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ED 512 Workforce Training
Schulte, Marthann


Mission Statement: Park University provides access to a quality higher education experience that prepares a diverse community of learners to think critically, communicate effectively, demonstrate a global perspective and engage in lifelong learning and service to others.

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, a pioneering institution of higher learning since 1875, will provide leadership in quality, innovative education for a diversity of learners who will excel in their professional and personal service to the global community.

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 2012 DL

Faculty

Schulte, Marthann

Title

Associate Professor of Education; Coordinator of Online Faculty Evaluation

Office Location

online

Office Hours

online

E-Mail

mschulte@park.edu

Class Days

TBA

Class Time

TBA

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: APA Publication Manual 6th edition (please note the web site has manual corrections in a pdf download)

Author: American Psychological Association

Publisher: American Psychological Association

Textbooks can be purchased through the MBS bookstore

Textbooks can be purchased through the Parkville Bookstore

Additional Resources:

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:
ED 512 Workforce Training: 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.

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

Points Value

Weekly Discussions

80

Current Issue Discussions

20

Issue Paper

100

Presentation

100

Training Analysis

150

Final Exam

100

TOTAL

550

Grading:
 

Number of Points

Letter

From

To

Percent

A

505

550

92-100

B

456

504

83-91.9

C

385

455

70-82.9

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 be accepted, but with a significant point deduction per day/hour of tardiness. 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:

Basic Rules for Online Participation

    • Students should use email for private messages to the instructor and other students. The Conference areas (discussion threads), Office area and Get Help areas are for public messages and all writings in these areas can be viewed by the entire class.
    • All students will participate in weekly Online discussions.  Proper "on-line etiquette," which includes courtesy to all users, will be strictly observed.

Policy #1:  Technical problems:  If you experience computer difficulties please contact the eCollege helpdesk via phone (toll free) at 1-866-301-PARK (7275) or by email at helpdesk@parkonline.org

Policy #2:  Save your work: Save every piece of work you complete to your computer’s harddrive or another storage device. This will ensure that a computer problem or potential problems with Internet components (browsers, servers, etc.) won't negate your efforts.

Policy #3:  Communication: If you are experiencing any confusion over course material, technical difficulties that are not being resolved and are preventing you from completing your assignments, or general questions about the course, please inform me as soon as possible. 

Policy #4:  Announcements and Questions:  The Announcements (found in the Course Home main page), Office (under the Course Home section) and directions for each assignment are the best sources for finding answers about course procedures and policies.  However, if you do not see your question addressed in these areas, please post your question in the Office discussion thread or to the proper assignment/discussion thread.  Posting your questions in the threaded discussion area will allow your fellow students to benefit from your questions.  And remember, there are no stupid/silly questions.  We are all here to learn!

Policy #5:  E-Mail Procedures and Submitting

    • General e-mail: When sending e-mail other than assignments, you should identify yourself fully by name and class.
    • My Response Policy:  I will check my e-mail frequently. I will respond to course-related questions within 24-48 hours (unless I notify you previously that I will be unavailable).
    • When files are sent attached to an email, the files should be in either Microsoft Word, RTF, ASCII, txt, or PDF file formats.

Policy #6  Workload:  Each week’s assignments must be completed by the end of that week (Midnight MT on Sunday).  Assignments received after this time will receive a reduction in the score each day that your assignment is late.

Policy #7  Online Etiquette: All your Online communications need to be composed with fairness, honesty and tact.  Spelling and grammar are very important in an Online course.  What you put into an Online course reflects on your level of professionalism.

Course Topic/Dates/Assignments:
 

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 (11:59 pm US central time) with an additional two posts to other class members by the end of the week (Sunday 11:59 pm US central time). If additional questions are posted by the facilitator during the course of the discussion you are strongly encouraged to respond as these are also included and reviewed as part of the overall discussion grade. Please review the discussion grading rubric.

Requirements:

1.       Post initial response to the discussion topic by Wednesday (11:59 pm US central time);

2.       Initial post must be two to three paragraphs and include at least two citations with proper APA citation, from that week’s readings (text or supplemental reading) to support comments;

3.       Respond to two, classmates initial postings by Sunday (11:59 pm US central time) with each at least one paragraph of meaningful content.

Current Issue Discussion

Your instructor will post a current news article, web link, or other resource that realtes to the current issues facing employees in the U.S.  You are required to post an initial response to the posted Current Issue Discussion by Wednesday with an additional two posts to other class members by the end of the week (Sunday 11:59 pm US central time). 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 Wednesday (11:59 pm US central time);

2.       Initial post must be two to three paragraphs and include at least two citations with proper APA citation, from that week’s readings (text or supplemental reading) to support comments;

3.       Respond to two, classmates initial postings by Sunday (11:59 pm US central time) with 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 of real text) 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. Additionally you must:

  • 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 have the topic approved by the instructor by the end of Week 1;

2.       Post your topic in Week 1's Topic discussion area;

3.       Write a discussion paper (5-7 pages of real text) using the format provided in the Writing Center;

4.       Include at least five total resources (two must be from the course readings.  You may use current magazines, newspapers or research journals for the remainder);

5.       Place your completed paper in the Dropbox by Sunday (11:59 pm US central time) of Week 4.”

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 (11:59 pm US central time) 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 Sunday (11:59 pm US central time) of Week 6

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 trainingand the concepts discussed during the course and elements from the Course Model that demonstrate your workplace's 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 training/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;

a. Length must be 8 - 10 pages, not including title page, attachments, reference page or additional items (addendum, tables, etc)

b. Font – Times New Roman – 12 point

c. Text of the paper must be double spaced

d. Proper APA format is used for all citations and references (as needed).

4.Place in the Dropbox of the online course platform by Thursday (11:59 pm US central time) of Week 8.
 

Week

Read:

Activity & Assignments Due

Week 1:

Introduction to Workforce Education

Gordon: 1

Senge: Part I

Discussion: Wednesday first post; Sunday subsequent postings. 

Paper Topic: Sunday

Presentation Topic: Sunday

Week 2:

Learning Organizations

Senge: Parts II & III

Gordon: 6

Discussion: Wednesday first post; Sunday subsequent postings. 

Week 3:

Preparedness

Moving Beyond the GED (DocSharing)

Gordon: Introduction

Discussion & Current Issue Discussion: Wednesday first post; Sunday subsequent postings. 

Week 4:

Career Development

Gordon: 4

Discussion: Wednesday first post; Sunday subsequent postings. 

Issue Paper due Sunday midnight (11:59 US central time) 

Week 5:

Legislative Issues

Training Policy

Gordon: 3, 5

Discussion: Wednesday first post; Sunday subsequent postings. 

Week 6:

Workforce Training/Education Providers

Gordon: 2

Discussion: Wednesday first post; Sunday subsequent postings. 

Presentation due Wednesday midnight (11:59 US central time) 

Week 7:

Training and Education

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

Discussion & Current Issue Discussion: Wednesday first post; Sunday subsequent postings. 

Week 8:

Globalization

Gordon: 7

Creative Solutions

(DocSharing)

Discussion: Wednesday first post; Sunday subsequent postings. 

Training Analysis due Thursday midnight (11:59 US central time) 

Proctored Final Exam: End of Week 8. 


Academic Honesty:
As a learning community, the University upholds the highest standards of academic integrity in all its academic activities, by faculty, staff, administrators and students. Academic integrity involves much more than respecting intellectual property rights. It lies at the heart of learning, creativity, and the core values of the University. Those who learn, teach, write, publish, present, or exhibit creative works are advised to familiarize themselves with the requirements of academic integrity and make every effort to avoid possible offenses against it, knowingly or unknowingly. Park University 2011-2012 Graduate Catalog Page 21
The goal of higher education is to increase your knowledge of various topics and to stimulate original thinking on the students' part.  I expect that all work that you submit is done by you and if evidence is found to the contrary, I will issue a failing grade for the assignment and for the course.

Plagiarism:

Plagiarism is 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 2011-2012 Graduate Catalog Page 21


Attendance Policy:

Students must participate in an academically related activity on a weekly basis in order to be marked present in an online class. Examples of academically-related activities include but are not limited to: contributing to an online discussion, completing a quiz or exam, completing an assignment, initiating contact with a faculty member to ask a courserelated question, or using any of the learning management system tools.Park University 2011-2012 Graduate Catalog Page 25

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 .

Additional Information:

 

Copyright:

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Last Updated:1/26/2012 2:56:26 PM