gordon

Publisher: Praeger Publishers

ISBN: 0-275-98436-2

____________________________________________________

Title:  The Fifth Discipline: The Art and Practice of the Learning Organization (2006 edition)

Author: Peter M. Senge

Publisher: Currency/Doubleday

ISBN:  0-385-51725-4

___________________________________________________________

Title: The Welfare-to-Work Challenge for Adult Literacy Educators.

Authors: Martin, L.G. & Fisher, J.C.

Publisher: Jossey-Bass

ISBN: 0-7879-1170-4

__________________________________________________________________

 

 

Recommended:

Title: APA Publication Manual 5th edition (please note the web site has manual corrections in a pdf download)

Author: American Psychological Association

Publisher: American Psychological Association

___________________________________________________________________

Plus any additional readings posted in DocSharing.

 

Textbooks can be purchased through the MBS bookstore

Additional Resources:

Video: You will need Real Player to view the video clips as well as as sound card and speakers.

McAfee Memorial Library - Online information, links, electronic databases and the Online catalog. Contact the library for further assistance via email or at 800-270-4347.
Career Counseling - The Career Development Center (CDC) provides services for all stages of career development.  The mission of the CDC is to provide the career planning tools to ensure a lifetime of career success.
Park Helpdesk - If you have forgotten your OPEN ID or Password, or need assistance with your PirateMail account, please email helpdesk@park.edu or call 800-927-3024
Resources for Current Students - A great place to look for all kinds of information http://www.park.edu/Current/.
Advising - Park University would like to assist you in achieving your educational goals. Please contact your Campus Center for advising or enrollment adjustment information.
Online Classroom Technical Support - For technical assistance with the Online classroom, email helpdesk@parkonline.org or call the helpdesk at 866-301-PARK (7275). To see the technical requirements for Online courses, please visit the http://parkonline.org website, and click on the "Technical Requirements" link, and click on "BROWSER Test" to see if your system is ready.
FAQ's for Online Students - You might find the answer to your questions here.


Course Description:
This course explores the philosophy of workforce development as a means to meet current and future workforce preparedness of adults. This course will explore current issues and trends in workforce developments as it relates to adult education and training. Some topics include: learning organizations, adult basic education, executive education, workplace learning, career development, and technology as a learning delivery tool.

Educational Philosophy:
 

My dear children: I rejoice to see you before me today, happy youth of a sunny and fortunate land. Bear in mind that the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children. Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages. (Albert Einstein talking to a group of school children. 1934)

Learning Outcomes:
  Core Learning Outcomes

  1. Describe current workforce trends;
  2. Locate career development resources;
  3. Define a learning organization;
  4. Apply workforce issues to adult education and training environments;
  5. Describe workforce trends from a global perspective.


Core Assessment:

Class Assessment:

Assignment Details

Discussion Participation
Graduate work is dialogic in nature and as such there are several opportunities to dialog with class members and the facilitator in this class. The purpose of the weekly discussions is to ensure an environment that fosters collaborative learning through a sharing of ideas, perspectives, and experiences that inform our interpretation of the course materials and content. Each week you are required to post an initial response to the posted Discussion Thread question by Wednesday with an additional two posts to other class members by the end of the week (Sunday 11:59pm MT). If additional questions are posted by the facilitator during the course of the discussion you are also encouraged to respond as these are also included and reviewed as part of the overall grade. Please review the grading rubric.

 

Requirements:

  1. Post initial response to the discussion topic by midnight Wednesday;
  2. Initial post must be two to three paragraphs and include at least two citations from that week’s readings (text or supplemental reading) to support comments;
  3. Respond to two, classmates initial postings by midnight on Sunday (each at least one paragraph of meaningful content).

 

Issue Paper

Select a current workforce education trend/issue that you want to explore in-depth (i.e. public policy, access, retention, workforce skills, globalization, technology, etc.) and write a paper (5-7 pages) addressing the trend/issue. Using the course model as a guide to your discussion, ensure you describe why your topic is a trend/issue, implications of the trend/issue to the individual, education, and global perspective, possible recommendations for correction, stakeholders, and current literature on the trend/issue to help support your discussion. Make sure you:

  • Explain why your topic is an issue;
  • Discuss the implications of the issue to workforce training and education;
  • Discuss the implications of the issue to the individual employee;
  • Suggest possible recommendations for change.

 

Requirements:

  1. Select an issue and clear through the instructor by the end of Week 1;
  2. Post your topic in Week 1's Topic discussion area;
  3. Write a discussion paper using the format provided in the Writing Center;
  4. Have at least five references (two must be from the course readings; you may use current magazines and newspapers for the remainder);
  5. Place your completed paper by Sunday midnight of Week 4.

Training Analysis

The final project for this class is for you to consider your own work environment and determine whether or not your organization meets current workforce training and education needs. You will conduct an on-site visit of your workplace (more than likely a training center) and interview key personnel, learners, and customers to determine your organization’s training ability. Your final product should demonstrate an understanding of training and the concepts discussed during the course and elements from the Course Model that demonstrate your workplaces ability to meet workforce needs. The interviews should include statements from those you interviewed to support your comments. In addition, you need to step back and suggest what changes need to take place for your workplace to become current in meeting workforce training and education needs. Finally, conclude with your own thoughts on the concept of workforce training in a global environment.

 

Requirements:

1.Arrange for your visit early in the term;

2.Visit your workplace training or education office (this will be the office you go to when you need skills upgrade training etc.);

a.If you do not have a workforce education office at your worksite, your task is then to determine who functions as training and use that as your site

b.Interview people (use the course model as your guide for question development)

3.Write a report, with your conclusions/recommendations, on your visit addressing the items above;

4.Place in the Dropbox by midnight Thursday of Week 8.

 

Web Cast

During the term you will visit the National Research Center for Career and Technical Education web site to view a web cast of 60 minutes. You will then post your reflections on the web cast and link the information to the course content.

 

Requirements:

  1. Go to the web site as identified in Weeks 2, 3, 5, and 7;
  2. View the identified web cast;
  3. Post your comments on the web casts no later than midnight on Saturday.
  4. Respond to one other person’s posting.

 

Presentation

You will select a topic from one of the following workforce education providers: secondary, military, government, executive education, professional development, corporate university, on-the-job, workplace education, continuing higher education, for profit education & training, career/vocational, or lifelong learning. Your presentation is informational in nature and should use the Course Model as your guide. Keep in mind that that your presentation format is open and is limited only by your creatively; there is no set structure. Post your presentation and/or directions on how to access your presentation by midnight Wednesday of Week 6.

Requirements:

  1. Select a topic and send selection to instructor by the end of Week 1– first come first served;
  2. Work to develop your presentation;
  3. Post directions on how to access your presentation by midnight Wednesday in Week 6 in the Topic Presentations area;
  4. Respond to two other presentations by midnight Sunday of Week 6

Grading:

Overview of Course Assessments

  • Participation in Discussions - 10 points each (80 total)
  • Issue Paper – 100 points
  • Training Analysis (Core Assessment) – 125 points
  • Web Cast – 10 points each (40 total)
  • Presentation – 75 points
  • Final Exam – 130 points

 

Refer to the Course Schedule in the Course Home menu for more detailed information on the learning assignments and assessments.

GRADING PLAN

Assignment

Points Value

Percentage

 

 

 

Discussion

80

14.55%

Issue Paper

100

18.18%

Training Analysis (Core Assessment)

125

22.73%

Web Cast

40

7.27%

Presentation

75

13.64%

Final

130

23.64%

Total

550

100

Letter Grade Policy

 

Number of Points

 

 

Letter

From

To

Percent

A

495

550

90-100

B

440

494

80-89.9

C

385

439

70-79.9

D

330

384

60-69.9

F

0

329

Below 59.9


Late Submission of Course Materials:

In fairness to those who accomplish the work on time, late assignments will NOT be accepted. If there is an emergency such as a death or sudden illness it is your responsibility to contact (or someone on your behalf) the instructor as soon as possible. Technical problems, vacation, travel for work, or other events are not considered emergencies. If you are close to a Park campus center, you may also contact them and have someone relay a message to the instructor.

Classroom Rules of Conduct:
It is expected that each of us conduct ourselves appropriately.  All policies of the University apply.  It is anticipated that, during discussions, etc, we will agree and disagree; that is part of the educational process.  It is also understood that we will always grant respect to each other, regardless of our disagreements.  The educational forum should be a place where we can learn, make mistakes, voice our opinion, rethink, challenge ourselves to achieve higher order ideals; yet all the while, retain our value for each other.  Thus, it is expected that we conduct ourselves accordingly.          

Course Topic/Dates/Assignments:

Below is a week by week schedule for the course; please ensure that you review the assignment rubrics located in the DocSharing tool. Readings are in the DocSharing tool.

Week

Read:

 

Activity & Assignments Due:

Week 1:

Introduction to Workforce Education

Gordon: 1

Scan the NCES report

Senge: Part I

Discussion: Wednesday first post

Paper Topic: Sunday

Presentation Topic: Sunday

Week 2:

Learning Organization

Senge: Parts II & III

Gordon: 6

Discussion: Wednesday first post

Web Cast Post by Saturday midnight

Week 3:

Preparedness

Literacy Brochure

Book: Martin & Fisher

Gordon: Introduction

Discussion: Wednesday first post

Web Cast Post by Saturday midnight

 

Week 4:

Career Development

Gordon: 4

Discussion: Wednesday first post

Issue Paper due Sunday midnight (Dropbox)

Week 5:

Legislative Issues

Perkins

Training Policy

Gordon: 3, 5

Discussion: Wednesday first post

Web Cast Post by Saturday midnight

Week 6:

Workforce Training/Education Providers

Gordon: 2

Discussion: Wednesday first post

Presentation due Wednesday midnight

Week 7:

Traning and Education

Senge: Parts IV & V and Appendix: 1, 2, & 3

 

Discussion: Wednesday first post

Web Cast Post by Saturday midnight

Week 8:

Globalization

Gordon: 7

Creative Solutions

Discussion: Wednesday first post

Training Analysis due Thursday midnight

Final Exam: Open book/note

Academic Honesty:
Academic integrity is the foundation of the academic community. Because each student has the primary responsibility for being academically honest, students are advised to read and understand all sections of this policy relating to standards of conduct and academic life.   Park University 2007-2008 Graduate Catalog Page 24-26

Plagiarism:

Plagiarism involves the appropriation of another person's ideas, interpretation, words (even a few), data, statements, illustration or creative work and their presentation as one's own. An offense against plagiarism constitutes a serious academic misconduct. Although offenses against academic integrity can manifest themselves in various ways, the most common forms of offenses are plagiarism and cheating. Plagiarism goes beyond the copying of an entire article. It may include, but is not limited to: copying a section of an article or a chapter from a book, reproduction of an art work, illustration, cartoon, photograph and the like and passing them off as one's own. Copying from the Internet is no less serious an offense than copying from a book or printed article, even when the material is not copyrighted.

Plagiarism also includes borrowing ideas and phrases from, or paraphrasing, someone else's work, published or unpublished, without acknowledging and documenting the source. Acknowledging and documenting the source of an idea or phrase, at the point where it is utilized, is necessary even when the idea or phrase is taken from a speech or conversation with another person.

Park University 2007-2008 Graduate Catalog Page 24-26


As this is a gradute course, it is assumed that students have a clear understanding of the term plagiarism.  It is also understood that the Park University ploicy on plagiarism will be enforced.

Attendance Policy:

Professors are required to maintain attendance records and report absences. Excused absences can be granted by the instructor, for medical reasons, school sponsored activities, and employment-related demands, including temporary duty. Students are responsible for any missed work. Absences in excess of four (4) class periods, in a 16-week semester (or 2, in an 8-week term) will be reported to the Director of the individual graduate program, or to the Dean, for appropriate action. Students with such a record of absences, without an approved excuse, may be administratively withdrawn from the class and notified by mail that an "F" will be recorded, unless the student initiates official withdrawal from the class(es).Park University 2007-2008 Graduate Catalog Page 28

Disability Guidelines:
Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990, regarding students with disabilities. In the case of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply. Additional information concerning Park University's policies and procedures related to disability can be found on the Park University web page: http://www.park.edu/disability .

Copyright:

This material is protected by copyright and can not be reused without author permission.

Last Updated:3/7/2008 12:32:09 PM