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Cultivating Quality Curriculum

Cultivating Quality Curriculum

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Cultivating Quality Curriculum

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  1. Cultivating Quality Curriculum 4th Annual WIDS User Group Conference October 21, 2010 Valerie Bielinski & Vicki Csida Northeast Wisconsin Technical College Green Bay, WI

  2. Accountability College is dedicated to documenting quality curriculum Leadership responsible for coordinating and managing development and maintenance Instructors develop and maintain curriculum, with a focus on content and design Support Available to faculty and leadership

  3. Learning Support Services Cross-functional department within the Learning Division of the College Mission to uphold the quality of learning opportunities, from development, through delivery and review Focus on faculty strengths to develop the best product possible

  4. Developing a New Program The Wisconsin Technical College System as a mandated process all districts must follow Curriculum development integrated into Investigation Focus on accurate content addressed from the very beginning

  5. DACUM DACUM used to create the foundation of a program using incumbent workers and supervisors Results essential to identifying Program Outcome and Course Competencies DACUM information connects the classroom with industry from the beginning

  6. The Curriculum Modification Process Annual collection of curriculum changes that occurs only one time of the year Facilitated by Learning Support Services to ensure quality Involves faculty, Learning Leadership, Academic Advisors & Advisory Committees Precipitates course modifications

  7. Curriculum Tracker Internet-based, homegrown tool NWTC Curriculum Tracker Information identified by Learning Leadership Essential for tracking development and maintenance of courses Reporting capabilities endless

  8. Communicating CourseOutcomes Official course documentation (WIDS file) communicated to students, full time and adjunct faculty and other customers via college NWTC website Outcomes consistent across college offerings Updates managed by a select few individuals

  9. Personal Interaction with Faculty Faculty bring profession expertise to the table Instructional Designers meet with faculty individually to address their needs and skills Focus on accurate content, “WIDS-ifying” integrated into the development process College standards consistently reinforced

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