Competency-Based Learning New Notes for Old Lyrics

Competency-Based Learning New Notes for Old Lyrics

Drs. Elaine Griffin & Charla Long

! At the completion of the session, you will be able to:

! Describe the higher education landscape with regard to

competency-based learning models/degrees and how several colleges have successfully implemented that educational model

! Understand and explain the impact of the SACSCOC

accreditation process and standards on competency-based learning models

! Walk away with a blue-print of evaluating competency-based

learning programs in your institution

! Describe how assessment can be utilized to measure prior

learning

! Build your own customized competency-based learning

program in your institution

Today’s Learning Objectives

!  Competency-based education is focused on actual student learning, and the application of that learning, rather than time spent in class/on material. Learners’ progress is measured when they demonstrate their competence through a system of rigorous assessments, meaning they prove they have mastered the knowledge and skills, required for a particular competency or area of study.

CBE Defined

U.S. Federal Perspective

!  Meeting President Obama’s 2020 College Completion Goal (2011)

! Increase U.S. College Degree Attainment from 40 to 60%

! 10 million additional Americans

! Keys: Access and affordability; quality and completion

!  U.S. Department of Education

! First in the World Grants

! Experimental Sites

!  Congressional Support

! Bi-partisan interest in CBE

!  Lumina’s Big Goal

! 60% of Americans to possess postsecondary credentialing by 2025

!  Bill and Melinda Gates Foundation

! Mozilla Open Badge Program

!  Council on Adult & Experiential Learning

! Prior learning assessment

! Competency-Based Degree Programs in the U.S.

published in 2012

Other Influences

!  Saving Higher Education

!  SNHU President’s Letter

!  Flips the relationship - let time be variable, learning well- defined, fixed and non-negotiable

!  120 “Can Do” Competency Statements

!  Dear Colleague Letter from DOE

!  Direct assessment of student learning “in lieu of measuring student learning in credit hours or clock hours” may qualify for federal financial aid

SNHU’s College for America as Catalyst

“Competency-based approaches to education have the potential for assuring the quality and extent of learning, shortening the time to degree/certificate completion, developing stackable credentials that ease student transitions between school and work, and reducing the overall cost of education.”

~Dear Colleague Letter, DOE, March 2013

Who’s Engaged?

CBE Frameworks Continuum

Wide Range of Models Nationally

Course-based, Integrate discrete competencies into a single course

No courses, No credit hours, Know Competencies, Graduate

Learning Measured by Direct Assessment Learning Measured by

Seat Time and

Teacher-Created

Assessments

The Lipscomb Model

!  A = Assess on relevant competencies

!  B = Award e-credential badges

!  C = Customized plan for identified competency gaps

!  D = Develop targeted competencies through coach-encouraged modules

It’s As Easy As A-B-C-D

Standard Content

CR 2.7.1 Program length CR 2.7.2 Program content

CS 3.4.4 Acceptance of academic credit CS 3.4.6 Practices for awarding credit

CS 3.4.7 Consortial relationships/contractual agreements CS 3.4.8 Noncredit to credit

CS 3.4.10 Responsibility for curriculum CS 3.5.2 Institutional credits for a degree CS 3.6.3 Institutional credits for a graduate degree FR 4.4 Program length

FR 4.8 Distance and correspondence education FR 4.9 Definition of credit hour

SACS standards

Steps in Establishing CBE Program

Step 1

• Competencies Defined

Step 2

• Competency Framework

Step 3

• Badging Ecosystem

Step 4

• Rigorous Assessments

Step 5

• Customization

Step 1 • Competencies Defined

!  Are all competencies clearly articulated?

!  Are you leaving out any “soft skill”

competencies and focusing only on technical expertise?

!  Are there commonalities between the different competency standards?

!  41 Key Competencies

! Includes expandable competencies like Functional/Technical Expertise, Organization Knowledge, Industry Knowledge, Technology Savvy

!  7 Categories

! Communication

! Conceptual

! Contextual

! Interpersonal

! Leadership

! Management

! Personal

Polaris Competency Model

! Think about a typical college undergraduate then sort cards into one of three piles:

! Absolutely Must Possess

! Nice to Have – Not Critical

! Not Important for The Role

! 10 minutes to complete

Competency Card Sort

Step 2 • Competency Framework

! 

Are you direct assessment or credit-based?

! 

Do you have “degrees” of competence for a position?

! Is it a check mark or a level?

! 

How do you define the competencies for supervisors, trainers, or assessors of others?

! Are they at a higher level of the same set of

competencies or are additional competencies needed?

! 

Do you allow for continuing education or greater competency development?

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 Falls short of the knowledge, skills, and motivations needed in this competency for role. Development is needed to reach required standard.

Step 3 • Badging Ecosystem

!  Could you standardize some of the

competencies so they could count in multiple arenas?

!  Could badges help individuals build their credentials over time or encourage more diversity?

!  Could badges be positioned as an outward sign of credentials?

Step 4 • Rigorous Assessments

!  Only as good as your assessment process

!  Must be able to clearly and consistently evaluate across all credential methods

! Can’t have double standard for portfolio and classroom

!  What are your requirements?

! Objective and consistent; Relevant and job related; Precise and in-depth; Valid and highly reliable; Fair and has opportunity to demonstrates skills; Supportive of diversity

Assessment &

Development Center

At the CORE

!  Process not a physical space

!  Recreates work environment with exercises, simulations, and role plays

!  Typically 6 participants, 3 trained assessors and an administrator

!  Behaviors are recorded and rated against pre-determined criteria

!  Trained assessors must agree on final rating How Assessment Process Works

Communications Active Listening Communicativeness Presentation Skills Conceptual

Problem Solving & Decision Making

Interpersonal Assertiveness Conflict Management Relationship Building Team Player

Leadership Change Mastery Influence Management Organizing & Planning Personal

Composure Initiative Mission Focus Results Orientation

Baseline Competencies for Assessment

Sample Behavior Criterion

!  Objective and consistent;

!  Relevant and job related;

!  Precise and in-depth;

!  Valid and highly reliable;

!  Fair and provides opportunities to demonstrate skills; and

!  Supportive of diversity.

CORE Assessments are…

Step 5 • Customization

!  Do you allow for customization based on market needs?

!  Do you utilize platform to undergird and unite all programs, even when customized?

Steps Toward Degree Completion

Step I Initial assessment identifies

competency gaps

• Address competency gaps similar to e-credentials students

Step II Complete concentration coursework

• More traditional style learning

• Provided by partner departments

• Blend on-line with on-ground courses

• Prefer incorporate competency into content area Step III

Choose additional competencies in consultation with department faculty but base

research in field

• Research reveals “magic competency combinaton Step IV

Integrate KSA into capstone project assessment

Bachelor of Professional Studies in Organizational Leadership Major

Required Courses Credit Hours (45 in total) Big Six Leadership Competencies

(Relationship Building, Problem Solving & Decision Making, Organizing & Planning, Influence, Communicativeness, Drive & Energy)

6 courses x 3 credits each = 18 credit hours

Subject Matter Concentration (Aging, Business, Human Resources, Psychology, Restorative Criminal Justice, Information Technology, Supply Chain Management and others adding monthly)

6 courses x 3 credits each = 18 credit hours

Two Concentration-Specific Competencies 2 courses x 3 credits each = 6 credit hours

Integrated Capstone Assessment Project 1 course x 3 credits = 3 credits

! Find a champion for the program

! Educate a core group

! Select strong existing

academic departments that will partner with you in the

program

Where To Start at Home…

Questions?

Contact Us:

Dr. Elaine Griffin [email protected] Dr. Charla Long [email protected]