Our Presenters

Keynote Speakers
Mary Hendrix

Keynote Speaker

Dr. Mary Hendrix is passionate about students and about the life-changing impact of education. A first-generation college student herself, she has devoted the past 40 years making a difference in the lives of students. Dr. Hendrix recently retired from Texas A&M University-Commerce after serving in a variety of key leadership positions and was named the University’s first Vice-President for Student Access and Success in January 2009.

A former public school teacher, counselor, and administrator, Dr. Hendrix has also served as an educational consultant to state departments of education, regional educational consortia, community colleges, and public schools. She has authored a state‑adopted textbook for seventh and eighth graders for career investigation and educational planning, numerous instructional manuals, and has secured grants in excess of $22 million to support her passion for raising academic expectations for students to meet real-world requirements, improving instructional strategies, using technology as a medium to foster student access to educational opportunities, and improving college readiness and student success. Most recently, she has served as the project director for the university’s Texas Affordable Baccalaureate project, which is the state’s first SACSCOC-approved competency-based degree program.

She holds the Ph.D. in Educational Psychology and has a master’s degree in Counseling with an emphasis in Student Personnel and Guidance. She has served in many leadership positions at community, state, and national levels, including serving on a local board of trustees for 19 years.

Shonda Gibson
Deb Bushway
Gemmy Allen—HRPO 2301 Human Resources Management: Course Demo

HRPO 2301 Human Resources Management:
Course Demo

Gemmy Allen
North Lake College
gemmyallen@dcccd.edu

Abstract

North Lake College, Cedar Valley College, and the LeCroy Center of the Dallas County Community College District developed the Fast-track, competency-based education (CBE) Supervisor Certificate with open education resources (OER). HRPO 2301, the Human Resources Management Course, will be demonstrated.

HRPO 2301 is one of six courses in the Fast-track, CBE Supervisor Certificate providing training to upwardly mobile incumbent workers. The position of “supervisor” exists in all industries. In addition to the common skills and abilities required for successful supervisors, the demand-driven “power” skills, such as critical thinking, problem solving, communication, customer service, and technology are addressed in the curriculum. The training allows the incumbent to skill up for advancement into higher paying, higher level jobs.

Students can complete the program in 24 weeks taking two courses every 8 weeks. The courses use open educational resources curated by two faculty subject matter experts. Thus, no textbooks are required, saving students hundreds of dollars. Technical staff at the LeCroy Center created videos, learning objects, graphics, and assessments. The content is accessible to students on any device including phones, tablets and computers.

Presenter Bio

Gemmy S. Allen has a business background in management and marketing. Her education includes a Bachelor of Business Administration (BBA) from the University of Texas at Arlington, UTA, a Master of Business Administration (MBA) from the University of North Texas, UNT, and a Doctor of Education in Leadership (EdD) from Lamar University. Her awards include being named Outstanding Mountain View College Faculty Member and receiving the Golden Oak Award, Oak Cliff Chamber of Commerce; the National Institute for Staff and Organizational Development Excellence in Teaching Award at Mountain View College, as well as North Lake College; the award for Mountain View College Innovator of the Year; and member of Innovation of the Year at North Lake College, Cedar Valley College, LeCroy Center, and District Office.

She has served as a member of Microsoft Mentors, the Microsoft/Compaq College Advisory Council and is founding teacher, Virtual College of Texas — “Internet Teachers at Every College.”

She is the co-author of the textbook Management: Meeting and Exceeding Customer Expectations, now in its eleventh edition. In addition, she has co-authored several discipline-specific, Internet-related books, and has developed several online classes.

Pamela S. Campbell, Ed.D.—Giving Credit Where Credit is Due: A Process for Awarding Credit for Prior Learning

Giving Credit Where Credit is Due: A Process for Awarding Credit for Prior Learning

Pamela S. Campbell, Ed.D.
San Jacinto College
Pamela.campbell@sjcd.edu

Abstract

Beginning in 2014, San Jacinto College convened a task force of faculty, staff, and administrators with the goal of creating multiple opportunities for students to earn Credit for Prior Learning (CPL). The primary work of the task force targeted several different populations: returning veterans, high school students, incumbent workers, and others with demonstrated skills in certain academic and technical areas.

The CPL Taskforce looked at these key options where CPL could be awarded:

  • External Challenge Exams
  • Internal or Departmental Challenge Exams
  • High School Articulation
  • Continuing and Professional Development (CPD) coursework
  • Licensure or Professional Certification
  • American Council on Education (ACE)

After examining each of these, the task force identified significant course credits that could be awarded based on the categories listed. A Credit for Prior Learning Manual was created in 2015 to guide students, advisors, and administrators in the proper policies and procedures for awarding of applicable credit. This presentation will focus on the processes used to develop the Manual and the progress of the initiative in awarding credit, developing more course credit options, and helping students move forward in their credential-seeking to complete their career pathways.

Presenter Bio

Dr. Pamela S. Campbell is the Associate Vice Chancellor for Student Success Partnerships for San Jacinto College. She holds an undergraduate degree from Texas Tech University, a Master’s Degree in Mathematics from the University of Houston-Clear Lake, and a Doctor of Education Degree in Higher Education Administration from Texas Tech University.

Dr. Campbell has been a teacher, professor, program director and administrator for 43 years. While serving at a math faculty member at the college, she taught the full spectrum of courses – Introductory Algebra to Calculus III. In her current role, she oversees the dual credit and early college high school programs across the college district. She has a strong background in and brings valuable experience to discussions about transitions and partnerships in the P16 arena. She is an active partner with the school districts in the College’s service area and creates partnerships to facilitate student success at the post-secondary level.

Dr. Edna Quintana Claus—Digital Media Design Competency-Based Education: Curriculum for Dual Enrollment

Digital Media Design Competency-Based Education: Curriculum for Dual Enrollment

Dr. Edna Quintana Claus
TSTC Harlingen Campus
eclaus@tstc.edu

JJ Vavra
TSTC Harlingen Campus
Jvavra@tstc.edu

Abstract

The Digital Media Design (DMD) program at TSTC Harlingen developed a model to introduce, and incorporate, Competency Based Education (CBE) methodologies within the high school dual enrollment course delivery process that includes a faculty development component designed to equip teachers with the skills necessary to implement CBE in the classroom.

Presenter Bio:

Dr. Edna Quintana Claus has been with TSTC for over 15 years and has developed and assisted in the development of curriculum for traditional face to face, online and now CBE courses.

JJ Vavra has been with TSTC for over 15 years as program chair and now lead instructor for the Digital Media and Design Program. He has developed courses in this program and now CBE courses as well.

Joe Deegan–Next-Generation CBE: Designing Competency-Based Education for Underprepared College Learners

Next-Generation CBE: Designing Competency-Based Education for Underprepared College Learners

Joe Deegan
Jobs for the Future
jdeegan@jff.org

Abstract

Millions of individuals are placed every year in college remediation programs, where they face daunting odds of success. One solution to this challenge may lie with Competency-Based Education (CBE), an educational approach that offers unique advantages over traditional education and may better meet the needs of underprepared learners.

Jobs for the Future will share the results of a comprehensive research and design project exploring how CBE, when combined with evidence-based remediation reform models and student support services, could serve students who qualify for enrollment in developmental education classes.

Building on the foundation of the modern CBE field, this session will explore what it would take to create a Next Generation CBE model of developmental education.

Presenter Bio

Joe Deegan is a program manager with Jobs for the Future (JFF), a national nonprofit that builds educational and economic opportunity for underserved populations in the United States. He provides research and technical assistance in support of programs that serve underprepared learners.

Prior to joining JFF, Mr. Deegan was a project manager with the Philadelphia Youth Network, where he directed the Opportunity Works program connecting opportunity youth to college using JFF’s Back on Track model. He has extensive experience managing college access programs and community-university partnerships.

Brooks Doherty—The CBE Faculty Path: Creating Space to Develop and Support New Ways Teaching, Learning, and Assessing

The CBE Faculty Path:
Creating Space to Develop and Support New Ways Teaching, Learning, and Assessing
Brooks Doherty
Rasmussen College
Brooks.Doherty@rasmussen.edu

Abstract

Teaching, learning, and assessment in Competency-Based Education (CBE) can look different from one institution to the next. It “can occur in a wide variety of forms and settings, and students can receive regular support and encouragement along the way” (C-BEN, 2016). As such, the journeys of college faculty who are leading CBE efforts around the nation have been replete with rewards and challenges. This presentation explores how colleges can support faculty in creating ongoing space to learn more about competency-based education across the United States and at one’s institution. Rasmussen College will offer its CBE history, how it is growing its CBE faculty team, what its organizational change has looked like, as well as its successes and barriers in growing organizational learning around CBE.

Presenter Bio

Brooks Doherty is AVP of Academic Innovation Rasmussen College. He is completing a doctorate in education at St. Mary’s University, earned an MA in literature from University College London, and graduated from the University of Minnesota with degrees in Political Science and English. His central areas of interest are competency-based education, developmental education, workforce preparedness, the relationship between liberal learning and professional learning, and Irish literature. Prior to his current work, Doherty taught remedial and college-level writing courses for students of varying disciplines.

Barbara Joseph—Competency Assessment Guides - Comprehensive and Measurable Assessments That Align With Active Professional Development Objectives

Competency Assessment Guides – Comprehensive and Measurable Assessments That Align With Active Professional Development Objectives

Barbara Joseph
Wheelock College
bjoseph@wheelock.edu

Abstract

Teachers need to know what good teaching looks like. As part of their ongoing professional development, teachers participate in both mandatory (school-based) and personal enrichment (offered at the district level) professional development to advance their licensure or keep up with the latest trends in teaching. How do we know when teachers are expanding their knowledge and putting that knowledge into practice? Evidence of this is through demonstrating their skills through competency assessments. Teachers use our competency assessment guides as a way to ensure success in their demonstrations.

Presenter Bio

Barbara Joseph joined Wheelock College Aspire Institute in December 2010 as Project Manager for a NASA-funded grant. She successfully managed the development and rollout of eight graduate level online math and science courses for in-service elementary teachers. Her role as Learning Solutions Program Manager allows her to push the envelope in innovative ways for delivering professional development to teachers with an eye always towards process improvement. As a two-time recipient of the Silvia Earl Award, Barbara has co-developed and rolled out the STEM Activity App to over 3,000 users. Barbara is currently working on her fourth year of managing the development and rollout of competency-based hybrid professional development for teachers. She is working with various departments at Wheelock College to convert traditional undergraduate degree programs into competency-based degree programs.

Prior to joining Aspire, she spent over 20 years of her career in the tech industry, specifically software localization. She has held various positions from software engineer, director of technical services, to vice president of operations. She has a strong interest in math and has tutored math in multiple grade levels. As an early advisor to TenMarks Education, an online supplemental math program, Joseph was involved in consulting on the design and content of the program and website.

She earned her Bachelor’s degree with a double major in Computer Science and French and a minor in Mathematics from Boston College. She also earned her Entrepreneurial Management Certificate from Babson College.

Patty Kallman Laurent Snead Do you have the guts? Improving CBE through the use of student feedback

Do you have the guts? Improving CBE through the use of student feedback

Patty Kallman
Laurent Snead
University of Houston
mpattykallman@gmail.com
lsnead@central.uh.edu

Abstract

Student feedback can be a crucial step in the evaluation and growth of a teacher, program, and school. During this presentation, attendees will learn about the research behind the use of student feedback and its application in Competency Based Education programs at the higher education level. We will discuss different methods of gathering student feedback, as well as how to take this data and make changes in order to improve your CBE program. Attendees will learn about what steps to take in order to create an instrument they can use immediately and over the course to time to continually grow and improve.

Presenter Bio

Patty Kallman is a PhD student at the University of Houston in the department of Curriculum and Instruction, with a focus on teacher education. Her research involves student engagement and researching student dropout rates. She also teaches full time at St. Thomas’ Episcopal School in Houston, Texas.

Lauren Snead is a Visiting Assistant Professor at the University of Houston where she teaches Classroom Management and works with the Consistency Management & Cooperative Discipline Program. She is also the editor of the Texas Foreign Language Association Journal.

Tamika Malone, Jeremy Tanner, and Maria Ramos CBE and Financial Aid Worlds Collide: The Good, the Bad, and the Ugly

CBE and Financial Aid Worlds Collide: The Good, the Bad, and the Ugly

Tamika Malone,
Jeremy Tanner, and Maria Ramos
Texas A&M – Commerce
tamika.malone@tamuc.edu
jeremy.tanner@tamuc.edu
maria.ramos@tamuc.edu,

Abstract

How Texas A&M-Commerce navigated and continues to evolve in the fluid world of competency-based education and philosophy with the rigidity of federal financial aid regulations and inflexibility of financial aid management and student systems.

Presenter Bio

Tamika Malone, from OK, started in telecom with MCI WorldCom as Planning Engineer for 6 years moving to Level 3 Communications for 2 years. Financial aid career began in 2011 in Tulsa. Moving to TX in May 2014 began at Texas A&M – Commerce as a Financial Aid Advisor. After a year and a half, she was promoted to the Financial Aid Processing Coordinator for Special Programs, specifically dedicated to financial aid for the competency-based Organizational Leadership program. She received a BS in Business Administration; Management Information Systems from the University of Oklahoma in 1999 and an MBA in Electronic Business from the University of Phoenix in 2001. Currently, she is pursuing an MS in Technology Management at Texas A&M – Commerce and will graduate Spring 2018.

Jeremy Tanner, a former Information Technology (IT) specialist, worked for 5 years in the IT department at Texas A&M – Texarkana. His financial aid career started at Texas A&M – Texarkana in 2013 as a Financial Aid Specialist, quickly transitioning to a more technical role to include systems and business analysis. In 2014 Jeremy moved to Texas A&M-Commerce as Financial Aid Processing Coordinator for Special Programs moving to the current role as Assistant Director – Financial Aid and Scholarships, Technology Support and Compliance, at Texas A&M – Commerce in 2015. He received his BS degree in Mass Communication at Texas A&M – Texarkana and an MS degree with a focus in Communications and History.

Maria Ramos has 39 years’ experience in financial aid since graduating with a BA degree in Liberal Arts & Sciences; double major art and psychology from the University of Illinois, Champaign-Urbana. Starting as Financial Aid Advisor at the University of Illinois-Medical Center she transitioned a year later to Assistant Director for Financial Aid. After moving to TX in 1985, she became, in 1987, Director of Financial Aid at Richland Community College (DCCCD). In 1995 she moved to the University of Texas – Dallas until fall, 2007 leaving UTD to concentrate on expansion of a family business which she and her husband still operate. In 2007 she became interim Director of Financial Aid & Scholarships at Texas A&M – Commerce becoming permanent after 18 months a position she still holds.

Jennifer Nailos Ed.D.—Texas Affordable Baccalaureate Program

Texas Affordable Baccalaureate Program

Jennifer Nailos Ed.D.
Texas Higher Education Coordinating Board
Jennifer.Nailos@thecb.state.tx.us

Abstract

The Texas Affordable Baccalaureate (TAB) session will introduce conference participants to the program’s logic model and application of qualitative and quantitative measures to assess progress toward the TAB outcomes. Current programs utilize diverse approaches to developing affordable baccalaureate programs on their respective campuses. Students benefit from a variety of learning materials, instructional delivery modes, and pathways to degree completion, including competency-based education. This session will share the outputs, outcomes, and long-term impact goals of TAB programs and highlight multiple strategies institutions can consider to develop their own affordable baccalaureate program.

Presenter Bio

Jennifer Nailos, Ed.D., has experience co-coordinating numerous college and university participants on large-scale projects, including the National Survey of Student Engagement. At the THECB, her roles include working with colleges and universities, staff, subject matter experts, and other stakeholders, to assure quality academic programming through program review, assessment, evaluation, grant management, and policy administration. She works with several grant programs, including the Texas Affordable Baccalaureate Grant Program and represents the agency on the Competency-Based Education Network. Jennifer’s professional experience includes student affairs, assessment, and research at several universities across the US. She holds an Ed.D. in Higher Education from Indiana University, M.A. in Higher Education & Student Affairs from The Ohio State University, and B.A.s in History and English from the University of Massachusetts-Amherst.

Kelle Parsons Jessica Mason On the Path to Success: Early Evidence of the Efficacy of Postsecondary CBE Programs

On the Path to Success: Early Evidence of the Efficacy of Postsecondary CBE Programs

Kelle Parsons
Jessica Mason
American Institutes for Research
kparsons@air.org
jmason@air.org

Abstract

As CBE programs launch, program leaders need to be able to answer questions from institutional leaders and policymakers: do they work? Are they worth the investment? Similarly, existing programs need to be able to measure their progress toward goals and engage in continuous improvement processes. To begin to answer some of these questions, researchers from American Institutes for Research will provide an early look at characteristics and student outcomes in CBE programs and key steps for program evaluation. They will present findings from an early study of student outcomes in six established CBE programs, addressing five questions:

  1. What are the characteristics of programs being offered?
  2. What are the demographic characteristics and educational goals of enrollees?
  3. What do the data tell us about student outcomes in CBE, in contrast to students in traditional programs?
  4. What data are used to track student performance and improve programs?
  5. What data gaps concerning these questions remain?

They will also share important steps for program leaders who are interested in evaluating their programs or using data to inform improvement.

Presenter Bio

Kelle Parsons is a researcher at the American Institutes for Research. She has more than five years of experience as in higher education research, policy, and administration roles. Her current areas of focus include evaluating postsecondary student success initiatives, organizational change in postsecondary settings, postsecondary models of competency-based education, and early labor market outcomes. Prior to joining AIR, she served as a policy analyst at the National Governors Association, providing technical assistance to state policymakers around postsecondary issues. Previously, she worked in institutional administration and research roles at the University of Michigan.

Jessica Mason, Ph.D. is a researcher at AIR with expertise in postsecondary student success and college readiness. Her current areas of focus include college and career readiness and success, postsecondary competency-based education, and alternative forms of student financial aid. She has expertise in qualitative and quantitative methodologies, and is currently serving as an evaluation team lead for the Bill and Melinda Gates Foundation Frontier Set Evaluation, an evaluation of student success interventions at 35 postsecondary institutions. She received her Ph.D. in social and comparative analysis in education from the University of Pittsburgh.

Steve Phillips Thomas Edison State University

Working Backwards from Open: The Story of Thomas Edison State University’s Openly Licensed – and Competency-Based – General Education Program

Steve Phillips
Thomas Edison State University
sphillips@tesu.edu

Abstract

Leveraging our experience curating and framing OER, along with TESU’s expertise in creating high-stakes assessments aligned with open content, we are working to create an openly licensed competency-based general education program that will challenge student’s conception of learning, by placing them in control of their own educational destiny. Students will be encouraged to interact with, change, and improve program resources, while receiving structured support from coaches and mentors. Further, the possibility of a more direct path allows for a greater focus on pertinent, applicable, and integrated content. This presentation will outline TESU’s model for competency-based education; discuss the logistics of developing our program; and define our objectives for the future of this pilot.

Presenter Bio

Steve Phillips serves as an Assistant Director for Thomas Edison State University’s Center for the Assessment of Learning (CAL). His primary responsibility is to develop programs that position the college as a leader in measuring learning outside of the classroom, or “untethered” learning. This includes both competency-based and open education initiatives. Prior to joining the University, Phillips designed open courses and assessments for the Saylor Academy in Washington D.C. He has an M.A. in History from George Washington University, and Bachelors of Arts degrees in both History and International Studies from The Pennsylvania State University.

Dr. Wendi C. Prater—Competency-Based Education Online Teaching Certification Program - The Faculty Experience

Competency-Based Education Online Teaching Certification Program – The Faculty Experience

Dr. Wendi C. Prater
Lone Star College
wendi.c.prater@lonestar.edu

Abstract

CBE for faculty professional development is an increasing trend. The proposed presentation examines one model within an institution. Be cautious to not conflate online/hybrid with CBE. There are many CBE models and though this one uses CBE to discuss online/hybrid the difference should be distinct.

Presenter Bio

Current Position and Past Experience

Wendi Prater is the Associate Vice Chancellor of Lone Star College Online, the online arm of the Lone Star College System. She has many years of experience in corporate leadership and higher education. In her current role, she provides overall strategic leadership for all aspects of LSC Online which serves over 40,000 students. Lone Star College is one of the fastest growing community colleges in the US, serving approximately 95,000 students, and is committed to student success and credential completion.

Prior to her employment at Lone Star College, Dr. Prater worked at Western Governors University. WGU is a nonprofit online university founded and supported by 19 U.S. Governors that was the pioneer institution in competency-based education and continues to lead this course delivery model today.

Prater has demonstrated leadership in online education and design, including competency based education and strategic planning. She has led global energy and technology companies IT Infrastructure projects.

Education, Honors and Achievements

Prater earned her B.S. in Family Consumer Science from McNeese State University, M.A. in Human Ecology from Louisiana Tech University, M.S. in Industrial and Organizational Psychology from Louisiana Tech University and a Ph.D in Educational Administration, Community College Leadership Program from The University of Texas at Austin. She also holds a SPHR certification (Senior Professional in Human Resources) from HRCI the Human Resources Certification Institute and and a Society of Human Resource Management – Senior Certified Professional (SHRM–SCP) certification from SHRM.

Personal Details and Community Involvement

She enjoys time outdoors camping, boating, gardening and biking. Also, a serial film buff, techno geek, and maker.

Sarah Sanchez—Build It with Who You Have and For Free: Deep dive into UMHB’s CBE curriculum design process

Build It with Who You Have and For Free:
Deep dive into UMHB’s CBE curriculum design process

Sarah Sanchez
University of Mary Hardin-Baylor
ssanchez@umhb.edu

Abstract

MyWay at UMHB is a SACSCOC-accredited program that launched in August of 2016. On the 15th of each month, new students can start the $3000, all-you-can-master, six-month subscription CBE program. Resources are free to students as we built the curriculum using open education resources and those freely available through the university’s library databases. Students have a Success Coach to guide and support them in meeting their educational goals.

During this session, participants will get an in-depth look at how we managed the build-out of the curriculum, including the roles of the “curricular architects,” Subject Matter Experts, the online CBE design workshop, the Open Education Resources Coordinator, quality reviews, and the instructional design team. Participants may view an example of a competency, associated curriculum, and a sample assessment.

From my vantage point as the Director of Instructional Design, I will share documents maintained to map competencies back to traditional courses, show you how we store back-up files and videos, and describe how this process differed from the one used to design traditional online courses.

Presenter Bio

Sarah serves as the Director for Alternative Modes of Delivery (AMD) at the University of Mary Hardin-Baylor (UMHB). She oversees the instructional design and development of online and CBE programs at UMHB. In three years, UMHB’s online program has grown from zero courses in mid-2014 to nearly fifty, including a fully online Master’s degree. The AMD department also supports the university’s CBE initiative and worked with SMEs to design and develop the SACSCOC-accredited undergraduate degree, MyWay at UMHB. Fall 2017 CBE offerings will include a new RN to BSN degree.

JJ Vavra—Digital Media Design Competency-Based Education: Curriculum for Dual Enrollment

Digital Media Design Competency-Based Education: Curriculum for Dual Enrollment

Dr. Edna Quintana Claus
TSTC Harlingen Campus
eclaus@tstc.edu

JJ Vavra
TSTC Harlingen Campus
Jvavra@tstc.edu

Abstract

The Digital Media Design (DMD) program at TSTC Harlingen developed a model to introduce, and incorporate, Competency Based Education (CBE) methodologies within the high school dual enrollment course delivery process that includes a faculty development component designed to equip teachers with the skills necessary to implement CBE in the classroom.

Presenter Bio:

Dr. Edna Quintana Claus has been with TSTC for over 15 years and has developed and assisted in the development of curriculum for traditional face to face, online and now CBE courses.

JJ Vavra has been with TSTC for over 15 years as program chair and now lead instructor for the Digital Media and Design Program. He has developed courses in this program and now CBE courses as well.