Académique Documents
Professionnel Documents
Culture Documents
Duties
Tasks
1
A Promote student
success
Advise students
Communicate
course
expectations to
students
Employ student
retention best
practices
Write student
references
B Design curriculum
Validate curriculum
with business and
industry
C Facilitate student
learning
10
Inform students
about available
resources
Monitor at-risk
student behaviors
(i.e. attendance,
communications,
participation)
Refer students to
Student Services
and resources as
needed
Implement
accommodation
plans for students
with special needs
Utilize behavior
intervention
strategies to
address student
behaviors
Coach students on
professional and
employability skills
Demonstrate
cultural
competence in
student
interactions
Write course
outcomes
Align curriculum to
other outcomes
(program,
institutional,
external)
Select course
learning materials
Develop a course
syllabus
Develop a course
schedule
Create
supplemental
course materials
(print and AV)
Adapt curriculum
for various delivery
modalities
Prepare learning
environment
Assess prior
knowledge
Customize learning
plan for diverse
learning needs and
styles
Orient students to
course (tools,
technology,
expectations)
Deliver course
content
Facilitate student
participation
Manage classroom
environment
Evaluate
effectiveness of
learning plan for
improvement or
best practice
Arrange for
internship and/or
clinical sites (as
appropriate)
Use technology to
enhance learning
D Assess student
learning
Use formative
assessments
Use summative
assessments
Record assessment
results (grades)
Give student
feedback
Maintain professional
certification/
licensure
Meet college
requirements and
expectations for
professional
development
Collaborate with
team members
Participate in
college initiatives
Collaborate with
external
stakeholders (i.e.
business and
industry, advisory
committees, high
schools, other
educational
institutions)
Use assessment
results to identify
opportunities for
improvement or
best practice
Participate in
student
recruitment
activities
Implement
program level
assessment (TSA)
E Meet professional
expectations
Develop
assessment tools
(i.e. rubrics, exams,
assignments,
portfolios)
Maintain
occupational/
academic currency
Maintain currency
with technology
Participate in
quality review
Manage program
accreditation
Maintain office
hours to meet with
students
Respond to email
and phone
messages
Model professional
behaviors
E-portfolios
Email
Web 2.0 tools
Information technology
management systems
(Starfish)
College enterprise system
(PeopleSoft, Banner)
Prezi
Social media
Smart board
Skype
Sponsoring Organization
Wisconsin Technical College System
Google docs
Streaming video
YouTube
Jing
i-Cloud
i-Clickers (student
response systems)
Wiki
Date of DACUM
January 29, 2014
Organized By
ITV/IPV
Knowledge/Skills
Facilitated By
Certification requirements
Adult learning
Multiple intelligences
Accreditation requirements
Cultural competence/inclusivity
Emotional intelligence
Educational
terminology/jargon
Bloom's taxonomy
technology
Employer/professional
trends
WTCS system
Title
Accounting Instructor
Dawn Matott
Jennifer McIntosh
Patrick E. Hoppe, MS
Kevin M. Kincaid
Tina Rettler-Pagel
Faculty
Madison College
Accounting Instructor
Attitudes
Technical College
Enthusiasm,
Creative
Passionate
Embrace diversity
Optimistic
English Instructor
Compassion
Good listener
Pride
Respectful
Rational
Receptive
AODA Instructor
Non-defensive
Reflective
Integrity
Responsive
Engaged
Student advocate
Empathy
Patient
Fair
Attentive
Accountable
Positive
Diana Rickert
Flexible
Sense of humor
Professional
Authentic
Forward thinking
Electromechanical Instructor
Kara Hoffmann
Trends
Global community
Helicopter parent
Mobile learning
Hybrid/blended
MOOCs
Retention
Performance-based funding
Flipped classroom
Career pathways
E-texts
The DACUM Process uses experts in the field to describe their occupation. An occupation can be described in terms of
DUTIES (arbitrary groupings of related tasks) and TASKS (observable units of work).