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After reading through the following these definition, I enjoyed seeing the connection to terms to my work in student development. I don't always see how curriculum affects student development, but it was great to see how terms such as the ones mentioned in the "Lesson and Lesson plan" area could show how curriculum can make a broader impact on my work in student development. -Will R.

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It was really helpful to review these terms since they usually coincide with one another when I think of them.  It was interesting to see that a program is a sub-component of a curriculum and a course is a sub-component of a program.  It makes sense now since curriculum and design can be very broad, but after narrowing down the actual meaning and definition of each term.  Coming from teaching preschoolers English, I never really dived into distinguishing these terms apart from each other, but now I know the differences.

-Alexander Tang

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I was very familiar with the terms listed in the handout, but seeing them broken down in detail and in that order was very helpful. The "Lesson and Lesson Plan" section was particularly helpful, especially with the typical content being broken out in list form.

It wasn't until I took Higher Education Law in Winter 2017 that I first realized that a syllabus serves as an official "contract" between the learner, instructor, and institution. Realizing that those are all different parties that have different responsibilities and that the syllabus serves as that contract helped me see the syllabus in a different light. In Advising, if I am helping a student who wants to transfer, I remind them to keep all syllabi since that is the best way to demonstrate what the course covered for petitioning for course credits.

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I've heard of these terms before but seeing them in this capacity helps a lot. Having them well defined from each other prevent any overlap or confusion in them. Additionally, these definitions function differently when talking about a formal classroom and a less formal outside the classroom involvement.

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Most of the terms are relatively familiar in regards to their usage in my field. I will say that the only term that I am not so familiar with is 'Unit of Instruction'. I did appreciate the explanation of the unfamiliar term.

-Timmesha

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I am familiar with all of the terms, and appreciate the validation of my general understanding of each one. We are in the midst of a major curriculum revision for our undergraduate nursing program at my university, and I see how we have addressed/are addressing each segment.
The term I have least experience with is the lesson plan.  I have never formally used a lesson plan, as it is not something I have learned about. I see how I have attempted to put these concepts into practice, and I look forward to hopefully learning how to more effectively use a lesson plan for future classes.
~ Val

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Reading the definitions of these terms was wonderful. I am delighted to see that you included co-curricular and extra-curricular activities. Working in student life and development, it sometimes seems that our program is not a part of the definition of curriculum. We are often relegated to the "fun" program rather than an educational program with learning outcomes, and organizational purpose that enriches student personal and leadership development.

- Kunbi

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Although I work in an administrative capacity at Seattle University, most of the terms are relatively familiar. In addition, being at the end of a masters program here at SU, I have heard a lot of these terms. For example, describing the syllabus as a contract was something I had heard used (by a professor) in a prior course.
It's probably worth mentioning that I had not really heard about most of these prior to that. I imagine it's safe to assume that a lot of university faculty in my undergraduate and law school careers were relatively unfamiliar with adult education terminology.
-Andrew Asplund

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I was affirmed as I was reading about 'curriculum' and saw the terms co-curricular and extra-curricular included in the definition of curriculum. I become disheartened when educational leaders overlook the importance of the co-curricular experience and the powerful ways it contributes to learning and holistic student development.  The terms are familiar and was struck how the term 'syllabus' is utilized for training, workshops, etc. that occur outside of a traditional classroom setting. This was great!
Jennifer Fountain

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Initially, I would have thought that program would be the first on the list and curriculum second. After much thought, the order makes sense based on the definitions given for each category. I would have thought this order holds true only in the education field, but it is the same order in the Army as well. When I conducted training sessions for our company or for various programs, the mission statement was foremost and supported by all the other categories, although some of the terminology were a bit different.

- Ca

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Being a students, I might say that these term are all familiar to me. None of the classes don’t have syllabus. Each class will have its own mission, vision and target students, and have a goal to reach at the end of the class. However, it’s pretty lear to have all of these terms list out like this. It helps me to have a better understanding about school-as an organization, and step by step how it works. I think almost all of the organization would use the same terms breaking down like this.

Hanh

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These terms were all very familiar to me. I have lesson planned before and worked in schools for a few years. Nothing was a surprise or different except the definition of curriculum and program(kind of). I have never considered extra curricular as part of the curriculum, to me, it makes sense that that's why they are called extra curricular. Program is another term that kind of threw me off. While I do think the term can have a few different meanings, however, I think of a program as something grater than a curriculum. A program would include the extras and supplemental activities for students as well as the educational/ academic material. I also see how program can have a smaller meaning to be an event to supplement something in the curriculum.

Generally, I think these terms are pretty recognizable and easy to decipher what an educator means by their context of the material.

-Anna Crow

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I was familiar with all of these terms but my understanding of their definition, or importance, was a little different than what was listed on the handout.  As an elementary school teacher, I would have perceived curriculum to be third on the list and program first.  I would have listed such things as mission, vision and purpose under program and not curriculum.  However, I am excited to see the order be different than I expected as I love learning new things.
-Heather

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I recognize most of these terms and my understanding is pretty much in line with the definitions provided. One thing that is a little different just in my day to day practice as an Activities Coordinator is my use of "program." In these definitions, the "program" is a sub unit of the curriculum. While this is true in student programs when a program is part of a larger series, most programs are stand-alone and are not sub units but units completely on their own! Not too different, but just something I noticed since I tend to write a "curriculum" around how to do a program, not create a program that fits into curriculum!

- Kaitlyn

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Since I did a lot of education classes in undergrad, including writing lesson plans, I was familiar with the terms. However, it is nice to have really clear definitions as a reminder, especially since it's been several years since I was doing education work!

-Megan W

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I heard all these terms mostly from school, but I never compare side by side to the organization terms. Our organization often use the terms mission, vision, purpose, goal and objective instead of curriculum.  After reading this paper, it helps me to think of the school as one of the organization and things are going along together very nicely. Thank you for defining all the terminology and definitions for the course design.

-Supanee

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In the educational industry that I'm in, these terms are commonly used to support and run the program/the institution. I currently work in a program called Basic Studies at a community college, where all of the above terms are the prominent part of the department's function and students-teachers/staff interactive relationships. In fact, there are different committees for curriculum assessment, course design and syllabus distribution for the college and state's common purpose. Every quarter, all faculty must submit their syllabus, where it could be uploaded and be visibly audited when needed. All the information on the syllabus has to display the course content, learning and program outcomes, and etc. Finally, the day-to-day/weekly activities consist of many class lessons and activities where they are created and put together to teach the class, which is something I enjoy planning, however, it can be very time-consuming.

~Mea

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I found this handout to be extremely helpful! As an educator with a Family & Consumer Sciences degree, the terminology and definitions were familiar to me. I entered graduate school immediately following my undergraduate experience, so the ways in which I understood or incorporated these terms into my current practice within student development has felt and looked different than it would have in the classroom. Some of the most prevalent terms I see are "program, mission, vision, purpose of organization, goals & objectives, evaluation, course, syllabus". Part of why I wanted to take this course is because it would allow me to utilize some of the skills I haven't gotten to use such as developing a course and creating lesson plans. I am excited to be able to do that and to reincorporate this terminology into my professional practice.
- De'Andre

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As an elementary educator these terms are often thrown around as often as the names of our students. Reading through the terms I was happy at the reminder and more formal definition of each term. Reflecting back on my masters program and teaching life, I cannot remember ever being given such clear and explicit definitions of each. Which is quite strange as I have countless lesson plans, units, curricula, etc. - to be honest, I think I have come to form my own definitions of these terms which, thankfully, closely align with those you have provided.

-- Britney

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In my undergraduate studies, I was exposed to many different teacher-friendly terms and got to practice using them correctly and appropriately. One of the memorable activities I did was a mock parent-teacher meeting where we set up the whole situation to be realistic but rather difficult to address as a teacher. Although many of the teacher-friendly terms were not part of my everyday conversation beforehand, it was VERY challenging for me to not use them after learning them of a sudden! For example, instead of using the term "summative assessment", I had to say, "a test I gave at the end of the unit".

Through my undergraduate "program", I took many "courses" that require me to do a thorough review of the "syllabus" for each course.

When interning at local elementary schools in the last three years or so, I used the terms curriculum, unit, lesson, and lesson plan a whole a lot of times! Most schools in the same district use the same "curriculum" for each subject, and teachers make a "unit" plan before planning each "lesson" or write a "lesson plan". I like to think of curriculum as an umbrella, where each rib of the umbrella represents each unit and each section of the canopy is like related lessons for each unit. Just like the umbrella has a sole purpose of protecting us from rain, and each part of the umbrella has to function properly and hold together for it to be useful, objectives of the lessons in each unit build on one another for a curriculum to be taught successfully.

- Claire

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As I read all of the terms and definitions, I realized that I was familiar with these terms. What surprised was seeing how everything comes together to design a course. To see how each part plays a part in a course for students is fascinating. I also liked the idea of having a mission, vision, and purpose of the course. I've seen this done though objective statements but I like the idea of giving a curriculum more life than just a few bullet points. This activity is also making me reflect on other syllabi that I have received and taking notes on which ones have been effective and which ones were not as successful in getting across all the important aspects of the course.
-Andréa

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I appreciated the manner in which the handout moved from a zoomed out view of education to a zoomed in view, clearly delineating each category. Having taught at the high school level, these are terms of which I am familiar. However, the usage of some of these has become stale (for me). At times, these terms get thrown around in emails and staff meetings without any real attention given to them. It's just assumed we all know what they are. Rather, each is an important element with various nuances.  Dialogue between colleagues can help to develop a richer understanding of these. Having this mindset will allow me to be more intentional with my decisions when designing a course.
-Todd

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When people find out that I homeschooled my daughters, they often ask if I used a "curriculum," and I think it's interesting that people often mean very different things. Homeschooling families often use the term condescendingly, implying that its use indicates a lack of creativity. Non-homeschooling families use it hopefully, assuming that it would improve the chances of my daughters getting a decent learning experience.
-Polly

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I love starting with your vision and purpose for a course, unit, or lesson plan. I think there are often more than one purpose. Usually there is the specific content but sometimes there is also a "hidden agenda" or a secondary learning mission. For example, when I taught Psychology for undergrads I wanted them to learn the content but my mission was also to motivate students to want to learn. To embrace lifelong learning and mentor them on how to be a successful student. Teach them how to be resilient and gritty! So, as I planned my course and lessons, I was also working to achieve these objectives as well as the listed core course objectives.