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Quarter to Tri-Semester Conversion Project

Quarter to Tri-Semester Conversion Project. Teresa Resch Spring 2009. Agenda. Topics to be discussed Handouts Sign-in Sheets Lunch. Suggested Timeline for Program Conversion. Day 1 – DACUM D eveloping A C urricul UM Day 2 – Job Analysis

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Quarter to Tri-Semester Conversion Project

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  1. Quarter to Tri-Semester Conversion Project Teresa Resch Spring 2009

  2. Agenda • Topics to be discussed • Handouts • Sign-in Sheets • Lunch

  3. Suggested Timeline for Program Conversion • Day 1 – DACUM Developing ACurriculUM • Day 2 – Job Analysis • Day 3 – Program Outcomes and Identify Major Outlines of Courses • Day 4, 5, & 6 – Development of Curriculum • Day 7 & 8 – EDGE Course Analysis

  4. How Do You Know What to Teach? • Day 1 – DACUM Developing ACurriculUM • An occupational analysis performed by expert workers in the occupation. • An occupational skill profile which can be used for instructional program planning, curriculum development, training materials development, job descriptions, assessment development, etc.

  5. How To Do a DACUM? • Use an expert panel of workers to describe the major duties and tasks. • Search professional organizations for job analysis • Search Department of Labor • Search recognized testing/certification agencies for components of the exams.

  6. How To Do a DACUM? • Search (28) See Examples • Occupational Trends • Other Educational Programs • External Standards • Employment Trends • Salary Trends

  7. How To Do a DACUM? • Searching Occupational Trends (28) • Use the Department of Labor • Use www.bls.gov • Use the TCSG Occupational Analysis • EMSI website • Use Professional Organizations • Research Professional Journals • SEVERAL sources should be used!

  8. How To Do a DACUM? • Search Similar Educational Programs (28) • Review programs for content, length, cost, etc. • Question how the programs differ from the TCSG programs. • Describe the Actual Career/Occupation

  9. How To Do a DACUM? • Employment and Salary Trends (28) • Describe forecasted annual openings, prediction for employment in 5 years, places of employment, etc. • Describe salary trends as stated by professional organizations/agencies or experts in the field.

  10. What’s Next? • The Curriculum Database will be used to enter the information. (28)

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  14. DACUM - Job Analysis (30&31) • After completion of the previous information one should be able to establish the viability of the occupational program. • The next step is to identify the major duties of the occupation and the tasks associated with the duties. • Identify the importance of each major duty. • Involve experts in the field to describe the major duties! • Use information from professional organizations and established DACUM Charts.

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  16. The Stars are Beginning to ALIGN! • The development of curriculum should be driven by what is required in business and industry!

  17. Major Program Outcomes (33) • After the job analysis with major duties and tasks the major program outcomes should be able to be developed. • List major expected program outcomes that the student will be able to do upon completion of the program. • Begin formulating the major groupings of courses

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  19. Development of Curriculum • Once the major occupational duties and outcomes are completed the curriculum is ready to be developed! • By knowing the importance level of duties and the tasks, courses can be developed and amounts of times associated for the student to learn and be successful.

  20. Q2T Timeline • Development of curriculum through December 2009 • Further development of program plans and advisement in 2010 • Trimester courses will begin January 2011

  21. Proposed Trimester Calendar • AY 2011 and AY 2012 • Trimester First Start Date[1] Last End Date[2] • Spring AY 2011 Jan 4, 2011 Apr 21, 2011 • Summer AY 2011 May 2, 2011 Aug 18, 2011 • Fall AY 2012 Aug 29, 2011 Dec 15, 2011 • Spring AY 2012 Jan 3, 2012 Apr 19, 2012 • Summer AY 2012 Apr 30, 2012 Aug 16, 2012 • [1] Colleges may start term later than this date, but not earlier. • [2] Colleges may end term earlier than this date, but not later.

  22. Session A Session C Session B Week 1 Week 7.5 Week 15 For a full academic year, it would be possible to offer three sessions per term or nine annual sessions.

  23. Course Structure • Clock Hour: Fifty five minutes of an organized learning activity, which is either a didactic, clinical, internship or practicum experience. • Example:    55 minutes is equal to one hour of lecture

  24. Course Structure • Contact Hour Unit: Educational activity described by lecture, lab, etc. and the minutes associated with the learning activities. • Example:    750 minutes of lecture is one contact hour unit • 1500 minutes of 2-1 lab time is one contact hour unit • 3000 minutes of 2-1 lab time is two contact hour units • 4500 minutes of 3-1 lab time is two contact hour units • For the example above the course would be 6 semester hours.

  25. EDGE Compatible Courses • A course, through formal agreement with the Georgia Department of Education, provides college credit for high-school students toward the achievement of a higher educational credit or award with the Technical College System of Georgia. • The curriculum has been reviewed and an assessment has been administered to illustrate the student has achieved the acceptable level of learning.

  26. EDGE Compatible Courses • Typically introductory type courses • Courses previously identified on the dual enrollment matrix • Courses may be taken at the high school or at the technical college.

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  28. EDGE Compatible Courses • The courses will require an analysis of competencies and learning outcomes as compared to the high school level course. • This analysis will be completed by instructors facilitated by curriculum program specialist and or high school coordinator. • If the review illustrates that the courses are comparable an end of course assessment must be developed.

  29. Future Developments • Curriculum Program Specialists and or facilitators will be in contact with instructors to begin the conversion process between now and August 2009. • The curriculum database will continue to be developed to include the college applications such as lessons plans, syllabi, etc. • Advisement plans are being development and will be shared with you at a later date.

  30. www.tcsg.edu/teched/standards/q2t.html

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