1. Course Competencies Module 1By
Mollie DeHart
Rolando Garcia
Greg Sharp

2. Objectives As a result of this workshop, participants will be able to:
Explain how MDC course competencies are identified and developed
Access SCNS to browse course competencies
Explain how course competencies fit into the curriculum development cycle
Differentiate between competencies, instructional activities, and instructional objectives
Develop stems/goals for course competencies
Add SCNS Objective

3. Objectives (cont)
Develop “Student Performance” statements (“by” statements) for stems/goals
Differentiate between cognitive, psychomotor, and affective competencies
Use the MDC Course Competency Template – Form 112 to develop competencies at appropriate levels of the cognitive, psychomotor, and affective domains
Access and upload competencies to the Course Competency Project SharePoint site

4. Breakdown of Developing Student Outcomes
SCNS
Existing
Course?
Browse
Course
Profiles
Find an
Existing
Course
Intent
of the
Course
SCNS
Example
Form
112
Approval
Add all breakdown components
Upload to
SharePoint

5. Breakdown of Developing Student Outcomes
Statewide Course Numbering System (SCNS):
Browse existing course profile
Existing course?
Intent of the course/complexity
Find existing competencies/outcomes for similar courses at similar institutions
SCNS Example
Develop course competency using MDC format (Form 112)
Upload to Course Competency SharePoint
Approval Process
Mention that a login is not necessary. All menu options are on the left navigation pane. Users can browse courses, institutions, etc.

6. Form 112

7. MDC Academic Approval Process Flowchart for Curriculum/Existing Programs

8. MDC Academic Approval Process Flowchart for Curriculum/New Programs

9. Sample of Course Competency Format using MDC Form 112
The student will be able to demonstrate an understanding of curriculum development by:
Composing course proposals within established guidelines
Describing components of Learning Outcomes
Incorporating assessment of Learning Outcomes in course proposals
Utilizing resource materials and tools provided
Constructing courses which meet the needs of the student and institution
Stem
“By”
Statements
Take

10. “By” Statements Lead to Achievement of Stems/Goals
Stem/Goal
“By” Statements
“By” Statements

11. A Course Competency is a…
Description of:
Competence
Intended result of instruction vs. the process of instruction
Stated in terms of learner performance

12. Purpose of Competencies?
Ensure institutional & statewide consistency
Select instructional strategies
Provide framework for learning outcomes assessment
Define discipline and course learning outcomes in relationship to general education outcomes and competencies

13. Course Competency Template
Column 1
Column 2
Stem/Goal
“By”: (Performance)
Begin with a general statement of knowledge, skills, and abilities:
Begin with a verb (“ing” verb) and
answer this question:
What will the learner know or be able to do upon completion of the course?
The student will…
How will the learner
demonstrate competency
or proficiency?

14. Course Competency Desired results from instruction
Does not precisely clarify what a learner must do or how a learner should perform. (Specific learning outcomes appear in course syllabi)

15. Examples of Stems/Goals
The student will demonstrate knowledge of solving systems of linear equations and inequalities by:
The student will apply a comprehension of nutritional research by:
The student will demonstrate knowledge in completing the accounting cycle by:
The student will demonstrate analysis of aesthetics, philosophy, and visual images by:

16. Examples of Competencies
Upon successful completion of this course, the student will demonstrate knowledge of the nature and evolution of behavior in animals by:
listing the genetic and environmental contributions to behavior.
distinguishing between innate and learned behavior.
identifying the types of learning behavior.
discussing the nature of animal cognition.
evaluating the nature and significance of social behavior and sociobiology.
The student will demonstrate an understanding of the importance of language in the development of culture by:
explaining how language develops.
identifying the main type of language families.
analyzing how language and culture impact each other.

17. Examples of Competencies (cont)
The student will demonstrate an understanding of a visual C++ programming environment by:
creating C++ programs and projects in a visual C++ IDE.
compiling C++ programs and projects in a visual C++ IDE.
testing C++ programs and projects in a visual C++ IDE.
debugging C++ programs and projects in a visual C++ IDE.
executing C++ programs and projects in a visual C++ IDE.
The student will demonstrate knowledge of geometric formulas by:
computing perimeters and areas of plane figures.
computing volumes of solids such as prisms, spheres, right circular cylinders, right circular cones.

18. Competency vs. Activity
A course competency describes student learning outcomes NOT instructor or student activities.
Non-examples:
“Viewing specific films and slides on various art movements.”
“Attending various lectures.”
Change recognize competency.

19. Competency vs. Activity
Non-examples:
“Studying about the Spanish borderlands and Mexican rule over California, Texas, and New Mexico, and knowing about the revolution in Texas, Manifest Destiny, and the war with Mexico.”
“Reading relevant media and magazine articles, viewing selected television programs, reading related books and regularly attending class.”

20. Course Competency Performance –
What should the learner be able to do upon completion of the course?
Ask…
“What should learners be able to do when demonstrating competency of the task/content?”

21. The Performance Component of a Competency (“by” statement)
Select an action verb to describe what learners know or do.
Action verbs must be measurable, verifiable or observable.

22. Examples of Performance
The student will … by:
“Explaining how business transactions can be stated in terms of the resulting changes in the three basic elements of the accounting equation.”
“Describing the patterns in the orbits, spins, sizes, and densities of the planets as well as concepts in the origin of the system.”
“Identifying appropriate laboratory data collection procedures, techniques and equipment necessary to perform standard analytical laboratory activities.”

23. Levels of Learning/Hierarchies of Course Competencies
Simple to
Complex
Upon successful completion of this course, the student will demonstrate knowledge of the nature and evolution of behavior in animals by:
listing the genetic and environmental contributions to behavior.
distinguishing between innate and learned behavior.
identifying the types of learning behavior.
discussing the nature of animal cognition.
evaluating the nature and significance of social behavior and sociobiology.

24. Lower to Higher Higher Lower
The student will demonstrate an understanding of a visual C++ programming environment by:
creating C++ programs and projects in a visual C++ IDE.
compiling C++ programs and projects in a visual C++ IDE.
testing C++ programs and projects in a visual C++ IDE.
debugging C++ programs and projects in a visual C++ IDE.
executing C++ programs and projects in a visual C++ IDE.

25. Intent of Course/Complexity
Does the competency meet state guidelines?
SCNS
Frameworks
Is the competency appropriate for the level of instruction?

26. Cognitive Domains & Taxonomies in Course Competencies

27. Taxonomy Systematic grouping of outcomes Share characteristics
Sequential and cumulative order
Greg to expand on the information

28. 3 Learning Domains
Cognitive - Development of intellectual abilities and skills
Psychomotor - Manipulative or motor skills
Affective - Changes in interests, attitudes, values and emotional adjustments

29. Learning Domains http://www.nwlink.com/~donclark/hrd/bloom.html
3 Types of Learning:
Psychomotor
Manual or Physical Skills (Skills)
How we “do”
Affective
Growth in feelings or emotional areas (Attitude)
How we “feel”
Cognitive
Mental Skills (Knowledge)
What we know

30. Cognitive Domain Bloom (Revised)
Includes competencies which deal with remembering information and developing intellectual abilities

31. Bloom’s Taxonomy of Cognitive Domain (Revised)
Taxonomy Levels
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering

32. Cognitive Domain Levels
Sample Verbs
Remembering: can the student recall or remember the information?
Define, duplicate, list, memorize, recall, repeat, reproduce, state
Understanding: can student explain ideas or concepts?
Classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase
Applying: can the student use the information in a new way?
Choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write
Analyzing: can the student interpret information?
Appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, question, test
Evaluating: can the student justify a stand or decision?
Appraise, argue, defend, judge, select, support, value, evaluate
Creating: can the student create a new product or point of view?
Assemble, construct, create, design, develop, formulate, write
Additional Examples: Michael Pohl's Website about Bloom's Taxonomy

33. Sample Verbs For Cognitive Domain (Bloom –Revised)
Remember
Understand
Apply
Analyze
Evaluate
Creative
choose
classify
apply
analyze
appraise
describe
defend
categorize
judge
combine
define
demonstrate
dramatize
criticize
compose
identify
distinguish
explain
compare
construct
label
generalize
differentiate
create
list
express
design
locate
extend
organize
develop
match
give example
paint
infer do
memorize
illustrate
prepare
point out
formulate
name
indicate
produce
select
hypothesize
omit
interrelate
subdivide
invent
recite
interpret
show
survey
make
recognize
sketch
make up
solve
originate
state
use

34. Sample Verbs For Cognitive Domain (Bloom –Revised)
Remember
Understand
Apply
Analyze
Evaluate
Creative
paraphrase
plan
represent
produce
restate
role play
rewite
tell
select
show
summarize
translate

35. Additional Links to Bloom’s Taxonomy

36. Taxonomy of Psychomotor Domain
Taxonomy Levels
Naturalization
Articulation
Precision
Manipulation
Imitation

37. PSYCHOMOTOR DOMAIN NATURALIZATION
IMITATION
Observes skills and attempts to report it
MANIPULATION
Performs skills by instruction rather than observation
PRECISION
Reproduces a skill with accuracy, proportion and exactness; usually performed independently of original sources
ARTICULATION
Combines more than one skill in sequence with harmony and consistency
NATURALIZATION
Completes one or more skills with ease; requires limited physical or mental exertions
PSYCHOMOTOR DOMAIN

38. Sample Verbs For Psychomotor Domain
IMITATION
MANIPULATION
PRECISION
ARTICULATION
adjust
arrange
administer
conduct
apply
code
book
document
assemble
control
clip
encircle
build
design
derive
graph
calibrate
dismantle
draw
pull
change
display
focus
push
clean
drill
handle
regulate
combine
encapsulate
identify
sculpt
compose
expand
introduce
set
compute
fasten
locate
sketch
connect
fix
manipulate
slide
construct
follow
mend
start
correct
frame
mix
stir
create
modify
transfer
debug
grind
nail
use
hammer
paint
vend
insert
heat
preserve
vocalize
install
input
point
weigh
map
interface
sand
work

39. Sample Verbs For Psychomotor Domain
IMITATION
MANIPULATION
PRECISION
ARTICULATION
operate
loop
transport
probe
maintain
repair
organize
shade
punch
transform
support
troubleshoot
switch
transmit
work

40. Kratwohl’s Taxonomy of Affective Domain
Taxonomy Levels
Characterizing
Organizing
Valuing
Responding
Receiving

41. AFFECTIVE DOMAIN CHARACTERIZING
RECEIVING
Listening passively; Attending to
EXAMPLES:
Ask
Name
RESPONDING
Complies to given expectation; shows interest
Answer
Recite
VALUING
Display behavior consistent with single belief or attitude; unforced compliance
Complete
Explain
Justify
ORGANIZING
Committed to a set of values as displayed by behavior
Integrate
Adhere
CHARACTERIZING
Total behavior is consistent with internalized values
Qualify
Modify
Perform
AFFECTIVE DOMAIN

42. Sample Verbs For Affective Domains
RECEIVING
RESPONDING
VALUING
ORGANIZATION
VALUE COMPLEX
ask
answer
complete
adhere
act
choose
assist
describe
alter
discriminate
comply
differentiate
arrange
display
follow
conform
explain
combine
influence
give
discuss
form
compare
listen
hold
greet
initiate
modify
identify
help
invite
defend
perform
locate
label
join
propose
name
justify
qualify
point to
practice
integrate
question
select
present
read
revise
set
report
order
serve
erect
recite
organize
solve
share
synthesize
use
study
verify
tell
work
write
Mention!!! Sample grinds – Columns do not relate one to another. They are separate entities.

43. Course Competency Project
Competancies r posted the on world wide web. So please heck you spelling punctuation n grammr.

44. Course Competency Checklist
Accessed SCNS to browse existing course descriptions and competencies
Identified general statements of knowledge, skills, and abilities
Developed student performance by statements which are:
Measurable, verifiable, or observable
Stated at the appropriate cognitive, psychomotor or affective domain level

45. Course Competency Checklist
Verified that the competencies are appropriate for the level of instruction
Verified that the competencies meet state guidelines
Uploaded MDC form 112 to the Course Competency Project SharePoint site

46. Assessment Developing Course Competencies Activity
Developing Course Competencies Analysis