[et_pb_section bb_built=”1″ admin_label=”section” fullwidth=”on” specialty=”off” transparent_background=”off” 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_fullwidth_header admin_label=”Fullwidth Header” background_layout=”light” text_orientation=”center” header_fullscreen=”off” header_scroll_down=”off” background_url=”https:\/\/sites.austincc.edu\/cbec\/wp-content\/uploads\/sites\/128\/2017\/04\/ripples-Sun-NO-text.png” parallax=”off” parallax_method=”off” content_orientation=”bottom” image_orientation=”center” custom_button_one=”off” button_one_letter_spacing=”0″ button_one_use_icon=”default” button_one_icon_placement=”right” button_one_on_hover=”on” button_one_letter_spacing_hover=”0″ custom_button_two=”off” button_two_letter_spacing=”0″ button_two_use_icon=”default” button_two_icon_placement=”right” button_two_on_hover=”on” button_two_letter_spacing_hover=”0″ title=”Our Presenters” title_font_color=”#6e5e57″ title_text_color=”#6e5e57″ \/][\/et_pb_section][et_pb_section bb_built=”1″ admin_label=”Section” fullwidth=”off” specialty=”off”][et_pb_row admin_label=”Row”][et_pb_column type=”1_4″][et_pb_text admin_label=”Keynote Speakers” background_layout=”light” text_orientation=”left” header_text_color=”#93d7d5″ text_text_color=”#6e5e57″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n
[\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″][et_pb_toggle admin_label=”Mary Hendrix” title=”Dr. Mary Hendrix” open=”off” closed_toggle_background_color=”#93d7d5″ closed_toggle_text_color=”#6e5e57″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n
Keynote Speaker<\/b><\/p>\n
Dr. Mary Hendrix<\/strong> 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\u2019s first Vice-President for Student Access and Success in January 2009.<\/p>\n 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\u2011adopted 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\u2019s Texas Affordable Baccalaureate project, which is the state\u2019s first SACSCOC-approved competency-based degree program.<\/p>\n She holds the Ph.D. in Educational Psychology and has a master\u2019s 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.<\/p>\n [\/et_pb_toggle][et_pb_toggle admin_label=”Deb Bushway” title=”Deb Bushway” open=”off” closed_toggle_background_color=”#93d7d5″ closed_toggle_text_color=”#6e5e57″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n Deb Bushway<\/strong> is a consultant with the Lumina Foundation regarding Competency Based Education. She has been deeply involved in the Competency Based Education movement, including the launch of Capella University\u2019s CBE direct assessment program and service as Senior Advisor to the Undersecretary at the US Department of Education regarding educational innovation. She is interested in higher education innovation focused on student learning and success.<\/p>\n She has previously served in a variety of roles including Provost, Vice President of Academic Innovation, Associate Dean and Professor at Capella University, University of Wisconsin \u2013 Extension, and Metropolitan State University in St. Paul, MN.<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_4″][et_pb_text admin_label=”Chairs” background_layout=”light” text_orientation=”left” header_text_color=”#93d7d5″ text_text_color=”#6e5e57″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n [\/et_pb_text][\/et_pb_column][et_pb_column type=”3_4″][et_pb_toggle admin_label=”Amardeep Kahlon” title=”Dr. Amardeep Kahlon” open=”off” closed_toggle_background_color=”#93d7d5″ closed_toggle_text_color=”#6e5e57″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n Dr. Amardeep Kahlon is passionate about innovation and research in higher education. With 27 years of experience at both the local and international level, she is keenly interested in innovative pedagogies for increasing student retention and engagement. She is currently the director of Fast Track to Success, a competency-based education project funded by The Texas Higher Education Coordinating Board. She is also a member of the Executive Council of the Texas Competency-Based Education Workgroup. She is the co-director of a recently awarded Texas Affordable Baccalaureate grant, where she will work with South Texas College to create accelerated pathways to a bachelors degree in computer science and applied technology for non-traditional populations such as returning veterans, displaced worker. Outside the US, she has served as the founding Dean of academic affairs at a university in India.<\/p>\n Besides her work at Austin Community College, Dr. Kahlon has been involved in multi-institutional publishing and research with colleges and universities from around the country and the world. She has presented at local, state, national, and international conferences. She is also committed to broadening the participation in computing and other under-represented areas. She is a skilled collaborator who is committed to building inclusive and supportive communities at all levels of education through research, teaching, and service.<\/p>\n Dr. Kahlon has an undergraduate in Honors English Literature with a minor in Economics and History. She also holds an undergraduate degree in Mass Communication and a graduate diploma in International Trade. Dr. Kahlon earned her Masters in Science with a specialization in Computer Science and Advanced Technology from Binghamton University and a doctorate in Educational Administration with a specialization in Higher Education Administration from The University of Texas at Austin.<\/p>\n [\/et_pb_toggle][et_pb_toggle admin_label=”Shonda Gibson” title=”Dr. Shonda Gibson” open=”off” closed_toggle_background_color=”#93d7d5″ closed_toggle_text_color=”#6e5e57″ use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n Dr. Shonda Gibson<\/strong> has served in a variety of roles in higher education, all concentrated on innovation and strategic progressive actions toward continuous improvement. She brings over 25 years of corporate and industry experience in the fields of leadership, operations management, recruiting, training, and team development.<\/p>\n In addition to serving as the Associate Provost for Institutional Effectiveness at Texas A&M University-Commerce, Dr. Gibson also serves as a SACSCOC Accreditation Liaison and evaluator. She served on the Texas Affordable Baccalaureate (TAB) Program Advisory Committee in creation and implementation of the state\u2019s first competency-based degree offered by an accredited public institution, which earned the Texas Higher Education Coordinating Board\u2019s prestigious Texas Star Award. She has also led the Institute for Competency-Based Education (ICBE), a collaboratory funded by the Texas legislature for innovation focused on experimentation and research to advance the understanding of competency-based education and to support development and growth of CBE programs.<\/p>\n She earned a Ph.D. in Educational Psychology with an emphasis in Social Psychology, has a master\u2019s degree in Psychology, and an MBA with an emphasis in both Management and Economics. Dr. Gibson is an active member of a wide variety of organizations and efforts designed to fully prepare students to thrive in our highly interconnected and diverse world.<\/p>\n [\/et_pb_toggle][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”4_4″][et_pb_text admin_label=”Presenters in alphabetical order” background_layout=”light” text_orientation=”center” use_border_color=”off” border_color=”#ffffff” border_style=”solid”]<\/p>\n (in alphabetical order)<\/p>\n [\/et_pb_text][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Person Modules for Presenters” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” allow_player_pause=”off” parallax=”off” parallax_method=”off” make_equal=”on” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off” parallax_3=”off” parallax_method_3=”off”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Gemmy Allen ” name=”Gemmy Allen ” position=”North Lake College” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n HRPO 2301 Human Resources Management:\nCourse Demo<\/b><\/p>\n Gemmy Allen\nNorth Lake College\ngemmyallen@dcccd.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n HRPO 2301 is one of six courses in the Fast-track, CBE Supervisor Certificate providing training to upwardly mobile incumbent workers. The position of \u201csupervisor\u201d exists in all industries. In addition to the common skills and abilities required for successful supervisors, the demand-driven \u201cpower\u201d 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.<\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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\u00a0North 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.<\/p>\n She has served as a member of Microsoft Mentors, the Microsoft\/Compaq College Advisory Council and is founding teacher, Virtual College of Texas \u2014 \u201cInternet Teachers at Every College.\u201d<\/p>\n 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.<\/p><\/div>\n\t\t\t\t<\/div>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Michael Atkinson” name=”Michael Atkinson” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Learning Objects, Inc. \u2013 UT Austin”]<\/p>\n Texas OnCourse: Streamlining Student Pathways to Postsecondary and Career Success<\/b><\/p>\n Michael Atkinson\nLearning Objects, Inc.\nUT Austin\nmatkinson@learningobjects.com<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n Michael Atkinson is Senior Learning Engineer at Learning Objects, Inc. in Washington D.C. He received his Master\u2019s in Educational Technology at Boise State University and is a Ph.D. candidate in Instructional Psychology and Technology at Brigham Young University.\u00a0<\/span><\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Kelvin Bentley” name=”Kelvin Bentley” position=”Tarrant County College District, TX” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n A Collaborative Lift: Lessons Learned in Creating an Institution\u2019s Initial CBE Program<\/b><\/p>\n Kelvin Bentley\nTarrant County College District, TX\nKELVIN.BENTLEY@tccd.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n Kelvin\u00a0Bentley, Ph.D.\u00a0has over 15 years of experience in the field of online education as a faculty member, administrator, and consultant. Kelvin\u00a0currently serves as the Vice President of Academic Affairs for Tarrant County College\u2019s TCC Connect Campus which offers fully online certificates and programs and a Weekend College. Kelvin\u2019s most recent honors include serving as the Vice Chair of WCET\u2019s Steering Committee, an advisory board committee member of Educause\u2019s Leading Academic Transformation initiative, an active participant in\u00a0EDUCAUSE\u2019s Breakthrough Models Academy\u00a0in 2014 and as a Fulbright Specialist in distance education in September 2010 at the University of Antioquia in Medellin, Colombia.<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Person Modules for Presenters” make_fullwidth=”off” use_custom_width=”off” width_unit=”on” use_custom_gutter=”off” allow_player_pause=”off” parallax=”off” parallax_method=”off” make_equal=”off” parallax_1=”off” parallax_method_1=”off” parallax_2=”off” parallax_method_2=”off”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Pamela S. Campbell, Ed.D. ” name=”Pamela S. Campbell, Ed.D. ” position=”San Jacinto College” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Giving Credit Where Credit is Due: A Process for Awarding Credit for Prior Learning<\/b><\/p>\n Pamela S. Campbell, Ed.D.\nSan Jacinto College\nPamela.campbell@sjcd.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n The CPL Taskforce looked at these key options where CPL could be awarded:<\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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\u2019s Degree in Mathematics from the University of Houston-Clear Lake, and a Doctor of Education Degree in Higher Education Administration from Texas Tech University.<\/p>\n 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 \u2013 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\u2019s service area and creates partnerships to facilitate student success at the post-secondary level.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Martha Cheney, EdD” name=”Martha Cheney, EdD” position=”Walden University” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Competency-Based Curriculum Development and Continuous Improvement\n<\/b>\nMartha Cheney, EdD\nWalden University\nmartha.cheney@mail.waldenu.edu<\/p>\n Abstract<\/b><\/p>\n 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\u2019s 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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.<\/p>\n <\/div>\n\t\t\t\t<\/div>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Lauren Cifuentes” name=”Lauren Cifuentes” position=”Texas A&M University-Corpus Christi, TX” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Building ARCS for CBE: Motivation in Instructors<\/b><\/p>\n Lauren Cifuentes\nTexas A&M University-Corpus Christi, TX\nLauren.Cifuentes@tamucc.edu<\/span><\/p>\n Abstract<\/b><\/p>\n We explore avoidance and\/or adoption motivators to identify effective tactics for motivating instructors to build a CBE degree program. We use Keller\u2019s (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. \u201cMotivation refers broadly to what people desire, what they choose to do, and what they commit to do,\u201d (Keller, p. 3). Instructors\u2019 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.<\/p>\n Presenter Bios<\/b><\/p>\n Dr. Lauren Cifuentes is Professor and Director of Distance Education and Learning Technologies at TAMU-CC. Her recent interests are focused on learning designs and administration for distance education.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Laura Chrisco” name=”Laura Chrisco” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Learning Objects, Inc. \u2013 UT Austin”]<\/p>\n Texas OnCourse: Streamlining Student Pathways to Postsecondary and Career Success<\/b>hrisco\nLearning Objects, Inc.\nUT Austin\nlaura.chrisco@austin.utexas.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n Laura Chrisco is Higher Education Policy Coordinator at UT Austin. Prior to coming to UT, Laura received her Master\u2019s 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.<\/p>\n Michael Atkinson is Senior Learning Engineer at Learning Objects, Inc. in Washington D.C. He received his Master\u2019s in Educational Technology at Boise State University and is a PhD candidate in Instructional Psychology and Technology at Brigham Young University.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Joe Deegan” name=”Joe Deegan” position=”Jobs for the Future” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Next-Generation CBE: Designing Competency-Based Education for Underprepared College Learners<\/b><\/p>\n Joe Deegan\nJobs for the Future\njdeegan@jff.org<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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.<\/p>\n 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\u2019s Back on Track model. He has extensive experience managing college access programs and community-university partnerships.<\/p>\n \n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Brooks Doherty ” name=”Brooks Doherty ” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Rasmussen College”]<\/p>\n The CBE Faculty Path:\nCreating Space to Develop and Support New Ways Teaching, Learning, and Assessing\n<\/b>Brooks Doherty\nRasmussen College\nBrooks.Doherty@rasmussen.edu<\/p>\n Abstract<\/b><\/p>\n Teaching, learning, and assessment in Competency-Based Education (CBE) can look different from one institution to the next. It \u201ccan occur in a wide variety of forms and settings, and students can receive regular support and encouragement along the way\u201d (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\u2019s 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.<\/p>\n Presenter Bio<\/b><\/p>\n Brooks Doherty is AVP of Academic Innovation Rasmussen College. He is completing a doctorate in education at St. Mary\u2019s 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.<\/p>\n \u00a0<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Dr. Ali Esmaeili” name=”Dr. Ali Esmaeili” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”South Texas College”]<\/p>\n Is Creating a CBE Course with Learning Outcomes in Mind Important?<\/b><\/p>\n Dr. Ali Esmaeili\nSouth Texas College\nesmaeili@southtexascollege.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenters Bio<\/b><\/p>\n 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\u2019s 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\u2019s involvement in several national programs including Complete College America, UTeach, Science Olympiad, Developmental Education Initiatives, and STEP Project.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Brian Finnegan” name=”Brian Finnegan” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Peirce College”]<\/p>\n CBE and ZPD: Designing high-stakes project-based assessments to motivate learning<\/b><\/p>\n Brian Finnegan\nPeirce College\nbrfinnegan@peirce.edu<\/p>\n Abstract <\/b><\/p>\n This presentation will recount preliminary action research conducted during the inaugural year of Peirce College\u2019s 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.<\/p>\n 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\u2019s \u201cZone of Proximal Development\u201d (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.<\/p>\n 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\u2019s preliminary work redesigning project-based assessments as effective learning tools.<\/p>\n Presenter Bio <\/b><\/p>\n Dr. Finnegan is Dean of Information Technology and General Education at Peirce College, where he also oversees CBE. Brian\u2019s 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Haydn Fox” name=”Haydn Fox” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Texas A&M University-Commerce”]<\/p>\n Obtaining Administrator Buy-In for New CBE Degree Programs and Courses<\/b><\/p>\n Haydn Fox\nTexas A&M University-Commerce\nHaydn.Fox@tamuc.edu<\/p>\n Abstract<\/b><\/p>\n A common barrier to establishing new CBE degree programs or courses is obtaining buy-in by the college dean and university provost. We often find them to be skeptical and reluctant to fully embrace it, and in this, we find some of the same challenges that on-line education faced 10 to 15 years ago. A major problem is that CBE, in its current technological reincarnation, is relatively new and only poorly understood by these administrators. It can be a challenge even to get them to focus on and consider the proposal. Other issues include negative perceptions that it diminishes the role of faculty, it is comparable to the correspondence courses of years ago, it is sometimes being marketed to the wrong audiences, it disrupts existing procedures and processes such as financial aid, course scheduling, and faculty workload. A final concern is the question of whether CBE will be accepted by outside accrediting bodies, such as ABET (engineering and computer programs) and AACSB (business programs). This presentation will address each of these issues and discuss ways helpful to convincing administrators to give CBE a try.<\/p>\n Presenter Bio<\/b><\/p>\n Dr. Haydn A. \u201cChip\u201d Fox is Associate Dean of the College of Science & Engineering at Texas A&M University\u2013Commerce. He is tenured in the Department of Biological & Environmental Sciences, and is director of the environmental science degree program. His chief claim to fame is as sole author of a college-level physical science text published by Trunity in 2016.<\/p>\n Dr. Fox received his BS and MNS in Earth science from Southeast Missouri State University, and his PhD in geological sciences from the University of South Carolina. He has been a university instructor since 1989, teaching at the University of South Carolina, Southeast Missouri State University, Clemson University, and, since 1995, at Texas A&M University\u2013Commerce. His courses have included numerous Earth science and environmental science courses<\/p>\n \u00a0<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Tesha Gooch” name=”Tesha Gooch” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”University of Mary Hardin-Baylor, TX”]<\/p>\n The Nature of Coaching in Higher Education<\/b><\/p>\n Tesha Gooch\nUniversity of Mary Hardin-Baylor, TX\ntgooch@umhb.edu<\/p>\n Abstract<\/b><\/p>\n 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\u2019 goals and potential challenges that may prevent students from staying on task throughout their educational journey.<\/p>\n Presenter Bio<\/b><\/p>\n 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.<\/p>\n 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.<\/p>\n \u00a0<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Alexandra Janney ” name=”Alexandra Janney ” position=”Texas A&M University-Corpus Christi, TX” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Building ARCS for CBE: Motivation in Instructors<\/b><\/p>\n Alexandra Janney\nTexas A&M University-Corpus Christi, TX\nalexandra.janney@tamucc.edu<\/p>\n Abstract<\/b><\/p>\n We explore avoidance and\/or adoption motivators to identify effective tactics for motivating instructors to build a CBE degree program. We use Keller\u2019s (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. \u201cMotivation refers broadly to what people desire, what they choose to do, and what they commit to do,\u201d (Keller, p. 3). Instructors\u2019 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.<\/p>\n Presenter Bios<\/b><\/p>\n 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/span><\/p>\n \n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Barbara Joseph” name=”Barbara Joseph” position=”Wheelock College” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Competency Assessment Guides – Comprehensive and Measurable Assessments That Align With Active Professional Development Objectives<\/b><\/p>\n Barbara Joseph\nWheelock College\nbjoseph@wheelock.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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.<\/p>\n 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.<\/p>\n She earned her Bachelor\u2019s 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Patty Kallman” name=”Patty Kallman” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”University of Houston”]<\/p>\n Do you have the guts? Improving CBE through the use of student feedback<\/b><\/p>\n Patty Kallman\nUniversity of Houston\nmpattykallman@gmail.com<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n Patty Kallman<\/strong> 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\u2019 Episcopal School in Houston, Texas.<\/p>\n \u00a0<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Joann Kozyrev” name=”Joann Kozyrev” position=”UTx: University of Texas System” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n The Power of a Skills Ledger<\/b><\/p>\n Joann Kozyrev\nUTx: University of Texas System\njkozyrev@utx.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/span><\/p>\n \n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Tamika Malone” name=”Tamika Malone” position=”Texas A&M \u2013 Commerce” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n CBE and Financial Aid Worlds Collide: The Good, the Bad, and the Ugly<\/b><\/p>\n Tamika Malone,\nTexas A&M \u2013 Commerce\ntamika.malone@tamuc.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n Tamika Malone<\/strong>, 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 \u2013 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 \u2013 Commerce and will graduate Spring 2018.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Jessica Mason” name=”Jessica Mason” position=”American Institutes for Research” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n On the Path to Success: Early Evidence of the Efficacy of Postsecondary CBE Programs<\/b><\/p>\n Jessica Mason\nAmerican Institutes for Research\njmason@air.org<\/p>\n Abstract<\/b><\/p>\n 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:<\/p>\n They will also share important steps for program leaders who are interested in evaluating their programs or using data to inform improvement.<\/p>\n Presenter Bio<\/b><\/p>\n Kelle Parsons<\/strong> 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.<\/p>\n Jessica Mason, Ph.D.<\/strong> 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/span><\/p>\n \n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Lisa McIntyre-Hite, PhD” name=”Lisa McIntyre-Hite, PhD” position=”Walden University” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Competency-Based Curriculum Development and Continuous Improvement<\/b><\/p>\n Lisa McIntyre-Hite, PhD\nWalden University\nLisa.mcintyre-hite@laureate.net<\/p>\n Abstract<\/b><\/p>\n 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\u2019s 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.<\/p>\n Presenter Bio<\/b><\/p>\n Lisa McIntyre-Hite, Ph.D., is the Executive Director of Product Innovation for Walden University\u2019s 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\u2019s Tempo Learning, one of six programs accredited nationwide to offer a direct assessment, competency-based curriculum.\nMuch of her research and work is focused on competency-based education in higher education.<\/div>\n\t\t\t\t<\/div>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Dr. Emma L. Miller” name=”Dr. Emma L. Miller” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”South Texas College”]<\/p>\n Is Creating a CBE Course with Learning Outcomes in Mind Important?<\/b><\/p>\n Dr. Emma L. Miller\nSouth Texas College\nemiller@southtexascollege.edu<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenters Bio<\/b><\/p>\n Dr. Emma L. Miller has been in higher education administration in the state of Texas for nearly 20 years. She has a PhD in Applied Management and Decision Science with a concentration in Leadership and Organizational Change from Walden University. Currently, Dr. Miller is the Program Chair for the Competency-Based Education Bachelor of Applied Science in Organizational Leadership program at South Texas College as well as the advisor for the National Society of Leadership and Success South Texas College Chapter. In addition, Dr. Miller has also been an Academic Dean with Brightwood College and a Director of Academic Affairs for the University of Phoenix McAllen, TX campus. As a researcher, she has focused on mentoring examining how it relates to student retention and attrition and its impact on the institution. She has written in books, international journals and presented in local and international conferences. Dr. Miller has co-authored a book: \u201cMentoring Diverse Populations\u201d published by Linus Publishing and most recently co-authored a chapter \u201cSurvey Research Methods\u201d for the book:\u00a0Education Research: An African approach\u00a0published by South Africa Oxford University Press as well as co-authored \u201cEducation Diplomacy in Mentoring Diverse Populations\u201d in the International Journal of Early Childhood Education. In addition, Dr. Miller serves as Senior Advisor for the non-profit organization Blue Marble Space Institute of Science.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Carlos Morales” name=”Carlos Morales” position=”Tarrant County College District, TX” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n A Collaborative Lift: Lessons Learned in Creating an Institution\u2019s Initial CBE Program<\/b><\/p>\n Carlos Morales\nTarrant County College District, TX<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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.\u00a0Carlos 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.<\/p>\n 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/span><\/p>\n \n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Jennifer Nailos Ed.D. ” name=”Jennifer Nailos Ed.D. ” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Texas Higher Education Coordinating Board”]<\/p>\n Texas Affordable Baccalaureate Program<\/b><\/p>\n Jennifer Nailos Ed.D.\nTexas Higher Education Coordinating Board\nJennifer.Nailos@thecb.state.tx.us<\/p>\n Abstract<\/b><\/p>\n The Texas Affordable Baccalaureate (TAB) session will introduce conference participants to the program\u2019s 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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\u2019s 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Kelle Parsons” name=”Kelle Parsons” position=”American Institutes for Research” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n On the Path to Success: Early Evidence of the Efficacy of Postsecondary CBE Programs<\/b><\/p>\n Kelle Parsons\nAmerican Institutes for Research\nkparsons@air.org<\/p>\n Abstract<\/b><\/p>\n 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:<\/p>\n They will also share important steps for program leaders who are interested in evaluating their programs or using data to inform improvement.<\/p>\n Presenter Bio<\/b><\/p>\n Kelle Parsons<\/strong> 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.<\/p>\n <\/div>\n\t\t\t\t<\/div><\/span><\/p>\n \n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Steve Phillips” name=”Steve Phillips” position=” Thomas Edison State University” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n <\/p>\n Steve Phillips\nThomas Edison State University\nsphillips@tesu.edu<\/p>\n Abstract:<\/strong><\/p>\n Leveraging our experience curating and framing OER, along with TESU\u2019s 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\u2019s 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\u2019s model for competency-based education; discuss the logistics of developing our program, and define our objectives for the future of this pilot.<\/p>\n Presenter Bio:<\/strong><\/p>\n Steve Phillips serves as an Assistant Director for Thomas Edison State University\u2019s 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 \u201cuntethered\u201d 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.<\/p>\n <\/div>\n\t\t\t\t<\/div>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Will Pierce” name=”Will Pierce” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px” position=”Davis Applied Technology College, UT”]<\/p>\n Validating Competency-Based Education<\/b><\/p>\n Will Pierce\nDavis Applied Technology College, UT<\/p>\n Abstract<\/b><\/p>\n 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.<\/p>\n Presenter Bio<\/b><\/p>\n 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\u2019s degree in Workforce Education, a Master\u2019s degree in Educational Leadership, and a Ph.D. in Organizational Leadership.<\/p>\n \u00a0<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Dr. Wendi C. Prater” name=”Dr. Wendi C. Prater” position=” Lone Star College” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\n Dr. Wendi C. Prater<\/p>\n Lone Star College<\/p>\n wendi.c.prater@lonestar.edu<\/p>\n Abstract:<\/strong><\/p>\n 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.<\/p>\n Presenter Bio:<\/strong><\/p>\n 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.<\/p>\n 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.<\/p>\n 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.<\/p>\n Education, <\/strong>Honors and Achievements<\/strong> 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\u2013SCP) 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.<\/div>\n\t\t\t\t<\/div><\/p>\n [\/et_pb_team_member][\/et_pb_column][\/et_pb_row][et_pb_row admin_label=”Row”][et_pb_column type=”1_3″][et_pb_team_member admin_label=”Maria Ramos” name=”Maria Ramos” position=”Texas A&M \u2013 Commerce” animation=”off” background_layout=”light” use_border_color=”on” border_color=”#93d7d5″ border_style=”solid” custom_padding=”5px|5px|5px|5px”]<\/p>\nChairs<\/h5>\n
Presenters Bios and Abstracts<\/h4>\n
HRPO 2301 Human Resources Management: Course Demo<\/span><\/span><\/h3>\n\t\t\t\t\t
Texas OnCourse: Streamlining Student Pathways to Postsecondary and Career Success and Panal Moderator for Designing for Evidence: Challenges and Benefits of Evidencing Competencies<\/span><\/span><\/h3>\n\t\t\t\t\t
A Collaborative Lift: Lessons Learned in Creating an Institution\u2019s Initial CBE Program<\/span><\/span><\/h3>\n\t\t\t\t\t
Giving Credit Where Credit is Due: A Process for Awarding Credit for Prior Learning<\/span><\/span><\/h3>\n\t\t\t\t\t
\n
Competency-Based Curriculum Development and Continuous Improvement<\/span><\/span><\/h3>\n\t\t\t\t\t
Building ARCS for CBE: Motivation in Instructors <\/span><\/span><\/h3>\n\t\t\t\t\t
Texas OnCourse: Streamlining Student Pathways to Postsecondary and Career Success<\/span><\/span><\/h3>\n\t\t\t\t\t
Next-Generation CBE: Designing Competency-Based Education for Underprepared College Learners<\/span><\/span><\/h3>\n\t\t\t\t\t
<\/div>\n\t\t\t\t<\/div><\/h6>\n
The CBE Faculty Path: Creating Space to Develop and Support New Ways Teaching, Learning, and Assessing<\/span><\/span><\/h3>\n\t\t\t\t\t
Is Creating a CBE Course with Learning Outcomes in Mind Important?<\/span><\/span><\/h3>\n\t\t\t\t\t
CBE and ZPD: Designing high-stakes project-based assessments to motivate learning<\/span><\/span><\/h3>\n\t\t\t\t\t
Obtaining Administrator Buy-In for New CBE Degree Programs and Courses<\/span><\/span><\/h3>\n\t\t\t\t\t
The Nature of Coaching in Higher Education<\/span><\/span><\/h3>\n\t\t\t\t\t
Building ARCS for CBE: Motivation in Instructors<\/span><\/span><\/h3>\n\t\t\t\t\t
Competency Assessment Guides - Comprehensive and Measurable Assessments That Align With Active Professional Development Objectives<\/span><\/span><\/h3>\n\t\t\t\t\t
Do you have the guts? Improving CBE through the use of student feedback<\/span><\/span><\/h3>\n\t\t\t\t\t
The Power of a Skills Ledger<\/span><\/span><\/h3>\n\t\t\t\t\t
CBE and Financial Aid Worlds Collide: The Good, the Bad, and the Ugly<\/span><\/span><\/h3>\n\t\t\t\t\t
On the Path to Success: Early Evidence of the Efficacy of Postsecondary CBE Programs<\/span><\/span><\/h3>\n\t\t\t\t\t
\n
Competency-Based Curriculum Development and Continuous Improvement<\/span><\/span><\/h3>\n\t\t\t\t\t
Is Creating a CBE Course with Learning Outcomes in Mind Important?<\/span><\/span><\/h3>\n\t\t\t\t\t
A Collaborative Lift: Lessons Learned in Creating an Institution\u2019s Initial CBE Program<\/span><\/span><\/h3>\n\t\t\t\t\t
Texas Affordable Baccalaureate Program<\/span><\/span><\/h3>\n\t\t\t\t\t
On the Path to Success: Early Evidence of the Efficacy of Postsecondary CBE Programs<\/span><\/span><\/h3>\n\t\t\t\t\t
\n
Working Backwards from Open: The Story of Thomas Edison State University\u2019s Openly Licensed \u2013 and Competency-Based \u2013 General Education Program alsoDesigning for Evidence: Challenges and Benefits of Evidencing Competencies (PANEL member)<\/span><\/span><\/h3>\n\t\t\t\t\t
Validating Competency-Based Education<\/span><\/span><\/h3>\n\t\t\t\t\t
Competency-Based Education Online Teaching Certification Program \u2013 The Faculty Experience<\/span><\/span><\/h3>\n\t\t\t\t\t
CBE and Financial Aid Worlds Collide: The Good, the Bad, and the Ugly <\/span><\/span><\/h3>\n\t\t\t\t\t