cbe in flex paced it programs-scc
TRANSCRIPT
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Competency-Based Education in a Flex-Paced IT
ProgramDr. Sue Merrell Daley, Dean, Business and Public Services
Division
Dr. Ned Young, Professor, Management and MIS
June 14, 2015
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Agenda
1. What is CBE?
2. TAACCCT Grant
3. Project Model Components
4. Course Example
5. Institutional Perspectives
This product was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The product was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites and including, but not limited to, accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability, or ownership.
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What is CBE?
• Direct assessment• Students demonstrate achievement of competencies without regard
to courses or credit hours. They demonstrate mastery of individual competencies through summative assessments such as exams and portfolios.
• Course-based• Students demonstrate mastery of skills and knowledge at a course
or module-level. Competencies, defined at the program level, are translated into topics that are packaged into the courses or modules.
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How is Course-based CBE Different from Traditional?
Traditional1. Classroom2. Defined semester/term start and end dates3. Students progress on a time-based schedule4. Gen. Ed. Outcomes, Program Outcomes, Course Outcomes5. Weekly lessons6. Advance weekly with class regardless of performance7. Instructor led8. Central student services
Course-Based CBE1. Fully online2. Rolling Starts3. Student progresses as competencies mastered4. Outcomes plus competencies mapped to content and assessments5. Units (bigger chunks)6. Advance to next topic / unit by demonstrating competency7. Faculty mentor8. Case managed by academic coach
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What is Accelerate IT?
Sinclair’s TAACCCT Grant Project
• Grant Goal – Adapt and adopt competency-based IT instruction to accelerate learning for TAA-eligible, veterans, unemployed, and other adult learners.
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Round 2 TAACCCT Grant
Consortium Partners• Austin Community College• Broward Community College • Sinclair Community College • Western Governors University• Mathematica, Grant Evaluator • National Office, Sinclair Community College
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Accelerate IT Model
STUDENTS
Program Advisory
Committee
Programs
Courses
Delivery Logistics
Learner Support
Holistic Case Management
Faculty Facilitation
Recommend Technologie
s
Strategic
Partners
Business/Industry
Leadership Team
Data-Driven
Job ForecastingJob
Alignment
IncumbentDevelopment
Plans
Workforce/Employer Partners
Public Workforce Agencies
JOB
INTERNSHIP
TRANSFER
PROMOTION
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Program Development | Curriculum Updates
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Competencies vs. Outcomes
• Competency• A general statement detailing the desired knowledge and skills of
student graduating from our course or program. (What employers expect graduates to know and be able to do)
• A competency may have several specific learning outcomes
• Outcome• A very specific statement that describes exactly what a student will
be able to do in some measurable way. • A learning outcome is written so that it can be measured or
assessed.
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MAN 2150 Management and Organizational BehaviorIntroduction to fundamental concepts necessary for understanding management, motivation, and behavior in organizational settings. Emphasis on planning, organizing, leading, and controlling to continually improve effective management skills.
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Program Development | Aligning Competencies
Programs
Gen Ed OutcomesProgram Outcomes
Master SyllabusCourse DescriptionCourse OutcomesTopics
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MAN 2150: Major Topics
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MAN 2150: Unit Structure – Accelerates Learning
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MAN 2150: Pre-assessment and Post-assessment
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MAN 2150: Unit Consistency
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MAN 2150: New Learning
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MAN 2150: Rubric Evaluation
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Program Delivery• 30 self-paced, online courses
• Enrollment on Mondays through week 12 of term
• 12 Registration sections funneled into one teaching sections
Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Weeks 13-16 wW WW
801
801
803
801
802
801
804
801
808
801
806
801
810
801
812
801
805
801
807
801
809
801
811
801
800Teaching Section
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Learner Support | Model
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Learner Support | PhasesCOMPLETE
Screen· Placement Test· Prior Learning· Transcripts
ADMIT RETAINENROLL TRANSITION
Apply· Admissions Counseling· Career Counseling· Right Fit Assessment
Funding· FAFSA· GI Bill· TAA
Orientation· HTS· Program Policy· Readiness Assessment
HANDOFFCoach Intake Session
· Vision Statement· Completion Goals · Coach Agreement
Coaching Sessions· LMS Caseload Report· SSP
Progress Monitoring· Course · Degree
Triggered Intervention· Performance· Engagement· Stop Out or Withdrawal
Motivation & Persistence Tools
· Registration Prompts · Completion Countdown· Career Community
Register· Rolling Starts & In-Term
Registration
Payment· Books · FA Disbursement
MAP
Faculty & Peer Mentoring
· Career Community· Connections with Faculty· Student Groups
Resume & Career Preparation
· Job Center· Workshops
Internship· Trigger Courses
Transfer Planning· Articulations · Connection with
Transfer Counselor
Job Placement
Promotion
Transfer to 4-year
Graduate Feedback & Follow-Up
· Program Survey · Service Survey· ODJFS
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Challenges
1. New concept for student – Pre-assessment/Post-assessment
2. Self-paced challenges for both student and faculty member
3. Somewhat changes faculty and advisor roles:- Faculty becomes “Guide-on-side” (subject matter expert) – answers questions & grades- advisor becomes holistic case manager
4. Rolling weekly starts – management challenges for faculty and administration
5. Payload – Paid at independent study rate
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Q & A
Your time is greatly appreciated.
Thank you!
[email protected] (937.512.2917)[email protected] (937.512.2759)
www.Sinclair.edu