1.+Syllabus

On this page you will find the course syllabus which includes the course outline, assignments and calendar.



** Curriculum Content in Business Education ** = EBUS 300 Fall 2009 = Instructor: Dr. Cyril Kesten Office: ED 334 Phone: 585-4532 E-mail: cyril.kesten@uregina.ca  Stitt-Ghodes, W. (2002) The Business Education Profession: Principles and Practices, Little Rock, Arkansas , Delta Pi Epsilon
 * Texts ** : Rader, M. (2008). __Effective Methods of Teaching Business Education__, 2008 Yearbook, Reston, Virginia, National Business Education Association.
 * Calendar Description: ** Study of elements of curriculum design and conceptual frameworks for business education curricula. Analysis of business education curricula in several educational jurisdictions and development of original business education curricula.

Evaluation
1. **Attendance, class contributions and course activities 20%** During the course of the semester you will be asked to engage in both in class and out of class learning activities. These may be in class projects or additional readings that will enhance our in-class discussion. Attendance is very important. Engagement in the activities is very important. Contributing to the class environment and constructively supporting your own and your colleagues’ learning endeavours are also very important. This section of the course evaluation will reflect the extent to which each of you contribute and engage in our learning activities. The following is the rubric I will use for this grade: § Contributes consistently to classes, and comments include information/ideas from the class readings and from relevant personal experience. § Contributes to the majority of classes, and comments are pertinent to the discussion and reflect reading and thoughtful consideration of materials. § Contributes to the majority of classes, and comments reflect own ideas not based on related class readings or experience (i.e., “off the top of one’s head”). § Contributes to some classes, and comments reflect limited knowledge of issues. § Present in class, but does not contribute to class discussion. § Spotty attendance; does not contribute to class discussion. This paper is an essay of no more than 10 pages. This essay should focus on a topic within the scope of the course that is of interest to you. The essay will be based on current professional literature including empirical research reports, theoretical and/or opinion articles as well as accurate, up-to-date factual information (e.g. Stats Canada material). The paper must be based on a minimum of 10 citations none of which are older than 2000. As part of this assignment you will prepare a three page article based on your paper that will be considered for publication in the SBTA Intercom. Please have me approve your topic no later than September 29, 2009. I will need the title, an outline, a paragraph describing the intention of the paper and an initial bibliography. You are expected, to use acceptable form for an academic paper. If you are unsure of this find a current University of Regina or American Psychological Association ( APA ) style manual. Although there may be some overlap in topics I will attempt to ensure that each of you is doing a unique paper. I will operate on a first come first served basis. I will only reserve topics for completed proposals. Please email me your topic proposal in enough time for you to be able to change it in response to my comments before the September 29 deadline. No proposal will be approved later than September 29. Your approval request must be emailed with the following on the subject line: EBUS 300 Your name – research paper approval. Submit the paper as an email attachment (MS Word) with the subject line: EBUS 300 Your name – Title of Paper. Short, tightly focused issue/reaction papers (maximum four pages in length) will be prepared two times during the semester. To assist the class in sharing ideas and providing feedback, each paper will be formally reviewed by a Peer Reviewer. The Peer Reviewer will return the paper to the Author at the next class session. The Author can make revisions and turn in the final draft on the due date. The Peer Reviewer will provide a summary statement showing which paper was received, reviewed (using guidelines to be discussed in class), and returned to the Author. The feedback provided to the Author will be confidential between Peers. As part of the summary statement, the Peer Reviewer should provide a one-paragraph synopsis of the issue of the paper. The Peer Reviewer summary statement will be scored using a 5-point rubric. See the calendar for Peer Review and submission due dates In addition to addressing topics from the assigned readings, these papers should show evidence of reading additional related literature in the field. In addition to course text bibliographic materials, current professional periodicals specifically related to Business and Marketing Education should be used. At least //four different sources// not part of the assigned readings should be cited to support ideas in a single paper. Two of these additional sources may be from the Web; the other two must come from the paper-based Business and Marketing Education literature. Some of this literature is available online through full-text library resources. You are not limited to just four additional sources. Be sure to cite the course textbooks/assigned readings when appropriate to your issue topic. Your cover page and your reference list are not included in the maximum four page length restriction. The following aspects will be used in evaluating these papers: Submit the paper as an email attachment (MS Word) with the subject line: EBUS 300 Your name – Issue Paper 1 or 2 For this assignment you must select a Business Education curriculum area (you may **NOT** choose areas in Accounting or Information Processing). Find 15 curriculum items (published since 2000) that could be used in this area. Construct an annotated bibliography of these items. You must include at least one text, one video or film, two internet sites, two activities/games/simulations, a newspaper, a television program & a popular magazine. Although there may be some overlap in curriculum areas I will attempt to ensure that each of you is doing a unique area. I will operate on a first come first served basis. I will only reserve curriculum areas for completed proposals. Please email me your curriculum area choice before November 3, 2009. I will approve these areas on a first come first served basis but I will not allow for significant overlap in curricular areas. Please submit your request in enough time to find another area if your request is not approved. No selection will be approved after November 3, 2009. Email your approval request with the following on the subject line: EBUS 300 Your name – Curriculum Materials Approval. The annotation should at least include an indication of the value/validity of the item, how the item could be used in the curriculum area and what assumptions are reflected in the material about the learner, the content and the teacher. This bibliography will be prepared as a Power Point presentation. In addition to your Power Point presentation you will submit a short cover letter which identifies the specific curriculum area (the page and section numbers of the Saskatchewan curriculum guide) or a detailed description of the area if it is not included in a current Saskatchewan guide and a rationale for your method of assessing value/validity of the resources. The cover letter will also include a table which identifies which resource fits into the categories named above – text, video or film, etc. Email the assignment with the subject line EBUS 300 Your name – Curriculum Materials. In order to achieve a passing grade, students must attempt all aspects of the evaluation scheme. Students who, because of a disability, may have a need for accommodations should discuss this with me. You could also contact the Co-ordinator of Special Needs Services at 585-4631. Please be aware that the University of Regina now has in place policies regarding attendance and punctuality, late assignments, plagiarism, and cheating.
 * 2. In depth library research paper 15% - Due Date: October 29, 2009 **
 * 1) ** Issue Papers – 20% **
 * Clarity in defining the topic of the paper and establishing its importance.
 * Clear statement of an issue, or a position on which at least two perspectives can be identified.
 * Use of related, current references to support ideas.
 * Original development of ideas as opposed to extensive use of paraphrasing and quoting the work of others.
 * Critical review of the literature, as opposed to unqualified acceptance of what is found.
 * Organization of ideas and use of subheadings to guide reading.
 * Appropriate use of introductory and summary sections.
 * Clear identification of the implications of the ideas on business or marketing education, with supporting rationale.
 * Consistent and correct use of formal manuscript style, including formatting, use of citations, inclusion of page numbers, and correct bibliographic entries using APA style.
 * Correct language usage.
 * 4. Midterm Test 20%, **** November 19, 2009 **
 * 5. Curriculum Materials Analysis 25% - Due Date – **** December 8, 2009 **

Holistic Rubric for Paper - Adapted from the South Saskatchewan Writing Project Rubric
=// Thank you to Dr. V. Mulholland //=

Level 5
Ideas are insightful, perceptive, and integrated. Support from the literature is substantial, varied, and precisely chosen for effect. The organizational plan enhances the intended effect. Mechanical errors, including citations, are superficial and do not interfere with meaning. The writing is vivid and precise. The writer’s voice and perspective spark interest and engage the intended audience. The paper has potential to have impact beyond the writer’s immediate situation.

Level 4
Ideas are presented in a thoughtful, integrated perspective, extending the writer’s sphere of expertise. Several forms of support are given, which contribute significantly to the substance of the paper. The plan contributes to the clarity of the paper. The writer is clear, specific and interesting. Mechanical errors do not interfere with meaning. The writer’s voice and perspective are appropriate to the intended audience. The paper shows significant impact for the writer, and may speak to others at similar stages in their teaching.

Level 3
Ideas are carefully considered and demonstrate perspectives new to the writer. Support is adequate and appropriate. There are clear connections among the ideas. The writing is clear, functional and free of all but superficial errors. The writing demonstrates a clear, functional organization plan and perspective. The writer’s voice is clear. The paper shows actual or potential impact on the writer’s teaching, and clarity of direction is evident.

Level 2
Ideas are considered and show an attempt to grapple with ideas of some significance. Some support is given to the main ideas. Language is somewhat generalized and familiar. Errors cause some confusion for the reader. The organization plan, while formulaic, is clear and contributes to understanding. Voice is inconsistent. The paper shows some actual or potential impact on the writer’s teaching.

Level 1
Ideas are elementary and common. Connections among ideas are inconsistent or inaccurate. Support is scattered or inconsistent. Language is vague, confused and /or with sufficient mechanical errors to interfere with the reader’s flow in addressing the piece. The organization of the piece meanders. Voice, if evident, is weak, confused, or inappropriate. The paper is likely to have little impact on the writer’s future teaching. ** Calendar ** Class || Date || Due Dates || 1 || Sept. 8 || || 2 || Sept. 10 || || 3 || Sept. 15 || || 4 || Sept. 17 || || 5 || Sept. 22 || || 6 || Sept. 24 || || 7 || Sept. 29 || In Depth Paper Approval || 8 || Oct. 1 || || 10 || Oct. 6 || Issue 1 to Peer || 11 || Oct. 8 || Issue 1 back to Author || 12 || Oct. 13 || Issue 1 Submission Date || 13 || Oct. 15 || || 14 || Oct. 20 || || 15 || Oct. 22 || || 16 || Oct. 27 || || 17 || Oct. 29 || In depth paper submission date || 18 || Nov. 3 || Curriculum Approval || 19 || Nov. 5 || || 20 || Nov. 10 || || 21 || Nov. 12 || || 22 || Nov. 17 || || 23 || Nov. 19 || Midterm Test || 24 || Nov. 24 || Issue 2 to Peer || 25 || Nov. 26 || Issue 2 back to Author || 26 || Dec. 1 || Issue 2 Submission Date || 27 || Dec. 3 || || 28 || Dec. 8 || Curriculum Submission Date ||