Drafting Technology. A Competency Based Articulated Curriculum.

Autor/inn/en	Hotchkiss, David; Moore, Carl
Institution	Indian Hills Community Coll., Ottumwa, IA.
Titel	Drafting Technology. A Competency Based Articulated Curriculum.
Quelle	(1982), (191 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Architectural Drafting; Articulation (Education); College School Cooperation; Competence; Competency Based Education; Course Content; Curriculum Development; Curriculum Guides; Educational Mobility; Educational Planning; Educational Policy; Engineering Drawing; Institutional Cooperation; Job Analysis; Job Skills; Occupational Information; Program Content; Secondary Education; Student Evaluation; Task Analysis; Technical Occupations; Transfer Policy; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Articulation; Artikulation (Ling); Artikulation; Aussprache; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Kursprogramm; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; Bildungsmobilität; Bildungsplanung; Politics of education; Bildungspolitik; Technische Zeichnung; Institute; Co-operation; Cooperation; Institut; Kooperation; Arbeitsanalyse; Produktive Fertigkeit; Berufsinformation; Programmgestaltung; Sekundarbereich; Schulnote; Studentische Bewertung; Aufgabenanalyse; Technical occupation; Technischer Beruf; Ausbildung; Berufsbildung
Abstract	This document is a competency-based curriculum guide designed to promote articulation in drafting programs between and among secondary and postsecondary institutions in the Indian Hills Community College and Merged Area XV high schools in Iowa. The guide is organized in 12 sections. The first six sections provide background information about the articulation project, the audiences served and competencies developed, testing procedures, and provisions for transfer of credits. Sections VII and VIII, which make up the greater part of the document, detail the 34 competencies needed for entry-level drafters and the enabling tasks needed to become proficient in the competencies. Each competency consists of three parts that, when used in combination, provide a detailed outline of major tasks that a student must accomplish to reach one or more previously stated student outcomes. The three parts are the task that the student must accomplish, the conditions under which the student must demonstrate the skills, and standards of acceptable performance. Information sheets illustrated with line drawings are included in the competency statements. The final four sections of the guide are comprised of a class record list and a student competency record keyed to competencies, job titles with relevant competencies, and a glossary of terms used in the drafting curriculum. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01