3. WhatisCompetencyBasedEducation(CBE)?
• Measure student learning rather than time
• Harness the power of technology for teaching and
learning.
• Computer-mediated instruction gives the ability to
individualize learning for each student because each
student learns at a different pace and comes to the
content knowing different things; this is a
fundamental requirement of competency-based
education.
3
Source: Dr. Robert Mendenhall
President, Western Governors University
4. WhatisCompetencyBasedEducation(CBE)?
• Fundamentally change the faculty role
When faculty serve as lecturers, holding scheduled classes for a
prescribed number of weeks, the instruction takes place at the
lecturers' pace. For most students, this will be the wrong pace. Some
will need to go more slowly; others will be able to move much faster.
Competency-based learning shifts the role of the faculty from that of
"a sage on the stage" to a "guide on the side." Faculty members work
with students, guiding learning, answering questions, leading
discussions, and helping students synthesize and apply knowledge.
4
Source: Dr. Robert Mendenhall
President, Western Governors University
5. WhatisCompetencyBasedEducation(CBE)?
• Define competencies and develop valid, reliable
assessments
• The fundamental premise of competency-based
education is that we define what students should know
and be able to do, and they graduate when they have
demonstrated their competency. This means that we
have to define the competencies very clearly. Getting
industry input is essential to make sure that we've
identified relevant competencies.
Once the competencies are established, we need experts
in assessment to ensure that we're measuring the right
things.
5
Source: Dr. Robert Mendenhall
President, Western Governors University
6. Fixed time, variable learning
Deliver content to students Testing & assessment Progress to next grade, subject,
or body of material
Receive results
7. Competency-based learning
Deliver content to students Testing & assessment
Progress to next grade, subject,
or body of material
Receive real-time
interactive feedback
8. 8
Laitinen, A. (2012). Cracking the credit hour. New America Foundation. Retrieved from newamerica.net.
Innovation is the way to reach current “non-consumers” to get closer to that 67%
9. Target Population
• Reduced population growth in 15-19 year olds in the next 10 years
• Increased growth in 20-44 year olds
• Almost 1 million Washingtonians have some college, no degree
(SBCTC Legislative Presentation, Jan. 2014)
Source
11. THREE-PHASE
IMPLEMENTATION:
PHASE 1: Four colleges with Gates grant support pilot
competency-based IT certificates (2013-14)
PHASE 2: CBC is lead institution in eight-college
consortium to develop and test a full CBE degree
PHASE 3: CBE degrees and courses expanded and
implemented statewide
11
12. Process
• WACTC Strategic Visioning Committee
• System work group creates recommendations
• WACTC endorses recommendations March 2014
• Columbia Basin designated as lead institution
• Seven other pilot colleges and SBCTC fund the project
12
15. The Goals
A Business Transfer Degree
• Competency based
• Completely online
• Openly licensed
• Six-month term with multiple start dates
• Full time equivalent tuition ($2667 plus fees)
• Students work at their own pace, completing as
many credits as they are able during each term
16. Competency-Based
Program Pilot
• Students must demonstrate mastery of explicit
competencies to receive credit
• Students receive constant support based on their
individual learning needs
• Learning, not time, is the determining factor
(Adapted from Christensen Institute)
17. Pilot Colleges
• Columbia Basin College—lead
• Bellevue College
• Centralia College
• Everett Community College
• Olympic College
• Pierce College Ft. Steilacoom
• Pierce College Puyallup
• Tacoma Community College
18. Current Enrollments
• 5 Columbia Basin students (start date July 1)
• 2 Columbia Basin students (start date August 1)
• 2 Olympic students (start date August 1 if NWCCU approved)
• Other pilot colleges will enroll students for January 2016
18
19. First Faculty Cohort
• Four full-time faculty
• English
• Math
• Accounting
• Economics and Business Law
• Six adjunct faculty
• Biology
• Geology
• Public Speaking
• Sociology
• American Government
• Art
20. Business DTA
ENGL& 101 English Composition I
ENGL& 102 Composition II
MATH 147 Finite Math
MATH& 148 Business Calculus CMST&
220 Public Speaking
ENGL& 244 American Literature I
ART&100 Art Appreciation
ECON& 201 Micro Economics
ECON& 202 Macro Economics
SOC& 101 Intro to Sociology
POLS& 202 American Government
MATH& 146 Introduction to Stats
BIOL& 100 Survey of Biology
GEOL& 101 Intro Physical Geology
ACCT& 201 Principles of Accounting I
ACCTt&202 Principles of Accounting II
ACCT& 203 Principles of Accounting III
BUS& 201 Business Law
26. Students Faculty
• Like the flexibility
• Like individual
attention
• Like no textbook
costs
• Like the look of the
courses
• Liked the design
process
• Like focusing on
individual student
needs
• Like grading on
mastery
26
27. 27
“The CBE model, along with the self-paced structure and OER
structure puts the student first while making sure the grades are
earned. The self-paced structure allows for students to take extra
time, if necessary, to complete the work, and the OER structure
keeps costs to a minimum.
These two things address two of the biggest challenges facing
students and their families: time and money. All of this while still
holding the bar high by requiring that mastery level allow for
quality, affordability and flexibility.”
----Paul Jones, CBE Math Instructor
28. Marketing and Pilot Support
• Each college markets locally
• Shared materials on http://cbewa.org
• CBC’s efforts to date:
• Student web page
• Student information sessions
• Local news outlets
• Facebook page
• Ads
28
34. To join the consortium
• MOU between CBC and your college
• Invest $94,302
• Begin substantive change process (4-6 months)
• Adopt all 18 courses
• Assign staff to work with students
• Market to and support students enrolled at your college
• Remit $2046 per student per term to CBC
• Contact: Connie Broughton, cbroughton@sbctc.edu
34
Rich
“Capital, labor, and land, the basic factors of production, have lost much of their fascination for those looking to understand why economies grow and prosper. The key question asked today is no longer how much capital and labor an economy can amass, but how innovation helps employ those resources more effectively to produce more goods and services” (Levinson, 2006, p. 12). Levinson, M. (2006). The box: How the shipping container made the world smaller and the economy bigger. Princeton, NJ: Princeton University.