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My specific workplace uses ideas similar to this however we use the term theme often. I think maybe instead of a unit of instruction we would say what is our theme that we are focusing on this week.

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While I am used to all the terms and definitions associated with them in the handout, most often they are not used similarly in my workplace setting. For example, a course is generally referred to as a field or area of domain. A unit of instruction is known as a week within our training material and a lesson is known as a section.

I've created a syllabus for training; however it includes slightly different items. Generally there is a brief welcome page, mission statement for the company and department, a brief overview of how training occurs, who is responsible for it, etc. Each week then has its own table of contents that shows what is required for that week's worth of training.

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Hi. I am familiar with these terms from my work life. I am fascinated that this course makes the distinction between product and process.  In my world of capital project management, we also make that distinction. The product is the thing that is made and is usually the responsibility of the engineers. The process is the responsibility of the project managers and includes procedures, budget, schedule, and contract management, the hows of how the thing was made.  Can anyone tell me how to know if my recorded greeting uploaded or not?!

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I've heard all of those terms and am quite familiar with them as I have several years of teaching experience. However,  I didn't know the differences between program and course before I read this handout thoroughly. I used to think that those two were the same. Also, in Korea, these six terms are not specifically divided like it is in the handout. For instance, I'd say curriculum in a Korean education includes pretty much everything here on the list: syllabus, lesson and lesson plans, as well as all the activities that support learning. Therefore, curriculum in Korea is used similarly but at the same time,  it's used in a much broader way than it is in the US. Personally, I enjoy  this detailed structure more compared to what I used in Korea.

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I am familiar with the six terms listed on the handout, and have heard course, syllabus, unit, and lesson / lesson plan utilized in the ways described. I was a bit surprised by the definitions of curriculum and program, however, as I usually think of program as being the broader of the two terms. For instance, I think of the Master’s track in Student Development Administration that several of us are a part of as being a “program”. Based upon my prior experience in non-profit organizations, I also think of programs as being cohesive sets of services provided to meet a need – whether in the form of classes, workshops, events, or direct service. I'll definitely have to remember to check these assumptions and refer to the handout as we move forward!

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I am familiar with the terms on the handout. However, I previously understood "curriculum" to refer to a set of books and materials to be used in a course, rather than the broader definition on the handout. I've only heard "module" used in reference to online courses. Does it apply to courses that are not online, as well?

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I use these terms in largely the same ways they are described on the handout. However, a couple nuances include: 1) I think of 'curricular' as the content piece within the list of things in the definition provided, although I do say 'co-curricular' to refer to out-of-classroom learning activities. 2) I wouldn't say 'unit of instruction' but I would use the term 'module' or 'session' to refer to the same ideas.

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Having learned and worked in formal education settings, these terminologies are very well standardized in the field of TESOL and reinforced through my own classroom learning.  I do agree with some of what has already been said before in that curricula and programs seem to have some overlap and wiggle room depending on what educational or institutional setting is being discussed.

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I have heard most of the terms in the handout before. However, I must say that I have not heard them explained in a clear and distinct way before. I think having a clear understanding of terms goes a long way in having people be on the same page when discussing said terms.

I find that with highly abstract terms individual interpretations are formed. Because of the different conceptions and understandings of these terms by different people, it is crucial that these terms are discussed collectively so that each individuals can come to a consensus on what they mean and how they are to be used. This, I feel, would create better organization and cohesion among people collaborating on course design.

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Our curriculum is nutrition improving health outcomes. The program varies depending on individual needs identified. The course then outlines the objectives the individual needs to follow based on category. The syllabus/contract lists points of contact to deduce progress and/or modification. The unit of instruction is primarily the role of the individual to discern if practice provides progress. The lesson plan is an overview of nutrition standards and deduce individual progress.

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I work at an independent elementary school here in Seattle as an Accreditation Coordinator. In nutshell, the school is getting reaccredited, and we have to present to the accrediting body a document that details the curriculum, school program, assessment information, etc. It's really important to be able to define and distinguish between these terms so that you can accurately represent how a school or organization operates. We use these terms essentially in the same way at the elementary school because we have to be super specific about how the curriculum and its components are designed.

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I have heard and used probably all the terms as the similar way provided in the handout. These terms are used much In the TESOL program or in the educational field mostly. All the terms are used the same way as well in my back home Saudi Arabia, except the term syllabus as my classmate Sara mentioned. It was a new term to learn from studying her in the US. However, the term curriculum is used more frequent back home than here in US.

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I have heard and used probably all the terms as the similar way provided in the handout. These terms are used much In the TESOL program or in the educational field mostly. All the terms are used the same way as well in my back home Saudi Arabia, except the term syllabus as my classmate Sara mentioned. It was a new term to learn from studying her in the US. However, the term curriculum is used more frequent back home than here in US.

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In English teaching, program is often meant broader than curriculum. For this point of view, I agree with Danika. When I think of curriculum in teaching, it often means an overall plan for a program. In other words, curriculum is referred to be a part of a program. So program and curriculum could be used interchangeably.

For other terminologies, I have not heard any difference from their definitions in the handout. A program can have many courses. For example, TESOL program has many different courses. Each course has its own syllabus. Within syllabus, there are several unit of instructions for which have their corresponding lesson plans.

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I am generally familiar with the terms in the handout. In my workplace setting, however, the terms most often used are program, workshop, or course. The only place I have encountered the syllabus is in an academic environment.

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I have heard and used almost all of these terms from my experience as an international student in an American university. However, in my own country, the term and concept of syllabus is not used which is why this was a new thing to me when I started school here.

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Module is a term that I'm familiar with as students in specific Design programs at Cornish move through three different modules over the course of a semester (15 weeks). This is a great way for students to string together content and stay engaged as they progress through the unit. The hand out provides an great example illustrating the beginning math unit.  The courses are also interdisciplinary in nature and provide professional development components.  I'm sharing an example of one of the programs.
client: Microsoft
outcomes: original creative work.
Expo 16 Includes Special Microsoft HoloLens Exhibit

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I am familiar with all of these terms. However, I work in a non-traditional setting and we use all of these terms and definitions interchangeably. My company does not have anyone who has background in course design so we tend to refer to everything we do as building curriculum.

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I think these terms work well in a traditional sense, but when we work in a non-traditional setting, things can change quick! I worked at The Evergreen State College, and they use more non-traditional language. Instead of using "course", they call their classes "programs". Programs for students also were not set up like courses we see in traditional colleges (like at SU). Instead of enrolling in 3 5-credit courses for one quarter, students only enroll in a 16-credit program. These programs are interdisciplinary in nature (including multiple subject areas), taught by multiple faculty, and are centered around a theme/idea to connect the sometimes very diverse subject areas (sometimes art/sciences are combined together!). They do still have syllabi and curricula; however, it shows how non-traditional schools can shake these terms up a lot!

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I agree with your point, Danika. I have definitely heard program be used more broadly than curriculum. Almost to the point where the definitions were switched-- within a program you might use a specific curriculum. Another word that I have used in different ways is unit or module. This also has to do with timing. A module and or unit doesn't always coincide in the same time frame (the module could be longer than a given unit).  Aside from these terms, I have used the others in similar ways.  I think it's important that we are on the same page in regards to definitions, because as we learned above, it can deeply change the meaning of your intended response.

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I am familiar with each of these terms in the definitions provided.  However, from my experiences I have found that frequently, these terms can be used in my industry (K-12 education) in ways that are not reflective of these definitions.   I do agree with Danika on her reflections about program being more of the inverse of the definition provided from past experiences as well.

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The key terminologies were heard and used in a very similar way as the definitions given in the handout when I taught English in Korea. There was a national curriculum for teaching English to middle school students. There was no such thing as a program in an public middle school but rather we think of one school subject as both a program and a course. As a part of a course design, teachers need to make a syllabus. Unit of instruction usually is not made by teachers but they choose unit of instruction based on each chapter of the textbook.

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I have heard all of these terms used in pretty much these exact definitions at one point or another. However, from what I have experienced, program has been a little more broad than curriculum--meaning, each program has its own curriculum rather than the opposite. Like the handout says, everything about a program has to be unique and from my experience the curriculum has been no exception.