The interdisciplinary lesson plan attached is a collaborative effort with conflict resolution benchmarks being addressed.  The Education for Employment curriculum has competencies on conflict resolution under the Human Relations Standard and Hayfield's Peer Mediation program has conflict resolution skills as its core curriculum content.  The outline of the lesson was planned by the two instructors and the expertise of trained Peer Mediators was utilized in the lesson facilitation.  The Education for Employment students were told that the lesson presented was essentially a workplace training seminar that they would be expected to attend as employees for professional growth.  The topic of the seminar was entitled "Conflict Styles and The Mediation Process."  Its goal was to create an awareness of means to resolve conflict in the workplace in a professional manner of open communication.  The opportunity of providing this peer-to-peer networking proved to be an invaluable learning experience for both the Mediators and Education for Employment students alike.

Attached are three examples of applications for awards and recogntions received.

Electronic learning offers instruction in an interactive, motivational format that provides opportunities for students to access information, reinforce learning, practice skills, and prepare for the future.  E-learning is gaining popularity in colleges and industrial training programs, so as an EFE instructor I am constantly searching for existing instructional pieces that can be transformed into a creative approach using technology.

The following are a variety of creative uses of technology which are incorporated in the EFE classroom:

1.       “Blogging”-the instructor can post discussion topics, problems, or assignments for students to access and provide responses by a given deadline.  The responses can be commented on by fellow students and comments/feedback can be given to each learner by the instructor.  With “blogging” becoming more popular in college as a learning tool, Blogging was introduced to EFE classes last year after learning how to create a discussion board on Blackboard.  Two blogs were created on the Interviewing Skills lesson in Indicator 2C.  After reading the article on “Tattoo Trends”, students posted a two paragraph blog regarding tattoos from two perspectives --as a high school student and as a business owner in the workplace. This simple blog expanded discussion to dress code policies and professionalism in appearance.  In addition, each student was required to respond back to three fellow students’ views and the instructor posted a comment for each learner.  A second blog, which can be a continuous resource throughout the year, is having students post job interview questions to help others prepare for future interviews.  The EFE classes studied the 12 most frequently asked employer questions and practiced mock interviews, but a posting of sample interview questions is invaluable to students who are mentally preparing for the experience at a later date.

2.        Online Distance Learning-this method of instruction is gaining popularity due to its convenience and flexibility for the learner.  To be successful with on-line learning, it takes discipline and adequate knowledge of computer applications.  Many of the EFE students are completing the OSHA CareerSafe 10 hour interactive program online.  Not only does this course provide students with the opportunity to have an edge over other job applicants with less skill training, but those employed students can receive hourly wage increases or promotions as a result of this course completion.  An online class, such as CareerSafe credentialing offers student insight in selecting future online courses at the college level based on their learning styles and study habits.

3.        Turning Point Software- this software provides an interactive response system to reinforce learning and offer teacher feedback to the effectiveness of instruction simultaneously.  This program can be used as a pre and post assessment, warm-up activity, or a test review competition.  The instructor creates true-false, multiple choice, and/or fill-in-the-blank questions using Microsoft Office Power Point.  Students respond to each question using their individual remote responders.  After all responses are in for a particular question, a graph and percentage is displayed for each answer choice, with the correct answer highlighted. It is a fun way of assessing student knowledge and giving teacher feedback for remediation of previous instruction.

4.        Audacity Software is used as reviewed in the Business Communications lesson plan.  It is used as a method of practicing telephone communication skills in the work setting.  Students are given five specific scenarios to create voice messages and after they record their response, immediate feedback is given by listening to the recording. The student may delete and continue to record until an acceptable message has been created.  It is then dropped in my designated class drop-box for grading.  This simulation is so real that the students absolutely love it!!