Instructor GuidelinesRevised 2012

Welcome to CEU Plan! CEU Plan is an ANSI/IACET Approved Provider.

ANSI/IACET stands for the American National Standards Institute (ANSI) and the International Association for Continuing Education and Training (IACET). Over the past ten years, CEU Plan has grown to over 250 courses online and an Instructor Group of over forty (40) SME’s (subject matter experts) with a combined experience in excess of 1,250 years.

CEU Plan is a pioneer of online training in the water and wastewater treatment industry. It has developed a patent pending assessment technology providing the highest level of feedback and student evaluations. Through these assessment techniques, CEU Plan has undergone five (5) system upgrades with its’ custom and proprietary source code and programming. Both public web based and custom training platforms are available to meet the student needs, as well as the agency training requirements.

CEU Plan offers multiple training platforms: Plan (www.ceuplan.com), saceu (www.saceu.com) , correspondence, or classroom portals. An individual operator has the opportunity to select course(s) from the CEU Plan course offerings to meet his or her training needs, to maximize efforts and improve professional development in areas and to increase their skill sets. The Plan training course platform provides for the instructionally design in text base, text with visual, text with streaming, or complete streaming. Text base components are built in simple Microsoft Word documents,

whereas streaming utilize various software, such as powerpoint with audio clips, FLASH, i.e. In addition, CEU Plan has an exclusive arrangement with some environmental documentaries and film producers to provide HD video/audio within the training courses. These various approaches are referred to as blended learning. CEU Plan launched its’ first blended learning course in 2005 and gained much experience in these training course formats. Research has found blended learning provides a higher degree of cognitive transfer within the learning environment. These double and triple reinforcement tools enhance the skill sets taught to the student.

The Instructor Group is comprised of 40 SME’s (subject matter experts) within the water and wastewater treatment industry with the experience and knowledge to assist the student in the skill sets required through the Need-to-Know criteria. This group is similar to a Training Committee or Club with the same mission to relay and transfer their knowledge and expertise in process control, treatment plant operations, maintenance, troubleshooting, laboratory safety and practices, along with the day-to-day repair and management techniques. Each course is driven by the passion and willingness of the Instructor to help the student better understands the subject matter. Through the use of various training techniques, the blended learning concept provides a higher level of measurable results in the training course.

TRAINING STANDARDS:

The course material must address the knowledge and skills necessary to perform the tasks associated with the water and wastewater treatment training course. Training must not promote or endorse the products, product lines, or services of any distributor, manufacturer, or service provider who offers a product or service related to any water and wastewater treatment facility regulated. No infomercial type training course will be acceptable.

The training course developer needs to assure that the course is:

Relevant to the water or wastewater treatment field Course contact time has been met – one hour means one hour. The course

developer is required to demonstrate in the application form that the course contact time have been calculated using the ANSI/ IACET, SACS, certified beta testing, or timetable of training conference to justify the ceu credit hours.

Instructors must exhibit expertise in the given field of instruction. A minimum of 5 years of working experience in water or wastewater treatment, certificate or degree from an accredited school, or documented research and study in the given field.

Course Developer must demonstrate availability to students for questions and comments pertaining to the course curriculum, should the course be of the self-study type.

SME must certify to CEU Plan all course material is accurate and original.

Editing of course material and technical content must be completed by the SME or training course developer before submittal for approval. If the training course or program utilizes a manual or other documentation that has not been previously approved, the course developer must provide expertise to perform editing of the proposed training course or manual. The course instructor or expert who performs the editing task must furnish evidence of their credentials and must sign off on the completed training course or manual.

Course materials submitted are assumed to be original documents by the course developer. Any manual or supplemental reference material utilized in the training course shall be included in the application for review, prior to use in the proposed training course. The course developer is responsible for obtaining proper approval from the publisher of any manual or supplemental material, should copyright laws apply. The use of existing approved manual or supplemental material in training courses is acceptable. A complete copy of the self-study course must be presented to CEU Plan with the application and relevant to the water or wastewater treatment field.

CEU Plan has the right to rescind any approval of any course which does not conform to the requirements, training does not conform with the approved material, subject matter does not comply with the approved course, instructor does not comply with the experience requirements, instructor is promoting or endorsing service, products, or product lines of any manufacturer, representative, distributor, service organization involved in any water or wastewater treatment facility regulated or falsified contact time, individuals, or course attendance of a previously approved course.

CEU Plan is responsible for issuing each student a certificate of completion with the below information, and must retain course completion data for a period of four years.

CHECKLIST for APPROVAL:

Self – Study

An application for approval of a training course(s) associated with a correspondence, CD-Rom, web based, or technology based format must be relevant to the water or wastewater treatment field and include the following information:

Course Title and Summary – a brief overview of the course describing the course topic, areas of course concentration, learning objectives of the course, and goals of the instructor pertaining to the course development should be discussed.

Course Contact Time – an illustration of the material to be covered related to the testing mechanics for amount of ceu credits proposed for the training course. Describe the tracking and monitoring function of the course, verification of students participation in the course, and illustrate the LMS (Learning Management System) utilized for the self-study course.

Course Location – provide the location of the training course or URL of course availability.

Course Relevancy – indicate whether this course content applies to drinking water, wastewater, or both.

Prerequisites – discussion of any skills or knowledge, research or studies, and supplemental material required prior to taking the course.

Learning Objectives – what the student should obtain and retain from taking this course. List three objectives which the course developer hopes to accomplish with this training course.

Course Testing – provide description of testing mechanic of the student retention in the course, how the testing is conducted, and validation of the testing procedure.

Instructor Experience and Qualifications – summary of the subject matter expert experience within the water and wastewater industry, license held, educational background, and knowledge concerning the training course.

References and Training Materials – list references and published materials required or utilized in the training course. Provide URL and links to web based resources for students to utilize for further knowledge basis exercises and self-study.

Copy of Course Material – provide final draft copy of course, material, visual illustrations and examples, and supplemental information utilized in the training course.

Certificate of Completion – provide sample copy of Certificate of Completion to be issued to all students upon completion of the training course.

Listing of Course: CEU Plan provides a listing of approved courses, SME’s – instructors profile, description of each course, approval code per state regulatory requirements, amount of ceu’s approved for each course, along with instructions and system requirements required of student to take an online course.

FUTURE CONSIDERATIONS

Classroom – Conference – Association Meetings – State Agency

An application for approval of a training course(s) associated with a technical session, workshop, or association conference must be relevant to the water or wastewater treatment field and include the following information:

Course Title and Summary – a brief overview of the course describing the course topic, areas of course concentration, learning objectives of the course, and goals of the instructor pertaining to the course development should be discussed.

Course Contact Time – a timetable or agenda illustrating the material to be covered during the course, along with morning and afternoon breaks, lunch, and any demonstration, group participation, or hands-on training. The timetable shall indicate the topics and associated time allocated for each discussion. The net contact time shall equal the amount of ceu credits proposed for the training course.

Course Location and Time – provide the location and time of the training course, and date(s).

Course Relevancy – indicate whether this course content applies to drinking water, wastewater, or both.

Prerequisites – discussion of any skills or knowledge, research or studies, and supplemental material required prior to taking the course.

Learning Objectives – what the student should obtain and retain from taking this course. List three objectives which the course developer hopes to accomplish with this training course.

Instructor Experience and Qualifications – summary of the subject matter expert experience within the water and wastewater industry, license held, educational background, and knowledge concerning the training course.

References and Training Materials – list references and published materials required or utilized in the training course. Provide URL and links to web based resources for students to utilize for further knowledge basis exercises and self-study.

Copy of Course Material – provide final draft copy of course hand-outs, Powerpoint presentation, or supplemental information utilized as visual presentation for the training course.

Certificate of Completion – provide sample copy of Certificate of Completion to be issued to all students upon completion of the training course.

Listing of Course with Approved Training Sponsorships: name of organization, association, technical school, academy, or group sponsoring the course. List their approved State OCP Training Provider/Reference number.

Text Base – Instructional Course Design:

The difference between an oral presentation and an online training course is the amount of material to meet the ANSI/IACET Standards for course contact time requirements. The state regulatory agencies require the student to participate and spend a hour for a hour ceu credit. Our program has been designed to break a one-hour course into three sections of course material followed by a series of questions and answers to meet the 60-minute contact time. This provides the student with the option of taking one section, two, or the whole course during one sitting at their PC. Separating your course material into 15 minutes segments or course sections, followed by the associated Q&A’s, does this. Should your material include various topics and research, your course might rate as a five – ten – twenty hour course(s), which we have many courses arranged like that; along with each individual topic as an one or two hour individual course. This concept provides double exposure for your course offerings.

The industrial standards for text based course development is contact time is equal to a single spaced page on text – course material is equal to three minutes on contact time, thus a course section (15 minutes) is equal to five (5) pages of course material for that section. In other words, a one-hour course is equal to a minimum of fifteen (15) text-based pages of course material, with your photos, graphics (approximately 5 to 6 full pages of illustrations included within the course body) [total 20 pages minimum for a one hour course]; along with the ten questions for each Q & A’s section. I hope I haven’t confused you, here another example:

1 Hour Course = 3 sections - course material + 3 sections – Q & A’s 60 minutes = 45 minutes 15 minutes

Taking your existing presentations and converting is very simple, once you begin to add your experience, case studies, and share comments from your previous presentations, you might have a two-hour course instead of a one-hour course. Once you’ve prepared your first course, you will feel a lot more comfortable and think of additional material or experiences to share with your students. In addition, we are available to proofread and make suggestions to you to assist with your course development. Think of us as a publisher, where we are there to guide you along with the first - 2 or 3 courses; soon you will be on our Top 10 List.

No infomercial! The Author agrees not to promote or endorse service, products, or product lines of any manufacturer, representative, distributor, service organization involved in any water or wastewater treatment facility, or falsified contact time, individuals, or course attendance of a previously approved courses

The first step is to develop your course outline and summary, read over it, and think about it. Like the Ole’ Saying: Sleep on it! This will provide you the opportunity to think about your experiences, previous lectures, discussing the topic and how this or that worked, how they compared or mixed together, and many other points of interest related to your course.

It is important to remember, your experience and knowledge is being networked with water and wastewater operators across the country and possibly globally, some day. Your personal experience, pilot test studies, and day-to-day operations are the main aspect of these training courses. Our goal is for the operators to enjoy your courses, for operators to use your course information in their daily work with their colleagues, and for the operator to retain some of the experiences and knowledge from your class.

Preparation of your training course material:

A couple of years ago, I attended a seminar with St. Pete Times newspaper concerning writing a story. I would like to share with you some of my notes from the seminar. Many stories [or training courses] are written in a narrative approach, these days, which provide the reader or student with insight into the topic and question/answers generated from the author or instructor of the course. What works? Why do you keep with certain stories? Where do you get bored? These a few fundamental questions to ask of yourself as your prepare and develop your course outline. Find a subject or topic that keeps you interested, or you won’t be able to interest readers. Be curious, enthusiastic, and emotional. Crack the code of a world that’s never been opened before. Illuminate the human or plant condition. Seek the extraordinary in the ordinary. Make the issue resonate to as many people as possible, explore the universal aspects of the course topic.

Ask a question: What is the goal of the training course? Make a promise and deliver . . . the promise of the course . . . understand why of the why.

Gather lots of specific details. Get the facilities name. Find meaning in details. Photograph the person, plant, and/or equipment with your mind and notes. Get lots of physical descriptions; make us see the plant or process. Use all five senses: smell, touch, hear, taste, and see. Make notes about what else is going on around the subject at the same time. Think, think, and think.

As you begin to write, tell the story to someone, make the course appear that you’re talking with the operator [one on one]. Write without notes, just telling the story or describing the topic/course. Use the lead to draw readers in, not inform them. Don’t give everything away at the beginning. If you knew the ending of the movie, why would you keep watching? Let the story [course] build. Seduce the readers, make them wasn’t to know what happens next; scatter gold coins, let the student collect them along the way.

Find and explode little moments, speeding up or slowing down, pattern and flow of sentences, pacing, number and nature of details. Put the student into the moments, scenes with details. Let reality unfold before their eyes. Fix images in their minds. Show, don’t tell. Make them care, feel, think, connect with your experience and knowledge. Stay focused. Don’t detour into secondary process, procedures, or characters. Use your own voice, own the subject, become the characters. Pick a specific perspective, viewpoint, or player.

User short sentences, simple words: Jesus wept. Ride the verbs, get maximum power from verbs, and check verbs. Ask questions, answer some, and leave others to wonder about. Think cinematically, where do you want to point the camera? Zoom in and out; think of doorways, transitions between scenes and cliffhangers. Seek meaning and purpose in details. Use a dialog, not quotes. You don’t want to know anyone else was there. Paraphrase; use the person’s voice, not just their quotes or statistics.

Use photos to help write sections of descriptions. Use tables or charts to illustrate your point. Think big, then small, then big. Show the highs and lows, peaks, average, and no-flows. Paint a picture of your point, illustrate to the operator how it works, and visually illustrate your example.

Each section needs an opening and ending scene. Leave ‘em hanging between sections. The end should reflect the courses beginning or main point. After your have completed your draft, Read it Aloud. Listen for pacing, phrasing, repeated words or phrases. Are there places the course slows down too much? Crams too much in at one time? Sleep on it and make corrections, tomorrow. Edit. Edit. Edit. Now the course is ready.

How do various instructors write their courses?

Whether pen and paper, laptop, 1929 Royal Standard typewriter, or many other means; an instructor should feel relaxed and comfortable to let their experience and knowledge flow into their training course. Here are a couple of thoughts:

I keep the computer on all day; I build my day around the course, I work in 20 and 30 minute sessions, then I break for half an hour to an hour. During my breaks, I think about what I will write next; I try to plan paragraphs by stringing together first sentences, which I use as mental stepping stones when I return to my desk.

Even as a journalist, I thought the difference between so-so writers and great writers was the tolerance they had for mediocrity. The trick is not to stop when you think its good enough.

Generally, I begin in late morning and work until about 1 pm, then after reading my paper and eating my lunch, I try to set up the next day’s work by organizing, reviewing, and reading my material for the next session…..then, I leave the computer for the next morning.

AVOIDING E-LEARNING AT ITS WORST "Converting an existing classroom course to an online format can be a tricky, time-

consuming undertaking," says Jane Bozarth (jane.bozarth@ncmail.net) in her book Better Than Bullet Points: Creating Engaging E-Learning with PowerPoint (Pfeiffer, 2008). "The easy way out -– simply moving the content and lecture portions to an electronic means –- is what

leads to e-'learning' at its worst: slide after slide of bulleted content."

Instead, she advises, following these five simple steps, which can help you capture all that's good about the classroom while breathing new life into the training curricula that

you're migrating to an online venue.

Analyze the current state of the classroom program. Determine which aspects of the classroom program are most successful and which fail. "Talk with learners and the classroom instructors, and review any evaluation or follow-up data they are able to provide," she says.

In examining the existing classroom program, don't overlook the assets associated with it. "There are likely many paper documents – outlines, worksheets, quizzes –- that might be repurposed for the online version. Likewise, slideshows, video clips, case studies and role play information may, too, be useful as part of the e-learning program." Take care not to reinvent the wheel, she notes. "You may find that much can be adapted for your new purpose."

Update and cut-n-chunk material. Transitioning courses to an online environment provides a good opportunity to reexamine purpose, intent and objectives. "What are the intended outcomes of the program? In order to 'work' online, a full-day classroom program must be distilled to its essential elements."

Bozarth recommends cutting out extraneous, "nice-to-know" information. "Is some information tangentially relevant to most, but really relevant to none? Every element of the online program should be relevant to most learners," she notes. "An ongoing challenge for e-learning designers is the need to cut, then cut some more. In choosing what to keep and what to edit out, remember the learners first. If they don't use it –- lose it!"

Identify ways of adding interactivity and capturing the contributions of good instructors. "Look for ways to capture the richness that a good instructor brings to the classroom, such as responsiveness, a sense of humor, engagement, interesting stories and examples, and immediate feedback," says Bozarth. And leverage the technology available online as you retool your course. "A plain-vanilla, paper-and-pencil classroom quiz, for instance, can be reborn as a dazzling, engaging, seductive online test."

Articulate the new future state of the online program. "An effective e-learning program grows out of careful identification of learners, articulation of objectives, and an approach that supports the instructional goals." So be prepared to explain how migrating to an online venue will improve training delivery and benefit learners.

Storyboard the new online program. The key to making dynamic, effective, interactive PowerPoint-based e-learning is careful planning. "Storyboarding and creating mockups of your program will help you organize your thoughts and ensure that your ideas flow logically, without gaps or overkill. It's also a quick, inexpensive way to 'test drive' and experiment with your ideas."

Data required of your training material to meet ANSI/IACET 2013 Standards is:

1. Course Title: Enter the name/title of your course.

2. Course Summary: In 100 words or less describes the background and purpose for the course. What is the content or what is the course about? A good practice is to have three paragraphs for the course summary, which include a short summary of each course section. This breakdown of your course will provide an outline of “how your course will flow” for the student and state administrators.

3. Course Syllabus or Outline: Show your course outline, normally a bullet item or topic and the breakdown from introduction, discussion, and to the conclusion and summary.

4. Course Learning Objectives: Briefly describe what the student will learn by taking your course. Include how it will help the operator perform their job.

5. Course Credits: Amount of time to take your course and what type of course will it be: text, text with graphics, text with graphics and audio, text with streaming video and audio, and full audio/video course.

6. Instructor Bio-Resume: summarize yourself in 75 – 100 words, where yougraduated from school, your achievements within the water and wastewater industry. What have you been recognized for? What awards have your received? What classification of license?

Please Note: see the attached Needs Analysis Worksheet, Course Development Worksheet, and Course Checklist – these sample documents are required for your course submittal and samples are provided. These documents are very helpful in developing your lesson plans and instructional course development.

Procedure for the Learning Experience/Events:

CEU Plan has developed a unique and patent pending program and some information is proprietary. CEU Plan’s online training approach is designed to minimize confusion and increase learning abilities of the student, and to allow the learning experience to flow evenly from beginning to conclusion. During the first ten years of operation, CEU Plan has taken notes, evaluated, and tested multiple steps to increase the effectiveness of our training courses. These upgrades and changes are the result of over four system upgrades to our custom programming and software. As previously mentioned, we incorporate standard Windows programs and readily available plug-ins to utilize our program. As we have begun to expand our training format from simple text base (at the beginning ten years ago), to text with streaming (video clips), to a more total streaming format; CEU Plan has obtained feedback from students and Incorporated these changes on an annual basis. Identified below are the system requirements for both text-based only courses and any course including streaming video. See the following pages for visual illustrations of the below;

System Requirements Checklist - Text Based Courses:

Pentium or AMD processor256 MG ram or larger56k modem connection10 GB hard drive or betterPrinter – optional for printing purposesAdobe Acrobat – provided as free plug-in under “system requirements” on websiteWindows 2000 or greaterComputer monitor – 17” or larger color monitor, 1024 x 768 resolution

System Requirements Checklist – Streaming Courses:

Pentium or AMD processor256 MG ram or larger56k modem connection10 GB hard drive or betterPrinter – optional for printing purposesAdobe Acrobat – provided free as plug-in under “system requirements” on websiteWindows 2000 or greaterAdobe Flash – provided free as plug-in under “system requirements” on websiteSound card and speakersWindows Media Player – provided free as plug-in under “system requirements” on websiteComputer monitor – 17” or larger color monitor, 1024 x 768 resolution

NOTE: Streaming courses that require Adobe Flash, Windows Media Player, sound card and speakers are identified as such on CEU Plan site under the individual “course description”.

Step-By-Step Student Learning Experience:

□ Student logins onto the CEU Plan website

□ Review the various radio buttons of “Getting Started” tutorial, Top Courses, FAQ (Frequent asked Questions), Policies, Links, Instructor Profiles, Technical Support, and button to select their state.

□ Student select their State – for continuing education training

□ Next, the State page appears indicating all of the categories available for the student to participate in; this is important, should the student be dual license (technical terms as DW – drinking water is one and WW – wastewater is another one, plus PE – should the student be a professional licensed engineer practicing environmental treatment design

□ Upon selecting the category of study, state requirements and instructions related to their state specify license, reporting practices of CEU Plan to that state regulatory agency are indicated, along with state specific instruction for training.

□ Student may choose to all courses or topic categories to determine courses of interest available to meet their continuing education training requirements. In some states, the regulatory agency and their boards assign unique course approval code number, required to appear on the certificate of completion issued to the student upon completion of the training course. In addition, this approval code number is tracked by the agency and training provider for relevancy and monitoring of training.

□ Upon viewing the training course(s) or curriculum catalog, the student shall identify the amount of ceu’s assigned for this course, cost of the course, SME of the course. The student may review a course description by clicking on the course title. Should the course include streaming – a standard format statement indicates the use of FLASH and it’s availability for free from the System Requirements button on the home page is provided. The same statement appears at the very beginning of the course as additional clarification.

□ After the student has reviewed all of the courses under the Complete List or by Topic Category, they may proceed with enrolling…shopping cart format universal type is utilized to collect one or multiple courses selected for enrollment. A complete listing of all course selections and opportunity to delete or add is available at this time. The cost of the total enrollment

include the minimal processing fee is illustrated for the student. Instructions are provided during this process with templates to assist.

□ During the course enrollment process, the student makes a declaration of being an existing student or new student….should they be a new student…the contact information templates will appear in a automated fashion for input by the student. As each template is complete, the student is requested to select the “continue” button to proceed to the next automated step. Should the student be an existing student, all new course enrollments will be dropped onto their existing student page; to be discussed further.

□ The final step of course enrollment includes an automated review of all course selections, cost, credit hours to be earned upon completion, and request for payment by credit card.

□ Once the credit card system has been approved, all course selections will be dropped onto a custom student page for the student with everything available by custom tabs. My Course, My Transcript, My Account – these tab folders maintain all of the student records, completed and uncompleted courses, certificates of completion, invoices, and is broken down by license type and category for the student.

□ Next, a continue button is highlighted allowing the student to proceed with any of their course selections, pick-up on an existing course, reviewing the course completions, or change their password. These automated features have been custom built to minimize the need for of multiple radio buttons.

□ Course Begins, the student may select any of their courses enrolled, that individual course folder may be accessed by clicking the course…template indicates the simple procedures for students to follow.

□ Section One of the course will be highlighted, as we utilize a bookmarking format to allow the student to know exactly where they need to start and, where they left-off, should they need to pause and re-start course material. Once the student has reviewed the course material – formats vary from text base to streaming, some interactivity is required to click the video start button or to scroll down in reading the material online (tablet format is available)

□ Upon completion of the course section of material, the student selects the section quiz to complete. Each individual question appears on a single page. This is the same format utilize on computer based testing allowing the student to utilize the same orientation as certificate exams and ease of answering questions individually. The student may skip or return to any question. Only upon completion of all quiz questions will the questions be listed together with indication of correct or wrong. The correct answer is NOT indicated, should they select the wrong answer. A template

illustrates that the student should return to the course material for further review, and the correct solution to the question.

□ The same automated process guides the student until all course sections and quizzes have been completed. A template states for the student to complete everything, prior to submitting the evaluation form. The Evaluation form button will become active upon completing all of the above. This interactivity is step by step automated.

□ Should the student have any problems, questions, or need help, they can submit a Technical Support form to address their issues. Contact info, listing the course, the issue, along with e-mail and phone number is listed to be completed, prior to submitting. It is then investigated and a prompt response is provided to the student.

□ By the end of this training course you will have the ability to….”, course quizzes, and evaluation form, the completed course and certificates are activated on their My Transcript page, whereby they may print a certificate of completion.

Facilitation of the Course Development:

The Program Administrator is the facilitator for course development and producer of the training courses. The Program Administrator has a broad range of experience in creating, developing, and implementing instructional training. Through his experience and know-how, the Program Administrator works the SME’s, to implement the latest technology in program templates, coordinating and working between the technical division and SME’s to develop measurable training results utilizing ANSI/IACET 1-2007 Standards. As exhibited in the certificates of completion and attendance at various train-the-trainer events, Training Organization seminars, national association conferences, and industrial software; the Program Administrator stays abreast of the emerging technologies, development of training, improvement of course content, templates, and visual aids.

CEU Plan provides the SME with an Instructor’s Guideline, upon agreement to work together. This guideline is the initial train-the-trainer manual to orient the SME with the format and style of course content to be supplied. The PA reviews all components of establishing a quality program including constraints, parameters, measurable learning outcomes and relationship to training and discusses various options available during the course design and development phase.

CEU Plan has provided information regarding two of our subject matter expert’s professional development course attendance. The PA is, however, the party responsible for ensuring compliance with Standards and providing guidance to the SME. To further enhance our continued commitment to ensuring IACET compliance, CEU Plan will implement a specific online train-the-trainer program utilizing IACET course design aspects to improve the SME understanding of new techniques to incorporate into their activities and lesson plans. Again, all CEU Plan SME’s receive professional development training, however, by implementing and requiring our SME’s to complete a developed train-the-trainer course prior to acceptance as a CEU Plan SME and a yearly refresher, CEU Plan will further demonstrate it’s continued commitment to quality training development.

The Program Administrator has been involved in training conferences, seminars, instructional design, and online training for many years. The Program Administrator provides the guidance and direction necessary to subject matter technical experts to ensure compliance with appropriate learning standards.

As illustrated in the forthcoming pages, the Self Audit Checklist illustrates the SME and PA interfaced in the training course development. Each step and responsibility is outlined for your convenience. Next, the Needs Analysis – Assessment Worksheet and the Course Document provides the Instructor with the format and example to develop their Lesson Plan for the training course.

Self-Audit Checklist CEU Plan Worksheet of IACET Procedures

Standard Category Do We Have… Yes NO Responsibility

Category 4: ● Process worksheets or planning documents PAEffective processes and communication are employed to ensure each learning ● Needs/audience analysis questionnaires SME / PAevent is well-planned in response to ● Communications demonstrating protocol for PAidentified needs of a target audience and resolution of an identified constraint orplanned outcomes parameter issue

● Course marketing materials, announcements MD and registration confirmations

Category 5: ● Design document SME / PAIntended learning outcomes are developed using clear, concise and ● Sample marketing/registration materials MD / TDMeasurable objectives and are clearly ● Description of assessment methodology PAcommunicated for every learning event. ● Leader guides and participant guides PA

demonstrating how learning outcomes are explained prior to course content/training delivery

Category 6: ● Resumes, job descriptions, credential SME / PAStaff and team are competent/qualified requirementsadult learning professionals, involved in ● Transcripts of professional development SME / PAall planning and implementation processes for continuing education activitiesdevelopment - delivery – demonstrate ● Annual reviews with outline of standards, PAhigh standards of professional conduct goals and performance metricsof professional conduct and ethical practices ● Company/organizational policies for PA

employees regarding professional behavior, conflict of interest statements and intellectual property rights

Category 7: ● Design documents SME / PAAll course content development and ● Development draft forms or process SME / PAinstructional methods are consistent requirementswith industry accepted adult learning ● Project planner, including dependencies SME / PApractices and content review process

● Subject Matter Expert (SME) reviews/input SME / PA● Verification of Training for Trainers SME / PA● Course/content outline SME / PA● Leader guides SME / PA

Self-Audit Checklist CEU Plan Worksheet of IACET Procedures

Standard Category Do We Have…Yes NO Responsibility

Category 8: ● Analysis process/planning tools PA

Learning event plan integrates ● Design document PA

opportunities for assessing ● Assessment activity PA

achievement of the intended learning ● Communications and methods used to PAoutcomes provide feedback to learners regarding

mastery of the intended learning outcomes

Category 9: ● LMS learners’ transcripts PA

Attendance and CEU achievement/ ● Certificates of completion PA

completion records are organized, ● Written policy regarding information PA

accurate and readily provided to the security protocolslearner upon request

Category 10: ● Level 1 evaluations which include ratings forPA / SME

Consistent and comprehensive instructors’ skills - Yearly

evaluations are routinely conducted ● Summaries of reports, analysis and PA

for all learning activity to include strategic plans of action/program

assessments of all the major elements improvements

of the program, learning outcomes, ● Reports and feedback for trainersPA / SME

learner satisfaction, and trainer andinstructional designer/program plannercompetence. Evaluation results areanalyzed, areas for improvementidentified and appropriate action orchange is implemented. abbreviations:

program administrator PA subject matter expert - instructor SME marketing director MD

technical director TD system administrator (IT) - automated system System

SAMPLEDESIGN DOCUMENT

CEU Plan # 145 - Water’s Journey: Part 1 – Hidden River – Streaming Series

Unit Lesson Name

TimeAllotted

Content Description

and/or PurposeList Learning Outcomes

Method Used

(Demonstrate of Different Learning Styles)

Assessment Method Instructional Materials Used

Section 1

15 mins

Introduction to the Hydrologic Cycle and Aquifers

Recognize the underground aquifer storage system.

Describe the hydrologic cycle.

Apply the knowledge of an ASR system.

Evaluate a storm water collection system.

Formulate a tracking system for groundwater locations.

StreamingBase

Online

Written Exam

Required view ofstreaming clip, listento audio presentationvia streaming – takequiz upon completionof course materialsection

Section 2

20mins

The Hidden Rivers of Florida

Recognize the underground aquifer storage system.

Describe the hydrologic cycle.

Apply the knowledge of an ASR system.

Evaluate a storm water collection system.

Formulate a tracking system for groundwater locations.

StreamingBase

Online

Written Exam

Required view ofstreaming clip, listento audio presentationvia streaming – takequiz upon completionof course material

section

Section 3

25mins

Aquifer Deterioration

Recognize the underground aquifer storage system.

Describe the hydrologic cycle.

Apply the knowledge of an ASR system.

StreamingBase

Online

Written Exam

Required view ofstreaming clip, listento audio presentationvia streaming – takequiz upon completionof course materialsection

Evaluate a storm water collection system.

Formulate a tracking system for groundwater locations.

Learning Outcomes compared to Bloom's Levels

ID # course title Bloom's Levels145 Water's Journey - Hidden River

a identify the underground aquifer storage system knowledgeb describe the hydrologic cycle comprehensionc explain the knowledge of an ASR system comprehensiond evaluate storm water collection systems evaluatione demonstrate implementation of a tracking system for groundwater locations comprehension

Non- Discrimination Policy of Instructors

1. Policy

It is the policy of CEU Plan to maintain an online learning environment free of all forms of unlawful discrimination. CEU Plan will not discriminate against students, learners, or course participants on the basis of race, color, gender, religion, age, marital status, disability, socioeconomic or ethnic background, sexual orientation, veteran status or national origin.

CEU Plan shall obtain personal information necessary to process payment for the online courses, register the participants in the purchased online courses, and issue continuing education credits for successfully completing the online course.

In the event the CEU Plan provides a face to face training all course instructors will demonstrate a high standard of professional conduct and will not discriminate against course participants on the basis of race, color, gender, religion, age, marital status, disability, socioeconomic or ethnic background, sexual orientation, veteran status or national origin.

All instructors will be required to sign and date this policy. The original signed form will be maintained in the instructor’s file located at CEU Plan, Brooksville, Florida.

2. Disability

CEU Plan has ensured that the latest technology is embedded in the LMS and available to our course participants including text to speech features and zoom capabilities.

3. Complaint Procedure

Any student or participant who believes that he or she has been discriminated against unlawfully should bring any complaint to the Program Administrator. Complaints may be lodged in writing or in person. Persons who file complaints will be advised, as is appropriate, regarding any investigation, action or resolution of the complaint.

4. Consequences

CEU Plan does not tolerate any form of discrimination and will take appropriate disciplinary action, including possibly termination, of any person determined to have engaged in unlawful conduct under this policy.

5. No Retaliation

CEU Plan shall not discriminate, nor retaliate against any instructor, employee, student or learner because he or she has opposed any unlawful employment practice or filed a charge of employment discrimination, testified, assisted, or participated in any manner in an investigation, proceeding, or hearing related to employment practices.

__________________________________________ __________________ Acknowledgement and Signature of Instructor Date