ED 397 319 CE 072 204 TITLE Mississippi Curriculum .

DOCUMENT RESUMECE 072 204ED 397 319TITLEINSTITUTIONSPONS AGENCYPUB DATENOTEPUB TYPEEDRS PRICEDESCRIPTORSIDENTIFIERSMississippi Curriculum Framework for Diesel EquipmentTechnology (CIP: 47.0605--Diesel Engine Mechanic &Rep.lirer). Postsecondary Programs.Mississippi Research and Curriculum Unit forVocational and Technical Education, State College.Mississippi State Dept. of Education, Jackson. Officeof Vocational and Technical Education.1 Aug 9589p.; Former title: Heavy Equipment MaintenanceTechnology. For related documents, see CE 072162-231.Classroom UseGuidesTeacher) (052)Teaching Guides (ForMF01/PC04 Plus Postage.*Auto Mechanics; Behavioral Objectives; CommunityColleges; Competence; *Competency Based Education;Core Curriculum; *Diesel Engines; EducationalEquipment; Hand Tools; Leadership; Motor Vehicles;Repair; *Small Engine Mechanics; State CurriculumGuides; Statewide Planning; Technical Institutes; TwoYear CollegesMississippiABSTRACTThis document, which is intended for use by communityand junior colleges throughout Mississippi, contains curriculumframeworks for the course sequences in the diesel equipmenttechnology programs cluster. Presented in the introductory sectionare a description of the program and suggested course sequence.Section I lists baseline competencies, and section II consists ofoutlines for each of the following courses in the sequence:fundamentals of equipment mechanics; hydraulic brake systems;electrical/ electronic systems; power trains; hydraulics; diesel fuelsystems; preventive maintenance and service; engine rebuilding;computerized engine controls systems; advanced brake systems;steering and suspension systems; air conditioning and heatingsystems; engine troubleshooting and tune-up; auxiliary systemscomponents; special project in diesel equipment technology;supervised work experience in diesel equipment technology; weldingfor diesel equipment technology; transport refrigeration; and fluidpower trains; plus a related vocational-technical course infundamentals of electronics. Each course outline contains some/,11 ofthe following: course name and abbreviation; course classification;course description; prerequisites; and competencies and suggestedobjectives. Recommended tools and equipment are listed in sectionIII. Appended are lists of related academic topics and workplaceskills for the 21st century and student competency profiles for bothcourses. *************************Reproductions supplied by EDRS are the best that can be madefrom the original ******************************

ktiggirggtcarded U.S. DEPARTMENT OF EDUCATIONOffice or Educational Research and ImprovementEDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)cri This document has been reproduced asreceived from the person or organizationoriginating itMinor changes have been made toimprove reproduction quality"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BYPoints of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."PostsecondaryVocational and Technical Education1995ENT COPYAVAILABLE

Administrative Procedures DraftAugust 1, 1995MISSISSIPPICURRICULUM FRAMEWORKFORDIESEL EQUIPMENT TECHNOLOGY(FORMERLY HEAVY EQUIPMENT MAINTENANCE TECHNOLOGY)(CIP: 47.0605 Diesel Engine Mechanic & Repairer)POSTSECONDARY PROGRAMS1995

August 1, 1995Administrative Procedures DraftDirect inquiries to:eProgram CoordinatorTrade and Technology EducationOffice of Vocational and Technical EducationP.O. Box 771Jackson, MS 39205(601) 359-3479For copies of this publication, contact:Research and Curriculum UnitP.O. Drawer DXMississippi State, MS 39762(601) 325-2510Published by the:Research and Curriculum Unit forVocational and Technical EducationMississippi State UniversityMississippi State, MississippiOffice of Vocational and TechnicalEducationMississippi Department ofEducationJackson, Mississippi1995Mississippi State University does not discriminate on the basis of race, color,religion, national origin, sex, age, handicap/disability, or veteran status.'.1o

August 1, 1995Administrative Procedures DraftFOREWORDIn 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.Employers now expect their employees to be able to read, write, and communicateeffectively; solve problems and make decisions; and interact with the technologiesthat are prevalent in today's workplace. Vocational-technical education programsmust also adopt these practices in order to provide graduates who can enter andadvance in the changing work world.The curriculum framework in this document reflect 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 occupadonalcompetencies. Each vocational-technical course in this sequence has been writtenusing a common format which includes the following components:ooooCourse Name A common name that will be used by all community/juniorcolleges in reporting students.Course 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.Description 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.Ill

Administrative Procedures DraftooAugust 1, 1995A listing of any prerequisite courses that must be taken prior toor on enrollment in the course.Competencies and Suggested Objectives A listing of the competencies (majorconcepts and performances) and of t suggested student objectives that willenable students to demonstrate mastery of these competencies.PrerequisitesThe 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 objectives 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 ne v. 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-work 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, tooland equipment usage, and other fundamental skills should be taught first.Other courses related to specific skill areas and related academics, however,may be sequenced to take advantage of seasonal and climatic conditions,resources located outside of the school, and other factors.oPrograms 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:iv

Administrative Procedures DraftAugust 1, 1995Math/Science Elective3 semester credit hoursWritten Communications Elective3 semester credit hoursOral Communications Elective3 semester credit hoursHumanities/Fine Arts r.:active3 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 collegehas the 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, competenciesand objectives 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 instructon methods.oTechnical elective courses have been included to allow community collegesand students to customize programs to meet the neecis of industries andemployers in their area.