Advanced Technological Education: Curriculum Development and Faculty Enhancement Synthesizing Technological and Business Management Skills

伊尔诺伊斯州立大学与得梅因地区社区学院和一个商业/行业咨询委员会合作，正在指导一个课程和材料开发项目，旨在将商业知识、技能和态度注入社区学院的高级技术教育项目。这个项目解决了培养一支具有团队合作技能和对商业竞争力问题的理解的多技能、技术能力强的劳动力队伍的需要。项目课程的目的是加强学生从学校到工作的经历，然后确保在他们的高级技术职业领域内有更大的横向和向上的流动性。该课程采用模块化设计，教师可以灵活地将模块作为独立单元使用，也可以作为现有课程的串联顺序一起使用。该方法包括最佳实践课程内容审查、行业主导的课程内容分析和开发、模块开发、多次试行测试以及外部顾问的项目评估。主要交付内容将是一套三个跨学科的模块，其内容由行业/商业咨询委员会确定。采用基于活动的教学周期，采用建构主义的学习观点。该课程强调问题解决、实际应用和各学科之间的联系。每个单元都具有高度的互动性和体验性，以提供各种体验来加强学生的学习。教学材料采用并整合了计算机化角色扮演和模拟、人际角色扮演、交互式光盘、视频会议、互联网和万维网应用、用于分析、战略制定和决策的案例的最新进展。在第二年，业界主导的课程开发和关于提高学生学习能力的试验性测试数据正在通过出版物、讲习班和研讨会进行传播。该项目的主要目标是根据行业/商业咨询委员会的意见制定课程、教学材料和教师培训活动。这种行业投入被用来创建和开发跨职能的课程内容，反映商业和高级技术教育之间的现实联系。这一综合的、以活动为导向的课程符合新兴的商业和行业趋势。这个项目的目标还包括调查研究问题，这些问题可以根据它们是否与综合知识、技能和态度有关，或与问题解决有关，或与员工发展有关。

Illnois State University, in partnership with Des Moines Area Community College and a business/industry advisory council, is directing a curriculum and materials development project designed to infuse business knowledge, skills, and attitudes into community college advanced technological education programs. This project addresses the need for preparing a multi-skilled, technically competent workforce with teamwork skills and an understanding of business competitiveness issues. The intent of the project curriculum is to enhance student school-to-work experiences and then ensure greater lateral and upward mobility within their advanced technical occupational arenas. The curriculum uses a modular design and allows the instructor flexibility in using the modules as stand-alone units or together as an articulated sequence with existing programs. The methodology encompasses a best-practice curricular content review, industry-led curriculum content analysis and development, module development, multiple pilot tests, and project evaluation by an external consultant. The main deliverable will be a set of three cross-disciplinary modules with content determined by an industry/business advisory council. An activity-based instructional learning cycle is used employing constructivist views of learning. The curriculum emphasizes problem solving, real-world applications, and connections among the disciplines. Each module is highly interactive and experiential in nature to provide a variety of experiences to enhance student learning. Instructional materials employ and integrate the latest advances in computerized role-plays and simulations, interpersonal role-plays, interactive CD ROM, video conferencing, Internet and world-wide web applications, cases for analysis, strategy formulation, and decision making. In year two, industry-led curriculum development and pilot test data on student learning enhancement are being disseminated via publications, workshops, and seminars. The primary goal of this p roject is to develop curricula, instructional materials, and faculty enhancement activities base upon input from an industry/business advisory council. This industry input is used to create and develop cross-functional curriculum content that reflects the real world interconnections among business and advanced technological education. This integrated and synthesized, activity-oriented curriculum is congruent with emerging business and industry trends. The goals of this project also include investigation of research questions which can be grouped according to whether they relate to integrated knowledge, skills, and attitudes, or problem solving, or staff development.