Kd10 Curriculum Management Demo


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Slides that accompany this presentation given at Kuali Days 2010:

Detailed Overview of the Kuali Student Curriculum Management with Demonstration

This session will provide an overview of the Kuali Student 1.1 which represents the latest Kuali Student development effort. Institutions are adapting to serve a variety of learners and learning styles. They are developing curricular offerings that are vastly different and more complex than what traditional curriculum management software is capable of supporting. Kuali Student is addressing these issues. This session will also review how the new project methodology manages and prioritizes the partnering institutions' business requirements and technical constraints.

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  • Examples of Life & Learning
    Learning communities where students may take two or more linked courses as a group and thus get to know their instructors and one another well.
    University Honors,
    College Park Scholars and
    CIVICUS living-learning communities at Maryland have been cited as pre-eminent examples.
    First-year experience programs such as seminars led by faculty and staff members that go beyond traditional Orientation to help freshman students feel connected to their chosen university or college.
    Service learning programs where student volunteer in a campus’s neighboring communities and are helped in the classroom see a direct connection between their field experience and their academic studies.
    Undergraduate research/creative projects marked by work in teams under the supervision of a faculty member and resulting in a scholarly paper or other product that can be formally presented on or off campus.

    When looking at Programs it is natural to think of it from an individual Student’s perspective, a Bachelor or Science in Mathematics with a minor in Music
    Rather our objective with CM is to look at programs from the perspective of the Curriculum manager, across all programs for all students

  • In structuring this data, what is true across all degree programs of a certain type, for example undergraduate degrees take 120 credits and generally the rules for minors are similar across majors and can be captured here
    In most cases the courses needed to fulfill a Major’s completion requirements are representing in rules, must take all of these course plus some subset of those, etc.
    In terms of the “structure” of the Program data, we are capture codified data that includes course IDs along with specific rule patterns that describe the relations, e.g., n credits from this set of courses – this could become the starting point of the significantly more detailed rules managed in a Degree Audit system. The display of the program requirements was modified significantly from the representation in Course in support of the list view seen n online catalogs
    Now that we have structure data where programs IDs reference courses with IDs, we have the mechanism in place to expose dependencies
    Finally, we are set up to support some of the program exploration that we will need for students and advisers as we move into Enrollment
  • Started with UG degrees
    Baccalaureate is the “Credential” program
    Major is a “Major Discipline” program
    Specialization is a “Variation” of a Major Discipline, can be req’d or not
    In order to round out the UG degree program we also modeled
    Departmental Honors and
    Minors in our Business Service
  • Use real examples of pattern
  • Kd10 Curriculum Management Demo

    1. 1. Presented at Kuali Days 2010 Kuali Student Curriculum Management
    2. 2. 2 KS Curriculum Management Presenters Carol F. Bershad Course Delivery Team Lead University of Washington Cathy Dew Program Delivery Team Lead University of California, Berkeley
    3. 3. 3 Overview of Presentation • What is Curriculum Management? • What is a Course? • Demo: Create a new course • Demo: Find and Modify an existing course • Demo: Compare course versions • What is a Program? • Demo: View an existing major • Demo: Modify an existing major • What is Next? • What Questions do you have?
    4. 4. 4 What is Curriculum Management? Curriculum Management Courses Create Programs Modify RetireLearning Unit Proposal Process* Administrative Screens* Group * Delivered in R1.1: 1. Proposal processes for Courses 2. Administrative screens for Programs Find CatalogIdeas
    5. 5. 5 What is Curriculum Management?
    6. 6. 6 Course Format <N> What is a Course? • A Course is a learning experience that imparts education through a series of activities such as lectures, labs, recitations, etc. within a well-defined time period. Format 1 Activity <n> Activity 2 Activity 1 Learning Objectives Requirements Financials
    7. 7. 7 Course: Proposal Workflows • Leverages Kuali Enterprise Workflow (KEW) • Qualified role-based routing, where roles are derived from KS Organization Service • R1.1 delivered with two reference workflows: START: Proposer Division Committee College Academic Senate Publication Office Department Committee END START: Proposer Division Committee College Academic Senate Publication Office Publication Office Department Committee END major modification minor modification CREATE MODIFY
    8. 8. 8 Course: Demos Create a new course Scenario: Fred Faculty in the Biology Department proposes a new graduate course, BIOL500 – Graduate Survey of Molecular Genetics. The proposal is submitted and eventually approved. Modify and existing course Scenario: Fred modifies this course to (1) change the Subject Code and (2) add a pre-requisite. The modification is approved. Compare course versions Scenario: Fred compares the two versions of the course.
    9. 9. 9 What is a Program? • What is a Program?* – Baccalaureate – Graduate (Masters, Doctoral) – Professional (Law, Medical, Business) – Certificate – Minors – Departmental Honors – Continuing Education Non-credit Programs – Learning Communities *Not a complete list
    10. 10. 10 Program Design Objectives Capture Program in a “structured-enough” format to :: 1. Support Curriculum Administrator’s view of programs 2. Capture the way courses are related to programs, via rules 3. Feed a published catalog on one side and (possibly) a degree audit on the other 4. Enable Curriculum Managers to understand the dependencies between programs and courses 5. Provide the basis for program exploration
    11. 11. 11 Program Design Approach • Start with Undergraduate – Baccalaureate – Major • Specializations (pathway, track) – General Education Program – Departmental Honors Program – Minor • Dig into Requirements – Associate Courses with Programs – Capture other conditions to be met for Entrance, Progression and Completion
    12. 12. 12 Program Business Service Program Logical Model BACC “Credential” General Ed “Core” Major “Discipline” Specializations “Variations” Minor Departmental Honors Course Program Requirements RULES Course Course Course 1. Entrance 2. Benchmark Progress 3. Completion Other Student Attributes (GPA, Standing) Program Program
    13. 13. 13 Program Requirements • Program was able to leverage all of the course Rule Types, but also needed additional logic – Total number of credits for the Program – Must complete 1 or more programs – Minimum GPA for a course, course set, time period or cumulative – Admitted to Program before some number of credits is earned – Program entrance or completion must occur within a timeframe of a milestone, admission to the program
    14. 14. 14 Major Discipline Biological Sciences Cell Biology & Genetics (CEBG) Ecology & Evolution (ECEV) General Biology (GENB) Microbiology (MICB) Physiology & Neurobiology (PHNB) Individualized Studies (BIVS) Key Program Info Managing Bodies Program Requirements Learning Objectives Supporting Documents Entrance Requirements Benchmark Progress Requirements Completion Requirements Basic Program (15-16 credits) Supporting Courses (30-32 credits) Advanced Program (1 program) • Must have completed all of BSCI 105, BSCI 106, BSCI 207, BSCI 222 with a minimum grade of C • Must have completed 1 course from UNIV 100, UNIV 101, HONR 100, GEMS 100, or ARHU 105 with a minimum grade of C
    15. 15. 15 What’s Next? • Now that we have courses and structured programs that enable analyses between Programs and Courses – If I modify/retire this course, what other entities are impacted? • Courses, course sets, programs – For this program, which courses are managed by orgs outside of the Program’s managing Org
    16. 16. 16 Acknowledgments R1.1 Course Team Larry Symms, UMD R1.1 Program Team R1.1 Infrastructure Team Daniel Epstein, UMD Dave Elyea, Delta Will Gomes, UMD Kamal Muthuswamy, UW
    17. 17. 17 What Questions Do You Have? • How will the rest of programs get delivered?