Needs Assessment and Feasibility Study | Origin: LC104
This is a general discussion forum for the following learning topic:
Implementing a New Program of Study --> Needs Assessment and Feasibility Study
Take a few minutes to post your response and learn more from your peers.
When considering adding a Biomedical Science program, I have learned that planning needs to happen in stages and include input from a variety of stakeholders. It is important to consider student interest, industry professionals, local employers, standards, and the resources needed to support the program rather than simply choosing a course from a catalog and trying to fit it into the existing curriculum.
I have learned that planning arrives in stages and involvement is varied. All of the aspects need to be considered, such as the industry professionals, students, standards, employers and other stake holders. Just having an idea that a class needs to be added is of no value if the other areas are not in full consideration. There needs to be a deeper dive than into a course catalog of available items then try to make it fit the curriculum.
Ensuring that the labor market aligns with the projected demand is a very important key factor. The workforce is changing more rapidly now with AI and some of the pathways that are being suggested might not align best with the learners interest. Also, budgeting, space allocation, skilled educators with hands on knowledge could be challenging to hire for courses that are not researched properly. Having advisory board feedback is critical to this process if the members represent a large enough base and sometimes having those key partnerships aren't always possible. Also, managing the gaps vs the program potentially ending if staff leaves should be a major consideration.
I learned that a strong curriculum starts with the skills students need in the workplace. Learning goals, assessments and activities should work together, and courses should build from basic skills to more advanced tasks.
I plan to apply this in my cybersecurity classes by connecting lessons to real workplace problems and certification goals. I will give students opportunities to practice troubleshooting, teamwork and communication, and use employer feedback to keep the content relevant.
I learned that planning a CTE program means checking workforce needs, student interest and the school’s ability to support it. Using several sources of information helps make a stronger decision.
I plan to apply this by reviewing employer feedback, student interests and the resources available for my cybersecurity classes. I also want to identify barriers that may keep students from participating and build partnerships that support certifications, college credit and hands-on work experiences.
When building a curriculum framework, it is important to determine what exactly the program is preparing to achieve and have it student learners to do. During this phase it is important to identify workforce demand and confirmed program feasibility, and to target specific employers, occupations and realistic entry opportunities for students who complete the pathway. By defining these occupational goals, it can help ensure that the program curriculum is appropriately aligned to workforce demand, expectations and learner outcomes.
A needs assessment helps with the initial analysis of potential programs and focuses on the feasibility and potential longevity of a new program, taking into account student interests, learner trends, start up and maintenance costs for program implementation, and highlights potential obstacles and barriers that need to be addressed in order to effectively and sustainably launch a new program.
Early planning and research creates less barriers in implementing a program. A needs assessment helps form a whole picture instead of focusing on one specific groups perspective. The feasibility study gives you a clearer idea of "yes" or "no" decision making of creating a new program. When implementing a new program, its also more effective to plan for continual changes to monitor and correct obstacles.
