CURRICULUM VALUES AND BELIEFS

HOW DO YOU DEFINE CURRICULUM?

Curriculum is the content of a course and is what should be taught and academic
content to be measured.

WHAT ARE SOME EXAMPLES OF CURRICULUM?

Curriculum is needed to ensure content meets learning outcomes. Transparency
and accountability require curriculum to support learning outcomes.
Standard practices are set out through curriculum by having clear guidelines of how
teaching and learning should occur and what the end goal is within an educational
practice.
In the Police Foundation Program presentations undertaken by the learners involve
the psychomotor domain to apply conflict management skills through scenario
application of course content.
A second example would be the investigative scenario of murder mysteries which
involve the cognitive domain and require learners to use applied learned skills to
follow the evidence and not be dissuaded by false indicators.
Without the guidelines of curriculum, it would be impossible to ensure that
successful outcomes of a program and educational practice can be generated on a
continual basis.
Curriculum standards also provide straightforward benchmarks for success and
advancement.

TWO COMPONENTS FROM THE CURRICULUM FRAMEWORK

COMPONENT 1: PROGRAM LEARNING OUTCOMES
Program learning outcomes are statements that describe what learners will know
and be able to do when they graduate from a program.

Why is this component important to you?

These program learning outcomes are not simply tools for a potential career in law
enforcement they are skills for life. From being able to recognize conflict and applying the
proper conflict management style will provide safety to all stakeholders and potentially lead
to safe conclusions of volatile scenarios.
How do your values and beliefs impact how you approach this component?
My values and beliefs are based on my experiences and perspective which in turn requires self
recognition that I do possess bias that can affect the outcome of an event. I am consistent in my delivery
that I must be vigilant to ensure that I remain open minded and able to apply proper skills which are
developing daily. The life long learner approach is required.

How does it affect your everyday teaching practice/work as an educator?

The realization that policing is not an exact science and requires innovation and continual development to
satisfy all stakeholders. The development of simulation training to deal with a person in crisis is a major
component in my life. My spouse is presently completing her Masters in Learning and Technology and is
looking at this in her thesis. She is Using Cognitive Load Theory and Experiential Learning Theory in her
review of existing studies. Police work is dynamic and touching upon the psychomotor domain is
essential and results in my application of this practice regularly in class.

What is your unique approach to this component?

A wide range of experience to crisis management throughout my 31 years with the Toronto Police
Service. I have over twenty years experience as a Crisis/Hostage negotiator with the Emergency Task
Force.

Or, what would you like your approach to be in the future?

I would like to have a simulated training scenarios that can measure the sympathetic nervous response of
subjects(Students) to incidents involving critical incidents. The ethical issues would have to be disgust at
an institutional level.

Or, how can you learn more about this?

Research would be required and presently there are studies underway. However, this is in its infancy and
will require, research, development and review to apply it ethically.
What are some examples of how you approach this component?
To achieve the Program Learning Outcome/Vocational Learning Outcome requires self identification of
limitations and strengths of learners and scenario training to develop the tools for the learner to deal with
conflict management. Scenarios, Lectures, Discussion about real world issues which are present day are
essential.

COMPONENT 2: TECHNOLOGY/RESOURCES
Resources and technology are curriculum resources relating to the available funds,
support, and technological systems and advancements which are present within a
learning environment. Why is this component important to you?
My realization that being that I am now embarking on my second career as an educator requires me to
continue my path of life long learning. Which requires continuing my own education through seminars
and conferences which require funds to support my own development. Training in technology through the
C.A.F.E. at Durham College to learn the resources available to deliver course content is essential to my
development as an educator.
How do your values and beliefs impact how you approach this component? How does it affect your
everyday teaching practice/work as an educator?

My view that I enjoy learning new things and the realization that I need to development my knowledge of
technology and be better informed of the support systems available will lead to a efficient delivery process
of course content and hopefully more fiscally efficient. My values and beliefs allow me to be open minded
and motivated to better deliver course content.
What is your unique approach to this component?
Teaching an old bird new tricks would be an appropriate description.
Or, what would you like your approach to be in the future?
Using the aforementioned computer simulated training to assist in the development of learners skills to
cope and defuse critical situation to the betterment of all stakeholders.
Or, how can you learn more about this?
I freely communicate to learners that I am constantly developing and have referred to my own revelation
of needing to develop my own skills and describe myself as an none academic. I example that its
fundamental skill development that I will undertake for the rest of my life. I think admitting that I am a
work in progress even entering the second half of a century of existence.
What are some examples of how you approach this component?
Speaking with colleagues about their experiences and how they developed. Entering into constructive
development plans with the Executive Dean during my SWF meeting. Undertaking attendance at
conferences, seminars and courses in the C.A.F.E.