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Curriculum Map

One of the tools the NWCET found useful for implementation of curriculum was a Curriculum Map. It is a cross reference of the program outcomes and key competencies to the program courses. Key competencies are sequenced based on a logical mastery of skills to a competent level of performance to the outcome required to meet the standard.

Courses and modules are adjusted to eliminate unnecessary overlap and duplication.

Competencies that were not addressed in the existing curriculum are assigned to existing courses or new courses and/or modules are developed and integrated.

Up to this stage, the outcomes and competencies have been developed independently of courses. The curriculum map organizes them into the course structure best suiting the specific program. The curriculum map is also a useful tool to be more explicit about assigning responsibility for where the outcomes and competencies will be addressed. As such, it can also be used as a quality control and program evaluation tool. In addition, the program chair can use it as a communication device with faculty, students, administrators and advisory boards.

For a copy of the Curriculum Map, see "Building a Foundation for Tomorrow: A Development Kit for Skill Standard-Based Information Technology Curriculum".

Tools for Implementation

Once the curriculum elements have been developed, the process of translating those into sets of learning experiences (modules, courses) can begin. In some cases, a course of study already exists and is being revised. In other instances, new courses or programs are being developed. The tools and/or examples to assist in this process that are described in this section are: Curriculum Map Sample Module Format Sample Plan for Implementation

Sample Module Format and Development Process In order to complete the translation of the curriculum elements into complete learning experiences, modules, course syllabi, and lesson plans need to be generated. The level of detail required is very much a matter of faculty preference. A sample template is provided.

Module Title
General Description of Module What is the purpose for this module? How does it fit in the overall program of learning? What are the main goals?
Prerequisites What are the necessary skills/knowledge the students need to have been introduced to or have mastered prior to this module?
Learner Module Outcomes Organized by Areas of Knowlege/Skills What are the primary skills/knowledge the students will be able to demonstrate by the end of this module	Competencies for Each Learner Module Outcome List of Competencies giving further definition to each module outcome
List and Sequence of Module Activities What activities are recommended for this module? What is the recommended time and sequence?

Activity Title
General Description of Activity What is the purpose for this module? How does it fit in the overall program of learning? What are the main goals? Recommended Process Lecture, team work, individual research�
Competencies Addressed by this Activity What will the students be able to learn and demonstrate through this activity? At what level (introduction, practice, mastery)?
Performance Indicators What students' behaviors can be observed and measured to assess performance? How does one know that the students performed the activity to expectations?	Assessment Methods What are the assessment methods most appropriate to support this activity and associated performance indicators?

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Sample Implementation Plan EXAMPLE Sample Implementation plan using a Mentoring Approach IMPLEMENTATION OF TECHNICAL SUPPORT CURRICULUM REVISIONS Goal To convert the existing Technical Support curriculum to one that is competency-based, with described learner outcomes, and informed by industry-identified skill standards. Objectives To incorporate the research and development results of the year-long Tech Support project into the existing curriculum To train all faculty who teach Tech Support program classes to convert to a competency-based, outcomes curriculum To incorporate the following curriculum components into the curriculum: Learner program outcomes Key competencies and performance indicators Infusion of appropriate foundation competencies (Communications Skills, Problem-solving, etc.) with technical competencies into course/module activities and assessments Changes to course/module activities and assessments to be performance based. Guiding Principles A successful implementation plan should include the following characteristics: Have sustained commitment by the faculty and administration to keep it going Be based on the Skill Standards informed Curriculum Development Framework Within this framework, the professional development training needs of the faculty should be planned by the faculty Activities & Deliverables Activity Identify a faculty team who will plan the year-long training for the implementation of the Tech Support curriculum changes (Faculty Implementation Team) Deliverable Faculty team identification Date Aug. 27th Person(s) Responsible Division Chair Activity Generate sample activities and assessments Deliverable Sample activities and assessments combining learning component from the technical and foundation areas Date Identified Sept. 10th, refined and completed by Sept.30th. Person(s) Responsible Curriculum Consultant(s) working with a team of faculty Activity Hold a planning session with the Faculty Implementation Team to develop the year-long training plan Deliverable Tech Support Training Plan that includes strategies for the following: Revisions to first year course syllabi by January, 1998 that incorporate appropriate learner program outcomes and key competencies Demonstration of changes to courses that show the infusion of appropriate process content with corresponding competencies and performance indicators When: Throughout the year-Documented once a quarter Demonstration of changes to course/module activities and assessments to be performance based When : Throughout the year-Documented once a quarter Revisions to second year course syllabi by June, 1998 that incorporate appropriate learner program outcomes and key competencies Date See above Person(s) Responsible Division Chair and the Faculty Implementation Team Activity Develop a plan to measure the impact on student achievement of the curriculum revisions including the results of the IDS experiments, CBE and outcomes changes, and infusion of process and science competencies Deliverable Impact measurement plan Date Sept. 10th Person(s) Responsible Division Chair and Faculty Implementation Team Activity Training sessions for full and part-time faculty who are teaching Tech Support first year program classes Deliverable At least two training sessions (2-3 hrs.) each quarter Date To be determined by the Faculty Implementation Team Person(s) Responsible Division Chair and the Faculty Implementation Team Activity To implement a pilot offering of the Science for Technical Support class Deliverables The new course will be offered Winter Qtr., 1998, linked with DOS/Windows class Date Winter Qtr., 1998 Person(s) Responsible Program Chair and faculty teaching the courses Activity Plan the implementation of changes for second year courses Deliverables 1998-99 Implementation Plan Date March, 1998 Person(s) Responsible Division Chair and Faculty Implementation Team