Introduction to Competencies
In higher education the race is on not only to develop new ways to measure what you've learned, but also to determine what specifically you should be learning. Competencies, standards, and learning outcomes are all ways in which we can describe and determine what a student should learn in a course or program – how a student should be different after completion of the course or program.
Developing Course Competencies << click for more information <<
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
- 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
Course Competencies Guidelines << click for more information <<
The purpose of this section is to convey the expectations of what students are able to do after successfully completing the course. In a well‐integrated course outline, course objectives are the basis for the rest of the course outline.
Click for Example
Student Learning Outcomes << click for more information <<
Through the academic disciplines and co-curricular activities, General Education provides multiple, varied, and intentional learning experiences to facilitate the acquisition of fundamental knowledge and skills and the development of attitudes that foster effective citizenship and life-long learning.
Program Learning Outcomes << click for more information <<
Bloom´s Taxonomy << click for more information <<
Bloom's Taxonomy is a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom. It refers to a classification of the different objectives that educators set for students (learning objectives). Bloom's Taxonomy divides educational objectives into three "domains": Cognitive, Affective, and Psychomotor (sometimes loosely described as knowing/head, feeling/heart and doing/hands respectively). Within the domains, learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels. A revised version of the taxonomy was created in 2000. Bloom's Taxonomy is considered to be a foundational and an essential element within the education community.
MDC Course Competency Website << click for more information <<
The Course Competency website houses various courses and their respective competencies.
Please note: That as course competencies are updated, the website is updated as well to reflect the most current information.