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Syllabus

Cosmetology Teaching Skills and Methodology
CO290

YEAR:

2023-2024

CREDIT HOURS:

4.00

PREREQUISITES:

Departmental Consent.

COREQUISITES:

None

COURSE NOTES:

This cosmetology instructor course includes completion of the 100 hours in teaching skills and methodology training required before submission of the Instructo-In-Training Permit request from the KBOC

CATALOG COURSE DESCRIPTION:

Employ instruction methods, learning motivation, classroom management, materials use, assessment techniques and evaluation for the ideal learning environment to become a professional cosmetology instructor. Kansas Board of Cosmetology required instructor licensure content is covered in this curriculum.

HutchCC INSTITUTION-WIDE OUTCOMES:

  1. Demonstrate the ability to think critically and make reasonable judgments by acquiring, analyzing, combining, and evaluating information.
  2. Demonstrate the skills necessary to access and manipulate information through various technological and traditional methods.
  3. Demonstrate effective communication through reading, writing, listening, and speaking.
  4. Demonstrate effective interpersonal and collaborative skills.
  5. Demonstrate effective quantitative-reasoning and computational skills.

COURSE OUTCOMES AND COMPETENCIES:

  1. List the personal qualities and responsibilities of a cosmetology instructor.
    1. Identify the three components of personal character and positive attitude.
    2. Recall the three main categories of effective communication.
    3. Recognize the characteristics of an ideal instructor.
    4. Explain the importance of building professional relationships with students/coworkers and show how this promotes professional development.
  2. Describe the challenges of a cosmetology instructor.
    1. Compare the two major challenges of modern teaching.
    2. Illustrate teaching different learning styles and traditional/nontraditional learners.
    3. Identify the key qualifications needed to obtain an instructors license.
    4. Explain continued education requirements for licensed instructors.
    5. Summarize the code of ethics and performance standards among professionals.
  3. Explain how the brain selects, refines, stores and retrieves information.
    1. Differentiate between the two levels of attention-reflexive and willful, goal oriented.
    2. Compare and contrast the four types of memory.
    3. Experiment with instructional methods that result in the learners' ability to retain information.
    4. Judge how feedback helps students integrate their learning.
    5. Describe the benefits of communicating expectations of classroom assignments and participation.
  4. Prepare to teach the cosmetology curriculum.
    1. List the essential steps and key elements used in planning the course: objectives, outline, and student activities.
    2. Explain the importance of prioritizing content.
    3. Define and identify the three distinct elements of learning outcomes.
    4. Outline the importance of developing a lesson plan and the steps involved in teaching: preparation, presentation, application and testing.
    5. Offer examples of the actions found in the presentation or delivery phase of the lesson.
    6. Describe feedback needed to evaluate the effectiveness of a lesson plan.
  5. Describe the skills and tools needed for classroom management.
    1. Identify the purpose for an organized learning environment.
    2. Outline the relationship of the 80-15-5 rule and classroom disruption.
    3. Describe the factors that influence positive student behavior.
    4. Explain the 6-step process for corrective measures in classroom disruption.
    5. Practice recognizing student achievement as a way to affirm student effort.
    6. Explain the use of management principles that promote personal responsibility and self-discipline by learners.
    7. Choose learning methods to increase student engagement and learner participation.
  6. Practice various instructional methods in lessons.
    1. Identify the seven best practices for methods of instruction.
    2. Compare the different methods of lesson delivery.
    3. Demonstrate appropriate selection, preparation and implementation of instructional support materials for the classroom.
  7. Assess learner progress.
    1. Describe the purpose of assessing students' progress.
    2. Provide questions that facilitate self-assessment.
    3. Analyze different assessment techniques.
    4. Identify scoring methods appropriate for the three types of assessments: oral, written and performance.
    5. Describe two different styles of rubrics for scoring performance assessments.
    6. Evaluate the most common factors that affect objectivity in scoring and grading.
  8. Manage a student salon.
    1. Indicate the three key responsibilities of instructors when supervising the student classroom and salon.
    2. Summarize the benefits of the zone teaching method for learners and clients.
    3. Model effective student salon supervision using the zone teaching performance checklist.
  9. Utilize teaching procedures and techniques.
    1. List how critical attributes help learners recall information.
    2. Describe the process of chunking information and how it aids in learning.
    3. Define the six types of associations.
  10. Examine student motivation and laws governing learning.
    1. Recall how student motivation, participation and personalities affect learning.
    2. Define learning disability.
    3. Distinguish behaviors and characteristics of student learning differences.
    4. Identify how dyslexia and attention disorders affect learning.
    5. Describe how Title V of the Rehabilitation Act of 1973 affects people with disabilities and education institutions.
    6. Construct reasonable accommodations that support individual learners with needs across the spectrum to succeed.

COURSE ASSESSMENT AND EVALUATION:

1. Participation 2. Examinations 3. Classroom assignments/quizzes

ACCOMMODATIONS STATEMENT:

Any student who has a documented disability and wishes to access academic accommodations (per the 1973 Rehabilitation Act and Americans with Disability Act) must contact the HCC Coordinator of Disability Services, at 620-665-3554, or the Student Success Center, Parker Student Union. The student must have appropriate documentation on file before accommodations can be provided.

ACADEMIC HONESTY:

Education requires integrity and respect for HutchCC's institutional values. HutchCC students are required to maintain honesty through a "responsible acquisition, discovery, and application of knowledge" in all academic pursuits. Preserving and upholding academic honesty is the responsibility of Hut chCC students, faculty, administrators and staff.

I. Student Responsibilities

All HutchCC students are required to:

  • Submit all work in all courses without cheating, fabrication, plagiarism, dissimulation, forgery, sabotage, or academic dishonesty as defined below.
  • Provide all academic records such as transcripts and test scores that are free of forgery.
  • Refrain from participating in the academic dishonesty of any person.
  • Use only authorized notes and student aids.
  • Use technology appropriately, including refraining from submitting AI (Artificial Intelligence)-generated work without express written consent from your instructor.
  • Protect the security of passwords/login/privacy/electronic files, and maintain sole individual access for any online course information.

II. Definition of Academic Dishonesty

  • Academic dishonesty is any intentional act, or attempted act, of cheating, fabrication, plagiarism, dissimulation, forgery, or sabotage in academic work.
  • Cheating includes using unauthorized materials of any kind, whether hard copies, online, or electronic, such as unapproved study aids in any academic work, copying another student's work, using an unauthorized "cheat sheet" or device, or purchasing or acquiring an essay online or from another student.
  • Fabrica tion is the invention or falsification of any information or citation in any academic work, such as making up a source, providing an incorrect citation, or misquoting a source.
  • Plagiarism is the representation of words, ideas and other works that are not the student's own as being original to the student. A no n-inclusive list of examples includes work completed by someone else, work generated by an external entity (such as AI), omitting a citation for work used from another source, or borrowing the sequence of ideas, arrangement of material, and/or pattern of thought of work not produced by the student, even though it may be expressed in the student's own words.
  • Dissimulation is the obscuring of a student's own actions with the intention of deceiving others in any academic work, such as fabricating excuses for absences or missed assignments, or feigning attendance.
  • Forgery of academic documents is the unauthorized altering, falsification, misrepresentation, or construction of any academic document, such as changing transcripts, changing grades on papers or on exams which have been returned, forging signatures, manipulating a digital file of academic work, or plagiarizing a translation.
  • Sabotage is any obstruction or attempted obstruction of the academic work of another student, such as impersonating another student, stealing or ruining another student's academic work.
  • Aiding and abetting academic dishonesty is considered as knowingly facilitating any act defined above.
  • Academic honesty violations can also include the omission or falsification of any information on an application for any HutchCC academic program.

III. Sanctions for Academic Dishonesty

Students who violate the Academic Honesty Policy may be subject to academic or administrative consequences.

Instructor Sanctions for Violation:

Students suspected of violating the Academic Honesty Policy may be charged in writing by their instructor and any of the following may apply:

  • Assign Avoiding Plagiarism Bridge Module
  • Receiving written warning that could lead to more severe sanction if a second offense occurs
  • Revising the assignment/work in question for partial credit
  • Voiding work in question without opportunity for make-up
  • Reducing the grade for work in question
  • Lowering the final course grade
  • Failing the work in question

Institutional Sanctions for Violation:

Students charged with academic dishonesty, particularly in instances of repeated violations, may further be subjected to an investigation and any of the following may apply:

  • Instructor recommendation to the Vice President of Academic Affairs (VPAA) to dismiss the student from the course in which the dishonesty occurs
  • Instructor recommendation to the VPAA to dismiss student from the course in which the dishonesty occurs with a grade of 'F." Student will not be allowed to take a 'W' for the course
  • Instructor recommendation to the VPAA that the student be suspended and/or dismissed from the program
  • Student barred from course/program for a set period of time or permanently
  • May be recommended by the instructor (after documented repeated offenses) to the VP AA that the student be placed on probation, suspended and/or dismissed from the institution.

IV. Procedure

  • Instructor will communicate in writing via the student's HutchCC email account and/or LearningZone email account to the student suspected of violating the Academic Honesty Policy.  That communication may include sanction(s). Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • For each violation, the instructor will submit a completed Academic Honesty Violation Form to the Department Chair. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation form.
  • Should the instructor choose to pursue institutional sanctions, the instruct or shall notify the student in writing via the student's HutchCC email account.  Instructor shall also submit a completed Academic Honesty Violation Form and all prior completed forms regarding said student to the Department Chair and the office of the VPAA with recommendation to proceed with specific Institutional Sanctions. Department Chair will notify the student's academic advisor upon receipt of the Academic Honesty Violation Form.
  • The decision of the VPAA on Institutional Sanction is final. The VPAA will notify the student's academic advisor of any institutional sanctions.

V. Due Process Rights

Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

Academic Honesty Appeal Process

I. Due Process Rights: Students charged with violations of academic honesty have the right of appeal and are assured of due process through the Academic Honesty Appeal process.

  • If an instructor has recommended course or program dismissal, the student may continue in coursework (provi ding there are no threatening or security behavioral issues) until appeal processes are concluded. However, if an issue has been documented at a partnership location (e.g., clinical sites, secondary institutions, correctional or military facilities), then the student is no longer eligible to continue participation in internships, apprenticeships, and/or clinical-based practice. For clinical sites, this sanction is immediate.

II. Process

If the student disagrees with the charge of a violation of academic honesty, the student has the right to due process as described in the Academic Honesty Appeal process below:

  • If the matter is not resolved upon communicating with the instructor about the violation, the student shall, within five business days of the issuance of the written notice of violation, submit a completed Academic Honesty Appeal Form and supporting documentation to the appropriate department chairperson to initiate an Academic Honesty Appeal.
  • Within two business days of receiving the student's completed Academic Honesty Appeal Form, the Department Chair and VPAA will review and the VPAA will render a decision.
  • Within two business days, a response will be sent to the student's HutchCC email address. The VPAA's decision is final.

INCOMPLETE GRADE:

Instructors may give a student a grade of Incomplete (I) under the following conditions:

  1. The student must initiate the request prior to the time final course grades are submitted to Records.
  2. The request must be made because of an emergency, illness or otherwise unavoidable life-event.
  3. The instructor must agree to the request before a grade of Incomplete can be submitted.
  4. A written contract between the instructor and student, signed by both, will document the work required and date needed to complete course work.
  5. If a student does not complete the course requirements within the time frame established by the instructor, a grade of "F" will be recorded on the student's transcript at the end of the next semester.

HLC ACCREDITATION:

Hutchinson Community College is accredited by the Higher Learning Commission (HLC). The Higher Learning Commission is one of six regional institutional accreditors recognized by the US Department of Education and the Council on Higher Education Accreditation (CHEA).

Last Revised: 04/28/2020