1. TAACCCT Convening September 26-27, 2017
The Multiple Roles of TAACCCT in Sustaining/Scaling CBE at Salt Lake Community College
TAACCCT Convening
September 26-27, 2017

2. TAACCCT Grant Goal
“Transform the School of Applied Technology (SAT) so that long-term the SAT is more open to the larger environment and successful in transitioning students into employment and further education.” (Round 4 TAACCCT Grant Application, 2014)
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3. Competency-Based Education
Designed to provide students with a variety of compelling options that promote retention and completion:
opportunity to reduce time to completion,
opportunity to reduce attendance cost,
self-paced, self-directed learning environment through technology enhancement,
flexible program entry dates and flexible access to course materials,
recognition of prior learning built into all content, and
industry designed transcripts.
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4. Utah ACED
ACCOMPLISHMENTS
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5. Faculty Survey Results
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6. Four Areas of Faculty Involvement
Design, development, support, revise and approve, meet with industry, etc.
Curriculum
Design, support, revise and approve assessments, establish Prior Learning Assessment, etc.
Assessment
Faculty supports, student supports, develop instructional materials, develop tracking, etc.
Instruction
Work with advisors, recruit students, assist students with career choices, assist with job placement, identify data points, etc.
Advising

7. Faculty Ratings of Curriculum Related Activity
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8. Faculty Ratings of Instruction Related Activity
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9. Faculty Ratings of Assessment Related Activity
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10. Faculty Ratings of Advising Related Activity
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11. Factors that Contribute to Student Success in CBE
Faster completion that reduces cost and gets students into employment
Compressed and accelerated instruction
Flexible learning; individualized pace (to support school-family-work life balance)
Students demonstrate mastery of competencies when they’re ready
Interaction with instructors, including personal (classroom) interaction
Communications by instructors in “warm and caring” ways

12. Faculty Recommendations
Simplify and streamline CBE-related models and processes
Implement a student tracking system / LMS that is easily accessible and useable by faculty and students
Ensure CBE is truly flexible (not just rhetoric but actual) so more students can succeed (and reduce drop-out problem)
Involved faculty in decision-making
Provide training (PD and other supports)
Expect change to be a long-term endeavor

13. Leading and Scaling Change
Leading Change
Create a sense of urgency
Build a guiding coalition
Form a strategic vision
Enlist a volunteer army
Enable action to remove barriers
Generate short-term wins
Sustain acceleration
Institute change
Scaling Change
Envision transformative change
Seek equitable outcomes
Use data and evidence
Build sustainable capacity
Communicate intentionally
Network and partner to spread change
Align policy and change
j. Kotter
TCI-UW
Leading and Scaling Change

14. Transformative Change Roles
Lead change
Ensure equitable outcomes for all
Use data in compelling ways
Build strategic capacity
Communicate intentionally
Partner and network to extend (scale) change to others
Align policy to change

15. Using data from faculty
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16. Discussion Questions
What do you know about faculty perceptions of change? What data are you gathering?
What roles do faculty play in implementing and scaling change?
What can you do to enhance faculty roles?
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17. Contacts
Matthew Green Salt Lake Community College Maggie Cosgrove Senior Partner, Cosgrove & Associates, LLC Debra Bragg President, Bragg & Associates, Inc. & Director, Community College Research Initiatives, U of Washington
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