Integrated Educational Training (IET): General

Course Number:
ABE 50
Transcript Title:
Integrated Educational Training (IET): General
Created:
Mar 13, 2026
Updated:
Mar 13, 2026
Total Credits:
0
Lecture Hours:
0
Lecture / Lab Hours:
0
Lab Hours:
15
Satisfies Cultural Literacy requirement:
No
Satisfies General Education requirement:
No
Grading Options
Audit
Default Grading Options
Audit
Repeats available for credit:
99
Prerequisites

none

Course Description

Accelerates entry into college level certificate programs through the integration of academic learning objectives, real-world occupational applications, and use of instructional technology that is responsive to student and industry needs. Introduces the technical skills needed to successfully navigate an online course platform like Moodle. Increases skills and confidence in reading comprehension and writing, and develops skills that will increase workforce options.

Course Outcomes

Upon successful completion of this course, students will be able to:
  1. Address academic conventions and expectations of CTE (credit) course.
  2. Use different technologies with increased independence and confidence.
  3. Practice language domains and communication skills.
  4. Complete writing tasks with appropriate citations.
  5. Develop fluency with field-specific terminology and concepts.
  6. Identify employability skills and next steps in a career pathway.

Suggested Outcome Assessment Strategies

The determination of assessment strategies is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: writings (journals, self-reflections, pre writing exercises, essays), quizzes, tests, midterm and final exams, group projects, presentations (in person, videos, etc), self-assessments, experimentations, lab reports, peer critiques, responses (to texts, podcasts, videos, films, etc), student generated questions, Escape Room, interviews, and/or portfolios.

Department specific suggestions: Formative assessment via observation and written assignments.

Course Activities and Design

The determination of teaching strategies used in the delivery of outcomes is generally left to the discretion of the instructor. Here are some strategies that you might consider when designing your course: lecture, small group/forum discussion, flipped classroom, dyads, oral presentation, role play, simulation scenarios, group projects, service learning projects, hands-on lab, peer review/workshops, cooperative learning (jigsaw, fishbowl), inquiry based instruction, differentiated instruction (learning centers), graphic organizers, etc.

Course Content

Outcome #1: Address academic conventions and expectations of CTE (credit) course.

Demonstrate an increasing ability to successfully complete a college-level class: 
Elements of a syllabus, accessing text options (electronic, physical), weekly tasks (readings, forum posts, peer replies), major assignments (requirements, format options), tutoring options (CGCC resources, NetTutor).

Outcome #2: Use different technologies with increased independence and confidence.

Navigate the features of an online class: 
Moodle [function of course shell, access site, log-in, overview of tools and features, forum participation (initial post vs. reply), quizzes (access, completion), supplemental resources (downloads), uploading assignments].

  • Zoom [Accessing platform (Link vs. Meeting ID), Toolbars, Icons (e.g., microphone) and options (mute/unmute), Share screen, Chat, Breakout Rooms, etc.
  • Google Suite [Google Docs (naming, sharing, download, upload), Google Drive (shared folders, moving and organizing documents), Google Slides (importing images, presentation features).

  • Increase Digital Literacy [from Oregon Employability Skills]: Computer basics (brands, operating systems), device components (icons, applications), functions of browsers, document formats (Word vs. PDF), internet privacy and safety, Artificial Intelligence, Netiquette

Outcome #3: Practice language domains and communication skills.

Develop literacy and oracy skills: 
Receptive (reading and listening comprehension) and productive (oral language confidence, writing for specific audiences) abilities through the appropriate usage of industry lexicon.

Outcome #4: Complete writing tasks with appropriate citations.

Demonstrate an understanding of: 
Assignment details (spacing, font size) and purpose (analysis, reflection); grammar conventions; paraphrasing vs. direct quotations; list of sources and in-text citations (APA, MLA).

Outcome #5: Develop fluency with field-specific terminology and concepts.

Progress through stages of familiarity (recognize, define, discuss, utilize, explain) with vocabulary, acronyms, and frequently used phrases for occupation and/or field of study; Connect theoretical understanding (conceptual frameworks or standards) to practical applications; Pair conceptual knowledge with observable traits and abilities for industry professionals.

Outcome #6: Identify employability skills and next steps in a career pathway.

Explore the ten Oregon Employability Skills (OES) [Adaptability, Collaboration, Self-Awareness, Empathy, Social Diversity/Awareness, Digital Literacy, Entrepreneurial Mindset, Analysis/Solution Mindset, Communication, Resilience] and evaluate those most applicable to personal and professional goals.
With exposure to industry standards and requirements (federal or professional organizations, state-level, regional consortia, organization-specific, etc.), develop a one- to five-year personalized plan.