[et_pb_section admin_label=”Video Info Section” fullwidth=”off” specialty=”off” transparent_background=”off” background_color=”#ffffff” allow_player_pause=”off” inner_shadow=”off” parallax=”off” parallax_method=”off” padding_mobile=”off” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” make_equal=”off” use_custom_gutter=”off”][et_pb_row admin_label=”Row”][et_pb_column type=”4_4″][et_pb_video admin_label=”Donna Smith Video” src=”https:\/\/youtu.be\/CPbAxxN0E_4″ image_src=”https:\/\/sites.austincc.edu\/cbec\/wp-content\/uploads\/sites\/128\/2016\/06\/DonnaSmithTAMUC.png”]<\/p>\n
[\/et_pb_video][et_pb_text admin_label=”Best Practices For Planning CBE Header” background_layout=”light” text_orientation=”left” text_font=”Roboto Condensed|on||on|” text_font_size=”48″ use_border_color=”off” border_color=”#ffffff” border_style=”solid” custom_padding=”0||20|” custom_margin=”0|||”]<\/p>\n
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\u2022 Registration systems didn\u2019t recognize competencies
\nHad to map competencies to courses
\nDeveloped middleware for conversion to get LMS to populate competencies
\n\u2022 Students procrastinated
\nChallenge to get them to accelerate through classes rather than wait to last minute
\nStudents with KLEP experience do better
\nChallenge when a student needs to decelerate
\nDeveloped subscription-based model of tuition so students could take incomplete and extend into next term by re-registering for that class \u2013 not ideal but it works
\n\u2022 Decelerating impacts financial aid because an \u201cX\u201d means can\u2019t calculate SAP (student academic progress)
\n\u2022 Highly recommend that anyone starting CBE program do a mock of entire process of financial aid, registration, admissions<\/p>\n
\u2022 During break between terms, faculty meets\/trains with Donna Smith and discusses issues for that term
\n\u2022 Faculty also alerts Donna when a student is at risk of not completing a course
\nDonna sends out an early alert notice to that student during 2nd week and also an alert during 5th week to get student to finish competencies
\n\u2022 A lot of the faculty were involved during development phase which made it easier to get their buy-in
\n\u2022 Challenge to make competencies rigorous enough but not too rigorous<\/p>\n
\u2022 Texas Higher Education Coordinating Board (THECB) led CBE initiative with TAMUC and another institution and held monthly meetings in in which faculty and other entitles discussed what they wanted degree to look like
\n\u2022 Initially looked at general ed requirements
\n\u2022 Bounced off Industry to make sure gen-ed content was appropriate for degree
\n\u2022 Majority of faculty were interested
\n\u2022 Donna helped develop the upper-level courses
\n\u2022 To shape the major, talked to Industry leaders and asked what they wanted graduates to know
\n\u2022 Contracted with an outside instructional design firm to design the courses
\n\u2022 Absolute must to use instructional designers
\nCompetencies fully loaded for different learning styles
\n\u2022 Faculty shape content, designers make it accessible to students
\n\u2022 Need to compare CBE course with traditional course to make sure similar content
\n\u2022 Need to make sure embedded assessment aligns with the institution
\nThis also helps to get buy-in from departments when you ask what they are doing in traditional classes<\/p>\n
\u2022 Instructional designers presented initial template
\nIncluded syllabus, course info, pre-assessment, readings, assignments, events, activities and post-assessments
\n\u2022 Created a stripped down template that new faculty can use that follows same pattern \u2013 pre-assessment, content, post-assessment
\n\u2022 Recommend anyone developing CBE courses to have a template to ensure consistency \u2013 students appreciate consistency
\n\u2022 Donna reviews each new course to make sure it\u2019s consistent and appropriately rigorous<\/p>\n
\u2022 The idea with CBE is to save costs
\n\u2022 TAMUC contracted with publishing house to do embedded e-text
\n\u2022 Every competency has embedded e-text
\n\u2022 One course has 16 learning outcomes and within each outcome is reading material
\n\u2022 There is a structured course outline
\n\u2022 Within the outcome there\u2019s also an assignment\/activity (like write a paper, go explore internet site, visit an HR department)
\n\u2022 For competency-based courses, student just has to prove they can do the assessment, but activity is there for those students who need the assignments to master the content<\/p>\n
\u2022 Math is hard for many students, no matter the institution \u2013 putting Math online often makes it more difficult for those students
\n\u2022 TAMUC uses Tutor.com
\n\u2022 There are general tutors as well
\n\u2022 Writing lab
\n\u2022 Many of the faculty will tutor
\n\u2022 Adding YouTube lectures \u201cHere\u2019s how to solve this problem\u201d
\n\u2022 Have to define for your students: What are they struggling with?
\n\u2022 If there are specific areas that lots of students are struggling with, then put in a video to explain in greater depth
\n\u2022 Make sure what ever student support is available for general population students is also available for CBE students
\n\u2022 Academic Success Coaches contact students at risk
\nFirst term CBE students at TAMUC tend to be most at risk – have to learn the structure of CBE
\nAt risk students get checked on once a week \u2013 the students love the personal contact
\n\u2022 Getting instructors involved with early alert system also helpful \u201cWhat students have not even attempted a pre-test?\u201d
\n\u2022 Might need to check up on at-risk students after hours because they might not be receptive at their workplace<\/p>\n
\u2022 CBE requires a mind shift so faculty need training – especially new faculty
\n\u2022 If you have the competencies fully loaded, faculty can feel lost \u201cWhat is my job?\u201d
\n\u2022 TAMUC has a 48 hour rule on emails
\n\u2022 To allow students to accelerate through program, grade tests and give feedback within 24 hours
\n\u2022 Accelerated program requires responsive faculty
\n\u2022 Some students have jobs that require travel or 48 hours\/48 hours off
\n\u2022 Donna trains\/retrains faculty between each of the terms
\n\u2022 Faculty are expected to email students on first day of each term, welcoming student and making the expectations known \u2013 such as \u201cWe are self-paced, but not independent study\u201d and then every week after
\n\u201cWhat are your plans for this course, and how can I help you get there?\u201d and \u201cJust checking in. How are you with your studies?\u201d or \u201cI\u2019ve noticed you\u2019ve not submitted anything. How can I motivate you?
\nThis is part of the faculty training
\nAlso asked if students responded to email
\n\u2022 Training also covers how to prep the courses \u2013 Pathbuilder releases content when a student does an action. Content also blocked until student take pre-assessment
\n\u2022 Sharing lessons learned about student behavior is very helpful for faculty<\/p>\n
\u2022 At the beginning, just ask who wants to be involved and selected some key people
\n\u2022 Some faculty members so committed they don\u2019t require incentives and are developing new courses because they want to
\n\u2022 Select those faculty members who will become your champions \u2013 they will go above and beyond your expectations
\n\u2022 Currently faculty paid per student up to adjunct rate because student population is not large yet and there\u2019s not full time load
\n\u2022 Program even presents possible research avenues for some faculty
\n\u2022 Competition amongst faculty members is also incentive
\n\u2022 Top leaders really championing the program and that filters down
\n\u2022 Some resistance. Main thing is planning it out and being flexible for the surprises \u201cOh, that did not work, how are we going to fix this?\u201d
\n\u2022 At meetings, always bring up what did not work and ask everyone at meeting how they would fix
\n\u2022 Coming together to solve the problem increases buy-in<\/p>\n
\u2022 Planning CBE
\n\u2022 Being flexible around challenges that come up
\n\u2022 Knowing who to go to help solve problems
\n\u2022 Get leadership on board who will be your champions
\n\u2022 Be open to whatever happens and how you will fix
\n\u2022 Get others to help you \u2013 don\u2019t go it alone<\/p>\n
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Donna Smith Texas A&M University Commerce 00:38 \u2013 INITIAL CHALLENGES \u2022 Registration systems didn\u2019t recognize competencies Had to map competencies to courses Developed middleware for conversion to get LMS to populate competencies \u2022 Students procrastinated Challenge to get them to accelerate through classes rather than wait to last minute Students with KLEP experience do better […]<\/p>\n","protected":false},"author":457,"featured_media":0,"parent":461,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_et_pb_use_builder":"on","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"class_list":["post-4058","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/pages\/4058","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/users\/457"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/comments?post=4058"}],"version-history":[{"count":0,"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/pages\/4058\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/pages\/461"}],"wp:attachment":[{"href":"https:\/\/sites.austincc.edu\/cbec\/wp-json\/wp\/v2\/media?parent=4058"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}