Developing%20Curriculum

1
Developing Curriculum

• Dr. Mollie F. DeHart
• Director, District Academic Programs
• Miami Dade College
• Wolfson Campus, Room 1448
• mdehart_at_mdc.edu
• 305.237.3731
• 305.237.3715

2
Developing Curriculum

• Objective for todays session is to provide
  information regarding
• Developing courses and/or programs
• Incorporating assessment of learning outcomes
• Utilizing various tools for curriculum approval
  process
• Websites
• Guidelines
• Forms

3
Developing Courses and/or Programs

• Policies/ Procedures/Guidelines
• Policy
• Miami Dade College Manual of Policy
• VIII-3 Objectives Curriculum and Instruction
• Procedure
• Miami Dade College Manual of Procedures
• Chapter 8Procedure 8150
• http//www.mdc.edu/asa/documents/8150-UseOfCurri
  culumForms.pdf
• Guidelines
• Charting the Course of Action (PowerPoint)
  http//www.mdc.edu/asa/documents/ChartingTheCourse
  OfAction.ppt

4
Developing Courses and/or Programs

• Forms
• Course (CASSC Form 102) www.mdc.edu/asa/documents/
  102CurriculumActionCourseForm.doc
• Program (CASSC Form 103) www.mdc.edu/asa/documents
  /103CurriculumActionProgramForm.doc
• Instructional Support Materials (CASSC Form 104)
  www.mdc.edu/asa/documents/104InstructionalSupportM
  aterials.doc
• Experimental Course (CASSC Form 105A)
  www.mdc.edu/asa/documents/105AExperimentalCourseFo
  rm.doc
• Course User Fee (CASSC Form 109)
  www.mdc.edu/asa/documents/109FeeForm.doc
• Continuing Workforce Education Course
  (CASSC Form 111) www.mdc.edu/asa/documents/111CWEF
  orm.doc

5
MDC Academic Approval Process Flow Chart
CONTACT Academic Programs for Assistance
6
Course and Program Proposals

• PROCESS CAN TAKE SEVERAL MONTHS, PLAN
  ACCORDINGLY!!
• Due Dates
• Fall JANUARY SUBMISSION
• Baccalaureate1½ -2 years prior to implementation
• PLANNING CALENDAR (CASSC?CAMPUS/DEANS MEETINGS
  WEBSITE) http//www.mdc.edu/cassc/

7
Course and Program Proposals (cont)

• Evaluation Criteria
• Begin with the end in mind as you design the
  learning curriculum
• Develop the learning outcomes, assessment
  strategies, and learning strategies around the
  learner (student).
• Design all components with the student in mind.
• Program Review Process
• http//www.mdc.edu/asa/documents/ProgramReview_Pr
  ocess.pdf

8
Learning Outcomes

• Outcome Statements
• Describe what a student should be able to
  represent, demonstrate, or produce.

9
Learning Outcomes (cont)

• Learning Agenda II Website https//www.mdc.edu/asa
  /learningagenda2
• MDC has begun conversations regarding the General
  Education Review process and alignment of the
  curriculum by compiling a team of faculty and
  administrators, and inviting several
  consultants/speakers including
• John Tagg
• Dr. Lee Shulman
• Dr. Peggy Maki

10
Learning Outcomes and Assessment

• Determine pedagogies or educational experiences
  that develop the knowledge, understanding,
  habits of mind, ways of knowing and
  problem-solving.
• Determine teaching strategies, educational
  processes or experiences that promote department
  and institutional level learning outcomes.

11
Learning Outcomes and Assessment (cont)

• Inventories of Teaching and Assessment Practices
• Helps students understand expectations
• Places ownership of learning on students
• Assists in determining whether design of
  curriculum will prepare students for outcomes
  assessment
• Assists in determining whether assessment is
  aligned with student learning
• Peggy Makis presentation http//www.mdc.edu/asa/d
  ocuments/LA2_MDCWorkshop112105.ppt

12
Blooms Taxonomy

• http//www.nwlink.com/donclark/hrd/bloom.html
• 3 Types of Learning

Cognitive Mental Skills (Knowledge) What we know
Affective Growth in feelings or emotional areas
(Attitude) How we feel
Psychomotor Manual or Physical Skills
(Skills) How we do
13
Competencies

• Use active verbs that target what students are
  expected to demonstrate.
• Examples
• Create
• Compose
• Calculate
• Develop
• Build
• Evaluate
• Translate

14
Assessment

• What do you expect students to know and be able
  to do?
• What do the curricula and educational experiences
  add up to?
• What do you do in your classes or programs to
  promote the kinds of learning or development that
  MDC seeks?

15
MDC Competency Template

• http//www.mdc.edu/asa/documents/112CourseCompeten
  ciesForm.doc
• Example The student will be able to demonstrate
  an understanding of curriculum development by
• Composing course or program proposals within
  established guidelines
• Describing components of Learning Outcomes
• Incorporating assessment of Learning Outcomes in
  course/program proposals
• Utilizing resource materials and tools provided
• Constructing courses/programs which meet the
  needs of the student and institution

16
Web Resources

• State Links for Community Colleges and Workforce
  Education Programs
• Baccalaureate Proposal Approval Process
  http//www.fldoe.org/cc/Educators/bach_app.asp
• Curriculum Frameworks http//www.firn.edu/doe/dwdf
  rame/index.html
• Community Workforce Education Frameworks (CWE)
  http//www.firn.edu/doe/dwdframe/0506/other/pdf/cw
  e.pdf
• Florida Community Colleges Workforce Home
  http//www.fldoe.org/cc/
• Minds to Work Home http//www.fldoe.org/cc/
  mindsToWork/
• Program Request Form http//www.firn.edu/doe/dwdfr
  ame/progreqform.doc
• Workforce Education Home http//www.firn.edu/do
  e/workforce/

17
More Links

• Other State Sites
• Florida Academic Counseling Tracking for
  Students (FACTS)
  http//www.facts.org/
• Florida Senate House http//www.leg.state.f
  l.us
• Labor Market Statistics http//www.labormarketinfo
  .com/
• Statewide Course Numbering System (SCNS)
  http//scns.fldoe.org/

18
More Links

• Miami Dade College
• Credit/Vocational Course Offerings
  http//www.mdc.edu/course_catalog/
• College Academic Programs https//sisvsr.mdc.edu/p
  s/sheet.aspx
• Miami Dade College Catalog http//www.mdc.edu/cata
  log/