Linking Career Clusters and Industry Standards to Curriculum

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Linking Career Clusters and Industry Standards to
Curriculum

• Monday, Mar 16, 2009, 1230 - 130 p.m.
• Nevada 4, Arcade Level
• Presenters Robin Nickel, Worldwide
  Instructional Design System
• Nancy Chapko, Gateway Technical College

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Your Challenges

• Integrate external standards into curriculum
  document connections
• Sort out requirements build into courses and
  programs.
• Adapt curriculum using a clear process determine
  content overlap/gaps to make decisions about dual
  enrollment
• Design assessments that target outcomes

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• Solutions
• Explore a career-focused strategy based on
  learner knowledge and skill that builds
  partnerships from K-12 to colleges to business
  and industry
• Examine a tool that brings efficiency to the
  process.

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Presenters
Robin Nickel, Ph.D. Associate Director Worldwide
Instructional Design System A Division of
Wisconsin Technical College System
Foundation nickelr_at_wids.org [phone]
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Presenters
Nancy Chapko Instructional Designer Gateway
Technical College Serving Southeastern
Wisconsin (Kenosha, Racine, and Walworth
Counties) chapkon_at_gtc.edu [phone]
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Basic Assumptions
Roth, Gromko, McGury, Wissmann. Making Student
Learning Central Principles and Practices for
Implementation in A Collection of Papers on
Self-Study and Institutional Improvement. The
Higher Learning Commission, NCA. 2001. Doherty,
Riordan, Roth. Student Learning A Central Focus
for Institutions of Higher Education. Alverno
College Institute, Milwaukee, WI.
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Learning Colleges
Focus on learners Document learning
results Strive for learning and teaching
excellence Continually improve effectiveness
Based on the teachings of Terry OBanion
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Caution!

• This presentation does not imply that teachers
  become de-skilled or their role is de-valued in
  the process of curriculum development
• Darling-Hammond, Linda. Backers of 21st-Century
  Skills Take Flak. Education Week March 2, 2009.

When you think about delivering a rich
curriculum, it takes a very skillful type of
teaching.
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Curriculum and Industry At
Gateway

• Gateway Technical College collaborates with
  communities in Kenosha, Racine, and Walworth
  counties to ensure economic growth and viability
  by providing education, training, leadership, and
  technological resources to meet the changing
  needs of students, employers, and communities.

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Why do we have to do this?

• What are the drivers?

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Why use a model?

• Provide consistency
• Increase efficiency agree on learning language
  and common understanding
• Create outcomes-driven courses and programs
• Relate learning outcomes to assessments
• Encourage learning at the critical thinking and
  application levels

• Nickel, R. (2005). Operationalizing the process
  of diffusion and implementation of WIDS in a
  technical college A case study. Doctoral
  Dissertation, University of Wisconsin-Madison.

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Other Drivers

• Learning and continuous improvement of teaching
  and learning
• Carl Perkins IV (updated process for measuring
  technical skill attainment)
• Industry, external standards

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Curriculum and Accreditation

•  Assessment of student learning is a
  participatory, iterative process that
• Provides data/information you need on your
  students learning
• Engages you and others in analyzing and using
  this data/information to confirm and improve
  teaching and learning
• Produces evidence that students are learning the
  outcomes you intended .

From Student Learning, Assessment and
Accreditation Criteria and Contexts, presented
at Making a Difference in Student Learning
Assessment as a Core Strategy, a workshop from
the Higher Learning Commission, July 26-28,
2006. 
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Sound Assessment

• Fair
• Valid
• Reliable
• Learners informed of expectations up front!
• Feedback to learners

• Reliable
• Performance assessment based on consistent
  rubrics, scoring guides, and rating scales
• Consistent process - each learner is assessed in
  same way as other learners

• Valid
• Outcomes based on standards (industry)
• Measures intended outcomes
• Measures application and critical thinking

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• Comprehensive Standards
• 3.3.1 institution identifies expected outcomes
  assesses whether it achieves the outcomes and
  provides evidence of improvement based on
  analysis of those results.
• 3.4.1 establish and evaluate program and
  learning outcomes

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Carl Perkins IV
What Both secondary and postsecondary must
develop a process for measuring technical skills
that lead to an industry-recognized credential,
or state-recognized credential, or
locally-developed credential Why Both secondary
and postsecondary education systems must provide,
as a separate measure of accountability, the
extent of skill development in Career and
Technical Education (CTE) programs How Both
secondary and postsecondary education must
develop valid and reliable assessments
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Step 1

• Agree to use a common process

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Step 1 But Why?

• Agree to use a common process
• Simplify articulation
• Provide a general road map of all courses and
  programs
• Ensure skills are being addressed
• Increase efficiency
• Avoid chaos

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State, national, professional standards (Career
Clusters, NLN, NATEF)
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Major skill, knowledge or attitude that is
measurable and observable field or discipline
specific outcome addressed at the learning plan
(lesson) level.
What will the learner be able to do as a result
of this course?
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Architecture and Construction Pathway KS
Statement Use basic math functions to complete
jobsite/workplace tasks.
Carpenter Competency Cut floor joists to proper
length.
What will the learner be able to do as a result
of this course?
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Exit Learning Outcomes Macro skills that go
beyond the context of a specific course. Not all
courses include these outcomes. Program Outcomes
Field specific skills to be mastered by end of
program Gen Ed Outcomes Academic foundation
skills Core Abilities Transferable skills to be
mastered by end of degree or certificate
Carpentry Apply construction measurement
principles to building applications.
Use mathematical concepts to comprehend,
interpret, and communicate quantitative
information
Think critically Value diversity
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Institutionally-defined
Instructor-defined
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Challenges for Frontline Educators

• Provide academic programs that meet the current
  and future postsecondary technical education
  needs of its community.

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Architecture and Construction Cluster
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Career Cluster

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Carpentry At Gateway
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Carpentry Program
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What is WIDS?

• A design framework
• Software for developing, documenting, and
  managing curriculum
• Design expertise, professional development, and
  facilitation

Helps you communicate and establish intended
learning outcomes
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Lets take a look!
Brief pause as we switch to the software
application.
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Thanks for attending!
Enjoy the rest of the conference and have a safe
trip home!
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Course
Competencies
Documents where external standards are addressed
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