Course Competency
Development
Dr. Mollie F. DeHart, District Director
mdehart@mdc.edu
305.237.3731
Denisse Cabrera, Curriculum Specialist
dcabrer1@mdc.edu
305.237.7479
Julian Chiu, Curriculum Specialist
jchiu@mdc.edu
305.237.3138
Objectives
As a result of this workshop, participants will be
able to:
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Utilize the State Course Numbering System (SCNS) and Curriculum
Frameworks to research course competency content.
Explain how course competencies are identified and developed and
how they fit into the curriculum development cycle.
Develop stem statements for course competencies.
Develop “Student Performance Objective” statements (i.e., “by”
statements).
Select at least one Learning Outcome (LO) which corresponds to the
stem and/or performance statements.
Differentiate between cognitive, psychomotor and affective
competencies.
Submit new/revised competencies through the CurricUNET system and
the Curriculum Approval Timeline.
A Course Competency is…
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A tool to support learning by:
 Focusing learning on the critical competencies
needed for success
 Providing the framework for identifying learning
options, curriculum, program needs
 Supporting effective forecasting of project-related
learning requirements
 Providing standards for determining how well
learning has occurred by ensuring:
• Competence
• Learner performance
• Intended result of instruction vs. the process of instruction
Breakdown of Developing
Student Outcomes
FLDOE
Frameworks
SCNS
Course Intent
COURSE
COMPETENCY
SCNS Browse
for Course
Profile &
Example
MDC
Curriculum
Approval
Process
CurricUNET
Curriculum Approval for Existing Course
Competencies
(Originator)
Curriculum Approval for
New Courses
(Originator)
Statewide Course Numbering
System (SCNS)
What is SCNS?
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SCNS is a repository of course information for the entire state.
Instructors who plan new courses can view descriptions of
existing courses, both original course descriptions and statewide
course profiles.
Courses are organized by course categories, content areas and
existing course offerings within those areas. Specific course
information can be easily identified and retrieved.
Statewide Articulation Agreement

Florida Administrative Code 6A-10.024, FAC, and FS 1007.24 establish
provisions to facilitate the efficient transition of students through the
various levels of the educational system, and ensure courses are
equivalent if the appropriate faculty discipline committee has judged the
content to be similar, including equivalency of faculty credentials.
SEARCHING SCNS
FIND A COURSE
Search or browse
for institution and
statewide courses.
SEARCHING SCNS CONT.
Select the discipline only to
search among all discipline
prefixes. If prefix entered, there is
no need to select the discipline.
Note: You can perform other
search entries (i.e. by title,
description, century, etc.)
FLDOE Curriculum Frameworks
The Division of Career
and Adult Education
publishes the curriculum
frameworks aligned to the
Career Clusters delineated
by the U.S. Department of
Education. The Career
Cluster frameworks pages
also contain links to
Community College
AS/AAS and CCC
frameworks. To determine
to which cluster a particular
program is assigned, you
may view an alphabetical
list of all Secondary/PSAV
CTE programs or
AS/AAS/CCC programs.
Course Competency Template
Competency Development
Stem/Goal
Student Learning Outcomes
(SLO) Format
Performance/Objective
Statement
Lead to the achievement of
stems/goals
Learning Outcomes (LO)
Instructions
Example
Begin with a general statement of knowledge,
skills, and abilities:
The student will
learn… to
demonstrate an
understanding of
curriculum
development by:
Begin with a verb (“ing” verb) and answer this
question:
Upon completion of the course how will the
learner:
• Demonstrate competency
• Demonstrate proficiency
Composing course
proposals within
established guidelines
Select at least one Learning Outcome (LO)
which corresponds to your stem and/or
performance statements.
Communication,
Critical Thinking,
Numbers and Data,
Computer/Technology,
Usage, etc.
Sample of Course Competency
Stem
• The student will learn the fundamentals of developing course
competencies by:
• Composing course competencies within established guidelines
• Establishing the appropriate Learning Outcomes, which
“By”
correspond to the course objective
Statements
• Utilizing the resources available in the competency workshop
LOs
• Critical Thinking (3), and Information Literacy (4)
Competency vs. Activity
A course competency describes student learning outcomes
NOT instructor or student activities.
Non-examples:
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“Viewing specific films and slides on various art movements.”
“Attending various lectures.”
“Studying about the Spanish borderlands and Mexican rule
over California, Texas, and New Mexico, and knowing about
the revolution in Texas, Manifest Destiny, and the war with
Mexico.”
“Reading relevant media and magazine articles, viewing
selected television programs, reading related books and
regularly attending class.”
Bloom’s Taxonomy
• Systematic grouping of
outcomes
• Share characteristics
• Sequential and cumulative
order
3 Types of Learning Domains:
Cognitive: mental skills
(Knowledge)
Affective: growth in
feelings or emotional
areas (Attitude)
Upon
SIMPLE
TO
COMPLEX
Psychomotor: manual or
physical skills (Skills)
successful completion of this course, the student will demonstrate knowledge of the
nature and evolution of behavior in animals by:
listing the genetic and environmental contributions to behavior.
distinguishing between innate and learned behavior.
identifying the types of learning behavior.
discussing the nature of animal cognition.
evaluating the nature and significance of social behavior and sociobiology.
Cognitive Domain
CATEGORY
KEY WORDS (VERBS)
Knowledge: Recall data or information.
defines, describes, identifies, lists, outlines, reproduces,
selects, states.
Comprehension: Understand the meaning, translation,
interpolation, and interpretation of instructions and
problems.
converts, distinguishes, estimates, explains, interprets,
summarizes.
Application: Use a concept in a new situation or
unprompted use of an abstraction.
applies, constructs, demonstrates, modifies, prepares, uses.
Analysis: Separates material or concepts into
component parts so that its organizational structure
may be understood.
analyzes, compares, contrasts, differentiates, distinguishes,
identifies, illustrates, relates, selects, separates.
Synthesis: Builds a structure or pattern from diverse
elements.
categorizes, combines, compiles, composes, creates,
designs, explains, generates, modifies, organizes, plans,
relates, summarizes.
Evaluation: Make judgments about the value of ideas or compares, contrasts, critiques, describes, evaluates,
materials.
explains, interprets, summarizes, supports.
Affective Domain
CATEGORY
KEY WORDS (VERBS)
Receiving Phenomena: Awareness, willingness to hear,
selected attention.
describes, identifies, locates, names, selects, replies, uses.
Responding to Phenomena: Active participation on the part
of the learners.
complies, discusses, performs, presents, reports, selects.
Valuing: The worth or value a person attaches to a
particular object, phenomenon, or behavior.
completes, demonstrates, differentiates, explains, reports,
selects.
Organization: Organizes values into priorities by contrasting
arranges, combines, compares, explains, formulates, identifies,
different values, resolving conflicts between them, and
integrates, modifies, organizes, prepares, synthesizes.
creating an unique value system.
Internalizing values (characterization): The behavior is
pervasive, consistent, predictable, and most importantly,
characteristic of the learner.
displays, modifies, qualifies, solves, verifies.
Psychomotor Domain
CATEGORY
EXAMPLE AND KEY WORDS (VERBS)
Perception: The ability to use sensory cues to guide motor
activity.
describes, differentiates, distinguishes, identifies, isolates, selects.
Set: Readiness to act. It includes mental, physical, and
emotional sets.
displays, explains, shows, states.
Guided Response: The early stages in learning a complex skill
that includes imitation and trial and error.
reproduce, responds.
Mechanism: This is the intermediate stage in learning a
complex skill.
assembles, calibrates, constructs, displays, measures, mixes,
organizes, sketches.
Complex Overt Response: The skillful performance of motor
acts that involve complex movement patterns.
assembles, builds, constructs, displays, measures, mixes, organizes,
sketches.
Adaptation: Skills are well developed and the individual can
modify movement patterns to fit special requirements.
adapts, changes, rearranges, revises.
Origination: Creating new movement patterns to fit a
particular situation or specific problem.
arranges, builds, combines, composes, constructs, creates, designs.
Upload Information Into
CurricUNET
Upon School/Discipline discussion and course information from
SCNS (if any) begin to enter and develop the curriculum in the
Curriculum Management System:
Via this tool you will be able to create/build your courses and program information,
including but not limited to:
o Course description
o Units/Hours
o Requisites
o Instructional Support
o Fees
o Course Competencies and Student Learning Outcomes
o Course Gordon Rule
Note: All information must be entered into CurricUNET. For further information,
refer to the Curriculum Instruction Manual , Create New Programs.
Resources
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Browse SCNS for existing (if available) course
descriptions and competencies
 Verify that the competencies are appropriate for
the level of instruction
 Verify that the competencies meet state
guidelines (FLDOE Frameworks)
Review the OAP Course Competencies
Development Page
Upload Information into CurricUNET
For additional help in using CurricUNET, please
register for the CT&D CurricUNET workshop