ED 397 332 CE 072 217 'TITLE Mississippi Curriculum .

DOCUMENT RESUMEED 397 332'TITLEINSTITUTIONSPONS AGENCYPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSCE 072 217Mississippi Curriculum Framework for Civil Technology(Program CIP: 15.0201--Civil Engineering/CivilTechnology). Postsecondary Programs.Mississippi Research and Curriculum Unit forVocational and Technical Education, State College.Mississippi State Dept. of Education, Jackson. Officeof Vocational and Technical Education.30 Jul 9666p.; For related documents, see CE 072 162-231.Teaching Guides (ForGuidesClassroom UseTeacher) (052)MF01/PC03 Plus Postage.Behavioral Objectives; *Civil Engineering; CommunityColleges; Competence; *Competency Based Education;*Computer Assisted Design; Core Curriculum;*Drafting; Educational Equipment; *EngineeringTechnology; Leadership; *Road Construction; StateCurriculum Guides; Statewide Planning; TechnicalInstitutes; Two Year CollegesMississippi; *Surveying (Engineering)ABSTRACTThis document, which is intended for use by communityand junior colleges throughout Mississippi, contains curriculumframeworks for the course sequences in the civil technology programscluster. Presented in the introductory section are a description ofthe program and suggested course sequence. Section I lists baselinecompetencies, and section II consists of outlines for each of thecourses in the sequence. Twelve civil technology courses are asfollows: road design and construction methods and materials; routesurveying; road construction plans and specifications; land surveyinglab; legal principles of surveying; global positioningsatellite/geographical information system surveying; advancedsurveying practices; soil mechanics; concrete and hot-mix asphalttesting; water and water distribution; special project; andwork-based learning in civil technology. Nine relatedvocational-technical courses include the following: fundamentals ofdrafting, principles of computer-aided drafting (CAD), intermediateCAD, elementary surveying, advanced CAD, structural drafting, mappingand topography, professional development, and real property I. Eachcourse outline contains some/all of the following: course name andabbreviation; course classification; course description;prerequisites; and competencies and suggested objectives. Recommendedtools and equipment are listed in section III. Appended are lists ofrelated academic topics and workplace skills for the 21st century andstudent competency profiles for both courses. ****************************Reproductions supplied by EDRS are the best that can be made**from the original ******************************

etwergultamcIFirraLce)ciN1-1-1U.S. DEPARTMENT OF EDUCATIONand improvementOffice or Educational ResearchEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)/0/This document has been reproduced asreceived from the person or organizationoriginating it.0 Minor changes have been made toimprove reproduction quality.--Points of view or opinions stated in Ibisdocument do not necessarily representofficial 0E111 positron or policy"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYNIPostsecondary11)Vocational and Technical Educaiton1996BEST COPY AVAIIABLETO THE EDUCATIONAL RESOURCESINFORMATION CENTER IERICI."

July 30, 1996MISSISSIPPICURRICULUM FRAMEWORKFORCIVIL TECHNOLOGY(Program CIP: 15.0201POSTSECONDARY PROGRAMSCivil Engineering/Civil Technology)1996

July 30, 1996Direct inquiries to:Program CoordinatorTrade and Technology EducationOffice of Vocational and Technical EducationMississippi Department of EducationP. 0. Box 771Jackson, MS 39205(601) 359-3928For copies of this publication, contact:Research and Curriculum UnitMississippi State UniversityP. 0. Drawer DXMississippi State, MS 39762(601) 325-2510Published by the:Office of Vocational and TechnicalEducationMississippi Department of EducationJackson, MississippiResearch and Curriculum Unit forVocational and Technical EducationCollege of EducationMississippi State UniversityMississippi State, Mississippi1996Mississippi State University does not discriminate on the basis of race, color,religion, national origin, sex, age, handicap/disability, or veteran status.

July 30, 1996FOREWORDIn order to survive in today's global economy, businesses and industries have hadto adopt new practices and procedures. Total quality management, statisticalprocess control, participatory management, and other concepts of high performancework organizations are practices by which successful companies survive. Employersnow expect their employees to be able to read, write, and communicate effectively;solve problems and make decisions; and interact with tne technologies that areprevalent in today's workplace. Vocational-technical education programs must alsoadopt these practices in order to provide graduates who can enter and advance inthe changing work world.The curriculum framework in this document reflects these changes in the workplaceand a number of other factors that impact on local vocational-technical programs.Federal and state legislation calls for articulation between high school andcommunity college programs, integration of academic and vocational skills, and thedevelopment of sequential courses of study that provide students with the optimumeducational path for achieving successful employment. National skills standards,developed by industry groups and sponsored by the U. S. Departments of Educationand Labor, provide vocational educators with the expectations of employers acrossthe United States. All of these factors are reflected in the framework found in thisdocument.Each postsecondary program of instruction consists of a program description and asuggested sequence of courses which focus on the development of occupationalcompetencies. Each vocational-technical course in this sequence has been writtenusing a common format which includes the following components:oCourse Name A common name that will be used by all community/juniorcolleges in reporting students.oCourse Abbreviation A common abbreviation that will be used by allcommunity/junior colleges in reporting students.Classification Courses may be classified as:Vocational-technical core A required vocational-technical course for allstudents.Vocational-technical elective An elective vocational-technical course.Related academic course An academic course which provides academicskills and knowledge directly related to the program area.Academic core An academic course which is required as part of therequirements for an Associate degree.Civil Technologyiii

July 30, 1996Description A short narrative which includes the major purpose(s) of thecourse and the recommended number of hours of lecture and laboratoryactivities to be conducted each week during a regular semester.oA listing of any prerequisite courses that must be taken prior toor on enrollment in the course.oCompetencies and Suggested Objectives A listing of the competencies (majorconcepts and performances) and of the suggested student objectives that willenable students to demonstrate mastery of these competencies.PTerequisitesThe following guidelines were used in developing the program(s) in this documentand should be considered in compiling and revising course syllabi and daily lessonplans at the local level:oThe content of the courses in this document reflects approximately 75 percentof the time allocated to each course. For example, in a four semester hourcourse consisting of 30 hours lecture and 120 hours of laboratory activities,approximately 22 hours of lecture and 90 hours of lab should be taken by thecompetencies and suggested objectives identified in the course framework.The remaining 25 percent of each course should be developed at the localdistrict level and may reflect:Additional competencies and objeciives within the course related to topicsnot found in the State framework, including activities related to specificneeds of industries in the community college district.Activities which develop a higher level of mastery on the existingcompetencies and suggested objectives.Activities and instruction related to new technologies and concepts thatwere not prevalent at the time the current framework wasdeveloped/revised.Activities which implement components of the Mississippi Tech Prepinitiative, including integration of academic and vocational-technical skillsand coursework, school-to-career transition activities, and articulation ofsecondary and postsecondary vocational-technical programs.Individualized learning activities, including worksite learning activities, tobetter prepare individuals in the courses for their chosen occupationalarea.oSequencing of the course within a program is left to the discretion of the localdistrict. Naturally, foundation courses related to topics such as safety, tool aridequipment usage, and other fundamental skills should be taught first. Othercourses related to specific skill areas and related academics, however, may besequenced to take advantage of seasonal and climatic conditions, resourceslocated outside of the school, and other factors.ivCivil Technology6

July 30, 1998oPrograms that offer an Associate of Applied Science degree must include aminimum 15 semester credit hour academic core. Specific courses to be takenwithin this core are to be determined by the local district. Minimum academiccore courses are as follows:Math/Science Elective3 semester credit hoursWritten Communications Elective3 semester credit hoursOral Communications Elective3 semester credit hoursHumanities/Fine Arts Elective3 semester credit hoursSocial/Behavioral Science Elective3 semester credit hoursIt is recommended that courses in the academic core be spaced out over theentire length of the program, so that students complete some academic andvocational-technical courses each semester. Each community/junior college hasthe discretion to select the actual courses that are required to meet thisacademic core requirement.oIn instances where secondary programs are directly related to community andjunior college programs, competencies and suggested objectives from the highschool programs are listed as Baseline Competencies. These competencies andobjectives reflect skills and knowledge that are directly related to thecommunity and junior college vocational-technical program. In adopting thecurriculum framework, each community and junior college is asked to giveassurances that:students who can demonstrate mastery of the Baseline Competencies donot receive duplicate instruction, andstudents who cannot demonstrate mastery of this content will be giventhe opportunity to do so.oThe roles of the Baseline Competencies are to:Assist community/junior college personnel in developing articulationagreements with high schools, andEnsure that all community and junior college courses provide a higherlevel of instruction than their secondary counterpartsoThe Baseline Competencies may be taught as special "Introduction" coursesfor 3-6 semester hours of institutional credit which will not count towardAssociate degree requirements. Community and junior colleges may choose tointegrate the Baseline Competencies into ongoing courses in lieu of offeringthe "Introduction" courses or may offer the competencies through specialprojects or individualized instruction methods.Technical elective courses have been included to allow community collegesand students to customize programs to meet the needs of industries andemployers in their area.Civil Technology