1. Competency-based Education (CBE) A Path Forward
4/1/2017
Competency-based Education (CBE) A Path Forward
Dr. Ross Wirth
IACBE Annual Conference – April 9, 2014

2. Objectives for Today What is “competency-based education?”
4/1/2017
Objectives for Today
What is “competency-based education?”
What leading schools are doing
3 Basic Approaches – complementary, but potentially confusing if all done at once
Phased CBE Expansion
Course, degree, non-credit, blank sheet

3. Competency-based Education
4/1/2017
Competency-based Education
CBE can mean – low cost to purposeful design
Recognizing prior learning
At a competency (not course) level (portfolio and/or exams)
Lower cost, self-paced program of study (new modality)
Current assignments, projects, or competency exams
Strengthened learning outcomes
Focus on demonstration of learning
Clear rubrics for evaluating depth of learning
Purposeful curriculum design that is modular and independent of course structure
May include Direct Assessment of competencies

4. Competency-based Model
4/1/2017
Competency-based Model
Students are provided with the
means to acquire the knowledge and skills
at an individual pace
to demonstrate achievement
of specific competencies
identified as necessary to complete a program and earn a degree or other credential. 
Source: US Dept. of Education

5. 4/1/2017
Leading Edge Schools

6. Western Governors University
4/1/2017
Western Governors University
Started in 1995 with self-paced CBE (no legacy programs)
6 month enrollment windows, no limit on number of courses
120 Competencies, but tied to traditional course structure
Advisors, graders, & some Q&A support (MS required)
Note: Advisors are called “faculty” but advise students
40,000 students currently enrolled
Starting to partner with community colleges
Establishing articulation pathways with community colleges along with CBE course development (mostly information technology courses)
Leveraging grants – Ivy Tech (Gates grant) & Sinclair (DoL grant)
$5780/yr – all-you-can-learn 6-month subscription model

7. Southern New Hampshire Univ.
4/1/2017
Southern New Hampshire Univ.
dba College for America (concept driven by Clay Christensen)
Developed separate from other programs
120 competencies – direct assessment (no courses) – P/F grading
Working toward grouping competencies into course equivalents
No time restriction for mastery; work on multiple modules at same time
ePortfolio & badge system for demonstrating progress
Advisors & content experts – very data-driven with predictive analytics
Modules also marketed separately to employers (non-credit)
AA in general business studies currently
Coming – BA in communications, with specialties in health care management and business
Breakeven thought to be 5000 students (500 currently)
Target enrollment of 350,000 by 2018
$2500/year – All-you-can-learn

8. Kentucky Community & Technical College System
4/1/2017
Kentucky Community & Technical College System
Two self-paced options
Learn-On-Demand – removes dead time in the academic calendar
Direct2Degree –
Carefully designed single-train course sequence (new) - also a good advising model for other modalities Easy to skip past courses that have been transferred in
Working toward 24x7 faculty support with back-up available
24 hour turnaround for grading
Learning Resources
Textbook (adaptive learning) fee required in addition to tuition
This fee is proportionally split among all publishers based on “average student use”

9. Kentucky Community & Technical College System
4/1/2017
Kentucky Community & Technical College System
Monthly subscription to encourage faster progression (25 mo.)
Adaptive learning enables more modules for the subscription fee
81 modules for AS in General Studies taken individually and organized into courses when all modules for a course are done
3 to 5 modules per course
Adding Business Admin., Info. Tech., & Nursing
Each module (3-8 weeks) stands alone for credit for stop-outs
3-levels of competency across one to three courses
Financial Aid options –
semester term (traditional student)
non-term (multiple starts each semester)
no-term monthly subscription (DoEd experimental site)

10. 4/1/2017
CBE Approaches

11. Decision – Learning Resources
Mix (from lowest to highest cost to deliver)
Student Curated thru Directed Search
Leverage existing resources, but fill in gaps through student searching by key words provided
Flipped Classroom using
Existing content in LMS (Blue Quill)
Open Resources (add additional time to ID & vet)
Publisher’s Adaptive Learning platform
Adds to the cost to deliver, but quicker

12. Decision – CBE Approach
4/1/2017
Decision – CBE Approach
Complementary to offer but potentially confusing
Students must choose one
3 approaches to CBE
Additional modality for individual courses
Opportunistic & Quick implementation
Focused, single-train of courses
Intensive with quick response times
Secondary brand (like College for America)
Disruptive, but leverages existing resources

13. Approach – Decision Criteria
4/1/2017
Approach – Decision Criteria
Course-based or Direct Assessment?
Self-paced or within existing modalities?
Time & capital available to develop?
Development approach?
OER, Student Curated, Adaptive Learning?
Types of Assessment?
Separate or aligned with existing courses?
Financial Aid Integration?

14. Phased Roll-out Enhancement to Concept
4/1/2017
Phased Roll-out Enhancement to Concept

15. Growing the Concept New Modality – Individual Courses
4/1/2017
Growing the Concept
New Modality – Individual Courses
Self-paced with Support Services
Extend to a full Degree Path
Single Train, Tri-modalities, or 2nd Brand
Content Re-use for non-credit offering
Potential for pathway to credit
Full Competency Mapping
Ultimate Objective for CBE

16. Learning & Assessment Flow
4/1/2017
Learning & Assessment Flow A D P
TIV E
FLOW A D P
TIV E
FLOW A D P
TIV
E FLOW A D P
TIV E
FLOW
Course Pre-Test
Unit
Pre-test
Learning
Activity
Unit
Post-test
Course
Post-Test
Series of Learning Modules
Course
Complete
Copy any changes to CBE2
Exam for credit

17. Competency-based Education (CBE) A Path Forward
4/1/2017
Competency-based Education (CBE) A Path Forward

18. Trade-off Challenge to Avoid
CBE requires managing in a way to avoid common trade-offs
Cost lower
Speed quicker
Quality unchanged for academics improved for student support

19. Mixed Modalities Offers an alternative to online & F2F
Speed can be increased, but without a reduction in student cost
Fits easily within existing financial aid
Individual courses can be implemented as faculty have time and interest

20. Single-train Completion
4/1/2017
Single-train Completion
Can be run in parallel with existing financial aid, but without an ability to move back-and-forth between approaches
Students must choose a financial aid plan
Provides a student advising model

21. New Division - Business Model similar to College for America
Single Train course sequence
Majority of courses common to all degrees
No alternate pathways for elective options
Competency-based, self-paced learning
No-frills, low-cost student pricing
No financial aid, but with provision for adjustment for economic situation

22. Best Practices Successful ideas becoming common in CBE programs
4/1/2017
Best Practices
Successful ideas becoming common in CBE programs
Competencies grouped into self-paced courses
Students are challenged at their level of knowledge and progress
Competency report to complement the transcript
All-you-can-learn subscription model (monthly?)
Difficult to integrate with other term based modalities
Single-train course sequence (also an advising model)
Adaptive learning to recognize prior learning (text included)
Authentic assessment
Projects & portfolios
Extensive student support system
Advisors & LMS tracking

23. Target CBE Student Working Adult Prior experience in field of study
Some college, but no degree
Self-starter & able to follow directions
Technology savvy
Information literate

24. Competency vs. Learning Outcome
4/1/2017
Competency vs. Learning Outcome
Learning Outcomes are defined in terms of
“Particular levels of knowledge, skills, and abilities that a student has attained”
Competencies take this further by
Describing learning outcomes in terms that “describe not only what is to be learned but also the specific levels of performance that students are expected to master”
Ewell, P. T. (2001, September). Accreditation and student learning outcomes: A proposed point of departure. Washington, SC: Council for Higher Education Accreditation.
Peter Ewel (2001)

25. Phase 1 Summary Self-paced modality Provides a continuum of offerings
4/1/2017
Phase 1 Summary
Self-paced modality
Leverages existing learning resources
Complemented with adaptive learning
Provides a continuum of offerings
Values instructor assistance in learning
Recognizes cost of assessing across different levels of Bloom’s Taxonomy
Meets the challenge of lowering cost to students (if they are qualified learners)
While maintaining quality

26. 4/1/2017
Phase 2 Summary
Expands from individual courses to a full degree program
Targets additional self-paced courses
Integrates with existing modalities when students require greater instructor interaction
Expand competencies into assessing higher levels of Bloom’s Taxonomy
Develop additional exams ( level) and competency-based assignments ( level)

27. 4/1/2017
Alternate Assessment
Short essay questions structured around a competency-driven grading rubric
Competency assessed with demonstration of learning
Peer Assessment (progress tracking)
Clearly defined rubric
Calibration exercise prior to peer assessment
Multiple (3-5) peers doing the assessment

28. Policy Gaps Pass/Fail grading New compensation model is required
4/1/2017
Policy Gaps
Pass/Fail grading
Currently no P/F option for Franklin courses
Limit on number of P/F courses accepted?
New compensation model is required
Roles: process advisor, content Q&A, and grader
Unknown degree of student need for help & time required that is likely to vary by course

29. Phase 3 Summary Develop a “total needs” curriculum that
4/1/2017
Phase 3 Summary
Develop a “total needs” curriculum that
Meets the needs of graduating students and employee development by hiring managers
Leverages faculty and LMS content across multiple markets with hooks for up-selling
Includes a pathway to credit that leverages student data for suggestive marketing

30. Potential Pilot Projects
4/1/2017
Potential Pilot Projects
Entrepreneurship – Seminars and UG Certificate
HRM 701 & SHRM CEUs – CCE seminars
Risk Mgt & Insurance – CCE seminars
Internet Marketing – CCE seminars
Information Analytics – Oracle Certificate
Business Forensics – UG Certificate
Inst Design & Perf Tech – GR Certificate
Turnkey “Corporate University”

31. Phase 3 gaps to be addressed
4/1/2017
Phase 3 gaps to be addressed
Needs closer alignment between credit and non-credit course development & administration
Requires curriculum to be deconstructed into a “business needs” structure
An integrated marketing approach is required
Will need to track competencies separate from Colleague

32. 4/1/2017
Phase 4 Summary
Approach Program Outcomes independent from courses (Blank Sheet curriculum development)
Competencies first, then courses as competency groups (for transferability)
Assessment of higher levels of competency built into the course sequence

33. Two Approaches to Competency Specification
4/1/2017
Two Approaches to Competency Specification
Industry needs, built on academic foundation
Certification focus
Competency Model Clearinghouse (DoL)
Academics, taking into account hiring manager needs
Degree focus
Tuning USA built on Lumina DQP

34. Existing Competency Frameworks
4/1/2017
Existing Competency Frameworks
Franklin’s current Gen. Ed. & Programs
OBR Transfer Module (part of Franklin’s)
Lumina Degree Qualifications Profile
Tuning USA degree specification
Competency Model Clearinghouse (DoL)
Modeled after other schools
Southern New Hampshire University
Western Governors University
Northern Arizona University

35. Blank-Sheet Program Design
4/1/2017
Blank-Sheet Program Design
What competencies are required of all graduates? (Gen. Ed. structure is redesigned)
What competencies are specific to established groups of jobs? (Bus. & Prof. Core)
How can the above competencies be structured for delivery within a “course” structure?
How many of the required learning components and assessments already exist?
Direct and/or course-based assessment?
How can articulation be enabled?

36. Summary Multi-phase Pilot Tests
4/1/2017
Summary Multi-phase Pilot Tests
Self-paced modality for courses
Expand competencies into assessing higher levels of Bloom’s Taxonomy
Non-credit Integration – multiple pathways to credit
Purposeful curriculum development using competencies across the program

37. Hip Pocket slides

38. Kentucky Community & Technical College System
4/1/2017
Kentucky Community & Technical College System
Learning Resources
Textbook (adaptive learning) fee required in addition to tuition
This fee is proportionally split among all publishers based on “average student use”
Learning & Assessment
Credit for prior learning with pre-test passthru to post-test (grade)
Authentic assessment (projects & portfolios)
Student Support
Extra effort made to ensure student engagement
Using brainfuse.com for on-demand tutoring, study tools, and study groups (significant impact on learning & retention)
Starfish Retention Solutions for advising (improved retention)

39. Univ. of Wisconsin system
4/1/2017
Univ. of Wisconsin system
Flexible Option
Rolling out a three month “all-you-can-learn” term program
Subscription model - $9000/year or $900 per “competency set”
(expected to cover 50% of up-front development expense)
A degree is composed of eight to 15 competency sets
New 3-month “term” begins the first of each month
1 to 85 student advising ratio
Direct Assessment – no tie to credit hours
Incorporates Prior Learning Assessment (PLA)
Assessed via exams, case study analysis, papers, & portfolio review
$8,000,000 initial funding
Failed to get DoED approval for Federal Financial Aid for roll-out
Moving toward Experimental Site status

40. Capella University (pilot test)
4/1/2017
Capella University (pilot test)
New self-paced modality developed for a few programs
Four to 10 competencies per course plus “final” assessment
“Direct assessment” of learning, but not really
“open ended” term – DoEd waived rules for financial aid
Limited to students of corporate partners
BS Business Admin. & MBA

41. 4/1/2017
UniversityNow
dba Pattern University & New Charter University (not accredited)
1000 students, mainly in Pattern University
Pattern CBE, online, self-paced
$350/mo. Undergraduate & $520/mo. Graduate
Does not participate in Federal Financial Aid program
Prospective students can sample classes – up to final exam

42. Southern New Hampshire Univ.
4/1/2017
Southern New Hampshire Univ.
dba College for America cont.
President Paul LeBlanc now spends more time in Washington and at conferences than on campus
5 year board commitment
$3,500,000 investment last year
Breakeven thought to be 5000 students (500 currently)
Target enrollment of 350,000 by 2018
Partnering with Kepler University (kepler.org) to bring low cost ($1000/yr) higher education to Rwanda

43. Western Governors University
4/1/2017
Western Governors University
Learning path – student customized
Course pre-assessment of prior learning
Meet with a “personal mentor” to customize a learning path for the course
Mentors are F/T employees who have a graduate degree in field they oversee
Self-paced learning using support material
Competency exam or assessed assignments

44. Northern Arizona University
4/1/2017
Northern Arizona University
Separate from other programs (Pearson adaptive learning)
Design process: existing courses → competencies → independent, interdisciplinary modules → courses for transferability
BS computer information technology & small business admin.
500 students currently – 8000 in five years to hit breakeven
Considering monthly subscription (currently six months)
No refund once the month starts & financial aid paid at month end
“Competency report” in addition to traditional transcript
Direct assessment of learning
Pre-test to award credit for prior learning
Has had some difficulty with accreditation in a few states
Each learning component supported in multiple ways
Text, video, exercises, etc.

45. Competency Transcript
4/1/2017
Competency Transcript
In use at Northern Arizona University
Supports direct assessment of competencies
Complements traditional course-based transcript
Courses are composed of separate competencies that are taken individually
Serves as a communication device for student use with potential employers

46. Direct Assessment Multi-tier – Northern Arizona University
4/1/2017
Direct Assessment
Multi-tier – Northern Arizona University
“competency” is deemed as 86% of “mastery”
Option to go deeper by doing additional assignments that show higher comprehension
More complex application of learning
Student differentiation extends to effort expended
However, this increases the time to develop assessments
Competency Transcript describes competency, type of assessment, and level achieved
Capella and College of America (SNHU)
Non-performance, basic, proficient, and distinguished
“Distinguished” level required at graduate level (Capella)

47. Cross-institution Degree Tuning (Competency Alignment)
4/1/2017
Cross-institution Degree Tuning (Competency Alignment)
Dr. Ross Wirth

48. Degree Tuning Tuning is a collaborative, faculty-driven process that
4/1/2017
Degree Tuning
Tuning is
a collaborative, faculty-driven process that
identifies what a student should know and
be able to do in a chosen discipline
at the completion of a degree by
defining areas of competency
identifying learning outcomes and
scaling competencies and outcomes to a degree level
Source: Institute for Evidence-based Change (IEBC)

49. Tuning Tuning is faculty-driven, Tuning does not standardize, but
4/1/2017
Tuning
Tuning is faculty-driven,
With input from employers and students
Tuning does not standardize, but
Organizes what is common and accepted
Tuning does not require new curriculum, but
Does offer an opportunity to be more intentional
Tuning focuses on Learning Outcomes,
Not curricula nor method of delivery
Tuning does not all address everything,
Institutional individuality is encouraged

50. Tuning – definition 2 Tuning,
4/1/2017
Tuning – definition 2
Tuning,
a faculty-driven response to the Bologna process, is
the process of “harmonizing”
higher education programs and degrees
by defining student learning outcomes
by subject area
Source: Tuning Educational Structures USA

51. Tuning – Objective Purposeful curriculum design that is
4/1/2017
Tuning – Objective
Purposeful curriculum design that is
Mapped across progressive courses of
Increased rigor and high-impact challenges to
Engage students in more complex levels of achievement

52. 4/1/2017
Benefits of Tuning
Students gain clear expectations and pathways to degree completion
Elevator speech for why their degree is important for employers
Scaffolding for underrepresented students
Aligns coursework with civic, societal, and workforce needs
Provides a response to criticism of higher education
Responsiveness to changes in discipline knowledge and its application
Aligns higher education institutions
Emphasizes life-long learning
Faculty enjoy engagement in the discipline

53. Tuning Process Components
4/1/2017
Tuning Process Components
Define the discipline core
Map career pathways
Consult with stakeholders
Hone core competencies and learning objectives
Draft degree specifications

54. Students need Clarity of what courses are required
How each course relates to their post-college goals (including general education courses)
Understanding of what is needed for success in each course and in their career

55. OBR Transfer Module Communicate effectively (F-1)
4/1/2017
OBR Transfer Module
Communicate effectively (F-1)
Evaluate arguments in a logical fashion (F-2)
Employ the methods of inquiry characteristic of natural sciences, social sciences, and the arts and humanities (F-4, 7, & 8)
Acquire an understanding of our global and diverse culture and society (F-6)
Engage in our democratic society (F-6)
(Franklin’s outcome)

56. Franklin’s Gen. Ed. Outcomes
4/1/2017
Franklin’s Gen. Ed. Outcomes
Graduates will
Communicate effectively (L-2e O-1)
Apply logical thinking and critical analysis (L-2a O-2)
Apply ethical analysis and reasoning (L-2c)
Demonstrate scientific literacy (L-1 O-3)
Use mathematical information and processes (L-2d)
Reflect on global interdependence as it may relate to personal responsibility and societal obligations (L-4 O-4&5)
Recognize, analyze, and evaluate humanities artifacts (L-1 O-3)
Apply fundamental concepts, theories, and research methodologies of the social and behavioral sciences into personal, social, and professional contexts (L-1 O-3)
(Lumina & OBR outcome)

57. Lumina Degree Profile Broad/Integrative Knowledge (F-4, 7, & 8)
4/1/2017
Lumina Degree Profile
Broad/Integrative Knowledge (F-4, 7, & 8)
Intellectual Skills
Analytic inquiry (F-2)
Use of information resources
Engaging diverse perspectives (F-3)
Quantitative fluency (F-5)
Communication fluency (F-1)
Applied Learning (F-major)
Civic Learning (F-6)
Specialized Knowledge (F-major)
(Franklin’s outcome)

58. Bologna Process Dublin Descriptors
4/1/2017
Bologna Process Dublin Descriptors
Acquiring knowledge and understanding
Applying knowledge and understanding
Making informed judgments and choices
Communicating knowledge & understanding
Capacities to continue learning
Tuning – Subject Area Reference Points

59. Degree Qualifications & Tuning
4/1/2017
Degree Qualifications & Tuning
Degree Qualifications Profile (Lumina)
Levels of degree rigor
Cross-curriculum general ed competencies
Tuning (IEBC & Tuning USA)
Discipline-specific competencies
Driven by faculty, vetted by employers
Institution-specific differentiation
Specialized curriculum & methods of delivery
Cross institution

60. Evidence-based Change Model
4/1/2017
Evidence-based Change Model
Collaboration among discipline faculty
Facilitation – discussion guided by data
Intervention – strategy grounded in data
Gauging progress – tracking metrics
Lasting change that has continual review and adjustment
Scaling what works, tweaking what needs improvement, & discontinuing the ineffective

61. Tuning USA Initiatives
4/1/2017
Tuning USA Initiatives
1st wave: MN, IN, & UT
Biology, chemistry, physics, history, elementary education, & graphic arts
2nd wave: TX
Engineering: mechanical, civil, chemical, & bio-medical
2nd wave: KY
Business (general & marketing), nursing, social work, biology, & elementary education
Other states: IL, MO, & community colleges

62. To what extent should we be involved?
4/1/2017
To what extent should we be involved?
Lumina Degree Qualifications Profile (DQP)
Becoming a standard for building competencies
Tuning USA & Institute for Evidence-Based Change
Cross-institution degree alignment (Midwest Higher Education Compact)
Council for Adult and Experiential Learning
Measuring student learning
National Institute for Learning Outcomes Assessment
Assessment & the DQP (8 OH schools now involved)
Assessment of Higher Education Learning Outcomes (OECD)
Standardized testing
The Bologna Process
Actively involved in cross-institution tuning
Institute for Higher Education Policy
US alignment with The Bologna Process
CareerOneStop (DoL)
Building workplace competency models

63. Next Generation Textbook/Course
4/1/2017
Next Generation Textbook/Course
The eTextbook is only a repackaged text.
What might a new concept textbook be?
Imagine the possibility of building something here?
Competency
Rubrics
Gamification *
Multi-media
Learning
Resources
Intellectual
Capital