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Technical College Instructor DACUM

Duties

Tasks
1

A Promote student
success

Advise students

Communicate
course
expectations to
students

Employ student
retention best
practices

Write student
references

B Design curriculum

Validate curriculum
with business and
industry

C Facilitate student
learning

10

Inform students
about available
resources

Monitor at-risk
student behaviors
(i.e. attendance,
communications,
participation)

Refer students to
Student Services
and resources as
needed

Implement
accommodation
plans for students
with special needs

Utilize behavior
intervention
strategies to
address student
behaviors

Coach students on
professional and
employability skills

Demonstrate
cultural
competence in
student
interactions

Write course
outcomes

Align learning and


assessment
activities with
course outcomes

Align curriculum to
other outcomes
(program,
institutional,
external)

Select course
learning materials

Develop a course
syllabus

Develop a course
schedule

Create
supplemental
course materials
(print and AV)

Adapt curriculum
for various delivery
modalities

Prepare learning
environment

Create a plan for


learning (learning
and assessment
activities)

Assess prior
knowledge

Customize learning
plan for diverse
learning needs and
styles

Orient students to
course (tools,
technology,
expectations)

Deliver course
content

Facilitate student
participation

Manage classroom
environment

Evaluate
effectiveness of
learning plan for
improvement or
best practice

Arrange for
internship and/or
clinical sites (as
appropriate)

Arrange for guest


speakers and/or field
trips

Use technology to
enhance learning

D Assess student
learning

Create a performancebased assessment


plan

Use formative
assessments

Use summative
assessments

Record assessment
results (grades)

Give student
feedback

Maintain professional
certification/
licensure

Meet college
requirements and
expectations for
professional
development

Collaborate with
team members

Participate in
college initiatives

Collaborate with
external
stakeholders (i.e.
business and
industry, advisory
committees, high
schools, other
educational
institutions)

Use assessment
results to identify
opportunities for
improvement or
best practice
Participate in
student
recruitment
activities

Implement
program level
assessment (TSA)

E Meet professional
expectations

Develop
assessment tools
(i.e. rubrics, exams,
assignments,
portfolios)
Maintain
occupational/
academic currency

Maintain currency
with technology

Participate in
quality review

Manage program
accreditation

Maintain office
hours to meet with
students

Respond to email
and phone
messages

Model professional
behaviors

Technical College Instructor DACUM

Technical College Instructor DACUM

Equipment and Tools


Learning
management
system
WIDS

E-portfolios

Email
Web 2.0 tools

Information technology
management systems
(Starfish)
College enterprise system
(PeopleSoft, Banner)
Prezi
Social media

Smart board

Microsoft Office suite

Skype

Audio and video


tools/Camtasia

Multi-media classroom equipment

Sponsoring Organization
Wisconsin Technical College System

Google docs

Streaming video

YouTube
Jing

i-Cloud
i-Clickers (student
response systems)
Wiki

Electronic devices (iPad, tablet,


laptop, smart phone)
Profession specific tools
Learning objects

Date of DACUM
January 29, 2014
Organized By

ITV/IPV

Barbara J. Miller, WTCS Education Director - Certification

Knowledge/Skills

Facilitated By

Certification requirements

Brain based learning

Adult learning

Multiple intelligences

Accreditation requirements

Cultural competence/inclusivity

Emotional intelligence

Performance based learning

Educational
terminology/jargon
Bloom's taxonomy

technology

Employer/professional
trends
WTCS system

Subject matter (content

Critical thinking methods

Teaching best practice

Quality review process

Diversity (what makes us


diverse; how this impacts
learning)
Teaching and learning
cycles

Learning styles (SAVI--Somatic,


auditory, visual, intellectual)

Local technical college


system
Differently-abled learning
challenges
Curriculum design theory
and vocabulary

Teaching cycle (plan, do, check,


act)

Classroom delivery modes


(hybrid, face-to-face, online)

Evidence based decision making

Terri Johnson, WIDS


DACUM Panel of Experts
Participant

Title

Kathleen Fratianne, CPA

Accounting Instructor

Blackhawk Technical College

Dawn Matott

Faculty Developer and Instructor

Chippewa Valley Technical College

Jennifer McIntosh

Communication Skills Instructor

Fox Valley Technical College

Patrick E. Hoppe, MS

Division Chair: Automation,


Engineering, Interior Design

Gateway Technical College

Kevin M. Kincaid

Culinary Arts, Program Chair

Lakeshore Technical College

Tina Rettler-Pagel

Faculty

Madison College

W. Robert Smith, CPA

Accounting Instructor

Mid-State Technical College

Current occupational value


Value of technical education to the
state and to individual communities
Active, engaged learning strategies
Components of effective learning
environments (physical, social,
emotional)

Attitudes

Technical College

Enthusiasm,

Creative

All students can learn

Passionate

Embrace diversity

Optimistic

Michelle Flex, PhD

English Instructor

Milwaukee Area Technical College

Compassion

Good listener

Pride

Respectful

Rational

Receptive

Jerome M. VanKirk, MDiv, ThM, ICS

AODA Instructor

Moraine Park Technical College

Non-defensive

Reflective

Integrity

Responsive

Engaged

Student advocate

Empathy

Patient

Fair

Attentive

Accountable

Positive

Diana Rickert

Early Childhood Education Instructor

Nicolet Area Technical College

Flexible

Sense of humor

Professional

Authentic

Forward thinking

Janet K. Baumann, BS, CMA (AAMA)

Medical Assistant Program Director

Northcentral Technical College

Ed Kralovec, BSEE, MSMOB

Electromechanical Instructor

Northeast Wisconsin Technical


College

Joan Young, MHA, MT (ASCP)

MLT Program Director

Southwest Technical College

Kara Hoffmann

Early Childhood Education Instructor

Waukesha County Technical College

Shari Berry, DPT

PTA Program Chair

Western Technical College

Trudy J.M. Kroeger

Instructor Supervisory Management


and Human Resources

Wisconsin Indianhead Technical


College

Trends
Global community
Helicopter parent

Online courses (or


not?)
Virtualization

Self-directed learning (multiple


providers)
Fewer programs

Fewer full-time faculty

Mobile learning

Lesson loan debt

Business and industry needs

Hybrid/blended

high stakes teacher evaluations

Accountability for outcomes

MOOCs

Retention

Performance-based funding

Flipped classroom

Career pathways

E-texts

Bring your own device/ One-toOne


Economy (local, state, country)

Increased use of social networks


Increase in distractions for students (life,
personal, outside)
Influx of new adjunct instructors
Demographic impact of retiring instructors
(knowledge and skills lost)
Federal/state accountability
certification/accreditation for programs
"Everyone gets a medal" (student
entitlement)

The DACUM Process uses experts in the field to describe their occupation. An occupation can be described in terms of
DUTIES (arbitrary groupings of related tasks) and TASKS (observable units of work).