CBE4CC Conference Presentation Faculty Development Model - Competency-Based Education

1. Faculty Role,
Responsibili2es and Load
Mary
Kohls,
Aus.n
Community
College
Steve
Gance,
WA
State
Board
for
Community
and
Technical
Colleges
Nancy
Thibeault,
Sinclair
Community
College
Thursday,
June
4,
2015

2. CBE4CC
Agenda
1. Ins.tu.onal
Overview
2. Faculty
Buy-­‐In
3. Faculty
Role
4. Faculty
/
Coach
Collabora.on
5. Policies
6. Payload

3. Overview of WA State Board for
Community and Technical Colleges

4. CBE4CC
Overview SBCTC
• WA
State
Community
and
Technical
Colleges
(CTC’s)
• 34
Colleges
• Operate
as
a
system
coordinated
through
State
Board
for
Community
and
Technical
Colleges
(SBCTC)
• 180,000
student
FTE’s
annually
• SBCTC
Educa.on
Division
• Coordinates
service
to
the
CTC’s
in
all
maYers
related
to
instruc.on
and
student
services.
• Helps
CTC’s
meet
the
workforce
training
needs
of
business
and
industry.
• Provides
research
and
analysis
to
support
statewide
policy
development
for
CTC’s.

5. CBE4CC
Overview eLearning & Open Ed
• SBCTC
eLearning
and
Open
Educa.on
Department
• Supports
system-­‐wide
eLearning
tools
and
educa.on
technology
ini.a.ves.
• Provides
professional
development
opportuni.es
related
to
statewide
educa.on
technology.
• Manages
eLearning
and
open
educa.on
grants
and
faculty
learning
communi.es.
• Provides
services,
consulta.on
and
strategic
guidance
to
colleges
on
eLearning
and
open
educa.on
ini.a.ves
and
technology.

6. CBE4CC
Overview CBE Business Transfer Degree
• Columbia
Basin
College
(lead
college)
• Eight
Pilot
Colleges
(incl.
CBC):
Bellevue,
Centralia,
EvereY,
Olympic,
Pierce
College-­‐Ft.
Steilacoom
&
Puyallup,
Tacoma

7. CBE4CC
Overview CBE Business Transfer Degree
• Western
Governors
University
supported
several
WA
colleges
in
developing
CBE
cer.ficate
programs:
Bellevue,
Columbia
Basin,
Edmonds,
Spokane
Falls
• Goal:
18-­‐course
Business
Transfer
degree
• Competency-­‐based
• Completely
online
• Self-­‐paced
• Content
is
openly-­‐licensed
(OER)
• Six-­‐month
term
• Mul.ple
start
dates
• Available
July
1,
2015

8. CBE4CC
Overview -­‐ Sinclair
• Location: Dayton, OH
• Urban institution
• Transitional economy
• Enrollment
• College: 22,000 per semester
• Online: 7,000 / semester
• Centralized oversight of online learning
• Instructional Design
• Media development
• Faculty training
• Online student support

9. CBE4CC
Overview -­‐ Sinclair
• Developed and implemented CBE Model
framework
• Workforce relationships
• Program/Course Development
• Program Delivery
• Student Support
• Course-based CBE
• CBE Programs
• 3 AAS degrees
• 4 embedded certificates
• 5 Industry certifications

10. Overview
Aus2n Community College
District
• Loca.on:
Aus.n,
Texas
• 11
Campuses-­‐-­‐-­‐
One
College
• Offers
Associates
Degrees
in
Career/technical
Fields
or
leading
to
a
Bachelor’s
degree
• Cer.ficates
in
Career/Technical
Fields
• Adult
Educa.on
and
CE
• 44,000
students
per
semester

11.
Aus2n Community College
Online
Courses:
• 12,695
enrollments
:
8.47
%
increase
over
5
years
• On-­‐line
faculty
hired
and
scheduled
by
the
department
• Course
content
and
design
evaluated
by
the
department
• Distance
Learning
Office-­‐-­‐-­‐Support
Role
• Implemen.ng
tools
to
evaluate
the
on-­‐line
courses—Quality
MaYers
• Faculty
and
Staff
Development
office—Faculty
Training

12.
Aus2n Community College
Competency
Based
Educa.on
(CBE)
• Seeded
by
Department
of
Labor
Grant
2012
• Researched
CBE
and
trained
by
WGU
• Re-­‐engineered
exis.ng
curriculum
and
added
new,
working
with
Industry
experts
• Converted
4
Associate
IT
Degrees
and
6
IT
Cer.ficates
• Focused
on
Programming,
Soiware
Tes.ng,
Web
Programming
and
Computer
Support
• Developed
32
CBE
courses

13.
Aus2n Community College
CBE
Courses:
• First
offerings
Fall
2013-­‐-­‐-­‐50
students
•
615
unique
students
• 40
Graduates-­‐-­‐-­‐85%
Employed
in
Field
• Extended
CBE
courses
to
Visual
Communica.ons
• Offer
CBE
courses
to
High
School
Students
in
Emporium
Style-­‐-­‐-­‐Fall
2015
• Developing
Career
Pathways
program
for
Low-­‐
Income
adults-­‐-­‐-­‐Fall
2015
• 130
Business
and
Industry
Partners

14. Faculty Buy-­‐In

15. CBE4CC
Faculty Buy-­‐In
• Aus.n
• Presented
as
an
opportunity
and
challenge
to
re-­‐
engineer
Curriculum
• S.pend
to
develop
and
revise
curriculum
• Training
provided
by
Western
Governor’s
University
• College
Administra.on
support
and
commitment
• Faculty
could
choose
to
be
part
of
the
team
• Faculty
had
exper.se
in
content
area
and
on-­‐line
learning

16. CBE4CC
Faculty Buy-­‐In
• Columbia
Basin
• Not
an
issue
since
faculty
were
hired
specifically
for
CBE
• Sinclair
• Change
in
CIS
Department
leadership
between
grant
proposal
and
grant
award
• CIS
faculty
experienced
with
online
• Presented
to
faculty
as
an
opportunity
to
lead
the
college
and
the
state
• Faculty
could
opt
out
• Not
a
good
fit
for
all
faculty

17. Faculty Roles

18. CBE4CC
Unbundling Faculty Roles
1. Course
Development
2. Assessment
Development
3. Facilita.on
4. Grading
5. Student
Performance
Monitoring

19. Faculty Role-­‐Course
Development

20. CBE4CC
Faculty Role-­‐Course Development
• Aus.n
• Review
curriculum
with
Industry
Advisory
CommiYee
• Collaborate
with
Industry
Experts
to
update
knowledge
and
skills
• Develop
competencies
with
industry
experts
and
industry
standards
required
on
cer.fica.on
exams
• Develop
Competencies
using
Bloom’s
taxonomy
• Develop
the
course
working
with
Instruc.onal
Designer
and
Mul.-­‐Media
person
• Computer
Studies
Chair
coordinated
the
process
• Evalua.on
by
Peers
and
designer
throughout
the
process
• Measure
the
Course
using
standards
of
Quality
MaYers
• Fine
tune
and
update
the
course
during
the
first
semester
offering

21. CBE4CC
Faculty Role-­‐Course Development
• Columbia
Basin
• Develop
Competencies:
System
Faculty
early
in
the
project;
many
competencies
had
to
be
reworked.
• Select
and
adapt
open
content:
Instruc.onal
faculty
(as
SME)
and
Lumen
Learning.
• Build
course
content:
Lumen
Learning.
• Build
course
in
Canvas:
Instruc.onal
faculty.
• Content
focus
may
have
weakened
competency
development.

22. CBE4CC
Faculty Role-­‐Course Development
• Sinclair
• Development
team
• 2
or
more
faculty
• Led
by
Instruc.onal
Designer
• Supported
by
Instruc.onal
Designer,
Instruc.onal
Technologists,
Media
developers,
and
Technical
Assistants
• 6-­‐month
development
cycle
with
scheduled
milestones
and
deadlines
• Faculty
serve
as
SME
• Faculty
map
competencies
to
content
and
assessments
• Faculty
develop
content
and
assessments
• Faculty
determine
how
to
divide
up
the
work
• Required
to
adhere
to
template
and
.meline
• Required
to
meet
QM
standards
(QM
review
prior
to
go
live)

23. Faculty Role-­‐Assessment
Development

24. CBE4CC
Faculty Role-­‐Assessment
Development
• Aus.n
• Faculty
developed
the
pre
and
post
assessment
tools
including
exam
ques.ons
and
projects
• Student
achieves
90%
or
greater
on
pre-­‐assessment
skip
directly
to
the
assessment
exam
• All
assessments
map
to
competency
• Faculty
allow
students
2
to
3
.mes
to
pass
the
assessment
exam
• Can’t
move
on
to
next
competency
un.l
passing
previous
one

25. CBE4CC
Faculty Role-­‐-­‐Assessment Development
• Columbia
Basin
• Develop
prac.ce
and
forma.ve
assessments:
Instruc.onal
faculty.
• Develop
summa.ve
performance
assessments:
Instruc.onal
faculty.
• Quiz
items
associated
with
each
competency
as
an
ini.al
check.
• Performance
assessments
can
include
mul.ple
competencies.

26. CBE4CC
Faculty Role-­‐Assessment
Development
• Sinclair
• Faculty
develop
the
assessments
or
select
ques.ons
from
publisher
pool
• May
or
may
not
be
same
faculty
member
who
develops
course
content
• Objec.ve
and
performance
assessments
• Assessment
items
must
be
mapped
to
competencies
• All
course
competencies
must
be
associated
with
assessment
items

27. Faculty Role-­‐Facilita2on

28. CBE4CC
Faculty Role-­‐Facilita2on
• Aus.n
• Full-­‐.me
or
Adjunct
Faculty
may
be
assigned
to
courses
• Grade
exams
and
projects
• Responsible
for
students
in
course
• Communicate
progress
to
students
and
Student
Support
Coach
• Update
course
with
changes
in
technology

29. CBE4CC
Faculty Role-­‐-­‐Facilita2on
• Columbia
Basin
• Feedback
on
assessment
provided
by
instruc.onal
faculty.
• Students
can
seek
help
at
any
point
from
instructor
or
success
coach.
• No
fixed
deadlines.
• Weekly
check-­‐in
with
students
• Coach
iden.fies
struggling
students,
perhaps
with
alert
from
faculty.

30. CBE4CC
Faculty Role-­‐Facilita2on
• Sinclair
• Course
facilitated
by
approved
CIS
faculty
member—
Full-­‐.me
or
adjunct
• May
or
may
not
be
the
same
faculty
who
were
involved
in
course
development
• Respond
to
student
ques.ons
• Grade
• Reach
out
to
students
who
may
be
struggling
• Reach
out
to
students
who
may
not
be
ac.vely
engaged
• Collaborate
with
coach
on
performance
monitoring

31. Faculty Role-­‐Grading

32. CBE4CC
Faculty Role-­‐Grading
• All
• Faculty
of
record
does
all
the
student
grading

33. Faculty Role-­‐Student
Performance Monitoring

34. CBE4CC
Faculty Role-­‐Student Performance
Monitoring
• Aus.n
• Faculty
monitors
the
Student
Performance
• Faculty
alerts
the
student
of
their
progress
• Faculty
has
20-­‐24
students
per
course
sec.on

35. CBE4CC
Faculty Role-­‐-­‐Student Performance
Monitoring
• Columbia
Basin
• Student
progress
monitored
by
faculty
and
success
coach.
• Success
coach
primarily
responsible
for
reaching
out
to
students
who
are
not
ac.vely
engaged
and
involves
faculty
as
needed.
• No
current
limit
on
retake
of
assessments
or
extent
of
feedback
for
each
aYempt.

36. CBE4CC
Faculty Role-­‐Student Performance
Monitoring
• Sinclair
• Faculty
monitor
student
performance
on
graded
items
• Allow
second
aYempt
on
projects
where
grade
is
below
80
aier
counseling
student
• Academic
coaches
monitor
student
progress
and
grades
• Bi-­‐Weekly
coaching
sessions;
intervene
as
needed
• Alert
faculty
of
non-­‐performance

37. Coach/Faculty
Collabora2on

38. CBE4CC
Coach/Faculty Collabora2on
• Aus.n
• Faculty
alerts
Coach
that
student
is
missing
an
exam
or
assignment
• Coach
reports
back
to
Faculty
• Coach
does
not
have
access
to
student
grades
• Coach
alerts
faculty
concerning
issues
that
student
is
experiencing
• Coach
documents
interac.on
with
student

39. CBE4CC
Coach/Faculty Collabora2on
• Columbia
Basin
• Coach
takes
lead
on
communica.ons
with
students.
• Weekly
status
communica.on
between
coach
and
faculty.
• Coach
and
faculty
have
separate,
private
communica.ons
with
students
but
can
cc
or
provide
status
update
to
the
other
on
a
case-­‐by-­‐case
basis.
• Coach
keeps
most
documenta.on
of
communica.ons
with
students.
• Instructors
keep
documenta.on
of
academic
communica.ons
with
students.
• Coach
intervenes
when
faculty
escalates
an
issue
to
coach.

40. CBE4CC
Coach/Faculty Collabora2on
• Sinclair
• Case
management
student
support
model
• Every
student
has
an
assigned
Academic
Coach
• Coach
monitors
student
progress
/
behavior
• Weekly
coach
reports
with
login
and
grade
informa.on
• Bi-­‐Weekly
conversa.on
with
student
• Escalates
problems
to
faculty
as
needed
• Role
of
coach
• Documented
• Jointly
developed
by
Faculty
Senate
representa.ves
and
Academic
Coaches
• Faculty
–
Coach
rela.onship
is
important
• Faculty
member
must
be
comfortable
with
the
coach
interac.on
with
their
students

41. CBE4CC
Coach/Faculty Collabora2on
• Sinclair
• Faculty
• Intervenes
with
student
when
an
issue
is
escalated
by
coach
• Monthly
status
report
on
the
course
• Informal
Interac.on
• Faculty
members
and
coaches
contact
each
other
to
discuss
various
student
issues

42. Policies—Email Response
Time

43. CBE4CC
Policies-­‐Email Response Time
• Aus.n
• Faculty
response
.me
is
within
2
days
• Majority
respond
within
24
hours
• Columbia
Basin
• Two
business
days
• Sinclair
• Faculty
are
expected
to
respond
to
student
emails
within
24
hours
• Faculty
typically
have
their
course
email
forwarded
to
their
Outlook
mail

44. Policies—Grading
Response Time

45. CBE4CC
Policies-­‐-­‐Grading Response Time
• Aus.n
• No
set
policy
as
it
depends
on
the
complexity
of
the
assignment
• Best
prac.ce
is
2
to
4
business
days
• Columbia
Basin
• Receipt
acknowledged
within
two
business
days.
• Grading
completed
within
five
business
days.
• Sinclair
• 48
business
hours

46. Policies—Grading Load

47. CBE4CC
Policies-­‐Grading Load
• Aus.n
• Faculty
grade
the
work
of
20-­‐24
students
• Exams
may
be
part
Objec.ve
and
Problem
based.
Automa.c
grading
is
very
limited
• Students
may
accelerate
but
not
fall
behind
so
grading
is
balanced
across
the
term
• Students
may
be
enrolled
in
16
week
but
transi.on
to
12
or
8
weeks
upon
comple.on
to
succeeding
courses
• Columbia
Basin
• No
polices
as
yet
on
limi.ng
the
number
of
weekly
submissions
• No
policies
as
yet
on
limi.ng
the
number
of
submissions
occurring
near
end-­‐of-­‐term
• Pilot
enrollment
is
low
so
risk
of
overload
is
minimal;
policies
will
be
developed
as
we
learn
more

48. CBE4CC
Policies-­‐Grading Load
• Sinclair
• CIS
courses
have
heavy
grading
load
due
to
required
projects
and
labs
which
must
be
hand
graded
• Out-­‐of-­‐sequence
grading
is
a
challenge
• End
of
term
grading
“meltdown”
preven.on
• Student
can
only
submit
5
graded
items
the
last
week
of
the
term
• Final
exam
and
final
project
must
be
submiYed
by
Tuesday
of
finals
week

49. Payload

50. CBE4CC
Payload
• Aus.n
• Course
Development
• 13,000
per
course
includes
reviewing
curriculum,
re-­‐
engineering
exis.ng
curriculum,
refining
and
upda.ng
1st
semester
offered,
and
training
faculty
to
teach
the
course
• Faculty
of
record
• Regular
faculty
pay
• Combine
sec.ons
so
the
combined
sec.on
to
meet
the
minimum
enrollment
requirement
• Columbia
Basin
• Four
FT
faculty
teach
three
courses
each,
fixed
yearly
salary
• Six
PT
faculty
teach
1
course
each,
salary
per
course,
not
enrollment

51. CBE4CC
Payload
• Sinclair
• Course
Development
• Faculty
serve
as
SMEs
• All
work
overseen
and
supported
by
Instruc.onal
Design
team
• 5
payload
hours
or
$5,000
divided
amongst
the
faculty
developers
• Course
Facilita.on
• .2
payload
hours
per
student/course
• Since
students
can
enroll
throughout
the
term,
load
cannot
be
determined
un.l
the
end
of
term
• Danger
of
pusng
faculty
in
an
overload
situa.on

52. Ques2ons

53. Contact Informa2on
Aus$n
Community
College
Mary
Kohls,
Professor,
Computer
Studies
Chair
kohls@aus.ncc.edu
Columbia
Basin
College
Connie
Broughton,
SBCTC,
CBE
Project
Director,
cbroughton@sbctc.edu
Cathy
Clary,
CBC,
Student
Services
Coordinator,
cclary@columbiabasin.edu
Steve
Gance,
SBCTC,
CBE
Curriculum
&
Technology,
sgance@sbctc.edu
Sinclair
Community
College
Nancy
Thibeault,
Dean
eLearning,
Project
Director,
Accelerate
IT,
nancy.thibeault@sinclair.edu