1. No category

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
[email protected]
WASC ARC April 2015
Brandman University
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?
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
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
Why Now?
 Iron Triangle: Affordability,
Access, and Quality
 The New Student
 Technology and Learning
 Employer and Workforce
Demands
The What: Beyond the Credit Hour
Competency Based
Credit Hour Model
Education moves beyond
based on seat time
seat-time measures and
originally designed to
focuses on learning of skills,
determine faculty
knowledge, and abilities.
pensions and not as
Students demonstrate mastery
a measure of
of competencies through
learning. Credit Hour
assessment. “Can do.”
is current basis for http://newamerica.net/publications/policy/cracking_the_
awarding financial credit_hour
aid.
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. “http://www.ed.gov/oiinews/competency-based-learning-or-personalized-learning
“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.”
http://www.educause.edu/library/competency-based-education
The What: Direct Assessment CFR 668.10
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.
http://www.gpo.gov/fdsys/granule/CFR-2011-title34-vol3/CFR-2011title34-vol3-sec668-10
CBE is…
CBE is not…
CBE is…
CBE is not…
 Evidence of Learning
Χ Final exam only
 Mastery of Learning
Χ Easy way to obtain
credential/degree
 Clear and relevant learning
outcomes
 Reflects workforce and
employer needs
 Purposeful and innovative
educational journey
 Built for student success
Χ Independent learning without
support
Χ “Window Dressing” of
existing programs with no
curricular or learning changes
Who?: Icebreaker
 Name
 Institution
 Position
 What skill I could contribute to world of CBE,
such as:
– Curriculum
– Financial Aid
– Instructional Design
– Technology
– Advisor
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?
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
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
 43-48 Business competencies
The How: 13 General Education Competencies
 Oral Communication
 Information Literacy
 Written Communication
 Quantitative Literacy
 Interpersonal
Communication
 Quantitative Fluency
 Creative & Critical Thinking
 Disciplinary Relationships
 Human Experience
 Principles & Concepts of
Natural Science
 Methods & Applications
of Natural Science
 Behavior & Cognition
 Social Systems
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)
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
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 1
3
19
2
24
42.11%
Level 2
10
16
7
33
57.89%
Grand Total
13
35
9
57
100.00%
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
1
Traditional (teaching)
Course (COMU 101): Public Speaking
2
Educational Journey (formative
assessments, readings, multimedia
activities, reflection, self assessments)
3
Assessment: Evidence of Results (outlines,
speech)
Backward Design (Learning)
Competency: Targeted Knowledge, Skills, and Abilities
that are the desired results (Speak effectively in
workplace/real world settings)
Assessment: Evidence of Results (outlines, speech)
Educational Journey (formative assessments, readings,
multimedia activities, reflection, self assessments)
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
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?