The document provides an overview of a competency-based education (CBE) program called Accelerate IT. Key aspects of the program include: - Aligning courses and curriculum to competencies defined by employers to allow students to progress as they master skills. - Unbundling faculty roles between course development, assessment, facilitation and grading to improve efficiencies. - Engaging workforce partners to provide input on in-demand skills and aligning programs. - Providing holistic student support through academic coaches who monitor progress and intervene if students fall behind. - Using data analytics to track student performance and continuously improve the program.

1. Program OverviewFlex-Paced Web IT Programs
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Adopting and Adapting Competency-Based Education:
A Community College Toolkit
September 23-24, 2015
Dave Siefert , Co-Director TAACCCT Grant
The TAACCCT ON! 2015 Conference

2. Agenda
1. What is CBE?
2. TAACCCT Grant
3. Strategy
4. Project Model Components
a. Workforce Relationships
b. Curriculum
c. Program Delivery
d. Student Experience

3. What is CBE?

4. 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.

5. How is Course-Based CBE Different from Traditional?
Traditional
1. Defined semester/term start
and end dates
2. Students progress on a time-
based schedule
3. Gen. Ed. Outcomes, Program
Outcomes, Course Outcomes
4. Weekly lessons
5. Advance weekly with class
regardless of performance
6. Instructor led
7. Central student services
Course-Based CBE
1. Rolling Starts
2. Student progresses as
competencies mastered
3. Outcomes plus competencies
mapped to content and
assessments
4. Topics / Units
5. Advance to next topic / unit by
demonstrating competency
6. Faculty mentor
7. Case managed by academic coach

6. Indications that CBE is Important
• Employers want it
• Fed government
– DOL focused funding for TAACCT round 4 on CBE,
– DOE has changed financial aid policy to address CBE
• Accreditors
– developed rules and processes around CBE accreditation
• Lumina, Gates, and Joyce are funding
– Several CBE convenings prior to TAACCCT announcement
– Transformative Change Initiative
– CBE Sustainability convening
– Gates funded WGU to work with 12 CCs to develop CBE
programs

7. The Grant

8. 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.

9. Round 2 TAACCCT Grant
Consortium Partners
• Austin Community College, Linda Smarzik
• Broward Community College, Annie Myers
• Sinclair Community College, Nancy Thibeault
• Western Governors University, Consultant
• Mathematica, Grant Evaluator, Ann Person
• National Office, Sinclair Community College, Nancy Thibeault

10. Annual Goals
• Y1: October 1, 2012 – September 30, 2013
Do whatever it takes to enroll and support 50 students
• Y2: October 1, 2013 – September 30, 2014
Refine processes, improve efficiencies, marketing, workforce
relationships/jobs
• Y3: October 1, 2014 – September 30, 2015
Automate processes; Sustainability and dissemination
• Y4: October 1, 2015 – September 30, 2016
Project Wrap up and 3rd party evaluation

11. Accelerate IT Model

12. Accelerate IT Model – Strategy and Planning

13. Strategy
• It’s not just about course development
• Build a college within a college
• Retrofit into semester-based system
• Innovation or Disruption (Bubble up vs. Push down)
CBE Model Components
• Workforce
• Curriculum
• Program Delivery
• Student Support

14. STUDENTS
Program Advisory
Committee
Programs
Courses
Delivery Logistics
Learner Support
Holistic Case Management
Faculty Facilitation
Recommend
Technologies
Strategic
Partners
Business/Industry
Leadership Team
Data-Driven
Job Forecasting
Job Alignment
Incumbent
Development Plans
Workforce/Employer Partners
Public Workforce
Agencies
JOB
INTERNSHIP
TRANSFER
PROMOTION
Accelerate IT Model

15. Accelerate IT Model

16. Accelerate IT Model

17. Accelerate IT Model

18. Accelerate IT Model

19. Unbundling the faculty role
1. Course Development
a. Faculty SMEs and/or SME with ID
2. Assessment Development
a. Faculty SMEs (can be different from 1) with ID
3. Facilitation
a. Faculty (can be different from 1 and 2)
4. Grading
a. Faculty (same as 3)
5. Student Performance Monitoring
a. Academic coach in collaboration with faculty

20. Policies
• Intellectual Property
• Course development stipend
• Faculty payload
• Course development project plan / timeline
• Deadlines
– Email Response time
– Grading Response Time
• Student Performance
– Level of mastery
– Retakes / Redo’s
– Student progress expectations

21. Accelerate IT Model - Workforce

23. Accelerate IT Model

24. Accelerate IT Model
Example of Business & Industry Roundtable Workforce Analysis using adopted Accelerate IT
Business & Industry Tools
1. Individual
2. Small group
3. Large Group
4. Follow-up

25. Accelerate IT Model - Curriculum

26. Program Development | Curriculum Updates

27. “Stacked” Programs
Microsoft
security
specialist
MSSC.S.AAS
User
Support
USSU.S.AAS
Network
Engineering
NEEN.S.AAS
Software
Development
SODE.S.AAS
WEB
DEVELOPMENT
WEDE.S.AAS
Network
Manager
NEMA.S.AAS
INTERNSHIP
GENERAL EDUCATION REQUIREMENTS
security+ security+ security+ security+
A+
Network+ Network+ Network+ Network+ Network+ Network+
CNSS
4011
User Support
Technician
Associate
Certificate
Networking
Engineering
Associate
Certificate
Microsoft
Certified
Solutions
Associate
Certificate
Fast-Track
Programming
Associate
Certificate
Web
Programming
Associate
Certificate
IT FUNDAMENTALS ASSOCIATE CERTIFICATE

28. 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.

30. Program Development | Aligning Competencies
Programs
Gen Ed Outcomes
Program Outcomes
Master Syllabus
Course Description
Course Outcomes
Topics

31. Granularity Challenge
• 16 week courses
– 14 topics
– Midterm
– Final
• Unit Based for acceleration
– Bundle topics into 3 – 7 Modules
– Module Pre- and Post-tests
– Bypass module if competency demonstrated in
pre-test

32. Course Development
Topic-Based

33. Unit-based course

34. PLA
• Sinclair PLA – Course-Based
– Credit by Exam (Proficiency, CLEP, Dantes, AP)
– Credit for what you know (Portfolio, Articulated credit)
– Problem: Students have gaps in their knowledge
• CBE – Module-based
– Complete module pre-assessments
• If passed, can skip over module activities
– Smaller chunks
• Skip over what you know, focus on your gaps

35. Unit-based course

36. Program Development | Assessments
• Assessments - Key to acceleration
• Students accelerate by demonstrating what they know, focusing
on what they don’t
• 80% required passing grade to continue
• Assessment Types
– Topic quizzes – low stakes – unlimited attempts
– Homework and Tests – 2 attempts
– Midterm – 2 attempts
– Final – 1 or 2 attempts (depending on course)
– Retake guidelines
• Demonstrate substantial additional engagement

37. Accelerate IT Model – Delivery

38. Program Delivery
• 30 self-paced, online courses
• Enrollment on Mondays through week 12 of term
800
Content Shell

39. • Restricted registration: coach signature required
➢Admissions Counseling
➢Orientation
➢How to Succeed Online
➢3.0 GPA
• Hard deadline: end of 16-week semester

40. Sustainability Changes In-Progress
• Reduction in number of course sections
• Automation of Orientation/Intake
• Self-Registration in Courses

41. Accelerate IT Model – Student Experience

42. Learner Support | Model

43. Learner Support | Phases
RETAINENROLL TRANSITION COMPLETE
Apply
Admissions Counseling
Career Counseling
Right Fit Assessment
Screen
Placement Test
Prior Learning
Transcripts
Funding
FAFSA
GI Bill
TAA
Orientation
HTS
Program Policy
Readiness Assessment
HANDOFF
Coach 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
ADMIT

45. Accelerate IT Model – Data Analytics

47. Handoff Report
Student Name John Smith
ID Number 0814015
Placement Information Took Math portion of Placement Test, scored into DEV 0026. Used Eng
Comp class from Cinci State to waive reading portion of test. (unofficial
transcript uploaded into SSP)
Courses/Term Requested CIS 1107 14/SP
Student Status Requested Part-time
Career Aspirations Wants to become CCNA certified so he can utilize new skills in his
current position. Not looking to change jobs.
Career Development Prescription Level Minimal level of career development interventions prescribed
Program Plans NEA.S.STC through Accelerate IT
Method of Payment Self
Notable Intake Data Parent of OCA student. J Previous ups and downs as a programming
student in the 90s. Currently works full time in IT, and has been in field
for 19 years.
Preferred method of contact Email at john.smith@my.sinclair.edu
Vision Statement To obtain training that would enable me to leverage my previous work
experience to develop innovative solutions that meet or exceed the
expectations of both end users and business unit leaders. Furthermore,
I would like to become a leader within my organization promoting
integrity, teamwork, and innovative problem solving that will support
quality work and surpass the organization goals.

48. • Coach-Student Relationship
• Vision Statement
• Goals, Progress & Pacing
First Coach Appointment

49. Coaching: SSP
Coaching: SSP

50. Coaching: SSP
Transparency
Seamless handoffs
Benchmarking, tracking
Quality assurance

51. Coaching: Data
Weekly Caseload Reports
• Classifies risk by known predictive indicators
• Check-ins and interventions prioritized by risk
Coaching: Data

52. Q & A
Thank you!
http://www.sinclair.edu/accelerate/
Nancy.Thibeault@Sinclair.edu - TAACCCT Grant Director/Dean of eLearning
David.Siefert@Sinclair.edu - Co-Director
Christina.Amato.Sinclair.edu - Project Manager