PowerPoint Presentation

Single Competency

Our Intended AudienceFor the purposes of this demo, the target population . . . .college faculty - tenured and untenured have a minimum of a masters degree in their content area, some with a PhD may not have organized their course content around the competencies to be attained by the students

Table of Contents3Purpose of this DemonstrationHow to make a course inactiveHow to update an existing course outline beginning with the skeletal (shell) version already in Curriculum CentralHow to create a new course in Curriculum CentralTable of Contents4Purpose of this moduleOur project will focus on how to prepare three types of course outlines used by Kapiolani Community College, a progression of whole problems. The project will focus on specific sections of outlines to (1) make a course inactive, (2) update a course that exists in skeletal/shell version, or (3) create a new course. Table of Contents5Purposes of a course outline databaseCreate and archive course outlines to provide documentation to accreditation teams as well as other campuses in the UH systemProvide official information for college catalogProvide accurate information for registration systemTable of Contents7Approval Process

Table of Contents8Inactive Course ProposalProposals to make a course inactive need the 16 required fields and a few other fields completedInactive courses must have a full course outline completed when they become active againClick here to view an inactive course proposal. Please note that not all of the questions need to be answered.Click here to see a list of the required fields and hear an explanation about making a course inactive

Table of Contents10Course Proposal from a skeleton / shellNarrated example of an existing course with a skeleton or shell in Curriculum Central

Click to view another sample of a skeleton or shell course outline

Table of Contents13Complete Course Outline from scratchView the beginning steps for making a course outline from scratch by clicking on the video button

Before creating a new course you must check the UH system database of active coursesBefore creating a new course you must check the Community Colleges historical database

Table of Contents33Instructional Process (Inactive Course)Intentionally left blankWill include more details about the process hereTable of Contents11Correct. (#4) The full title must be spelled out with no abbreviations. (#9) The number of credits the student will receive must be listed. (#16) How the students will be assessed must be defined in detail.Try again. (#4) The full title must be spelled out with no abbreviations. The ampersand should be replaced with the word and. (#9) The number of credits should be listed and not whether or not the course is for credit or non-credit. (#16) This question was correctly answered , defining how the students will be assessed.Tracie is a member of the Curriculum Committee tasked with reviewing course outline proposals in Curriculum Central. Some of the sample responses (below) differ. Help Tracie determine which example is more correct. Click on the proposal with fields correctly filled out.Full Course Title for the CatalogAmerican Experience: Culture and the Arts

Credits3

Suggested Methods of EvaluationClass Discussion, Final Exam, Journals, Papers, Quizzes4. Full Course Title for the CatalogAm. Experience: Culture & the Arts

CreditsYes

16. Suggested Methods of EvaluationClass Discussion, Final Exam, Journals, Papers, QuizzesTable of Contents12Instructional Process (skeleton/shell)Similar to inactive courses, existing courses being updated from skeletons/shells need to have all 16 required fields filled inAdditionally, the complete 16 week course content must be includedLinks between course competencies and course content must be checkedLinks between course competencies and grading methods must be checked in the gridTable of Contents14Instructional Process (skeleton/shell)Info about how to answer the General Education Student Learning Outcomes questionClick here for links to examples of correctly filled out question about General Education Student Learning OutcomesTable of ContentsGeneral Education Student Learning Outcomes (GE SLOs)example of correctly filled out GE SLOsexample of correctly filled out GE SLOsexample of correctly filled out GE SLOsexample of correctly filled out GE SLOsexample of correctly filled out GE SLOsexample of correctly filled out GE SLOs

Table of ContentsAs Tracie is helping a colleague review the proposal submitted for American Studies 202, the Gen Ed (GE SLO) question puzzled her. She is unsure if this question was answered properly. Help her determine if this question was answered properly. Click here to view the General Education Student Learning Outcome (GE SLO) question as it was submitted for AMST 202.Table of Contents23

24It is okay not to have all General Education Student Learning Outcomes unsupported. It would be a rare course that supported student attainment of all Gen Ed SLOs.YesNoYes, the course does help support the students attainment of General Education Student Learning Outcomes (Gen Ed SLOs)Was question #18 on the previous slide answered correctly? Click on the correct response.

25Three Ways to Enter Course Competencies(1) Copy/paste individual competencies from the catalog(2) Type the competencies(3) Use the QuickList Entry functionClick here to hear an explanation about the ways to enter course competencies.

Table of Contents26Course CompetenciesCourse competencies should be measureableA minimum of one competency is requiredNo maximum for course competencies, though more than one catalog page filled would be considered excessive UNLESS required by an external accrediting body for a vocational fieldTable of ContentsCompetency ExamplesExample of a course with a single broad generic competencyExample of a course with multiple competenciesExample of a course with multiple competenciesExample of a course with many many (78!!!) competenciesTable of ContentsInstructional Process (course content)Will include more details about the process in this section of the demoMaximum course content for linking is 10%, if content is greater than 10% then break down the content into sub-topicsCourse content may also be listed week by week provided that no two weeks are identical because 100/15=6.7 therefore 2 identical weeks would be 13.4 (thus, over ten percent)Table of Contents34Examples of course outlines with content listed as 10% or lessTable of Contents35

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37Examples of Course Outlines with Content listed week by weekTable of Contents38

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41Examples of Courses with incorrect Content (more than 10% of the course per topic)Table of Contents42

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45Tracies content is formatted as follows:AAA 10%BB 5%CC 5%DD 5%GGG 10%JJJ 10%KKK 10%MM 5%TT 5%UU 3%VV 7%XXX 10%YYY 10%ZZZ 5%Robs content is formatted as follows:AAAAA 20%BBBBBB 25%CC 5%DDDD 15%EEE 10%HHHHHH 25%Tracie is proofreading a course online written by Rob, the person she shares an office with. Rob asked Tracie because she has already successfully written a course outline that was approved. When she compares the style of answers in the course content section of the two documents she notices a difference.46What feedback should Tracie give to Rob about his content course?Course Content maximum for linking to competencies is 10%Correct. The maximum course content for linking content to competencies is 10%. If its greater, then break down into sub topics.Incorrect. Incorrect. This outline could be corrected in two ways. First by listing topics as 10% or less. Second by listing topics week by week with no week duplicating another week. Combine the 5%, 15% and 10% content into a single topicBreak topics greater than 10% into subtopicsList course content without percentagesCorrect. The maximum course content for linking content to competencies is 10%. If its greater, then break down into sub topics.47Try again. You dont want to delete the course from the catalog, just from the degree requirements.Try again. No new outline would be required because the course already exists.Your department has decided to change the courses required for completion of a degree. One course that will no longer be required could possibly be revised to become more appropriate for another degree or certificate. You dont want to delete the course at any time, but very few students will sign up for the course if it is no longer required for a degree. What do you do with the course outline?Delete the courseYes, correct! You want to make the course inactive in the catalog.Make the course inactiveUpdate the skeleton (shell) course outlineMake a new outline from scratchSorry, try again. You would use the skeleton or shell when you decide to revise the outline.48Incorrect. Deleting a course is not required before making a new course.Incorrect. A new course would not have a skeleton or shell in Curriculum CentralYour department has decided to offer some new courses next fall. In your discipline you have been selected to create two new courses in your special area of expertise. You have been asked to enter the course outline information into Curriculum Central. What do you do with the first course?Delete the courseTry again. Courses can become inactive only after they are first created.Make the course inactiveUpdate the skeleton (shell) course outlineMake a new outline from scratchCorrect! You would make a new course outline for the first course and then you would make a course outline for the second course outline. 49Try again. Deleting a course would not revise a course.Yes! Use the existing skeleton or shell that already has some of the questions answered for you.Your department needs to revise some existing course outlines. You have been assigned to work on one course in your discipline. What do you do in Curriculum Central?Delete the courseTry again. Making a course inactive would not revise it.Make the course inactiveUpdate the skeleton (shell) course outline Make a new outline from scratchTry again. You are revising an existing course. Not making a new course.50Course PrerequisitesPrerequisite information is entered in two ways:Catalog text (to be printed in the official catalog)Course links (links to the other courses in C CentralCatalog text must begin with Prerequisite(s):Links are made only to other coursesIf no course is a prerequisite then no link can be made and no link is requiredTable of ContentsPrerequisite(s) for catalog and linksExample of a simple one course prerequisiteExample of a two course prerequisiteExample of a non-course prerequisiteExample of an incorrect prerequisiteTable of ContentsSingle course prerequisite with link

Two course prerequisite with links

Prerequisite text for catalog, no link

Example of an incorrect entry

The links to ENG 102, 160 and 100 are shown first in the example below. The catalog text begins with Prerequisite(s): Catalog text and links do not match

A test version of Curriculum Central is located athttp://cctest.its.hawaii.edu:8080/central/core/cas.jsp

Members of ETEC 750B have been granted access to the database. Please contact spope@hawaii.edu if your access is not working for you when you enter your UH email address and your UH email password. Mahalo, Melissa and SusanTable of Contents58testSPopeSPope's Album201263241.15eng - iTunNORM 00000125 00000000 000079AA 0000022E 00007C97 000065D6 00007E80 00007E61 0000D29C 0000D29Ceng - iTunSMPB 00000000 00000210 000008EE 00000000002A8382 00000000 00000000 00000000 00000000 00000000 00000000 00000000 00000000Imagine_revisedSPopeSPope's Album201298065.43eng - iTunNORM 00000146 00000000 000177B0 000005F3 000005B6 0000F8FA 00007E7B 00007E79 0000F1BC 0000F1BCeng - iTunSMPB 00000000 00000210 000008E8 000000000041F208 00000000 00000000 00000000 00000000 00000000 00000000 00000000 00000000