Define, Design, Deliver! Competency-Based Education at Excelsior College Presented by: Robin Berenson and Scott Dolan to:

Context for CBE Value and importance of a college degree Cost of college degree Concerns about quality of student learning Changing demographics of student population

Value of College Degree Occupations with job growth = college degree “interaction work” Does current system have capacity to meet demand? “Recasting…the labor force to align with future demand will require deep and wide innovations to improve the capacity, reach, and delivery of educational and company training systems. This will require new ways of teaching, collaboration with industry to craft curricula to employer needs, and new ways of building schools and training teachers.” (p. 10). --McKinsey Report (2012)The World at Work

Cost of College Education costs have increased by over 2-1/2 times the inflation rate since 1982 Source: Forbes Colleges Costs Out of Control

Quality of Student Learning Followed 2,300 students at 24 universities over four years, and found that more than one-third of students failed to improve critical thinking skills. Only one-third of business leaders agree that higher education institutions in this country are graduating students with the skills and competencies that their businesses need.

Changing Demographics The National Center for Education Statistics projects that by 2020, 42 percent of all college students will be 25 years of age or older. 37 million Americans with some college but no degree – The “new” normal

The importance of a college degree Source: NY Times II College Worth it?

CBE Opportunities and Risks Area of ConcernOpportunity with CBEThings to consider Student Learning Transparent about and focused on learning outcomes Inclusive of external stakeholders to ensure outcomes are meaningful/relevant An intense focus on application and demonstration A culture of “earning over learning”? Mastery of what? How do we ensure competencies are portable? How well can we measure competencies? Student Demographics Flexible and personalized pathways catered to needs of student How do pathways compare to one another? Do all pathways enable deeper learning? Economic Concerns Assessment of learning instead of time spent Recognition that learning can and does occur outside of the classroom Do we overemphasize speed? What about “opportunity-to-learn” standard?

The CBE Landscape Source:

The Excelsior Model Video

The Excelsior Academic Model 40+ YEARS Evaluation and Aggregation of Prior Learning Portfolio-based PLAExaminations Workforce/Military Training Multiple Pathways to Degree Completion (Mix-and-Match) Online CoursesIndependent StudyCredit Aggregation Externally Validated Program Competencies Develop competencies Develop and Review Courses & Assessments Program Review Integrated Capstone Experiences FoundationPracticeApplication

The Excelsior Academic Model

The Capstone Model

Lessons Learned AreaQuestions we receivedMitigation Internal Communications What is CBE and how is this model different than our current business model? A lot of walking and talking to stakeholders and college leadership Involve right stakeholders Ensure alignment with mission Highlight key differentiators Externally-validated competencies Enhanced capstone experiences Mix-and-matched pathways Program Operationalization How do we implement a cutting- edge innovative model? Be adaptable and flexible (things can change) Understand effect on all business processes Hire someone with PM experience Leverage expertise of those before you Establish rigorous program review t Innovate with a vision of future iterations of model

ROBIN BERENSON, ASSOCIATE DEAN: SCOTT DOLAN, DIRECTOR OF ASSESSMENT: THANK YOU