Our Presenters

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

Pamela S. Campbell, Ed.D. San Jacinto College [email protected]

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.

Competency-Based Curriculum Development and Continuous Improvement Martha Cheney, EdD Walden University [email protected]

Abstract

In this session, Dr. Martha Cheney & Dr. Lisa McIntyre-Hite will share insights and emerging effective practices rooted in research and their experience designing an undergraduate and a graduate direct-assessment CBE program. After developing and launching Walden’s first direct-assessment CBE program, they made improvements and iterated on the curriculum model for undergraduate students. With session participants, presenters will explore challenges, insights, and effective practices that emerged from their work and will share examples of key elements of the competency-based curricula they have developed. Participants will have the opportunity to ask questions about the challenges and opportunities related to the development and implementation of CBE programs.

Presenter Bio

Martha Cheney, EdD, is the program director for graduate and undergraduate competency-based early childhood programs in the Richard W. Riley College of Education and Leadership at Walden University. In addition to her commitment to the early childhood field, her professional interests include educator preparation and innovative models for adult education.

Texas OnCourse: Streamlining Student Pathways to Postsecondary and Career Successhrisco Learning Objects, Inc. UT Austin [email protected]

Abstract

Texas OnCourse is a statewide initiative to streamline student pathways to postsecondary and career success by providing online training and resources for educators, students and families. Phase 1 provides a CBE, micro-credential learning environment for high school advisors and counselors, students, and parents across the state.

Presenter Bio

Laura Chrisco is Higher Education Policy Coordinator at UT Austin. Prior to coming to UT, Laura received her Master’s in Education Policy from Harvard University, and worked for five academic years as a KIPP through College Counselor. At KIPP Austin she helped students gain acceptance to schools across the nation including: Georgetown, Pomona, Franklin and Marshall, Syracuse, Middlebury, and Colby College to name a few. Her passion is to help students find a school they will thrive in both academically and socially.

Michael Atkinson is Senior Learning Engineer at Learning Objects, Inc. in Washington D.C. He received his Master’s in Educational Technology at Boise State University and is a PhD candidate in Instructional Psychology and Technology at Brigham Young University.

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

Joe Deegan Jobs for the Future [email protected]

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.

Is Creating a CBE Course with Learning Outcomes in Mind Important?

Dr. Ali Esmaeili South Texas College [email protected]

Abstract

Creating a Competency-Based Education (CBE) course without having a clear set of Learning Outcomes is like driving to your destination without a map. A map provides clear instructions and expectations of where you should be and how to get there. Learning Outcomes provide the same process for creating a CBE course and ensure the student is competent in the subject matter they are studying at the end of their course. The Introduction to Sociology (SOCI-1301) course will be presented that will help to solidify competency-based courses and the importance of learning outcomes and assessment.

Presenters Bio

Dr. Ali Esmaeili is currently serving as the Dean of Math, Science and Bachelor Programs and University Relations at South Texas College, since 2008. Prior to fulfilling his position as Dean, Dr. Esmaeili served as Associate Dean for Bachelor Programs and South Texas College’s Professional Development Coordinator, Instructional Support Services Coordinator, Interim Division Dean for Developmental Studies, and Math and Science Division. He holds an Ed.D. in Education from Texas A&M University-Kingsville. He is one of the founding members of South Texas College and the Institution of Bachelor Degree Programs. He is a member of the National Council Staff Program and Organizational Development; Board Member of Community College Baccalaureate Association (CCBA), and former Executive Board Member of the Rio Grande Valley Council of Teachers of Mathematics. He has also served as a former public school board member for South Texas Educational Technology. Dr. Esmaeili has been an instrumental part of the college’s involvement in several national programs including Complete College America, UTeach, Science Olympiad, Developmental Education Initiatives, and STEP Project.

CBE and ZPD: Designing high-stakes project-based assessments to motivate learning

Brian Finnegan Peirce College [email protected]

Abstract

This presentation will recount preliminary action research conducted during the inaugural year of Peirce College’s CBE program regarding the redesign of high-stakes project-based competency assessments to improve student motivation, reduce time to competency completion, and improve student learning performance.

Project-based assessments are attractive for their capacity to provide authenticity and strong connection to the professional world, as well as for the relative ease with which they can be validated by employers. When creating project-based assessments, curriculum designers should recognize those projects not only as assessment instruments but also as key learning artifacts whose form can significantly impact student achievement. Vygotsky’s “Zone of Proximal Development” (ZPD) provides educators with a valuable tool for explicating the circumstances that engender learning. The fundamental implication of ZPD is that students should be given tasks that are too difficult for them to do alone, but that are straightforward with assistance. Learning proceeds most effectively within this ZPD.

Because CBE is generally undertaken to support autonomous, independent, self-directed learning, traditional, socially-derived mechanisms of attaining the ZPD, such as direct interaction with a teacher or more skillful peer, are less central to its mechanisms. This increases the importance of designing effective learning artifacts that in CBE represent the main proxies for such interactions. Central among those artifacts, especially for practically minded adult students, is the high-stakes assessment. This presentation will recount Peirce’s preliminary work redesigning project-based assessments as effective learning tools.

Presenter Bio

Dr. Finnegan is Dean of Information Technology and General Education at Peirce College, where he also oversees CBE. Brian’s research interests include human-computer interaction and computer-supported collaborative learning. He holds a BS in Economics from Cornell University, an MS in Information Systems from Drexel University and an EdD in Higher Education Leadership from Temple University.

The Nature of Coaching in Higher Education

Tesha Gooch University of Mary Hardin-Baylor, TX [email protected]

Abstract

The nature of coaching session will convey the significance and relevance of coaching within higher education. Information on establishing and building the relationship capital with students will be presented. Coaching provides a meaningful connection with students. The central focus is to build a rapport with students to help them achieve their goals. Coaches help students help themselves. The purpose of coaching is to help students achieve their purpose. Coaching brings about a sense of empowerment for students as it helps them to take ownership of their education. It encourages students to think critically and keeps them engaged in learning. Since coaching is personal, the student-coach interactions help coaches identify students’ goals and potential challenges that may prevent students from staying on task throughout their educational journey.

Presenter Bio

Tesha Gooch is the Student Success Coach for the MyWay Competency-Based Education (CBE) program at University of Mary Hardin-Baylor (UMHB). In this role, she has the opportunity to coach students and monitors their progress consistently throughout the duration of the program to promote student success. Ms. Gooch has earned an A.A. in Business Administration, a B.S. in Management of Human Resources and an M.S.Ed. in Leadership for Higher Education. She has seventeen years of higher education experience in student services.

Prior to her employment at UMHB, Ms. Gooch served as a Guidance Counselor for nine years in higher education and her background encompasses holistic advising/counseling, student support, and retention. Additionally, she currently serves as Adjunct Associate Professor, teaching Transition to College Success within the Student Development department at Austin Community College.

 

Building ARCS for CBE: Motivation in Instructors

Alexandra Janney Texas A&M University-Corpus Christi, TX [email protected]

Abstract

We explore avoidance and/or adoption motivators to identify effective tactics for motivating instructors to build a CBE degree program. We use Keller’s (2010) ARCS motivation model to identify types of tactics that might be effective. ARCS stand for attention, relevance, confidence, and satisfaction, required motivators that promote flow within a design and development project. “Motivation refers broadly to what people desire, what they choose to do, and what they commit to do,” (Keller, p. 3). Instructors’ choices to adopt CBE depend upon their expectations that CBE programs can facilitate student success and are a valuable solution to problems in higher education, such as cost and ability to serve underrepresented populations. Such positive expectations are prerequisites for commitment. However, adoption of CBE is not simply attitudinal; it involves time commitment and formulating a concrete plan as to when and how to accomplish the goal. With surveys and interviews of instructors, we will identify, what ARCS interfere with or contribute to their attitudes toward CBE.

Presenter Bios

Alexandra Janney is an Instructional Designer in the Office of Distance Education and Learning Technologies at TAMU-CC. Her special interests are in emerging technologies and innovative approaches to delivery of higher education.

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

Patty Kallman University of Houston [email protected]

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 Ph.D. 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.

 

The Power of a Skills Ledger

Joann Kozyrev UTx: University of Texas System [email protected]

Abstract

Skills Ledgers can empower digital program and instructional design in ways that drive personalized learning and assessment pathways with digital-based knowledge, alternative credentialing, and academic-industry partnerships. A skills ledger is a dynamic registry of the marketable skills required for success across multiple domains of expertise and occupational roles in a professional field of work. Each skill in the ledger represents a self-contained, marketable skill and is tagged with content and assessment activities. UTx, part of the University of Texas System, has been using skills ledgers as a tool to empower digital and hybrid program and instructional design across multiple contexts from undergraduate degree and alternative credential opportunities to graduate degree and professional development certificate programs.

Presenter Bio

In 2014, Joann Kozyrev became a founding member of the leadership team at UTx, The Institute for Transformational Learning at The University of Texas System. The UTx mandate is to collaborate with University of Texas System campus leaders and faculty, students, and industry partners to develop future models of education and technology to make learning flexible, personalized, and data-driven. As the Executive Director for Learning Innovation, Joann leads a team of highly accomplished professionals with expertise in content development, online learning & assessment, high impact pedagogy & educational technology, and program & curriculum design.

Prior to joining UTx, Joann fed her avid curiosity for learning by publishing and managing diverse educational publishing product lines as English as a Second Language (ESL), Developmental English, Philosophy, Religion, and Introduction to Psychology first at Houghton Mifflin and then at Cengage Learning.

Joann taught English as a Second Language at Penn State, Ohio University and University of California Santa Barbara and as a volunteer at a family shelter called Transition House, but never managed to turn language teaching into an opportunity for world travel. Instead, she was a student of several languages, but has forgotten most of them. Other than English, she remains fluent only in Russian.

While Joann is proud of the ESL textbooks she has written as well as her degrees from Juniata College (BA Russian/English) and The Pennsylvania State University (MA TESOL), she still secretly wishes that she could swim and play piano like her 12-year old daughter or create beautiful contemporary paintings like her husband Dimitri.

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

Jessica Mason American Institutes for Research [email protected]

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.

Competency-Based Curriculum Development and Continuous Improvement

Lisa McIntyre-Hite, PhD Walden University [email protected]

Abstract

In this session, Dr. Martha Cheney & Dr. Lisa McIntyre-Hite will share insights and emerging effective practices rooted in research and their experience designing an undergraduate and a graduate direct-assessment CBE program. After developing and launching Walden’s first direct-assessment CBE program, they made improvements and iterated on the curriculum model for undergraduate students. With session participants, presenters will explore challenges, insights, and effective practices that emerged from their work and will share examples of key elements of the competency-based curricula they have developed. Participants will have the opportunity to ask questions about the challenges and opportunities related to the development and implementation of CBE programs.

Presenter Bio

Lisa McIntyre-Hite, Ph.D., is the Executive Director of Product Innovation for Walden University’s Center for Learning Innovation. Her professional passion is rooted in the desire to expand access to higher education. She leads competency-based curriculum development efforts for Walden University’s Tempo Learning, one of six programs accredited nationwide to offer a direct assessment, competency-based curriculum. Much of her research and work is focused on competency-based education in higher education.

A Collaborative Lift: Lessons Learned in Creating an Institution’s Initial CBE Program

Carlos Morales Tarrant County College District, TX

Abstract

Competency-based education is a popular discussion topic within higher education. Current credit-based courses require students to register for and complete a course within a specific time frame such as a semester or quarter. CBE assumes students can move forward in their degree program when they demonstrate mastery of specific competencies. This presentation will provide an overview of how a community college campus designed and developed its first CBE certificate in Teller Operations. In addition, conference attendees will learn good practices and lessons learned gained by the presenter at his institution. This information will help institutions new to CBE initiatives gain information that will guide their efforts to design and develop their initial CBE programs.

Presenter Bio

Carlos Morales, Ph.D. is the founding President of TCC Connect Campus, the largest and fastest growing of the six campuses that comprise Tarrant County College District, which delivers eLearning and Weekend College programs. Carlos is responsible for the educational endeavors of more than 20,000 students served by 500+ faculty. As president, he manages, directs, and implements TCC policies, programs, and operating strategies for eLearning and Weekend College initiatives for the College.

Dr. Morales has extensive online and classroom teaching experience in the areas of Biology Science Teaching, Education and Instructional Technology. Carlos has s published internationally peer-reviewed journal articles on the topics of instructional technology and as an instructional technology scholar, he actively participates as a peer reviewer on editorial boards for journals in the United States, Puerto Rico and the European Union. Morales graduated from the Inter-American University of Puerto Rico, with bachelors and masters degrees In Biology and Science Education, and received his doctorate, with a dissertation on Constructivist Learning Environments in Online Course Design, from Capella University. He was a Frye fellow in 2009 and in 2012 the American Association of State Colleges and Universities named him a Millennium Leadership Fellow.

Texas Affordable Baccalaureate Program

Jennifer Nailos Ed.D. Texas Higher Education Coordinating Board [email protected]

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.

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 [email protected]

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.

Validating Competency-Based Education

Will Pierce Davis Applied Technology College, UT

Abstract

Competency-Based Education can present a couple of challenges. Among these potential challenges are teacher-student interactions and consistency in the measurement of competencies. In this presentation, we will discuss possible solutions to student to teacher engagement through the curriculum development process. We will also present methods and examples to validate the reliability of assessments through the use of occupational advisory committees, rubrics, and ongoing data. Students who perceive the support of their instructors through intentional and methodical teacher-student interactions will be more successful in the program and in the workplace. Students, and employers, value consistency in instruction and in measuring competencies. This consistency can be achieved through the use of clear and detailed rubrics. In this presentation, we will outline the methods of gaining support from industry experts and the methods used to transfer the recommendations of subject matter experts to effective curriculum including student to teacher engagement and valid assessments.

Presenter Bio

Dr. Will Pierce is the Vice President of Quality and Development at the Davis Technical College. After serving 8 years in the United States Marine Corps, Will began a career in the electrical industry. He owned a successful contracting business before transitioning into higher education. He worked at SLCC for five years managing technical programs, and joined the DATC team six years ago. He has a Bachelor’s degree in Workforce Education, a Master’s degree in Educational Leadership, and a Ph.D. in Organizational Leadership.

 

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

Maria Ramos Texas A&M – Commerce [email protected],

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

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.

Developing a Data-Driven CBE Program

Carlos Rivers Texas A&M University-Commerce [email protected]

Abstract

In this session, presenter covers metrics the Institute for Competency-Based Education has been tracking for the Texas Affordable Baccalaureate Program at Texas A&M University-Commerce that may serve as a framework for institutions that are planning to develop similar CBE programs. The presenter provides an insider’s look at how metrics are calculated and automated for the state’s first SACSCOC-approved competency-based baccalaureate degree offered by a public university in Texas. Sessions also will cover student time and cost savings scenarios, predictive analytics findings and post-graduation survey outcomes.

Presenter Bio

Carlos Rivers serves as the Operations Research Analyst for the Institute for CompetencyBased Education. He focuses primarily on historical data collection and analysis for Texas A&M UniversityCommerce’s Affordable Baccalaureate Degree and establishing and tracking program specific metrics that can potentially serve as a framework for universities planning to launch similar competency-based programs. In this position, Mr. Rivers has provided baseline data to the Texas Higher Education Coordinating Board (THECB) that has served as a starting point for grant applications to fund additional sites. Mr. Rivers also has provided data and analytic insight for university-wide enrollment and retention initiatives for the Enrollment Management Division both in online and offline applications. His publications on competency-based education and data analytics have appeared in such venues as The Journal of Competency-Based Education, EDUCAUSE Review, WCET Frontiers and The EvoLLLution.

Rivers earned an M.B.A from Texas A&M University-Commerce, ranking in the top 10 percentile of his graduating class. He obtained his B.A. in International Business with minors in Economics from Mercyhurst University, where he graduated magna cum laude.

Natalie Skadra is the Director of Instructional Design and Delivery (IDD) at Cengage, parent company of Learning Objects. She has spent 20 years in higher education, including time spent teaching onground and online, but most of her responsibilities have been designing instruction for higher education institutions. In her current capacity, Natalie leads a team applying backwards design to curriculum design projects supporting competency-based learning. Natalie has an M.A. in Applied Linguistics and Teaching English from the University of Illinois, Chicago and a B.A. from The George Washington University.

Punctuated Disequilibrium: A Comparison of Retention Pattern in Degree Completion Programs including Competency Based Education

Donna Smith Texas A&M University – Commerce [email protected]

Abstract

Competency Based Education (CBE) programs in the United States have gained significant momentum in recent years. With this renewed interest, the majority of relevant research seems to focus on best practices for institutions who want to implement CBE programs. However, the majority of institutional CBE programs are still within their start-up and infancy phases, and there is relatively little research about the actual impact of CBE programs on retention and completion in comparison to other traditional degree completion programs. The purpose of this study is to determine if there are any patterns that indicate whether CBE programs have a more effective impact on retention and completion as compared to two other degree completion programs at the same institution. Qualitative observations prompting this study suggest the stop–start pattern of successful graduates from CBE programs stop out for no more than two terms, whereas students who experience additional stop-outs are at an increased risk of not graduating. This study reviews the relevant data of the graduates of each of the three programs to determine whether this pattern is shown by the data, whether it is consistent with the degree completion programs, and whether this pattern can be predictive for student success in CBE programs. This research may prove to be important toward demonstrating the value of CBE education to universities who are considering implementing one or more CBE programs.

Presenter Bio

Dr. Donna Gayle Smith is the founding director of Texas A&M-Commerce‘s signature competency-based degree program, BAAS in Organizational Leadership. Since its launch in January 2014, the program has seen a phenomenal growth rate of 20+% every seven-week term while maintaining an average 87% retention rate. In CBE circles, Dr. Smith has become nationally known for the personal attention and positive intrusive advising service she and her staff give to each and every student in the program.

Dr. Smith received her BBA and MBA from Texas A&M-Commerce and her Ph.D. in Higher Education from the University of North Texas. Prior to coming to TAMU-C, Dr. Smith worked in Fortune 500 corporate, nonprofit, and governmental organizations and has managed numerous multi-million dollar projects. She has also spent many years as a private consultant to small businesses, conducting numerous training seminars, conferences, and workshops, and offering a number of specialized services to both new and established small businesses. In 2012, she received a $200,000 competitive grant from the Texas Workforce Commission. Dr. Smith has published a number of refereed journal articles, conference proceedings, conference presentations, and small business training materials related to all aspects of successful small business operations.

Building ARCS for CBE: Motivation in Instructors

Rinki Suryavanshi Texas A&M University-Corpus Christi, TX

Abstract

We explore avoidance and/or adoption motivators to identify effective tactics for motivating instructors to build a CBE degree program. We use Keller’s (2010) ARCS motivation model to identify types of tactics that might be effective. ARCS stand for attention, relevance, confidence, and satisfaction, required motivators that promote flow within a design and development project. “Motivation refers broadly to what people desire, what they choose to do, and what they commit to do,” (Keller, p. 3). Instructors’ choices to adopt CBE depend upon their expectations that CBE programs can facilitate student success and are a valuable solution to problems in higher education, such as cost and ability to serve underrepresented populations. Such positive expectations are prerequisites for commitment. However, adoption of CBE is not simply attitudinal; it involves time commitment and formulating a concrete plan as to when and how to accomplish the goal. With surveys and interviews of instructors, we will identify, what ARCS interfere with or contribute to their attitudes toward CBE.

Presenter Bios

Dr. Rinki Suryavanshi is an Instructional Designer in the Office of Distance Education and Learning Technologies at TAMU-CC. Her interest is in designs for learning and human performance technologies.

CBE and Financial Aid Worlds Collide: The Good, the Bad, and the Ugly Jeremy Tanner Texas A&M – Commerce [email protected]

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

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.

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

Laurel Williamson San Jacinto College, TX [email protected]

Abstract

Beginning in 2014, San Jacinto College convened a taskforce 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 taskforce 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.

Presenter Bio

A lifelong learner, Dr. Laurel V. Williamson is an innovative, visionary leader with over 28 years of career experience in community colleges. She currently serves as the Deputy Chancellor and President of San Jacinto Community College in Pasadena, Texas. She is a respected leader, instructor, and administrator and has substantial background in overseeing instruction and student services programs. Dr. Williamson received the Carl M. Nelson award for administrative leadership from the Texas Association of Community Colleges, the National Association of Developmental Education award for administrative support of development education, and the Outstanding Student Advocate award from the National Resource Center for the First-Year Experience and Students in Transition. During her tenure at San Jacinto College, the institution has been named one of the Aspen Institute top five colleges in the nation and selected as one of thirty colleges in the American Association of Community College Pathways Project and as a member of the Aspen Institute Frontier Set.