This document discusses competency-based education and insights from leaders of CBE programs. It provides lessons from Stephen Kosslyn of Minerva Schools and Scott Pulsipher of Western Governors University. Kosslyn emphasizes identifying competencies through employer and student feedback and breaking them into specific learning goals and credentials. Pulsipher stresses using technology to conveniently deliver CBE, ensuring program quality through workforce needs analysis, and employing varied faculty models and abundant metrics to drive assessment.
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
The document provides examples of how the individual meets various Executive Core Qualifications (ECQs) through their experience leading technology initiatives in K-12 education. In three sentences:
The individual has over 14 years of experience leading technology innovation efforts in school districts, including being an early adopter of Chromebooks and cloud computing to address budget constraints. They have a track record of strategic planning, change management, and problem-solving skills to help districts meet goals. Examples are provided of how they developed partnerships, managed budgets, and gained political support for initiatives.
The document provides an assessment plan for a Career Services program with 4 outcomes. Outcome 1 aims to have 85% of students feel competent in career development after consultations. Outcome 2 targets having 80% of students score in the exceptional range on an interview skills rubric after mock interviews. Outcome 3 seeks to have 90% of students demonstrate professional competencies for part-time employment after consultations. Outcome 4 establishes benchmarks for evaluating the Career Services program using the CAS Self Assessment Guide.
Personal & Professional Development Self LearningRichard Docc
This Personnel & Professional Development self managed learning can be helpful in both professional as well as personal life and self managed learning can help in enhancing lifelong development.
This document discusses personal and professional development for a role in health and social care. It begins by explaining the author's personal values of equality, non-discrimination, and confidentiality. It then discusses how the author's personal culture of communication and support can positively impact their role. New developments in health and social care like technology and policies are noted to improve operations. Short, medium, and long term goals are set with plans to improve skills and advance professionally over time. The effectiveness of the development plan and monitoring progress is also addressed.
East Central University hosts Oklahoma Business Week each summer to give 120 high school and college students a one-of-a-kind opportunity to learn about business in a fun, experiential way. Partnerships with business professionals augment student learning and opportunities.
The document provides an introduction to the author's master's portfolio which represents over one year of study in a Training and Development program. It discusses three main themes covered in the program: ethics, performance, and task analysis. The author realized that a training professional plays an important role beyond just subject matter expertise. Throughout the program, the author gained knowledge about core models and theories and applying them to practice. The various courses provided insights that prepared the author to work as a training professional and help organizations through enhancing processes and developing people.
This document summarizes discussions from a working group of K-12 superintendents about implementing education technology initiatives. The superintendents identified three key factors for success: culture, process, and technology. For culture, they emphasized creating a culture of change, defining effective leadership, leveraging existing personnel, and supporting professional development. The document provides more details on strategies for each of these factors.
Faculty survey results and interviews with senior decision makers leading their institutions’ MOOC strategies:
What were the original motivations behind your MOOC strategy? How have your motivations evolved after some experience with MOOCs? How are you measuring the success of your MOOC strategy? What lessons and best practices have emerged from your experience with MOOCs? What are your plans to expand the use of MOOCs? What advice would you give to other senior leaders considering a MOOC strategy?
The document provides examples of how the individual meets various Executive Core Qualifications (ECQs) through their experience leading technology initiatives in K-12 education. In three sentences:
The individual has over 14 years of experience leading technology innovation efforts in school districts, including being an early adopter of Chromebooks and cloud computing to address budget constraints. They have a track record of strategic planning, change management, and problem-solving skills to help districts meet goals. Examples are provided of how they developed partnerships, managed budgets, and gained political support for initiatives.
The document provides an assessment plan for a Career Services program with 4 outcomes. Outcome 1 aims to have 85% of students feel competent in career development after consultations. Outcome 2 targets having 80% of students score in the exceptional range on an interview skills rubric after mock interviews. Outcome 3 seeks to have 90% of students demonstrate professional competencies for part-time employment after consultations. Outcome 4 establishes benchmarks for evaluating the Career Services program using the CAS Self Assessment Guide.
Personal & Professional Development Self LearningRichard Docc
This Personnel & Professional Development self managed learning can be helpful in both professional as well as personal life and self managed learning can help in enhancing lifelong development.
This document discusses personal and professional development for a role in health and social care. It begins by explaining the author's personal values of equality, non-discrimination, and confidentiality. It then discusses how the author's personal culture of communication and support can positively impact their role. New developments in health and social care like technology and policies are noted to improve operations. Short, medium, and long term goals are set with plans to improve skills and advance professionally over time. The effectiveness of the development plan and monitoring progress is also addressed.
East Central University hosts Oklahoma Business Week each summer to give 120 high school and college students a one-of-a-kind opportunity to learn about business in a fun, experiential way. Partnerships with business professionals augment student learning and opportunities.
The document provides an introduction to the author's master's portfolio which represents over one year of study in a Training and Development program. It discusses three main themes covered in the program: ethics, performance, and task analysis. The author realized that a training professional plays an important role beyond just subject matter expertise. Throughout the program, the author gained knowledge about core models and theories and applying them to practice. The various courses provided insights that prepared the author to work as a training professional and help organizations through enhancing processes and developing people.
This document summarizes discussions from a working group of K-12 superintendents about implementing education technology initiatives. The superintendents identified three key factors for success: culture, process, and technology. For culture, they emphasized creating a culture of change, defining effective leadership, leveraging existing personnel, and supporting professional development. The document provides more details on strategies for each of these factors.
The document discusses the Common Core State Standards initiative and provides perspectives on its development and implementation. It notes that the standards were initiated by the Council of Chief State School Officers and the National Governors Association, and have been accepted by 46 states. While some see benefits to preparing students for college, others worry it may lead students to only prepare for tests. Overall, the document examines both sides of the debate around the Common Core State Standards.
This document discusses best practices for career preparation programs at Elmhurst College. It outlines several programs and initiatives aimed at helping undergraduate students explore careers and develop skills for future employment. These include:
1. A required "Professional Foundations of Career Development" course for freshmen to explore interests and strengths and interview professionals.
2. An optional "First LEAP" program for students to experience the link between academics and careers through experiential learning opportunities.
3. Integrating career preparation across the curriculum and cocurricular activities to help students identify their talents and develop competencies for meaningful employment and life after college. The goal is to graduate students who are confident and capable of finding employment in their field of
This article from the Cambridge & North Dumfries Community Foundation's 2004 annual report summarizes a three-phase project by the Southwood Community Centre called "Building Bridges" which aimed to better support and integrate the local Muslim community. The first phase involved research on Muslim culture and traditions such as Ramadan. The second phase was hosting a Ramadan celebration at the community centre. The third and final phase will be providing training and workshops to share their new understanding with the broader community. The project was seen as invaluable for helping Muslim residents feel more included.
1st Annual Symposium College Internship Research UW-MadisonMatthew Hora
These are the slides from the 1st Annual Symposium on College Internship Research held at the University of Wisconsin-Madison on Sept 28, 2018. The program featured an introduction by Center for College-Workforce Transitions Director Matthew Hora, followed by four sessions on new empirical research and a practitioner-oriented talk. More info is here: http://ccwt.wceruw.org/symposium.html
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.
This document discusses the qualifications and requirements for school counselors. It outlines the necessary education, including a master's degree from an accredited counseling program with coursework in six content areas such as human growth and development. Counselors must also be licensed. The document then discusses underrepresented school counselors and the impact counselors can have in ensuring underrepresented students are college or career ready. It examines tools like the College/Career Readiness Diagnostic that provide data to help counselors and schools improve practices and support students.
Please respond to the following discussion questionsDiscussion .docxblazelaj2
Please respond to the following discussion questions:
Discussion #2
Kettering University/Experiential Learning:
Kettering University founded in 1919, is a private institution that is currently ranked 31 in the 2017 edition of Best Colleges. Kettering has been accredited since 1962 by the Higher Learning Commission and is also a member of the North Central Association of Colleges and Schools. At Kettering University their mission reads, “Our mission at Kettering University is to prepare students for lives of extraordinary leadership and service by linking
transformative
experiential learning opportunities to rigorous academic programs in science, technology, engineering, mathematics and business.”
Kettering University added a fifth-year thesis requirement and became a degree-granting college with a continuing commitment to cooperative education. KU current model runs 13:1, every Kettering student alternates between school terms and work (co-op) terms. While in the classroom, the student to faculty ration is 13:1. This unique cooperative education model, also known as experiential education, is taken to a higher level at KU. This exclusive ideal is what helps the university prepare their students for extraordinary leadership skills!
Competitive Advantage:
Experiential learning has set Kettering apart from its competitors as it equips the students with hands on decision making and critical thinking experience in the workplace starting as early as their first year in college. This thought process is an example of the critical lessons that are learned beyond a lecture hall, it provides students with a set of abilities that cannot be taught by reading a textbook or listening to a lecture. Students attending other institutions are learning about the work place and the successes and failures where Kettering University students are experiencing it in real-life and in a real work setting.
Rationale:
As a cooperative education student, you are working as part of your rotation for your degree. Based on a co-op wage and benefits survey in December of 2015, Kettering Employee Partners are paying:
Freshman Engineering Students: $14.95/hour on average
Freshman Business Management Students: $14.00/hour on average
Freshman Computer Science Students: $14.71/hour on average
Freshman Applied Science Students: $14.30/hour on average
Senior Engineering Students: $18.28/hour on average
Senior Business Management Students: $17.43/hour on average
Senior Computer Science Students: $17.86/hour on average
Senior Applied Science Students: $17.55/hour on average
Kettering University’s most recent graduation rate is currently 62.9% by year 8, and retention rate is at 79.
The document discusses the importance of quality in higher education institutions and the role of Internal Quality Assurance Cells (IQACs) in developing a quality culture. It emphasizes that IQACs should focus on continuously improving teaching and learning to match the diversity of students and develop graduates who can think critically. IQAC activities can institutionalize good practices, enhance collaboration, and provide data-driven decision making to advance institutional functioning and quality enhancement over the long term.
Student Learning Outcomes are KEY to AssessmentJoshua Barron
The document discusses student learning outcomes and assessment in academic advising. It emphasizes that academic advising should have clear student learning outcomes that are connected to the university's overall mission and goals. Effective assessment involves identifying desired outcomes in cognitive, skills-based, and affective domains, gathering evidence on student achievement, and using the results to improve advising practices and better support student learning. The assessment cycle is presented as a continuous process of setting outcomes, measuring progress, and implementing changes to strengthen advising and maximize student growth.
The document discusses the importance of establishing Internal Quality Assurance Cells (IQACs) in higher education institutions to promote a culture of quality. It outlines the primary aims and functions of IQACs, which include developing systems to improve academic and administrative performance, keeping institutions updated on quality initiatives, and measuring outcomes. The document also addresses challenges like ensuring diversity among students and staff, and promoting creativity. It emphasizes that quality assurance must focus on fundamental considerations like the type of graduates and learning environments needed for the future.
Leadership and Management at The Children’s Learning StationVi.docxsmile790243
Here is a 1-page lab report using the scientific method sections based on the energy sources animation and data:
Lab Report 1
Analysis of Energy Sources
Purpose
The purpose of this lab was to analyze and compare coal and nuclear energy sources based on various impact metrics including emissions, waste production, accidents, and health effects.
Introduction
Energy production has both benefits and drawbacks depending on the source. Coal and nuclear are two major sources that provide baseload power but also have environmental and safety tradeoffs (International Atomic Energy Agency, 2016). This lab compared coal and nuclear energy quarterly over a year using metrics like CO2 emissions, radioactivity, accidents, and solid waste (IAEA, 2016).
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
The document provides guidance for schools on developing personal, learning and thinking skills (PLTS) in students. It discusses the six areas of the PLTS framework: independent enquirers, creative thinkers, reflective learners, team workers, self-managers, and effective participants. It directs schools to the secondary curriculum website for further resources, including case studies of how schools have embedded PLTS across their curriculums. The guidance is organized around three key questions for developing PLTS: what schools are trying to achieve, how learning will be organized, and how schools will evaluate their success in achieving aims.
The document discusses the benefits of using the Edusoft assessment management system over traditional paper-based testing methods like Scantron. Edusoft allows teachers to develop and administer assessments online or on paper, access results immediately, and tailor instruction to student needs based on assessment data. It also outlines Edusoft's role in measuring student learning and teacher effectiveness as required by laws like No Child Left Behind. Finally, it provides recommendations for implementing Edusoft, such as involving stakeholders, reviewing learning standards, providing teacher training, analyzing student performance data, and designing instruction to help students meet goals.
SBI Life conducted a study on campus engagement programs to understand how to strengthen their program. They surveyed HR managers and students to identify effective programs. For HRs, they interviewed 10 managers from 7 industries. For students, they received 154 responses from 8 institutes across 5 specializations. The analysis found the most popular programs with students and HRs. Based on this, SBI Life aims to develop a robust campus engagement program to enhance their employer brand on campuses.
This document discusses school counselor agreements and the role of annual agreements between principals and school counselors. Annual agreements outline the counseling program, align it with school goals, and help principals understand counselors' roles. Agreements include details on counselors' time, data collection, mission/goals aligned with the school's, and professional development criteria. They also identify non-counseling duties and assess counselors' use of time to determine which program tasks and activities could change to better serve students.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
The document provides an introduction to Microsoft 365 Defender, a suite of integrated security tools from Microsoft for protecting endpoints, Office 365 applications, identities, and cloud applications. It notes that while Microsoft makes these tools easy to deploy, properly configuring them to optimize operation and manage costs requires skill and effort. The document aims to provide basic, practical approaches to implementing Microsoft 365 Defender and suggestions for managing the tools to meet changing security requirements. Expert advice is solicited on transitioning to and optimizing the Microsoft 365 Defender suite.
Azure Sentinel is a security information and event management solution hosted in the Azure public cloud. It integrates data from various security tools and enables consolidation, correlation, querying, and analysis of security data. Key advice from experts includes choosing the right data sources to optimize security performance while managing costs, learning to apply analytics rules and create custom queries, and taking advantage of Azure Sentinel's automation and orchestration capabilities. Managing automated responses and remediations requires careful consideration.
More Related Content
Similar to Reach New Learners - Competency-Based Education
The document discusses the Common Core State Standards initiative and provides perspectives on its development and implementation. It notes that the standards were initiated by the Council of Chief State School Officers and the National Governors Association, and have been accepted by 46 states. While some see benefits to preparing students for college, others worry it may lead students to only prepare for tests. Overall, the document examines both sides of the debate around the Common Core State Standards.
This document discusses best practices for career preparation programs at Elmhurst College. It outlines several programs and initiatives aimed at helping undergraduate students explore careers and develop skills for future employment. These include:
1. A required "Professional Foundations of Career Development" course for freshmen to explore interests and strengths and interview professionals.
2. An optional "First LEAP" program for students to experience the link between academics and careers through experiential learning opportunities.
3. Integrating career preparation across the curriculum and cocurricular activities to help students identify their talents and develop competencies for meaningful employment and life after college. The goal is to graduate students who are confident and capable of finding employment in their field of
This article from the Cambridge & North Dumfries Community Foundation's 2004 annual report summarizes a three-phase project by the Southwood Community Centre called "Building Bridges" which aimed to better support and integrate the local Muslim community. The first phase involved research on Muslim culture and traditions such as Ramadan. The second phase was hosting a Ramadan celebration at the community centre. The third and final phase will be providing training and workshops to share their new understanding with the broader community. The project was seen as invaluable for helping Muslim residents feel more included.
1st Annual Symposium College Internship Research UW-MadisonMatthew Hora
These are the slides from the 1st Annual Symposium on College Internship Research held at the University of Wisconsin-Madison on Sept 28, 2018. The program featured an introduction by Center for College-Workforce Transitions Director Matthew Hora, followed by four sessions on new empirical research and a practitioner-oriented talk. More info is here: http://ccwt.wceruw.org/symposium.html
Using a standards alignment model as a framework for doctoral candidate asses...CPEDInitiative
This document outlines the process an institution took to redesign its doctoral program in alignment with CPED principles. It began with conducting a needs assessment and developing a theory of action linking program components to intended outcomes. Key aspects of the redesign included establishing program standards, designing authentic assessments like a scholarly practitioner portfolio and dissertation in practice, and using these assessments for continuous program improvement. The goal was to create a coherent program design that prepared students as scholarly practitioners who could apply research to solve problems of practice.
This document discusses the qualifications and requirements for school counselors. It outlines the necessary education, including a master's degree from an accredited counseling program with coursework in six content areas such as human growth and development. Counselors must also be licensed. The document then discusses underrepresented school counselors and the impact counselors can have in ensuring underrepresented students are college or career ready. It examines tools like the College/Career Readiness Diagnostic that provide data to help counselors and schools improve practices and support students.
Please respond to the following discussion questionsDiscussion .docxblazelaj2
Please respond to the following discussion questions:
Discussion #2
Kettering University/Experiential Learning:
Kettering University founded in 1919, is a private institution that is currently ranked 31 in the 2017 edition of Best Colleges. Kettering has been accredited since 1962 by the Higher Learning Commission and is also a member of the North Central Association of Colleges and Schools. At Kettering University their mission reads, “Our mission at Kettering University is to prepare students for lives of extraordinary leadership and service by linking
transformative
experiential learning opportunities to rigorous academic programs in science, technology, engineering, mathematics and business.”
Kettering University added a fifth-year thesis requirement and became a degree-granting college with a continuing commitment to cooperative education. KU current model runs 13:1, every Kettering student alternates between school terms and work (co-op) terms. While in the classroom, the student to faculty ration is 13:1. This unique cooperative education model, also known as experiential education, is taken to a higher level at KU. This exclusive ideal is what helps the university prepare their students for extraordinary leadership skills!
Competitive Advantage:
Experiential learning has set Kettering apart from its competitors as it equips the students with hands on decision making and critical thinking experience in the workplace starting as early as their first year in college. This thought process is an example of the critical lessons that are learned beyond a lecture hall, it provides students with a set of abilities that cannot be taught by reading a textbook or listening to a lecture. Students attending other institutions are learning about the work place and the successes and failures where Kettering University students are experiencing it in real-life and in a real work setting.
Rationale:
As a cooperative education student, you are working as part of your rotation for your degree. Based on a co-op wage and benefits survey in December of 2015, Kettering Employee Partners are paying:
Freshman Engineering Students: $14.95/hour on average
Freshman Business Management Students: $14.00/hour on average
Freshman Computer Science Students: $14.71/hour on average
Freshman Applied Science Students: $14.30/hour on average
Senior Engineering Students: $18.28/hour on average
Senior Business Management Students: $17.43/hour on average
Senior Computer Science Students: $17.86/hour on average
Senior Applied Science Students: $17.55/hour on average
Kettering University’s most recent graduation rate is currently 62.9% by year 8, and retention rate is at 79.
The document discusses the importance of quality in higher education institutions and the role of Internal Quality Assurance Cells (IQACs) in developing a quality culture. It emphasizes that IQACs should focus on continuously improving teaching and learning to match the diversity of students and develop graduates who can think critically. IQAC activities can institutionalize good practices, enhance collaboration, and provide data-driven decision making to advance institutional functioning and quality enhancement over the long term.
Student Learning Outcomes are KEY to AssessmentJoshua Barron
The document discusses student learning outcomes and assessment in academic advising. It emphasizes that academic advising should have clear student learning outcomes that are connected to the university's overall mission and goals. Effective assessment involves identifying desired outcomes in cognitive, skills-based, and affective domains, gathering evidence on student achievement, and using the results to improve advising practices and better support student learning. The assessment cycle is presented as a continuous process of setting outcomes, measuring progress, and implementing changes to strengthen advising and maximize student growth.
The document discusses the importance of establishing Internal Quality Assurance Cells (IQACs) in higher education institutions to promote a culture of quality. It outlines the primary aims and functions of IQACs, which include developing systems to improve academic and administrative performance, keeping institutions updated on quality initiatives, and measuring outcomes. The document also addresses challenges like ensuring diversity among students and staff, and promoting creativity. It emphasizes that quality assurance must focus on fundamental considerations like the type of graduates and learning environments needed for the future.
Leadership and Management at The Children’s Learning StationVi.docxsmile790243
Here is a 1-page lab report using the scientific method sections based on the energy sources animation and data:
Lab Report 1
Analysis of Energy Sources
Purpose
The purpose of this lab was to analyze and compare coal and nuclear energy sources based on various impact metrics including emissions, waste production, accidents, and health effects.
Introduction
Energy production has both benefits and drawbacks depending on the source. Coal and nuclear are two major sources that provide baseload power but also have environmental and safety tradeoffs (International Atomic Energy Agency, 2016). This lab compared coal and nuclear energy quarterly over a year using metrics like CO2 emissions, radioactivity, accidents, and solid waste (IAEA, 2016).
Professor Stephanie Watts presents the MSU BEST program, one of 17 national programs funding by NIH to assist and mentor graduate students for careers other than academia
The document provides guidance for schools on developing personal, learning and thinking skills (PLTS) in students. It discusses the six areas of the PLTS framework: independent enquirers, creative thinkers, reflective learners, team workers, self-managers, and effective participants. It directs schools to the secondary curriculum website for further resources, including case studies of how schools have embedded PLTS across their curriculums. The guidance is organized around three key questions for developing PLTS: what schools are trying to achieve, how learning will be organized, and how schools will evaluate their success in achieving aims.
The document discusses the benefits of using the Edusoft assessment management system over traditional paper-based testing methods like Scantron. Edusoft allows teachers to develop and administer assessments online or on paper, access results immediately, and tailor instruction to student needs based on assessment data. It also outlines Edusoft's role in measuring student learning and teacher effectiveness as required by laws like No Child Left Behind. Finally, it provides recommendations for implementing Edusoft, such as involving stakeholders, reviewing learning standards, providing teacher training, analyzing student performance data, and designing instruction to help students meet goals.
SBI Life conducted a study on campus engagement programs to understand how to strengthen their program. They surveyed HR managers and students to identify effective programs. For HRs, they interviewed 10 managers from 7 industries. For students, they received 154 responses from 8 institutes across 5 specializations. The analysis found the most popular programs with students and HRs. Based on this, SBI Life aims to develop a robust campus engagement program to enhance their employer brand on campuses.
This document discusses school counselor agreements and the role of annual agreements between principals and school counselors. Annual agreements outline the counseling program, align it with school goals, and help principals understand counselors' roles. Agreements include details on counselors' time, data collection, mission/goals aligned with the school's, and professional development criteria. They also identify non-counseling duties and assess counselors' use of time to determine which program tasks and activities could change to better serve students.
The document discusses an assignment given to students in the Master of Education program at Northeastern University aimed at helping students personalize and set competency goals. The assignment requires students to research competencies needed in their field, self-assess their current abilities, and develop a personalized competency model (PCM) outlining goals and strategies. Excerpts from student reflections show how the assignment helped one student identify project management skills needed for her dream job and exposed areas of weakness for another student to focus her learning. The summary concludes that one student applied for and was selected to her dream job after completing the assignment.
Distance Learning, Online Teaching [19+ Years]
• Possess substantial strengths in distance learning, adult education, teaching with technology, student and faculty relations, higher education, and curriculum development.
• Significant experience as an adjunct online faculty member, Core Faculty, Dissertation Chair, Committee Member, Curriculum Developer/Author, and Faculty Development Manager.
• Create a safe, respectful, and welcoming learning environment.
• Specialize in working with new students, first generation students, and academically under-prepared students.
• Developed an exceptional record of academic excellence, end-of-course evaluations, collaboration, communication, mentoring, coaching, and professionalism.
• Computer proficient with online classroom platforms that include WebCT, eCollege, Canvas, Sakai, Moodle, Educator, Desire2Learn, Blackboard, Brightspace and others.
Dissertation Chair and Mentor [Remote, 11+ years]
• Provide high quality instruction, direction and mentorship for assigned students throughout all phases of the dissertation process.
• Provide timely and supportive mentoring throughout the student’s process of developing, researching, writing, and revising the dissertation.
• Participate in the Defense process of a student’s Prospectus and final Dissertation.
• Facilitate the successful completion of all IRB protocols.
Faculty Development [Remote, 10+ years]
• Served as a Trainer and Mentor for New Faculty Members.
• Performed faculty peer reviews and assessed classes based upon best practices and adult learning theories.
• Inspired faculty to improve their facilitation practice by leading online faculty workshops.
Curriculum Development [Remote, 12+ years]
• Authored hundreds of courses as a SME for multiple schools, including undergraduate and graduate courses.
• Strong knowledge and application of adult cognitive learning theories and instructional design methodologies.
• Develop content and assessments that met learning objectives, including discussions and assignments.
Background Includes: Various Online Schools (08/05 – Present)
Online Instructor, Doctoral Committee Member, Dissertation Chair, Faculty Development, Curriculum Development.
Similar to Reach New Learners - Competency-Based Education (20)
The document provides an introduction to Microsoft 365 Defender, a suite of integrated security tools from Microsoft for protecting endpoints, Office 365 applications, identities, and cloud applications. It notes that while Microsoft makes these tools easy to deploy, properly configuring them to optimize operation and manage costs requires skill and effort. The document aims to provide basic, practical approaches to implementing Microsoft 365 Defender and suggestions for managing the tools to meet changing security requirements. Expert advice is solicited on transitioning to and optimizing the Microsoft 365 Defender suite.
Azure Sentinel is a security information and event management solution hosted in the Azure public cloud. It integrates data from various security tools and enables consolidation, correlation, querying, and analysis of security data. Key advice from experts includes choosing the right data sources to optimize security performance while managing costs, learning to apply analytics rules and create custom queries, and taking advantage of Azure Sentinel's automation and orchestration capabilities. Managing automated responses and remediations requires careful consideration.
7 Experts on Implementing Microsoft Defender for EndpointMighty Guides, Inc.
1) Before implementing Microsoft Defender for Endpoint, experts recommend learning how the tool works by creating a lab environment and testing it with attack simulations.
2) When first deploying the tool, start with a baseline configuration and one test machine to familiarize yourself with all settings and configurations.
3) Ongoing monitoring and responding to alerts is important for the tool's machine learning capabilities to improve over time at detecting threats in the environment. User buy-in is also important as some initial false positives may occur.
The experts discuss several major considerations when selecting an application infrastructure:
- Access controls, authentication management, common data stores, and messaging infrastructure are essential platform capabilities.
- Balance costs, performance needs, data usage, and scalability requirements based on the application's users and purpose.
- Thoroughly review the application's requirements, use cases, data needs, security risks, and integration requirements before choosing.
- Focus first on the business problems and outcomes needed, then determine the necessary delivery and support mechanisms.
1) Capturing and sharing lessons learned from past projects is challenging with traditional methods. Lessons are often lost once projects end and teams disperse to new work.
2) An AI/ML system could automatically capture and codify lessons from project data to provide knowledge continuity across projects. This helps prevent the same problems from reoccurring.
3) Providing easy access to insights from past similar projects could help project managers address challenges more effectively than relying only on their own experience.
1) Effective campaign execution requires clarity, collaboration, and communication. Marketing teams must have a clear understanding of campaign goals, audiences, and objectives.
2) Collaboration is important from the early strategy phase by incorporating diverse viewpoints. This helps balance best practices with innovation and prevents disruptions.
3) Consistent communication is needed internally with stakeholders and externally by setting expectations and providing regular updates. This helps ensure alignment and flawless execution.
Trustwave: 7 Experts on Transforming Your Threat Detection & Response StrategyMighty Guides, Inc.
The COVID-19 pandemic challenged organizations' security operations in significant ways by shifting workforces largely to remote environments. This changed the typical infrastructure topology protections and required a new focus on individual endpoints. Experts recommend organizations identify gaps by evaluating how the changes have impacted connectivity, communications, and collaboration capabilities. They also advise reassessing threat models, attack surfaces, security tools, and operations to ensure no new blind spots were introduced by the shift to remote work. Being able to proactively identify gaps is critical for organizations to build resilience against evolving threats.
Workfront - 9 Experts on How to Align IT's Work to Company StrategyMighty Guides, Inc.
IT teams often struggle to align with business priorities due to over-reliance on technical subject matter experts and lack of business skills. IT leaders must transition teams to focus on being business-minded problem solvers rather than technical experts. This involves adopting a service-aligned model and ensuring the right people fill product management roles to interface with the business. By changing the skills and mindset of those in IT, leaders can better position teams to strategically support organizational goals.
The document discusses creating an optimal employee experience through technology. It introduces seven experts who provide their perspectives on how to create an employee experience that enables business adaptability while attracting and retaining top talent.
Brian Solis argues that corporate culture is at the heart of transforming employee experience. He states culture must be aligned with business goals, employee empowerment, growth and the technologies that enable work. Executive leadership must articulate a vision for the desired work environment and allow stakeholders to implement that vision. Transformation requires cross-functional teams supported by executives working toward common goals aligned with corporate culture.
A successful cyberattack can severely damage a business by crippling operations, stealing valuable data, and devaluing a brand, which can potentially cause business failure. When the pandemic hit, most field marketers had to quickly develop new digital strategies to support remote sales. Experts agree that field marketing will play an even bigger role in the buyer's journey and require raising their digital capabilities. This guide explores how field marketing has changed and what strategies experts recommend for the future, noting that while live events will return, digital strategies will remain core.
Expanding the scope of treasury to include cash, risk, payments, and working capital can increase enterprise value in the following ways:
1) It allows an organization to manage these critical financial elements holistically, enabling better decisions around tradeoffs.
2) Taking a holistic view helps balance needs like managing operational cash flow, capital investments, interest rate risk, and foreign exchange risk.
3) Strong treasury management helps create value by supporting growth initiatives and avoiding issues that can negatively impact cash flow and enterprise value. Poor treasury practices can significantly undermine an organization's value.
BlueVoyant: 7 Experts Share Key Questions To Ask When Evaluating ProvidersMighty Guides, Inc.
The experts provided insights into when organizations should consider partnering with an MSSP. Rachel Guinto notes that building an internal cybersecurity program requires skilled staff and technology, which can be difficult for mid-sized companies to attract and maintain. For many businesses, leveraging an MSSP is a practical decision to achieve economies of scale and access talent. However, organizations still need to maintain internal security governance to oversee the MSSP relationship. Brian Shea adds that the decision depends on company-specific factors like size, industry, budget, and available internal security resources. The size of a company does not necessarily equate to the size of its security needs.
11 Experts on Using the Content Lifecycle to Maximize Content ROI Mighty Guides, Inc.
This document discusses how to effectively generate and prioritize content ideas. It introduces the concept of focusing on content before format during the ideation stage. Several experts provide advice, including allowing time for unstructured ideation without expectations of output, recognizing that not all ideation needs to be collaborative, and measuring success by testing ideas or content performance in the market. The document explores how to create the strongest initial content ideas.
Leo Miller argues that customer intent metrics are the most important for marketers to focus on. Intent metrics track people moving through the different stages of the purchase path, from awareness to consideration to purchase. Tracking these ratios with a path-to-purchase analysis shows the connection between marketing activities and business performance. Steve Bernstein agrees the metrics that matter most are those that align with business goals. At StubHub these include total ticket sales and revenue. Jacob Varghese notes different metrics serve different purposes so marketers need to consider their specific business objectives.
7 Experts on Using the Content Lifecycle to Maximize Content ROIMighty Guides, Inc.
This document discusses experts' perspectives on ideating strong content ideas. Key points include:
1) Focus on content over format during ideation to avoid constraints. Let format be determined later.
2) Give ideation teams time to brainstorm freely without expectations of output, as unpressured ideation leads to more efficiency.
3) Not all ideation needs to be collaborative. Individual reflection is also important to allow ideas to fully develop. Balanced ideation approaches work best.
The document discusses the drivers behind companies initiating workplace transformation projects. Experts note that companies are typically driven by desires to improve collaboration, attract and retain talent, emulate innovative tech campuses, and foster cultural change. Financial concerns around real estate efficiency are also a common driver. However, few companies truly understand how to transform workplaces in a way that influences behaviors and culture. Successful transformations are employee-driven and aim to create dynamic, productive work environments that support organizational goals and digital transformation.
Avoiding Limitations of Traditional Approaches to SecurityMighty Guides, Inc.
The document discusses some key limitations of stitching together multiple security solutions in a cloud infrastructure. Experts note that integration between security tools is important, as lack of interoperability can weaken security. They also emphasize that tools need to be carefully selected to avoid redundancy and provide unique advantages. Additionally, prioritizing risks and tuning tools accordingly is important when dealing with large amounts of cloud data and events. Standards and automation are also highlighted as important to allow for effective security at scale.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
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Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
3. 3Sponsored by: 3
Competency-Based Education
Laurie Dodge
Brandman University...................13
Kara Monroe
Ivy Tech Community College
of Indiana.............................................16
Stephen Kosslyn
Minerva Schools at KGI........................4
Scott Pulsipher
Western Governors University.......6
Carie Ann Potenza
Ellucian.........................................................................10
4. 4Sponsored by: 4
Before deploying any
technology, spend time
with both potential
students and employers
to find out which skills
are in demand and how
they can be broken
down into digestible
chunks that ultimately
result in a desired
credential.
Credentials in a CBE
program may not be
black or white. A phased
credentialing strategy
can help students see
how close they are to
achieving their goals and
what they still need to
do to reach completion.
1
2
KEY
LESSONS
SUCCESSFUL CBE STARTS BY IDENTIFYING COMPETENCIES
STEPHEN M.
KOSSLYN
Dr. Stephen M. Kosslyn is founding
dean and chief academic officer
of the Minerva Schools at KGI. He
served as director of the Center for
Advanced Study in the Behavioral
Sciences at Stanford University
and was previously chair of the
Department of Psychology, dean of
Social Science, and the John Lindsley
Professor of Psychology at Harvard
University. Stephen has written or
co-written 14 books and more than
300 papers on human learning and
cognition.
Chief Academic Officer,
Minerva Schools at KGI
Dr. Stephen Kosslyn, chief academic officer at the Minerva
Schools at KGI, says developing a competency-based
education (CBE) program requires a view from both the
top and the bottom.
“I suggest that first, through a combination of focus groups
and surveys, you should try to establish two things. One
is market segmentation. Are there different groups of
students who have different goals? The second is to find
out, for each segment, what competencies students would
find most useful to achieve their goals. Then, look at it
from another perspective: Think about which categories
of competencies you might want to suggest to them.”
From there, Kosslyn says, it’s essential to break down
the targeted competencies into specific learning goals.
“Without well-defined, concrete learning goals, you’re not
going to be in a position to move forward to actually offer
material,” he says.
Without well-defined,concrete
learning goals,you’re not going to be in
a position to move forward to actually
offer material.
Website
5. 5Sponsored by: 5
To ensure that the competencies students desire are viable, marketable
competencies, Kosslyn suggests the following strategy. “I would have focus groups
with employers, and then suggest competencies the employers may need,” he
says. “Identifying a set of competencies that employers want then would feed into
the process with the students, so you would derive the top-down part—when you
suggest possible strategies—from what the employers have said. The motivation is
for students to acquire competencies that will be useful.”
After you have defined the competencies, you then break them into smaller
categories that students can more easily learn for credentialing purposes. “They
can’t be these big heterogeneous categories like ‘critical thinking,’” Kosslyn says.
“You’ve got to break them down into specific types so that you can then assess
them by using rubrics or other methods. Without that, you’re never going to be able
to build a credentials program because you won’t be able to assess whether the
students have performed adequately to qualify for the credential.”
Even if you use assessment technologies, Kosslyn suggests that assessments are a
challenge for any institution and even more so for CBE programs. “I would not have
just a black-or-white credential. I would have staged credentials,” he says, explaining
how to accomplish that. “I would have rubrics designed to indicate exactly what
students need to do to qualify for each level. The qualification procedures can
be of two sorts. They can be quantitative, where students have to achieve above a
specific score on a test, or more qualitative, where students also have to be able to do
something—perform some kind of problem-solving exercise or write an essay.”
Still, Kosslyn points back to the most important step in developing a CBE strategy.
“The key is to pick the right competencies. That seems obvious, but I’m not sure it is
because to be relevant to employers you need to figure out how to break down the
big core competencies in a way that is specific and precise enough for instructors to
teach and assess.”
SUCCESSFUL CBE STARTS BY IDENTIFYING COMPETENCIES
I would have rubrics
designed to indicate
exactly what students
need to do to qualify for
each level.
6. 6Sponsored by: 6
To be successful, a
CBE program must use
available and accepted
technologies to provide
students with the tools
they need to achieve
success as conveniently
as possible.
Successful assessment
and credentialing
programs rely on
two things: abundant
metrics and, where
necessary, an innovative
technological approach.
1
2
KEY
LESSONS
METRICS AND INNOVATIVE TECHNOLOGY DRIVE CBE
SCOTT
PULSIPHER
Scott Pulsipher serves as president
of nonprofit Western Governors
University (WGU), the nation’s first and
largest competency-based university,
leading all academic, operational, and
organizational functions. Scott blends a
personal drive for making a difference
in the lives of individuals and families
through education with a passion for
technology-powered innovation. At
WGU, he drives innovation by focusing
on rapidly advancing curriculum quality,
new faculty models, data-driven
learning, and a different cost model.
President,
Western Governors University
Scott Pulsipher, president of Western Governors University
(WGU), has a student-focused view of competency-based
education (CBE). “One of the first things we understood about
creating a competency-based model is that the Internet
and technology affect how we develop the curricula, the
engagement with the student, the self-service processes, and
the intuitive flow students will go through,” he says. “As we
developed our programs, we knew that the students we serve
have different needs, different requirements from traditional
students.”
“For many of our students, who are adult learners (although
they may have had some college) there was a reason they
didn’t complete their degree,” he explains. “While our online,
competency-based learning model makes college more
accessible to them, we knew that the faculty were going to be
vital to improving the students’ likelihood of progressing in
their studies and completing their degrees. So we had to think
about faculty engagement.”
One of the first and most important things about a
competency-based model is that you have to ensure
that the quality and relevancy of your degree programs
and courses align with workforce needs.
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“In WGU’s case, we disaggregated the faculty model. We knew that no
one person could do all those things really well for students, so we have
four faculty models. This allows faculty to focus on what they do best—
work with students as mentors, provide subject matter expertise and
instruction, develop course materials and assessments, and evaluate
student assessments.”
CBE isn’t all about the faculty, however. Students turning to CBE programs
have specific needs. “One of the first and most important things about
a competency-based model is that you have to ensure that the quality
and relevancy of your degree programs and courses align with workforce
needs,” says Pulsipher. To do that, WGU has advisory councils for each
discipline that include academic and industry leaders who help identify
the competencies graduates need to be successful in the workplace.
When those needs have been defined, WGU begins course design, using
technology tools with the understanding that all elements of a degree
program must be connected. “We design the assessments directly into
the curriculum, so in the context of the degree itself, experts are defining
the assessments up front. We have an assessment council. We employ
psychometricians and use their input to understand which assessments
will best demonstrate the student’s mastery of each competency,” he
says. “At WGU, we keep learning standards constant, meaning that the
assessments for every student completing a course are the same.”
METRICS AND INNOVATIVE TECHNOLOGY DRIVE CBE
When you think about
student outcomes,you
have to define all those
critical,detailed inputs
and variables...to be
able to have confidence
that your students are
ultimately going to be
successful.
8. 8Sponsored by: 8
Even the assessment process uses innovative technology. Pulsipher explains, “We have developed a model that uses
technology to distribute our assessments with a high degree of accuracy and reliability—an online proctoring model
that uses web cameras. Students are provided an external web camera when they enroll, and we have the ability
to verify identity as well as detect patterns of copying or using other web-based materials [to cheat]. We know the
quality, the differentiation, the authenticity, and the reliability of our assessments are at a level that we think is far
above anyone else, especially considering that all of them are proctored, whether online or at a proctoring center.”
The result of tying together all the elements of a degree program, says Pulsipher, is that everything focuses on the
student, with the intention of helping him or her earn a degree and use that degree to create further opportunities.
“We are able to look at detailed student performance, student progress, and faculty engagement because we are
analyzing even the third-party content we use as learning resources ,” he says. “When you think about student
outcomes, you have to define all those critical, detailed inputs and variables. You must establish measurements and
standards to be able to have confidence that your students are ultimately going to be successful.”
METRICS AND INNOVATIVE TECHNOLOGY DRIVE CBE
9. 9Sponsored by: 9
Graduates must be able to navigate with confidence
the work environments they find themselves in
upon graduation.
KECIA RAYExecutive Director, Center for Digital Education
9
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10. 10Sponsored by: 10
Institutions must first
identify the students
they are looking to
serve, and then focus
on one or two types of
student populations.
Involving the community
on multiple levels
will help build useful
programs that serve not
just the needs of the
student population but
also of employers, local
governments, and other
organizations.
1
2
KEY
LESSONS
SAY “YES” TO AN OUTCOMES-BASED APPROACH TO EDUCATION
CARIE ANN
POTENZA
Carie Ann Potenza has more than
two decades of experience in higher
education and teaching, specializing
in academic innovation, student
success, and teaching and learning with
technology. As director of Academic
and Grant Services for Ellucian, she
leads a team of higher education
consultants to help institutions find
opportunities for institutional growth
and create innovative initiatives to drive
technology-enhanced education.
Director, Academic and
Grant Services,
Ellucian
For education consultant and former Rasmussen College
administrator Carie Ann Potenza, the answer for most
institutions to the question, “Should we build a competency-
based curriculum?” is “yes.”
“An outcomes-first approach to teaching and learning is really
what education is meant for,” says Potenza. “It’s to educate
the learner. Competency-based education (CBE) actually
measures student learning and drives students to where the
learning is consistent and time is the variable. Being able to
truly say that a student has the knowledge, skills, and aptitude
for a specific content area is a great design for teaching and
learning.”
Planning a CBE program from the ground up may be
intimidating for some institutions, however, and CBE programs
aren’t a good fit for all students. When modeling specific
CBE initiatives, it’s important to look at curricula and faculty
holistically, and then build on existing competencies. To get
started, Potenza advises asking a lot of questions.
Being able to truly say that a student has the
knowledge,skills,and aptitude for a specific content
area is a great design for teaching and learning.
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b
11. 11Sponsored by: 11
“Each institution has to ask, Who are the students we’re looking to serve,”
says Potenza. “Is it the adult population? Is it incoming high school
students? Is it the bachelor’s degree–completion type of student? Is it
focused on a technical field? Is it more about direct workforce credentials
that the student is seeking? The institution must first identify who the
students are that it’s looking to serve, and then focus on one or two types
of student population.”
With the target student population identified, institutions can plan
programs and curricula. This process also requires many up-front
considerations. “What level will you address first,” asks Potenza. “Is it the
course level? Is it the certificate level? Is it the degree level? From there,
you decide on the content area. Are you looking to do something more
in the general education field, or are you looking to do something more
in the vocational, technical field? Are you looking to do something like
accounting, information technology, or health care, or are you considering
something more general, like information literacy, critical thinking, or
problem solving?”
Many CBE programs address the demands of local employers or
specific competencies in the workforce, so Potenza advocates for close
community involvement when planning CBE initiatives. “Future students
are most likely going to come from your community,” says Potenza, “so
evaluating community needs and working with community employers
are essential. Employers can be part of that discussion at every point
in the process, identifying the types of skills they want their employees
(your students) to know. Then, you can identify what kind of credentialing
levels are appropriate and what the focus of the program will be.”
SAY “YES” TO AN OUTCOMES-BASED APPROACH TO EDUCATION
Future students are most
likely going to come
from your community,so
evaluating community
needs and working with
community employers
are essential.
12. 12Sponsored by: 12
Potenza also believes strongly that successful CBE programs tap into and involve existing faculty and administration
rather than building separate structures. “Working with the faculty and the content experts at the institution is one of
the best predictors of success,” she says—that and working with appropriate third-party experts. “CBE programs can
help faculty members become further experts in their area of specialty,” says Potenza, so don’t think of outcomes-
first learning as being just about student growth.
Asking the right questions and tapping into the right people at both the institution and community levels, says
Potenza, will be worth the effort. “CBE can help an institution create adaptive and customized content based on the
student,” she says. “It has taken off because technology now allows that kind of customization on a larger scale and
with consistent tools. Personalizing learning to meet student needs gets students to their goal sooner, and that is one
of the most important success factors in CBE.”
SAY “YES” TO AN OUTCOMES-BASED APPROACH TO EDUCATION
13. 13Sponsored by: 13
When building a
CBE program, look
at past projects and
the technologies and
programs used to
determine whether they
are appropriate.
The technology used to
develop a CBE program
will affect every aspect
of the institution, so be
sure that representatives
from each area are
involved in the process
from the beginning.
1
2
KEY
LESSONS
CBE REQUIRES TECHNOLOGIES FOR INSTITUTIONWIDE CHANGE
LAURIE
DODGE
Dr. Laurie Dodge, vice chancellor of
Institutional Assessment and Planning
and vice provost at Brandman
University, was a key leader in building
the university’s CBE direct assessment
programs. Dr. Dodge serves as the WASC
senior accreditation liaison officer, is
on the Substantive Change Committee,
is chair of the Competency-Based
Education Network Board of Directors,
and was named as one the “Sixteen
Most Innovative People in Higher
Education” by Washington Monthly.
Vice Chancellor, Institutional
Assessment and Planning;
Vice Provost,
Brandman University
Laurie Dodge, vice provost and vice chancellor of Institutional
Assessment and Planning for Brandman University, says that
implementing a competency-based education (CBE) program
must start with institutional culture, and then move to the
technologies that enhance that culture. “First, reflect and think
about your own institutional culture, your mission and vision.
Different universities are approaching CBE in different ways,
I think because we are all a bit different in the students we
serve and the programs we offer,” she says. “I also think it’s
important to reflect on initiatives that the university recently
undertook and the process it went through to accomplish
them. What were the opportunities and the challenges? Should
we start big? Should we start small? What is our existing
approval process? Are folks ready for a change? Those are deep
conversations institutions must have.”
Once they have that larger context for CBE, Dodge says
universities can then look at, “What programs would this start
with? Should it be an existing program? Should it be new? Is
someone eager for innovation? I would start wherever you
have the chance to be most successful.” She also thinks that
universities should inventory the technologies they’re already
using and try to use those systems to build their CBE program.
CBE is truly disruptive.It’s not just a different delivery
model....It’s universitywide.Twitter I Website I LinkedIn
14. 14Sponsored by: 14
“I think a piece of that is figuring out the degree program. Most institutions
are conducting some type of market analysis to see which program is best
to start,” says Dodge. “You’re aligning your institutional culture and your
various goals and faculty with employment needs. You want to see what
is already out there and what could be your unique stamp.” What worked
well for Brandman, says Dodge, was getting through this process, building
its own systems, and then bringing employers in to vet the process.
“We actually built our CBE program on what I call a framework origin.
We used the U.S. Department of Labor O*NET data, degree qualification
profiles, 21st-century learning skills, and Association of American Colleges
and Universities Essential Learning Outcomes, looking at the knowledge,
skills, and abilities a graduate needs to be successful in various jobs. The
faculty then wrote competency statements based on those data, and we
brought the employers and our advisory group in,” she explains. “For us,
the employer was sort of a virtual partner in the beginning because we
were using huge databases. Then, we brought them in to make sure we
had the right program.”
The most important lesson Dodge has to share is this: Look at how
CBE will affect the whole institution. “I think whom you have around
the table when building these programs is important because that’s a
huge element of success,” she says. “CBE is truly disruptive. It’s not just
a different delivery model. You have to change your faculty model, your
payment, financial aid, admissions—everything. It’s universitywide. Start
that collaboration process from beginning: Don’t build your program, and
then invite stakeholders to the party.”
CBE REQUIRES TECHNOLOGIES FOR INSTITUTIONWIDE CHANGE
You’re aligning your
institutional culture and
your various goals and
faculty with employment
needs.You want to see
what is already out there
and what could be your
unique stamp.
15. 15Sponsored by: 15
Competency-based education supports a smooth transition to the workplace
for our students.We can memorize,learn and retain,but without applying
this knowledge to actionable work,it stays deliberative as opposed to
experiential.
PAIGE FRANCISAssociate CIO, University of Arkansas Fayetteville
15
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b
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A successful CBE
program begins with a
solid understanding of
how the program can
affect and improve the
institution as a whole.
All CBE business
processes, even
competencies and
credentials, should be
viewed through the lens
of how they will affect
and improve existing
degree programs.
1
2
KEY
LESSONS
APPROACH CBE AS AN INTEGRATION RATHER THAN A BUSINESS UNIT
KARA
MONROE
Dr. Kara Monroe serves the state of Indiana
as the vice president for Academic Innovation
and Support at Ivy Tech Community College,
Indiana’s community college system. Having
earned her doctorate degree in higher
education leadership from Capella University
in 2006, Kara has a wide array of experience
and interests in higher education, including
new pathways to credentials, alternative
delivery methods, increasing and improving
professional development opportunities
and experiences for faculty, and improving
academic support services for students.
Vice President, Academic
Innovation and Support,
Ivy Tech Community College
of Indiana
The first tenet of developing a successful competency-based
education (CBE) program, according to Dr. Kara Monroe, vice
president of Academic Innovation and Support at Ivy Tech
Community College, is to understand what CBE means to your
institution and why you’re moving toward that model. “An
institution’s CBE strategy really does need to focus on how it
provides an opportunity to improve the quality of instruction
and the quality of the student experience,” she says.
Monroe continues, “CBE is not just a flavor of the month. This
is something institutions need to address and think about in
terms of their strategies for online learning. Many institutions
went to CBE because it was a way to increase enrollment at
a time when we were all competing for students. Institutions
that moved first in terms of online course development
were able to raise enrollment more quickly.” Unfortunately,
organizations that jumped into CBE without first considering
the bigger picture could be missing out on an opportunity to
improve the institution as a whole, says Monroe.
CBE is not just a flavor of the month.This is something
institutions need to address and think about in terms of
their strategies for online learning.
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“A lot of institutions spin off online learning into separate departments
and separate business units to allow them to ramp up much more quickly
and get outside some of their institutional policies. There is that dualistic
need to move this process along quickly, but there are also the larger
questions: What does this mean to the quality of instruction we offer as
an institution, and what can it do for the institution as a whole,” she says.
Ivy Tech’s approach to CBE has changed everything, Monroe says. “We
have a large online program that permeates the institution and has driven
us to do things like put our entire library online and create an online, one-
stop student answer. It has driven institutional culture change in a way
that separating it into a different business unit could never have done. At
the end of the day, it makes us a better institution overall.”
Even approaching CBE as in integration rather than a separate business
unit isn’t without some growing pains. For example, aligning student
competencies with employer needs is still tough, says Monroe. “We’re
piloting a few different tools, but that’s one of the things we’re looking at.
How do you measure student progress toward completion or mastery of
a competency, and how do you use the technology to do that effectively,
knowing that students are going to be at different places in the learning
continuum?”
APPROACH CBE AS AN INTEGRATION RATHER THAN A BUSINESS UNIT
Measuring knowledge,
skills,and ability doesn’t
look the same in nursing
at it does in software
development…you’ve got
to have different tools
that allow you to make
those measurements
more effectively.
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Monroe continues, “Measuring knowledge, skills, and ability doesn’t look the same in nursing at it does in software
development. It doesn’t look the same in math as it does in chemistry, and so you’ve got to have different tools
that allow you to make those measurements more effectively.” Monroe adds, “CBE touches every aspect of the
institution. Our business and operations team, which is spinning up our competencies program, has a representative
from nearly every functional unit of the organization looking at every process, every procedure, every policy
we have and how CBE is going to affect it, from registration, advising, enrollment, transcription, coaching, and
mentoring to monitoring students’ success, finance, billing, and financial aid. There isn’t a single, solitary area that
isn’t affected.”
“I’ve said for a long time that the curriculum and the design of the competencies are the easy part,” Monroe says. “It’s
the business process management for CBE that is hard. That is why a lot of institutions spun off online learning years
ago: They couldn’t figure out how to do it within their institutions. The problem is, they never get to capture the
innovation that occurs when you do figure out how to engage that process within an existing organization.”
APPROACH CBE AS AN INTEGRATION RATHER THAN A BUSINESS UNIT