|
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
|
|
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".
|
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?
|
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
|
|