Competency-Based Education: The What, The Why, and The How

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1 Competency-Based Education: The What, The Why, and The How Laurie Dodge, Ph.D., Vice Provost; Vice Chancellor Institutional Assessment and Planning and Ellen Baker Derwin, Associate Dean, Curriculum and Assurance of Learning Brandman University WASC ARC April 2015

2 Brandman University

3 AGENDA Guiding Questions The What What is competency-based education? (What is it not?) What are the institutional models? The Why Why would your institution s culture, mission and strategic plan affect your decision about whether CBE should be your institutions next step? The How How do you develop a CBE program using backward design from 1) Outcomes to 2) Assessment to 3) Educational Journey?

4 The What: Historical Foundation of CBE Began in WW II with veterans (GI Bill) First Wave of non-traditional students 1940 s American Council on Education (ACE) Began reviewing trainings and courses of instruction for military Four types of Prior Learning Assessments 1. Evaluation of military & corporate training and coursework 2. Standardized tests (AP, CLEP, DSST Exams) 3. Course Challenge Exams (Final Exams for Course) 4. Student Portfolios (Council on Adult & Experiential Learning CAEL) Origin of Competency-Based Education from 1970 s Such as Fielding University, DePaul & others until. Western Governors University (WGU) in 1995

5 Iron Triangle - Problems Facing Higher Education and Disruptive Innovation Affordability How can we offer a college education to more people for less money? Quality Access

6 Why Now? Iron Triangle: Affordability, Access, and Quality The New Student Technology and Learning Employer and Workforce Demands

7 The What: Beyond the Credit Hour Credit Hour Model based on seat time originally designed to determine faculty pensions and not as a measure of learning. Credit Hour is current basis for awarding financial aid. Competency Based Education moves beyond seat-time measures and focuses on learning of skills, knowledge, and abilities. Students demonstrate mastery of competencies through assessment. Can do. credit_hour

8 The What: DOE & EDUCAUSE Transitioning away from seat time, in favor of a structure that creates flexibility, allows students to progress as they demonstrate mastery of academic content, regardless of time, place, or pace of learning. Competency-based strategies provide flexibility in the way that credit can be earned or awarded, and provide students with personalized learning opportunities. Competency-based education (CBE) awards academic credit based on mastery of clearly defined competencies. CBE replaces the conventional model in which time is fixed and learning is variable with a model in which the time is variable and the learning is fixed.

9 The What: Direct Assessment CFR A direct assessment program is an instructional program that, in lieu of credit hours or clock hours as a measure of student learning, utilizes direct assessment of student learning, or recognizes the direct assessment of student learning by others. The assessment must be consistent with the accreditation of the institution or program utilizing the results of the assessment. title34-vol3-sec668-10

10 CBE is CBE is not CBE is Evidence of Learning Mastery of Learning Clear and relevant learning outcomes Reflects workforce and employer needs Purposeful and innovative educational journey CBE is not Χ Final exam only Χ Easy way to obtain credential/degree Χ Independent learning without support Χ Window Dressing of existing programs with no curricular or learning changes Built for student success

11 Who?: Icebreaker Name Institution Position What skill I could contribute to world of CBE, such as: Curriculum Financial Aid Instructional Design Technology Advisor

12 What is YOUR Why? Why are you interested in CBE? If you targeted a program, what might it be? What are your current assessment practices?

13 Brandman s Why Address Iron Triangle/Desire for sustainability as private/not for profit Access: Desire to provide access for first gen students Cost: Seeking opportunity at lower tuition rate/ $5,400/year Quality: Assessment and Backward Design Demand Analysis, SWOT Analysis and University Strategic Plan Institutional Research: Existing CBE programs Institutional Research: Pedagogy Strong Assessment Culture

14 The How/Brandman University: CBE Structure Architecture of the Program: 8 terms of 6 months each Five Institutional Learning Outcomes (based on DQP) threaded throughout GE and Business competencies Competency Introduction Module (1 month) 13 General Education competencies Business competencies

15 The How: 13 General Education Competencies Oral Communication Written Communication Interpersonal Communication Creative & Critical Thinking Disciplinary Relationships Human Experience Information Literacy Quantitative Literacy Quantitative Fluency Principles & Concepts of Natural Science Methods & Applications of Natural Science Behavior & Cognition Social Systems

16 The How: Brandman University: CBE Structure Architecture of the Players: Program and Assessment Councils Backward Design; Competencies derived from O*NET; Lumina DQP, AAC&U LEAP Initiative, and professional certifications Curriculum Developers and Instructional Designers Brandman faculty worked with instructional designers to develop and curate content (e.g. Open Educational Resources) and assessments Full-time Tutorial Faculty (SMEs) Assessment Graders (Adjunct) Full-time Coaches (Advisors)

17 The How: Architecture of the Competency Competency (Oral Communication) Assessments (Topic Proposal, full sentence outline, speaking outline, 3-5 minute video recording) Objectives (Apply audience analysis to the formulation and execution of an oral presentation) Topics (Defining Audience Analysis) Learning Activities (Readings, Reflections, Quiz, Self Assessments, Videos, Podcasts) 2 Levels, several, Bloom-based, practice, self-paced, formative and summative

18 The How: Summative Assessment Map Based on Bloom s Taxonomy, designated Level 1 versus Level 2 for each competency Level 1: Objective-Based (40%) Level 2 Performance-Based (60%) BBA, Supply Chain Emphasis: Assessment Level Designation GE BC SC Grand Total Level % Level % Grand Total %

19 The How: It s Your Turn Backward Design Steps Step 1: Identify competencies Step 2a. Create assessments 2b. Write objectives/rubric criteria Step 3: Develop the educational journey Steps Traditional (teaching) Backward Design (Learning) 1 Course (COMU 101): Public Speaking Competency: Targeted Knowledge, Skills, and Abilities that are the desired results (Speak effectively in workplace/real world settings) 2 Educational Journey (formative assessments, readings, multimedia activities, reflection, self assessments) Assessment: Evidence of Results (outlines, speech) 3 Assessment: Evidence of Results (outlines, speech) Educational Journey (formative assessments, readings, multimedia activities, reflection, self assessments)

20 What Else? Culture/Decision-making/Stakeholder buy-in Technology Faculty Model (to unbundle or not to unbundle) Student Support Student to Student Engagement Tutorial Services Opportunities to build on existing infrastructure

21 Reflections and Next Steps What intrigues or excites you about CBE? What concerns you about CBE? What resources would be useful to you in furthering your learning about CBE? What is your next step?

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