The faculty of the Division of Instructional Systems and Learning Resources at the University of Utah is developing a model for a competency-based curriculum in instructional media and technology. The group first defined the roles of the instructional technologist at different educational levels and then delineated appropriate functional expectations. These were divided into competencies which, in turn, were further broken down into behavioral objectives. The major program areas were identified as: instructional design; evaluation and selection; integration; utilization and dissemination; media design and production; administration and implementation; data processing; reference; instruction; and research and development. Standardized terms were specified and the Model of Mastery was adopted to assist in the development, implementation, and evaluation of instructional materials and programs. This Model allows instructors to evaluate alternative approaches by specifying stimuli, student responses, products of responses, effectiveness, cost and difficulty. Instructional modules based on this approach have been field-tested and the initial results are highly favorable. As a result, additional modules in the area of design and production of media, integration, utilization and dissemination are being prepared. (PB)