University of Wisconsin Flexible Option

Transcription

1 University of Wisconsin Flexible Option A Competency Based Education Program ACC Network Webinar May 1,

2 Presenters in Conversational Order Judee Richardson, Ph.D., Director of Academic and Curricular Development, University of Wisconsin-Extension, Chancellor s Office (judee.richardson@uwex.edu) Laura Pedrick, Special Assistant to the Provost for Strategic Initiatives and Executive Director of UWM Online, University of Wisconsin-Milwaukee (lpedrick@uwm.edu) Kim Kostka, Ph.D., Professor of Chemistry, Flex Option Coordinator, University of Wisconsin-Rock County (kim.kostka@uwc.edu) 9

3 Discussion Outline 1.National Trends 2.UW Flexible Option Enrollment Update 3.Some Considerations and Challenges 4.University of Wisconsin-Milwaukee 5.University of Wisconsin-Colleges 6.New Partners and Programs 7.Lessons Learned 8.Questions 10

4 National Trends 2018: U.S. JOBS WILL REQUIRE MORE EDUCATION THAN IN THE PAST 11 Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/fullreport.pdf

5 National Trends There are currently more than 130 institutions across the nation working to develop competencybased education programs. The number of institutions continues to increase at a rapid rate (approximately 100% annually). 12

6 UW Flexible Option Enrollment Update As of April 15, 91 students are enrolled in the UW Flexible Option. This includes both new students entering each month as well as students who began their studies in January, completed their first subscription period, and have now re-enrolled in the April subscription period. Roughly 40% of students are enrolled in the All-You-Can- Learn Model and 60% are taking one-competency set only. 13

7 UW Flexible Option Enrollment Update 72% of enrolled students are between the ages of The majority of students are Wisconsin residents. Of those students enrolled in the UW Colleges program, 62% are male. Of those students enrolled in programs through UW- Milwaukee, 52% are female. 14

8 Some Considerations & Challenges Student-centered, wrap-around approach Changing role of Faculty & Administrators A UW Flex lexicon Academic development (competency sets, definition of mastery, development of assessments, low or no-cost curated content, new partnerships) Operational development (SIS, CRM, Registrar, Enrollment, Bursar) Integration of individual campus systems Current regulations Accreditation (regional, discipline specific) Campus academic committee review and approvals Consensus-building Camaraderie and partnership 15

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10 UW-Milwaukee UWM Flex Option programs R.N. to B.S.N., for Registered Nurses who need additional education to qualify for higher professional credentials. B.S. in Biomedical Sciences, Diagnostic Imaging Degree Completion Program submajor, targeted at certified diagnostic imaging professionals. B.S. in Information Science & Technology, preparing students for jobs in the digital culture and economy. Undergraduate Certificate in Business & Technical Communication, providing students with the essential written and oral communication skills needed in the workplace. 17

11 New Roles: Faculty Designing for competency-based education Professional school expertise Workload considerations Faculty as guide Example: College of Nursing Faculty as evaluator Example: School of Information Studies 18

12 New Roles: Faculty Faculty as subject matter expert Example: College of Nursing The development/oversight process at UWM Faculty conversations Curricular committees Faculty Senate (PR grade) Complexities in supporting LMS development and ongoing maintenance Versioning/change process Role of the registrar Role of the LMS site administrator Role of the ASC 19

13 New Roles: Academic Success Coach Intrusive advising model Example: College of Nursing Role in admissions Example: School of Information Studies Clarifying roles & responsibilities Important to have a shared understanding, particularly when multiple institutions involved 20

14 21 Academic Success Coach

15 22 Library Support

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17 Starting with Faculty UWS-level: Statement of Principles to Guide Development and Implementation of the UW Flexible Option Core Values Program Development Principles Quality and Student Learning Principles Alignment with UWS Shared Learning Goals 24

18 UWC Implementation Formed: Flex AAS Degree Committee, 2 faculty representatives from each of our three divisions Department Chairs, Provost Early committee outcomes Approving curriculum proposals; budgets Request a coordinator Has met monthly since Fall 2012 Advisory Board Networking Policy creation 25

19 Curriculum Development Process Begins with the Department faculty Courses developed into competency sets Transfer mission: links to heritage courses Curriculum mapping template FlexLex to define our terms Instructional Design Curriculum Review Still in Progress 26

20 Faculty Support Funds to support curriculum development Stipends Consultants Supplies Travel costs Professional support Several large-session workshops Competency-Based Direct Assessment Models Competencies Assessments 27

21 PSY 202: Introductory Psychology Subset 1: The role of nature, nurture and their interaction in the human experience Competency Assessment Curated Content Student recognizes synonyms for naturenurture debate. comprehends paragraph on the nature-nurture debate. correctly applies understanding of the nature-nurture debate to examples. is able to evaluate the verity of nature-nurture claims. Objective Quiz 1. Myers, David (2014), Exploring Psychology: In Modules, Worth Pub. Modules 5, 9-12, 27, 39. Paraphrase Fill-in-blank questions Essays Essays 2. Weiten, Wayne (2013), Psychology: Themes and Variations, Cengage. Chapters 3, 9, 11, 14, Harris, Judith Rich (1998), The Nurture Assumption, Free Press. 4. The Epigenetics of Identical Twins: 5. Epigenetics: NOVA Science Now (7/24/2007) [13 min] 6. Nature_versus_nurture

22 Student Support Instructors of Record in Flex Academic Success Coach Roles Library Support Academic Cycle Grades and new In Progress grades Student evaluations 29

23 New Partners & Programs Bachelor s Degree stackable certificates Geographical Information Systems certificate AODA certificate non-credit 30

24 Lessons Learned Remaining student-centered is paramount; A common language is essential; CBE requires us to analyze and evaluate our current pedagogy; Presents intellectual challenges resulting in renewed creativity; 31

25 Lessons Learned Academics and non-academics working sideby-side can build new appreciations; Patience, repetition, flexibility and an unwavering commitment are required for success; Shared responsibility for something bigger. 32

26 33 Questions?