accelerate it

Program OverviewFlex-Paced Web IT Programs

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Adopting and Adapting Competency-Based Education: A Community College Toolkit

September 23-24, 2015

Dave Siefert , Co-Director TAACCCT Grant

The TAACCCT ON! 2015 Conference

Agenda

1. What is CBE?

2. TAACCCT Grant

3. Strategy

4. Project Model Components

a. Workforce Relationships

b. Curriculum

c. Program Delivery

d. Student Experience

What is CBE?

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.

How is Course-Based CBE Different from Traditional?

Traditional

1. Defined semester/term start

and end dates

2. Students progress on a time-

based schedule

3. Gen. Ed. Outcomes, Program

Outcomes, Course Outcomes

4. Weekly lessons

5. Advance weekly with class

regardless of performance

6. Instructor led

7. Central student services

Course-Based CBE

1. Rolling Starts

2. Student progresses as

competencies mastered

3. Outcomes plus competencies

mapped to content and

assessments

4. Topics / Units

5. Advance to next topic / unit by

demonstrating competency

6. Faculty mentor

7. Case managed by academic coach

Indications that CBE is Important• Employers want it

• Fed government

– DOL focused funding for TAACCT round 4 on CBE,

– DOE has changed financial aid policy to address CBE

• Accreditors

– developed rules and processes around CBE accreditation

• Lumina, Gates, and Joyce are funding

– Several CBE convenings prior to TAACCCT announcement

– Transformative Change Initiative

– CBE Sustainability convening

– Gates funded WGU to work with 12 CCs to develop CBE programs

The Grant

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.

Round 2 TAACCCT Grant

Consortium Partners• Austin Community College, Linda Smarzik

• Broward Community College, Annie Myers

• Sinclair Community College, Nancy Thibeault

• Western Governors University, Consultant

• Mathematica, Grant Evaluator, Ann Person

• National Office, Sinclair Community College, Nancy Thibeault

Annual Goals

• Y1: October 1, 2012 – September 30, 2013

Do whatever it takes to enroll and support 50 students


Refine processes, improve efficiencies, marketing, workforce relationships/jobs


Automate processes; Sustainability and dissemination


Project Wrap up and 3rd party evaluation

Accelerate IT Model

Accelerate IT Model – Strategy and Planning

Strategy

• It’s not just about course development

• Build a college within a college

• Retrofit into semester-based system

• Innovation or Disruption (Bubble up vs. Push down)

CBE Model Components

• Workforce

• Curriculum

• Program Delivery

• Student Support

STUDENTS

Program Advisory Committee

Programs

Courses

Delivery Logistics

Learner Support

Holistic Case Management

Faculty Facilitation

Recommend Technologies

Strategic Partners

Business/IndustryLeadership Team

Data-Driven

Job Forecasting

Job Alignment

IncumbentDevelopment Plans

Workforce/Employer Partners

Public Workforce

Agencies

JOB

INTERNSHIP

TRANSFER

PROMOTION

Accelerate IT Model

Accelerate IT Model

Unbundling the faculty role

1. Course Development a. Faculty SMEs and/or SME with ID

2. Assessment Developmenta. Faculty SMEs (can be different from 1) with ID

3. Facilitationa. Faculty (can be different from 1 and 2)

4. Gradinga. Faculty (same as 3)

5. Student Performance Monitoringa. Academic coach in collaboration with faculty

Policies

• Intellectual Property• Course development stipend• Faculty payload• Course development project plan / timeline• Deadlines

– Email Response time– Grading Response Time

• Student Performance– Level of mastery– Retakes / Redo’s– Student progress expectations

Accelerate IT Model - Workforce

Accelerate IT Model

Accelerate IT Model

Example of Business & Industry Roundtable Workforce Analysis using adopted Accelerate IT Business & Industry Tools

1. Individual2. Small group3. Large Group

4. Follow-up

Accelerate IT Model - Curriculum

Program Development | Curriculum Updates

“Stacked” Programs

Microsoft

security

specialistMSSC.S.AAS

User

Support

USSU.S.AAS

Network

Engineering

NEEN.S.AAS

Software

DevelopmentSODE.S.AAS

WEB

DEVELOPMENTWEDE.S.AAS

Network

ManagerNEMA.S.AAS

INTERNSHIP

GENERAL EDUCATION REQUIREMENTS

security+ security+ security+ security+

A+

Network+ Network+ Network+ Network+ Network+ Network+

CNSS

4011

User Support

Technician

Associate

Certificate

Networking

Engineering

Associate

Certificate

Microsoft

Certified

Solutions

Associate

Certificate

Fast-Track

Programming

Associate

Certificate

Web

Programming

Associate

Certificate

IT FUNDAMENTALS ASSOCIATE CERTIFICATE

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.

Program Development | Aligning Competencies

Programs

Gen Ed Outcomes

Program Outcomes

Master Syllabus

Course Description

Course Outcomes

Topics

Granularity Challenge

• 16 week courses

– 14 topics

– Midterm

– Final

• Unit Based for acceleration

– Bundle topics into 3 – 7 Modules

– Module Pre- and Post-tests

– Bypass module if competency demonstrated in pre-test

Course Development

Topic-Based

Unit-based course

PLA

• Sinclair PLA – Course-Based– Credit by Exam (Proficiency, CLEP, Dantes, AP)

– Credit for what you know (Portfolio, Articulated credit)

– Problem: Students have gaps in their knowledge

• CBE – Module-based– Complete module pre-assessments

• If passed, can skip over module activities

– Smaller chunks• Skip over what you know, focus on your gaps

http://www.sinclair.edu/services/advising/priorlearningcreditoptions/?searchTerm=Prior Learning Assessment

Unit-based course

Program Development | Assessments

• Assessments - Key to acceleration

• Students accelerate by demonstrating what they know, focusing

on what they don’t

• 80% required passing grade to continue

• Assessment Types

– Topic quizzes – low stakes – unlimited attempts

– Homework and Tests – 2 attempts

– Midterm – 2 attempts

– Final – 1 or 2 attempts (depending on course)

– Retake guidelines

• Demonstrate substantial additional engagement

Accelerate IT Model – Delivery

Program Delivery

• 30 self-paced, online courses

• Enrollment on Mondays through week 12 of term

800Content Shell

• Restricted registration: coach signature required➢Admissions Counseling

➢Orientation

➢How to Succeed Online

➢3.0 GPA

• Hard deadline: end of 16-week semester

Sustainability Changes In-Progress

• Reduction in number of course sections

• Automation of Orientation/Intake

• Self-Registration in Courses

Accelerate IT Model – Student Experience

Learner Support | Model

Learner Support | Phases

RETAINENROLL TRANSITION COMPLETE

ApplyAdmissions Counseling

Career Counseling

Right Fit Assessment

ScreenPlacement Test

Prior Learning

Transcripts

FundingFAFSA

GI Bill

TAA

OrientationHTS

Program Policy

Readiness Assessment

HANDOFF

Coach Intake SessionVision StatementCompletion Goals Coach Agreement

Coaching SessionsLMS Caseload Report

SSP

Progress MonitoringCourse

Degree

Triggered

InterventionPerformance

EngagementStop Out or Withdrawal

Motivation &

Persistence ToolsRegistration Prompts Completion Countdown

Career Community

RegisterRolling Starts & In-Term

Registration

PaymentBooks

FA Disbursement

MAP

Faculty & Peer

MentoringCareer Community

Connections with Faculty

Student Groups

Resume & Career

Preparation

Job Center

Workshops

InternshipTrigger Courses

Transfer PlanningArticulations

Connection with

Transfer Counselor

Job Placement

Promotion

Transfer to

4-year

Graduate

Feedback &

Follow-UpProgram Survey

Service Survey

ODJFS

ADMIT

Accelerate IT Model – Data Analytics

Handoff Report

Student Name John Smith

ID Number 0814015

Placement Information Took Math portion of Placement Test, scored into DEV 0026. Used Eng Comp class from Cinci State to waive reading portion of test. (unofficial transcript uploaded into SSP)

Courses/Term Requested CIS 1107 14/SP

Student Status Requested Part-time

Career Aspirations Wants to become CCNA certified so he can utilize new skills in his current position. Not looking to change jobs.

Career Development Prescription Level Minimal level of career development interventions prescribed

Program Plans NEA.S.STC through Accelerate IT

Method of Payment Self

Notable Intake Data Parent of OCA student. J Previous ups and downs as a programming student in the 90s. Currently works full time in IT, and has been in field for 19 years.

Preferred method of contact Email at [email protected]

Vision Statement To obtain training that would enable me to leverage my previous work experience to develop innovative solutions that meet or exceed the expectations of both end users and business unit leaders. Furthermore, I would like to become a leader within my organization promoting integrity, teamwork, and innovative problem solving that will support quality work and surpass the organization goals.

• Coach-Student Relationship

• Vision Statement

• Goals, Progress & Pacing

First Coach Appointment

Coaching: SSP

Coaching: SSP

Coaching: SSP

TransparencySeamless handoffsBenchmarking, trackingQuality assurance

Coaching: Data

Weekly Caseload Reports• Classifies risk by known predictive indicators• Check-ins and interventions prioritized by risk

Coaching: Data

Q & AThank you!

http://www.sinclair.edu/accelerate/

[email protected] - TAACCCT Grant Director/Dean of eLearning

[email protected] - Co-Director

Christina.Amato.Sinclair.edu - Project Manager