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Curriculum means so many things to me. As Smith says in his article, Curriculum
Theory and Practice, the way we understand curriculum has altered over the years and
many people dispute the meaning. The Latin, currere, means to run and curriculum
means racecourse, and in English, it is a set of courses constituting an area of
specialization (Webster, 1983). In some ways, therefore, I see curriculum as the tools we
use to help others get up and run in life in a specific direction. Depending on what
direction the learners plan to go, we may need a certain kind of curriculum to facilitate
them.
I have worked as a teacher in many capacities. When I taught young children in
the school system, I felt curriculum was partly the body of knowledge given to me by the
school, directed by the government, which I had to transmit to the learners. In this
transmission model, teaching was more of a “one-way flow” with the learner receiving
information and taking in knowledge, as stated in the book, Teaching, Training &
Learning, by Reece and Walker (Reece, 2006). I did not feel there was much flexibility
in the content and syllabus of what was taught, but I did have some flexibility in how it
was taught. There were also many hidden curriculum and social learning items going on
that were not always deliberately part of the curriculum. These tended to involve
process, product and praxis models, especially for the younger students. In learning to tie
their shoes, the process became the important aspect, with the goal of how to get there. It
was developmental, and we followed the Piagetian perspective that learning is a process
that takes place at appropriate times to further understanding towards correct product

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(Rogers, 2007). When learning basic key concepts, our objectives are clear and an end
product is required. This product is often in the form of formal assessments, exams and
projects. When rewarding those with desirable behavior, our own judgment as a person
comes into teaching as a praxis model. So, it seems to me that Curriculum in this case
was the whole body of knowledge, ideas, skills, attitudes and experiences conveyed to
pupils, deliberately or accidentally, explicitly or implicitly, in the educational
environment. In this setting, I feel education is holistic, humanistic and developmental in
perspective. Curriculum is everything that happens to these students at school and what
they learn from their experiences with the broad mix of planned and unplanned outcomes.
As a teacher of adults in Higher Education with Central Texas College, and
University of Maryland, curriculum for me is now more of a body of knowledge from
which I need to design and develop lessons and course materials to disseminate academic
information related to my specialist subject area to students for their understanding and
enrichment. As an Instructor for Central Texas College, I am expected to pull information
on a specific subject area within my subject specialization, and create my own
curriculum, syllabus, lesson plans, exam papers, and course materials. Cruzon states in,
Teaching in Further Education, chapter 15, that the designer of a course needs to take
into account the time available, the number students, and the resources available to the
staff (Cruzon, 2004). As a designer of curriculum I need to keep in mind what the
students do when they enter the course and what they must be able to do when they leave
(Cruzon, 2004). The only thing recommend to me by C.T.C. are several possible
textbooks for each class from which to pull relevant content. But I am allowed to be

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flexible with how I use them. Therefore, in this case, I feel that curriculum is a body of
knowledge from which I pull specifics of what will be covered in my course. I remain
flexible in how I teach, further refining the curriculum into a structured set of learning
outcomes for our limited course time. It is a mix of product, process and praxis models of
education in the best sense. I have an agenda and objectives, but I do not mind if we
deviate from those so that genuine learning can take place naturally when students are
interested. We have examinations, reflective journals, lab assignments, field experiences,
and reading assignments that the students must complete in order to pass, but I am also
interested in the process of their thinking and learning. This means that at times there is
not always simply a right or wrong answer. At other times it is product based, and exams
results need to indicate that specific things have been learned. I still embrace a
developmental approach to learning, and as discussed in the book, Teaching Adults, by
Alan Rogers, I feel that Piaget’s work with children has lead us to a greater understanding
of the way in which adults learn. The idea that our adult understanding builds on prior
knowledge, experience, and stages is an important concept to keep in mind (Rogers,
2007).
As a graduate student myself, I feel curriculum is the body of knowledge I hope to
learn while studying and reading under the direction and supervision of my professors,
instructors or mentors. The terms “adult education” and “the education of adults” are
often debated, with a distinction based on goals and intent of learning (Rogers, 2007). As
discussed in Roger’s book, if one looks at adult education and its curriculum solely as life
related topics best learned as an adult which help the adult solve their own life problems,

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you would leave out subjects such as art, which one could desire to learn for its own sake.
Adults may also wish to learn skills that could have been more easily learned at a
younger age, because they or their employer feel it is important to fill in the gaps in their
education (Rogers, 2007). So, as an adult learner myself, I see that adult education is
broad and diverse. It is filled with individuals who wish to learn different things for many
different reasons. Because of this, I feel that a person-centered or the humanistic
approach to teaching adults is imperative. It is the learner’s actions that create the
learning situation, with urges and drives of theirs towards increased autonomy,
competence, search for meaning and fulfillment of self set individual goals (Rogers,
2007). Using a variety of teaching theories and curriculum models, while approaching
each learner as a unique person, is the best way to succeed in adult education as a holistic
facilitator or teacher.
As an Instructor in my new employment with Inverness Technologies, (and now
GBX Consultants) a contractor for the US Government’s Transition Assistant Program,
the curriculum is once again dictated to me, and to a greater degree than ever. I must use
the lesson plans, slides and materials provided by Inverness Technologies, and I can not
deviate from these without prior approval from the program director. So, my role as a
teacher in this case is to facilitate the transmission of knowledge from materials and
curriculum provided to me, to the students, with a very structured series of intended
learning outcomes. As discussed in, Teaching, Training and Learning, by Reece, the
transmission model of teaching is about giving accurate information, in a sequencal and
hierarchical way (Reece, 2006). The learner accumulates information, and takes in

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knowledge. This is how the T.A.P. program begins. However, the content and material
provided to me are designed in a way that follows a process model. We are truly not just
looking for an end product while in class, but hoping that the students learn processes in
which to make use of when they leave the course. I have the ability to move through the
lessons plans and use activities that will enrich the learning of the students. The model I
use for this is a combination of the many models. I model behavior, such as dressing
appropriately, on the day I teach how one should dress for success in an interview. This
is more of a Metacogition model of learning (Reece, 2006). I also work more as a
facilitator, guiding the conversations, and having the adults work in group activities to
gain a social understanding through evaluating and sharing values (Reece, 2006).
Another primary goal for this program is for the student to learn about themselves, and
actively engage with self concepts. To do this, I set challenging tasks, let the class debate
and reflect, and then I observe and interview. I allow the learner to consider how the
topics fit in with their own specific life goals and plans. This is a constructivist model
(Reece, 2006). Teaching adults, especially in this program, involves an integration of all
these models of education to work effectively.
As I discuss curriculum further in this paper, I have decided to concentrate on the
Transmission Assistance Program curriculum, since this is both new for me and a
primary focus for my career future. The TAP participants come to the program to receive
valuable training on information that will help them succeed in life after the military. The
Instructors or facilitators with Inverness Technologies, give the learners essential
information, resources and tools to enable them success to go on with their search for a

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job. As the local T.A.P. facilitator, I make the participants aware of things they might not
have previously been aware of, from budgeting their money and stress management, to
finding out what career they really want to explore after leaving the military. It is a
program established under Title 10 of the U.S. Code, after the passing of the National
Defense Authorization Act in Fiscal year 1991. The purpose is to provide employment
and training information to service personnel and their spouses within 12 months of their
separation or 24 months of retirement, from their active duty service (Inverness
Technologies, page ii).
The curriculum is full of comprehensive career transition services that provide
servicemen and women with necessary career transition and employment training
resources to make a successful transition to the civilian population and job market. The
syllabus subjects include stress management, self appraisal, financial planning, career
decision making, successful job search strategies, resume preparation, interviewing
strategies, dress for success, job offer evaluation and negotiation, and job search
assistance. It is a sad truth that a percentage of US military veterans will become
homeless and jobless, and this is a trend that the US government wishes to reduce. By
helping those who serve to understand the challenges and culture of the workforce
outside of the military, and to help them know their own value and worth (through
KSA’s, Knowledge, Skills and Abilities), we help them successfully transition into new
employment where they can use the skills already given to them by their country in
service, in new ways to serve the world and provide for themselves and their families.

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The curriculum materials are provided for the facilitating instructor along with a
set lesson plans, power point slides, handouts, and activities. To some extent in this job, I
am transmitting a specific set of knowledge and information to the learner. There is little
room for change or adaptation, because the material has been standardized to ensure
quality, continuity and success. I am even told how to teach to some extent, with lesson
plans activities provided for me. But, how I use myself as a teaching tool, my voice, my
attitude and style are the variable factors. The way it is taught allows me to transmit the
material in an anthological and humanistic process driven way. I see each person as an
individual before me, with their own unique background, experience and prior learning.
And, I will work one on one, person lead, at times when necessary. I cannot change the
material, but I can make use of myself and the students as tools in the learning process.
Using Kirkpatricks model for evaluating curriculum, I can look at what I teach
and see how well it reaches the students. My curriculum is process based, but has
product as well, which also helps evaluation. My students come to find out what career
might be best for them, and this involves exploring all the careers available, exploring
their own unique knowledge, skills, ability and interests, and finding a good career fit or
match. This is a process, but the end product is the learner narrowing down their career
options to a few realistic possibilities so they can move forward with the next task of
creating a resume or C.V. and applying for specific jobs. This part of the course is
broken down into how to write a resume or CV, how to find the jobs in the field of
interest, how to apply for a those jobs, and how to have a successful interview from
dressing for success to knowing the right questions to ask. This is once again a process,

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and the goal is for the students to understand how to repeat this process once they leave
our program. The product is that they can successfully complete a resume, an interview
and know how to best dress for a successful first impression, so when we do a Mock
interview in class, this product can be evaluated. The overall goal of the program is to
assist military leavers in finding employment in the civilian or public sector, and this is
not as simple to evaluate as the other teaching goals and objectives. This is why I like
Kirkpatrick’s model. I will use questionnaires and feedback forms along the way, after
each lesson, to see if the students enjoyed it. I will then observe mock interviews, look
over their resumes, have question and answer time, so I can evaluate if they got the
information they required for success. Then, I will have follow-up feedback forms, and
ways to track their long term success, to see if they were able to use what they learned.
This model also fits in well with the work I do at the Family Support center on
base. We offer one and two hours courses designed to assist the community in many
subjects. As an example, if we did traveling on a budget, we would have Q&A along the
way to check for understanding, we have an evaluation form at the end of the class for
feedback on how much they enjoyed the class, and what they would like to see added or
changed. We also ask them to contact us after they make use of what they learned, so we
can both follow the success of the class and update any information that may have
changed. We actually get a lot of students doing this follow-up and it has helped us
perfect and update our courses contents.

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Nationally, the TAP curriculum is tracked by the feedback the military members
give about the program and how helpful it has been for them. The government tracks the
success of those leaving the military finding jobs through the US Department of Labor,
and the Veterans Administration. Although they recognize that there are economic
factors that will ultimately influence this process, they will look to see how successful the
program has been in assisting the former US military member in finding work after they
leave, how quickly, and in what fields, compared to the general public. This information
in turn is used for many future studies. There has, for instance, been a trend of former
military members leaving the military to go into teaching. So, a program was put in place
to assist those who wish to go that route.
One weakness in the TAP curriculum is that is it not as flexible in some ways, as
other teaching jobs I have. I must present every single slide they give me, whether
relevant to a particular group or not. However, the advantage to this is that every class
member, no matter where they are or who is teaching, will get the same information as
everyone else around the world in our program. Another disadvantage for this is that an
inexperienced teacher who must use slides provided for them will not be as comfortable
or familiar with the contents of those slides as someone who has done the program
several times. A theoretical advantage is that any good teacher could be hired, and that
person could pick up the curriculum and be able to facilitate learning of the appropriate
material. Because the material and information is provided by my organization and
updated by them when things change, and I am not allowed to make changes, I do not
have as much work to do as a teacher updating my own lessons, or researching to verify

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that the information is still accurate and appropriate. This is done by someone else, and I
just need to teach the material. Like so many things, there are both advantages and
disadvantages to this programs approach to curriculum.
When teaching the T.A.P. program, I see value in many of the different learning
theories, so I have a holistic approach and incorporate many of them into my teaching
practice. Like the Cognitive constructivists, I believe that students learn best by doing
and constructing their own meanings, using their prior knowledge and experiences with
their new instructional experience (Cruzon, 2004). In this way, the student makes
connections between new and existing learning, creating their own understanding and
meaning. I am able to help them achieve this by providing assignments and time outside
of class in which the student must apply their knowledge and learning in their work,
home, or community environment.
Blooms’ Taxonomy explains the elements of learning, stating that knowledge is
simply the fact or tid bit of information that the students can recall and comprehension is
when they students understands this information or knowledge (Petty, 2004). Through
question and answer time, group and class discussion, and social learning, I try to make
sure everyone does understand and comprehend the curriculum content. Applying the
knowledge shows that the learner understands the process involved (Cruzon, 2004).
This is when class activities and homework assignments become important, ensuring that
the student is learning by doing, a process approach Analysis is the ability of the learner
to dissect the information or learning knowledge into it’s parts, and see them in details,

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with vision that allows them to put the whole of the knowledge back together and into
perspective (Cruzon, 2004). When we go over the course material in class or in the one
on one tutorials, and explore how the curriculum contents applies to their life, we are
using analysis to find deeper understanding of the material learned. Synthesis is when a
learner can solve a problem using the knowledge and skill they have learned (Cruzon,
2004). When the students do their final presentation, a mock interview, this is one way
they demonstrate synthesis of knowledge. All of these things together seem to create the
best proper learning experiences. This is why I attempt to incorporate aspects of
informing, checking for comprehension, application, analysis and synthesis into my
learning environment.
Using the behaviorist models of learning, I recognize that learning is also best
broken down into small enough chunks for the students to feel successful and be
rewarded for their achievement (Cruzon, 2004). Therefore, I break down the long eight
hour days into chunks of learning that the students will be better able to cope with. I like
to approach the learning objectives in different ways, which allows the students to revisit
the knowledge and have a better chance to retain the information. This allows for success
of learning in stages, with frequency, which is a behaviorist principle (Cruzon, 2004). I
try to stress key points and repeat these throughout the session. Recognizing the work of
Pavlov and Skinner, I know that rewards can be a strong reinforcement for learning
(Pavlov, 1929; Skinner, 1953). I try to continuously reward and encourage my students,
and give feedback on assignments as soon as possible, so the reinforcement is as
immediate as possible.

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As both a counselor and teacher, I am humanistic in my view of life and learning,
and I approach my work with the humanistic philosophies of Karl Rogers, Maslow and
Piaget. The Humanist theories are valuable in the classroom setting. As Piaget, Maslow
and Rogers believe, we are human first and foremost. We have basic needs that must be
met before we can move forward with learning or other higher goals. Humanists believe
that emotions are a factor and that the learner should be motivated and take responsibility
for their own learning, making it self-directed (Cruzon, 2004). Self-assessment is useful
for humanists, as it allows the students to take responsibility for their own improvement.
I make use of a work book the students are given for the TAP program, and the journal
assignment in it, that are primarily for the students own reflection of what they have been
doing and learning, and how it applies to them. I look over the assignment, but I ask the
students to tell me how much they learned from the self exploration. I will review their
work, and look for Ipsative assessment qualities, judging the students progress on how
much they have learned based on their own progress and goals from the beginning of the
course. In all the above, I am incorporating Humanist principles.
Maslow’s Hierarchy of Needs, is often mentioned in the learning environment,
and for good reasons (. This developmental view of life and living, is valid and applies in
all life situations. School is no exception. The student must feel safe and comfortable in
order to learn. Therefore, as a teacher, I try to make the learning environment as
comfortable and safe as possible, especially since our learning sessions go on for a full
eight hour day. I will pay attention to the air condition and the lighting, and make sure

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we take enough breaks with enough time for the students physiological needs, including
meals. The learner also needs to feel they are respected as an individual and able to
participate as a group member, to give and receive help from other learners when
necessary. This not only provides for a sense of belonging, one of Maslow's hierarchy of
needs, it also fits in with Vygotskies social learning theory, and allows for students to
student transfer of information and learning.
I aim for my students to feel good about themselves in the learning environment,
allowing them a chance to succeed and receive praise. Not only is this in line with the
behaviorist view of rewards, it give the students confidence that they will succeed and fits
in with humanist ideas and Maslow’s hierarchy of needs as well. If I as a teacher feel
they will succeed, there is as greater chance they will have the confidence to do so. With
this safe, comfortable environment, where we have a fostered sense of belonging and
confidence in the students, they will have a better self esteem, and be able to move
forward to achieve personal growth goals in the learning environment, and remain open
to new ideas and self expression (Book on Maslow).
I like Kolb’s cycle of learning, an experiential theory of learning. I believe that
most people learn from their experiences and the cycle of planning, experiencing,
reviewing and concluding is relevant to learning, as discussed in the book, Teaching,
Training and Learning, by Reece and Walker (Reece, 2006). Motivation is an important
prerequisite for truly effective learning (Petty, 2001). Learning starts when a student
wants to learn. I am lucky that most of my students have chosen to attend the program,

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and want to gain some knowledge from it. They achieve success by doing activities,
digesting what they have learned and done, and obtaining feedback. This is why I use
activities and assignments along with the coursework for their complete learning
experiences. They apply what they are reading and learning n class in the real world
setting, and in the community and reflect on their activity to complete the learning cycle.
As a teacher of adults in post-secondary education, my role is in part that of a
motivator, a mentor, and a facilitator of learning in the subject area. I always need to be
aware of and consider the learning needs of my students. My goal is to provide a positive
learning experience, taking into consideration different learning styles and individual
needs. With proper lesson planning, knowledge of the subject and good use of the
environment and available resources, I can better facilitate the learners progress. By
providing a comfortable and safe environment for the learner and fostering a sense of
belonging in the class, the students have a better chance of learning and moving forward
with confidence towards their own personal growth goals. This is a humanistic view,
based on the concepts of Maslow’s Hierarchy of needs (Reece, 2006). To help ensure
this type of positive learning environment, we work as a team to establish some grounds
rules where each member can feel as safe and comfortable as possible in the classroom
setting. We also discuss personal and group related goals. I make use of a varied syllabus
of readings and activities to meet these goals. The learners have a book with resources
and activities to complete, to progress and track their own learning process. I try to offer
activities and learning tasks that will appeal to a wide array of learning style preferences.

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I am limited to my the role as a professor in my subject area, according to the
new Institute for Learning’s license for practice guidelines (Reece, 2006). I respectfully
balance the concerns and needs of the individuals with the primary educational goals and
needs of the whole class. I cannot work as a counselor or social worker for any problems
that come up over my ability to handle. I would make use of the resources available to me
to refer any students to the appropriate place for further assistance when necessary.
When dealing with issues outside of my area of expertise and responsibility, I
make use of the local community services and refer the students as and when appropriate.
Where I work, we have a Family Service Center, which can guide learners towards other
base wide facilities. It can assist the learner in finding child care, learning aides, or
meeting other requirements they may have. I refer the learner to the University
Administrator for any financial or time related concerns. I refer students to the base
Employee Assistant Service (E.A.S.), which is available for counseling for all base
community members, for any career counseling or emotional concerns. This organization
can also refer individuals to additional social and health services in the local UK
community, when required.
For my own work within the class, I am aware of human rights laws. I work to
promote an environment where all learners feel they are respected and equal in the group,
by treating them with dignity and protecting them from any discrimination, prejudice or
harassment. I will also make use of the local web sites and organizations that are
available for additional information and support for students with special needs. In

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accordance with Every Child Matters, the government regulations and guidelines, I will
work to assist learners with any physical, emotional or learning disabilities. I will make
use of agencies such as Dyslexia Support, Connexions, and HADA, or the U.S base
equivalent.
The key issue of equality and diversity for myself and my learners is primarily
cultural diversity. I teach Americans from different states of origin, different cultures and
life situations, all currently living in the United Kingdom. Some of the learners speak
English as their second language. My T.A.P. program learners are all part of the Military
with complicated lives. Some are temporarily in a single parent or deployment situations.
Some are leaving the military because they are retiring or simply want a change, others
have been asked to leave due to medical reasons. Most learners are still working, and
attending the program course in order to prepare for a future career change. I remain
sensitive and aware of the student’s personal scheduling needs, while maintaining a
proper learning schedule. The learners are of all ages, men and women, who have grown
up in different parts of the world, from Asia to Germany, to the UK. Although they may
be American by nationality, they may have adapted to different cultures and have a
different way of speaking or looking at things. Being broad minded and open to these
variations will make the whole learning and teaching experience richer, so long as I am
considerate of each person’s needs, and ensure that I communicate clearly and check for
understanding along the way.

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Each class member comes to my class with their own unique needs and life
situation, and I will remain sensitive to these and help them in any way possible, without
disrupting he learning environment for others. I am aware of eh Commission for
Equality and Human Rights (CEHR), which protects all individuals from a wide range of
discrimination. I am aware of the Gender Equality Duty, and I will work to promote
equality for women and men in my class, and I will not tolerate discrimination or
harassment. Some basic ground rules will be established, agreed upon by the whole
class, to offer each other consideration and provide for a learning environment suitable to
all.
Reference Page
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Reece, I & Walker, S. (2006) Teaching, Training, & Learning; A Practical Guide. 6th
ed.
Sunderland: Business Education Publishers, Ltd.

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Department for Children, Schools and Families (DCSF). (1995-2007) Every Child
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