Financial Models for Competency-Based Education

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Community College Forum

Financial Models for

Competency-Based

Education

eab.com

Research Brief

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Community College Forum

Uriel Kejsefman

Research Associate

Jon Barnhart

Research Manager

John Tannous

Senior Research Manager

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Financial Sustainability ... 18 4) Implementation ... 19 Initial Steps ... 19 Staff Preparation ... 20 Institutional Operations ... 23 Financial Aid ... 24 5) Research Methodology ... 25 Project Challenge ... 25 Project Sources ... 25 Research Parameters ... 27 Networking Contacts ... 28 Brandman University ... 28

Delaware County Community College ... 28

DePaul University ... 28

Ivy Tech Community College ... 28

Lipscomb University ... 28

Northern Arizona University ... 28

Southern New Hampshire University ... 28

University of Southern Maine ... 29

University of Wisconsin System ... 29

Western Governors University ... 29

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1) Executive Overview

Development of administrative, regulatory, and technological systems, rather than academic programs, is the primary challenge of competency-based programs implementation. Contacts warn against the common misunderstanding that the academic portion of competency-based programs (e.g., curriculum development, gathering of institutional and faculty support) is the primary barrier to develop

competency-based programs. Instead, the aforementioned regulatory frameworks with accreditors and government funding agencies, attainment of substantial start-up capital, and development of technological support structures require the greatest time

commitment prior to the implementation of competency-based programs.

While competency-based education is defined by the Department of Education in opposition to the Carnegie credit hour system, many institutions challenge these boundaries and incorporate competencies into credit-based programs. A large portion of competency-based programs continue to use the Carnegie hour and incorporate competencies into courses or pre-assessments, which allow students to leverage previous work and school experience to accelerate degree completion. These programs may also serve as an interim step for institutions progressing towards fully competency-based programs.

Competency-based education systems assign value for competence and mastery of baseline skills to move students through basic educational qualifications quickly. Competency-based evaluations emphasize flexibility and interdisciplinary subjectivity (i.e., a competency may be mastered through a variety of experiences) and consequently function outside traditional conceptions of curricula. These programs primarily attract adults with experience in business or other professional environments.

Competency-based education programs experience higher graduation and

retention rates than more traditional credit hour-based programs. Students that fail to graduate from competency-based programs typically withdraw after the first

subscription period. Academic success coaches increase retention rates; coaches work with students to develop time management skills and help students enroll and register for new courses.

Competency-based education begins with online programs because logistical obstacles prevent a smooth integration with existing face-to-face business processes. Institutions conduct student-facing administrative tasks (e.g., advising, registration) through distance education programs’ existing frameworks for enrollment. Business processes may include distribution of advising or billing resources outside defined registration windows.

Key

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Institutions derive competencies from learning outcomes that faculty members develop as a component of existing course curricula. Course syllabi detail expectations of learning outcomes and faculty committees select core competencies from existing coursework. Students demonstrate competence in skills through prior learning assessments or challenge exams, which typically consist of selections from a course’s final exam. Projects and group work apply the learning outcomes to individual achievement to mirror the expected skills development within a course equivalent, and within a set of four to six courses that constitute a competency (e.g., leadership, communication).

Faculty inclusion and input into the development of competencies builds support and enthusiasm for change. Faculty members oversee either the creation of

competencies, or may be included in the examination of competency-based

assessments. Inclusion of faculty in the process builds confidence in the assessment mechanism for competency-based education; lack of academic rigor is a common concern among faculty members when transitioning to competency-based education programs. Deans solicit feedback on the learning outcomes expressed, and an appropriate demarcation of competency and mastery within assessments.

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2) The Case for Competency-Based Education

Competency-Based Education is often Defined as an Alternative to

the Traditional Carnegie-Hour Unit

The critique of the Carnegie-hour targets the arbitrary nature of defining education in terms of time in the classroom and lack of attention to measurable student learning outcomes. At the policy level, critics of the credit hour describe it as an inhibitor of innovation and criticize its lack of applicability to online-education and non-traditional students. In response to growing criticism, the Carnegie Foundation for the Advancement of Teaching and the U.S. Department of Education revised in 2010 the definition of a credit hour to include flexible timeframes for course completion. Competency-based education or direct assessment education, as U.S. Department of Education formally defines it, allows institutions to define education in terms of specific competencies expected of its graduates.1

Most Institutions Incorporate or Translate Competencies into

Credit-Hour Based Programs, Especially Community Colleges

Although the official definition of direct assessment suggests a separation from the historical credit hour, most competency-based offerings are linked to the credit hour in some capacity. Two common examples are credit translation, such as Western

1

CAEL (Rebecca Klein-Collins), “Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance” (2012)

Definitions and

Pragmatism

The Carnegie

Unit Perspective

Education =

1 Degree =

40 Classes =

120 Credits =

1600 Hours =

Official Definition of Key Concepts

Carnegie-Credit Hour: “An amount of work represented in intended learning

outcomes and verified by evidence of student achievement that is an institutionally established equivalency that is not less than one hour of classroom or direct faculty instruction and a minimum of two hours of out of class work for each week for approximately fifteen weeks for one semester… or the equivalent amount of work over a different amount of time.”

-U.S. Department of Education

Direct Assessment Program: “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. Direct assessment of student learning means a measure by the institution of what a student knows and can do in terms of the body of knowledge making up the educational program. These measures provide evidence that a student has

command of a specific subject, content area, or skill or that the student demonstrates a specific quality such as creativity, analysis or synthesis associated with the subject matter of the program. Examples of direct measures include projects, papers, examinations, presentations, performances, and portfolios.”

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Fifty-nine percent of college students

attend more than one college, and 24 percent attend three or more.

59%

Only fourteen percent of all undergraduates

attend college full-time and live on campus.

14%

Governor’s competency units, or integration of competency-based objectives within a traditional credit hour, as is the case at Delaware County Community College. The reconciliation of credit-based programs and competencies often allows institutions to bypass many of the obstacles associated with the implementation of a self-paced program. In effect, flagship self-paced programs currently operate in large universities, such as Northern Arizona University, Southern New Hampshire University and the

University of Wisconsin System. Community colleges prioritize the embedment of competencies into traditional credit-hour programs.

Competency-Based Models Accommodate a Growing Number of

Non-Traditional Students and Prepares Them for the Job Market

Contacts and literature suggest changes in student populations and growing pressure from state and federal legislators to increase graduation rates and maintain affordability as primary motivations for competency-based educational models. These models address three main deficiencies of traditional education offerings:

▪

Accommodate non-traditional students:Western Governors University and

DePaul University developed competency-based programs to accommodate adult learners who possess relevant skills through extensive life experience and for whom traditional classroom learning is inconvenient. Competency-based learning allows students to receive credit for skills acquired outside of the classroom (e.g.,

employment or military experience, skills learned at another institution). Contacts agree, however, that the model could be applied to traditional students as well.

▪

Articulate graduates’ skills: Approximately 20 years ahead of its peers, Delaware

County Community College incorporated competency-based learning into all courses during the 1970’s. These courses holistically integrate competency requirements to the traditional Carnegie credit hour; these course-competencies then build onto higher-level competencies at the program level, and program-competencies build onto college goals at the highest level. These different levels of competencies operate as a unity and make competencies not an appendix to the Carnegie-hour, but a structural element of the institution’s interpretation of education. Contacts administrators at Delaware County Community College

describe this approach as affording students structure and boundaries similar to a traditional credit hour system with the flexibility of a competency unit, particularly in granting credit for prior learning.

▪

Reduce the cost of education: The assessment center at Lipscomb University

can award up to 30 competency-based credits, for savings above 10,000 dollars. Previous learning credits can harvest significant savings also for students who may not have professional experience but attended multiple colleges. Similarly, self-paced programs charge a flat-fee for an allotted learning time, during which motivated students can complete coursework beyond the boundaries of the semester curricula and save tuition money and time.

The Growing Importance of Non-Traditional Students2

2

New America Foundation and Education Sector: Amy Laitinen, “Cracking the Credit Hour” (September 2012)

Target

Audience

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©2014 The Advisory Board Company 8 eab.com Students with unfinished degrees achieve credits by demonstrating proficiency in key learning objectives rather than registering for courses already completed.

Previous Learning Experiences Eligible for Credit

Interview Students to Determine Self-Learning Capabilities

Competency-based education models require disciplined students who follow self-imposed deadlines. Admissions administrators screen candidates to ensure students demonstrate the time management skills and intrinsic motivation necessary for success in a self-paced learning environment. Admissions administrators:

▪

Interview candidates and ask about professional or previous academic situations that required time management skills.

▪

Include essay prompts on the application that require students to communicate motivations for returning to school.

Traits of Successful Direct Assessment Students Some generally accepted exams are national exams in specific disciplines, (e.g., AP exams, CLEP tests, DSST), challenge exams for local courses, and evaluated non-college programs (e.g., ACE evaluations).

Students who have completed

coursework or an associate degree from one or multiple institutions can transfer credits or a portion of coursework, even in the absence of an institutional partnership. Previous Learning Self-Direction Self-paced programs require students with clear goals and self-guidance. Most 18 to 22 year olds are not self-directed enough to work through self-paced models without much supervision.

Resilience and Dedication

Work Experience

Students can earn up to a third of a degree as a result of previous professional experience. Corporate and military experiences are well-suited to receive credit. Veterans translate military experience and training into credit to complete degrees and enter the workforce. Associate Degrees Unfinished Degrees Standardized Exams Military Experience Students with associate degrees that demonstrate competency in specific topic areas and can complete degrees more quickly.

The online component, lack of structure, and frequent engagement with professionals can cause distress. Student-coaches help address these concerns, but resilience is a key character trait to identify in potential candidates.

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Competency-based Programs Attract and Support the Needs of

Non-Traditional Students with Previous Work and Academic Experience

A 2012 Gallup/Lumina Foundation Poll found that most Americans who responded the survey (87 percent) believe that students should receive college credit for knowledge and skills acquired outside of the classroom. Moreover, 75 percent of those surveyed reported that they would be more likely to enroll in college if they could receive credit for previous experience3. By addressing the obstacles that prevent student from returning to school, competency-based education is particularly well suited to attract this untapped student population.

Leading Barriers to Returning to School4 and the Solution Provided by Competency-Based Education5

3

“Experimental Sites Concept Paper: Competency-Based Education” (January 2014): 4

Ibid 5

The remaining 10 percent of respondents cited ‘other’ reasons.

Online Admissions Platforms Evaluate Potential Students’

Aptitude for Competency-Based Programs

Administrators at the University of WisconsinSystem created an online tool ‘Flex Fit’ that helps profile potential students. Flex Fit provides students with an overview of the competency-based program and outlines the expectations for students. Flex Fit then prompts students to complete a learning diagnostic test that asks questions such as “do you work well alone?” to determine if a student’s learning style compliments the self-learning style of the competency-based education program. Admissions counselors use the diagnostic assessment as well as academic data (e.g., GPA) to evaluate applicants.

Job Responsibilities (15%)

Competency-based programs grant credit for professional experience and allow adult learners to quickly pass material that they already understand (e.g., computer literacy) to shorten and reduce the cost of education.

Cost of Attendance (28%)

Competency-based programs grant credits through multiple channels (e.g., previous learning and work experience, transfer credits), which significantly reduces the cost of completing a degree.

Family Responsibilities

(36%)

Self-paced programs provide increasing flexibility for students to complete assignments and entire degrees at their own pace, which more easily integrates study into busy and unpredictable schedules.

Time to Program Completion

(11%)

Competency-based programs can decrease the time to degree completion through credits for previous

academic and professional work.

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Competency-Based Educational Tracks Substantially Improve

Graduation Rates for Students

The rigor of prior learning assessments, learning portfolios, and the one-on-one nature of competency-based education attracts students seeking to complete courses quickly and efficiently. Early indications from still-new programs demonstrate that graduation and retention rates for participants in initial competency-based programs are higher than their peers in traditional credit-based programs. Among students who complete the prior learning assessment process and complete a portfolio at the University of Southern Maine, 94 percent graduate from the institution. Contacts at Westminster College

report that the retention rate for students in the competency-based MBA program is 20 percent higher than the retention rate of the traditional MBA program.

Expected

Outcomes

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3) Financial Models for Competency-Based Education

A Range of Models Provides Options for Institutions Seeking to

Transition or Expand their Competency-Based Offerings

Competency-based education remains in a developing stage, and institutions experiment with different levels of non-traditional learning assessment.

Key Distinctions between Approaches to Competency-Based Education

Direct Assessment Programs Require Subscription Models to

Separate the Cost of Education from the Speed of Learning

Subscription models are compatible with self-paced direct assessment education. This model always operates online and relies on a pre-determined span of time in which the student can attempt to fulfill as many competencies as possible. Student pays a flat fee for an allotted time (e.g., three, six, or twelve months depending on the program) in which they can access all learning materials, complete assessments, and receive academic support. The University of Wisconsin System titles this option

“all-you-can-learn option” that is the default choice of the majority of students. However, the System also provides a “single competency set option” for students who wish to study at a slower pace; during a fixed timeframe (i.e., three months), the student can enroll in only one single competency set.

Model Types

Carnegie-Hour Based Blended Model Direct Assessment

These types of program effectively operate like traditional degrees and often work in pilot or transition stages that incorporate

competencies to individual courses or existing certificates. Example institution: Ivy Tech Community College

Also known as “self-paced” or “subscription” models, this type of program is most different from traditional Carnegie-hour based programs. Example Institution: University of Wisconsin System

Blended models use competencies as a gateway to identify the credit equivalence of previous experiences through comprehensive pre-assessments. Students earn new credits through traditional campus-based and online courses. Example Institution: Lipscomb University

Subscription

Model

“Blended”, not

“Hybrid” Models

Contacts note that “hybrid” is an illegal term for competency-based programs that leads to issues in accreditation and funding.

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Selected Institutions with Subscription Structures Northern Arizona University University of Wisconsin Southern New Hampshire University Current Implementation Status Personalized Learning program announced May 2013

Flexible Option launches November 2013

College for America

launched in 2012 Programs Offered in Competency-Based Education Three bachelor’s degrees in: ▪ Computer information technology ▪ Liberal arts ▪ Small business administration

One certificate in: ▪ Business and technical

communications One associate’s degree in:

▪ Arts and science Three bachelor’s degrees in: ▪ Nursing ▪ Biomedical sciences ▪ Information science and technology ▪ Business and technical

Associate’s degree in: ▪ General studies Total Required Credits 120 credit hours (or units of competency) 19 competency sets (4-6 competencies per set)

120 competencies

Modality All online All online, with some

face-to-face clinical assessments overseen by a specialist All online Competency-Based Advancement Metric Students must demonstrate 86 percent proficiency in post-lesson assessments to advance through each course

Tests, projects, portfolio assignments set by deans

Students complete 20-50 projects, overseen by a Learning Coach; with double-blind project evaluation

Sources: Institution websites, interviews

Tuition Prices for Subscriptions to Competency-based Education Programs

Institution Fiscal Model Tuition Price Brandman University Six-month subscription $2,200 Northern Arizona University Six-month subscription $2,500 Southern New Hampshire University6 One-year subscription $2,500 University of Wisconsin System Three-Month All-You-Can-Learn $2,250 University of Wisconsin System

Single Competency Option $900/competency

6

Bombardieri, Marcella. "New degree program asks what you know, not how long you spent in class." The Boston Globe, 29 Apr. 2013. Web. 7 May 2014.

Adjusted

Maximum for Six-Month

Subscription Fees

At Brandman University

administrators base the $2,200 tuition fee for a six-month subscription on the maximum Pell Grant allotment for a year.

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Benchmark Tuition for Competency-Based Programs on the

Maximum per Year Pell Grant Allotment

Maximum Pell Grant allotment for fiscal year 2013 was $5,500. Institutions base tuition on the maximum Pell Grant award with the expectation that many students will pay close to nothing out-of-pocket for tuition. Low tuition rates make competency-based education programs more competitive with online programs and increases student interest.

Leverage Standardized Tests, Portfolios, and Project Assignments

to Demonstrate Competence

Department chairs develop competency-based prior learning assessments independently of general education structures because faculty occasionally use

competency-based methods to assess transfer students, students with lapsed credit, or other non-articulated student credit. Faculty also evaluate non-academic (e.g., military or law enforcement) experience for applicable competency credits. Typically, a prior learning assessment consists of a written statement and a personal interview through which a student demonstrates knowledge or mastery of a skill or subject.

Credit typically appears on a student’s transcript as ungraded transfer credit if it involves work produced or a test score, and as equivalent course credit for portfolio assessments and non-academic evaluations. Almost all profiled institutions rely on prior learning assessments to grant credit for skills and knowledge obtained through another

institution, military experience, and other professional experience, both in blended and subscription models. At DePaul University, students may also supplement statements with artifacts, such as awards, to further illustrate mastery.

Target Accreditation of Previous Learning Experiences to Maximize

Competency-Based Value for Students

Blended models continue to attract students and often require fewer changes in financial and accounting structures than subscription-based models.

Lipscomb University grants credit for three types of experience:

▪

Credit for Previous Learning: Students undergo a comprehensive evaluation at the Competency Assessment and Development Center that can grant credit from any type of previous work, education, or military experience. Students must prove that they have mastered the relevant competencies. Students can earn up to 30 credits through the assessment center.

▪

Transfer of Previous Coursework: Students who have completed coursework from other institutions can translate these credits into equivalent competencies.

▪

Certified Examinations: Students can earn credits through standardized tests that

provide certification of attained skills.

Blended

Models

Decision to Avoid Prior Learning Assessment at

Southern New

Hampshire University

When developing the new competency-based degree at Southern New Hampshire University, academic administrators decided that a prior learning assessment would be unnecessary, as students who have already mastered competencies would quickly pass assessments to earn sufficient credit.

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Benefits and Drawbacks of Prior Learning Assessment Options

7

Benefits Drawbacks

Standardized Examination

 Easy to implement and accept

 Exam availability can be scaled to meet student demand

 Standardization allows consistency in credit award

 Students bear financial burden for testing

 Contacts concerned exams do not necessarily demonstrate competency

Challenge or Petition

 Requires students to complete college-level work to prove competency

 The work completed is identical to work on-campus students complete

 Petitions only respond efficiently to small-scale individual student need for academic credit; this option is not scalable to meet high-volume demand

Portfolio Assessment

 Only method that directly rewards students with credit for professional work

 Portfolios account for the inherent inequality in professional

experiences

 Difficult to increase in scale due to limited number of trained assessors

 Often relies on articulation agreements to transfer credit assessed at another institution

Non-Academic Program Evaluation

 Standardized credit issuance policies for non-academic training programs can apply to any student with a particular experience

 Minimal staff time required to evaluate a student’s previous experience

 Does not encompass the inherent inequality in professional

experiences

 Most non-academic training programs are not comparable to tertiary education

Cost and Time Saving Opportunities from Lipscomb University’s Pre-Assessment8 Credits from Assessment Assessment and Transcription fees Cost of Finishing Degree Total Price of Degree Cost Savings (percent of total cost) Time Savings9

None Not Applicable 66 * $499 =

$32,934 $32,934 $0 0 Semesters Six $1500 + $340 60 * $499 = $29,940 $31,780 $1,154 (4%) 0.5 Semesters Fifteen $1500 + $850 51 * $499 = $25,499 $27,799 $5,135 (16%) 1.5 Semesters Twenty-one $1500 + $1190 45 * $499 = $22,455 $25,145 $7,789 (24%) 2 Semesters Thirty $1500 + $1700 36 * $499 = $17,964 $21,164 $11,770 (36%) 3 Semesters 7

Nelson and Thomas, “Assessing Prior Experience for Credit,” 8

CAEL (Rebecca Klein-Collins and Rick Olson) “Customized, Outcome-based, Relevant Evaluation (CORE) at Lipscomb University”

(2014): http://www.cael.org/CAEL_Lipscomb_Case_Study

9

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Student Pre-Assessment at Lipscomb University Competency Assessment and Development Center10

10

Inside Higher Ed, “Watch and Learn” (April 22, 2014): http://www.insidehighered.com/news/2014/04/22/lipscomb-universitys-assessment-centers-high-stakes-approach-competency-based#sthash.tTtQxHIo.MTiEKaBc.dpbs

The assessment center groups students so that

three assessors and one director review a

maximum of six students at once.

Students undergo an eight hour behavioral assessment that evaluates

competencies for which assessors believe the student may merit credit.

As part of the assessment, students execute group

projects, mock job assignments, and

presentations. Assessors compile a

competency report that outlines the competencies

where the student satisfied the needed level

of mastery.

Students then attend individual meetings

with assessors to understand granted

credits.

Due to the assessment, students earn up to 30 credits and over $10,000

in savings in tuition and fees.

Student pays the fixed assessment fee ($1,500) and a transcriptions fee

(associated with the number earned credits).

Students receive a customized learning plan at the end of the

experience.

Program Administrators Do Not Restrict Number of Post-Test

Attempts

Students complete as many post-tests as needed to reach the passing score. Faculty members modify post-tests so students complete a unique test with each attempt. Administrators at Northern Arizona University report that students rarely need multiple tests to achieve passing scores because students in a self-paced style only complete post-tests when they feel adequately prepared.

Pre-screening identifies students who qualify for

credit on previous experience and directs them to the assessment

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Carnegie-Hour Based Models Require the Fewest New Resources

and are Easiest to Implement

Institutions often first incorporate competencies into existing courses and programs, as a gateway to gain institutional and faculty support and initial results on the demand for competency-based programs. Since institutions embed competencies into existing courses, all major variables (e.g. accreditation, costs) follow existing patterns.

Ivy Tech Community College developed a small certificate program in Computer Information Systems as a transition stage towards a self-paced competency-based program. The current certificate only requires the development of five competency-based courses. This pilot certificate is helping administrators understand their state’s financial aid regulations involved in connection to competency-based education to support a future self-paced degree. This pilot program also allows them to identify future challenges, specifically the integration of their existing student information systems into a competency-based degree.

Competency Assessment Process

Carnegie-Hour

Based Models

Student completes a pre-test and scores below an 86 percent. Student must complete the designated

assignments before taking the post-test. Student completes a

pre-test and scores an 86 percent or above. The student can choose to complete additional assignments to achieve mastery level competency (i.e., A grade) or accept the grade equivalent to the pre-test score and advance to the next competency. Pre-test Score: <86% Pre-test Score: >86% Student completes first assignment Student selects competency to test Student takes post-test and scores above 86 percent

Student achieves competency and advances to next

competency

Student completes second assignment

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Competency Levels at Lipscomb University

Pipeline Equivalent Proficiency Level Description of Competency

Proficiency

Strategic Leader 4: Master/Guru Demonstrates mastery of competency

and is capable of mentoring & coaching others in its application.

Functional Manager 3: Exceptional/Expert Demonstrates expert application of competency and is capable of coaching others in its application.

First Level Supervisor

2: Accomplished Practitioner Demonstrates advanced competence and is capable of modeling this competency for others.

Individual Contributor

1: Basic/Elementary Possesses the fundamental knowledge, skills, and motivations needed for this competency, can consistently apply this competency. 0: Inadequate Insufficient knowledge, skills, and

motivations needed in this

competency for role. Development is needed to reach required standard.

Different Approaches to Defining Competencies11

11

Council for Adult and Experiential Learning (CAEL), Rebecca Klein-Collins (2012) “Competency-Based Degree Programs in the U.S.: Postsecondary Credentials for Measurable Student Learning and Performance

Southern New Hampshire University

Lipscomb University

Northern Arizona University

Active listening; Communicativeness; Presentation skills; Problem-solving and decision-making; Assertiveness; Conflict management; Relationship building; Team player; Change mastery; Influence; Organizing and planning; Composure; Initiative; Results orientation; Drive and energy.

Communication; critical and creative thinking;

quantitative skills; digital fluency and information literacy; personal effectiveness, ethics and social responsibility; science, society and culture; teamwork and collaboration; business essentials

Institution Core Competencies in Institutional Program

Be proficient in mathematics, reading, writing, and speech communication; have a concept of self (needs, abilities, interests, values) and be able to explain the relationship of self to others;

Apply the meaning of career to make career choices appropriate to individuals’ own needs, abilities, interests, values, and education; have the skills to pursue lifelong learning; be able to use decision making processes to solve problems; be able to analyze the impact of arts and humanities on life and discuss the part which diverse cultural ethnic groups play in the arts and humanities; have the skills necessary to analyze social, political, business, and economic systems in order to function effectively within them; be able to analyze the impact and apply the principles of science and technology so that they may make intelligent judgments, have the skills and experience necessary to make use of contemporary information systems in support of their personal life and career goals; have a concept of diversity that enables them to appreciate individual and group differences and to recognize that appreciating these differences benefits everyone; be able to satisfy the competencies in their chosen curricula. Co n ce p t-F o cused Capab ilitie s -F o cused

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Competency-Based Education Programs’ High Start-Up Costs and

Low Tuition Rates Require High Enrollment to Maintain Viability

Administrators rely on federal education grants and alumni support for the required capital to start competency-based education programs. Administrators at Brandman University and Northern Arizona University estimate another five years before either program achieves financial sustainability. Administrators at Northern Arizona University seek to achieve an annual enrollment of 8,000 students per year in order to generate profits.

Start-Up Costs for Competency-based Education Programs

Financial

Sustainability

Instructional Design Consultants

Institutions hire instructional designers to train faculty and academic advisors to succeed in competency-based education programs. Instructional designers train faculty to identify and isolate the core competencies needed for academic success.

Staff and Faculty Compensation

Staff and faculty in competency-based education programs receive additional compensation, as faculty must respond to emails and inquiries from students throughout the day and advising staff require data analytic skills.

Updated Content Management Systems

Content management systems serve as the primary communicative tool between the student, faculty member, and institution. Content management systems must have a user-friendly and mobile-optimized student dashboard capable of hosting course assignments and administrative tasks (e.g., financial aid, course registration).

Employ Open Source Software

Administrators at Northern Arizona University reduce start-up costs by employing open source technologies in place of paid or custom-built technologies. Administrators plan to operate the competency-based program with 40 percent open source software and platforms by next year.

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4) Implementation

Consider Differences in Start-Up Costs between a

Direct-Assessment Self-Paced and Credit-Hour Based Programs

Contacts at the University of Wisconsin System report that competency-based systems require significant capital investment; estimating costs is difficult and depends on existing experiences and resources to develop online courses, the level of

institutional support, and the institution’s current student information system. The Lumina Foundation contributed a $1.2 million grant to the University of Wisconsin Systemto aid in the development of their competency-based system and to evaluate it as a blueprint for other universities.

Credit-based programs demand a much lower investment.Contacts at Ivy Tech Community College calculate that, under their current model, it costs the institution $10,000 to $15,000 to develop a competency-based course roughly equivalent to a three credit-hour course against the $8,000 to $9,000 to develop a regular credit-hour course. Contacts report a learning curve on how to develop competency-based courses and suggest that future courses may become less expensive to create. Contacts at the University of Wisconsin System similarly estimate the cost of competency-based course at $10,000 independent of start-up costs.

Determine Relevant Competencies through Traditional Degree

Curriculum, Employer Input, and Secondary Research

The following process map illustrates the development process at of a competency-based degree at Southern New Hampshire University, the most recent among profiled institutions to offer such a degree.

Development and Considerations for a Competency-Based Degree

Partner with employer advisory councils to determine employer expectations for graduates. Administrators grouped 120 competencies into 20 meaningful task families, which are then divided into three task levels. For example, the “using business tools” task family includes tasks such as “can write a business memo,” and “can use a spreadsheet to perform a variety of calculations.” Administrators dissect the

components of a traditional degree program to

highlight desired learning outcomes of each course.

Administrators at Southern New Hampshire

University examined the U.S. Department of Labor’s “competency pyramids”to inform program

development.

Competency groups are combined into a scenario-based evaluation whereby faculty members assess students’ mastery of tasks within a family. Students either earn a “mastery” mark, or they may reattempt the assessment later. The New England

Association of Schools and Colleges Commission on Institutions of Higher Education approved this competency-based degree in 2012.

Initial Steps

The Cost to

Offer

Competency-Based Courses

125%

of the cost of a regular credit-hour course. Examine a

Traditional Degree Seek Employer Input

Examine Other Sources Regroup Competencies Develop Assessments Earn Accreditation Academic administrators at Western Governor’s University recommend partnering with nationally-known subject matter experts and professionals to determine employer expectations – lending further credibility to the program.

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Self-Paced Competency Programs Require One to Two Years to

Develop; Credit-Hour Based Models Require only Months

Contacts at the University of Wisconsin System estimate that program development took one year to 18 months of academic and operational development, and will require another two to four years to offset start-up costs. They explain, however, that the lack of formalized regulations from many accreditation and funding agencies delayed the process, which should not occur as regularly for future programs. Contacts at Delaware Community College report four months of work to develop three competency-based courses for its certificate program. The process included a meeting with faculty developers who provided the academic content of the course and the waiting time for the developers to execute their mandate.

Invite Faculty to Design Competency-Based Curriculum to Increase

Program Participation

Faculty control over general education competency design and assessment incentivizes faster adoption and transition time. Chief academic officers convene faculty from a range of departments and describe the competency system to promote early buy-in. Increasing faculty buy-in often implies additional faculty control over curricular implementation, but academic affairs administrators require faculty support to develop rigorous and effective competency-based programs. Faculty support expands the number of programs

converted into competency-based models and broadens the potential student audience interested in enrollment.12

Build Support for Curricular Change with Faculty Engagement Strategies

12

Ray and Edmonds, “Implementing Competency-Based Education Models,” p.6.

Staff

Preparation

Allocate Sufficient Time and Resources to Change Management

Contacts report that faculty members should spend at least two years developing general education competencies to ensure adequate communication with external groups (e.g., faculty senate, accrediting bodies) and create internal goals and

workflows that lead to implementation. Smaller competency-based equivalencies such as components of a major program require less time – as little as six months.

Identify Working Group with Continuing Education Experience

Academic leaders assemble interested faculty, alumni, deans, and other institutional stakeholders in a committee to establish the guiding principles and set a goal and timeline for competency-based education. Departments with existing continuing education units apply prior experience and previously-decided solutions to problematic student-facing administrative practices (e.g., registration, advising).

Provide Faculty Input Opportunities to Discuss Changes

Small meetings of approximately 25 department chairs within each college discuss the learning outcomes found in existing courses, examining which competencies arise multiple times. Determine the number and type of distinguishable competencies, and effective methods of measurement for each. Some competencies, such as

communication, might require a PowerPoint or presentation assessment while faculty determine that others, such as economics, are suitable for a challenge exam; these challenge exams are typically the final exam in the course.

Incre as ed F ac u lt y I n volve men t

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Rethink Traditional Methods for Faculty Staffing

Institutions that develop competency-based education create success coaches and other faculty who serve as both advisors and academic instructors on topic matter, study skills, and who help students adjust to college-level expectations. This arrangement allows more faculty to devote time to personal advising on competency projects, and enables them to further hone the evaluative metrics for these projects.

Reward Faculty Who Translate Competencies with Additional Pay or

Release Time

Contacts report that the process of translating curricula into competencies requires a significant time commitment from faculty while the new curriculum is in development. Recognizing faculty with additional compensation or teaching release time helps incentivize buy-in while a department is redeveloping its program. Faculty at Delaware Community College receive an overload correlated with a fraction of credit; this process allows faculty to adjust their compensation by reporting extra hours if an assessment takes longer or more work than normal. Faculty who wish to work for the Assessment Center at Lipscomb University undergo two full days of training to

become fully certified assessors. Faculty at Ivy Tech Community College receive equal compensation ($2,500) to professors developing other online courses as administrators found that competency-based courses seemed to require no extra effort or time.

Hire Academic Coaches to Provide Support and Oversight to

Students on Competency Completion

Program administrators hire academic success coaches to help students acclimate to a non-traditional learning format. Program administrators at Westminster College offer to fund additional training from the International Coaching Federation for academic

counselors seeking to work with competency-based education students. Academic success coaches assist in registration and enrollment of students, but not in final project evaluations. These coaches provide support and advise the student on the next

appropriate course as students complete a project or module. Coaches also help students with time management and goal-setting, which makes them ideal to serve as early intervention specialists for students who are at risk of non-persistence.

Student to

Coach Ratio

The ideal ratio of students to academic success coaches is 15 to one. This ratio is the main barrier to scalability.

15:1

“Faculty and Coaches are the most expensive barrier against scalability”

-Forum Interview

Pay-per-performance Motivates Coaches to Best Support

Students

Leadership at Lipscomb University provide a monetary bonus to coaches based on their students’ level of competence. Faculty can double their income through these bonuses. This type of incentive structure necessitates a clear barrier between coaches and assessors (who measure competence or student results). Faculty are not allowed to move between the two worlds to avoid “teaching to the test” and cheating.

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Provide Tutoring Resources to Increase Student Comprehension

Students rely on tutoring centers to provide additional support in completing

competencies and preparing for assessments. Due to the distance education format most institutions employ for competency-based education programs, faculty members struggle to provide one-on-one academic support. Instead, program directors and academic tutors develop distance tutoring tools to provide support when students struggle with a particular competency or assignment.

Hire Recruiters Specific to Competency-Based Education Programs

Institutions hire successful graduates of competency-based education programs with marketing backgrounds to serve as chief recruiters for institutional competency-based programs. Potential students unfamiliar and uncomfortable with the idea of a

competency-based model require a recruiter with detailed knowledge of the program. A generalist recruiter may lack firsthand experience or in-depth knowledge to answer specific questions about the operations of competency-based education programs.

Withdrawals Occur Primarily Following the First Semester

Without the aid of an academic success coach, administrators notice students with prolonged lapses in time between completing competency-based assignments. Lapses in assignment completion usually begin during the third week of the semester. Administrators observe assignment

completion through the content management system.

Program administrators at Westminster College found that providing students with an academic success coach decreases first semester dropout rates. Academic success coaches help students plan realistically to complete competency-based degrees around the other commitments in a student’s life.

Offer Digital Tutoring Resources for Distance Competency-Based

Education Programs

Students work with academic success coaches to arrange personalized digital tutoring sessions with academic tutors. Academic tutors receive work study compensation or serve as graduate assistants. Academic tutors work with students through:

 Skype or video tutoring: Students ask questions to tutors and receive immediate responses.

 Asynchronous chat rooms: Students direct questions to tutors after the tutoring center is closed. Tutors respond to questions within 48 hours of posting.

 Shared screens: Tutors and students collaborate on assignments together (e.g., economics problem sets).

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Subscription Models Do Not Affect Transfer Credits, Residency

Requirements, or Upper-level Course Requirements

In competency-based programs, policies regarding credit transfer, residency and upper-level course requirements, treatment of out-of-state or international students, and student services are similar to those that affect distance education students. Transcripts and student information systems vary by program type, but in general administrators attempt to reconcile and integrate the needs competency-based programs into existing operational procedures. The accreditation process is the most problematic variable and merits considerable attention.

Impact of Competency-Based Programs on Major Operational Challenges

Student Information Systems

Institutional

Operations

Tuition Student Services Accreditation Process Student Transcripts

Charge the Same Tuition for In-state and Out-of-state Students Program administrators do not discourage out-of-state enrollment since competency-based education programs depend on distance education platforms and high enrollment to remain financially viable.

Convert Competencies into Traditional Transcripts Some institutions, such as Westminster College, incorporate competencies into standard transcripts. Students that ‘master’ the majority of competencies in a specific course earn an ‘A’ in that course. Other institutions provide transcripts that grade each completed

competency on a scale of competent, partial mastery, and full mastery. “Become One with Regulatory Body”

Accreditation boards require institutions to map competency sequences to evaluate the rigor of competency-based degrees. Program directors take course objectives from syllabi of traditional degree programs to determine the most important competencies. Divide course objectives into competencies so that students who complete competencies have the same knowledge base as students who complete courses.

Develop New Student Information Systems that Track Competencies Rather Than Credits

Traditional student information systems track students’ enrolled courses and credits. Since competency-based models do not use a traditional credit or course format, new student information systems need the capability of storing data on completed prior learning

assessments, completed competencies, and financial aid information. Purchase of software licenses from university systems for existing competency-based student information systems offers greater cost-effectiveness than building unique proprietary software. Building new student information systems or modifying existing systems requires extensive computer coding and information management skills, and ample time for beta testing and troubleshooting before implementation.

Provide Same Student Services to Competency-based Education Students as Distance Education Students

Administrators offer all the resources provided to distance education students to competency-based education students. However, given competency-based education programs’ independent learning, students require more frequent contact with program advisors. Administrators grant students access to tutorial services, video chats with program advisors, and skill-building workshops. Competency-based education students do not receive access to on-campus services such as student health centers and counseling.

Student Information

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Divide Course Credits by Learning Outcomes and Award Credit for

Each Competency Completed

Scholarship funding that supports learning is crucial for competency-based programs to deliver the promise of more accessible education. In credit-based programs,

coordinators translate competencies into traditional credits to facilitate the financial aid process. Program directors map every competency directly from a course objective using an equation to determine the value of each competency. To determine the credit equivalency of a competency, divide the total credits of the course by the total number of competencies included in the course.

Competency Credit Equivalent Equation

New regulations from 2005 allow colleges to participate in federal financial aid without accounting for course hours spent in a classroom and allowing competencies to prove qualification for aid. Regulators introduced these changes tacitly in support of the

Western Governors University model (non-direct assessment), but the University opted not to use it. Instead, College for America was the first institution to design its assessments without a foundation in course equivalence.13

However, many self-paced and blended programs maintain a different structure than the structure contemplated in this new regulation. At this time, scholarships are not available specifically for the UW Flexible Option, despite extensive negotiations with the

Department of Education; contacts are optimistic that their program will get approval within some months.

13

Inside Higher Ed, “Taking the Direct Path” (2014) http://www.insidehighered.com/news/2014/02/21/direct-assessment-and-feds-take-competency-based-education#ixzz33VmpuuEH

Bachelor’s Degrees that Require Professional Certification Limit

Competency-Based Education Credits

Accreditation boards that award professional certification (e.g., nursing, engineering) limit the competency-based credits recognized for degree completion. Accreditation boards argue students cannot have the

competency equivalents without first working in the field, which they cannot do without professional certification. For example, the American Society of Civil Engineers requires calculus-based engineering courses and thus does not recognize the prior learning experiences of army engineers.

Communicate with program-related accreditation boards to determine how many competency-based credits boards will accept.

!

Financial Aid

3 Credit Course 5 Total Competencies 0.6 Credits per Competency

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5) Research Methodology

Leadership at a member institution approached the Forum with the following questions:

▪

What are major models for organizing and delivering course and curricula under

competency-based education?

– Why do administrators choose to employ alternatives to the Carnegie credit hour? – Why did contacts select a specific financial model for a competency-based

program?

▪

What tuition and fees do contacts charge students enrolled in competency-based programs?

– How do contacts price programs (e.g., by competency, by credit equivalency, by unit of time over a subscription model)?

– What minimum thresholds of enrollment and/or time help make competency-based programs profitable or at least break even?

▪

How does financial aid and grant allotment affect the pricing and larger configuration of competency-based programs?

▪

How do contacts’ financial and delivery models affect accreditation, faculty and staff compensation, registration processes, student transcripts, Information and

technology systems, student services access?

▪

What are the main steps involved in implementing a competency-based program or degree?

▪

To what extent did administrator need a pilot or transition period (e.g., move from a single course to a whole program or department)?

▪

What lessons learned or recommendations emerge for institutions implementing competency-based education?

The Forum consulted the following sources for this report:

▪

EAB’s internal and online research libraries (http://eab.com)

– Ray, Michael and Lauren Edmonds, “Implementing Competency-Based Education Models,” Academic Affairs Forum (2013)

– Austin, Brian and Thomas, Allison, “Competency-Based General Education” Academic Affairs Forum (2013)

– Nelson, John and Allison Thomas, “Assessing Prior Learning for Credit,” Academic Affairs Forum (2013)

– “Student Affairs Learning Outcomes Compendium and Assessment Toolkit,”

Student Affairs Forum, Education Advisory Board (2013)

▪

The Chronicle of Higher Education (http://chronicle.com)

▪

National Center for Education Statistics (NCES) (http://nces.ed.gov/)

▪

Educause: Competency-Based Education Conference (2014)

▪

Council for Adult and Experiential Learning (CAEL)

– Rebecca Klein-Collins (2012) “Competency-Based Degree Programs in the U.S.:

Postsecondary Credentials for Measurable Student Learning and Performance”

Project

Challenge

Project

Sources

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– Rebecca Klein-Collins and Rick Olson (2014) “Customized, Outcome-based,

Relevant Evaluation (CORE) at Lipscomb University”

▪

U.S. Government Printing Office: http://www.ecfr.gov/

▪

Higher Learning Commission: http://www.ncahlc.org

▪

Department of Education, Information for Financial Aid Professionals: http://www.ifap.ed.gov/

– “Applying for Title IV Eligibility for Direct Assessment (Competency-Based)

Programs Guidelines” (2013)

▪

Inside Higher Ed: http://www.insidehighered.com/

– “Watch and Learn” (April 2014)

– “Experimental Sites Concept Paper: Competency-Based Education” (January

2014):

http://www.insidehighered.com/sites/default/server_files/files/Experimental%20Sites% 20Concept%20Paper%20FINAL.pdf

▪

New America Foundation and Education Sector: Amy Laitinen, “Cracking the Credit

Hour” (September 2012)

▪

Institution Websites

– Delaware County Community College: http://www.dccc.edu/

– Ivy Tech Community College: http://www.ivytech.edu/

– Lipscomb University: http://www.lipscomb.edu/

▪

Charla Long “The Promise of Competency-Based Education” (2014)

– University of Wisconsin Extension: http://www.uwex.edu/

– Southern New Hampshire University, “College for America – FAQ” – Northern Arizona University, “Personalized Learning.”

– University of Southern Maine, “PLA Academic Portfolio Assessment.” – “UW Flexible Option,” University of Wisconsin System,

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The Forum interviewed institutions with established programs in competency-based education with a special emphasis on community colleges.

A Guide to Institutions Profiled in this Brief

Institution Type Location

Approximate

Institutional Enrollment

(Undergraduate/Total) Classification Brandman

University*

Private Pacific West 3,500/6,800 Master's Colleges and Universities (larger programs)

Delaware County Community College

Public Mid-Atlantic 13,000 (all undergraduate) Associate's (public suburban-serving Single campus) DePaul University*

Private Midwest 16,000/25,000 Doctoral/Research Universities

Ivy Tech Community College

Public Midwest 100,000 (all undergraduate) Associate's(public urban-serving single campus) Lipscomb University

Private South 2,700/4,300 Master's Colleges and Universities (larger programs) Northern Arizona University* Public Mountain West 22,000/26,000 Research Universities (high research activity) Southern New Hampshire University*

Private Northeast 11,000/17,000 Masters Colleges and Universities (larger programs)

University of Southern Maine*

Public Northeast 7,400/9,400 Master's Colleges and Universities (larger programs)

University of Wisconsin System

Public Midwest 181,000 (total statewide) University System (13 institutions) Western Governors University* Private Mountain West (Online Only) 31,000/41,000 Masters Colleges and Universities (larger programs) Westminster College* Private Mountain West 2,500/3,300 Master's Colleges and Universities (medium programs) *Profiled through prior EAB studies and other secondary research

Research

Parameters

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Networking Contacts

Laurie Dodge Vice Provost 949.341.9813 [email protected] Grant Snyder

Vice Provost for Student and Instructional Support Services 610.359.4145

[email protected]

Michelle Navarre Cleary

Associate Dean, Curriculum and Instruction – The School for New Learning 312.362.7301

[email protected]

Kara Monroe

Associate Vice President for Online Academic Education 317.921.4912

[email protected]

Charla Long

Executive Director of the Center for Law, Justice and Society 615.966.2501

[email protected]

Alison Brown

Associate Vice President of Academic Affairs 602.776.4671

[email protected] Rebecca Garrett

Associate Director of Personalized Learning (602) 776-4692

[email protected]

Kate Kazin

Chief Academic Officer – Innovation Lab 603.314.1420 [email protected]

Financial Models for Competency-Based Education

Community College Forum