The MICC will include a number of on-site workshops. Students are expected to do a significant amount of work outside of class. The class will be broken into two teams with a team facilitator assigned to each team. Students will be responsible for providing work products and monthly reports to the team facilitator who will review the student's products and provide appropriate feedback. It is anticipated there will be two MICC Courses each year, with twenty students in each class. One class will begin in the Fall (typically September or October) and the other in the Spring (typically April or May).

Focus: The end product of the MICC is an ISD and Total Training Package for a course of instruction, a minimum of 24-hours in length, designed, developed and delivered by the student that meets a validated public safety training need and that need requires the course be taught repeatedly.

The course workshops are as follows:

One-day (8-hr) Orientation Workshop: One orientation workshop will be held in Northern California and the other in Southern California. The purpose of the workshop is to provide prospective MICC Candidates with an overview of the program, assist them in properly focusing on a potential learning project (a minimum of a 24-hour course of instruction they design, develop and deliver) and ensure they know the expectations of the program and are suitably committed to successfully completing the program.

Ideally the potential MICC Candidate will conceptualize and have approved by POST, a learning project they believe meets a demonstrated training need before the Core Course meets. As the learning project approval and needs assessment process does take time this timeline can be greatly reduced if the learner comes to the Core Course with this step behind them. The student could even begin the process prior to the Orientation Workshop; guidance will be available to assist them to understand the requirements and successfully complete all or the majority of the needs assessment process. It is also possible to complete the course without having this front-end work done prior to the Orientation Workshop. Students are however encouraged to make decisions about the project and to begin their work as early as possible as the timeline is quite short.

This step of the process is formally called a training needs assessment (TNA). It begins with the conceptualization and approval of a meaningful project that POST approves. Once their concept for a project is approved the student then begins the formal TNA process. The TNA will include an electronic survey of potential clients and persons whose area of expertise (AOE) meets that of the subject matter. Through surveys and personal interviews the student will have gathered appropriate data to enable them to prepare a needs assessment document that supports or invalidates the need for the training. If the training cannot be adequately supported and is not seen as being needed by the field, this is the point where further design work should be terminated. If the need is validated then the student is prepared to continue the design and development work. The principle is simple and is the foundation of the Instructional Systems Design process; all training design and development begins with a training need that has been formally validated.

Five-Day (40-hr) Core Course: Approximately 60 days after the Orientation Workshop, the five-day Core Course will begin for those individuals who have been selected to attend. The Core Course is taught by seasoned MIDP staff members; all of whom have experience facilitating and delivering the MIDP. The MICC Core Course focuses on learning and applying the Instructional Systems Design (ISD) process to a course of instruction that meets a validated public safety training need. The ISD is a process that is systematically applied to a learning need to ensure the need is being properly addressed and the end product, a Total Training Package (TTP) provides the best training possible. During this first week students will learn the steps of the ISD process, collaborate on the individual pieces, interpret the data they received during the needs assessment process, conduct research and develop the initial task list (knowledge and skills) for their project.

Three-day (24-hr) Progress Workshop : Approximately 90 days after the Core Course a Progress Workshop will be held in San Diego. The purpose of this workshop is to ascertain the status of the individual students progress on their ISD and TTP, to provide assistance where required and to foster collaboration among the participants. During the workshop the learners will meet one-on-one and in teams with their facilitators to evaluate their progress. At the conclusion of this workshop the learner should have an appreciation for their progress and the priorities for the next steps of the process.

Five-day Final Project Validation: Approximately 90-days after the Progress Workshop a Final Project Validation Workshop will be held in San Diego. During this workshop a panel of individuals who are very knowledgeable trainers will review the student's ISD and Total Training Package (TTP). The TTP is expected to be a turn-key training package that another trainer with equal expertise could use to deliver the course. It is expected to be complete in every aspect. The evaluation team will carefully and diligently review the MICC students work product to ensure that it meets established standards. A TTP includes the ISD, an executive summary, course schedule, course design worksheets for each task, lesson plans, learning activities, supporting handouts, job aids, presentation graphics, videos (if used), evaluation instruments and a completed course certification package. Each individual will be required to present their TTP for review and conduct a one-hour presentation that provides an overview of their course design and development journey. During this one-hour they will also be expected to conduct and debrief a short learning activity from their TTP. The student will be rated on their ISD/TTP and presentation using the IDI Presentation Rubric. They will be thoroughly debriefed on the results of the evaluation.

During MICC the student will be assigned a mentor, who is an MIDP graduate, to assist them in every step of their journey. Our experiences indicate this is a very valuable part of the overall process and the mentor can provide assistance in reinforcing the learning process, brainstorming, evaluating concepts/ideas and reviewing work. They won't do the student's work for them but they can and will provide guidance and advice that will materially aid them to be successful. The IDI is grounded in contemporary adult learning methodologies, critical thinking, taxonomies of learning, effective presentation procedures and course design skills.

Course Delivery: The student is expected to deliver their course to a typical population following the workshop. The deliver is required prior to formal certification of the student. They are responsible for coordinating with a presenter, recruiting students and delivering their course.

Graduation : A formal graduation ceremony is typically scheduled 60 days after the final validation workshop.