Quality Standards & Performance Indicators Where we are, and the road ahead… Deb Bushway, Ph.D. (C-BEN) Lisa McIntyre-Hite, Ph.D. (Walden University)

Moving CBE Forward Build Demand Build Capacity Remove Barriers

Multiple Perspectives Ask you to keep both perspectives in mind: Your personal work lens; and The emerging CBE field

Why this work now? Zeitgeist C-BEN’s positioning Informing constituents

The Work So Far… May 2016 – C-BEN Quality Standards Working Group Begins Work Adapting & Vetting the Shared Design Elements September 2016 – Draft Standards Shared at CBExchange, Online Platform for Feedback Opened October > December December, 2016 – Field Feedback Incorporated, New Draft Produced December, 2016 – Quality Standards Convening for C-BEN Members & National Experts January, 2017 – Feedback from Convening Incorporated, Drafting of Development Guide Begins March-April, 2017 – Development Guide (rubrics) Finalized by Working Group May 2017 – Standards Released at C-BEN, Performance Indicators Refined Stress that it’s been inclusive and iterative, and that the work began by adapting and vetting the shared design elements which were produced through a rigorous combination of primary and secondary field research

Quality Standard Hierarchy Element Principle Standard Indicator IMAGE

The 8 Elements Demonstrated Institutional Commitment to and Capacity for CBE Innovation Clear, Measurable, Meaningful and Integrated Competencies Coherent, Competency-Driven Program and Curriculum Design Intentionally Designed and Engaged Student Experience Credential-Level Assessment Strategy with Robust Implementation Collaborative Engagement with External Partners Evidence-Driven Continuous Improvement Processes Transparency of Student Learning

CBE and the University Requires consideration of existing functions, policies, processes, and systems to fully support students. CBE reimagines the entire university model.

Example: From Standard to Stages Indicator Initial Emerging Developed Highly Developed Quality Standard Institution is beginning to build a CBE program. Institution is prototyping or piloting CBE program(s). Institution has committed to offering CBE program(s) and has learners enrolled, able to access federal financial aid, and making progress toward a credential. Institution has fully functioning CBE program(s) with full accreditation and regulatory approvals. Technology is leveraged to improve efficiencies and efficacy for the learners. Graduates from the program are successful in their endeavors. IMAGE

Demonstrated Institutional Commitment To and Capacity For CBE Innovation

Clear, Measurable, Meaningful and Integrated Competencies

Intentionally Designed and Engaged Student Experience

Coherent, Competency Driven Program and Curriculum Design

Credential-Level Assessment Strategy with Robust Implementation

Collaborative Engagement with External Partners

Evidence-Driven Continuous Improvement Processes

Transparency of Student Learning

Applying the Standards Your assignment has two parts: Read the case study: Short case study is missing many parts Apply the Standards: What questions would you ask this institution to determine the level of quality in their CBE program?

Questions?