Competency-Based EducationNEW WAYS OF THINKING

“Competency-based education programs are an alternative way for learners to gain

the skills employers want from employees”Pat Galagan, TD Magazine

Upon completion of this session, participants will be able to:

Explain the difference between traditional education, competency-based curriculum, and competency-based education.

Identify the role of accrediting agencies in CBE.

Recognize the basic principles of CBE program development.

Articulate and explain the application of CBE as it relates to competency-based curriculum development.

Overview

Competency and competency-based education

Trends in CBE: The role of accrediting agencies

CBE programs

Competency-based curriculum: Mapping strategy

Competency-based barista curriculum

Competency and competency-based education

Competency, Models, and Modeling

• Characteristics that individuals have and use in appropriate, consistent ways in order to achieve desired performance (Dubois & Rothwell , 2004, p. 16).

Competency

• Model that depicts common attributes of top performers in a specific job.

Competency Models

• The process to develop competency models, while competency-based approaches can be strategic and systematic.

Competency Modeling

Competency-based education

helps individuals acquire or build the skills to match the characteristics of good or exceptional performers

Historical Overview (Ford, 2014)

First Generation• Application of scientific

management to work roles

Second Generation• Development of

mastery learning models during the 1920s and 1930s

Third Generation• Formative vocational

education and training

Fourth Generation• Moving beyond

vocational training to education

Fifth Generation• Development and

transferability of competency or outcome-base curricula

Sixth Generation• Increase emphasis on

direct assessment of competencies rather than instructor-led course

Two Educational Paradigms (Sullivan and Downey, 2015)

Traditional Carnegie public school model from the early 1800s

Instructor-led

Text-driven curriculum delivery

Time and credit based

Delivered to all in same class at same time

Failure of a class require a complete repeat

Two Educational Paradigms (Sullivan and Downey, 2015)

Competency-based Credits based on outcomes that demonstrate academic proficiency

Learning driven by set standards demonstrated through application of knowledge and skills

Individualized learning tailored to the uniqueness of each student

Includes direct instruction, peer instruction, collaboration, self-regulated learning, self-monitoring, in individualized or group learning

“Competency-based education is the transformation process from a young

person into a life learner in the workforce”Amanda Cecil and B. Krohn 2012

Trends in Competency-Based EducationTHE ROLE OF ACCREDITING AGENCIES

How is CBE different?

Clear claims on student learning

About what students can do with the knowledge and skills

Measurable evidence of competency

Recognized by the DoE?

DoE sees the benefits and value

Testing how Title IV can be delivered in CBE

Experimental stage- applying aid via:

Direct assessment

Credit/clock hours

Accrediting Agencies and the CBE Experiment

Ensure quality of an institution’s approach to CBE

Substantive change evaluation on institution performed by agency

Ensure that institutions: Assign credit hours conforming to general practices in higher ed

Meet requirement for “regular and substantive interaction” between students and instructors:

Access to qualified faculty

Interactions built into program design

Assessment required

How is Assessment Performed?

Important in outcomes-focused programs like CBE

Faculty does not have to administer/grade everything

Faculty feedback effective

Exams not substantive interaction

Teaching assistants allowed

Regular reviews/monitoring needed

CBE ProgramsCHARACTERISTICS AND EXAMPLES

CBE Focus

Demonstrated mastery of knowledge and skills upon completion of course work clear, measurable learning outcomes

Application of knowledge and skills in the real world Academic expectations aligned with industry and market demands

Five Principles of CBE Development

1. Degree or certificate Reflects Robust and Valid Competencies Validity determined by student and employer feedback

2. Students allowed to learn at a variable, individualized pace Support must be provided on demand

Close monitoring of student progress necessary

3. Learning resources are available anytime and are re-usable Usage statistics and performance analytics should be employed

4. Development and re-development processes are explicit Changes, updates, and revisions follow appropriate paths

Designated administrators, instructors, and subject matter experts

5. Assessments are secure and reliable Content is aligned with industry expertise by subject matter experts

Typical Structures and Elements

Cohort programs with fully online and hybrid courses Certificates; Associates, Bachelor’s Degrees

Self-paced with milestones

Robust LMS with synchronous instruction capability Canvas, Blackboard, Brightspace, AdobeConnect

Object repository and built-in CMS

Affordable pricing structures Per Academic Year, Per Course, Per Program

Brandman University

Course materials accessible 24 hours per day, from any device No print materials or textbooks

Self-paced, open enrollment

Capability to test out of program requirements Credit for experience and knowledge

$5400 per Academic year

Programs in arts and sciences, business, education, nursing Certificate and degree programs (Bachelor’s and Master’s Degrees)

Southern New Hampshire University: College for America

Goals and competencies measured by assessment 20 goals and 120 competencies lead to accredited degree

Project based learning incorporating several competencies at once No credit hour or grade points

$2500 per year, all inclusive

Associate’s Degrees General studies for Business

General Studies for Nonclinical Healthcare

Bachelor’s Degrees Bachelor of Arts in Communications

Bachelor of Arts in healthcare management

Competency-Based CurriculumMAPPING STRATEGY

Four Phases of Program Creation (Woodhouse and King, 2009)

Phase 1: Review update, and synthesize competencies

Phase 2: Create a discipline-specific competency matrix

Phase 4; Record gaps and overlaps revealed by assessments to improve curriculum

CBE Development

Identify competencies for course or program Review of body of knowledge, focus groups, research to find

competencies

Develop a matrix of primary learning categories Group competencies under relevant categories

Lays the groundwork for goal structuring and assessment

CBE Development cont …

Track student learning progression Align competencies with assessments

Identify gaps and overlaps in curriculum Address both through updates and revision

Assessments

Task-oriented assessments based on primary competencies

Outcomes should be frequently tested for efficacy

Effective assessment should include faculty, industry stakeholders, and administration

Refinement of assessments based on institutional review and industry requirements

Department of Labor

EMBOK

Event Design and Production, TISOH

Design Lab

Competency-Based Barista CurriculumACTIVITY

Instructions…

Form groups (nor more than 4 participants per group) and elect a recorder

Name your faux-institution

Work through the first three phases of the curriculum mapping model to create a course for your institution

Phases 1 - 3

Phase 1:

Determine and List

Competenc

ies

Phase 2:

Create a

barista specific categori

es of compet

ency (curricul

um matrix)

Phase 3:

Develop

assessments

for each

category

( specific task)

CBE

Curriculum

Share your creation!

References

Cecil, A. and Krohn, B. (2012). The Process of Developing a Competency-Based Academic Curriculum in Tourism Management. Journal of Teaching in Travel and Tourism, 12, 129-145.

Dubois, D. and Rothwell, W. (2004). Competency-Based Human Resource Management. Palo Alto, CA: Davis-Black Publishing.

Ford, K. (2014). Competency-Based Education: History, Opportunities, and Challenge. UMUC Center for Innovation in Learning and Student Success.