Transcript Course Competencies - Miami Dade College

Course Competencies
Module 1
By
Mollie DeHart
Rolando Garcia
Greg Sharp
Objectives
As a result of this workshop, participants will be
able to:
1.
2.
3.
4.
5.
Explain how MDC course competencies are
identified and developed
Access SCNS to browse course competencies
Explain how course competencies fit into the
curriculum development cycle
Differentiate between competencies,
instructional activities, and instructional
objectives
Develop stems/goals for course competencies
Objectives (cont)
6.
7.
8.
9.
Develop “Student Performance” statements (“by”
statements) for stems/goals
Differentiate between cognitive, psychomotor,
and affective competencies
Use the MDC Course Competency Template –
Form 112 to develop competencies at
appropriate levels of the cognitive, psychomotor,
and affective domains
Access and upload competencies to the Course
Competency Project SharePoint site
Breakdown of Developing
Student Outcomes
SCNS
Intent
of the
Course
Form
112
Browse
Course
Profiles
Find an
Existing
Course
Upload
to
SharePoint
Existing
Course?
SCNS
Exampl
e
Approval
Breakdown of Developing
Student Outcomes
1.
Statewide Course Numbering System (SCNS):
http://scns.fldoe.org/scns/public/pb_index.jsp#
2.
Browse existing course profile
a.
b.
c.
3.
4.
5.
6.
Existing course?
Intent of the course/complexity
Find existing competencies/outcomes for similar
courses at similar institutions
SCNS Example
Develop course competency using MDC format
(Form 112)
Upload to Course Competency SharePoint
Approval Process
Form 112
Course Competencies Template - Form 112
GENERAL INFORMATION
Name:
Phone #:
Course Prefix/Number:
Course Title:
Number of Credits:
B.A.
C.C.C.
Degree Type
Date Submitted/Revised:
New Course Competency
B.S.
A.T.C.
B.A.S
V.C.C
A.A.
A.S.
A.A.S.
Effective Year/Term:
Revised Course Competency
Course Description (limit to 50 words or less, must correspond with course description on Form 102):
Prerequisite(s):
STEM/GOAL
 General statement of knowledge, skills,
& abilities
Corequisite(s):
 Provides generalized “framework”
 Articulated through “By” statements
Course Competencies: (for further instruction/guidelines go to: http://www.mdc.edu/asa/curriculum.asp)
Competency 1: The student will … by:
1.
2.
3.
Competency 2: The student will … by:
1.
2.
3.
Competency 3: The student will … by:
1.
2.
3.
GENERAL LEARNING OUTCOMES
 Action verbs
 Measurable, verifiable, or observable
 Cognitive, psychomotor, & affective
domains
MDC Academic Approval Process
Flowchart for Curriculum/Existing
Programs
Academic
Leadership
Council
Campus
Academic Dean/
Discipline Dean
Office of
Academic
Programs (OAP)
Discipline/School
Chair
Discipline/School
Committee
MDC Academic Approval Process
Flowchart for Curriculum/New
Programs
Statewide Course
Numbering System
(SCNS) as
appropriate
Office of the Provost
for Academic &
Student Affairs
Associate Provost for
Academic Affairs
(Curriculum Report
Processed
CASSC
CASSC
Coordinating
Committee
Office of
Academic
Programs (OAP)
Campus CASSC
(All Campuses)
Academic
Leadership
Council
Campus
Academic Dean/
Discipline Dean
Discipline/School
Chair
Discipline/School
Committee
Sample of Course Competency
Format using MDC Form 112
The student will be able to demonstrate an
understanding of curriculum development by:
• Composing course proposals within established
guidelines
• Describing components of Learning Outcomes
“By”
• Incorporating assessment of Learning Outcomes in
Statements
course proposals
• Utilizing resource materials and tools provided
• Constructing courses which meet the needs of the
student and institution

Stem

http://www.mdc.edu/asa/documents/112CourseCompeten
ciesForm.doc
“By” Statements Lead to
Achievement of Stems/Goals
Stem/Goal
“By” Statements
“By” Statements
A Course Competency is a…
Description of:
Competence
 Intended result of instruction vs. the
process of instruction
 Stated in terms of learner
performance

Purpose of Competencies?

Ensure institutional & statewide consistency

Select instructional strategies

Provide framework for learning outcomes
assessment

Define discipline and course learning
outcomes in relationship to general education
outcomes and competencies
Course Competency Template
Column 1
Stem/Goal
Column 2
“By”: (Performance)
Begin with a general
statement of knowledge,
skills, and abilities:
Begin with a verb (“ing” verb) and
The student will…
What will the learner know
or be able to do upon
completion of the course?
answer this question:
How will the learner
demonstrate competency
or proficiency?
Course Competency
Desired
Does
results from instruction
not precisely clarify what a learner
must do or how a learner should perform.
(Specific learning outcomes appear in
course syllabi)
Examples of Stems/Goals
The student will demonstrate knowledge of solving
systems of linear equations and inequalities by:
The student will apply a comprehension of
nutritional research by:
The student will demonstrate knowledge in
completing the accounting cycle by:
The student will demonstrate analysis of
aesthetics, philosophy, and visual images by:
Examples of Competencies

Upon successful completion of this course, the student will
demonstrate knowledge of the nature and evolution of behavior
in animals by:

listing the genetic and environmental contributions to
behavior.

distinguishing between innate and learned behavior.

identifying the types of learning behavior.

discussing the nature of animal cognition.

evaluating the nature and significance of social behavior and
sociobiology.

The student will demonstrate an understanding of the importance
of language in the development of culture by:

explaining how language develops.

identifying the main type of language families.

analyzing how language and culture impact each other.
Examples of Competencies
(cont)

The student will demonstrate an understanding of a visual
C++ programming environment by:
 creating C++ programs and projects in a visual C++ IDE.
 compiling C++ programs and projects in a visual C++
IDE.
 testing C++ programs and projects in a visual C++ IDE.
 debugging C++ programs and projects in a visual C++
IDE.
 executing C++ programs and projects in a visual C++
IDE.

The student will demonstrate knowledge of geometric
formulas by:
 computing perimeters and areas of plane figures.
 computing volumes of solids such as prisms, spheres,
right circular cylinders, right circular cones.
Competency vs. Activity
A course competency describes student learning
outcomes NOT instructor or student
activities.
Non-examples:
 “Viewing specific films and slides on various
art movements.”
 “Attending various lectures.”
Competency vs. Activity
Non-examples:
 “Studying about the Spanish borderlands
and Mexican rule over California, Texas, and
New Mexico, and knowing about the
revolution in Texas, Manifest Destiny, and the
war with Mexico.”
 “Reading relevant media and magazine
articles, viewing selected television
programs, reading related books and
regularly attending class.”
Course Competency
Performance –
What should the learner be able to
do upon completion of the course?
Ask…
“What should learners be able to do
when demonstrating competency of
the task/content?”
The Performance Component of a
Competency (“by” statement)
 Select
an action verb to describe
what learners know or do.
 Action verbs must be measurable,
verifiable or observable.
Examples of Performance
The student will … by:
• “Explaining how business transactions can be stated
in terms of the resulting changes in the three basic
elements of the accounting equation.”
• “Describing the patterns in the orbits, spins, sizes,
and densities of the planets as well as concepts in
the origin of the system.”
• “Identifying appropriate laboratory data collection
procedures, techniques and equipment necessary to
perform standard analytical laboratory activities.”
Levels of Learning/Hierarchies
of Course Competencies
Simple

to
Complex
Upon successful completion of this course, the student will
demonstrate knowledge of the nature and evolution of behavior in
animals by:
 listing the genetic and environmental contributions to behavior.
 distinguishing between innate and learned behavior.
 identifying the types of learning behavior.
 discussing the nature of animal cognition.
 evaluating the nature and significance of social behavior and
sociobiology.
Lower to Higher
Higher
Lower

The student will demonstrate an understanding of a visual
C++ programming environment by:
 creating C++ programs and projects in a visual C++ IDE.
 compiling C++ programs and projects in a visual C++
IDE.
 testing C++ programs and projects in a visual C++ IDE.
 debugging C++ programs and projects in a visual C++
IDE.
 executing C++ programs and projects in a visual C++
IDE.
Intent of Course/Complexity

Does the competency meet state
guidelines?
SCNS
 Frameworks


Is the competency appropriate for the
level of instruction?
Cognitive Domains &
Taxonomies in Course
Competencies
Taxonomy
Systematic grouping of outcomes
 Share characteristics
 Sequential and cumulative order

3 Learning Domains

Cognitive - Development of intellectual
abilities and skills

Psychomotor - Manipulative or motor skills

Affective - Changes in interests, attitudes,
values and emotional adjustments
Learning Domains

http://www.nwlink.com/~donclark/hrd/bloom.html
3 Types of Learning:
Cognitive
Mental Skills
(Knowledge)
What we know
Psychomotor
Affective
Manual or Physical
Skills
(Skills)
Growth in feelings or
emotional areas
(Attitude)
How we “do”
How we “feel”
Cognitive Domain
Bloom
(Revised)
Includes competencies which deal with
remembering information and developing
intellectual abilities
Bloom’s Taxonomy of
Cognitive Domain (Revised)
Taxonomy Levels
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Cognitive Domain
Cognitive Domain Levels
Sample Verbs
Remembering: can the student recall or
remember the information?
Define, duplicate, list, memorize, recall,
repeat, reproduce, state
Understanding: can student explain
ideas or concepts?
Classify, describe, discuss, explain,
identify, locate, recognize, report, select,
translate, paraphrase
Applying: can the student use the
information in a new way?
Choose, demonstrate, dramatize,
employ, illustrate, interpret, operate,
schedule, sketch, solve, use, write
Analyzing: can the student interpret
information?
Appraise, compare, contrast, criticize,
differentiate, discriminate, distinguish,
examine, question, test
Evaluating: can the student justify a
stand or decision?
Appraise, argue, defend, judge, select,
support, value, evaluate
Creating: can the student create a new
product or point of view?
Assemble, construct, create, design,
develop, formulate, write
Additional Examples: Michael Pohl's Website about Bloom's Taxonomy
Sample Verbs For Cognitive Domain
(Bloom –Revised)
Remember
Understand
Apply
Analyze
Evaluate
Creative
choose
classify
apply
analyze
appraise
choose
describe
defend
choose
categorize
judge
combine
define
demonstrate
dramatize
classify
criticize
compose
identify
distinguish
explain
compare
defend
construct
label
explain
generalize
differentiate
compare
create
list
express
judge
distinguish
design
locate
extend
organize
identify
develop
match
give example
paint
infer
do
memorize
illustrate
prepare
point out
formulate
name
indicate
produce
select
hypothesize
omit
interrelate
select
subdivide
invent
recite
interpret
show
survey
make
recognize
infer
sketch
make up
select
judge
solve
originate
state
match
use
organize
Sample Verbs For Cognitive Domain
(Bloom –Revised)
Remember
Understand
Apply
Analyze
Evaluate
Creative
paraphrase
plan
represent
produce
restate
role play
rewite
tell
select
show
summarize
tell
translate
Additional Links to Bloom’s Taxonomy
http://www.kurwongbss.qld.edu.au/thinking/Bl
oom/blooms.htm
 http://www.pc.maricopa.edu/departments/ltd/p
edagogy/bloom.htm
 http://social.chass.ncsu.edu/slatta/hi216/learni
ng/bloom.htm
 http://www.stfrancis.edu/assessment/BloomR
evisedTaxonomy_KeyWords.pdf#search=%22
blooms%20taxonomy%20revised%22
 http://www.swanhillsc.vic.edu.au/home/midye
ars/toolbox/blooms/revisedbloomsverbs.doc

Taxonomy of
Psychomotor Domain
Taxonomy Levels
Naturalization
Articulation
Precision
Manipulation
Imitation
PSYCHOMOTOR DOMAIN
IMITATION
Observes
skills and
attempts to
report it
MANIPULATION
Performs skills by
instruction rather
than observation
PRECISION
Reproduces a
skill with
accuracy,
proportion and
exactness;
usually
performed
independently
of original
sources
ARTICULATION
Combines more
than one skill in
sequence with
harmony and
consistency
NATURALIZATION
Completes one or
more skills with
ease; requires
limited physical or
mental exertions
Sample Verbs For Psychomotor Domain
IMITATION
MANIPULATION
PRECISION
ARTICULATION
adjust
arrange
administer
conduct
apply
code
book
document
assemble
control
clip
encircle
build
design
derive
graph
calibrate
dismantle
draw
pull
change
display
focus
push
clean
drill
handle
regulate
combine
encapsulate
identify
sculpt
compose
expand
introduce
set
compute
fasten
locate
sketch
connect
fix
manipulate
slide
construct
follow
mend
start
correct
frame
mix
stir
create
graph
modify
transfer
debug
grind
nail
use
display
hammer
paint
vend
insert
heat
preserve
vocalize
install
input
point
weigh
map
interface
sand
work
Sample Verbs For Psychomotor Domain
IMITATION
MANIPULATION
PRECISION
operate
loop
transport
probe
maintain
repair
organize
shade
punch
transform
support
troubleshoot
switch
transmit
work
ARTICULATION
Kratwohl’s
Taxonomy of Affective Domain
Taxonomy Levels
Characterizing
Organizing
Valuing
Responding
Receiving
AFFECTIVE DOMAIN
RECEIVING
Listening
passively;
Attending to
EXAMPLES:
Ask
Name
RESPONDING
Complies to
given
expectation;
shows interest
EXAMPLES:
Answer
Recite
VALUING
Display
behavior
consistent
with single
belief or
attitude;
unforced
compliance
EXAMPLES:
Complete
Explain
Justify
ORGANIZING
Committed to a
set of values as
displayed by
behavior
EXAMPLES:
Integrate
Adhere
CHARACTERIZING
Total behavior is
consistent with
internalized values
EXAMPLES:
Qualify
Modify
Perform
Sample Verbs For Affective Domains
RECEIVING
RESPONDING
VALUING
ORGANIZATION
VALUE COMPLEX
ask
answer
complete
adhere
act
choose
assist
describe
alter
discriminate
describe
comply
differentiate
arrange
display
follow
conform
explain
combine
influence
give
discuss
form
compare
listen
hold
greet
initiate
complete
modify
identify
help
invite
defend
perform
locate
label
join
explain
propose
name
perform
justify
identify
qualify
point to
practice
propose
integrate
question
select
present
read
modify
revise
set
read
report
order
serve
erect
recite
select
organize
solve
report
share
synthesize
use
select
study
verify
tell
work
write
Course Competency Project

https://spsd.mdc.edu/cwg/ap/cc/default.as
px

Competancies r posted the on world wide
web. So please heck you spelling
punctuation n grammr.
Course Competency Checklist
Accessed SCNS to browse existing course
descriptions and competencies
 Identified general statements of knowledge,
skills, and abilities
 Developed student performance by
statements which are:

 Measurable,
verifiable, or observable
 Stated at the appropriate cognitive,
psychomotor or affective domain level
Course Competency Checklist
Verified that the competencies are
appropriate for the level of instruction
 Verified that the competencies meet state
guidelines
 Uploaded MDC form 112 to the Course
Competency Project SharePoint site

Assessment
 Developing
Course
Competencies Activity
 Developing Course
Competencies Analysis