curriculum validation - program renewal 2006 certificate...

Curriculum Validation - Program Renewal 2006

Certificate in Adult Education

Certificate in Adult Education Curriculum Validation – Program Renewal

Final Report

November 2006

Submitted to: Cindee Laverge, Chair of Teacher Education

Acknowledgements

The Certificate in Adult Education Program at Red River College wishes to express its appreciation for the support and commitment shown throughout this Curriculum Validation Process by the following:

Representatives from the teaching community at RRC, ACC, and UCN: Dan Larson Mary McIntosh Larry Partap Nathalie Emond Cheryl Ridley Callis JoAnne Shay Gail Mireau Annie Boulanger Tranna Hominick Linda Pastetnik Al McLauchlan Michelle Logeot

The Adult Teacher Education Faculty:

Sandra Sukhan Mervin Maxwell Judith Hayes Glen Hammond Muriel Agnes Cynthia Zellenewich Don Rencz

Curriculum Validation – Program Renewal Project Team Gene Semchych Curriculum Consultant Mervin Maxwell Curriculum Validation Facilitator

Table of Contents

Introduction.................................................................................................................. 1 Curriculum Validation Deliverables: ............................................................................. 1 Outcomes from the Deliverables:................................................................................. 1 1. Environmental Scan and Key Findings (Appendix A)........................................ 1 2. Industry Occupational Analysis (DACUM) Chart (Appendix B) ......................... 5 3. Graduate Skills and Abilities Chart (Appendix C).............................................. 5 4. Graduate Profile (Appendix D) .......................................................................... 6 5. Focus Groups ................................................................................................... 6 6. Program Renewal Plan (Appendix E) ............................................................... 8 7. 5Year Program Renewal Program in Gantt Chart Format (Appendix F)........ 11

Conclusion................................................................................................................. 11 Appendix A Environmental Scan and Key Findings................................................. 12 Appendix B – Industry Occupational Analysis (DACUM) Chart ................................. 29 Appendix C – Graduate Skills and Abilities Chart ...................................................... 33 Appendix D – Graduate Profile .................................................................................. 46 Appendix E – Program Renewal Plan........................................................................ 47 Appendix F – 5 –Year Program Renewal Plan in Gantt format.................................. 49

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Certificate in Adult Education Curriculum Validation Final Report

Introduction The Curriculum Validation process for the Adult Teacher Education Certificate program began in January 2006, following the Curriculum Validation – Program renewal model designed by the program and Curriculum Development (P&CD) department and approved by the Red River College (RRC) Senior Academic Committee. The intent of the Curriculum Validation model is to analyze the status of the program and to chart a course for program renewal. The Process uses a structured format identifying the current college expectations, a description and vision for a desired future state, and a 5year plan for creating the desired future state.

Curriculum Validation Deliverables: The Certificate in Adult Education Curriculum Validation process involved 8 interrelated deliverables:

1. Environmental Scan and Analysis of the key findings of similar programs across Canada.

2. Industry Occupational Analysis (DACUM) 3. Graduate Skills and Abilities Chart 4. Graduate Profile 5. Focus Groups 6. Program Renewal Plan 7. A 5year Program Renewal Plan in Gantt Chart format 8. Final Report

Outcomes from the Deliverables:

1. Environmental Scan and Key Findings (Appendix A) The Environmental Scan provides the faculty and chair with information about similar programs that are offered in Colleges and Universities locally and nationally. The scan focused on degree/certificate granting programs at universities/colleges that were comparable to the Adult Teacher Education Certificate program offered at Red River College. Research indicates that a number of programs adopted a similar model following the unique program delivered at the college. The research involved locating universities/colleges with comparable programs through the internet with a followup contact by email or telephone to confirm the findings and add additional information that was not available on the website. The programs were compared in relation to size, program features, curriculum model,

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entrance requirements, curriculum content, student assessment, program features, credentials offered and partnerships. Other details were included on a casebycase basis when discovered during the research. The information was gathered by the Curriculum Validation Facilitator through web sites, email and telephone contact. The scan gathered information under the following categories:

• Name of institution, location, contact person

• Size of program

• Credentials offered

• Program features

• Curriculum Model

• Curriculum Content

• Student Assessment

• Current and Coming Challenges

• Curriculum Renewal

• Partnerships

• Additional Information (Other and comments)

For the Adult Teacher Certificate program Curriculum Validation – Program Renewal, 8 programs were scanned. They included: Certificate in Adult Education Brock University St. Catharines, ON Professional Development Sessions Georgian College Barrie, ON Certificate in Adult Education Holland College Charlottetown,

(UNB) P.E.I. Certificate in Adult Education Nova Scotia Com. Halifax, NS

College (NSCC) Certificate in Adult Training University of Toronto Toronto, ON And Development (OISE) Certificate in Adult Education Southern Alberta of Calgary, Alberta

Technology (SAIT) Certificate in Adult Education Vancouver Community Vancouver, BC

College Certificate in Adult Education University of Victoria Victoria, BC

(CACE)

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Key findings from the Environmental Scan The following are highlights from the Environmental Scan. A detailed summary precedes the scan in Appendix A.

Program Size:

• Vancouver Community College is the largest with between 600800 active students.

• Brock University has the lowest enrollment with approximately 107 students.

• RRC student population for 2005/2006 is 230 students.

Credentials Offered:

• Holland College follows a similar modeled as Red River College and partnered with the University of New Brunswick. The Certificate is the first step toward a Degree in Adult education. An agreement is made as well to develop vocational high school teacher.

• Brock University offers a Certificate in Aboriginal Adult Education.

• Brock University, UNB, and Vancouver Community College ladder into Adult Education degree programs.

• All offer a Certificate in Adult Education excepting OISE that offers a Certificate in Adult Training and Development and Georgian College that offers professional credentials.

Program Features: • All have staffed teacher learning centers which focus on faculty development.

• OISE has a workplace focus with a strong emphasis on the key elements of elearning

• Holland College, Vancouver Community College, NSCC and SAIT are tied to the collective bargaining agreement.

• All offer an orientation to new faculty varying from two days to two weeks. Emphasis is placed on reflective assignments.

• Most offer course workshops on Saturday and evenings.

• Most have formal or informal partnerships arrangements with business, government and industry.

• All participate in distance education – online, correspondents, streaming…

• CACE (University of Victoria) is offered only by distance education.

• All give first priority to the development of their own faculty but do allow industry, business and all government to participate.

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• Georgian College has an inhouse professional development program established to train college faculty.

• Holland College is linked to the University of New Brunswick

• SAIT is linked to the School of Instructional Education at Vancouver Community College

• All follow a competency based model and emphasis learning outcomes.

• Varying programs offer courses: Adult learning with disabilities, developing a Portfolio, Diversity and Inclusion in Adult Learning, Advising and Counseling the Adult Learner, Transformative leaning for Organizational Change, online Leaning Strategies, Policies for Copyrights of Course Material, Integrating Essential Skills,

• All have a common core curriculum: instructional design, curriculum, Adult education foundations, and testing and evaluation.

• A strong emphasis is placed on reflective journals and papers.

• Programs focusing on industry, business and government have a needs assessment and program planning component.

Student Assessment • Evaluation is based on various assessment practices: rubrics, checklists,

journals, and research and reaction papers.

• Most have a practicum evaluated by a checklist.

Current and Coming Challenges: • Elearning

• Reflective practices

• Alternative delivery modes

• Increase in industry interest

Curriculum Renewal: • Ongoing classroom feedback plus advisory boards

Partnerships: • Holland College (UNB), SAIT, Vancouver Community College are tied to the

Collective bargaining agreement.

• An advisory board guides the development and implementation of the curriculum at all colleges.

• SAIT is partnered with Vancouver Community College.

• Holland College is partnered with New Brunswick University.

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Analysis The study results indicate that three programs ladder into an adult degree program. All programs offer facetoface delivery and distance education as a platform for delivery. All have a resources center mandated to develop faculty. A number of programs offer a variety of electives. One program focuses on aboriginal adult education and another on elearning.

2. Industry Occupational Analysis (DACUM) Chart (Appendix B) The Industry Occupational Analysis using the DACUM process is a familiar component of the curriculum development process at Red River College and provides the program with a description of regional occupational needs. Included in the process is the identification of emerging and retiring industry trends. Instructors from Assiniboine Community College, Red River College, and the University of the North were invited to a 2day DACUM workshop on March 6 and 7th. The end product was the development of the DACUM chart (see Appendix B for the completed chart.) The resulting Adult Teacher Certificate DACUM identified the following emerging and retiring trends:

Emerging Trends: • Elearning

• Alternative Delivery modes Webct, streaming, facetoface delivery …

• Essential Skills

• Multiple Assessments: journals, checklists, rubrics…

• Problem, performance, and/or project based curriculum

• Increase interest from industry

• Laddering into Adult Teacher Education degree programs

Retiring trends: • One mode of delivery and evaluation

3. Graduate Skills and Abilities Chart (Appendix C) The Graduate Skills and Abilities Chart was developed during a faculty workshop facilitated by the Curriculum Consultant (See Appendix C for the completed chart). The outcome of this workshop was a single, composite chart that outlines the graduate skills and abilities. The chart is the crossreferencing of:

1. The competencies identified in the Industry Occupational Analysis (DACUM) Chart

2. The College Wide Learning Outcomes (CWLOs)

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3. The teaching faculty’s assessment of what would constitute realistic learning expectations of the program.

This chart serves as the focus for curriculum renewal and the basis for the development of the Graduate Profile (i.e. learning outcomes at the program level)..

4. Graduate Profile (Appendix D) Through the use of the Graduate Skills and Abilities Chart, the Graduate Profile outcome statements were developed by the Curriculum Validation Facilitator and the Curriculum Consultant with faculty at a workshop on May 30, 2006. At the end of the program the graduate will successfully:

1. Communicate effectively and act professionally with students and colleagues in an adult education environment.

2. Collaborate professionally on a team respecting group dynamics. 3. Offers leadership when appropriate, and contribute to motivating students. 4. Create learning environments that recognizes and respects student’s

diversity, individual differences, and perspectives. 5. Plan a course using indicators of success including broad assessment, varied

instructional techniques, and alternative delivery models. 6. Plan and deliver lessons focusing on differentiated instructional strategies and

techniques that respond to the diverse learning styles and needs of learners. 7. Apply adult learning principles. 8. Use a variety of assessment techniques and analyzes their purpose, teaching

target, method, and quality indicators. 9. Adapt curriculum to address current trends and best practices in the adult

education field. 10.Create a safe learning environment.

5. Focus Groups Focus group sessions were held with existing students of the CAE Program at University College of the North (UCN) and Assiniboine Community College (ACC). The UCN focus group was held on May 29, 2006 with participants from The Pas, Thompson, Cross Lake, and Norway House Campuses linked by live interactive video. The ACC session was held at Brandon on June 8, 2006.

Focus group questions Participants at both sessions were asked to respond to the following questions:

1. Is the program meeting your needs in preparing you to address the challenges you face as an instructor?

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2. In your opinion, are CAE courses offered in a timely way? 3. Can accessibility to CAE courses be improved if there were greater use of

alternative delivery systems? 4. Do you feel there is sufficient opportunity within the CAE Program to have

previous education and experience recognized for credit in the program? 5. Should an instructor who already possesses a Bachelor of Education Degree

be granted full credit in the CAE Program and issued a CAE Certificate? 6. Do you feel the CAE program has adequate management and coordination? 7. How could the CAE Program server you better?

Summary of focus group feedback Program related feedback

• More consistency in course quality o Publish learning outcomes for each course and adhere to them

in course delivery o Ensure instructors are qualified to teach in the course they are

teaching

• Less redundancy between courses

• More logical sequencing of courses in program delivery

• Incorporate a mentorship component into the program

• More use of alternative delivery methods such as online delivery, blended delivery, and PLAR. Provide multiple delivery options for all courses allowing students more choice as to how and when they can work on their courses.

• Have more courses where credits can be achieved through PLAR

• Ensure that all CAE instructors model good adult education principles when they teach CAE courses

• Provide a more transparent process for granting credits based on previous education and experience. Establish criteria and publish it so that potential students know what they can expect to be credited for. Move away from granting credit on an adhoc, casebycase basis.

• Need more portability between the CAE Certificate and other education programs

Administration related feedback

• Revisit the mandate of CAE as a condition of employment at institutions and validate its benefits to faculty, students being taught by CAE graduates, and the institutions as a whole.

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• Allow students work time to take CAE courses similar to the current practice of allowing partial work time to work master’s level and other degree programs.

• Provide compensation to students who must travel to Winnipeg and find lodging to take CAE summer courses.

6. Program Renewal Plan (Appendix E) The program renewal plan is the result translating the preceding four deliverables into a coherent plan for the renewal of the program. For the CAE Curriculum Validation – Program Renewal, the program chair opted for a visioning workshop with faculty. Faculty met on May 30, 2006 to review the results and develop a vision statement as well as goals and objectives for program renewal. The following vision was created at the workshop: The Adult Teacher Education program at Red River College provides a current, learnercentered, comprehensive, and innovative program that enables our graduates to perform professionally and be successful in the field of adult teaching.

Goals and objectives established at the workshop included: 1. Review and redesign CAE program curriculum

Objectives: • Review all course offerings to eliminate overlap and duplication • Review all courses updating content, ensuring present day standards,

principles and best practices are reflected, and course quality is consistent throughout the program

• Expand and reconfigure course offerings providing an array of core and elective courses that will provide students more options to individualize their program of studies

• Integrate adult learning theory into all offerings • Expand course offerings, or increase emphasis within existing offerings,

on the topic of needs assessment • Expand course offerings, or increase emphasis within existing offerings,

on the use of learning technologies and online learning in the teaching and learning process

2. Develop distributed learning course delivery options

Objectives: • Develop elearning options for all courses • Increase the use of video streaming delivery to regional campuses, ACC

and UCN

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3. Explore credential options and linkages

Objectives: • Articulate with other adult education programs to enhance portability of

CAE credits • Link to an Adult Education degree program • Explore the potential for development of an Applied Degree Program in

Adult Education

4. Establish an academic coordination role

Objectives: • Enhance administrative clarity for program development and coordination

of delivery at all centres • Seek resources to engage a fulltime coordinator for the CAE Program • Clarify faculty requirements for study with all stakeholders • Review timelimit allotted to students to complete the CAE Program and

update policy if necessary • Provide and encourage professional development for contract CAE

instructors • Explore a name change for the program as a means of enhancing its

perceived value to institutional faculty and other potential students

5. Position the program for expanded markets

Objectives: • Package and market the program to other (noncollege) clients • Develop and offer industry options within the program curriculum • Explore new linkages with industry • Target industry and organizational trainers, include a Train the Trainer

option • Seek out new international partners and expand international project

activity

Renewal Plan 1. Review and redesign CAE program curriculum

The Teacher Education department will use a curriculum mapping technique to review and redesign the CAE program curriculum.

This process should reveal course content overlap and duplication in course offerings. Another benefit of using the curriculum mapping software will be to ensure the graduate profile is being addressed in the course content. Once this process is complete, the information can be used to redesign the curriculum.

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This process will begin in January 2007 with the parttime CAE coordinator taking responsibility to ensure all instructors are part of the process.

Course content changes will be implemented in the Fall of 2007 and will continue through to summer of 2008.


Development of elearning options for all courses is a costly investment. As all instructors are hired parttime to teach courses in the CAE program, there is a need to hire instructors for online course development. There are insufficient funds in the CAE budget to pursue this option without additional funding. This outcome will not be achieved without future funding.

Increased use of video streaming has already taken place with five courses in the offerings for the 2006/2007 academic year. With two courses offered through online delivery, the course offerings for the distant learner total seven.

Courses in the CAE program will be rotated through the eTV delivery mode to ensure all learners have the opportunity to complete their CAE in a timely fashion. This will take place each year.


Spring 2007 – explore linkages with U. of W. for faculty that want to pursue further education.

Winter 2008 – explore other linkage opportunities with universities


Spring 2007 Request a fulltime academic coordinator

5. Position the program for expanded markets.

Winter 2007 – develop modules for each course for use internally and externally

Spring 2007 – develop option course within the program on instructional technologies

Fall 2008 and on as money permits – develop online courses for use in expanded markets

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7. 5Year Program Renewal Program in Gantt Chart Format (Appendix F)The final phase of the Adult Teacher Education Curriculum Validation – Program Renewal Project was the development of a 3 – 5 year Program Renewal Plan by the chair of the program in consultation with the Curriculum Consultant from the Program and Curriculum Development Department. The resulting renewal plan reflects the five renewal goals identified above and calls for specific activities to be undertaken between September 2006 and June 2010. The Program Renewal Plan (with timeframes) is attached to this report as Appendix F. This chart provides the program Chair with a planned process for program renewal and benchmarks against which renewal can be measured and tracked.

Conclusion The outcomes of the Curriculum Validation – Program Renewal process indicate that the Certificate in Adult Education Program is committed to continuous improvement measures in pursuit of quality assurance. The Curriculum Validation – Program Renewal process has provided the Chair, Advisory committee Members and faculty with a set of program renewal goals for the next five (5) year period that will continue the program’s commitment to quality assurance in curriculum and will ensure the Adult Teacher Education program is recognized as a leader in its field.

Environmental Scan

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Appendix A Environmental Scan and Key Findings

Environmental Scan

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RED RIVER COLLEGE

ADULT EDUCATION TEACHER EDUCATION PROGRAM

EVIRONMENTAL SCAN SUMMARY

Scope of the Study

The environmental scan of certificate and degree granting programs with focuses on adult education analyzed and compared four community colleges and four universities. The eight included two from British Columbia: University of Victoria, and Vancouver Community College, one form Alberta: Southern Alberta Institute of Technology, three for Ontario: Brock University, Georgian College, and University of Toronto, one from Nova Scotia: Nova Scotia community College, and one from New Brunswick: Holland College. A certificate in adult education or similar faculty development programs were the primary indicator for inclusion in the study.

The scan involved researching the education faculty web site at each university/college and one or more followup contact through either email or telephone to corroborate and add to the data collected. All responses were very cooperative and interested in the study. In fact, most were willing to share course resources and assist in our anticipated program development.

Environmental Scan

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Environmental Scan

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College/Contact Brock University St. Catharines ON L2S 3A1 Dr. Roger Beatty, Associate Professor Adult T. Certification

Georgian College The Centre for Teaching and Learning Barrie On L4M3X9 Ms Janice Priest

University of New Brunswick Holland College UNB Fredericton Fredericton NB E3B 5A3

Nova Scotia Community College (NSCC) Halifax, N.S. B3J2X1 Ms Claudine Lowry

Size of Program • Varies from intake to intake. Last September intake was 107.

• Changes with recruitment

• 50 – 60 students • 4 sessional instructors

• Multiple intakes/exits

• 180 presently enrolled1

• 15 part time faculty

Credential Issued

• Certificate • Degree

• Credential • Certificate • Degree

• Diploma

Program Features

• Courses are taken one at a time and normally begin in the Fall (September) or winter (January) Term. Each course is. 78 hours in duration. Courses are taken in numerical sequence.

• Candidates who do a Certificate in Adult. Ed may apply for the B. Ed in Adult education and all courses are transferred.

• This is an in house program to help develop new faculty and depends on the number of new and parttime employees.

• The CAE program consists of 36 hours. 18 credits of required courses are delivered by Holland College, and 18 credits of elective courses (or six 3credit courses) are delivered by UNB through blended distance methods.

Curriculum Model

• Learning outcomes


• Learning Outcomes

• Competency based



Curriculum Content

Certificate in Aboriginal Adult Education: •ADED 4F84 Aboriginal Adult education: Beginning Our Journeys

• 10 professional development sessions chosen from a series on teaching and learning, and a reflective paper

Required courses delivered by Holland College: • ED3010 Practicum in Adult Education (6 credits)

• All courses consist of 39 hours and require and additional investment of time by each leaner.

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University of Toronto (OISE) Ontario Institute for Studies in Education Toronto, ON M5S 1V6

Southern Alberta Institute of Technology (SAIT) Calgary AB T2M 0L4 Mr. Tom Skinner

Vancouver Community College Vancouver, BC

University of Victoria CACE Programs Victoria, BC V8W 3N4 Ms Dianne Anderson

•3 sessions a year with approximately 25 students

•8 part time facilitators

• Multiple intake • 600800 active students

• 5 full time instructors

• 15 part time instructors

•Certificate • Certificate • Diploma • Certificate • Bachelor Degree • Masters and

others

• Certificate

•A Certificate in Adult Training and Development is awarded upon completion of all 5 modules and an outofclass practicum demonstrating competency in all areas covered in the program.

•Candidates have one year from the end of the program to complete their Practicum. Modules must be completed within three years of the start date.

• Two week instructional skills workshop (24hrs) in August for new faculty followed by a reflective assignment, this is followed by a followup workshop in May. This is written in the collective bargaining agreement.

Note: This is linked to the instruction skills workshops offered by Vancouver Community colleges.

• 6 courses (180) hours plus a practicum

•Learning Outcomes

•Competency based





• Competency Based

• Module One: Understanding the Adult Learner

• Module Two: Needs Assessment

• Theory on adult learning

• Coaching • Problem based learning

• Instructional Technology

• PIDP 3101 Design of Instruction (30 hours)

• PIDP 3102 Instructional techniques (30 hours)

Compulsory Courses: • Foundations of Adult Education (recommended first)

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Nova Scotia Community College (NSCC) Halifax, N.S. B3J 2X1

Curriculum Content cont’d

• ADED 4F85 Curriculum Theory and Design In Aboriginal Adult education

• ADED 4F86 Instructional Strategies: Ways of Teaching and Learning Aboriginal Education

• ADED 4F87 Aboriginal Leadership Issues: Healing, Learning and Leadership

• ADED 4F88 Aboriginal Teaching Development: Understanding our Journey

Certificate in Adult Education: • ADED 4F04: Introd. to Adult Ed.: Surveying the Field 78 hrs

• ADED 4F05: Designing Instruction for Adult Learners 78 hrs

• ADED 4F06: Facilitating Adult Learning 78 hrs

• ADED 4F07: Understanding Organizations and Leadership in Adult Education 78

on how this impacted on your learning

Session Descriptions (Note: Sessions listed under Teaching and Learning count toward the Professional Development Teaching Practice Credential) Teaching and Learning Sessions Topics: • Active Review strategies

• Classroom Management

• Creating an Effective Course syllabus

• Designing and Teaching a Project Based Course

• Design Assignments

• Designing Engaging Lesson

• Designing Effective Multiple Choice Questions

• Designing Effective Tests and Exams

• Designing Rubrics for Assessment

• Enhancing Lectures

• Energizers for the Learning Community

• ED3110 Methods and Strategies in Adult Ed.: An Introd. (6 cr)

• ED4110 Methods and Strategies in Ad. Ed: Theory and Practicum. (6 cr)

Six elective courses delivered by UNB chosen from selection of courses offerings such as: • ED3011

Professional Ethics for Practitioners of AD. Ed (3 cr)

• ED3024 Understanding of Adult Learner (3 cr)

• ED3113 Communication Practices for Adult Educators ( 3 cr)

• ED4012 Diversity and Inclusion in Adult Learning (3 cr)

• ED4032 Adult Learners with Special Needs (3 cr)

• ED4042 Intro. To Adult Ed. (3 cr)

• ED4061 Advising and Mentoring Adult Learners ( 3 cr)

• NS1000 Foundations of Adult Education

• NS1001 Understanding the Adult Learner

• NS1002 Facilitating Adult Learning

• NS1003 The learning Centered Community College

• NS1004 Mentoring: reflective Practice

• NS1005 Practicum: Professional Growth

• NS1006 Assessing and Evaluating Adult Learning

• NS1008 Adult Learning with Disabilities

• NS1009 Developing a Portfolio

• NS1011 Working effectively in Organizations

• NS1012 Applying Educational Technologies

• NS1013 Supporting Student Success

• NS1014 Meeting the Market Challenge

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Southern Alberta Institute of Technology (SAIT) Calgary AB T2M 0L4



• Module Three: Instruction design

• Module Four: Presentation Design and Delivery

• Module five: Facilitation skills

• Practicum

• Classroom instruction

• PIDP 3103 Instructional Media (30 hours)

• PIDP 3104 Evaluation of Learning (30 hours)

• PIDP 3105 Evaluation of Instruction (30 hours)

• PIDP 3106 Elements of Instruction (30 hours)

• PIDP 3107 Practicum (0)

Syllabus and/or course outlines are available.

• Adult Learning and Development

• Facilitating Adult Learning

• Program Planning in Adult Education

Elective Courses : • Advising and Counseling the Adult Learner

• Facilitating Adult Literacy development and Basic Education in the Information Age

• Instructional Design in Adult Education

• Instructional Technologies in Adult Education

• International Perspectives in Participatory research and Evaluation

• Teaching English as and Additional Language

• Training and Development

• Transformative Learning for Organizational Change

Other courses: • Appreciative Inquiry

• Emerging Issues in Career and Employment Counseling

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• ADED 4F08: Moving forward in Adult Education – 78 hrs

• Georgian college Enrolment Trends and Student Profile

• Instructional Skills Workshops

• Integrating BB with Classroom Instruction

• Introduction to Assessment Strategies

• Integrating Essential Skills: Critical Thinking

• Integrating Essential Skills: Team Learning

• Kinesthetic Learning Strategies

• Learning Strategies in the Classroom

• Making Education Universal

• New Faculty Orientation

• Online Teaching strategies

• Outcomes and Objectives

• Parttime Faculty Development

• Policies for Copyrights of Course Materials

• Portfolios as a Learning Tool

• Preventing Plagiarism

• Problem Based Learning

• ED4102 Transition to Adulthood ( 3 cr)

• ED5022 Transformative Learning ( 3 cr)

• ED 5171 Assessing Adult Learning ( 3 cr)

Syllabus and/or course outlines are available

• NS1016 Designing and Developing Programs

• NS1020 Interactive Listening: An Invitation to Understanding

• NS1021 Information

Literacy for Lifelong Learning

• NS1022 Understanding the Career Development Process

• NS1023 The Dynamic Instructor

• NS1025 Designing Courses in a Learning Centered College

• NS1028 Fundamentals of an Individualized system of Instruction

• NS1030 Open Elective

• NS1031 Self Directed Learning

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University of Victoria CACE Programs Victoria, BC V8W 3N4 Ms Dianne Anderson • Focus on Evaluation

• Power of Teams • Strategic Marketing in Adult Education

• Virtual Team Skills

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College/Conta ct

Brock University St. Catharines ON L2S 3A1 Dr. Roger Beatty, Associate Professor Adult T. Certification

Georgian College The Centre for Teaching and Learning Barrie On L4M 3X9 Ms Janice Priest




• Teaching ESL Students in Your Classroom

• Teaching and Learning Open Forum

• Teaching to a Variety of Learning Styles

• Teaching to the Visual Learner

• Using fun and Games in the Classroom

• Understanding International and ESL Students

• Using Active Learning in your Classroom

• Using Databases as Teaching Tool

• Using PowerPoint Effectively as a Teaching tool

• Using Online Discussions for Learning

HANDOUT AND INCLUDED SUBJECT/ TECHNOLOGY COURSES

Student assessment

• No practicum • Evaluation is based on various assessment practices.

• Assessment is based on the submission of a portfolio which includes proof of the 10 courses and the reflection

• Encourage rubrics, checklists, journals, research papers, reaction papers

• Practicum component

• Encourage rubrics, checklists, journals, research papers, reaction papers

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•Five modules evaluated by class assignments plus a practicum evaluated by a checklist.

• Students are required to do a reflective assignment on how this the courses impact on their teaching / learning styles.

• Evaluation of learning in these courses is based on successful completion of assignments that are submitted 2 weeks after the last class session.

• Participants are expected to apply the knowledge and

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College/Conta ct


Georgian College The Centre for Teaching and Learning Barrie On L4M 3X9 Ms Janice Pries



Student assessment cont’d

Current and coming challenges

• Delivery is faceto face and through distance education.

• Courses are offered through 15 different sites.

• A new program established three years ago

• Saturday and evening workshops

• Discontinued distance education/video conferencing

• On going faculty assessment

• Saturdays and evenings

Curriculum Renewal

• Faculty advisory board meets yearly.

• Renewal based on the ongoing needs of faculty

• Course is UNB credential.

• Faculty advisory group

Partnerships • The client group is mainly community college instructors at 15 sites throughout Ontario. They do, however, deliver courses to industry.

• An inhouse professional development program established to train college faculty

• Collective bargaining agreement. Students must complete this in two years with the possibility of a one year extension

• No collective bargaining agreement

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skills developed in the six courses. A typical course used for the practicum is approximately 30 hours.

•Classroom delivery

•Assessment by Practicum

• Reflective Journal • Courses offered in August (2 weeks) with a reflective journal maintained throughout the year followed up by a followup group of workshops offered in May.

•Courses are offered evenings, weekends and full time.

•Courses are delivered to S.A.I.T. through distance education.

• The entire course may be taken by distance education. Most students take a combination of distance education and facetoface offerings. Courses must be completed within five years of acceptance into the program. •Ongoing from

classroom feedback plus an advisory board committee

• Yearly faculty review.

•Provincial mandated by B.C. Minister of Education

•An advisory committee guides the development and implementation of the curriculum:

•YMCA Ontario •St. Joseph’s Health Centre

•HewlettPackard Canada Ltd

• Union, Management and faculty

• Vancouver Community College employees are required by their collective bargaining agreement to take the diploma. Other colleges in B.C. as well are required to take the diploma as

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College/Conta ct





Partnerships con’t

Other

Comments • The aboriginal Ad. Ed. takes a two world approach.

• This Program is in partnership with the University of New Brunswick. The certificate can be completed as a standalone certificate or as a first step towards a Bachelor of Education in Adult Education Degree.

• Agreement with the province to develop vocational high school education teachers

• This program is articulated with a degree in adult education and master program.

• The Organization Learning web site will be launched in early February. Contact person is: Michelle Creelman Administrative Assistant MSVV Professional Development Ph: 1902491 6765/Fax: 1 9024913511 www.michelle.cr [email protected] a

*** The diploma is written in the collective bargaining agreement and

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• Pan Canadian Employment Programs

• Ernst and Young Vida Vaitonis

• IBM • The Coaching

Project

outlined in their collective agreement – these agreements are all different.

• Other partnerships are arranged with business, government and industry with programs other than the diploma program.

• In response to the rapid emergence of e learning as an educational approach in the workplace, OISE at the University of Toronto partnership with eMisphere Solutions, Montreal, has developed a three day module on elearning fundamentals. The emphasis is on the principles, unique considerations and practical applications of e learning.

• This program is linked to the School of Instructional Education at the Vancouver Community College

• This program is tied to the collective bargaining agreement. In fact, the hiring practices require that this is done during the first year.

• Vancouver Community College employees are required by their collective bargaining agreement to take this diploma. Other colleges in B.C. are as well required to take the diploma as outlined in their collective agreement – these agreements are all different.

• V.C.C. have an agreement with S.A.I.T.

27

College/Conta ct





Comments cont’d

years to finish, this is their probation period. Students from the public school system can ladder into a certificate in vocational education for teaching in the public school system.

28





• The course has a workplace focus, and strong element, in addition to providing the theory needed to understand the key elements of elearning.

29

Appendix B – Industry Occupational Analysis (DACUM) Chart

30

CERTIFICATE IN ADULT EDUCATION DACUM Facilitated by Gene Semchych and Mervin Maxwell

March 6th and 7 th , 2006 C indicates core competencies

COMMUNICATE A

C

Speak in public

A1 C

Use effective writing skills

A2 C

Listen actively

A3 C

Represent ideas graphically

A4

Use non verbal communication skills A5 C

Assess audience

A6 C

Use presentation skills

A7 C

Read for comprehension

A8 C Follow communicat ion process

A9 C

Use telephone etiquette

A10 C

Use email etiquette

A11 C

Use appropriate communication media / technology A12 C

Give / receive feedback

A13 C

Demonstrate interpersonal skills

A14 C

DESIGN CURRICULUM

B C

Write learning outcomes

B1 C

Consult and collaborate with stakeholders B2 C

Assess learner's needs

B3 C

Identify and select learning resources

B4 C

Apply curriculum development theory B5 C

Incorporate curriculum guidelines/legislati onB6 C

Perform environmental scan

B7

Identify delivery media

B8 Design PLAR assessment instruments

B9

Assess evidence of PLAR

B10

Validate curriculum

B11

Coordinate content within program

B12

Assess quantity of content for delivery timeframe B13

Write evaluation rubric

B14 C

Apply instructional design theory

B15 C

Revise and review curriculum

B16 C Meet accreditation standards B17 C

Plan for inclusion

B18 C

DELIVER CURRICULUM

C C

Assess prior knowledge

C1 C

Adapt to learner's needs

C2 C

Organize resources

C3 C

Assess student's progress

C4 C

Assess instruction

C5 C

Use technology

C6 C

Organize learning space

C7 C

Maintain students records

C8 C Provide timely feedback

C9 C

Employ a variety of instructional methods C10 C

Monitor and instruct practicum

C11

Use reflection skills

C12 C

Articulate outcomes and expectations

C13 C

Utilize learning media

C14 C

31

FACILITATE LEARNING

D C

Respect diversity

D1 C

Demonstrate cultural sensitivity

D2 C

Demonstrate flexibility

D3 C

Promote discussion

D4 C

Inform students on policies and procedures D5 C

Coach

D6

Advise students

D7 C

Refer students

D8 C Advocate for students

D9 C

Resolve conflict

D10 C

Apply adult learning theory

D11 C

Solve problems

D12 C

Involve / include students

D13 C

Monitor student behaviour

D14 C

Respond to student behaviour

D15 C

Accommodate needs of students

D16 C Engage students

D17 C

Encourage critical thought

D18 C

DEVELOP COURSES E

C

Write course outline

E1 C

Develop course notes

E2

Write study notes

E3

Adapt curriculum to appropriate media E4 C

Match course content to delivery time

E5 C

Develop assessment tools

E6 C

Develop learning activities

E7 C

Develop lesson plan

E8 C Develop a marking rubric E9 C

PROVIDE A SAFE LEARNING ENVIRONM

F C

Assess safety of physical environment

F1 C

Assess safety of the emotional environment

F2 C

Respond to unsafe situations

F3 C

Educate students on safety procedures

F4 C

Document / report incidents

F5 C

Follow safe work practices

F6 C

Promote health and wellness

F7 C

Respond to emergencies

F8 C

32

MODEL PROFESSIONALISM

G C

Follow policies and procedures

G C

Collaborate with others

G2 C

Work in teams

G3 C

Maintain currency in area of instruction G4 C

Liaise between industry and the classroom

G5

Demonstrate leadership

G6

Balance professional and personal life G7

Develop professionally as an educator

G8 C Demonstrate industry specific skills

G9 C

Apply research skills

G10 C

Apply discipline code of ethics G11 C

Demonstrate ethical behaviour

G12 C

Adapt to change

G13 C

Maintain a positive outlook

G14 C

Work independently

G15 C

Develop and maintain professional relationships G16

Manage time

G17 C

Demonstrate patience

G18 C

Engage in lifelong learning G19 C

PARTICIPATE IN NON INSTRUCTIONAL ACTIVITIES

H

Supervise student teachers

H1

Participate in academic appeals H2

Participate in staff selection

H3

Mentor

H4 C

Participate in committees

H5

Participate in community

H6

Participate in professional organizations

H7

Promote program / college

H8 Recruit students

H9

Participate in DACUMs H10

Coordinate practicum

H11

Record grades

H12 C

Take attendance

H13 C

Proctor exams

H14

Conduct and participate in meetings H15 C

Monitor exams

H16 C Participate in budgeting

H17

33

Appendix C – Graduate Skills and Abilities Chart

34

Certificate in Adult Education Integrated Chart

C denotes core skills

Industry DACUM Faculty

Expectations: (Graduate Skills

& Abilities)

CollegeWide Learning Outcomes (CWLOs)

COMMUNICATE A

C

COMMUNICATE A

Speak in public

A1 C (see A15 in this

column)


A2 C


A2 Listen actively

A3 C

Listen actively

A3 C

A3 Listen and ask questions to understand and appreciate the points of view of others


A4


A4

A1 Read and understand information presented in a variety of forms (e.g. words, graphs, charts, diagrams)

Use non verbal communication skills

A5 C

Use non verbal communication skills

A5

Assess audience

A6 C

Assess audience

A6


A7 C


A7 Read for comprehension

A8 C

Read for comprehension

A8 Follow communication process

A9 C (see A16 in this

column)

35

Use telephone etiquette

A10 C (see I5 in this

column)

Use email etiquette

A11 C (see I5 in this

column)

Use appropriate communication media / technology A12 C

(see E10 in this column)


A13 C


A13

J5 Accept and provide feedback in a constructive and considerate manner

Demonstrate inter personal skillsA14 C (see G20 in this

column)

Articulate verbally

A15

A2Write and speak so others pay attention and understand

Use responsible communication

A16

DESIGN CURRICULUM

B C

DESIGN CURRICULUM

B


B1 C


B1 Consult and collaborate with stakeholders

B2 C

Consult and collaborate with stakeholders

B2 Assess learner's needs

B3 C

Assess learner's needs

B3 Identify and select learning resources

B4 C

Identify and select learning resources

B4

Apply curriculum development theory

B5 C

Apply curriculum development theory

B5

36

Incorporate curriculum guidelines/legislation

B6 C

Incorporate curriculum guidelines/legislation

B6 Perform environmental scan

B7

Perform environmental scan

B7


B8


B8 Design PLAR assessment instruments

B9

(see J1 in this column)

Assess evidence of PLAR

B10


Validate curriculumB11



B12


B12

Assess quantity of content for delivery timeframe

B13

Assess quantity of content for delivery timeframe

B13 Write evaluation rubric

B14 C (see J1 in this

column)


B15 C (see K2 in this

column)


B16 C


B16

K1 Plan, design or carry out a project or task from start to finish with welldefined objectives and outcomes K6 Continuously monitor the success of a project or task and identify ways to improve

Meet accreditation standards

B17 C

Meet accreditation standards

B17

Plan for inclusion

B18 C

Plan for inclusion and diversity

B18

J4 Recognize and respect people's diversity, individual differences and perspectives

37

DELIVER CURRICULUM

C C

DELIVER COURSES C


C1 C


C1 Adapt to learner's needs

C2 C

Adapt to learner's needs

C2 Organize resources

C3 C

Organize resources

C3


C4 C


C4

Assess instruction

C5 C

Assess instruction

C5

Use technologyC6 C

Use technologyC6


C7 C


C7 Maintain students records

C8 C

Maintain students records

C8 Provide timely feedback

C9 C

Provide timely feedback

C9

G5 Learn from your mistakes and accept feedback

Employ a variety of instructional methods

C10 C

Employ a variety of instructional methods

C10

K4 Select and use appropriate tools and technology for a task or project


C11


C11


C12 C


C12

D8 Implement solutions D9 Check to see if a solution works, and act on opportunities for improvement

38

Articulate outcomes and expectations

C13 C

Explain outcomes and expectations

C13


C14 C


C14

H4 Identify and access learning sources and opportunities

FACILITATE LEARNING

D C

FACILITATE LEARNING

D

Respect diversity

D1 C

Respect diversity

D1

Demonstrate cultural sensitivity

D2 C (see D1 in this

column)


D3 C


D3

J3 Be flexible: respect, be open to and supportive of the thoughts, opinions and contributions of others in a group

Promote discussion

D4 C (see C10 in this

column)

Inform students on policies and proceduresD5 C

(see C13 in this column)

Coach

D6

Mentor (see H4 in DACUM)

D6

Advise students

D7 C

Advise students

D7

Refer students


column)

Advocate for students

D9 C

Support Students

D9

J7 Lead or support when appropriate, motivating a group for high performance

Resolve conflict

D10 C

Resolve conflict

D10

J8 Understand the role of conflict in a group to reach solutions J9 Manage and resolve conflict when appropriate

39

Apply adult learning theory

D11 C

(see K1 in this column)

Solve problems

D12 C

Solve problems

D12

D3 Recognize the human, interpersonal, technical, scientific and mathematical dimensions of a problem D4 Identify the root cause of a problem D5 Be creative and innovative in exploring possible solutions

Involve / include students

D13 C

(see D19 in this column)

Monitor student behaviour

D14 C


Respond to student behaviour


column)

Accommodate needs of students


column)

Engage students


column)


D18 C


D18 Apply learner centered methodsD19

Manage classroom behavior

D20

G1Work independently or as part of a team

DEVELOP COURSES E

C

DEVELOP COURSES

E


E1 C


E1


E2


E2

40

Write study notes

E3

(see E2 in this column)

Adapt curriculum to appropriate media

E4 C

Adapt curriculum to appropriate media

E4


E5 C


E5


E6 C


E6 Develop learning activities

E7 C

Develop learning activities

E7 Develop lesson plan

E8 C

Develop lesson plan

E8

Develop a marking rubric

E9 C


(see to A12 in this DACUM)

Select appropriate communication/media technology E10

PROVIDE A SAFE LEARNING

ENVIRONMENT F C

PROVIDE A SAFE LEARNING

ENVIRONMENT F

Assess safety of physical environmentF1 C (see F3 in this

column)

Assess safety of the emotional environment

F2 C (see F3 in this

column)

Respond to unsafe situations

F3 C

Recognize and respond to unsafe situations

F3

I1 Be aware of personal and group health and safety practices and procedures, and act in accordance with these


F4 C


F4 C

F3 Assess, weigh and manage risk

41

Document / report incidents

F5 C (see G1 in this

column)

Follow safe work practices


column)

Promote health and wellness


column)

Respond to emergencies

F8 C

(see F4 in this column)


G C


G

Follow policies and procedures

G1 C

Follow policies and procedures (see also F5 in DACUM) G1

Collaborate with others

G2 C

Collaborate with others (see H7 in DACUM)

G2

J1 Understand and work within the dynamics of a group J2 Ensure that a team's purpose and objectives are clear J6 Contribute to a team by sharing information and expertise E2 Deal with people, problems and situations with honesty, integrity and personal ethics

Work in teams

G3 C (see G2 in this

column)

Maintain currency in area of instruction

G4 C

Maintain currency in area of instruction

G4

B2 Access, analyze and apply knowledge and skills from various disciplines (e.g. the arts, languages, science, technology, mathematics, social sciences, and the humanities)

Liaise between industry and the classroom

G5

(see G4 in this column)

Demonstrate leadershipG6

Demonstrate leadershipG6

E5 Show interest, initiative and effort

Balance professional and personal life

G7

Balance professional and personal life

G7

E1 Feel good about yourself and be confident E4 Take care of your personal health F1 Set goals and priorities balancing work and personal life

Develop professionally as an educator


column)

42

Demonstrate industry specific skills


column)


G10 C


G10

B1 Locate, gather and organize information using appropriate technology and information systems

Apply discipline code of ethics

G11 C

Apply discipline code of ethics

G11


G12 C


G12

F4 Be accountable for your actions of your group G4 Be open and respond constructively to change

Adapt to change

G13 C (see D3 in this

column)

Maintain a positive outlook

G14 C

Maintain a positive outlook (relates also to H8 in DACUM) G14

G3 Be innovative and resourceful: identify and suggest alternative ways to achieve goals and get the job done

Work independently

G15 C

Work independently

G15

H3 Set your own learning goals

Develop and maintain professional relationships

G16

Develop and maintain professional relationships

G16

H2 Assess personal strengths and areas for development

Manage time

G17 C

Manage time

G17

F2 Plan and manage time, money and other resources to achieve goals H5 Plan and achieve your learning goals


G18 C


G18

G2 Carry out multiple tasks or projects G6 Cope with uncertainty

Engage in lifelong learning

G19 C

Engage in lifelong learning (see G8 in DACUM) G19

H1 Be willing to continuously learn and grow

(see A14 in this column)

Demonstrate interpersonal skillsG20

E3 Recognize your own and other people's good efforts

PARTICIPATE IN NONINSTRUCTIONAL

ACTIVITIES H

43

Supervise student teachers

H1

(Beyond the scope of the CAE program)

Participate in academic appeals

H2


Participate in staff selection

H3


Mentor

H4 C (see D6 in this

column)

Participate in committees

H5


Participate in communityH6 (Beyond the scope of

the CAE program)

Participate in professional organizations

H7


Promote program / college

H8


Recruit students

H9


Participate in DACUMs

H10


Coordinate practicum

H11


Record grades

H12 C (see C12 in this

column)

Take attendance

H13 C (see C13 in this

column)

44

Proctor exams

H14


Conduct and participate in meetings

H15 C (Beyond the scope of the CAE program)

Monitor exams

H16 C (see D20 in this

column)

Participate in budgeting

H17


USE ALTERNATIVE DELIVERY MODES

I

Develop courses in alternative delivery formats I1

Select appropriate delivery modeI2

A5 Use relevant scientific, technological and mathematical knowledge and skills to explain or clarify ideas

Deliver courses using alternative delivery modes

I3

D6 Readily use science, technology, and mathematics to think, gain and share knowledge, solve problems and make decisions D7 Evaluate solutions to make recommended decisions

Use eLearning principles and best practices

I4

A4 Share information using a range of information and communications technologies (e.g. voice, email, computers)

(see A11 in this column)

Use email etiquette

I5

ASSESS AND EVALUATE

J

(see B9, B14 & E9 in this column)

Develop evaluation tools

J1

C1 Decide what needs to be measured or calculated

C2 Observe and record data using appropriate methods, tools and technology

Plan assessment and evaluation

J2

K2 Develop a plan, seek feedback, test, revise and implement

45

Select appropriate evaluation tools

J3

(same as B11 in this column, also see B10)

Validate curriculum

J4

C3 Make estimates and verify calculations D1 Assess situations and identify problems D2 Seek different points of view and evaluate them based on facts

Monitor and adjust in response to evaluation

J5

K3Work to agreed quality, standards and specifications K5 Adapt to changing requirements and information

IMPLEMENT ADULT LEARNING PRINCIPLES

K


Apply adult learning theory and practices

K1

F5 Be socially responsible and contribute to your community

(see B15 in this column)


K2

46

Appendix D – Graduate Profile At the end of the program the graduate will successfully:

1. Communicate effectively and act professionally with students and colleagues in an adult education environment.

2. Collaborate professionally on a team respecting group dynamics. 3. Offers leadership when appropriate, and contribute to motivating students. 4. Create learning environments that recognizes and respect student’s diversity,

individual differences, and perspectives. 5. Plan a course using indicators of success including broad assessment, varied

instructional techniques, and alternative delivery models. 6. Plan and deliver lessons focusing on differentiated instructional strategies and

techniques that respond to the diverse learning styles and needs of learners. 7. Apply adult learning principles. 8. Use a variety of assessment techniques and analyzes their purpose, teaching

target, method, and quality indicators. 9. Adapt curriculum to address current trends and best practices in the adult

education field. 10.Create a safe learning environment.

47

Appendix E – Program Renewal Plan

Renewal Plan 1. Review and redesign CAE program curriculum

The Teacher Education department will use a curriculum mapping technique to review and redesign the CAE program curriculum.

This process should reveal course content overlap and duplication in course offerings. Another benefit of using the curriculum mapping software will be to ensure the graduate profile is being addressed in the course content. Once this process is complete, the information can be used to redesign the curriculum.

This process will begin in November 2006 with the parttime CAE coordinator taking responsibility to ensure all instructors are part of the process.

Course content changes will be implemented in the Fall of 2007 and will continue through to summer of 2008.


Development of elearning options for all courses is a costly investment. As all instructors are hired parttime to teach courses in the CAE program, there is a need to hire instructors for online course development. There are insufficient funds in the CAE budget to pursue this option without additional funding. This outcome will not be achieved without future funding.

Increased use of video streaming has already taken place with five courses in the offerings for the 2006/2007 academic year. With two courses offered through online delivery, the course offerings for the distant learner total seven.

Courses in the CAE program will be rotated through the eTV delivery mode to ensure all learners have the opportunity to complete their CAE in a timely fashion. This will take place each year.


Spring 2007 – explore linkages with U. of W. for faculty that want to pursue further education.

Winter 2008 – explore other linkage opportunities with universities

48


Spring 2007 Request a fulltime academic coordinator

5. Position the program for expanded markets.

Winter 2007 – develop modules for each course for use internally and externally

Spring 2007 – develop option course within the program on instructional technologies

Fall 2008 and on as money permits – develop online courses for use in expanded markets

49

Appendix F – 5 –Year Program Renewal Plan in Gantt format

ID Task Name Duration

0 CAE Program Renewal Plan 37 mons1 Review & redesign curriculum 27 mons2 Map curriculum 11 mons

3 Make course content changes 16 mons

4 Develop distributed learning options 37 mons5 Offer 5 courses through streaming video 13 mons

6 Offer 2 courses online 13 mons

7 Rotate courses through streaming video & online delivery 24 mons

8 Explore credential options & linkages 15.8 mons9 Explore new linkages with U of W 3 mons

10 Explore linkage opportunities with other universities 6 mons

11 Establish academic coordination role 5.65 mons12 Assign responsibility half-time to existing staff 0 mons

13 Request full-time academic coordinator 0 mons

14 Position program for expanded markets 25.75 mons15 Develop modules for each course 6 mons

16 Develop option course on instructional technologies 3 mons

17 Develop online courses for expanded markets 4 mons

1/2 11/5

11/6 1/26

8/28 8/24

8/28 8/24

8/27 6/26

4/3 6/25

1/2 6/17

8/28

2/1

1/2 6/18

4/3 6/25

9/2 12/22

2nd Half 1st Half 2nd Half 1st Half 2nd Half 1st Half 2nd Half 1st Half2006 2007 2008 2009

Task

Progress

Milestone

Summary

Rolled Up Task

Rolled Up Milestone

Rolled Up Progress

Split

External Tasks

Project Summary

Group By Summary

Deadline

Page 1

Project: CAE Program Renewal PlanDate: Wed 12/13/06

curriculum validation - program renewal 2006 certificate...

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