Course Syllabus
CTE 6010: History and Principles of Career and Technical Education
Division:
Teacher Education
Program Area:
Career and Technical Education
Course #:
CTE 6010
Course Title:
History and Principles of Career and Technical Educ.
Course Credit:
3
Term/Year:
Winter 2014
Course Location:
Online section 200
Day: Online section Time: Online section
Instructor:
Dr. Arlene Gibson
Office Hours:
Available weekdays up until 9:00 pm
Office Phone #:
313/318-4283 e-mail: [email protected]
Course Description: The course details the history and concepts of Career and Technical Education (CTE). The course
provides a discussion relative to the nature and role of CTE in the economic development of the individual and the nation.
An overview of organization and administration at the federal, state, and local level is provided with an emphasis on recent
developments in school reform and improvement, plus business industry linkage.
Note: Winter 2014 / On-Line Section
This course is being taught using various technological tools. It is expected that students have technological skills and access
to technological tools that will be required to actively participate in course activities with the instructor and other students.
There will be no on-campus meetings; however, students are required to work with others in the course electronically. Email and Internet accessibility are required.
Course Objectives: Each learner will:
1. Examine how the principles of Career and Technical Education were incorporated by Booker T. Washington into his
philosophy and collaborate with classmates to create new learning scenarios where the principles may be incorporated
into present day classrooms.
2. Examine and discuss Booker T. Washington's influence on Career and Technical education in America.
3. Formulate new definitions for each of the foundational principles of Career and Technical Education in America.
4. Identify and evaluate CTE programs and practices to choose those that exemplify the new definitions.
5. Analyze how significant political, social and legislative events influenced the direction of CTE in the nation.
6. Critique the beliefs and principles of key theorists and philosophers in CTE and their premises for career and technical
education.
ATTENTION STUDENTS WITH DISABILITIES
If you have a documented disability that requires accommodations, you will need to register with Student Disability
Services (SDS) for coordination of your academic accommodations. The Student Disability Services (SDS) office is
located at 1600 David Adamany Undergraduate Library in the Student Academic Success Services department. SDS
telephone number is 313-577-1851 or 313-577-3365 (TDD only). Once you have your accommodations in place, I
will be glad to meet with you privately during my office hours to discuss your special needs. Student Disability
Services’ mission is to assist the university in creating an accessible community where students with disabilities
have an equal opportunity to fully participate in their educational experience at Wayne State University.
Please be aware that a delay in getting SDS accommodation letters for the current semester may hinder the
availability or facilitation of those accommodations in a timely manner. Therefore, it is in your best interest to get
your accommodation letters as early in the semester as possible.
CTE 6010 History & Principles of CTE
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Gibson 2014
Religious Observance Policy:
Because of the extraordinary variety of religious affiliations represented in the University student body and staff, the Wayne
State University calendar makes no provision for religious holidays. It is University policy, however, to respect the faith and
religious obligations of the individual. Students who find that their classes or examinations involve conflicts with their
religious observances are expected to notify their instructors well in advance so that alternative arrangements as suitable as
possible may be worked out.
Wayne State University Writing Center:
The Writing Center (2nd floor, UGL) provides individual tutoring consultations free of charge for students at Wayne State
University. While the center serves both graduate and undergraduate students, undergraduate students in General Education
courses, including composition courses, receive priority for tutoring appointments. The Writing Center serves as a resource
for writers, providing tutoring sessions on the range of activities in the writing process – considering the audience, analyzing
the assignment or genre, brainstorming, researching, writing drafts, revising, editing, and preparing documentation. The
Writing Center is not an editing or proofreading service; rather, students are guided as they engage collaboratively in the
process of academic writing, from developing an idea to correctly citing sources. To make an appointment, consult the
Writing Center website: http://www.clas.wayne.edu/writing/.
To submit material for online tutoring, consult the Writing Center HOOT website (Hypertext One-on-One Tutoring)
http://www.clas.wayne.edu/unit-inner.asp?WebPageID=1330.
SDS News:
Effective Fall semester 2010 Student Disability Services implemented a revised alternative testing form when a
student schedules classroom exams/quizzes administration at SDS. As before the student and instructor each have a
portion to complete. Exams are to be mailed to a new password protected email address:
[email protected].
Plagiarism:
Plagiarism includes copying material (any more than 5 consecutive words) from outside texts or presenting outside
information as if it were your own by not crediting authors through citations. It can be deliberate or unintended. If
you're in doubt about the use of a source, cite it. Students caught plagiarizing information from other sources will
receive a failing grade in the course. University policy states that students can be subject to multiple sanctions, from
reprimand to expulsion as a consequence of academic dishonesty. To enforce this policy, all outside references must
be submitted with assignments.
Enrollment/ Withdrawal Policy
Beginning in fall 2011, students must add classes no later than the end of the first week of classes. This includes
online classes. Students may continue to drop classes (with full tuition cancellation) through the first two weeks of
the term.
Students who withdraw from a course after the end of the 4th week of class will receive a grade of WP, WF, or WN.
WP will be awarded if the student is passing the course (based on work due to date) at the time the
withdrawal is requested
WF will be awarded if the student is failing the course (based on work due to date) at the time the
withdrawal is requested
WN will be awarded if no materials have been submitted, and so there is no basis for a grade
Students must submit their withdrawal request on-line through Pipeline. The faculty member must approve the
withdrawal request before it becomes final, and students should continue to attend class until they receive
notification via email that the withdrawal has been approved. Beginning in fall 2011, the last day to withdraw will
be at the end of the 10th full week of classes. The withdrawal date for courses longer or shorter than the full 15week terms will be adjusted proportionately.
Resources available to use:
It is NOT a requirement that one possess proficient computer skills in order to be successful in this course. You will
be provided with tutorials to help strengthen your technical skills. If you do not have access to a computer at home,
then any computer with internet access and MS Office will enable you to complete course assignments. You may
use any version of MS Office to complete assignments.
CTE 6010 History & Principles of CTE
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Gibson 2014
FREE Office Software Suite: OpenOffice.org 3 (http://www.openoffice.org/) is the leading open-source office
software suite for word processing, spreadsheets, presentations, graphics, databases and more. It is available in many
languages and works on all common computers. It stores all your data in an international open standard format and
can also read and write files from other common office software packages. It can be downloaded and used
completely free of charge for any purpose.
Microsoft (MS) Office can be purchased from the university at discounted student rates. Please visit the WSU
Software Clearinghouse at the website below: (locate – PC users: Office Standard 2007 Suite MAC users:
Microsoft Office 2004 for Mac Standard Suite): http://clearinghouse.wayne.edu/
If you need personal assistance with the technology to maneuver Blackboard or to submit course assignments can be
found in the Educational Technology Center, in room 114 in the College of Education. Dr. Stephens is also
available, with notice, to assist you.
Required Text(s):
Washington, Booker T. (1900). Up from Slavery. New York: Doubleday. Available (FREE) in electronic format at
http://docsouth.unc.edu/fpn/washington/washing.html Or http://washington.thefreelibrary.com/Up-From-Slavery
Additional References:
See Suggested Reading list at the end of this syllabus.
Class Schedule There are no real-time meetings planned by the instructor.
Class Policy [regarding reading, class participation, submission of assignments, etc.]:
1.
All assignments must be typed and prepared according to format and instructions provided. Careful attention
should be given to sentence structure, grammar and spelling.
2.
APA format is required except where noted.
3.
All assignments must be turned by the due dates.
4.
All submitted work must be the original work of the student.
5.
Class participation is required. For Project 2, you are expected to fully collaborate with your assigned group to
complete the assignment. All collaboration activities are to take plan in our BlackBoard course site. You cannot
fully participate if you do not frequently check the BlackBoard site. Your visits will be tracked and this may
affect your final grade.
General Note on Grading
The College of Education faculty members strive to implement assessment measures that reflect a variety of
strategies in order to evaluate a student's performance in a course. For undergraduates and post-degree students C
grades will be awarded for satisfactory work that satisfies all course requirements; B grades will be awarded for very
good work, and A grades will be reserved for outstanding performance. [For graduate students B grades will be
awarded for satisfactory work that satisfies all course requirements; B+ grades will be awarded for very good work,
and A grades will be reserved for outstanding performance.] Please note that there is a distribution of grades from
A-F within the College of Education and that plusses and minuses are recorded and distinguish distinct grade point
averages.
Withdrawal Policy
Please review the university’s Withdrawal Policy at: http://reg.wayne.edu/students/policies.php
Grading System:
Final Grading Scale is as follows:
195-200=A
189-194=A183-188=B+
175-170= C+
164-169= C
158-163 C140-145=D139 and below = F
177-182=B
152-157=D+
171-176=B146-151= D
Course Projects
PROJECT 1(40 points)
Related Course Objectives:
Explore how Career and Technical Education principles were incorporated by Booker T.
Washington into his philosophy.
CTE 6010 History & Principles of CTE
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Gibson 2014
Examine Booker T. Washington's influence on Career and Technical education in America.
RESPONSES: As a class, we will read the text, Up from Slavery, by Booker T. Washington. We will
discuss this text through an online discussion board in BlackBoard. Students will submit related postings
(RESPONSES) to forums as directed by the instructor. These postings must contribute directly to the
topics or generates a discussion on a related topic. Discussions may also be supported by information listed
on the Suggested Reading List. Evaluation criteria and other information is in our Blackboard site.
REACTIONS: Students will post reactions to the postings described above. These postings must
contribute directly to the topics or generates a discussion on a related topic. REACTIONS may also
include issues related to the Suggested Reading List. Evaluation criteria and other information is in our
Blackboard site.
All activities for Project I must be completed on or before January 20, 2014.
Project 2 (40 Points): Principles of Career & Technical Education Best Practices
Related Course Objectives:
Identify the foundational principles of Career and Technical Education in practice across America.
Describe current CTE programs, practices and objectives.
As a member of a team, each student will examine a set of CTE Principles to create current definitions of
the term and identify Best Practices of each principle as practiced in CTE programs across America. The
list and group assignments are in Blackboard. Teams are to collectively create a definition for each term
and identify empirical support for the definition. Meaning, you will search scholarly journals to find
support for your definition. Then, each team will identify Best Practices of CTE programs where the
principle is practiced. This information will be posted on a class Wiki. Specific details, instructions and
evaluation rubrics are contained within BlackBoard. This project will also be peer-reviewed. Due:
January 20, 2014
All activities for Project 2 must be completed on or before February 10, 2014.
Project 3 (20 Points): Key Points in the History of Career & Technical Education
Related Course Objectives:
Examine the significant political, social and legislative events that influence the direction of CTE
in the nation.
Articulate the beliefs and principles of key theorists and philosophers in CTE and their premises
for vocational education.
There is much to learn about the History and Principles of Career and Technical Education. So that CTE 6010
students have options, students will complete a self-selected research and writing project. Students will write one
(1) 3-5 page papers related to an aspect of the History of CTE in each of the following areas: Federal Legislation
Focus & Philosopher Writing Focus
Note: Each paper has a unique assessment rubric. These are listed in the Instructions & Assessment
Rubric folder. Each paper is valued at 10 points.
In this project of CTE 6010: History and Principles of Career and Technical Educations, students will
research and write two (2) 3-5 page papers related to the following:
1.
Federal Legislation Paper: Students have the option of selecting one of the following CTE legislative
Acts. Write a 3-5 page paper that analyzes how the legislation impacted the field of Career & Technical
Education. The papers should satisfy the rubric identified in Blackboard. APA format is required.
CTE 6010 History & Principles of CTE
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Gibson Winter 2014
2.
Philosophy Paper Students have the option of selecting one of the following of the philosophers below.
Write 3-5 page paper(s) to critique his philosophy of Career and Technical Education and its impact on
Career & Technical Education. The papers should satisfy the rubric identified in Blackboard.
Due: February 24, 2014
Federal Legislation Paper: Students have the option of selecting one of the following CTE legislative Acts.
Write a 3-5 page paper that analyzes how the legislation impacted the field of Career & Technical Education.
The papers should satisfy the rubric identified in Blackboard. APA format is required. (The 3-5 page paper is
valued at 10 points.) Please submit to SafeAssign no later than: Due: February 24, 2014:
1.
2.
3.
4.
5.
Morill Act of 1862, Hatch Act of 1887 &
Morrill Act of 1980
The Smith-Hughes Act of 1917
The Vocational Education Act of 1946
Vocational Education Act of 1963 &
Vocational Education Amendments of 1968
Career Education Incentive Act of 1978
6.
7.
Carl D. Perkins Vocational Education Act of 1984
Carl D. Perkins Vocational and Applied Technology
Education Act of 1990
8. Goals 2000: Educate America Act of 1994
9. School-to-Work Opportunities Act of 1994
10. Carl D. Perkins Vocational and Technical Education Act
of 1998
Philosophy Paper: (10 Points) Students have the option of selecting one of the following of the philosophers below.
Write 3-5 page paper(s) to critique his philosophy of Career and Technical Education and its impact on Career &
Technical Education. The papers should satisfy the rubric listed in Blackboard. APA format is required. (The 3-5 page
paper is valued at 10 points.) Please submit to SafeAssign no later than: Due: February 24, 2014:
1. John Dewey
4. W.E.B. DuBois
2. Charles Prosser
5. Dale Parnell
3. David Snedden
6. W. Norton Grubbs
Your paper should satisfy the following rubric. Please submit to SafeAssign no later than: Due: February 24, 2014.
Project 4 (40 Points): In this project of CTE 6010: History and Principles of Career and Technical
Education, students will research one of the following topics and create a Prezi presentation for view and
comment/reactions in a discussion forum:


Leaders in Career Technical Education
The Impact of the Educational Reform on CTE
Project 4 is due on March 17, 2014
Project 5- (40 points) as a member of a team, each student will explain the CTE organizational structure at
federal, state and local level.
Project 5 is due on April 1, 2014
Project 6- (20 points) students will create a History of CTE timeline.
Project 6 is due on April 14
Suggested Reading List
NOTE: Many of these are available in the Purdy-Kresge Library. However, if you check out one, then that means it is NOT
available to your classmates. Please be mindful of this and return the book as soon as possible. I did not want to
place the items on reserve because then students would not be able to remove them from the library. Please return
CTE 6010 History & Principles of CTE
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Gibson Winter 2014
the materials promptly. You may also use email, via our course Bb site, to find out who has what. There is also a
Persistent Link document in our Blackboard course site containing direct links to many of these documents online.
Alkin, Marvin C. (1992). The Encyclopedia of Educational Research, 6th Ed. New York:MacMillan.
America. Illinois: Waveland Press.
Andrist, R. (1972). American century: 100 years of changing lifestyles in America. New York: American Heritage Press.
Arnold, C.L., & Levesque, K.A. (1992). Black Americans and Vocational Education: Participation in the 1980s . Berkley,
CA: National Center for Research in Vocational Education (ERIC Document Reproduction Service No. ED 352
554)
Association for Career and Technical Education (February 2002). Celebrating 75 Years of Success, Techniques, V77 n2
p19-45.
Baker, Shirley. The Impact of the Civil War on Vocational Education. ERIC Document: ED321073.
Behind The Headlines. “Training Good Little Worker Bees’” Week of May 4, 1997.
Benavot, Aaron. (Apr 1983). The rise and decline of vocational education. Sociology of Education. v56 n2 p63-76.
Bikos, Lynette and Mau, Wei-Chung. (2000, Spring) Educational and Vocational Aspirations of Minority and Female
Students: A Longitudinal Study. Retrieved June 5, 2001 from World Wide Web: http://proquest.umi.com
Bjorkquist, David C. (2002). The 1990s. Journal of Industrial Teacher Education. Retrieved from
http://scholar.lib.vt.edu/ejournals/JITE/v39n1/1990.html
Black Women in the Labor Force. (1997, March). US Department of Labor: Women’s Bureau: Facts on Working Women.
No 97-1. Retrieved July 19, 2001 from World Wide Web: http://www.dol.gov/dol/wb/public/wb.
Blassingame, K. (1999, Nov.). Then and now. American Vocational Association, Inc. (Vol. 74, i8, p. 26). Article
A57797636.
Bloomfield, William (1989). Career Beginnings: Helping Disadvantaged Youth to Achieve Their Potential, loomington, IN:
Phi Delta Kappa Educational Foundation.
Bottoms, G. (1992). Making High Schools Work through Integration of Academic and Vocational Education. Washington,
D.C: National Economic Council.
Bureau of Occupational and Adult Education. (1978). The handbook: a vocational legislative reference. Washington, D.C.:
Department of Health, Education, and Welfare, Office of Education, Bureau of Occupational and Adult Education.
Bureau of Occupational and Adult Education. (1978). The handbook: A vocational education legislative reference: Federal
laws and regulations affecting vocational education. Department of Health, Education, and Welfare, Office of
Education, Bureau of Occupational and Adult Education. Washington: DC.
Burkett, L. (1999). Careers of a lifetime: a sojourner’s stories. Association for Career and Technical Education, 74, 24.
Callahan, J. F., Clark, L. H., & Kellough, R. D. (1998). Teaching in the middle and secondary schools. United States:
Prentice-Hall, Inc.
Carbons to Computers: Historical Timeline 1990-. (1998). Cooper-Hewitt National Design Museum. Retrieved July 22, 2001
from World Wide Web: http://educate.si.edu/scitech/carbons/1990.hmtl.
Castellano, M. Stringfield, S., & Stone III, J. (2001). Career and technical education CTE) reforms and comprehensive
school reforms in high schools and community Colleges. National Research Center for Career and Technical
Education, pp. 4 & 8.
Clifton, Daniel. (1995). Chronicle of America. New York, NY: Dorling Kindersley Publishing, Inc.
Commission on National Aid to Vocational Education. (1914). Vocational education. Report of the Commission on National
Aid to Vocational Education together with the Hearings held on the subject, made pursuant to the provisions of
Public resolution no. 16, Sixty-third Congress (S. J. res. 5). Government Printing Office. Washington: DC.
Copa, George H. ( 1990). Subject matter of vocational education : in pursuit of foundations. National Center for Research in
Vocational Education. Berkeley, CA.
Department of Vocational and Technical Education.
Diehl, William. Hoffinger, Alex. Weisstein, Ephraim. (Dec. 2002). At the Center or the Margin: Massachusetts' Experience
Under the School-to-Work Opportunities Act. Phi Delta Kappan 84 (4), 280-8
Dougherty, Kevin. The politics of federal vocational educational legislation: 1963-1976. ERIC Document: 216093.
Dudley, William. (2000). America's Decades Series, The 1960's. San Diego, CA: Greenhaven Press, Inc
Duke, Daniel L. (May 1998). Challenges of designing the next generation of America's schools. Phi Delta Kappan 79 (9),
688-93
Feld, C. (1965). Videotape. Life and times of Rosie the riveter.
Foster, P. (1996). A Century of Technology Education. Saint Louis: Career Education.
Foster, Patrick N. (May 1996). A Century of Technology Education, Paper presented at the Connecticut Technology
Education Association, p1-23.
Frantz, N. (1997). The contributions of Booker T. Washington and W.E.B. DuBios in the development of vocational
education. Journal of Industrial Teacher Education, 34, 87-91.
Gerdes, Louise I. (2000). America's Decades Series, The 1940's. San Diego, CA: Greenhaven Press, Inc.
Gordon, Howard R. D. (2003). The History and Growth of Vocational Education in America, 2 nd edition., Prospect Hieights,
IL: Waveland Press.
CTE 6010 History & Principles of CTE
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Grubb, W. Norton (1982). Broken promises : how Americans fail their children. Basic Books: New York.
Hayward, Gerald C.; Benson, Charles S. Vocational-Technical Education: Major Reforms and Debates 1917-Present. ERIC
Document: ED369959
Herschbach, Dennis R. (2002). The 1970s. Journal of Industrial Teacher Education. Retrieved from
http://scholar.lib.vt.edu/ejournals/JITE/v39n1/1970.html
Hillison, John (Summer 1987). Early American Vocational Education at New Harmony. Journal of Vocational Education
Research. V12 n3 p81-93.
Hispanic Policy Development Project. (1988). Closing the Gap for U.S. Hispanic Youth: Public/Private Strategies.
Washington, DC: Hispanic Policy Development Project. (ERIC Document Reproduction Service No. ED 298 242)
Hoachlander, E. Vocational Education in the United States: 1969-1990. ERIC Document: ED345087
Hyslop-Margison, Emery (Spring 2001). An Assessment of the Historical Arguments in Vocational Education Reform,
Journal of Career and Technical Education. V17, n1.
Imel, Susan. (1997). A New Look at Older Adults. Retreived July 16, 2001 from World Wide Web:
http://ericacve.org/docs/look-old.htm.
Jennings, J. (1992). Reconsidering Vocational Technical Educationfor Black and Latino Youth. Boston, MA: William
Monroe Trotter Inst. (ERIC Document Reproduction Service No. ED 348 490)
Journal of Career and Technical Education, “Tech Prep’s Role In Education Reform: Perceptions From State Tech Prep
Directors” Volume 20, Number1, Fall 2003.
Kallen, Stuart A. (2000). America's Decades Series, The 1950's. San Diego, CA: Greenhaven Press, Inc.
Kapes, J. (1984, June). A study guide to historical antecedents of vocational education,
Kerka, Sandra. (2000). Diversity in the Workforce. Retrieved July 16, 2001 from World Wide Web:
http://www.nccte.com/publications/infosynthesis/in-brief.html
Kliever, D. E. (1965). Vocational education act of 1963: a case study in legislation. Washington, D.C.: American
Vocational Association.
Klonsky, A. (1997). Milestones in the history of adult education: learning as a way of becoming free. [On-line],
http://nlu.nl.edu/ace/resources/documents/lonsky.html
Lakes, Richard D. Historical Inquiry in Vocational Education. ERIC Document: ED265353
Lazerson, M. & Grubb, W. N. (1974). American education and vocationalism, a documentary history, 1870 – 1970. New
York: Teachers College, Columbia University.
Leake, Albert H. (1918). The vocational education of girls and women. Macmillan Company. New York.
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http://www.colorado.edu/AmStudies/lewis/2010/anxiety.htm. Phi Delta Kappan 79 (9), 688-93
Lozada, M. (1999). All in good time. Association of Career and Technical Education, 74, 14-19.
Manning, Thurston. E. (Fall 1993). Life in the Nineties. NCA Quarterly v68 n2 p319-22.
McWhirter, C. & Nichols, D.A. (2000, April 26). Growing black majority still
Miller, Melvin D. (1985). Principles and a Philosophy for Vocational Education, The National Center for Research in
Vocational Education, The Ohio State University. Columbus, OH.
Millsap, M. (1989). State and Local Response to the Carl D. Perkins Act Case Study Analysis. Cambridge: Abt Associates,
Inc.
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Nasaw, David. Schooled to Order, A Social History of Public Schooling in the United
Nash, G. B., & Jeffrey, J. R. (Eds.). (2000). The American people: creating a nation and a society (3rd ed.). New York:
Addison-Wesley Educational Publishers, Inc.
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of 1996”, Conference Agreement for H.R. 3734.
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and Improvement, National Institute of Education. US Department of Education. Washington: DC.
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NCRVE, “School to Work, College and Career: A Review of Policy, Practice, and Results 1993-1997 (MDS-1144)”
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Conference on Workforce Training of the League for Innovation in the Community College. New Orleans, LA.
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p79.
Powers, Jane Bernard. (1992). The girl question in education : vocational education for young women in the progressive
era. London ; New York : Falmer Press.
CTE 6010 History & Principles of CTE
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Pratzner, Frank C. (2002). The 1980s. Journal of Industrial Teacher Education. Retrieved from
http://scholar.lib.vt.edu/ejournals/JITE/v39n1/1980.html
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Attainment. Cambridge: Massachusetts Institute of Technology. (ERIC Document Reproduction Service No. ED
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Document Reproduction Service No. ED 386 514)
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women in nontraditional occupational programs. Journal of Vocational Education Research 22(3),153-71
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Vocational – Technical Education Journal. (1993). 1917-Present: Major reforms and debates. U.S. Department of Education
Office of Vocational and Adult Education.
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p30-32.
Wall, James E. (Ed.). (1976). Vocational education for special groups. Washington, DC: The American Vocational
Association, Inc.
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CTE 6010 History & Principles of CTE
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