CurriCulum development
Competency-Based education
www.DMACC.edu
DES MOINES AREA COMMUNITY COLLEGE
Why Does DMACC use CoMpetenCy-bAseD eDuCAtion?
u DMACC utilizes competency-based education for a number of reasons. Funding of some programs and grants requires the move to competencies or some other measures that will permit the assessment of the competency or outcome. Accrediting organizations, such as the North Central Association, are requiring outcomes assessment as part of their approval process.
u But even more so, DMACC utilizes a competency based education:
u to be more accountable for its purposes to its funding sources, its stakeholders and the general public
u to increase its effectiveness as an institution of higher and lifelong learning
u to increase the collaboration with business and industry
u to increase the quality of its services to the community
Who Develops CurriCuluM?
u Being competency-based means that the entire curriculum is designed to allow for the achievement of established competencies. Competencies for each course taught at DMACC have been developed by:
u faculty who are experts in their fields
u advisory group members from business and industry
u members of professional and trade organizations
u Additional input is provided from the Curriculum Commission.
The commission is comprised of faculty representation from each of the campuses who teach the same or related courses, and personnel responsible for the transfer function to four-year colleges and universities.
www.DMACC.edu
WhAt Are the benefits of using CoMpetenCies?
u They form the framework for a course of instruction.
u They acquaint the learners with knowledge, skills and attitudes expected of them upon completion of the course or program of study.
u They assist the instructor in organizing and sequencing subject matter.
u They indicate the type and extent of activities required for successfully carrying out learning.
u They provide a basis for evaluating both the learner’s achievement and the
effectiveness of the course.
u They convey to the various stakeholders and the public what is to be taught and learned.
WhAt Are
CoMpetenCies?
Competencies are statements of the knowledge, skills and attitudes students are expected to have or to demonstrate at the completion of a course or a program of study.
A competency statement is a general statement that contains the following three parts:
u An action verb
u An object that receives the action, and
u One or more relevant qualifiers, if necessary.
below are examples:
u Prepare an income statement.
u Write a business letter.
u Solve percentage problems.
u Conduct a marketing presentation for sales department staff.
neW CurriCuluM DevelopMent
proCesses
All new courses and programs as well as any course or program deletions are approved by the Curriculum Commission.
Proposed courses, course changes and programs follow the following processes:
u Discipline-specific district chairs and deans/provosts review the proposals for clarity in description, adequacy of credits, academic rigor, supporting rationale, assessment plan and any specific support services required by the students.
u Course and change proposals are reviewed by an
administrative committee for clarity and compliance with institutional policy and procedures.
u The curriculum proposal then goes before the Curriculum Commission for discussion and final Commission
recommendation to the Chief Academic Officer for adoption.
u Course proposals become part of the curriculum offered at DMACC upon the signature of the Chief Academic Officer.
u New program proposals are submitted to the Iowa Department of Education for final approval.
WhAt is CoMpetenCy-bAseD eDuCAtion?
Competency-based education is a systematic approach aimed at improving the teaching/learning process that addresses these questions:
u What do we want our students to be able to know and do?
u How can we best ensure that they will be able to achieve those outcomes?
u How do we know when these outcomes are achieved?
What are the Steps in Writing Competencies?
sAMple ACtion verbs What the student must know:
Define, describe, discuss, explain, fill in, identify, label, name, remember, repeat
What the student must understand:
Explain, match, discuss, restate in other words, interpret, distinguish, comprehend
What information is to be applied:
Apply, construct, draw, use, used assemble, disassemble
What is broken down:
Analyze, choose, categorize, parts, differentiate, evaluate
What two or more pieces:
Combine, create, plan, design, of information are to be: organized, compiled, combined
What students are to do:
Appraise, assemble, defend, assess, express, evaluate, determine, compare, design, construct
Cognitive AnD AffeCtive DoMAins
u Identify competencies that are considered important to achieve by the end of the course.
u Organize the competencies for the major sections of the course.
u Organize the competencies based on normal course sequence.
sub-competencies are statements prepared using a competency and asking the question: “What has to be done to achieve this competency?” following the same process used to write a competency. An example follows:
sample Competency: 1. Write a resume
sub-competencies: 1.1 Review resume formats 1.2 Write career objective 1.3 List education, job skills,
and abilities More insight on sub-competencies
Writing sub-competencies is a bit more complicated than writing competencies in that a procedure is to be followed when using verbs in the cognitive, affective and psychomotor domains.
But the procedure is very simple: never use a verb in a sub-competency that is at a higher level than that level of the verb in the competency for which it is written.
u Cognitive DoMAin: Concerned with information and knowledge u AffeCtive DoMAin: Attitudes and values, feelings and emotions u psyChoMotor DoMAin: Concerned with doing skills
www.DMACC.edu
Cognitive DoMAin exAMples:
Knowledge Comprehension Application Analysis synthesis evaluation
Define Convert Calculate Analyze Assemble Appraise
Describe Defend Change Classify Categorize Assess
Identify Discuss Compute Compare Combine Compare
Label Distinguish Demonstrate Diagram Compile Conclude
List Estimate Discover Differentiate Compose Contrast
Match Explain Draw Discriminate Create Criticize
Name Express Manipulate Dissect Develop Defend
Outline Extend Modify Distinguish Design Discriminate
Reproduce Generalize Operate Examine Explain Estimate
Select Give Practice Identify Generate Explain
State Infer Predict Illustrate Modify Interpret
Paraphrase Prepare Investigate Organize Judge
Predict Produce Outline Plan Justify
Review Relate Point Out Rearrange Measure
Summarize Simulate Select Relate Summarize
Solve Separate Reorganize Support
Translate Subdivide Revise
Use Rewrite
Write
AffeCtive DoMAin exAMples:
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 Erect Select Order Serve
Reply Recite Share Organize Solve
Use Report Verify Synthesize Use
Study Tell Select Work
psyChoMotor DoMAin exAMples:
Application Application Application Application Application
Assemble Design Grip Locate Sharpen
Balance Dismantle Hammer Make Set
Build Draw Handle Manipulate Sew
Calibrate Drill Heat Mend Sketch
Change Fasten Hook Mix Start
Clean Figure Identify Nail Stir
Compose Fix Load Paint Use
Connect Fold Process Weigh
Construct Follow Saw Wrap
Correct Grind Serve Write
CoMpetenCy exAMple:
subject: Baseball goal: To win the game Competencies needed to Achieve the goal:
u Know the rules of the game.
u Be a successful batter.
u Be able to field the ball.
u Be able to throw the baseball accurately.
sub-competencies for Competency of batting:
(Cognitive, Affective and Psychomotor Domains)
u Demonstrate the stance that the batter takes in the box.
(Application–Psychomotor Domain) u Demonstrate how to swing the bat.
(Application–Psychomotor Domain)
u Identify the selection of pitches at which the batter swings.
(Synthesis–Cognitive Domain) objective for swinging the bat:
u Given a bat, the batter will demonstrate correctly how to position the hands at the beginning of a swing.
u The batter will demonstrate correctly how to position the arms, hands and bat at the middle of a swing.
u The batter will demonstrate correctly how to position the arms, hands and bat at the end of a swing.
Program competencies are broader statements describing the outcomes resulting from students’ successful completion of a program of study. Program competencies have been developed for the various programs offered at DMACC. Program competencies are written following the same procedure used in writing competencies.
WhAt Are progrAM CoMpetenCies?
generAl eDuCAtion CoMpetenCies?
All programs and disciplines incorporate the general education competencies into their
curriculum. The general education competencies are the lifelong learning skills that are identified as important for all students to acquire within the completion of a degree program at DMACC. These skills focus on:
u Understanding and demonstrating effective communication
u Understanding and
demonstrating logical and critical thinking
u Developing an understanding of fundamental scientific principles and their application
u Developing an understanding of fundamental mathematical principles and their application u Developing an understanding
of human society and cross-cultural variation and perspective
u Developing knowledge of and appreciation for the human condition as expressed in works of human imagination and thought
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Checklist of recommended guidelines for Writing Competencies
Below is a checklist of recommended guidelines that have been developed for writing competencies and sub-competencies at DMACC:
u Write a minimum of two to three competencies for each credit hour. While not all competencies need sub-competencies, a majority of the competencies within a given course should have sub-competencies to further explain what is expected of the student.
u The minimum number of sub-competencies for any given competency is two; otherwise, the competency may stand alone. There may be more than two sub-competencies, but not fewer.
u If more than 12 sub-competencies are written, refine the competency into two separate competencies. Twelve or more sub-competencies indicate that another competency is needed.
u Use the introductory phrase for a set of course competencies:
“During this course, the student will be expected to:”
u Use the approved numbering system for competencies and sub-competencies. The first competency is numbered 1.0;
sub-competencies for the first competency will be numbered 1.1, 1.2, 1.3 and so on. The second competency is numbered 2.0 and sub-competencies for it are numbered 2.1, 2.2, 2.3.
u Begin each competency and sub-competency with an action verb.
u Employ a variety of action verbs. Note: A good thesaurus helps tremendously.
u Use only one action verb per competency or sub-competency statement. Examples such as “Identify and describe” that begin a competency or sub-competency should be made into separate competencies or sub-competencies. There may be exceptions to this guideline in some courses.
www.DMACC.edu
Nondiscrimination Policy
Des Moines Area Community College shall not engage in or allow discrimination covered by law. This includes harassment, based on race, color, national origin, creed, religion, gender, sexual orientation, age or disability. Veteran status in educational programs, activities, employment practices or admission procedures is also included to the extent covered by law. Individuals who believe they have been discriminated against may file a complaint through the College Discrimination Complaint Procedure. Complaint forms may be obtained from the Human Resources Department, Provost’s Office, EEO/AA Officer. Persons who wish additional information or assistance may contact the EEO-AA Officer, Human Resources, Bldg. 1, 515-964-6301. For requests for accommodations, the Accommodation/Section 504/ADA Coordinator can be contacted at 515-964-6857.
