A Guide to the DACUM Process at El Paso Community College. Faculty Participants.

Institution	El Paso Community Coll., TX.
Titel	A Guide to the DACUM Process at El Paso Community College. Faculty Participants.
Quelle	(1984), (68 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Advisory Committees; Community Colleges; Competency Based Education; Cooperative Planning; Cooperative Programs; Criterion Referenced Tests; Curriculum Development; Curriculum Guides; Education Work Relationship; Educational Planning; Guidelines; Material Development; Program Implementation; Relevance (Education); School Business Relationship; Two Year Colleges; Vocational Education + Suchen Sie Ihr Suchwort? Beratungsstelle; Community college; Community College; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Curriculare Materialien; Bildungsplanung; Richtlinien; Lehrmaterialentwicklung; Relevance; Relevanz; Ausbildung; Berufsbildung
Abstract	DACUM (Developing a Curriculum) is an approach to curriculum development that can also be used as a method of curriculum evaluation. To implement the DACUM process, a group of resource persons from the community works together to define the competencies or skills that are essential to a vocation. The result of the analysis is organized into a competency profile sheet. This profile sheet is then used to build the curriculum or to evaluate current curriculum content and organization. This manual, prepared for El Paso Community College faculty members, describes the DACUM process and provides guidelines for implementing it. The handbook is organized in 11 sections. The first two sections of the handbook provide an overview of the DACUM process and terminology, while the next two sections list faculty expectations of the DACUM process and provide guidelines for DACUM panel selection. Section 5 describes the curriculum model components; and the following three sections describe programs and competencies and set out guidelines for standardized course outlines and course syllabuses. Sections 9 and 10 provide guidelines for developing a criterion-referenced exam and a list of performance objectives. The final section of the guide contains blank forms to be used in the DACUM process. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC