Competency-Based Education in a Flex-Paced IT

ProgramDr. Sue Merrell Daley, Dean, Business and Public Services

Division

Dr. Ned Young, Professor, Management and MIS

June 14, 2015

Agenda

1. What is CBE?

2. TAACCCT Grant

3. Project Model Components

4. Course Example

5. Institutional Perspectives

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What is CBE?

• Direct assessment• Students demonstrate achievement of competencies without regard

to courses or credit hours. They demonstrate mastery of individual competencies through summative assessments such as exams and portfolios.

• Course-based• Students demonstrate mastery of skills and knowledge at a course

or module-level. Competencies, defined at the program level, are translated into topics that are packaged into the courses or modules.

How is Course-based CBE Different from Traditional?

Traditional1. Classroom2. Defined semester/term start and end dates3. Students progress on a time-based schedule4. Gen. Ed. Outcomes, Program Outcomes, Course Outcomes5. Weekly lessons6. Advance weekly with class regardless of performance7. Instructor led8. Central student services

Course-Based CBE1. Fully online2. Rolling Starts3. Student progresses as competencies mastered4. Outcomes plus competencies mapped to content and assessments5. Units (bigger chunks)6. Advance to next topic / unit by demonstrating competency7. Faculty mentor8. Case managed by academic coach

What is Accelerate IT?

Sinclair’s TAACCCT Grant Project

• Grant Goal – Adapt and adopt competency-based IT instruction to accelerate learning for TAA-eligible, veterans, unemployed, and other adult learners.

Round 2 TAACCCT Grant

Consortium Partners• Austin Community College• Broward Community College • Sinclair Community College • Western Governors University• Mathematica, Grant Evaluator • National Office, Sinclair Community College

Accelerate IT Model

STUDENTS

Program Advisory

Committee

Programs

Courses

Delivery Logistics

Learner Support

Holistic Case Management

Faculty Facilitation

Recommend Technologie

s

Strategic

Partners

Business/Industry

Leadership Team

Data-Driven

Job ForecastingJob

Alignment

IncumbentDevelopment

Plans

Workforce/Employer Partners

Public Workforce Agencies

JOB

INTERNSHIP

TRANSFER

PROMOTION

Program Development | Curriculum Updates

Competencies vs. Outcomes

• Competency• A general statement detailing the desired knowledge and skills of

student graduating from our course or program. (What employers expect graduates to know and be able to do)

• A competency may have several specific learning outcomes

• Outcome• A very specific statement that describes exactly what a student will

be able to do in some measurable way. • A learning outcome is written so that it can be measured or

assessed.

MAN 2150 Management and Organizational BehaviorIntroduction to fundamental concepts necessary for understanding management, motivation, and behavior in organizational settings. Emphasis on planning, organizing, leading, and controlling to continually improve effective management skills.

Program Development | Aligning Competencies

Programs

 

 

 

Gen Ed OutcomesProgram Outcomes 

Master SyllabusCourse DescriptionCourse OutcomesTopics

MAN 2150: Major Topics

MAN 2150: Unit Structure – Accelerates Learning

MAN 2150: Pre-assessment and Post-assessment

MAN 2150: Unit Consistency

MAN 2150: New Learning

MAN 2150: Rubric Evaluation

Program Delivery• 30 self-paced, online courses

• Enrollment on Mondays through week 12 of term

• 12 Registration sections funneled into one teaching sections

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Weeks 13-16 wW WW

801

801

803

801

802

801

804

801

808

801

806

801

810

801

812

801

805

801

807

801

809

801

811

801

800Teaching Section

Learner Support | Model

Learner Support | PhasesCOMPLETE

Screen· Placement Test· Prior Learning· Transcripts

ADMIT RETAINENROLL TRANSITION

Apply· Admissions Counseling· Career Counseling· Right Fit Assessment

Funding· FAFSA· GI Bill· TAA

Orientation· HTS· Program Policy· Readiness Assessment

HANDOFFCoach Intake Session

· Vision Statement· Completion Goals · Coach Agreement

Coaching Sessions· LMS Caseload Report· SSP

Progress Monitoring· Course · Degree

Triggered Intervention· Performance· Engagement· Stop Out or Withdrawal

Motivation & Persistence Tools

· Registration Prompts · Completion Countdown· Career Community

Register· Rolling Starts & In-Term

Registration

Payment· Books · FA Disbursement

MAP

Faculty & Peer Mentoring

· Career Community· Connections with Faculty· Student Groups

Resume & Career Preparation

· Job Center· Workshops

Internship· Trigger Courses

Transfer Planning· Articulations · Connection with

Transfer Counselor

Job Placement

Promotion

Transfer to 4-year

Graduate Feedback & Follow-Up

· Program Survey · Service Survey· ODJFS

Challenges

1. New concept for student – Pre-assessment/Post-assessment

2. Self-paced challenges for both student and faculty member

3. Somewhat changes faculty and advisor roles:- Faculty becomes “Guide-on-side” (subject matter expert) – answers questions & grades- advisor becomes holistic case manager

4. Rolling weekly starts – management challenges for faculty and administration

5. Payload – Paid at independent study rate

Q & A

Your time is greatly appreciated.

Thank you!

sue.merrell-daley@sinclair.edu (937.512.2917)ned.young@sinclair.edu (937.512.2759)

www.Sinclair.edu