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A model process for the development of skill
standard-based curriculum is described in detail
in the Model Process section. What is described
here are two models that address some of the
communication, resource and support issues and
recommendations resulting from the NWCET curriculum
development projects.
Model 1
A Curriculum Specialist generates the program outcomes
and competencies with limited input from the faculty.
Next, the faculty is introduced to the outcomes and
competencies and asked to review them. It is critical
at this point to explain to the faculty the difference
between the learning component organization
(independent of courses) and a traditional course
organization. This is a critical and sometimes painful
transition. A draft of the curriculum map can be used
to show how the two organizations relate to each other.
As the work moves more into the development of
activities, and especially when it moves into the
course development phase, the faculty take more
ownership of the project.
Model 2
The faculty is involved early in the process of
developing program outcomes and competencies directly
from the skill standards information. Much training
is needed up front on the connections between skill
standards and competencies, and between competencies
and courses. A facilitator, who is knowledgeable
about this process, is critical as the skill standards
information is often overwhelming and confusing to
faculty. Faculty will tend to want to revert to the
comfortable landscape of the traditional course
structure. However, once the initial confusion is
overcome, the faculty bring strength and richness to
the development process.
No matter what approach is used, it is necessary for
every faculty involved to review the program outcomes
for all the learning components. Since one or more
learning components, or parts of learning components,
will be combined to form specific courses, it is
critical for each faculty member to see the overall
picture at the program level. It seems to work best
when the high level review (learning components and
program outcomes) is done in a group setting so each
faculty can hear the perspective of other faculty
members.
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