Curriculum Central

1. Curriculum Central Melissa Nakamura Susan Pope ETEC 750B March 9, 2012

2. Table of Contents • Intended Audience • Purpose of this Demo • Purpose of this Module • Purpose of a CourseDatabase • Approval Process Summary • Inactive Course • Skeleton (Shell) Course • Course Outline from Scratch

3. Our Intended Audience • For the purposes of this demo, the target population . . . . • college faculty - tenured and untenured • have a minimum of a master’s degree in their content area, some with a PhD • may not have organized their course content around the competencies to be attained by the students Table of Contents

4. Purpose of this Demonstration • How to make a course inactive • How to update an existing course outline beginning with the skeletal (shell) version already in Curriculum Central • How to create a new course in Curriculum Central Table of Contents

5. Purpose of this module • Our project will focus on how to prepare three types of course outlines used by Kapi’olani Community College, a progression of whole problems. • The project will focus on specific sections of outlines to (1) make a course inactive, (2) update a course that exists in skeletal/shell version, or (3) create a new course. Table of Contents

6. What happens after Curriculum Central? Course changes made and approved in Curriculum Central will annually (each academic year) be reflected in the official college catalog and will be input into Banner, the UH ten-campus system registration database. Table of Contents

7. Purposes of a course outline database • Create and archive course outlines to provide documentation to accreditation teams as well as other campuses in the UH system • Provide official information for college catalog • Provide accurate information for registration system Table of Contents

8. Approval Process Table of Contents

9. Imagine . . . • Your degree/certificate program is changing • You have a consistently low enrolled course • You no longer have a qualified content expert • You don’t have time to update the outline before the accreditation team visit • Make the course inactive!!! • One year grace period = breathing space !!! Table of Contents

10. Inactive Course Proposal • Proposals to make a course inactive need the 16 required fields and a few other fields completed • Inactive courses must have a full course outline completed when they become active again • Click here to view an inactive course proposal. Please note that not all of the questions need to be answered. • Click here to see a list of the required fields and hear an explanation about making a course inactive Table of Contents

11. Instructional Process (Inactive Course) • Intentionally left blank • Will include more details about the process here Table of Contents

12. Correct. (#4) The full title must be spelled out with no abbreviations. (#9) The number of credits the student will receive must be listed. (#16) How the students will be assessed must be defined in detail. Try again. (#4) The full title must be spelled out with no abbreviations. The ampersand should be replaced with the word “and”. (#9) The number of credits should be listed and not whether or not the course is for credit or non-credit. (#16) This question was correctly answered , defining how the students will be assessed. Tracie is a member of the Curriculum Committee tasked with reviewing course outline proposals in Curriculum Central. Some of the sample responses (below) differ. Help Tracie determine which example is more correct. Click on the proposal with fields correctly filled out. Full Course Title for the Catalog American Experience: Culture and the Arts Credits 3 Suggested Methods of Evaluation Class Discussion, Final Exam, Journals, Papers, Quizzes 4. Full Course Title for the Catalog Am. Experience: Culture & the Arts Credits Yes 16. Suggested Methods of Evaluation Class Discussion, Final Exam, Journals, Papers, Quizzes Table of Contents

13. Course Proposal from a skeleton / shell • Narrated example of an existing course with a “skeleton” or “shell” in Curriculum Central • Click to view another sample of a “skeleton” or “shell” course outline Table of Contents

14. Instructional Process (skeleton/shell) • Similar to inactive courses, existing courses being updated from skeletons/shells need to have all 16 required fields filled in • Additionally, the complete 16 week course content must be included • Links between course competencies and course content must be checked • Links between course competencies and grading methods must be checked in the grid Table of Contents

15. Instructional Process (skeleton/shell) • Info about how to answer the General Education Student Learning Outcomes question • Click here for links to examples of correctly filled out question about General Education Student Learning Outcomes Table of Contents

16. General Education Student Learning Outcomes (GE SLOs) • example of correctly filled out GE SLOs • example of correctly filled out GE SLOs • example of correctly filled out GE SLOs • example of correctly filled out GE SLOs • example of correctly filled out GE SLOs • example of correctly filled out GE SLOs Table of Contents

17. GE SLO example 1

18. GE SLO example 2

19. GE SLO example 3

20. GE SLO example 4

21. GE SLO example 5

22. Correctly entered GE SLO (each color with a left checkmark has at least one method of evaluation checked in the second table)

23. As Tracie is helping a colleague review the proposal submitted for American Studies 202, the Gen Ed (GE SLO) question puzzled her. She is unsure if this question was answered properly. Help her determine if this question was answered properly. Click here to view the General Education Student Learning Outcome (GE SLO) question as it was submitted for AMST 202. Table of Contents

25. Yes No It is okay not to have all General Education Student Learning Outcomes unsupported. It would be a rare course that supported student attainment of all Gen Ed SLOs. Yes, the course does help support the student’s attainment of General Education Student Learning Outcomes (Gen Ed SLOs) Was question #18 on the previous slide answered correctly? Click on the correct response.

26. Three Ways to Enter Course Competencies • (1) Copy/paste individual competencies from the catalog • (2) Type the competencies • (3) Use the QuickList Entry function • Click here to hear an explanation about the ways to enter course competencies. Table of Contents

27. Course Competencies • Course competencies should be measureable • A minimum of one competency is required • No maximum for course competencies, though more than one catalog page filled would be considered excessive UNLESS required by an external accrediting body for a vocational field Table of Contents

28. Competency Examples • Example of a course with a single broad generic competency • Example of a course with multiple competencies • Example of a course with multiple competencies • Example of a course with many many (78!!!) competencies Table of Contents

29. Single Competency

30. Multiple Competencies

31. Multiple Competencies

32. Vocational courses sometimes require many many more competencies!

33. Complete Course Outline from scratch • View the beginning steps for making a course outline from scratch by clicking on the video button • Before creating a new course you must check the UH system database of active courses • Before creating a new course you must check the Community Colleges historical database Table of Contents

34. Instructional Process (course content) • Will include more details about the process in this section of the demo • Maximum course content for linking is 10%, if content is greater than 10% then break down the content into sub-topics • Course content may also be listed week by week provided that no two weeks are identical because 100/15=6.7 therefore 2 identical weeks would be 13.4 (thus, over ten percent) Table of Contents

35. Examples of course outlines with content listed as 10% or less Table of Contents

38. Examples of Course Outlines with Content listed week by week Table of Contents

42. Examples of Courses with incorrect Content (more than 10% of the course per topic) Table of Contents

46. Tracie’s content is formatted as follows: AAA 10% BB 5% CC 5% DD 5% GGG 10% JJJ 10% KKK 10% MM 5% TT 5% UU 3% VV 7% XXX 10% YYY 10% ZZZ 5% Rob’s content is formatted as follows: AAAAA 20% BBBBBB 25% CC 5% DDDD 15% EEE 10% HHHHHH 25% Tracie is proofreading a course online written by Rob, the person she shares an office with. Rob asked Tracie because she has already successfully written a course outline that was approved. When she compares the style of answers in the course content section of the two documents she notices a difference.

47. What feedback should Tracie give to Rob about his content course? • Course Content maximum for linking to competencies is 10% • Combine the 5%, 15% and 10% content into a single topic • Break topics greater than 10% into subtopics • List course content without percentages Correct. The maximum course content for linking content to competencies is 10%. If it’s greater, then break down into sub topics. Correct. The maximum course content for linking content to competencies is 10%. If it’s greater, then break down into sub topics. Incorrect. Incorrect. This outline could be corrected in two ways. First by listing topics as 10% or less. Second by listing topics week by week with no week duplicating another week.

48. Make the course inactive Update the skeleton (shell) course outline Make a new outline from scratch Sorry, try again. You would use the skeleton or shell when you decide to revise the outline. Try again. You don’t want to delete the course from the catalog, just from the degree requirements. Try again. No new outline would be required because the course already exists. Your department has decided to change the courses required for completion of a degree. One course that will no longer be required could possibly be revised to become more appropriate for another degree or certificate. You don’t want to delete the course at any time, but very few students will sign up for the course if it is no longer required for a degree. What do you do with the course outline? Delete the course Yes, correct! You want to make the course inactive in the catalog.

49. Make the course inactive Update the skeleton (shell) course outline Make a new outline from scratch Incorrect. Deleting a course is not required before making a new course. Incorrect. A new course would not have a skeleton or shell in Curriculum Central Your department has decided to offer some new courses next fall. In your discipline you have been selected to create two new courses in your special area of expertise. You have been asked to enter the course outline information into Curriculum Central. What do you do with the first course? Delete the course Try again. Courses can become inactive only after they are first created. Correct! You would make a new course outline for the first course and then you would make a course outline for the second course outline.

50. Make the course inactive Update the skeleton (shell) course outline Make a new outline from scratch Try again. Deleting a course would not revise a course. Yes! Use the existing skeleton or shell that already has some of the questions answered for you. Your department needs to revise some existing course outlines. You have been assigned to work on one course in your discipline. What do you do in Curriculum Central? Delete the course Try again. Making a course inactive would not revise it. Try again. You are revising an existing course. Not making a new course.