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

2. Moving CBE Forward
Build Demand
Build Capacity
Remove Barriers

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

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

5. 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

6. Quality Standard Hierarchy
Element
Principle
Standard
Indicator
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7. 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

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

9. 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.
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10. Demonstrated Institutional Commitment To and Capacity For CBE Innovation

11. Clear, Measurable, Meaningful and Integrated Competencies

12. Intentionally Designed and Engaged Student Experience

13. Coherent, Competency Driven Program and Curriculum Design

14. Credential-Level Assessment Strategy with Robust Implementation

15. Collaborative Engagement with
External Partners

16. Evidence-Driven Continuous Improvement Processes

17. Transparency of Student Learning

18. 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?

19. Questions?