2. Learning Outcomes Regent Team
Understanding of the difference between non-traditional, CBE and Traditional Learning Programs
Understanding of why institutions are moving to CBE and how it is driving enrollment
Familiarity with factors that need to be considered when developing a program
The foundation to lead an initiative
Steve England
VP, Client Solutions

3. What is Competency Based Education?
Decoupling of seat time from academic progress
Progress is evaluated on mastery of content/skills rather than seat time
Student paced vs. defined semester, quarter, etc.
Learning is the constant, time is the variable

4. CBE Student-centric learning model
May or may not utilize the credit hour
Courses may not be time bound
Courses that do not fit into traditional academic and term structures (or should not…)
There is no single definition

5. What CBE is Not…
CLEP
PLA
Correspondence

6. Direct Assessment vs. Credit Equivalency
Direct Assessment: Directly measures student knowledge and does not rely on the credit hour
Credit Equivalency: Ties learning measurement back to the credit hour

7. Enrollment Model Overview
Terms are the building blocks for student academic years
For financial aid purposes, a student’s academic program is delivered in one of three structures:
Standard Term
Nonstandard Term (NST)
Non-Term

8. Employers Will Drive Future Demand
By 2020, 65% of all U.S. jobs will require postsecondary education – yet increases in tuition costs are making obtaining a college education increasingly difficult
Jobs by Educational Requirement
Historical Student Loan Debt & Yearly Tuition
Source: Georgetown Public Policy Institute.
Source: 8

9. Enrollment
Less than 30% of learners in this country are defined as traditional learners
Gallup/Lumina Foundation study: 75% indicated they would be more likely to enroll in a higher education program if they could be evaluated and receive credit for what they already know

10. What If…. Receive credit for you already now
Progress academically at your own pace
Start and stop
No courses-just a program of study
No “credits”
No GPA
Employers would actually know what you what you have learned

11. The Changing Landscape
A range of secular trends are pushing the market toward non-traditional enrollment models
Factor
Percentage
Age 25 or older
36%
Independent
47%
Public 2 year college
40%
Enrolled part time
46%
Minority
Low Income
Employed Part Time
43%
Employed Full Time
32%
Parents
23%
Changing
Demographics
Enrollment Considerations
Changing Consumer Behavior
Reduction of Operating Costs
Bi-Partisan Support for New Accountability Measures
Convergence of Business and Pedagogy 11

12. Why the move to Non-Traditional Models?
More accurate measurement of student learning
Meeting employer needs
Changing demographics
Changing consumer behavior
Accountability Measures:
Reduce time to graduation
Reducing cost
Graduation rates
Online learning
Reduce operating costs
Enrollment considerations

13. Increase Graduation Rates
Common Goals for Higher Education
Goal
Reduce Time to Degree
CBE reduces time to degree
Reduce Costs
CBE reduces costs
Increase Enrollment
Non-term and CBE can expand student base
Increase Graduation Rates
CBE enables custom degree programs
Reduce Borrowing
Non-term and CBE can reduce borrowing 13

14. The Fit for Community Colleges
Connections with employers
Demographics
Flexibility
Persistence

15. Concerns and Questions
Is this a “flash in the Pan” ?
Convergence of business and pedagogy
Changing students needs
Performance
Enrollment
Registration
Student Information systems
Faculty

16. Concerns and Issues Billing Transcripts Admissions Finance
Accreditation
Financial Aid

17. Why is Financial Aid a Hindrance?
Over 70% of students receive some form of Federal Financial Aid
Financial aid management systems are designed around the concept of structured periods of enrollment
Manual options attempted-cost, service and compliance become an immediate issue
OP Ed at no cost to us
Confidential and Proprietary

18. Institutions Developing CBE Programs
Rapid Adoption of CBE
Number of
Institutions Developing CBE Programs
24 Institutions
2013
150 Institutions
2014
700 Institutions
2015
CBE is rapidly gaining adoption and, unlike online education, is being embraced by blue chip universities seeking to provide their students with a more flexible education experience
The Department of Education’s embrace of CBE lends further credibility to an emerging trend
Added text box
Criteria to be considered non-traditional:
Do not immediately continue your education after you graduate from high school
Attend college only part time
Work full time (35 hours or more per week)
Are financially independent
Have children or dependents other than your spouse
Are a single parent
Have a GED, not a high school diploma 18
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19. How to be successful… Plan early Determine goals
Ensure all stakeholders are involved
Ensure you gain support from the top down and bottom up
Engage faculty early
Evaluate readiness of all systems
Choose vendors carefully
Create pricing model to evaluate success
Talk to your peers-but don’t assume they are right…get a broad sample

20. Resources Definition of Credit Hour 34 CFR 600.2
Hot Topics - Program Integrity
Distance Education Definition 34 CFR 600.2
…support regular and substantive interaction between students and faculty
Direct Assessment 34 CFR
DCL GEN (March 19, 2013)
Return to Title IV (R2T4) 34 CFR
Withdrawal date of determination
Definitions of academic attendance, academic-related activity

21. Contact Information
(330)