Developing Curriculum

1. Developing Curriculum Dr. Mollie F. DeHart Director, District Academic Programs Miami Dade College Wolfson Campus, Room 1448 mdehart@mdc.edu 305.237.3731 305.237.3715

2. Developing Curriculum Objective for today’s 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 8=Procedure 8150 http://www.mdc.edu/asa/documents/8150-UseOfCurriculumForms.pdf Guidelines: • Charting the Course of Action (PowerPoint) http://www.mdc.edu/asa/documents/ChartingTheCourseOfAction.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/104InstructionalSupportMaterials.doc • Experimental Course (CASSC Form 105A) www.mdc.edu/asa/documents/105AExperimentalCourseForm.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/111CWEForm.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 • Baccalaureate=1½ -2 years prior to implementation • PLANNING CALENDAR (CASSC→CAMPUS/DEANS MEETINGS WEBSITE): http://www.mdc.edu/cassc/

7. Course and Program Proposals (con’t) 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_Process.pdf

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

9. Learning Outcomes (con’t) • 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 (con’t) 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 Maki’s presentation http://www.mdc.edu/asa/documents/LA2_MDCWorkshop112105.ppt

12. Bloom’s 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/112CourseCompetenciesForm.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/dwdframe/index.html • Community Workforce Education Frameworks (CWE) http://www.firn.edu/doe/dwdframe/0506/other/pdf/cwe.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/dwdframe/progreqform.doc • Workforce Education Home http://www.firn.edu/doe/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.fl.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/ps/sheet.aspx • Miami Dade College Catalog http://www.mdc.edu/catalog/