TAACCCT Convening September 26-27, 2017 The Multiple Roles of TAACCCT in Sustaining/Scaling CBE at Salt Lake Community College TAACCCT Convening September 26-27, 2017

TAACCCT Grant Goal “Transform the School of Applied Technology (SAT) so that long-term the SAT is more open to the larger environment and successful in transitioning students into employment and further education.” (Round 4 TAACCCT Grant Application, 2014) 7/29/2019

Competency-Based Education Designed to provide students with a variety of compelling options that promote retention and completion: opportunity to reduce time to completion, opportunity to reduce attendance cost, self-paced, self-directed learning environment through technology enhancement, flexible program entry dates and flexible access to course materials, recognition of prior learning built into all content, and industry designed transcripts. 7/29/2019

Utah ACED ACCOMPLISHMENTS 7/29/2019

Faculty Survey Results 7/29/2019

Four Areas of Faculty Involvement Design, development, support, revise and approve, meet with industry, etc. Curriculum Design, support, revise and approve assessments, establish Prior Learning Assessment, etc. Assessment Faculty supports, student supports, develop instructional materials, develop tracking, etc. Instruction Work with advisors, recruit students, assist students with career choices, assist with job placement, identify data points, etc. Advising

Faculty Ratings of Curriculum Related Activity 7/29/2019

Faculty Ratings of Instruction Related Activity 7/29/2019

Faculty Ratings of Assessment Related Activity 7/29/2019

Faculty Ratings of Advising Related Activity 7/29/2019

Factors that Contribute to Student Success in CBE Faster completion that reduces cost and gets students into employment Compressed and accelerated instruction Flexible learning; individualized pace (to support school-family-work life balance) Students demonstrate mastery of competencies when they’re ready Interaction with instructors, including personal (classroom) interaction Communications by instructors in “warm and caring” ways

Faculty Recommendations Simplify and streamline CBE-related models and processes Implement a student tracking system / LMS that is easily accessible and useable by faculty and students Ensure CBE is truly flexible (not just rhetoric but actual) so more students can succeed (and reduce drop-out problem) Involved faculty in decision-making Provide training (PD and other supports) Expect change to be a long-term endeavor

Leading and Scaling Change Leading Change Create a sense of urgency Build a guiding coalition Form a strategic vision Enlist a volunteer army Enable action to remove barriers Generate short-term wins Sustain acceleration Institute change Scaling Change Envision transformative change Seek equitable outcomes Use data and evidence Build sustainable capacity Communicate intentionally Network and partner to spread change Align policy and change j. Kotter TCI-UW Leading and Scaling Change

Transformative Change Roles Lead change Ensure equitable outcomes for all Use data in compelling ways Build strategic capacity Communicate intentionally Partner and network to extend (scale) change to others Align policy to change

Using data from faculty 7/29/2019

Discussion Questions What do you know about faculty perceptions of change? What data are you gathering? What roles do faculty play in implementing and scaling change? What can you do to enhance faculty roles? 7/29/2019

Contacts Matthew Green Salt Lake Community College Matthew.green@slcc.edu Maggie Cosgrove Senior Partner, Cosgrove & Associates, LLC maggie@cosgroveandassociates.com Debra Bragg President, Bragg & Associates, Inc. & Director, Community College Research Initiatives, U of Washington Bragg.associates.inc@gmail.com 7/29/2019