1. Competency-Based Education (CBE) Panel
Jeffrey C. Sun, Ph.D., J.D.
Lee W. Bewley, Ph.D., FACHE
Saundra Kimberlain, M.S.
University of Louisville
Celebration of Teaching and Learning 2019

2. Panel Session Agenda What is CBE? CBE at the University of Louisville
How can CBE be beneficial to students?
How can CBE be challenging to students?
How can CBE be beneficial to faculty?
How can CBE be challenging to faculty?
How can I start a CBE program?
Summary and Q&A

3. What is CBE? An educational approach
…that focuses on the development and assesment of competencies
A few examples of contemporary CBE:
Curriculum Design
Non-Term
Clock or Credit hour equivalents; student-focused pace
Direct Assessment
Application of assessment instruments
Often subscription-based

4. CBE at UofL: History
2013: University discussions of developing institutional CBE capabilities
2014: Adaptation of existing degree to a CBE approach
Adult Learners returning for degree completion
Healthcare emerged as targeted area
Healthcare leaders consortium meeting
Analysis of leaders and exemplar feedback
2015: Explorative development of CBE program
2016: Program Start v1.0, Fall 2016
2016 – 2019: Evolutions

5. CBE at UofL: Courses
Online, Specialized Learning Management System (LMS)
Sagence Learning (transitioning to STRUT)
Courses built to be self-paced (up to 32 weeks)
Pre-test\assessment
Developmental activities, resources
In-course, “checks on learning”, formative assessments
Summative Assessment:
Integrative exercise, case study, written assignment, oral examination
Rubric-based assessment
Mastery at B+ (or higher)
Faculty serve as both instructors and assessors

6. How can CBE be beneficial to students?
Rachel's Story: UofL
Value Proposition
Strategic and individualized plan based on student previous education and experience
Up to 48 credit hours free from Prior Learning
Innovative course delivery
Ability to accelerate to completion
Online delivery allows national/international enrollment
Flexibility
Student success focused

7. How can CBE be challenging to students?
Too much flexibility
Adapting to a competency-assessment based learning process
Paradigm shift in thinking (previous education experience does not match CBE expectations)
Student Led/Strategic (responsibility on student)
Coordinating and utilizing federal financial aid
Accelerated = Tuition due is accelerated
Gen Eds are not CBE

8. How can CBE be beneficial to faculty?
Opportunity to more effectively develop and assess competencies and student performance
Program and course development
“Unbound” from normal terms
Flexibility of engagement
Engagement tailored to the individual
Assessments and grades matched to student developmental progress instead of time

9. How can CBE be challenging to faculty?
Developing the curriculum and courses in a CBE-based format
Perpetual development and assessment readiness (year-round course enrollments, completions, and administrative actions)
Substantial variation in student progress within the course and program
Combination of teaching, advising, coaching, and assessing

10. How do I start a CBE Program?
New program?
Adaptation of an existing program?
Accreditation considerations
Business Planning
Development of curriculum actions
Coordination with administrative support
Delphi Center
Registrar, Bursar, Financial Aid, Provost’s Office
Implementation

11. Closing, Forward-looking Thoughts
Clear potential for wider adoption across higher education markets
Advancing Competency-Based Education Act of 2017 (introduced June 8th, 2017)
Opportunity to expand enrollment opportunities
Faculty and Staff development
Academic Unit and Program Leadership
Transformational
Engage market, industry leaders
Plan with the end in mind; backwards planning

12. Thank you for your time! Q&A

13. Resources Competency-Based Education Network (CBEN) www.cbenetwork.org
Department of Education
University of Louisville CBE program
New York Times blog article