Competency-Based Education (CBE) Handbook

Drafted by:

CBE Steering Committee

This handbook is created to give CNM faculty and staff an overview about competency-based education (CBE) and introduce them to CBE-related procedures

at CNM.

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Our CBE Mission Statement

Central New Mexico Community College (CNM) is committed to developing and providing high-quality competency-based education programs for our diverse student population. Our mission is to leverage the strengths of competency-based education to:

* Make our degree/certificate programs more accessible to students through flexible learning options

* Shorten the time to completion of a degree/certificate by allowing students to learn at an accelerated pace

* Design innovative curriculum that is aligned with students’ interests and industry needs

* Increase the competitive advantages of CNM and supports the college’s mission of being a leader in education and training.

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Part One: Basics of Competency-Based Education (CBE)Part One of this handbook introduces you to the basics of CBE, including what CBE is,

what CBE is not, how CBE is different from traditional format of higher education, what the key elements of CBE include, why we should do CBE, myths and misconceptions about CBE.

Section I: What is and isn’t CBE?There is no standard definition for CBE. But in general, CBE is:

A system of instruction where students advance to higher levels of learning when they demonstrate mastery of concepts and skills – regardless of time, place, or pace.

More specifically, CBE is:

an alternative mode of delivery that focuses on learner mastery of knowledge, ability, and

skills, rather than seat time or credit hours

awarding credits based on demonstrated competencies rather than the amount of time

students have spent in a course.

allowing students to progress at their own pace toward clear learning outcomes through a

series of assessments designed to measure competency

allowing students to advance as soon as they can demonstrate mastery of content

allowing students to accelerate through concepts and skills they have mastered, and receive

more time and support in areas they have not yet mastered.

providing students with timely and differentiated support based on their individual learning

needs. 

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Put simply, CBE is a learning model that prioritizes competency over seat time. In CBE, it’s not about time—it’s about what you know and are able to do.

What CBE Is Not? It is not about speed; it is about mastery first and foremost. For some students, learning

might take longer in CBE.

It is not “dumbing down” the curriculum; it is about rigor as students are not able to get

away with a merely average understanding of the material.

It is not entirely “self-paced.” For students enrolled in CBE courses and programs that are

credit bearing and eligible for financial aid, they will be held accountable to achieve

‘satisfactory academic progress’ to maintain financial aid eligibility.

It is not leaving students alone learning with a computer.

It is not a shortcut. To reach the learning outcomes, students don’t just demonstrate

knowledge; they have to show what they can do with that knowledge. Students have to

understand a concept deeply enough to know when and how to apply it.

It does not diminish the importance of faculty. However, the role of faculty will likely

change from “sage on the stage” to “guide on the side.”

It is not outcome-based education (OBE). Outcome-based education is synchronous

while CBE is asynchronous.

(Graph from: http://marlanorton.com/project/higher-education-mindshift/)

 Section II: CBE vs. Traditional Time-Based Education 4

Characteristics CBE Traditional Time-Based Education

How degrees/certificates are defined

Defined by a series of competencies Defined by accumulation of credits through taking and passing classes in a variety of disciplines

What students learn  Curriculum is based on specific, precisely stated learning outcomes that have been recently verified as being essential for successful employment in the career field for which the student is being trained.  

The competencies describe exactly what the student will be able to do upon completing the program.

Curriculum is built around chapters, units, blocks or other segments.  

The curriculum has limited relevance to the occupation.  

How students learn  Student-determined pace: Students can stop, slow down, speed up or repeat instruction as needed to learn the materials effectively.  

Pace is fixed for all students and determined by the instructor.  

When students progress  Students advance upon mastery. Each student has enough time to fully master one task before being allowed to move on to the next.  

A group of students spend the same amount of time on each unit or chapter. The group then moves on to the next after the unit/chapter is covered.  

How students’ learning is assessed

Use criterion-referenced and performance-based assessments to measure each student’s ability to apply the knowledge in a real-world situation.

Each student has to achieve mastery on all of the target competencies.  

Rely heavily on paper and pencil tests.

Students are allowed to move onto the next unit after only marginally mastering or even failing the current unit.  

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In essence, the difference between traditional postsecondary education and CBE is how results are measured, by time or by mastery of skills.

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In essence, the difference between traditional postsecondary education and CBE is how results are measured, by time or by mastery of skills.

Section III: Common Competency-Based Education Practices

Learning Targets

Explicit learning targets (or competencies) based on rigorous standards are established and shared with students.

Measurement of Learning

What counts toward course grades and course credit is demonstrated mastery of learning targets (or competencies), rather than level of participation, efforts, or time spent in the class.

Instructional Approach and Supports

Instruction and support are individualized to the needs of the student. Students may have considerable autonomy, responsibility, and choice regarding how they learn.

When and Where Learning Takes Place

Students have flexibility regarding when and where they learn the materials and complete assessments.

Assessment Strategies

Learning is continuously assessed, and students receive feedback and support based on individual needs. Students may have latitude to retake assessments.

Pacing and Progression

Credit, course progression, and graduation are contingent upon demonstrated mastery of required competencies. Students may work at a faster or slower pace than their peers, as appropriate.

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Explicit learning targets with respect to the required knowledge, skills, and abilities of a discipline

A flexible time frame to master these skills

Criterion-referenced and performance-based assessment of required outcomes

Individualized support to ensure optimum learner guidance

Section IV. Key Features of CBE ProgramsOne central feature of competency-based education is that it focuses on what a student is

expected to know and be able to do at the end of the course or program (i.e. competencies) and

awards course credit or a degree/certificate when the student has demonstrated mastery of these

competencies. In higher education, competency-based programs vary from institution to

institution, though programs typically involve some or all of the features described below:

Flexible scheduling and completion

Students are typically able to complete coursework and assessments at variable paces. To

facilitate self-paced movement through coursework, CBE programs often offer more

flexible calendars that allow students to end and begin new courses throughout a

traditional semester.

Exclusive emphasis on assessments linked to competencies

CBE programs typically rely exclusively on a set of assessments as the sole means of

determining mastery and moving students through the program, and these assessments

are directly linked to the competencies mapped out for the full program. Students can

take the assessments as soon as they feel they have mastered a competency.

Personalized movement through content

Students do not have to move through exactly the same study materials and course

content within a course or program. The materials and content used by a student to master

a competency may vary. Some students may not need to study material that they have

previously mastered.

Online delivery of instruction

CBE programs often rely on online platforms for course delivery and communication

between faculty and students; online platforms allow for self-pacing and flexible

scheduling through continuous access to learning materials.

Altered faculty roles

Given the personalized, self-paced nature of CBE, the roles of faculty differ from those

played in traditional programs. Rather than lecturing, faculty members devote efforts to

compiling and creating course materials, guiding individual students through the

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materials, providing students with individualized support and general guidance,

administering assessments and certifying results.

Strong student support

Given the significant autonomy students have, institutions often provide them with

regular, comprehensive support through staff referred to as “coaches,” who monitor and

facilitate student progress and success.

Alternative tuition structures

Some CBE programs have adopted a subscription-based model of tuition, under which

students pay a fixed price for a term and are able to complete as many courses or

competencies as possible for that fixed price. This provides incentives for students to

complete coursework as quickly as possible.

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Section V. Why Should We do CBE? CBE can give students the flexibility they need.

CBE programs are usually very flexible as their structure depends on the individual

learner. There is often no rigid schedule in these programs, no set semesters, and no

traditional classes. Students have the flexibility to work around their scheduling concerns.

CBE can allow students to graduate more quickly.

Because seat time is no longer a requirement, students who have become proficient in a

variety of areas through work or life experience can in turn rapidly establish those

competencies without having to sit through a course. The flexibility of a CBE model

allows students to demonstrate what they already know and devote their energies and

time to areas in which they are not yet competent, which means students can fast-track

their way to their degree or credential.

CBE can potentially save students money.

In theory, CBE could be more cost-effective for a number of reasons. First, if the price

per credit between traditional and CBE models is similar, then CBE programs “could

save students money if they are able to progress through coursework more quickly,

lowering the opportunity cost of being in school.”

Second, cost savings could also result from students’ ability to transfer in previous

college credits and to earn credits through prior learning assessments that cost relatively

less than credit hours.

Third, new tuition pricing models might also lower the cost of attendance. The “all you

can eat” subscription model, in which students pay a flat tuition for a set period of time

and can earn as many credits as possible during that period, may drive the cost of tuition

down if students are able to complete more credits during the fixed period of time.

CBE can potentially lead to deep learning.

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In a traditional time-based system, students may achieve variable amounts of learning in

fixed amounts of time; this system may result in students having varying levels of

knowledge gaps as they move through the educational system with passing grades. For

students, the CBE model can be much more rigorous and challenging because they are

not able to get away with a merely average understanding of the materials or get by with

earning a passing grade. They must demonstrate mastery of required competencies,

which is often equivalent to an A or B grade.

CBE can provide students with differentiated support.

CBE is designed to meet students wherever they are on their individual path to a

postsecondary credential and move them forward. Students can receive more

personalized communication and appropriate intervention tailored to their individual

needs.

CBE can improve employers’ ability to understand graduates’ competencies and

learning achievements.

CBE can increase the transparency of what a graduate is able to do by providing a

competency transcript that outlines all the competencies and level of mastery a student

has achieved. An employer will, therefore, receive a clearer picture of a potential

employee’s specific abilities and skills, unlike with the traditional college transcript

where employers can only see a student’s GPA and a list of courses the student has

completed. 

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Section VI: The Myths and Misconceptions about CBE CBE is just a fad.

Actually, this could not be further from the truth. As a distinct program format, CBE has

steadily matured for well over 40 years. CBE also builds on hundreds of years of

complementary advancements in teaching and learning, from apprenticeships, mentor-

based learning, and vocational training to extension and continuing education, workforce

training, and online learning. These movements have always been focused on

competency. CBE just extends these efforts into a new era of teaching and learning.

CBE is about skills, not abstract knowledge.

CBE is often characterized as nothing more than skills-based training, which is a myopic

viewpoint. While it is indeed practical in nature, CBE can (and should) also focus the

exploration of ideas, theories, and concepts, provided that what students encounter is also

applied in a professional, academic, or personal context. In essence, CBE is not only

about skills, but also about the application of skills against the backdrop of deep

knowledge.

CBE programs are solely focused on workforce preparation.

It’s true that CBE intentionally tries to align itself to the workforce preparation goals of

adult learners, and mainstream higher education would do well to realize that most

students regardless of background or age are banking on their investment in a college

degree to get them a job and improve their financial stature. Being dismissive of students’

professional goals is not productive or helpful to students or the academy. Putting

attention on workforce alignment and entry to the workforce is helpful to students, not

harmful.

Students will not experience intellectual development in a CBE program.

This presumption that CBE doesn’t attend to intellectual development really depends on

the program’s design. Many of the new technology-enabled CBE programs are working

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hard to combine both intellectual concepts and workforce-relevant content; they are not

mutually exclusive. Rather, a well-designed CBE curriculum will set content in a context

that achieves both aims.

CBE programs do not provide students access to the student/faculty experience of

traditional programs, and this, by definition makes them lower quality.

Many of the new technology-enabled CBE programs do not utilize faculty in the typical

fashion—although very few of them go so far as to eliminate faculty—another common

misconception about CBE. We hope that by sitting someone next to another person for a

period of time, they will have a meaningful and intellectually stimulating interaction, but

that isn’t always the case. We’ve all sat in 500-person lecture courses.

CBE programs are faster and lower cost for students.

There have been adult students who completed their self-paced degrees with

extraordinary speed—sometimes a mere matter of months. Unfortunately, this isn’t the

norm. Only a minority of CBE students in established programs have been able to

accelerate through their degrees, and, under many university subscription models, CBE

degrees are only lower-cost if students complete at a quick pace. Furthermore, while

many schools (and states) hope that CBE can provide a needed boost to bachelor’s degree

completion rates, those with low academic preparedness are the least likely to succeed in

a self-paced program, making graduate programs a better candidate for student CBE

success.

CBE is a money maker.

Perhaps one of the biggest lessons learned by CBE programs has been the number of

unanticipated expenses, including additional student support personnel (a necessity for

self-paced programs), faculty course development time, learning technologies, and back-

office costs.

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Cited from:

http://www.eduventures.com/2015/05/myths-and-misconceptions-about-competency-based-education/

http://nextgenlearning.org/blog/myths-competency-based-education-questions-equity-and-quality

Competency-Based Education Programs in Texas: An Innovative Approach to Higher Education (2015) by Lindsay Daugherty, Van Davis, and Trey Miller

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Part Two: Curriculum Design in CBESection I: Competency-Based Course Design

A CBE course is based on well-written competencies, objectives, and assessments that measure student achievement of the competencies. Competency-based Course Design closely follows the Wiggins and McTighe theory and framework of Backward Design.

This image explains the three basic steps of the backward design process.

Desired Results: Competencies and Objectives

Backward design starts with the end in mind. What are the industry competencies that the students will master or obtain when the program/course is completed?

Learning objectives describe what the student will know, do, or feel as a result of the instruction. Competencies and objectives must be measurable.

Acceptable Evidence: Assessments This step requires determining the type(s) of summative (final) assessment(s). Assessments are critical in competency-based education because they document that the desired competencies have been achieved.

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Learning Experiences and Instruction The third step is to develop Instructional materials that support student learning and align with the assessments, learning objectives, and competencies. These could include textbooks, websites, videos, or animations for applying new concepts and skills.

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Section II: Competency, Student Learning Outcome, and Learning Objective

Competency Student Learning Outcome (SLO)

Learning Objective

Competencies are observable and measurable statements that define the specific skills, knowledge, and abilities demonstrated by a learner.

The term “competency” refers to both: o The specific learning

goal (knowledge, skill, or standard); and

o The act of demonstrating mastery of that learning goal.

Student learning outcome and competency are used interchangeably as they are generally at the same level of granularity.

SLO=Competency

Learning objectives are the measurable goals that direct/guide learning to obtain the competency.

Learning objectives are created by unpacking the parts of a competency into more focused, discrete elements.

A competency typically can be broken down into 5 to 10 learning objectives that are aligned to cognitive levels from low to high.

An Example from CSE1101 College Success Experience

Competency:

Students will be able to evaluate strategies to accept personal responsibility.

Learning Objectives:

1. Define what it means to accept personal responsibility2. Differentiate creator vs. victim mindset3. Utilize creator’s language in school and in life4. Identify Inner Critic, Inner Defender, and Inner Guide5. Utilize the wise choice process to solve a personal problem6. Recognize irrational beliefs and create positive inner conversation

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Section III: Grading and Assessments in CBE

Assessments are primary focus in CBE because they are the primary demonstration of a student’s competency.

1. Weaknesses of the Traditional A-F Grading System

It is not a reliable indicator of learning.

Academic grades (those that measure learning and competency) must be separate and

distinct from “behavioral” grades (those that measure attendance, participation, attitudes,

and behaviors).

It allows students to advance without fully mastering skills.

Students earning low but passing grades accumulate credits even in the absence of

substantive learning; they earn diplomas and degrees without achieving a requisite level

of skills and knowledge. “Without mastery, a student cannot use that knowledge and skill

in future learning. The cycle of disappointing result continues.”

It is a limited tool for motivating students.

There are only time-limited incentives to learn course material and no opportunity or

incentive to improve performance or learning more after grades are issued.

Low GPA undermines students’ future educational opportunities and life choices.

A low GPA threatens a student’s eligibility for colleges and financial scholarships even if

they persevere to graduation. The official school transcript with low GPA records failure

and undermines future life opportunities.

2. Principles of Competency-Based Grading

Averaging is a big No-No. Averaging can mask gaps. Averaging doesn’t encourage

students to work on challenging new materials.

Students should not be penalized for mistakes that take place during the learning cycle.

Practice is checked but not graded.

Allow reassessment and relearning.

Reassessments only on the competencies not yet mastered;

Reassessments require a relearning plan and proof of more practice/study.

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Reassessments are not for high-performing students who have already demonstrated

competency to get higher grades. If they want to reach for a deeper level of learning, then

students will need to attempt a higher-level assessment, not retaking the same assessment.

Extra credit is not an appropriate measure of student learning and should not be assigned

or included in the competency grade calculation.

3. Two Types of Assessments in CBE

Formative Assessments Summative Assessments

Are considered practice; low-stakes

Are used to check for learning along the way

Are mostly tracked rather than graded

Should not be considered in the competency grade

Points are not taken off for late homework, nor are zeroes given for work not turned in

Pave the way for learners to be prepared for the summative assessments.

The grade achieved in competency-based learning should be highly dependent on summative, evaluative assessments.

Should be multiple and varied in formats

Should be delivered just-in-time: as soon as students are ready

Must be problem-/project-based performance assessments that focus on higher level of learning

Must be criterion-referenced: the score is tied to standards for the competency, and what one student does has no effect on another student’s score

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Well-designed assessments measure real-world knowledge, skills and abilities linked to clearly defined competencies.

● Assessments should be reliable, valid, authentic, fair, and if appropriate, performance-based.

● Summative assessments are fully designed and developed before creating the learning activities. ● In most cases, at least two forms of each summative assessment is needed to account for students possibly retaking the assessment. Examples where only one form may be needed include projects and some demonstrations.

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Reliability: consistent results Validity: tests what it is supposed to test Authentic + Performance Based: real world application

Section IV. Curriculum Development Tools

CBE Assessment Development Chart

Competency:

Topic:

Description:

Objectives: Items in the assessment to assess this objective

Types of Items Percentage/weight

1. 2.3. 4.

Assessment Development Tracking Form

Project name:

Participants in the project:

Date the assessment was written & revised: Standards:

Summary of the assessment:

Design Notes:

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Course syllabus shows alignment of competency, objectives, and summative assessment

An example from an anatomy course

Competency 1 Summative AssessmentStudents will correctly identify human anatomy by labeling diagrams.

Correctly label body parts using the visual diagrams.

Learning Objectives: 1. Identify the anatomy of the integumentary, skeletal, and muscular systems2. Identify the anatomy of the nervous and sensory systems.3. Identify the anatomy of the endocrine, blood, and cardiovascular systems4. Identify the anatomy of the digestive and urinary systems.5. Identify the anatomy related to the male and female reproductive system.

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Section V. Regular and Substantive Interaction in DL and CBE

1. Why is “regular and substantive interaction” important to us?

In order to meet the regulatory requirements for distance education, an institution’s

distance education programs must be designed to ensure regular and substantive interaction

between students and faculty. A school must be able to document and show that their program is

designed to support regular and substantive interaction. Otherwise, the program risks being

labeled as correspondence courses, which limits students’ access to federal financial aid and can

limit an institution’s eligibility to disburse federal financial aid.

The U.S. Department of Education cautions that students in distance education not be

“left to learn on their own,” especially in a self-paced environment. At the root of the

Department of Education’s caution is the intention to protect the tax payers investment in Federal

Student Aid (FSA) under Title IV, and to protect students from paying for low-quality education

and credentials with no value.

The absence of policies and documentation outlining the “regular and substantive

interactions” occurring between faculty and students in a competency-based education program

can lead to the program being deemed correspondence education, and have significant effects on

the students’, program’s and institution’s FSA eligibility.

2. What distinguishes distance education from correspondence courses?

Correspondence course is defined by the Higher Education Authorization Act as “a

course provided by an institution under which the institution provides instructional materials, by

mail or electronic transmission, including examinations on the materials, to students who are

separated from the instructor. Interaction between the instructor and student is limited, is not

regular and substantive, and is primarily initiated by the student. Correspondence courses are

typically self-paced.” “A correspondence course is not distance education.”

The key factor distinguishing correspondence courses from distance education is “regular

and substantive interaction between the students and the instructor” with much of that interaction

being initiated by the instructor. We know that good pedagogy requires feedback to the student

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and the Department of Education is looking for the feedback loop in the distance education

experience.

Courses that are determined to be “correspondence courses” are not eligible for federal

financial aid regardless of how the institution categorizes those courses.

3. What is considered “regular and substantive interaction?”

Regular—built into the syllabus and course structure as taking place as scheduled, predictable,

and repeated events

Substantive—relevant to the academic subject matter; containing important meaning or value in

sufficient quantity to establish instructor presence and affect learning outcomes (i.e. more than

just a grade)

Specifically:

The interaction must be with a qualified instructor and initiated by the instructor.

The interaction must be about the subject matter.

The form of the interaction may include direct instruction, email exchanges, feedback on

assignments, postings on discussion boards, Q&A sessions, blogs, synchronous

teleconference exchange, phone calls, etc.

While students may elect not to initiate contact with faculty, program design must

include faculty-initiated, periodic contacts. These contacts may be “event driven”

o Completion of certain key competencies

o Completion of some percentage of competencies

o Submission of assessments

4. What does NOT meet the requirement for “regular and substantive interaction?”

Contact with students that is initiated through an automated system

Interactions between coaches/advisors and students

Interactions that occur only upon the request of the student

Interaction that is wholly optional

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5. A Related Issue--Students Attendance in Distance Education

To comply with financial aid regulations we must document that students are attending class. To

be attending, a student must engage in an “academically related activity” every instructional

week.

What is considered an “academically related activity?”

engaging in regularly scheduled learning sessions (direct interaction with faculty)

posting to an online discussion board about academic matters

taking a test or quiz

submitting an academic assignment

participating in a synchronous teleconference

doing an interactive tutorial

participating in computer-assisted instruction

attending a study group that is assigned by the institution

consultations with a faculty member to discuss course content

(for direct assessment programs only) developing an academic action plan in consultation

with a faculty member

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Section VI: CBE Course Syllabus Template

CBE Course Syllabus Template

Course Title and NumberCRNCourse SectionI. Instructor Information

Instructor Name: Office Location: Office hours: Phone: E-mail:

II. Course Description and Method of Instruction

Course Description: add course description for your subject area here

Method of Instruction:

This course is designed using a competency-based education (CBE) approach. The CBE approach awards credits based on what you can do rather than how much time you have spent in a class. You will focus on demonstrating competencies—proof that you have developed the skills and knowledge required in the course--by passing a series of assessments. Your progress in this course is measured by your performance on these assessments. Once you pass one assessment, you are free to move on to the next one right away. You will complete this course whenever you successfully pass all the assessments.

III. Course Competencies, Learning Objectives, and Summative Assessments

Competency One: Students will be able to….Learning Objectives: 1. 2. 3. Summative Assessment:

Competency Two:

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Students will be able to…Learning Objectives: 1. 2. 3.4.Summative Assessment:

Competency Three:Students will be able to…Learning Objectives: 1. 2. 3.4.Summative Assessment:

IV. Texts and Materials

Required Text:

Additional Materials:

V. Pace Chart: 7-Week Completion Goal

The purpose of a Pace Chart is to give students in this course a recommended weekly schedule and keep students on track. If you closely follow this Pace Chart, you should be able to complete the course as scheduled. This Pace Chart is only a guideline. Depending on your personal motivation and skills, the actual times may differ widely from the guidelines given. This is a 7-week course; the entire course should be completed by the end of 7 weeks. However, if you can move through the course content faster than the recommended time, you will complete the course in a shorter time frame.

(Note to instructor: Create a Pacing Chart for your students depending on the length of your class.)

Competencies/Learning Objectives/Lessons

Things That Need to Be Completed

Week 1

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Week 2

Week 3

VII. Course Requirements

This course is organized into_______ competencies. Each competency will be evaluated by a separate summative assessment and multiple formative assessments.

o A summative assessment happens at the end of each competency and it is to evaluate all the knowledge and skills you learned in the competency. All summative assessments are high stakes, which means they have a high point value. Examples of summative assessments may include: an end-of-competency exam, project, paper, etc.

o A formative assessment happens while you are learning and it is to monitor your learning and provide you with ongoing feedback. Formative assessments are low stakes, which means they have low or no point value. Examples of formative assessments may include: a discussion forum, a quiz, an exercise, etc.

Each competency will have a summative assessment in the end. All summative assessments are required and counted towards your final grade in this course.

You must pass all of the summative assessments with 81% or above to pass this course. You are allowed 2 or 3 attempts on each summative assessment. (Note to instructors: You may decide whether you will allow 2 attempts or 3 attempts on each summative assessment.)

Each competency will also have formative assessments throughout. While not required nor included in your grade, completing these formative assessments will be very important to your learning the material and passing the summative assessments (Note to instructors: Formative assessments under each competency are optional; they either are not counted towards a student’s final grade or weighted very low in a student’s final grade.)

VIII. Grading Policies

You must pass ALL competencies in this course to pass the course. A passing score is 81% or better on each competency’s summative assessment. The grades awarded in this course will be A, B, In Progress, or F. C or D is not awarded in this course because you are expected to master the course content

rather than barely get by with a C or D grade. A grade of C or D is not considered “competent.”

Your grade in this class is dependent on summative assessments.

Grading Scale:

A You must pass all competencies’ summative

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assessments with at least 81% AND you must earn an average of 91% or above among all the passing grades on summative assessments.

B You must pass all competencies’ summative assessments with at least 81% AND you must earn an average of 81% - 90% among all the passing grades on summative assessments.

PR An Progress (PR) grade is given to a student who has not completed a course, but who has passed (81% or higher) at least one summative assessment by the end of the course.  (Formative assessments are considered practice; therefore, they do not count toward the PR grade.)

F Any student who has not completed the course and has not met the criteria above will receive a grade of F.

IX. Attendance and Participation Policies You are strongly encouraged to move through the course content as quickly as you can; but

you must at least set a pace that allows you to complete the course by the end of the 7-week block.

All students are required to complete an assignment within the first week of class or will be reported for non-attendance.

Note to instructor:   

To prevent students from waiting until the last minute to do their work and turning in everything during the final week, you may add a policy like this: You are NOT allowed to turn in more than three summative assessments during the final week. If you do turn in more than three summative assessments during the final week, only three will be graded and you may fail the course.  

You must engage in at least one learning activity every week you are enrolled in this course. A learning activity may include: taking a formative or summative assessment, posting an acceptable, substantive response to the discussion forum, attending a Blackboard Collaborate session, or any other learning activity your instructor approves.

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Maintain regular contact with your instructor. Communicate to your instructor right away whenever you have any issues. Check your official CNM emails and Blackboard Messages regularly and respond to your instructor’s inquiries (emails or phone calls) promptly. Failure to communicate with your instructor may cause you to be dropped from the course.

X. Drop and Withdrawal Policies

If you have not engaged in any learning activity AND have not communicated with your instructor for two consecutive weeks, you will be dropped from the course.

Engaging in a learning activity includes: completing a formative or summative assessment, posting an acceptable response to the discussion forum, attending a Blackboard Collaborate session, or any other learning activity your instructor approves.

If this CBE course is not working for you, you need to withdraw from the course officially. Do not assume you will be dropped automatically. It is the student’s responsibility to drop/withdraw from the course in order to avoid a grade of “F.”

XI. What You Can Expect From Your Instructor

As the instructor of this course, here is what I will do to ensure adequate communication and interaction with you so that you will be well supported throughout this course:

My primary form of communication with the class will be through emails. I will answer emails within 1 business day (Monday through Friday). Emails sent on Saturday or Sunday may not be answered until Monday.

I will grade your submitted work and provide feedback within 48 hours unless noted otherwise.

I will conduct regular check-ins with you through emails. If you are new to the course, check-ins will be once a week during your first two weeks in this course; after that, check-ins will be reduced to once every two weeks.

I will make weekly announcements to the class. I will hold weekly online office hour through Blackboard IM or Blackboard Collaborate. You may also hear from me through emails or phone calls if you are in any of these

following situations:o Accomplishment of milestones and understanding performance in the courseo Unsatisfactory gradeso Lack of participation or progress in the courseo Major problems with assignments

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Note to instructor:It is strongly recommended that you schedule weekly live web conferencing sessions (through Blackboard Collaborate Ultra) with your class. You may use these live sessions to give direct instruction on difficult concepts, facilitate class discussions, answer students’ questions, etc. This will definitely help your course meet the “Regular and Substantive Interaction” regulatory requirement for a distance education course.

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XII. CBE Course vs. Regular Course

Regular Course CBE Course

Pacing through the course

All students progress through the course at a schedule and a pace predetermined by the instructor; all students work on the same topic at the same time.

Specific due dates are set by the instructor.

You are in charge of your own pacing to complete the course in time. You may move through the course content as fast as you can.

No specific due dates are set by the instructor except the end date of the course.

Course requirements Almost all of the coursework is required for every student.

Some coursework (i.e. formative assessments) may be optional.

Grading policies All work submitted for grade may count toward final grade. Your attendance and participation may also count toward your final grade.

Your final grade depends on the total points you earn at the end of the course and is calculated based on a percentage range.

Grades of A, B, C, D, or F are awarded.

Your final grade is dependent upon summative assessments only.

Grades of A, B, In Progress, or F are awarded.

Entering and exiting the course

All students enter the course at the beginning of the term and exit the course at the end of the term.

All students have the full term to finish the course.

Students may enter and exit the course at different points of the term.

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XIII. CNM Codes and Policies

Accommodation Statement

If there is any student in this class who has special needs because of learning disabilities or other disabilities, please discuss your needs with your instructor or contact the Disability Resource Center (Main 224-3259, JMMC 224-5946)

Classroom Civility

Students are expected to contribute to a classroom environment that is respectful and conducive to learning. Inappropriate behavior in the classroom may result in a request to leave class.

Distance Learning Netiquette Policy:

How we communicate with each other is very important in this course. The Netiquette rules described below are to be followed to provide a supportive learning environment. All students are expected to:

Show respect for the instructor and for other students in the class Respect the privacy of other students Express differences of opinion in a polite and rational way Maintain an environment of constructive criticism when commenting on the work of

other students Avoid bringing up irrelevant topics when involved in group discussions or other

collaborative activities Use plain text when creating an e-mail or Discussion board message

If an instructor feels that a student is violating any of the above guidelines, the student will be contacted to discuss the situation in person. If you, as a student, feel that another student is behaving inappropriately, please send a private e-mail message to your instructor explaining the situation as soon as possible.

E-Mail Etiquette Policy:

Always include your full name and section number in the e-mail Make the subject line meaningful. For example, Word Assignment Chapter 3 question Use correct grammar and spelling Don’t type your message in all-uppercase Use words instead of abbreviations Avoid public “flames” – messages sent in anger Type your reply at the top of the e-mail

Academic Dishonesty:

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Students in this course and in all college classes are expected to complete their course work in accordance with a high level of honesty and integrity. Academic dishonesty on the part of a student, such as cheating on a test or aiding other students’ cheating, plagiarism, falsification, fabrication, unauthorized collaboration, or submitting a piece of work from another course for credit, will be subject to academic sanctions. Students committing these offenses are subject to penalty ranging from a “0” on the assignment or test, to an “F” for the course.

Smoke-Free Campus

In an effort to respect all students, CNM has created smoke-free zones as well as designated smoking areas at all CNM locations. The use of tobacco products, including the use of chewing tobacco and e-cigarettes is limited to the designated smoking areas and banned from all other areas. View CNM’s policy on smoking at http://www.cnm.edu/about/smoke-free-campus. View a map of the designated smoking areas at http://www.cnm.edu/about/smoke-free-campus/designated-smoking-areas.

XIV. CNM Student Resources

CNM Information Technology Services (ITS): For technical support on all CNM computers, printers, email, passwords, networks, myCNM, you may contact ITS at 224-HELP or ITS Service Desk [itsservicedesk@cnm.edu]. For all inquiries regarding Blackboard /CNM Learn, contact the Embanet 24 hour help desk at https://embanet.frontlinesvc.com/app/home/p/67

Disability Resources:Students with disabilities, including dual enrollment and high school age students, are encouraged to contact the Disability Resource Center to arrange for academic adjustments, including auxiliary aids, i.e., accommodations.

Main or Westside Campus 224-3259, e-mail: disability_resource_center@cnm.edu;

Montoya Campus 224-5946, e-mail: disability_resource_center_jmmc@cnm.edu;

Website: http://www.cnm.edu/depts/disability-resource-center

Veteran Services:We appreciate the services provided by our Armed Forces and want to make sure eligible students are aware of their benefits and the services that are available. Information about these benefits

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and services can be accessed at http://cnm.edu/depts/fass/veterans/ or students can swing by the VA Certifiers office located on the main campus inside the financial aid office.

Assistance Centers for Education (ACE):

These are locations available to students for tutoring, to work on distance learning, homework assignments, class projects, and for one-on-one assistance. Additional information is available at the ACE website at http://www.cnm.edu/depts/tutoring

Graduation: Commit to graduate! Graduating with an associate’s degree or certificate will make you more employable and will increase your earning potential for a lifetime. Getting your degree or certificate is your reward for the hard work and dedication you put into your studies at CNM. Set your graduation date today! Learn more at http://www.cnm.edu/student-resources/academicrecords/graduation

Additional questions regarding graduation can also be answered by our school advisor, faculty advisors, and achievement coach. (505-224-3811)

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Section VII: CBE Course Map Template

Course Number and Title:

Competency 1 Competency 2 Competency 3 Competency 4Students will be able to...

Students will be able to...

Students will be able to...

Students will be able to...

SLOs Mapped to Competency 1

SLOs Mapped to Competency 2

SLOs Mapped to Competency 3

SLOs Mapped to Competency 4

Note: SLOs are copied directly from your current course syllabus. This shows the course hasn't changed in nature although it is now redesigned in a CBE format. SLO 1: SLO 3: SLO 4:

Learning Objective 1 Learning Objective 1 Learning Objective 1Learning

Objective 1

Lesson: Lesson: Lesson: Lesson:

Formative Assessment(s):

Formative Assessment(s):

Formative Assessment(s):

Formative Assessment(s):

Learning Objective 2 Learning Objective 2 Learning Objective 2Learning

Objective 2

Lesson: Lesson: Lesson: Lesson:

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Formative Assessment(s):

Formative Assessment(s):

Formative Assessment(s):

Formative Assessment(s):

Learning Objective 3 Learning Objective 3 Learning Objective 3Learning

Objective 3

Lesson: Lesson: Lesson: Lesson:

Formative Assessment(s):

Formative Assessment(s):

Formative Assessment(s):

Formative Assessment(s):

Summative Assessment 1

Summative Assessment 2

Summative Assessment 3

Summative Assessment 4

How to Use the CBE Course Map Template

1. Organize your course by competencieso Competencies are observable and measurable statements that define the specific

skills, knowledge, and abilities demonstrated by a learner. o Competencies are neither too broad nor too specific. o Competencies do not equal the current SLOs of your course because some of your

SLOs may be set at a knowledge-only level; some may cover only one particular skill. Instead, a competency needs to be the integration and application of a combination of knowledge, skills, and affective qualities needed to perform independently in professional practices.

o Remember that students must pass each competency with 81% or above. So, think about what you absolutely want your students to know and do at 81%-or-above level by the end of your course.

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o It is recommended that each course have no more than 5 competencies.

2. Each competency is further divided into learning objectives. o Learning Objectives are more specific (units/modules within a course). o Learning objectives are created by unpacking the parts of a competency into more

focused, discrete elements.o Learning objectives describe the key knowledge and skills students will need in order

to master a competency. o You can have as many learning objectives under a competency as needed. o Start each learning objective with a measurable action verb.

3. Each learning objective is taught through a lesson. o A lesson includes the topics or concepts you will cover.

4. Each learning objective is assessed through low-stake, formative assessment(s). o A lesson can have only one formative assessment or multiple formative assessments. o Examples of formative assessments include discussion forums, quizzes, journals,

short writing assignments, etc.o All formative assessments must build students toward the summative assessment. o Formative assessments are optional and don’t count towards a student’s final grade.

o On the map, describe the format of your formative assessment and what it is about, e.g. a discussion forum on the importance of ethics in business; a quiz on sentence structures.

5. Each competency concludes with a high-stake, performance-based summative assessment. o Students must pass each summative assessment with 81% or above. o Examples of summative assessments include: major projects, research papers,

essays, exams, presentations, etc. o On the map, describe the format of your summative assessment and what it is

about. For example, “Students will write an 800-word research paper about the advantages and disadvantages of using social media in college classes. In the paper, students will incorporate at least three resources from conducing secondary research and cite them properly.”

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Below is an example of a well-written competency and how to unpack the competency into more focused, discrete learning objectives:

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Competency:

Students will be able to discuss a given work of art in terms of its form and function, contextual history, and iconographic meaning using appropriate terminology.

Learning Objective 1:

Examine the form and function in works of art

Learning Objective 2:

Identify impacts of historical context on works of art

Learning Objective 3:

Identify role of iconography in art

Learning Objective 4:

Develop a vocabulary necessary to the understanding of art

history

Part Three: CBE Processes and Policies at CNM

Note: This section is still being developed as CBE is being integrated into CNM’s institutional

practices.

Section I: CNM-Wide Processes That Apply to CBE Programs

New Program Process at CNM:

https://www.cnm.edu/depts/academic-affairs/documents/ProposalforNewDegrees0517.docx

Program Review Process at CNM:

https://www.cnm.edu/depts/academic-affairs/documents/ProgramReviewProcess20172.docx

Course Evaluation Process:

https://www.cnm.edu/depts/academic-affairs/documents/program-and-course-documents/Course_Evaluation_Process.pdf

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Section II: CBE-Specific Policies and Processes

PR (Progress) Grade Policy for CBE Programs Drafted and Revised by the CBE Steering Team in Spring 2018 

  All specified CBE courses will have the default CBE grade mode: A, B, PR, and F.  

  Due to the nature of CBE classes and the special registration arrangement in a CBE program, instructors may assign the grade of PR to students whose work at the end of a 7-week block is still in progress. The PR designation is used only for class sections offered in specified CBE programs.  

  A PR grade is given to a student who has not completed a course, but who has passed (81% or higher) at least one summative assessment by the end of a 7-week block.  (Formative assessments are considered practice; therefore, they do not count toward the PR grade.)  

  Any student who has not completed the course and has not met the criteria above will receive a grade of F.   

  A limit of two PR grades can be given for any CBE course.  (In other words, a student will have a maximum of three 7-week blocks to pass a CBE course. If a student has not passed a course by the end of the third 7-week block, he/she will receive an F for that course.) 

  Each appearance of PR on student’s transcript constitutes an attempt. Students may attempt a CBE course two times without restriction. When a student has to repeat a CBE course more than two times, the student must appeal to the academic school in which the course is offered. 

CNM does not permit students to enroll in a course more than four times.   

  A PR given in any semester must be completed by the end of the following semester.  

  Students may not have more than TWO open courses with PR status in any 7-week block.  Students who have TWO open courses with PR status may not register for additional courses until they complete one or more of the open courses.  

  Students retaking a course with PR in additional block periods must pay full tuition for each block.    

  

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Financial Aid Policies for CBE Programs Drafted by CBE Steering Team in Spring 2018 

  Financial aid will be disbursed for each 7-week block, after Census Day.  

Faculty should post a student’s final grade as soon as the student finishes a CBE course.  

If students complete all coursework before the end of the first 7-week block and are

scheduled to attend the 2nd 7-week block, we don’t have to adjust COA (Cost of Attendance).

However, if students don’t enroll in the second 7-week block, we will need to

adjust COA based on Return to Title IV requirements.  

The courses with PR grade can only be paid once. If students receive a PR grade at the

end of a 7-week block, they will not be eligible for any additional aid for that course in

subsequent blocks or terms; the course is considered incomplete. 

PR grades will be counted as credits attempted, but not credits earned. Courses in which

students receive PR grades will be counted against a student’s Satisfactory Academic

Progress.  

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References

Blank, W. (1982). The competency-based approach to education and training. A Collection of Readings Related to Competency-Based Training, 38-59. Retrieved from http://files.eric.ed.gov/fulltext/ED384695.pdf

Chen, G. (2014). Competency-based education: Better for your academic success? Community College Review. Retrieved from http://www.communitycollegereview.com/articles/604

Kelchen, R. (2015). The landscape of competency-based education: Enrollments, demographics, and affordability. Retrieved from American Enterprise Institute website: https://www.aei.org/wp-content/uploads/2015/01/Landscape-of-CBE.pdf

Patrick, S., Kennedy, K., & Powell, A. (2013). Mean what you say: Defining and integrating personalized, blended and competency education. Retrieved from http://www.inacol.org/cms/wp-content/uploads/2013/10/iNACOL-Mean-What-You-Say-October-2013.pdf

Sturgis, C., Patrick, S., & Pittenger, L. (2011). It's not a matter of time: Highlights from the 2011 competency-based learning summit. Retrieved from CompetencyWorks website: http://www.competencyworks.org/wp-content/uploads/2012/04/iNACOL_Its_Not_A_Matter_of_Time_full_report.pdf

Sturgis, C. (2014). Progress and proficiency: Redesigning grading for competency education. Retrieved from CompetencyWorks website: http://www.competencyworks.org/wp-content/uploads/2014/01/CW-Progress-and-Proficiency-January-2014.pdf

Nellie May Education Foundation & American Institutes for Research. (2015). Looking Under the Hood of Competency-Based Education. Retrieved from: http://www.air.org/sites/default/files/downloads/report/CBE-Study%20Executive%20Summary.pdf

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