 
An Overview of Curriculum Integration CU-201
This advanced curriculum workshop will focus on the process of integrating curricula and using career clustering as an organizing system for curriculum integration. The rationale for curriculum integration and various strategies for integration will be reviewed. Different models for curriculum integration based on the research and practices of experts in the field will be offered as examples. The CORD curriculum integration project for grades 9 through 14 will be submitted as a model for integration that makes the connection between school and the workplace.
Available 8/1/97 [AD SD TP]
Ruth Loring
Integrating Academic and Occupational Curricula: A Three-Part Series Part 1, WHY Integrate? CU-202
This advanced curriculum workshop will focus on the process of integrating standards into curricula and using career clustering for organizing curriculum integration. The Integrated System for Workforce Education Curricula (ISWEC) model will be shared along with a sample cluster to demonstrate the process of integration. The Integrated Curriculum Standards (ICS) will be aligned with an example curriculum for grades 9 through 14. Interact with CORD curriculum experts as they share examples of integrative processes.
Available 8/1/97 [PS SD]
Mary Witte
Part 2, How to Integrate CU-203
The ISWEC project will be discussed with emphasis given to the Integrated Curriculum Standard (ICS) as the centerpiece of curriculum integration. Participants will receive information about the process for aligning the ICSs with state and local standards. Participants will experience the process of mapping the ICSs onto existing curricula. Further discussion will focus on the impact of integration on the school culture and environment.
Available 8/1/97 [PS SD]
Mary Witte
Part 3, Let's Integrate CU-204
(Guided Practice Session)
Participants will be asked to apply their newly acquired knowledge by actually integrating a curriculum using the processes of the ISWEC project. CORD curriculum experts will guide participant teams through a step-by-step process to develop integrated course units.
Available 8/1/97 [PS SD]
Mary Witte
Curriculum Integrator: The Integrated System for Workforce Education Curricula (ISWEC) Project CU-205
This session will present the latest results of a national curriculum integration project involving a consortium of more than 25 states. The project has developed processes and materials for three prototypes of curricula organized around clusters in business, engineering and science, and manufacturing. Content is based on the integration of academic, employability, and occupational standards, with assessment strategies embedded throughout. ISWEC provides a systematic approach to the integration of academic and vocational content based on national expectations. Implications for local application will be discussed. Sample materials will be provided.
Available 8/1/97 [AL]
Ruth Loring
All About Contextual Learning in the Academic Classroom CU-206
This session addresses basic questions generally asked about the implementation of contextual learning in the academic classroom:
- What is contextual learning?
- How is contextual learning used in the classroom?
- How much teacher training and preparation is required?
- What is the current use of contextual learning in secondary schools?
This overview workshop will explore approaches to educating the "neglected majority" of the student population. Contextual learning materials (including mathematics, biology/chemistry, and physics) will be described within the context of how they can be used to address the needs of these learners and the steps necessary to implement them smoothly. Descriptions of the learning materials will be accompanied by examples of hands-on laboratories that serve as an integral component of the contextual learning strategies in the academic classroom. [AD SD]
John Reiher
Overview of CORD Applied Mathematics CU-207
CORD Applied Mathematics is a nationally recognized curriculum that earns students credit in algebra and/or geometry at the secondary level. The course integrates the content aspects of algebra and geometry with workplace applications. In this workshop, teachers will have the opportunity to experience laboratory activities that invite discovery learning into their classrooms. Teachers will receive sample text materials, which include hands-on laboratory activities and work-based problems, in addition to a video. Through association of real-life and workplace applications of mathematics with classroom instruction, teachers are offered an innovative way of looking at and teaching mathematics. [SD]
Pam Fails
Follow-up Session for CORD Applied Mathematics Teachers CU-208; 408
A follow-up for teachers who have participated in CORD Applied Mathematics certified training workshops. Participants will be given an opportunity to ask specific questions about the implementation of unique features of CORD Applied Mathematics. A survey will be used to identify participants' problem areas prior to each session, to allow the presenter to meet individual needs. [SD]
Pam Fails
Introduction to Principles of Technology CU-209
Principles of Technology is a two-year, hands-on physics course geared for the broad majority of high school students. The session begins with a philosophical description of how 14 basic physics concepts should be taught within the context of how they relate to four energy systems—mechanical, fluid, electrical, and thermal. Participants will explore the connection of real-world and/or workplace examples to basic physics concepts. Prior to the workshop, participants will receive sample text materials, which include hands-on laboratory activities, and a video. Through association of real-life and workplace applications of physics with classroom instruction, teachers are offered an innovative way of looking at and teaching physics. This introduction will provide opportunities for participants to ask specific questions related to their immediate needs. [SD]
John Reiher
Follow-up Session for Principles of Technology Teachers CU-210; 410
This workshop is a follow-up session for teachers who have participated in Principles of Technology teacher training. Participants will be given an opportunity to ask specific questions about the implementation of unique features of Principles of Technology. A survey will be used to identify participants' problem areas prior to each session, to allow the presenter to meet individual needs. [SD]
John Reiher
Introduction to Applications in Biology/Chemistry CU-211
Applications in Biology/Chemistry (ABC) uses contextually based teaching methods and career information to put biology and/or chemistry in perspective for students. The workshop will point out how the course's job profiles, scenarios, and lab introductions provide glimpses of how biology and chemistry are used in the workplace and real-life situations. Participants will receive sample text materials, which include hands-on and work-based laboratory activities, and a video. Through association of real-life applications with classroom instruction, teachers are offered an innovative way of looking at and teaching biology and/or chemistry. [SD]
John Reiher
Follow-up Session for Applications in Biology/Chemistry CU-212; 412
A follow-up for teachers who have participated in Applications in Biology/Chemistry certified training. Participants will be given an opportunity to ask specific questions about the implementation of the unique features of Applications in Biology/Chemistry. A survey will be used to identify participants' problem areas prior to each session, to allow the presenter to meet individual needs. [SD]
John Reiher
Teaching Algebra 1 in Context CU-213
This workshop will offer an interactive, workplace-centered approach to teaching algebra concepts. Encourage your students to become active learners by allowing them to practice and apply algebra concepts contextually. Empower students to apply algebra concepts in a variety of settings. Teachers will be given strategies to facilitate students' efforts in connecting new information or knowledge to experiences they have had or knowledge they have mastered. [SD]
Pam Fails
NCAA and Applied Academics CU-014 (1.5 hours)
The National Collegiate Athletic Association (NCAA) has set academic standards for freshmen who want to play Division I and II athletics in college. The standards specify that an entering college freshman must successfully complete 13 units of courses covering such areas as mathematics and the physical sciences. The NCAA has ruled that CORD applied academics courses can earn up to 5˝ of these 13 credits. This presentation will include a history of CORD's interactions with the NCAA in obtaining this ruling and provide details of the ruling as it relates to CORD's three applied academics courses. [AD GC PS]
John Souders or Mike Crawford
Postsecondary/Adult Education
Preparing Adults: Bridges to Technical Literacy CU-215
This session presents overviews of the Bridge and Transformations programs. The Bridge program is intended to give adult students who have not had the benefit of a high school Tech Prep program the academic foundations in math, science, and technology needed to advance to postsecondary curricula and to enter technologically complex AS degree programs. Transformations is aimed at adults with experience in the workplace who need specialized course work to become technology literate and to find meaningful employment. This session will focus on the different delivery modes possible for both programs, whether through a community college, a community-based organization, or a one-stop career center. The curriculum content and class schedule will be evaluated with participants to suit the needs of their student populations, including displaced workers, underemployed workers, homemakers reentering the job market, the incarcerated preparing to reenter the job market, AFDC recipients, and employees of local businesses needing skills upgrading. [AD PS TP]
Jim Johnson
Postsecondary/Adult Education
Developmental Mathematics at the Community College CU-216
More students than ever are entering the community college environment requiring remedial mathematics. This session will address how to work with students who require skill building in algebra 1 and geometry. Because faculty attending this session are most likely remediating students who have not mastered algebra, emphasis will be placed on learning strategies these students did not encounter in high school. The session will begin with an overview and transition into activities, laboratories, and contextual problems. The presenter will model how to conduct a class lecture and divide the workshop participants into groups that will practice conducting laboratories and delivering content. Participants will use laboratory equipment and graphing calculators.
Available 7/15/97 [AD PS]
John Souders or Mike Crawford
Postsecondary/Adult Education
Mathematics for the Workforce CU-217
The demand for continuing education has never been greater. The catalyst for this demand is the prolific expansion of technology in the workplace. To benefit from this expansion, adult learners must have a strong working knowledge of mathematics. This session will review numerous workplace examples that span a full range of occupations. Laboratory activities that allow adult learners an opportunity to practice the skills they have acquired will be presented. Examples will be taken from CORD's Workforce Mathematics series. The presenter and participants will share strategies designed to make mathematics more useful and meaningful to adult learners. Some of the strategies emphasized will include laboratory activities and practical problems that people solve every day.
Available 7/15/97 [AD BR PS]
John Souders or Mike Crawford
Postsecondary/Adult Education
Education and the Changing Workplace CU-218
The changing workplace impacts change in education. The mass-production economy of standardized goods is no more. In the new global economy, the competitive edge belongs to companies responsive to the new customer demands for variety, customization, and ongoing innovation. Flexible technologies and high performance work teams that rely on more skilled and self-directed workers form the new manufacturing paradigm. How will community colleges educate these workers in the knowledge, skills, and attitudes necessary for success in the new workplace? Many of these new, needed skills are "soft." How can these soft skills be integrated into a college curriculum? How can student performance be measured? These are just a few of the questions addressed in this two-hour interactive session that explores paradigm shifts both in the workplace and in workforce education, a session particularly well suited for faculty in-service meetings. [AD PS TP]
Tom Pearson or Jim Johnson
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