1. OPPORTUNITIES & NEXT STEPS Integrating Competency-Based Learning into FGGS TOPICS: Admission & Orientation Coursework Practicum Residentials LORAX

2. Admissions & Orientation

3. More explicit questions in application:  Specific skills and knowledge they want to gain  Existing skill-sets so we know where they are  Entrance survey to create student profiles More robust community statement  Focusing on who may be stakeholders in your education Orientation  Creating a Student Learning Vision/Plan

4. OPPORTUNITIES AND NEXT STEPS Coursework

5. Improving course flexibility  Increase opportunities for community engagement as part of coursework Increasing diversity of assessment methods  “Portfolio” approach  Assignments can be translated into learning activities w/ accompanying learning artifacts Introducing electives  Option to “opt up” if student has previous experience in a field or class  Other online courses with partner institutions

6. Taxonomy of Artifacts Portfolio Academic Assignments Literature review Presentations Research Focus groups Transcripts & Analysis Applied Reflective practice Journaling Written/ video Programmatic Carry out CLTS Video of CLTS Designing curriculum Written Education campaign Recording of radio program Administrative Business plan Written Training PowerPoint/ video

7. NEXT STEPS Developing framework/partnerships for outside classes (Articulation Agreement) Developing “taxonomy of artifacts” Introducing language in Academic Catalogue, Faculty Handbook, Assessment Handbook Faculty development – workshop on:  Learning Activities  Learning Artifacts  Assessments (how to translate an artifact into a grade)

8. Practicum

9. Foundation for self- directed learning Framed as a “concentration” or a skill set to be developed Student learning plan Increased input from local advisors, alumni, professionals in field Self-directed learning (including best practice documents, video tutorials, internships) Semester 1 Student learning plan Identify learning objectives General advisor  Advising Team Semester 2 Advising team identifies learning activities Literature reviews/background research Semester 3 Carrying out activities in the field Developing learning artifacts (documentation) Semester 4 Synthesis and final report Self assessment, peer assessment, advisor assessment

10. Advising Team General advisor: Orients student, acts as reference Thesis advisor More specified, research-oriented Alumni advisor Perspective from alumni on practicum Local advisor Access to local resources, advice General Advisor Thesis advisor Local advisor Alumni advisor

11. NEXT STEPS Articulate the idea of an “advising team” with guidelines about selecting primary advisor Moving advisor selection earlier Framing the practicum as opportunity to develop and demonstrate mastery of a set of core competencies (that reflect learning objectives) Emphasizing producing evidence of learning – through research OR application

12. Residentials

13. Residentials moved earlier in the semester  Allow more time for students to practice what they learn at home Each student develops a “take home” for each residential  Something that they can take back to their communities/ organizations/ colleagues  Can be presentation, video, booklet, etc.  Serves as “learning artifact” for residential

14. Funding Considerations

15. Financial considerations Increasing evidence base of effectiveness (for accreditation and donors) Look for small grants for Faculty Development, providing tools for students (audio recorders, flipcam, etc) Development of Learning Repository (next section)

16. Digital Repository of Learning Evidence Online platform Some public (for donors/ future students to have access to) Some internal (for faculty and students to reference) Source of evidence and examples Database Potential learning artifacts Previous learning artifacts Previous practicum

17. Learning Object Repository And eXchange LORAX …we too speak for the trees

19. SELF ASSESSMENT PEER ASSESSMENT FACULTY ASSESSMENT