Program Intentions Program Activities and Resources
(Inputs) (Outputs)
Teach students to use and adapt to Resources
telecommunication specific Simulation environment as
technologies, such as integrated described in introduction; each
computer telephony and computer workstation computer also has
aided dispatch (CAD) software internet access and is networked
using multi-window/multi-monitor within the simulation environment
workstation system. and current CAD software (CAD
software provides data entry
Have students be able to fields, event queue and integrated
demonstrate accurate data entry of mapping of Waterloo County).
critical items (address,
municipality, location within 4 faculty team members to
location) in call processing. facilitate instruction and practical
application with 18 students.
Students show recognition of why
critical items (as above) are Students have access to the
important (maintain safety of as simulation environment for 6
many or all parties involved as hours/week for 7 weeks
possible). - Tuesday for 2 hrs
- Wednesday for 4 hrs
Students develop a client centered Activities
approach for all calls, utilizing Approximately 1 hour on
empathy and reflection to maintain Wednesdays (30 minutes at start
this approach. of class, 30 minutes at the 2 hr
mark) is given to instruction and
Prepare students for a career in faculty demonstration of a task
Public Safety Communications. (i.e. data entry of location specific
critical items).
Remaining class time focuses on
practical application by the
students.
Students pair up and role play as
callers and call-takers using self-
made scenarios. Scenario
requirements include the location
critical items, a callback phone
Short-term Outcomes: Indicators
Indicators (Outputs)
Short-term Outcomes
Demonstrate familiarity with
multi-window CAD systems, in
concert with other software and
technology such as Google maps
or policy databases.
Recognition of the critical data to
obtain in processing a request for
public safety response.
Questioning sequences
developed/affirmed for optimal
data entry.
Techniques for communicating
with different caller types are
developed.
Critical thinking skills are
developed through scenario design
assignments.
Participant gains experience
working with a variety of team
members.
displaying easy transition between
Longer-term Outcomes:
Longer-term Outcomes
Familiarity with and improved
questioning abilities lead to a
stronger client-centered approach
as there are fewer gaps in
conversation, decreasing caller
anxiety. Improved questioning
abilities are shown by efficiency
and displaying active listening
skills (i.e. not repeating questions,
or confirming a response to a
question that has not yet been
asked)
Multitasking skills are developed
as participants familiarity with
multiple computer systems and
other technology increases. This is
shown by improved overall
efficiency in committing calls to
the system, and actioning the
requests in a timely fashion.
Critical thinking skills enhance the
participants capability to process
problem calls (e.g. thinking on
their feet). An example would be
the ability to recognize additional
information that needs to be
obtained outside of the standard
requirements, as well as
types of calls (i.e. police vs. fire
vs. ambulance).
number, a chief complaint or Participant is able to function as a
problem type and a brief member of the
description of the situation telecommunications team (this is
the first learning outcome listed
In weeks 3 & 5 students are for the course).
assessed quiz-style on knowledge
of critical items and data entry
short forms.
In week 4, students are assessed
on their processing of one faculty
delivered simulation; students are
given the audio recording of their
call for reflection on areas of
improvement, as well as an
improvement plan.
In week 5, students create role-
play scenarios that reflect various
caller types (child callers, elderly,
angry callers, etc.).
In weeks 4, 5 and 6, students peer
evaluate and provide constructive
feedback.
In week 7, a practical assessment
of all skills related to processing
requests for public safety
intervention occurs for each
student.
Partners are rotated throughout the
practical applications.