Curriculum Advancement for Work Force Colleges: The Nicolet College Process.

Autor/in	Bass, Howard G. Sam
Titel	Curriculum Advancement for Work Force Colleges: The Nicolet College Process.
Quelle	(1996), (108 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Accountability; College Curriculum; Community Colleges; Curriculum Development; Curriculum Evaluation; Curriculum Research; Educational Objectives; General Education; Labor Force Development; Matrices; Outcome Based Education; Self Evaluation (Groups); Technical Education; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Verantwortung; Community college; Community College; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Evaluation; Curriculumevaluation; Rahmenplan; Evaluierung; Research; Curriculumreform; Forschung; Educational objective; Bildungsziel; Erziehungsziel; Allgemein bildendes Schulwesen; Allgemeinbildung; Arbeitskräftebestand; Matrizenrechnung; Lernerfolgsmessung; Self evaluation; Group; Groups; Selbstevaluation; Gruppe (Soz); Technikunterricht; Ausbildung; Berufsbildung
Abstract	The rapid growth since the 1980s of the use of total quality workforce methods in U.S. companies has contributed to the movement for integrating academic and vocational/technical education. This integration seeks to improve the intellectual capabilities of students through applied and contextual learning and thus make them more capable of adapting to changing conditions in the workplace. In response to these issues and as part of an effort to document institutional outcomes, Wisconsin's Nicolet College formed a task force to explore the role of general education within the context of the college's vocational and technical programs. Core abilities associated with curricula were identified and outcomes matrices were developed describing where, within curricula, core abilities were taught and assessed. Using the matrices, core abilities were compared to the academic outcomes established for programs by faculty, with outcomes having a direct relationship to the core abilities given a point value of 5, those with a secondary relationship a value of 3, and those with no direct relationship a value of 0. This process allowed faculty to evaluate how effectively general education outcomes were met and indicated a curricular pattern for those outcomes not assessed. Sample matrices for the administrative assistant, barbering/cosmetology, business management, culinary arts, emergency medical services, food service, marine and outdoor power products, marketing, nursing, police science, and office assistant programs are attached. (HAA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC