RUNNING HEAD: COMPITENCY BASED EDUCATION 1 COMPITENCY BASED LEARNING 2 Topic: Author: Institution of affiliation: Professor: Date: DEFINITION AND DESCRIPTION Competency Based Education and Training is an approach to learning and teaching more mostly used in learning concrete skills than the usual abstract learning. The differs from the other non-related approaches in that the unit of learning is very detailed .Learners work on one competency or field at a time, which is usually a part of a larger educational target or objective. The learner is evaluated on the personal competency, and only proceeds when they have completely attained the learning goals. After that the first completion, competencies that are more complex are learned or taught to a degree of mastery and isolated or separated from other topics. Another common element of Competency-based learning is the ability to skip learning modules entirely if the student can demonstrate they already have the required mastery. This can be done either through prior application of learning assessment or formative testing(Burns and Klingstedt, 1972). Competency-based learning is more of a learner focused and works best with independent study and with the instructor or trainer in the role of facilitator. Learners often find different or varieties of individual skills more difficult than others. This educational method allows a learner to attain those skills they find difficult or challenging at their own pace, practicing and refining their skills as much as they like. They can then progress through other skills with time to which they are more familiar or adept. By enabling these students to master and gain skills at their own pace, competency-based learning model help to save both time for the study and money spent on schooling (Burns and Klingstedt, 1972). Depending on the strategy pursued or applied, this model also creates more channels for graduating and making better use of current technology. supporting new staffing and organizational patterns that utilize tutors skills and also interests differently in addition, taking advantage of learning opportunities outside of schooling hours and walls while also assisting in identify opportunities to target interventions to meet the needed learning requirements for the students. Each of these factors is aimed at achieving greater efficiency and increased level of productivity (Burns and Klingstedt, 1972) . HISTORICAL DEVELOPMENT AND STATUS Modern competency-based education and training movements began with U.S. efforts to reform teacher education and training in the 1960s.Brown (1994) described sequential “generations” of competency-based learning and suggested that the emerging models in the 1980s and early 1990s were a representation of the fifth generation o ...

1. RUNNING HEAD: COMPITENCY BASED EDUCATION
1
COMPITENCY BASED LEARNING
2
Topic:
Author:
Institution of affiliation:
Professor:
Date:
DEFINITION AND DESCRIPTION
Competency Based Education and Training is an approach to
learning and teaching more mostly used in learning concrete
skills than the usual abstract learning. The differs from the
other non-related approaches in that the unit of learning is very
detailed .Learners work on one competency or field at a time,
which is usually a part of a larger educational target or
objective. The learner is evaluated on the personal competency,
and only proceeds when they have completely attained the
learning goals. After that the first completion, competencies
that are more complex are learned or taught to a degree of
mastery and isolated or separated from other topics. Another
common element of Competency-based learning is the ability to
skip learning modules entirely if the student can demonstrate
they already have the required mastery. This can be done either
through prior application of learning assessment or formative
testing(Burns and Klingstedt, 1972).
Competency-based learning is more of a learner focused and
works best with independent study and with the instructor or
trainer in the role of facilitator. Learners often find different or
varieties of individual skills more difficult than others. This

2. educational method allows a learner to attain those skills they
find difficult or challenging at their own pace, practicing and
refining their skills as much as they like. They can then
progress through other skills with time to which they are more
familiar or adept. By enabling these students to master and gain
skills at their own pace, competency-based learning model help
to save both time for the study and money spent on schooling
(Burns and Klingstedt, 1972).
Depending on the strategy pursued or applied, this model also
creates more channels for graduating and making better use of
current technology. supporting new staffing and organizational
patterns that utilize tutors skills and also interests differently in
addition, taking advantage of learning opportunities outside of
schooling hours and walls while also assisting in identify
opportunities to target interventions to meet the needed learning
requirements for the students. Each of these factors is aimed at
achieving greater efficiency and increased level of productivity
(Burns and Klingstedt, 1972)
.
HISTORICAL DEVELOPMENT AND STATUS
Modern competency-based education and training movements
began with U.S. efforts to reform teacher education and training
in the 1960s.Brown (1994) described sequential “generations”
of competency-based learning and suggested that the emerging
models in the 1980s and early 1990s were a representation of
the fifth generation of the competency system development.
According to this account, the first generation involved
application of scientific management to job duties. The next
generation involved developing of mastery learning models in
the 1920s and 1930s. The third generation was involved in
formative vocational education and training reflecting the
instructional dimension guided by psychology. The fourth
generation was marked by teacher introduction that led the shift
from vocational training to education. This marked the formal
recognition of competency-based education. The key feature of

3. competency-based education that made it develop into what it is
today is its increased focus on results rather than procedures.
Competency-based education in the fifth generation is now in a
major wide-ranging scale with ‘Big Ten-affiliated’ institutions
like University of Michigan, Purdue University and the
University of Wisconsin now offering degrees in this emerging
trend, so-to-say of higher education albeit at measured breathes
of effort. This is hoped to be a boost in the promising prospects
and limitless opportunities that CBE offers despite the
controversy it is carrying along.
IMPACT ON SOCIAL STRUCTURES AND THE RESULTANT
CHANGES IN HIGHER EDUCATION POLICY
The development of CBE has been greatly viewed as
revolutionary and with it comes a revolutionary, tinge to it that
has been causing tremors of some sort in the educational sector
of the country. This aspect of change it bears has made faculty
join in the debate as major objectors of CBE. Some have viewed
the building blocks of CBE especially at the national scale, as
an attack on their profession. Others expressed concern that
CBE represents an unconstructive approach to learning that fails
to incubate deep and beneficial interactions. An in-depth
analysis of CBE will also reveal CBE to a somewhat ambiguous
learning tool that is not well set out. Student financial aid
regulations and current accreditation frameworks have been
pointed out as a major barrier to the realization of the potential
returns and improvements that CBE might provide into higher
education in terms of increased effective ability and
productivity. This is because financial aid policies hold time as
a fixed factor and learning as a changing factor while CBE on
the other side considers time as varying with learning being
fixed in its eventuality.
INSTITUTION ANALYSIS
An example of implementation of this program is seen in
College for America, NGLCGrantee.It is aimed at ‘unconfident
learners’. The College for America program of Southern New

4. Hampshire University is a self-paced online associate’s degree
program that lacks courses, traditionalfaculty, credit hours, and
grading and is offered at a low cost to learners.Itencourages
mentors in the workplace or the local community ( Davies,
1971). Using a set of key competencies defined partly by the
employers and links, each student to an instructor who helps
chart their path through the competencies. Even though C.B.E’s
implementation has been progressing at what we can deduce to
be an encouraging rate there needs to be a detailed modification
of the processes so as to ensure its progress is sustained as well
as make it fall in line with the schools programs of Southern
New Hampshire University heading into the future. These
changes include,
1. Elimination of the complexity associated with aligning not
just teaching and learning, but also assessments and
accountability reporting to multiple outcome-orientated
frameworks and evolving standards, while at the same time
remaining faithful to the unique institutional missions and
vision.
2. Institutions should have a development of highly adaptable
institutional infrastructures and operations, increasingly
collaborative cultures, and permeable boundaries that will
welcome and encourage critical/appreciative inquiry, teamwork,
transparency, internal and external stakeholder involvement,
and transformational improvement.
3. There should also be the creation of an agreement in the
higher education sector on how to model a single approach to
the design or implementation of CBE programs.
4. There should be efforts made about addressing the concerns
by faculty about displacement or change in positions and status.
This would go a long way into ensuring the full backing of
sector players to ensure that the development engines of
competency-based education do not run out of steam.
RECOMMENDATION FOR PRINCIPLES ON, WHICH TO
BASE COMPETENCY BASED EDUCATION GOING

5. FORWARD.
The degree should reflect robust and valid competencies.
Competencies are the pivot of the CBE curriculum, as such,
they should be made to relate with the demands and
expectations both industry, and academia.
2. Effective learning resources should be made available at all
times and is reusable. Students' need to work through the
learning resources at their own pace.
3. Students should be able to learn at a variable rate and get
support in their learning steps. The variable aspect of CBE
should be in line with the fact that people learn at different
rates. 4. The process for figuring competencies to courses,
results, and evaluations should be made easily visible and
understandable.
5. Assessments should be made secure and reliable.
Assessments should be built using the expertise of industry and
academic content-matter professionals to ensuring content
validness.

6. Reference
Burns,R. Klingstedt,J.(1972) Competency-based Education: An
Introduction,California:
Educational Technology.
Burke,J.(1989) Competency Based Education and Training,
London: Psychology Press.
Davies,I.(1971) Competency based learning: technology,
management, and design,new York city: McGraw-Hill.
Due Date: Apr 07, 2015
Details:
As you continue to review SPSS, statistics are important in
assessing
development and comparisons between groups (means). In
SPSS, two group
means can be compared to assess differences. You will watch
the tutorial on
how to do an SPSS independent-samples t-test and confidence
intervals, and
then perform an independent-samples t-test.
Directions:
View the following:
1 SPSS for Beginners 6c: Independent-samples t-tests and
Confidence

7. Intervals available at
http://www.youtube.com/watch?v=qOH46VVm1Uo
Open SPSS and do the following:
1 Enter the data from the table below.
2 Obtain an output (as in the tutorials).
3 In the output document, highlight the independent-samples
test table.
4 Submit the highlighted output to your instructor.
No_College_IQ
104
106
105
100
110
100
110
108
103
101
College_IQ
113
105
105
114
109
113
109
108
113
106
http://www.youtube.com/watch?v=qOH46VVm1Uo

8. Turnitin Originality Report
Similarity Index
44%
Similarity by Source
Internet Sources:
43%
Publications:
15%
Student Papers:
N/A
sources:
1
11% match (Internet from 16-Feb-2015)
http://nextgenlearning.org/grantee/college-america
2
10% match (Internet from 23-Aug-2014)
http://www.changemag.org/Archives/Back%20Issues/2014/Marc
h-April%202014/Principles_full.html
3
8% match (Internet from 13-Mar-2015)
http://en.wikipedia.org/wiki/Competency-based_learning
4
5% match (Internet from 11-Oct-2014)
http://w.tandfonline.com/
5
4% match (Internet from 28-Jun-2014)
http://lausm.net/?m=20131212
6
3% match (Internet from 25-Mar-2015)
http://www.slideshare.net/AlexanderDecker/competency-based-
education-and-training-in-technical-44292692
7
1% match (publications)
Gluga, Richard, Judy Kay, and Tim Lever. "Foundations for
Modelling University Curricula in Terms of Multiple Learning

9. Goal Sets", IEEE Transactions on Learning Technologies, 2012.
8
1% match (Internet from 14-Feb-2014)
http://files.eric.ed.gov/fulltext/ED384695.pdf
9
1% match (Internet from 04-Sep-2013)
http://umhsheadlines.org/17/regents-mandate-external-review-
of-medical-resident-case/
10
1% match (Internet from 28-Oct-2010)
http://virtual2.yosemite.cc.ca.us/mjcinstruction/CAI/Resources/
Def&AssessLearning.pdf
11
< 1% match (publications)
Harm Biemans. "Competence-based VET in the Netherlands:
background and pitfalls", Journal of Vocational Education and
Training, 12/1/2004
paper text:
RUNNING HEAD: COMPITENCY BASED LEARNING Topic:
Author: Institution of affiliation: Professor: Date: DEFINITION
AND DESCRIPTION 3Competency-based learning or
Competency Based Education and Training is an approach to
teaching and learning more often used in learning concrete
skills than abstract learning. It differs from other non-related
approaches in that the unit of learning is extremely fine grained.
Rather than a course or a module every individual skill/learning
outcome, known as a competency, is one single unit. Learners
work on one competency at a time, which is likely a small
component of a larger learning goal. The student is evaluated on
the individual competency, and only once they have mastered it
do they move on to others. After that, higher or more complex
competencies are learned to a degree of mastery and isolated
from other topics. Another common component of Competency-
based learning is the ability to skip learning modules entirely if
the learner can demonstrate they already have mastery. That can
be done either through prior learning assessment or formative

10. testing. Competency-based learning6is learnerfocused and
works naturally with independent study and with the instructor
in the role of facilitator. Learners often find different individual
skills more difficult than others. This learning method allows a
student to learn those individual skills they find challenging at
their own pace, practicing and refining as much as they like.
Then, they can move rapidly through other skills to which they
are more adept.5By enabling students to master skills at their
own pace, competency-based learning systems help to save both
time and money. Depending on the strategy pursued,
competency-based systems also create multiple pathways to
graduation, make better use of technology, support new staffing
patterns that utilize teacher skills and interests differently, take
advantage of learning opportunities outside of school hours and
walls, and help identify opportunities to target interventions to
meet the specific learning needs of students. Each of these
presents an opportunity to achieve greater efficiency and
increase productivity. Historical development and current
status. Modern competency-based education and training
movements began with U.S. efforts to reform teacher education
and training in the 1960s. (Brown, 1994; Hodges & Harris,
2012; and Tux worth, 1994/1989). In fact, Brown (1994)
described sequential “generations” of competency-based
learning and suggested that the models that emerged in the
1980s and early 1990s actually represented the fifth generation
of the competency model. Brown’s historical account, largely
informed by Australia’s competency-based vocational education
model, traced the development through the first generation – the
application of scientific management to work roles – then the
second -- the development of mastery learning models in the
U.S. during the 1920s and 1930s. He suggested that the third
generation of competency-based approaches was primarily
concerned with formative vocational education and training, and
reflected instructional design informed by psychology: namely,
the work of B.F. Skinner, hence the association with
behaviorism. The teacher education movement in the U.S.

11. represented the fourth generation, moving beyond vocational
training to education. This is when the word “competency”
began to be used widely in association with this model of
instruction and learning, and when a number of concepts
associated with modern competency-based learning came to the
fore. Brown also pegged the introduction of systematic
instructional design and curriculum development to this era.
Underlying the transition from one generation of competency-
based approaches to the next is the increased focus on
outcomes, versus process. Brown noted that 8one of the
characteristics that has always been associated with CBT is that
it is highly contentious as an approach to education and training
Competency-based education is now going upmarket and
remains both promising and controversial. IMPACT ON
SOCIAL STRUCTURES AND THE RESULTANT CHANGES
IN HIGHER EDUCATION POLICY The development of CBE
has been greatly viewed as revolutionary and with it comes a
revolutionary tinge to it that has been causing tremors of some
sort in the educational sector of the country. Given the
described changes in traditional faculty roles, it is not
surprising that faculty have been some of the chief critics of
CBE. Some have viewed qualification frameworks, particularly
those at the national level, as an intrusion into the learning
process and an external attack on the profession (Brown, 1994).
Others expressed concern that CBE represents a
deconstructionist approach to learning that fails to foster deep
and reflective .Based Education competency-based education on
its face, without first defining what one means by CBE – or
more specifically, how it has been operationalized in any given
context. Although it is possible to discern common threads in
the various definitions adopted by academics, practitioners, and
policy advocates, a thorough review of the literature leaves one
with the understanding that competency-based education is not a
neatly packaged education model. Rather, numerous
permutations of competency 11-based education and training
have been adapted to various educational settings. Whether the

12. “right” version of CBE has been operationalized depends
largely on the results achieved, relevant to the specific goals
that drove the specific initiative. The ultimate success of sixth-
generation CBE initiatives, however, may prove less dependent
on the specific roles assigned to faculty than the degree to
which regulatory policy fosters or hinders experimentation and
innovation in higher education models. Numerous news articles
in the higher education media as well as other published reports
and policy briefs point to student financial aid regulations and
current accreditation frameworks as a major barrier to realizing
the potential gains in higher education effectiveness and
productivity that CBE might provide. Although the U.S.
Department of Education (2013) recently reminded institutions
that they may apply for approval of competency-based programs
to be eligible for financial aid under the department’s direct
assessment provision, few institutions have pursued the direct
assessment route. Instead, the majority of higher education
providers offering competency-based programs, including
Western Governors University, have mapped competencies back
to credit hours for the purposes of accreditation and federal
financial aid. The Council for Adult and Experiential Learning
(CAEL), along with a number of universities including
University of Maryland University College, Northern Arizona
University, Excelsior College, Westminster College, Alverno
College, and Canella University, recently joined together to
make the case for CBE experimental sites in a joint 9response to
the U.S. Department of Education’s request for information.
Citing the critical analysis on competency education initiatives
in EU member states (Mulder, Weigel, Collins, & Bibb, 2007)
and earlier findings by McKinney, Nieveen, & van den Akker
(2002), Gulga, Kay and Lever (2013) underscored the critical
need for more technology support and infrastructure capacity
for integration of multiple learning goal frameworks,
competencies, and assessment standards into degree programs
and curriculum. According to the authors, without a curriculum
mapping infrastructure to account for existing and newer

13. learning goal frameworks, 7Tracking of learning goals even at
the most generic level, that of the graduate attributes that are
supposedly acquired by all graduating students, has proven
insurmountably complex for Australian universities. The key
challenge is providing process stakeholders, including students,
a view of the big picture and all of the connection points.
Central to this challenge is achieving agreement on the semantic
model that will be used to describe learning progression and
demonstration of competency (Gulga, Kay and Lever, 2013).
Jones and Voorhees (2002) used the term “data ramifications”
in describing the need for a standard terminology to facilitate
transferability of credentials, arguing that without uniform
standards, competencies may not 10have the same meaning in a
variety of contexts within and outside of the university.
INSTITUTION ANALYSIS A good example of implementation
of this program can be seen in 4College for America, NGLC
Grantee. Focused on“unconfident learners ”—those who are
familiar with educational failures, unsure of their abilities, or
balancing the demands of work and family—the College for
America program of Southern New Hampshire University is a
self-paced online associate’s degree program with no courses,
no credit hours, no traditional faculty, and no grades, offered at
a low student cost. The program encourages mentors in the
workplace or the local community; uses a set of key
competencies defined, in part, by employers; and connects each
student to a coach who helps chart their path through the
competencies.1When Southern New Hampshire University’s
Innovation Lab sought to redesign the college model, students
were at the core. And not just any students in particular, they
wanted to find a way to reach, support, and
empower“unconfident learners” those who are familiar with
educational failures, unsure of their abilities, or balancing the
demands of work and family. These students often seek a degree
but lack the resources, motivation, or confidence to enroll in a
traditional program. For them, SNHU has created College for
America (CfA), a self- paced online program that helps students

14. earn an associate’s degree at a cost of roughly $2,500 per year.
The program is designed to support students in their pursuit of a
degree by encouraging them to seek mentors in the workplace or
the local community and by using and measuring a set of key
competencies defined, in part, by employers. The program is
defined both by what it offers and what it doesn’t offer. There
are no courses, no credit hours, no traditional faculty, and no
grades. Instead, students develop an Academic Plan that
outlines the key competencies they will master throughout the
course of the program. (The program includes 120 key
competencies arrayed across a Mastery Triad of Content
Knowledge, Foundational Skills, and Personal and Social Skills,
aligned with the Lumina Degree Qualifications Profile. Students
show mastery of each competency primarily by completing
projects that are scored by expert graders using rubrics. Even
though C.B.E’s implementation has been progressing at what we
can deduce to be an encouraging rate there needs to be a
detailed modification of the processes so as to ensure its
progress is sustained as well as make it fall in line with the
schools programs of Southern New Hampshire University
heading into the future. These changes include; 1.Elimination of
the complexity associated with aligning not just teaching and
learning, but also assessments and accountability reporting to
multiple outcome-orientated frameworks and evolving
standards, while at the same time remaining faithful to the
unique institutional missions and vision; 2.There should be
development of highly adaptable institutional infrastructures
and operations, increasingly collaborative cultures, and
permeable boundaries that will welcome and encourage
critical/appreciative inquiry, teamwork, transparency, internal
and external stakeholder involvement, and transformational
improvement; RECOMMENDATION ON PRINCIPLES ON
WHICH TO BASE COMPETENCY BASED EDUCATION
GOING FORWARD 21. The degree should reflect robust and
valid competencies. Competencies are the core of the CBE
curriculum. In professional programs, they should align with

15. both industry and academic expectations. The process by which
they are developed should be explicit and transparent. The
competencies attained by the students should be able to 2reflect
the skills and knowledge that students will need at the next
stages of their development, whether it be further education or
employment. The system for developing program-level
competency definitions should be iterative, evolving to
incorporate marketplace demands, academic expectations, and
student needs. The validity of program competencies should be
determined by student and employer feedback to faculty and
program designers. Effective learning resources should be made
2available anytime and also be reusable. Students' need to work
through the learning resources (developed locally, licensed from
commercial vendors, or adapted from open educational
resources) at their own pace means that the materials must be
available when needed. The materials must be of high quality:
accurate, engaging, at the appropriate level of difficulty, well
matched to the learning objectives defined for the course, and
compatible with the institution's technology platform. In order
for these learning resources to be continuously available for
students working within and between traditional terms, they
should not be designed and developed for use only in a single
term. Reference Rothwell,W. Graber,J. Graber,M.(2010)
Competency-Based Training Basics, Atlanta: American Society
for Training and Development. John Burke(2005) Competency
Based Education And Training, London: Routledge. Mulder,M.
Welgel,T. Collins,K. Bibb,B. (2007) The concept of competence
in the development of vocational education and training in
selected E.U states. A critical analysis. http:// dx.dot.org. Jones
E.A&Voorhees,R.A (2002). Defining and assessing learning:
Exploring competency - based initiatives. Report of the
National Postsecondary Education Cooperative Working and
Competency-Based Initiatives in Postsecondary Education.
Brochure and Report. 1 COMPITENCY BASED LEARNING 2
COMPITENCY BASED LEARNING 3 COMPITENCY BASED
LEARNING 4 COMPITENCY BASED LEARNING 5

16. COMPITENCY BASED LEARNING 6 COMPITENCY BASED
LEARNING 7 COMPITENCY BASED LEARNING 8
COMPITENCY BASED LEARNING 9
Running head: HIGHER EDUCATION TREND PROPOSAL
HIGHER EDUCATION TREND PROPOSAL
4
Competence Based Education
Competence based education is an alternative method of
teaching learning in schools that tends to differ from the
traditional abstract learning method. In this approach, the
learners are made to acquire concrete skills ( Khaled, 2014). In
this regard, competence based education is also referred to as
personalized learning. The final product that the student is
taught is regarded as the larger learning goal and its divided
into smaller units, each of the units is known as a competence.
The learner focuses on one competence at a time and they are
only allowed to take the next upon completion of the preceding
unit or competence (Aulakh et al, 2011). The end product will
be student that has full knowledge about a particular subject
since they will not have covered any non-related courses.
Another interesting component is that student can skip some
modules if they prove to possess mastery in the unit. This does
not usually happen in the traditional abstract learning system.
The key advantage of the competence based education system is
that it is convenient to the student. It provides flexibility as the
student can progress upon mastery of the required skills,
regardless of the time, place and pace of learning. The overall
result is a complete student with great proficiency in a
particular field as the personalized system enables
specialization in one’s field of interest (Alman et al, 2012). The
system also allows greater application of technology since the
student is enabled to use whichever sources available to fully

17. develop themselves in a particular field. However the key
disadvantage is that the student focuses only on one field and
thus they do not end up being all-rounded as with the traditional
system of learning. The higher education policy has allowed
schools to incorporate this new system as seen in states such as
Ohio, New Hampshire and Michigan.
References
Khaled, A. E., Gulikers, J. T., Tobi, H., Biemans, H. J., Oonk,
C., & Mulder, M. (2014). Exploring the validity and robustness
of a competency self-report instrument for vocational and
higher competence-based education. Journal of
Psychoeducational Assessment, 32(5), 429-440.
Aulakh, S. K., & Rosenblum, M. J. (2011). Competency Based
Education: Linking advancement to competency based
assessment.
Alman, B. A., Ferguson, P., Kraemer, W., Nousiainen, M. T., &
Reznick, R. K. (2012). Competency-based education: a new
model for teaching orthopaedics.Instructional course
lectures, 62, 565-569.
Referencing your trend paper topic proposed in Module Four
and utilizing feedback from your instructor about your topic, in
this assignment you will write a draft of your Final Project One
trend paper.
Requirements of Submission: The trend paper draft must follow
these formatting guidelines: double spacing, 12-point Times
New Roman font, one-inch margins, and APA format.
Critical Elements
Proficient
Needs Improvement
Not Evident

18. Value
Impact on the Field: Describe Trend/Issue
Describes trend/issue and provides research to document its
relevance to the field of higher education
(3-4)
Describes trend/issue, but does not explain the relevance to the
field of higher education
(2-3)
Does not describe a trend/issue
(0-1)
4
Impact on the Field: Historical Development and Policy Change
Analyzes the historical development of the trend in relation to
higher education policy
(6-8)
Discusses the historical development of the trend, but does not
relate it to higher education policy
(4-5)
Does not discuss the historical development of the trend
(0-3)
8
Impact on the Field: Social Structures and Policy Change
Analyzes changes in higher education policy in response to the
trend’s impact on social structures
(6-8)
Discusses changes in higher education policy, but does not
relate them to changes in social structures due to the trend
(4-5)
Does not discuss changes in higher education policy
(0-3)
8

19. Impact on the Field: Role of Technology
Evaluates the role of technology in this trend in relation to
student learning
(6-8)
Discusses the role of technology in this trend, but does not
relate it to student learning
(4-5)
Does not discuss the role of technology in the trend
(0-3)
8
Impact on Your Institution: Description
Describes institution with relevant details
(6-8)
Identifies institution, but does not provide relevant descriptions
OR does not provide a complete picture of it
(4-5)
Does not identify an institution OR does not provide any
description of it
(0-3)
8
Impact on Your Institution: Mission/Vision and Programming
Analyzes trend’s impact on institutional mission/vision and the
resulting changes to academic and nonacademic programming
(6-8)
Analyzes trend’s impact on institutional mission/vision, but
does not address the resulting changes to academic and
nonacademic programming
(4-5)
Does not address trend’s impact on institutional mission/vision
(0-3)

20. 8
Impact on Your Institution: Policy
Analyzes trend’s impact on institutional policy
(6-8)
Identifies policy responses to trend, but does not analyze
relationship
(4-5)
Does not identify policy responses
(0-3)
8
Impact on Your Institution: Technology Management
Evaluates how the institution’s management of technology in
relation to the trend has impacted student learning
(6-8)
Discusses the institution’s management of technology but does
not connect it to the trend AND/OR does not address the impact
on student learning
(4-5)
Does not discuss the institution’s management of technology
(0-3)
8
Responses/
Solution
s: Existing Programs
Analyzes existing programs in light of the trend
(6-8)

21. Identifies existing programs, but does not connect them to trend
(4-5)
Does not identify existing programs
(0-3)
8
Responses/