Learning Outcomes Regent Team Understanding of the difference between non-traditional, CBE and Traditional Learning Programs Understanding of why institutions are moving to CBE and how it is driving enrollment Familiarity with factors that need to be considered when developing a program The foundation to lead an initiative Steve England VP, Client Solutions

What is Competency Based Education? Decoupling of seat time from academic progress Progress is evaluated on mastery of content/skills rather than seat time Student paced vs. defined semester, quarter, etc. Learning is the constant, time is the variable

CBE Student-centric learning model May or may not utilize the credit hour Courses may not be time bound Courses that do not fit into traditional academic and term structures (or should not…) There is no single definition

What CBE is Not… CLEP PLA Correspondence

Direct Assessment vs. Credit Equivalency Direct Assessment: Directly measures student knowledge and does not rely on the credit hour Credit Equivalency: Ties learning measurement back to the credit hour

Enrollment Model Overview Terms are the building blocks for student academic years For financial aid purposes, a student’s academic program is delivered in one of three structures: Standard Term Nonstandard Term (NST) Non-Term

Employers Will Drive Future Demand By 2020, 65% of all U.S. jobs will require postsecondary education – yet increases in tuition costs are making obtaining a college education increasingly difficult Jobs by Educational Requirement Historical Student Loan Debt & Yearly Tuition Source: Georgetown Public Policy Institute. Source: www.newyorkfed.org, www.statisticbrain.com. 8

Enrollment Less than 30% of learners in this country are defined as traditional learners Gallup/Lumina Foundation study: 75% indicated they would be more likely to enroll in a higher education program if they could be evaluated and receive credit for what they already know

What If…. Receive credit for you already now Progress academically at your own pace Start and stop No courses-just a program of study No “credits” No GPA Employers would actually know what you what you have learned

The Changing Landscape A range of secular trends are pushing the market toward non-traditional enrollment models Factor Percentage Age 25 or older 36% Independent 47% Public 2 year college 40% Enrolled part time 46% Minority Low Income Employed Part Time 43% Employed Full Time 32% Parents 23% Changing Demographics Enrollment Considerations Changing Consumer Behavior Reduction of Operating Costs Bi-Partisan Support for New Accountability Measures Convergence of Business and Pedagogy 11

Why the move to Non-Traditional Models? More accurate measurement of student learning Meeting employer needs Changing demographics Changing consumer behavior Accountability Measures: Reduce time to graduation Reducing cost Graduation rates Online learning Reduce operating costs Enrollment considerations

Increase Graduation Rates Common Goals for Higher Education Goal Reduce Time to Degree CBE reduces time to degree Reduce Costs CBE reduces costs Increase Enrollment Non-term and CBE can expand student base Increase Graduation Rates CBE enables custom degree programs Reduce Borrowing Non-term and CBE can reduce borrowing 13

The Fit for Community Colleges Connections with employers Demographics Flexibility Persistence

Concerns and Questions Is this a “flash in the Pan” ? Convergence of business and pedagogy Changing students needs Performance Enrollment Registration Student Information systems Faculty

Concerns and Issues Billing Transcripts Admissions Finance Accreditation Financial Aid

Why is Financial Aid a Hindrance? Over 70% of students receive some form of Federal Financial Aid Financial aid management systems are designed around the concept of structured periods of enrollment Manual options attempted-cost, service and compliance become an immediate issue OP Ed at no cost to us Confidential and Proprietary

Institutions Developing CBE Programs Rapid Adoption of CBE Number of Institutions Developing CBE Programs 24 Institutions 2013 150 Institutions 2014 700 Institutions 2015 CBE is rapidly gaining adoption and, unlike online education, is being embraced by blue chip universities seeking to provide their students with a more flexible education experience The Department of Education’s embrace of CBE lends further credibility to an emerging trend Added text box Criteria to be considered non-traditional: Do not immediately continue your education after you graduate from high school Attend college only part time Work full time (35 hours or more per week) Are financially independent Have children or dependents other than your spouse Are a single parent Have a GED, not a high school diploma 18 Page 18

How to be successful… Plan early Determine goals Ensure all stakeholders are involved Ensure you gain support from the top down and bottom up Engage faculty early Evaluate readiness of all systems Choose vendors carefully Create pricing model to evaluate success Talk to your peers-but don’t assume they are right…get a broad sample

Resources Definition of Credit Hour 34 CFR 600.2 www.ifap.ed.gov Hot Topics - Program Integrity Distance Education Definition 34 CFR 600.2 …support regular and substantive interaction between students and faculty Direct Assessment 34 CFR 668.10 DCL GEN-13-10 (March 19, 2013) Return to Title IV (R2T4) 34 CFR 668.22 Withdrawal date of determination Definitions of academic attendance, academic-related activity http://ifap.ed.gov/dpcletters/GEN1310.html

Contact Information Steven.England@regenteducation.com (330) 497-3540