1. To Cbe or not to cbe? A college considers competency-based education
University of North Carolina CBE Summit 2017
Presenters: Teresa Raetz, Ph.D. &
Juliana Lancaster, Ph.D.

2. A brief review of GGc
First four-year, public institution chartered in Georgia in last century
Access institution
Upper 50% on majority of 10 NSSE benchmark scores
Small class size, averaging 21
Intrusive advising for students at risk; every student assigned a mentor or advisor
FTFT retention = 69 percent
Highly diverse student population

3. Extremely rapid growth
Student and Faculty Headcount over Time

4. Highly diverse demographically

5. Highly diverse on other measures

6. Cbe model reviewed: direct assessment
No classes, credit hours, semesters, etc.
Degrees = groupings of competencies
Earn credit through transferring credits, mastering competencies, and prior learning assessment
Learn through accessing resources provided, working at own pace
Faculty roles: content specialist, subject matter expert, and coach

7. Focal questions for review
What problems does CBE address?
Who are CBE students?
What does the empirical evidence show about CBE programs?
What are CBE’s potential pitfalls?

8. Focal questions for ggc’s decision
Mission and culture re: technology in the student experience, innovative models, role of faculty, and holistic development?
Strategic goals and how would CBE programs fit? Does CBE take you where you want to go?
Current problems or opportunities that CBE would remediate or advance?
Funding for program development? For technology infrastructure?
Administrative home for CBE programs?

9. Group discussion time

10. Group Discussion questions
What does your institutional mission say and what does your culture advance about the use of technology in the student experience, innovative models, the role of faculty, and development of the whole student?
What are your institution’s strategic goals and how would CBE programs fit? Does CBE take you where you want to go?
What problems or opportunities currently exist on your campus that CBE would remediate or advance?
Development costs are estimated to average 25% above typical course development costs. What funding is available to develop these programs on your campus?
What funding and resources exist to create or supplement the existing technology infrastructure needed to offer the usual portfolio of student services (e.g., student accounts, registrar, etc.), instruction, testing, and student communication in a CBE environment?
Where would you administratively “house” CBE programs on your campus? Incorporated into existing departments/units or create a separate unit only for CBE programs?

11. GGC’s final decision
Mission and culture re: technology in the student experience, innovative models, role of faculty, and holistic development?
Mission pros:
Innovative use of technology
Increased scheduling flexibility
Variety of course delivery options
Mission (and vision and operating principles) cons:
Faculty and staff actively engage students in various learning environments
Faculty serve as mentors and advisors
Programs that enhance academic, social, and personal development
Multicultural environment
Holistic development

12. GGC’s final decision
Lack of fit with vision, mission, and operating principles
Lack of fit with strategic goals and funding
No CBE programs
Recommendations:
Make GGC more adult friendly (more night and evening courses, hybrid courses, etc.)
Use more PLA
Competency transcript

13. Final thoughts