1. Competency Based Education 2015-2016 Nancy Kusmaul Sarah Leupen Maria Manni Kal Nanes Eileen O’Brien Karen Watkins-Lewis

2. We set out to define Competency Based Education Typically refers to student driven, module based, self-paced education. Operates outside traditional semester structure. Often online, but not always. Examples include UMUC, Western Governors University

3. We asked questions about CBE in a traditional university structure ◦ Are competencies the same as course objectives? ◦ Assessment, assessment, assessment ◦ Can this be done on a individual course level or does it have to be done across a curriculum?

4. We learned: Competencies are not activities done for the sake of giving a student a grade, nor are they done only to allow a student to become better at a task. Competencies are practical applications of coursework in context. The knowledge and skills must have value beyond the classroom. Each competency must have clear performance criteria that allow students to know where they are and what they need to work on to improve. Each task requires its own specific rubric identifying specific weaknesses and strengths. Finally, the competency must be personalized (Sturgis, 2012). Poorly designed, non-explicit criteria and tasks will likely lead to probable failure since it would be difficult or even impossible to specify what needs to be done and to determine whether or not such competencies have been achieved. Griffith, W. I., & Lim, H.-Y. (2014)

5. + Geriatric Competencies in a Social Work Aging Elective There is a demographic imperative to educate social workers who are competent to work with older adults. Social Work students take one elective course as part of their degree. New social work elective was taught for the first time this semester incorporating Geriatric Social Work Competencies developed by the professional organization. Each assignment was linked to specific competencies. They were evaluated by an URA using a prescribed rubric to determine level of competency.

6. Tools and methods that support CBLT Facilitate the design of authentic opportunities for application of language in context. Computer Assisted Language Learning Gamificat ion Task Based Language Learning

7. Process for development of Skills Knowledge acquisition - self paced - Knowledge application - Authentic context for experience needed - Self- monitoring and formative feedback - requires personalized attention or “coaching” - Loosening up the pace and structure of instruction.

9. Kalman M. Nanes Competencies and Student Learning Assessment Goal: To create robust methods of assessing student learning in the Math/Stat department Should be based on competencies Leveraged departmental Teaching Circle to start an ongoing discussion on competencies and assessment We are beginning to discuss what competencies we want our students to have, across many different settings: GEP Courses Core Courses The major as a whole We will use the results of this discussion to inform how we will assess student learning moving forward. K. Nanes, UMBCCompetency-Based Education FLC1/1

10. Should undergraduate biology education be competency based? Yes The MCAT is now based on specific competencies, not isolated knowledge. Competencies better prepare students for the interdisciplinary real world. Competencies allow students multiple attempts to achieve success. No Biology majors have diverse goals. There is no one set of competencies appropriate to all of them. We can’t easily structure our curriculum to allow students unlimited attempts at particular competencies. We Don’t Know No one has really tried yet!

11. + CBE models informing SLOA for Writing in the Discipline Development of a common rubric for Psychology 400-level WI capstone courses. Leveling of rankings mirror CBE: Proficient, Competent, Minimal Competence, and Not Competent. APA Guidelines of Effective Writing for Different Purposes skill-based goals of an undergraduate program in Psychology Faculty review and agreement on dimensions and indicators Dimensions and Indicators Organization Clarity Concepts/Principles Critical thinking/Creativity Writing Skills Terminology APA format Aggregate Data Review Examine patterns, identify areas of concern, map back to lower level courses for targeted explicit intervention.

12. Examining Links between Academic Competencies and College Success among Transfer Students  Purpose: To investigate the predictive relationship between academic attitudes and behaviors and college success among undergraduate transfer students at 4 year institutions.  Methodology:  Participants: 1500 transfer students from eight public 4 year institutions located in the northeastern region of the United States.  Procedure: Self report questionnaire administered at a state multi-university system campus.  Measures: The Academic Competence Evaluation Scale- College version (Academic enablers sub- scale; α=.94). Predictor variables include interpersonal skills, motivation, engagement and study skills. Criterion Variable measured by GPA.  Demographic data collected: 2 and 4 year institutional place of enrollment, major, age, gender, SES background, and ethnicity.  5 and 3 point Likert Scales (1=Never to 5=Almost Always; 1= Not important to 3=Critical). Sample items:  Interpersonal: “I work effectively in large group activities”.  Motivation: “I assume responsibility for my learning”.  Engagement: “I volunteer answers to questions”.  Study skills: “I manage my time effectively”.