Competency-Based Learning New Notes for Old Lyrics

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1 Competency-Based Learning New Notes for Old Lyrics Drs. Elaine Griffin & Charla Long Lipscomb University Nashville, TN Today s Learning Objectives! At the completion of the session, you will be able to:! Describe the higher education landscape with regard to competency-based learning models/degrees and how several colleges have successfully implemented that educational model! Understand and explain the impact of the SACSCOC accreditation process and standards on competency-based learning models! Walk away with a blue-print of evaluating competency-based learning programs in your institution! Describe how assessment can be utilized to measure prior learning! Build your own customized competency-based learning program in your institution CBE Defined! Competency-based education is focused on actual student learning, and the application of that learning, rather than time spent in class/on material. Learners progress is measured when they demonstrate their competence through a system of rigorous assessments, meaning they prove they have mastered the knowledge and skills, required for a particular competency or area of study. 1

2 U.S. Federal Perspective! Meeting President Obama s 2020 College Completion Goal (2011)! Increase U.S. College Degree Attainment from 40 to 60%! 10 million additional Americans! Keys: Access and affordability; quality and completion! U.S. Department of Education! First in the World Grants! Experimental Sites! Congressional Support! Bi-partisan interest in CBE Other Influences! Lumina s Big Goal! 60% of Americans to possess postsecondary credentialing by 2025! Bill and Melinda Gates Foundation! Mozilla Open Badge Program! Council on Adult & Experiential Learning! Prior learning assessment! Competency-Based Degree Programs in the U.S. published in 2012 SNHU s College for America as Catalyst! Saving Higher Education (2012)! SNHU President s Letter (Jan. 31, 2013)! Flips the relationship - let time be variable, learning welldefined, fixed and non-negotiable! 120 Can Do Competency Statements! Dear Colleague Letter from DOE (Mar. 19, 2013)! Direct assessment of student learning in lieu of measuring student learning in credit hours or clock hours may qualify for federal financial aid 2

3 Competency-based approaches to education have the potential for assuring the quality and extent of learning, shortening the time to degree/certificate completion, developing stackable credentials that ease student transitions between school and work, and reducing the overall cost of education. ~Dear Colleague Letter, DOE, March 2013 Who s Engaged? Wide Range of Models Nationally CBE Frameworks Continuum Course-based, Integrate discrete competencies into a single course No courses, No credit hours, Know Competencies, Graduate Learning Measured by Seat Time and Teacher-Created Assessments Learning Measured by Direct Assessment 3

4 The Lipscomb Model It s As Easy As A-B-C-D! A = Assess on relevant competencies! B = Award e-credential badges! C = Customized plan for identified competency gaps! D = Develop targeted competencies through coach-encouraged modules SACS standards Standard CR CR CS CS CS CS CS CS CS FR 4.4 FR 4.8 FR 4.9 Content Program length Program content Acceptance of academic credit Practices for awarding credit Consortial relationships/contractual agreements Noncredit to credit Responsibility for curriculum Institutional credits for a degree Institutional credits for a graduate degree Program length Distance and correspondence education Definition of credit hour 4

5 Steps in Establishing CBE Program Step 1 Step 2 Step 3 Step 4 Step 5 Competencies Defined Competency Framework Badging Ecosystem Rigorous Assessments Customization Step 1 Competencies Defined! Are all competencies clearly articulated?! Are you leaving out any soft skill competencies and focusing only on technical expertise?! Are there commonalities between the different competency standards? Polaris Competency Model! 41 Key Competencies! Includes expandable competencies like Functional/Technical Expertise, Organization Knowledge, Industry Knowledge, Technology Savvy! 7 Categories! Communication! Conceptual! Contextual! Interpersonal! Leadership! Management! Personal 5

6 Competency Card Sort! Think about a typical college undergraduate then sort cards into one of three piles:! Absolutely Must Possess! Nice to Have Not Critical! Not Important for The Role! 10 minutes to complete Step 2 Competency Framework! Are you direct assessment or credit-based?! Do you have degrees of competence for a position?! Is it a check mark or a level?! How do you define the competencies for supervisors, trainers, or assessors of others?! Are they at a higher level of the same set of competencies or are additional competencies needed?! Do you allow for continuing education or greater competency development? Pipeline Equivalent Strategic Leader Functional Manager First Level Supervisor Individual Contributor Proficiency Level 4 Master/Guru 3 Exceptional/ Expert 2 Accomplished Practitioner 1 Basic/ Elementary 0 Inadequate Description of Competency Proficiency Demonstrates mastery of competency and is capable of mentoring & coaching others in its application. Demonstrates expert application of competency and is capable of coaching others in its application. Demonstrates advanced competence and is capable of modeling this competency for others. Possesses the fundamental knowledge, skills, and motivations needed for this competency, can consistently apply this competency. Falls short of the knowledge, skills, and motivations needed in this competency for role. Development is needed to reach required standard. 6

7 Step 3 Badging Ecosystem! Could you standardize some of the competencies so they could count in multiple arenas?! Could badges help individuals build their credentials over time or encourage more diversity?! Could badges be positioned as an outward sign of credentials? Step 4 Rigorous Assessments! Only as good as your assessment process! Must be able to clearly and consistently evaluate across all credential methods! Can t have double standard for portfolio and classroom! What are your requirements?! Objective and consistent; Relevant and job related; Precise and in-depth; Valid and highly reliable; Fair and has opportunity to demonstrates skills; Supportive of diversity 7

8 At the CORE Assessment & Development Center How Assessment Process Works! Process not a physical space! Recreates work environment with exercises, simulations, and role plays! Typically 6 participants, 3 trained assessors and an administrator! Behaviors are recorded and rated against pre-determined criteria! Trained assessors must agree on final rating Baseline Competencies for Assessment Communications Active Listening Communicativeness Presentation Skills Conceptual Problem Solving & Decision Making Interpersonal Assertiveness Conflict Management Relationship Building Team Player Leadership Change Mastery Influence Management Organizing & Planning Personal Composure Initiative Mission Focus Results Orientation 8

9 10/14/14 Sample Behavior Criterion CORE Assessments are! Objective and consistent;! Relevant and job related;! Precise and in-depth;! Valid and highly reliable;! Fair and provides opportunities to demonstrate skills; and! Supportive of diversity. 9

10 Step 5 Customization! Do you allow for customization based on market needs?! Do you utilize platform to undergird and unite all programs, even when customized? Steps Toward Degree Completion Step I Initial assessment identifies competency gaps Address competency gaps similar to e-credentials students Step IV Integrate KSA into capstone project assessment Step II Complete concentration coursework More traditional style learning Provided by partner departments Blend on-line with on-ground courses Prefer incorporate competency into content area Step III Choose additional competencies in consultation with department faculty but base research in field Research reveals magic competency combinaton Bachelor of Professional Studies in Organizational Leadership Major Required Courses Big Six Leadership Competencies (Relationship Building, Problem Solving & Decision Making, Organizing & Planning, Influence, Communicativeness, Drive & Energy) Subject Matter Concentration (Aging, Business, Human Resources, Psychology, Restorative Criminal Justice, Information Technology, Supply Chain Management and others adding monthly) Two Concentration-Specific Competencies Credit Hours (45 in total) 6 courses x 3 credits each = 18 credit hours 6 courses x 3 credits each = 18 credit hours 2 courses x 3 credits each = 6 credit hours Integrated Capstone Assessment Project 1 course x 3 credits = 3 credits 10

11 Where To Start at Home! Find a champion for the program! Educate a core group! Select strong existing academic departments that will partner with you in the program Questions? Contact Us: Dr. Elaine Griffin elaine.griffin@lipscomb.edu Dr. Charla Long charla.long@lipscomb.edu 11