SYLLABUS
SEPS 785/885
Curriculum Development in Occupational Education and Training
A course designed to prepare professionals to design and develop curriculum for occupational education and training courses and programs.
Purpose
This is a course designed to assist professional educators and trainers to enhance their abilities to plan, develop, and assess curriculum products. Through this course the professional educator will integrate their content specialty with pedagogical knowledge, culture, curriculum, and instruction. Through this course, advanced professional educators will refine their professional practices and extend their career commitment. Particular emphasis is placed on the foundations for the curriculum, populations it will serve, structural elements, and evaluation strategies.
Course Competencies
As a result of this course and its activities, the learner should:
- Develop an awareness of the fundamental elements necessary to develop a meaningful curriculum in an occupational or training area.
- Become aware of the components that influence and control the content and organization of the curriculum (conceptual framework/knowledge-bases).
- Become aware of the components that can be utilized to structure the contents of an educational curriculum (coherence).
- Analyze various theories for learning to comprehend core understanding of practices that support education.
- Become aware of the factors that should be considered in the evaluation of any curriculum undertaking.
- Develop a worthy curriculum for any subject area, particularly occupational or training programs, using reflection, critical thinking and problem solving strategies and guidelines or standards developed by content specialty organizations.
Course Requirements
Annotations
Annotate readings on topics that focus on the content for weekly readings. Student completes five annotations, either the even or odd numbers. Each annotation is worth 6% of your grade (30% - each due to instructor on the assigned date):
- Even numbered annotations (2, 4, 6, 8, 10) due (last digit of student number [2, 4, 6, 8, 10])
- Odd numbered annotations due (1, 3, 5, 7, 9) due (last difit of student number {1, 3, 5, 7, 9])
Annotation Topics Each annotation should come form a journal article or textbook chapter and related the topic to curriculum.
1. Defining Curriculum 6. Social Foundations
2. Curriculum Theory 7. Learning Theory
3. Curriculum Design 8. Content
4. Philosophy 9. Learning Activities
5. Psychology 10. Evaluation
Sample Unit Submit a copy of a Sample Unit including Title, Suggested Time Frame, Goals, Rationale, Objectives, Student Activities, and References (10%).
Curriculum Foundations Submit a copy of your Curriculum Foundations for early review and further refinement. It shall include Definition, Rationale, Content Source, Aim, and Goals (10%).
Curriculum Document Develop a detailed curriculum of a program of study in the learner's selected field of interest (50% - each component due to the instructor on the assigned date). This program should include the following components:
- Curriculum Foundations
- Curriculum Content (ISD, CBE, or other)
- Curriculum Evaluation
If the curriculum can be used by and improve the professional community, please use resources available to design, deliver, and renew effective programs for the improved quality of education.
Accommodating Students with Special Learning Needs
In accordance with university policy, a student who wishes to receive some instructional accommodation, because of a documented sensory and/or learning disability, should meet with the instructor to discuss this accommodation.
Attendance
Although class attendance is not a requirement for this course, participation is important to the learning process. Consequently, excessive absences will take away from your participation. Also, much of the content for the completion of assignments is provided through lecture and discussion. This information will not be readily obtained if the learner does not attend. If class is missed, a summary of the material covered must be submitted to the professor.
Weekly class assignments are due on assigned dates and will not be accepted late. All assignments will be completed and delivered in electronic format.
Grading
- A - 93 to 100 points
- B - 85 to 92 points
- C - 84 to 75 points
- F - 74 and below
Honor Pledge
"I pledge to support the honor system of Old Dominion University. I will refrain from any form of academic dishonesty or deception, such as cheating or plagiarism. I am aware that as a member of the academic community, it is my responsibility to turn in all suspected violators of the honor system. I will report to Honor Council hearings if summoned". By attending Old Dominion University you have accepted the responsibility to abide by this code. This is an institutional policy approved by the Board of Visitors.
Office Hours
- Call for an appointment
- Office Phone: 757- 683-5226
- Home Phone: 757- 456-0623
Textbook
Ornstein, A., & Hunkins, F. (2013). Curriculum foundations, principles and theory (6th Ed.). Boston: Allyn and Bacon.
Class References (do not need purchased; available in Library).
Beauchamp, G.A. (1975). Curriculum theory. Wilmetter, IL: The Kagg Press.
Clark, L.H., Klein, R.L., & Burks, J.B. (1965). The American secondary school curriculum. New York: The Macmillan Company.
Dewey, J. (1944). Democracy and education. New York: The Free Press.
Hill, W. (1971). Learning. Scranton: Chandler Publishing Company.
Kemp, J.E. (1971). Instructional design. Belmont, CA: Fearson Publishers.
Posner, G.J., & Rudnitsky, A.N. (2006). Course design: A guide to curriculum development for teachers. Boston: Pearson Allyn and Bacon.
Silvius, G.H., & Bohn, R.C. (1976). Planning and organizing instruction. Bloomington, IL: McKnight Publishing Company.
Taba, H. (1962). Curriculum development: Theory and practice. New York: Harcourt, Brace & World, Inc.
Zais, R.S. (1986). Curriculum principles and foundations. New York: Thomas Y. Crowell Company.
