Credits & Competencies: Advising Practices & Paradigm Shifts in Higher Education Ginny Walters Minnesota State University, Mankato October 2014

Goals of Today’s Session  WHAT? -- Discuss rise of competency-based learning in higher education  SO WHAT? -- Brainstorm how this trend requires a shift in advising models and practices  NOW WHAT? -- Model of how we approach this in Honors Program at MNSU  NOW WHAT? -- Discuss how some of our practices might be applicable to your offices and campuses

Credits vs. Competencies Credit HourCompetency One unit of academic credit, usu. representing attendance at one scheduled period of instruction per week throughout a semester, quarter, or term (Random House Kernerman Webster’s College Dictionary 2010) A combination of skills, abilities, and knowledge needed to perform a specific task (U.S. Dept. of Education, 2001) Demonstrated via transcriptCan be demonstrated multiple ways Knowing informationKnowing what to do with that information

Competency vs. Mastery CompetencyMastery A combination of skills, abilities, and knowledge needed to perform a specific task (U.S. Dept. of Education, 2001) Possession or display of great skill or technique; skill or knowledge that makes one master of a subject (Merriam-Webster). Can be demonstrated multiple waysOften demonstrated and measured through exams Subjective interpretationObjective interpretation In essence, this is the difference between the instructor who has complete command of the subject matter but cannot effectively present it to the students. The mastery of content does not extend to or result in a competency as a teacher (Ebersole, 2014).

Movement Toward Competencies  Limitations of a transcript  Leadership (80.6%), problem solving skills (75.3%), and written communication skills (74.7%) were the most important qualities sought by an employer (National Association of Colleges and Employers, 2013).  What makes a successful and engaged student/employee/person?

One Interpretation of Competency Model  The mission of the Honors Program at Minnesota State University, Mankato is to create future leaders, researchers and global citizens by providing high ability and motivated students with exceptional learning opportunities, mentoring relationships, and a community of scholars that foster their development as future leaders in a global society. 

 Leadership: Upon graduation, honors students will have demonstrated the ability to utilize personal leadership values and guide groups toward a common goal.  Research: Upon graduation, honors students will have demonstrated the ability to exhibit information literacy skills, synthesize and integrate ideas, produce original research or creative works, and contribute to knowledge.  Global Citizenship: Upon graduation, honors students will have demonstrated the ability to exhibit second language and communication competencies and exhibit cultural competency and awareness.

So What?  There needs to be a direct relationship between higher education trends and advising practices.  The big question: How do we advise students in a competency-based program?

Traits, Characteristics, and Abilities of Individual Students Skills, Abilities, and Knowledge Competencies: Leadership, Research, Global Citizenship Demonstrations Learning Experiences Integrative Learning Experiences Language Training (12-16) Honors Sections of Gen Ed (16) Senior Portfolio (1) Honors Seminars (6) - Research - Study Abroad - Leadership Experiences Co-Curricular Activities Honors Curriculum Map Assessment Other 300/400- level courses

Learning Plans  Goal: Students should articulate their plans to advance in each competency area. < Courses < Co-curriculars < Community engagement  Handed in late September and placed in student file for advising  Flexible document

Sample Learning Plan Goals I will develop my leadership skills by participating in the Leaders of Tomorrow Program in Fall I hope that the seminar will help me to develop my global leadership values, and my ability to work across cultures and within a team.  Demonstration: I expect to demonstrate the skills that I have developed through a series of short, reflective exercises relating to the seminar’s activities. I will develop my research skills by completing a research paper in Dr. Cole’s Honors Intermediate Writing course. Demonstration: I will submit the completed paper, and Dr. Cole’s analysis, as evidence of my ability to exhibit information literacy skills and my ability to synthesize and integrate ideas. I will learn more about at least one ethnic minority population living in Minnesota by attending culture nights or lectures at Minnesota State, Mankato, when available. Demonstration: Short journal entry on my experiences at Hmong or African Culture Night.

Electronic Portfolio (eFolio) Demonstration  eFolioMinnesota: free for our students  Cornerstone of our program < Started in FYEX and culminated in capstone with defense < Where students perfect the art of reflection  Annual review with formative feedback provided to students  Examples of student portfolios:

Assessment  Annual eFolio Review in June (formative)  HONR 475: Senior Portfolio (summative)  Competency Assessment Rubrics:

Advising  Mandatory fall advising is where it all comes together  Courses < Individual plan of study < 4 year graduation plan  Competencies < Portfolio Review < Learning Plan

Review Honors Program Competencies and Rubrics, Major Program of Study, and Gen Ed Draft Personal Learning Plan Meet with Advisor(s) and Honors Director Keep log or journal of activities, both in and outside of class Collect Materials Select Materials Reflect upon significance and demonstration of skills Organize in Portfolio Reflect on Assessment Provided by Faculty An Ideal Honors Advising Cycle Faculty Assessment occurs in June Competencies embedded in classes and activities

Case Studies  Jake Ball – Global Citizenship <  Lauren Bach – Global Citizenship <  Andrew Pfeffer – Research <  Alex Mozey – Research <

Issues / Questions at MSU  Portfolio updates, particularly sophomore and junior year  Advising cycle isn’t clear / perceived by students

Competency Based Education Outside of Honors  Teacher preparation programs  Medical professions

Need Me? Find Me! Ginny Walters

References Credit Hour [Def. 2]. (n.d.). Random House Kernerman Webster’s College Dictionary, Retrieved July 9, 2014, from National Association of Colleges and Employers. (2013). Job Outlook U.S. Department of Education, National Center for Education Statistics. Defining and Assessing Learning: Exploring Competency Based Initiatives (by E. Jones, R. A. Voorhees, and K. Paulson for the Council of the National Postsecondary Education Cooperative Competency- Based Initiatives Working Group). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, Voorhees, R. (2001). Competency-based learning models: A necessary future. New Directions for Institutional Research, 110(9), 5-13.