The TAACCCT ON! 2015 Conference

Transcription

1 The TAACCCT ON! 2015 Conference Adopting and Adapting Competency-Based Education: A Community College Toolkit September 23-24, 2015 Dave Siefert, Co-Director TAACCCT Grant Flex-Paced Web IT Programs Program Overview This product was funded by a grant awarded by the U.S. Department of Labor s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.

2 Agenda 1. What is CBE? 2. TAACCCT Grant 3. Strategy 4. Project Model Components a. Workforce Relationships b. Curriculum c. Program Delivery d. Student Experience

3 What is CBE?

4 What is CBE? Direct assessment Students demonstrate achievement of competencies without regard to courses or credit hours. They demonstrate mastery of individual competencies through summative assessments such as exams and portfolios. Course-based Students demonstrate mastery of skills and knowledge at a course or module-level. Competencies, defined at the program level, are translated into topics that are packaged into the courses or modules.

5 How is Course-Based CBE Different from Traditional? Traditional 1. Defined semester/term start and end dates 2. Students progress on a timebased schedule 3. Gen. Ed. Outcomes, Program Outcomes, Course Outcomes 4. Weekly lessons 5. Advance weekly with class regardless of performance 6. Instructor led 7. Central student services Course-Based CBE 1. Rolling Starts 2. Student progresses as competencies mastered 3. Outcomes plus competencies mapped to content and assessments 4. Topics / Units 5. Advance to next topic / unit by demonstrating competency 6. Faculty mentor 7. Case managed by academic coach

6 Indications that CBE is Important Employers want it Fed government DOL focused funding for TAACCT round 4 on CBE, DOE has changed financial aid policy to address CBE Accreditors developed rules and processes around CBE accreditation Lumina, Gates, and Joyce are funding Several CBE convenings prior to TAACCCT announcement Transformative Change Initiative CBE Sustainability convening Gates funded WGU to work with 12 CCs to develop CBE programs

7 The Grant

8 What is Accelerate IT? Sinclair s TAACCCT Grant Project Grant Goal Adapt and adopt competency-based IT instruction to accelerate learning for TAA-eligible, veterans, unemployed, and other adult learners.

9 Round 2 TAACCCT Grant Consortium Partners Austin Community College, Linda Smarzik Broward Community College, Annie Myers Sinclair Community College, Nancy Thibeault Western Governors University, Consultant Mathematica, Grant Evaluator, Ann Person National Office, Sinclair Community College, Nancy Thibeault

10 Annual Goals Y1: October 1, 2012 September 30, 2013 Do whatever it takes to enroll and support 50 students Y2: October 1, 2013 September 30, 2014 Refine processes, improve efficiencies, marketing, workforce relationships/jobs Y3: October 1, 2014 September 30, 2015 Automate processes; Sustainability and dissemination Y4: October 1, 2015 September 30, 2016 Project Wrap up and 3 rd party evaluation

11 Accelerate IT Model

12 Accelerate IT Model Strategy and Planning

13 Strategy It s not just about course development Build a college within a college Retrofit into semester-based system Innovation or Disruption (Bubble up vs. Push down) CBE Model Components Workforce Curriculum Program Delivery Student Support

14 Accelerate IT Model Workforce/Employer Partners Strategic Partners Business/Industry Leadership Team Program Advisory Committee Public Workforce Agencies Job Forecasting Job Alignment Incumbent Development Plans Recommend Technologies Programs Courses STUDENTS Delivery Logistics Learner Support Faculty Facilitation Holistic Case Management Data-Driven INTERNSHIP JOB PROMOTION TRANSFER

15 Accelerate IT Model

16 Accelerate IT Model

17 Accelerate IT Model

18 Accelerate IT Model

19 Unbundling the faculty role 1. Course Development a. Faculty SMEs and/or SME with ID 2. Assessment Development a. Faculty SMEs (can be different from 1) with ID 3. Facilitation a. Faculty (can be different from 1 and 2) 4. Grading a. Faculty (same as 3) 5. Student Performance Monitoring a. Academic coach in collaboration with faculty

20 Policies Intellectual Property Course development stipend Faculty payload Course development project plan / timeline Deadlines Response time Grading Response Time Student Performance Level of mastery Retakes / Redo s Student progress expectations

21 Accelerate IT Model - Workforce

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23 Accelerate IT Model

24 Accelerate IT Model Example of Business & Industry Roundtable Workforce Analysis using adopted Accelerate IT Business & Industry Tools 1. Individual 2. Small group 3. Large Group 4. Follow-up

25 Accelerate IT Model - Curriculum

26 Program Development Curriculum Updates

27 Stacked Programs Microsoft security specialist MSSC.S.AAS User Support USSU.S.AAS Network Engineering NEEN.S.AAS Software Development SODE.S.AAS WEB DEVELOPMENT WEDE.S.AAS Network Manager NEMA.S.AAS INTERNSHIP GENERAL EDUCATION REQUIREMENTS security+ security+ security+ security+ A+ CNSS 4011 User Support Technician Associate Certificate Networking Engineering Associate Certificate Fast-Track Programming Associate Certificate Web Programming Associate Certificate Microsoft Certified Solutions Associate Certificate IT FUNDAMENTALS ASSOCIATE CERTIFICATE Network+ Network+ Network+ Network+ Network+ Network+

28 Competencies vs. Outcomes Competency A general statement detailing the desired knowledge and skills of student graduating from our course or program. (What employers expect graduates to know and be able to do) A competency may have several specific learning outcomes Outcome A very specific statement that describes exactly what a student will be able to do in some measurable way. A learning outcome is written so that it can be measured or assessed.

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30 Program Development Aligning Competencies Programs Gen Ed Outcomes Program Outcomes Master Syllabus Course Description Course Outcomes Topics

31 Granularity Challenge 16 week courses 14 topics Midterm Final Unit Based for acceleration Bundle topics into 3 7 Modules Module Pre- and Post-tests Bypass module if competency demonstrated in pre-test

32 Course Development Topic-Based

33 Unit-based course

34 PLA Sinclair PLA Course-Based Credit by Exam (Proficiency, CLEP, Dantes, AP) Credit for what you know (Portfolio, Articulated credit) Problem: Students have gaps in their knowledge CBE Module-based Complete module pre-assessments If passed, can skip over module activities Smaller chunks Skip over what you know, focus on your gaps

35 Unit-based course

36 Program Development Assessments Assessments - Key to acceleration Students accelerate by demonstrating what they know, focusing on what they don t 80% required passing grade to continue Assessment Types Topic quizzes low stakes unlimited attempts Homework and Tests 2 attempts Midterm 2 attempts Final 1 or 2 attempts (depending on course) Retake guidelines Demonstrate substantial additional engagement

37 Accelerate IT Model Delivery

38 Program Delivery 30 self-paced, online courses Enrollment on Mondays through week 12 of term 800 Content Shell

39 Restricted registration: coach signature required Admissions Counseling Orientation How to Succeed Online 3.0 GPA Hard deadline: end of 16-week semester

40 Sustainability Changes In-Progress Reduction in number of course sections Automation of Orientation/Intake Self-Registration in Courses

41 Accelerate IT Model Student Experience

42 Learner Support Model

43 Learner Support Phases ADMIT ENROLL RETAIN TRANSITION COMPLETE Apply Admissions Counseling Career Counseling Right Fit Assessment Screen Placement Test Prior Learning Transcripts Funding FAFSA GI Bill TAA Orientation HTS Program Policy Readiness Assessment HANDOFF Coach Intake Session Vision Statement Completion Goals Coach Agreement MAP Register Rolling Starts & In-Term Registration Payment Books FA Disbursement Coaching Sessions LMS Caseload Report SSP Progress Monitoring Course Degree Triggered Intervention Performance Engagement Stop Out or Withdrawal Motivation & Persistence Tools Registration Prompts Completion Countdown Career Community Faculty & Peer Mentoring Career Community Connections with Faculty Student Groups Resume & Career Preparation Job Center Workshops Internship Trigger Courses Transfer Planning Articulations Connection with Transfer Counselor Job Placement Promotion Transfer to 4-year Graduate Feedback & Follow-Up Program Survey Service Survey ODJFS

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45 Accelerate IT Model Data Analytics

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47 Handoff Report Student Name John Smith ID Number Placement Information Took Math portion of Placement Test, scored into DEV Used Eng Comp class from Cinci State to waive reading portion of test. (unofficial transcript uploaded into SSP) Courses/Term Requested Student Status Requested Career Aspirations Career Development Prescription Level Program Plans Method of Payment Notable Intake Data Preferred method of contact Vision Statement CIS /SP Part-time Wants to become CCNA certified so he can utilize new skills in his current position. Not looking to change jobs. Minimal level of career development interventions prescribed NEA.S.STC through Accelerate IT Self Parent of OCA student. J Previous ups and downs as a programming student in the 90s. Currently works full time in IT, and has been in field for 19 years. at john.smith@my.sinclair.edu To obtain training that would enable me to leverage my previous work experience to develop innovative solutions that meet or exceed the expectations of both end users and business unit leaders. Furthermore, I would like to become a leader within my organization promoting integrity, teamwork, and innovative problem solving that will support quality work and surpass the organization goals.

48 First Coach Appointment Coach-Student Relationship Vision Statement Goals, Progress & Pacing

49 Coaching: SSP Coaching: SSP

50 Coaching: SSP Transparency Seamless handoffs Benchmarking, tracking Quality assurance

51 Coaching: Data Coaching: Data Weekly Caseload Reports Classifies risk by known predictive indicators Check-ins and interventions prioritized by risk

52 Q & A Thank you! Nancy.Thibeault@Sinclair.edu - TAACCCT Grant Director/Dean of elearning David.Siefert@Sinclair.edu - Co-Director Christina.Amato.Sinclair.edu - Project Manager