1. Competency-Based Education
New ways of thinking

2. “Competency-based education programs are an alternative way for learners to gain the skills employers want from employees”
Pat Galagan, TD Magazine

3. Upon completion of this session, participants will be able to:
Explain the difference between traditional education, competency- based curriculum, and competency-based education.
Identify the role of accrediting agencies in CBE.
Recognize the basic principles of CBE program development.
Articulate and explain the application of CBE as it relates to competency-based curriculum development.

4. Overview Competency and competency-based education
Trends in CBE: The role of accrediting agencies
CBE programs
Competency-based curriculum: Mapping strategy
Competency-based barista curriculum

5. Competency and competency-based education

6. Competency, Models, and Modeling
Characteristics that individuals have and use in appropriate, consistent ways in order to achieve desired performance (Dubois & Rothwell , 2004, p. 16).
Competency
Model that depicts common attributes of top performers in a specific job.
Competency Models
The process to develop competency models, while competency-based approaches can be strategic and systematic.
Competency Modeling
According to Spencer and Spencer, competencies are characterized by five characteristics:
Knowledge
skill being more superficial
Motives
Traits
self-concept being more ingrained into one’s personality
Competency models identify the skills, knowledge, and behaviors or characteristics required to perform a particular job

7. Competency-based education
helps individuals acquire or build the skills to match the characteristics of good or exceptional performers

8. Historical Overview (Ford, 2014)
First Generation
Application of scientific management to work roles
Second Generation
Development of mastery learning models during the 1920s and 1930s
Third Generation
Formative vocational education and training
Fourth Generation
Moving beyond vocational training to education
Fifth Generation
Development and transferability of competency or outcome-base curricula
Sixth Generation
Increase emphasis on direct assessment of competencies rather than instructor-led course

9. Two Educational Paradigms (Sullivan and Downey, 2015)
Traditional
Carnegie public school model from the early 1800s
Instructor-led
Text-driven curriculum delivery
Time and credit based
Delivered to all in same class at same time
Failure of a class require a complete repeat

10. Two Educational Paradigms (Sullivan and Downey, 2015)
Competency-based
Credits based on outcomes that demonstrate academic proficiency
Learning driven by set standards demonstrated through application of knowledge and skills
Individualized learning tailored to the uniqueness of each student
Includes direct instruction, peer instruction, collaboration, self-regulated learning, self-monitoring, in individualized or group learning

11. “Competency-based education is the transformation process from a young person into a life learner in the workforce”
Amanda Cecil and B. Krohn 2012

12. Trends in Competency-Based Education
The Role of Accrediting Agencies

13. How is CBE different? Clear claims on student learning
About what students can do with the knowledge and skills
Measurable evidence of competency

14. Recognized by the DoE? DoE sees the benefits and value
Testing how Title IV can be delivered in CBE
Experimental stage- applying aid via:
Direct assessment
Credit/clock hours

15. Accrediting Agencies and the CBE Experiment
Ensure quality of an institution’s approach to CBE
Substantive change evaluation on institution performed by agency
Ensure that institutions:
Assign credit hours conforming to general practices in higher ed
Meet requirement for “regular and substantive interaction” between students and instructors:
Access to qualified faculty
Interactions built into program design
Assessment required

16. How is Assessment Performed?
Important in outcomes-focused programs like CBE
Faculty does not have to administer/grade everything
Faculty feedback effective
Exams not substantive interaction
Teaching assistants allowed
Regular reviews/monitoring needed

17. CBE Programs
Characteristics and examples

18. CBE Focus
Demonstrated mastery of knowledge and skills upon completion of course work
clear, measurable learning outcomes
Application of knowledge and skills in the real world
Academic expectations aligned with industry and market demands

19. Five Principles of CBE Development
Degree or certificate Reflects Robust and Valid Competencies
Validity determined by student and employer feedback
Students allowed to learn at a variable, individualized pace
Support must be provided on demand
Close monitoring of student progress necessary
Learning resources are available anytime and are re-usable
Usage statistics and performance analytics should be employed
Development and re-development processes are explicit
Changes, updates, and revisions follow appropriate paths
Designated administrators, instructors, and subject matter experts
Assessments are secure and reliable
Content is aligned with industry expertise by subject matter experts

20. Typical Structures and Elements
Cohort programs with fully online and hybrid courses
Certificates; Associates, Bachelor’s Degrees
Self-paced with milestones
Robust LMS with synchronous instruction capability
Canvas, Blackboard, Brightspace, AdobeConnect
Object repository and built-in CMS
Affordable pricing structures
Per Academic Year, Per Course, Per Program

21. Brandman University
Course materials accessible 24 hours per day, from any device
No print materials or textbooks
Self-paced, open enrollment
Capability to test out of program requirements
Credit for experience and knowledge
$5400 per Academic year
Programs in arts and sciences, business, education, nursing
Certificate and degree programs (Bachelor’s and Master’s Degrees)

22. Southern New Hampshire University: College for America
Goals and competencies measured by assessment
20 goals and 120 competencies lead to accredited degree
Project based learning incorporating several competencies at once
No credit hour or grade points
$2500 per year, all inclusive
Associate’s Degrees
General studies for Business
General Studies for Nonclinical Healthcare
Bachelor’s Degrees
Bachelor of Arts in Communications
Bachelor of Arts in healthcare management

23. Competency-Based Curriculum
Mapping Strategy

24. Four Phases of Program Creation (Woodhouse and King, 2009)
Phase 1: Review update, and synthesize competencies
Phase 2: Create a discipline-specific competency matrix
Phase 3: Tie assessment practices to competencies
Phase 4; Record gaps and overlaps revealed by assessments to improve curriculum

25. CBE Development Identify competencies for course or program
Review of body of knowledge, focus groups, research to find competencies
Develop a matrix of primary learning categories
Group competencies under relevant categories
Lays the groundwork for goal structuring and assessment

26. CBE Development cont … Track student learning progression
Align competencies with assessments
Identify gaps and overlaps in curriculum
Address both through updates and revision

27. Assessments Task-oriented assessments based on primary competencies
Outcomes should be frequently tested for efficacy
Effective assessment should include faculty, industry stakeholders, and administration
Refinement of assessments based on institutional review and industry requirements

28. Department of Labor

29. EMBOK

30. Event Design and Production, TISOH

31. Design Lab

32. Competency-Based Barista Curriculum
Activity

33. Instructions…
Form groups (nor more than 4 participants per group) and elect a recorder
Name your faux-institution
Work through the first three phases of the curriculum mapping model to create a course for your institution

34. Phases 1 - 3 Phase 1: Determine and List Competencies
Phase 2: Create a barista specific categories of competency (curriculum matrix)
Phase 3: Develop assessments for each category ( specific task)
CBE Curriculum

35. Share your creation!

36. References
Cecil, A. and Krohn, B. (2012). The Process of Developing a Competency-Based Academic Curriculum in Tourism Management. Journal of Teaching in Travel and Tourism, 12, Dubois, D. and Rothwell, W. (2004). Competency-Based Human Resource Management. Palo Alto, CA: Davis-Black Publishing. Ford, K. (2014). Competency-Based Education: History, Opportunities, and Challenge. UMUC Center for Innovation in Learning and Student Success.