Wactc academy cbe pilot july 2015
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This document provides an overview of competency-based education (CBE) and Columbia Basin College's CBE degree pilot program. It discusses that CBE measures student learning rather than time, allows for self-paced and individualized learning, and changes the faculty role to a guide. The goals of the pilot program are to develop a fully online, competency-based business transfer degree available in six-month terms. Eight community colleges are participating in the pilot, which will provide students constant support and allow them to progress based on demonstrated competency rather than time. Initial feedback indicates students and faculty appreciate the flexibility and focus on individual needs.
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Wactc academy cbe pilot july 2015
- 1. Competency-Based Degree Update and Governance WACTCAcademyJuly29,2015 • Dr. Richard Cummins Columbia Basin College • Jan Yoshiwara SBCTC • Connie Broughton SBCTC • Cathy Clary Columbia Basin College
- 2. Background 2
- 3. WhatisCompetencyBasedEducation(CBE)? • Measure student learning rather than time • Harness the power of technology for teaching and learning. • Computer-mediated instruction gives the ability to individualize learning for each student because each student learns at a different pace and comes to the content knowing different things; this is a fundamental requirement of competency-based education. 3 Source: Dr. Robert Mendenhall President, Western Governors University
- 4. WhatisCompetencyBasedEducation(CBE)? • Fundamentally change the faculty role When faculty serve as lecturers, holding scheduled classes for a prescribed number of weeks, the instruction takes place at the lecturers' pace. For most students, this will be the wrong pace. Some will need to go more slowly; others will be able to move much faster. Competency-based learning shifts the role of the faculty from that of "a sage on the stage" to a "guide on the side." Faculty members work with students, guiding learning, answering questions, leading discussions, and helping students synthesize and apply knowledge. 4 Source: Dr. Robert Mendenhall President, Western Governors University
- 5. WhatisCompetencyBasedEducation(CBE)? • Define competencies and develop valid, reliable assessments • The fundamental premise of competency-based education is that we define what students should know and be able to do, and they graduate when they have demonstrated their competency. This means that we have to define the competencies very clearly. Getting industry input is essential to make sure that we've identified relevant competencies. Once the competencies are established, we need experts in assessment to ensure that we're measuring the right things. 5 Source: Dr. Robert Mendenhall President, Western Governors University
- 6. Fixed time, variable learning Deliver content to students Testing & assessment Progress to next grade, subject, or body of material Receive results
- 7. Competency-based learning Deliver content to students Testing & assessment Progress to next grade, subject, or body of material Receive real-time interactive feedback
- 8. 8 Laitinen, A. (2012). Cracking the credit hour. New America Foundation. Retrieved from newamerica.net. Innovation is the way to reach current “non-consumers” to get closer to that 67%
- 9. Target Population • Reduced population growth in 15-19 year olds in the next 10 years • Increased growth in 20-44 year olds • Almost 1 million Washingtonians have some college, no degree (SBCTC Legislative Presentation, Jan. 2014) Source
- 11. THREE-PHASE IMPLEMENTATION: PHASE 1: Four colleges with Gates grant support pilot competency-based IT certificates (2013-14) PHASE 2: CBC is lead institution in eight-college consortium to develop and test a full CBE degree PHASE 3: CBE degrees and courses expanded and implemented statewide 11
- 12. Process • WACTC Strategic Visioning Committee • System work group creates recommendations • WACTC endorses recommendations March 2014 • Columbia Basin designated as lead institution • Seven other pilot colleges and SBCTC fund the project 12
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- 15. The Goals A Business Transfer Degree • Competency based • Completely online • Openly licensed • Six-month term with multiple start dates • Full time equivalent tuition ($2667 plus fees) • Students work at their own pace, completing as many credits as they are able during each term
- 16. Competency-Based Program Pilot • Students must demonstrate mastery of explicit competencies to receive credit • Students receive constant support based on their individual learning needs • Learning, not time, is the determining factor (Adapted from Christensen Institute)
- 17. Pilot Colleges • Columbia Basin College—lead • Bellevue College • Centralia College • Everett Community College • Olympic College • Pierce College Ft. Steilacoom • Pierce College Puyallup • Tacoma Community College
- 18. Current Enrollments • 5 Columbia Basin students (start date July 1) • 2 Columbia Basin students (start date August 1) • 2 Olympic students (start date August 1 if NWCCU approved) • Other pilot colleges will enroll students for January 2016 18
- 19. First Faculty Cohort • Four full-time faculty • English • Math • Accounting • Economics and Business Law • Six adjunct faculty • Biology • Geology • Public Speaking • Sociology • American Government • Art
- 20. Business DTA ENGL& 101 English Composition I ENGL& 102 Composition II MATH 147 Finite Math MATH& 148 Business Calculus CMST& 220 Public Speaking ENGL& 244 American Literature I ART&100 Art Appreciation ECON& 201 Micro Economics ECON& 202 Macro Economics SOC& 101 Intro to Sociology POLS& 202 American Government MATH& 146 Introduction to Stats BIOL& 100 Survey of Biology GEOL& 101 Intro Physical Geology ACCT& 201 Principles of Accounting I ACCTt&202 Principles of Accounting II ACCT& 203 Principles of Accounting III BUS& 201 Business Law
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- 26. Students Faculty • Like the flexibility • Like individual attention • Like no textbook costs • Like the look of the courses • Liked the design process • Like focusing on individual student needs • Like grading on mastery 26
- 27. 27 “The CBE model, along with the self-paced structure and OER structure puts the student first while making sure the grades are earned. The self-paced structure allows for students to take extra time, if necessary, to complete the work, and the OER structure keeps costs to a minimum. These two things address two of the biggest challenges facing students and their families: time and money. All of this while still holding the bar high by requiring that mastery level allow for quality, affordability and flexibility.” ----Paul Jones, CBE Math Instructor
- 28. Marketing and Pilot Support • Each college markets locally • Shared materials on http://cbewa.org • CBC’s efforts to date: • Student web page • Student information sessions • Local news outlets • Facebook page • Ads 28
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- 33. 33 $0 $500,000 $1,000,000 $1,500,000 $2,000,000 $2,500,000 $3,000,000 $3,500,000 $4,000,000 Startup (FY2015 and Prior) FY2016 FY2017 FY2018 FY2019 FY2020 FY2021 FY2022 FY2023 FY2024 FY2025 Ending Balance Annual Consortium Revenue Annual Expenditures
- 34. To join the consortium • MOU between CBC and your college • Invest $94,302 • Begin substantive change process (4-6 months) • Adopt all 18 courses • Assign staff to work with students • Market to and support students enrolled at your college • Remit $2046 per student per term to CBC • Contact: Connie Broughton, cbroughton@sbctc.edu 34
- 35. Consortium Resources • Blog: http://cbewa.org • Listserv: http://lists.ctc.edu/mailman/listinfo/cbe
- 36. Questions?
- 37. ContactInformation Rich Cummins, rcummins@columbiabasin.edu Jan Yoshiwara, jyoshiwara@sbctc.edu Connie Broughton, cbroughton@sbctc.edu Cathy Clary, cclary@columbiabasin.edu http://cbewa.org 37
Editor's Notes
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- Rich “Capital, labor, and land, the basic factors of production, have lost much of their fascination for those looking to understand why economies grow and prosper. The key question asked today is no longer how much capital and labor an economy can amass, but how innovation helps employ those resources more effectively to produce more goods and services” (Levinson, 2006, p. 12). Levinson, M. (2006). The box: How the shipping container made the world smaller and the economy bigger. Princeton, NJ: Princeton University.
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