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Instructional Content and Learning Materials in
Competency-Based Education
Part I
for
TAB Lab
Dr. Heidi Wilkes, Sr. Director, CAD
Kaitlin LeMoine, Assistant Director, CAD
February 19, 2016
© 2014 Southern New Hampshire University. All rights reserved.
Session Roadmap
Part I • SNHU and College for America • Our Students • Our Academic Model • Our Academic Programs • Our Curriculum Development Process • A Project Example Part II • CfA approach to Project Design • Competencies • Authentic Scenarios • Workplace Deliverables • Resources – created and curated • New Frontiers for CfA
© 2014 Southern New Hampshire University. All rights reserved.
Southern New Hampshire University
• Private, nonprofit
• Regionally accredited
• Second largest
private, nonprofit
online higher ed
provider
Southern New Hampshire University
Traditional Residential
Campus (1932)
College of Online Continuing
Education (2007)
College for America (2012)
• Competency-based
• Focused on workforce
development
© 2014 Southern New Hampshire University. All rights reserved.
College for America Mission
College for America is radically
expanding access and
improving the quality of higher
education through low cost,
competency-based college
degrees and credentials,
designed to drive success in the
workplace.
© 2014 Southern New Hampshire University. All rights reserved.
College for America Student Population
Approximately 3,000 students
Of CfA Students Reporting (AA):
• Average age: 37 years old
• 77% female
• 55% single
• 61% at least one dependent
• 46 states and District of Columbia
• 28% have some college
© 2014 Southern New Hampshire University. All rights reserved.
CBE at College for America
• Project-based learning • 100% online • Flexible pace • Authentic assessments set in
workplace contexts • Mastery, not grades (or seat
time) • Dedicated experts – Learning
Coaches, Reviewers, SMEs, CADs • Students earn SNHU degrees
© 2014 Southern New Hampshire University. All rights reserved.
Informed by Workforce Development Research
• What the industry-specific current challenges and skill needs are
• How specific skills are applied in the
workplace—help us to develop realistic and relevant curriculum content/contexts
• What stands in the way of students having
access to the education they need for the job
Curriculum developers learn about industry needs and the people who are in or entering jobs (potential students) to inform design:
© 2014 Southern New Hampshire University. All rights reserved.
Academic Offerings
• Certificate in Healthcare Management Fundamentals (currently in pilot) • AA in General Studies • AA in Healthcare Management • BA in Healthcare Management with concentrations in Communications and Global
Perspectives
• BA in Communications with concentrations in Healthcare Management and Business
• BA in Management with concentrations in Operations and Logistics; Insurance
Services; and Public Administration
Baseline Components of a Degree Program
• Meets general education requirements for SNHU programs
• 120 unique competencies • 9 clusters of competencies • 20 goals • Sets of 3 – 5 projects in any given
goal • Each Project includes:
• Overview • Directions • Deliverable • Resources • Rubric
Curriculum and Assessment Development Process
Part A
© 2016 Southern New Hampshire University. All rights reserved.
Curriculum and Assessment Development Process
Part B
© 2016 Southern New Hampshire University. All rights reserved.
Curriculum and Assessment Development Process
Part C
© 2016 Southern New Hampshire University. All rights reserved.
© 2014 Southern New Hampshire University. All rights reserved.
Sample Project – Competencies and Overview
© 2014 Southern New Hampshire University. All rights reserved.
Sample Project – Directions and Deliverable
Instructional Content and Learning Materials in
Competency-Based Education
Part II
for
TAB Lab
Dr. Heidi Wilkes, Sr. Director, CAD
Kaitlin LeMoine, Assistant Director, CAD
February 19, 2016
© 2014 Southern New Hampshire University. All rights reserved.
Session Roadmap
• CfA approach to Project Design
• Competencies
• Authentic Context
• Workplace Deliverables
• Resources – created and curated
• New Frontiers for CfA
© 2014 Southern New Hampshire University. All rights reserved.
Everything builds from the Competencies
Goal Project
Resources Assessment
Competencies
© 2014 Southern New Hampshire University. All rights reserved.
What do we mean by a “competency”?
• Claim we wish to make about what graduates can do with knowledge and skills
• Agnostic as to how student acquired them (or how long it took) • Measureable and observable • Expressed as “can do” statements
Examples: BA Level • Can develop a marketing plan for a
specific product or service • Can evaluate the strengths and
weaknesses of different management styles
• Can support or refute an argument using quantitative evidence
Examples: AA Level • Can negotiate with others to
resolve conflicts and settle disputes
• Can speak effectively in order to persuade or motivate
• Can convey information by creating charts and graphs
© 2014 Southern New Hampshire University. All rights reserved.
Competencies in Practice
A strong competency statement:
• Reflects skills needed by employers
• Requires students to apply and demonstrate learning in a way that can be assessed
• Is created along with detailed rubric criteria that indicate what is required for mastery
• Is clear and accessible to students and employers, as well as instructors
• Acts as a building block to overall program mastery
© 2014 Southern New Hampshire University. All rights reserved.
Relationship Between Project Elements
Competency
Deliverable
Context
© 2014 Southern New Hampshire University. All rights reserved.
Consider the Context
• In what types of workplace setting would these competencies be utilized or exemplified?
• In what types of roles would
students actualize those competencies?
• How might competencies
realistically build on one another?
© 2014 Southern New Hampshire University. All rights reserved.
Define Your Deliverables
• How will the project design enable the student to demonstrate what he/she knows?
• What evidence do we need to see from the student in order to know that the competency has been mastered?
• What is a workplace relevant deliverable?
© 2014 Southern New Hampshire University. All rights reserved.
Curate Resources
• Purpose • To cover content
critical to the goal • To support the student
in the creation of project deliverables
• SNHU Library materials • Open Educational
Resources
© 2014 Southern New Hampshire University. All rights reserved.
Develop Additional Resources
• Project Materials specific to the created context and/or deliverable
• May include: o Company mission statement o Background on a company o Survey Data o Logos or other brand materials
© 2014 Southern New Hampshire University. All rights reserved.
Consider a Competency in Context…
Working in small groups, write a competency statement that:
▪ Reflects skills needed by employers ▪ Requires students to apply and demonstrate learning in a way that
can be assessed ▪ Is clear and accessible to students and employers, as well as
instructors ▪ Acts as a building block to overall program mastery
THEN…consider the context
▪ In what type of setting might students be practically engaged with this work? What does the workplace look like?
▪ What type of deliverable would students need to produce to demonstrate that they successfully mastered that competency?
© 2014 Southern New Hampshire University. All rights reserved.
CfA New Frontiers
• Guided practice
• Adaptive learning (JUICE)
• Video content
• Elements of game design
• New models:
– Micro-credentials
– Certificates
© 2014 Southern New Hampshire University. All rights reserved.
CfA New Frontiers
We are continually
evolving...
© 2014 Southern New Hampshire University. All rights reserved.
Thank You!
Please feel free to reach out with any questions.
Dr. Heidi Wilkes, Sr. Director CAD
Kaitlin LeMoine, Assistant Director CAD