Aric Krause February 17, 2016

Vice Provost & Dean of the Graduate School University of Maryland University College

 Is there a way to more fully recognize the skills and abilities our service members have acquired – beyond existing methods – that don’t compromise the learning of a program or degree? ◦Beyond externally validated (ACE, CAEL) credit allowances ◦Beyond PLA ◦Beyond Portfolios  The Problem: existing credit allocations attempt to match experience to subject-based courses as opposed to the underlying skills/abilities being developed in programs.

 Can programs be built using a different methodology so that learning becomes the more intentionally the program’s unit of currency as opposed to “courses/subjects”? ◦Most programs are built around subject-specific courses ◦Credit recognition attempts to match to the course title/description and not to the underlying learning within the course/program.

 Service Members who at some point will transition out of the service have difficulty translating their experiences into “civilian” language. ◦Can program design give service members more opportunity to practice their desired profession while learning – making them better candidates when they ETS – and better service members as they learn?

 An Augmented Approach Using Competencies (NOT CBE) ◦Uses authentic assessments that look like what people in a profession actually do. ◦Allows the student to gain the experience of the profession while also more explicitly evoking the abilities SMs build in their service.

Competencies – what a student must know and be able to do A A D D E E C C B B Projects – what professionals in this field “do” Program – an intentionally sequenced journey that leads to mastery of the program’s competencies A A D D E E C C B B Course 1 Course 2 And finally, courses – learning and demonstrating learning in the manner professionals do, showing mastery of competencies along the way. A New Approach After completing a program, students have built competence and confidence

 Competency articulation leads to TWO distinct but synergistic parts to emphasize in creating an educational program. 8 Domain - Field Abilities -Analyze -Learn -Create -Innovate -Research/Find -Evaluate -Communicate -Solve/Decide -Develop The most current knowledge of the field, contextualize s the abilities © Copyright 2016

 Critical Thinking (the Learning Goal) 1.Frame the Question/State the Problem (in context) 2.Gather Information 3.Evaluate Information in the context of the question 4.Weigh and Prioritize the information in the context of the question. 5.Determine what the information is telling you. 6.Answer the question/choose a solution to the problem 7.Articulate reasoning behind the answer/solution. 9 The Competencies © Copyright 2016

 Competencies Employers desire: 1. Diagnose existing systems (problem solving) 2. Plan new system deployment (planning, quantitative) 3. Architect new systems (decision making, planning, budgeting) 4. QA new system deployments (analysis, quantitative) 5. Develop functional requirements for system deployment (communication, quantitative, research)  Projects that can be included in program: ◦“Build a New Network” ◦“Diagnose a Network Crash” ◦“Replace Systems with no Impact on Uptime” ◦“Create Functional Requirements Plan”

 Beyond the explicit MOS/Ratings/Specialty Training: ◦Decision making/problem solving ◦Analytical abilities ◦Prioritizing ◦Time/resource management ◦Leadership ◦Management ◦Develop ◦Learn ◦Planning

 Can solve this problem by framing learning in units called “projects”, where the SM’s skills in various areas can be very specifically useful in helping them progress.  Also gives SM the experience of “doing” the profession they seek in ways that can be fully expressed to employers.  Doesn’t give them more credit up front, but instead invokes and builds on what they are already good at as a potential acceleration device, or a chance to better translate what they are good at in ways employers can grasp.

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