CompetencyBased Education
NEW WAYS OF THINKING
“Competency-based education
programs are an alternative way for
learners to gain the skills employers
want from employees”
Pat Galagan, TD Magazine
Upon completion of this session,
participants will be able to:

Explain the difference between traditional education, competencybased curriculum, and competency-based education.

Identify the role of accrediting agencies in CBE.

Recognize the basic principles of CBE program development.

Articulate and explain the application of CBE as it relates to
competency-based curriculum development.
Overview

Competency and competency-based education

Trends in CBE: The role of accrediting agencies

CBE programs

Competency-based curriculum: Mapping strategy

Competency-based barista curriculum
Competency and competencybased education
Competency, Models, and
Modeling
Competency
• Characteristics that individuals have and use in appropriate,
consistent ways in order to achieve desired performance (Dubois &
Rothwell , 2004, p. 16).
Competency Models
• Model that depicts common attributes of top performers in a specific
job.
Competency Modeling
• The process to develop competency models, while competencybased approaches can be strategic and systematic.
Competency-based
education
helps individuals acquire or build the skills to
match the characteristics of good or
exceptional performers
Historical Overview
(Ford, 2014)
First Generation
Second Generation
Third Generation
•Application of scientific
management to work
roles
•Development of mastery
learning models during
the 1920s and 1930s
•Formative vocational
education and training
Fourth Generation
Fifth Generation
Sixth Generation
•Moving beyond
vocational training to
education
•Development and
transferability of
competency or
outcome-base curricula
•Increase emphasis on
direct assessment of
competencies rather
than instructor-led course
Two Educational Paradigms
(Sullivan and Downey, 2015)

Traditional


Carnegie public school model from the early 1800s

Instructor-led

Text-driven curriculum delivery

Time and credit based

Delivered to all in same class at same time
Failure of a class require a complete repeat
Two Educational Paradigms
(Sullivan and Downey, 2015)

Competency-based

Credits based on outcomes that demonstrate academic proficiency

Learning driven by set standards demonstrated through application of
knowledge and skills

Individualized learning tailored to the uniqueness of each student

Includes direct instruction, peer instruction, collaboration, self-regulated
learning, self-monitoring, in individualized or group learning
“Competency-based education is the
transformation process from a young
person into a life learner in the
workforce”
Amanda Cecil and B. Krohn 2012
Trends in Competency-Based
Education
THE ROLE OF ACCREDITING AGENCIES
How is CBE different?

Clear claims on student learning

About what students can do with the knowledge and skills

Measurable evidence of competency
Recognized by the DoE?

DoE sees the benefits and value

Testing how Title IV can be delivered in CBE

Experimental stage- applying aid via:
 Direct
assessment
 Credit/clock
hours
Accrediting Agencies and the CBE
Experiment

Ensure quality of an institution’s approach to CBE

Substantive change evaluation on institution performed by agency

Ensure that institutions:

Assign credit hours conforming to general practices in higher ed

Meet requirement for “regular and substantive interaction” between
students and instructors:

Access to qualified faculty

Interactions built into program design

Assessment required
How is Assessment Performed?

Important in outcomes-focused programs like CBE

Faculty does not have to administer/grade everything

Faculty feedback effective

Exams not substantive interaction

Teaching assistants allowed

Regular reviews/monitoring needed
CBE Programs
CHARACTERISTICS AND EXAMPLES
CBE Focus

Demonstrated mastery of knowledge and skills upon completion of
course work


clear, measurable learning outcomes
Application of knowledge and skills in the real world

Academic expectations aligned with industry and market demands
Five Principles of CBE Development
1.
Degree or certificate Reflects Robust and Valid Competencies

2.
3.
Students allowed to learn at a variable, individualized pace

Support must be provided on demand

Close monitoring of student progress necessary
Learning resources are available anytime and are re-usable

4.
Validity determined by student and employer feedback
Usage statistics and performance analytics should be employed
Development and re-development processes are explicit

Changes, updates, and revisions follow appropriate paths

5.
Designated administrators, instructors, and subject matter experts
Assessments are secure and reliable

Content is aligned with industry expertise by subject matter experts
Typical Structures and Elements


Cohort programs with fully online and hybrid courses

Certificates; Associates, Bachelor’s Degrees

Self-paced with milestones
Robust LMS with synchronous instruction capability

Canvas, Blackboard, Brightspace, AdobeConnect


Object repository and built-in CMS
Affordable pricing structures

Per Academic Year, Per Course, Per Program
Brandman University

Course materials accessible 24 hours per day, from any device

No print materials or textbooks

Self-paced, open enrollment

Capability to test out of program requirements

Credit for experience and knowledge

$5400 per Academic year

Programs in arts and sciences, business, education, nursing

Certificate and degree programs (Bachelor’s and Master’s Degrees)
Southern New Hampshire University:
College for America

Goals and competencies measured by assessment


20 goals and 120 competencies lead to accredited degree
Project based learning incorporating several competencies at once

No credit hour or grade points

$2500 per year, all inclusive

Associate’s Degrees


General studies for Business

General Studies for Nonclinical Healthcare
Bachelor’s Degrees

Bachelor of Arts in Communications

Bachelor of Arts in healthcare management
Competency-Based Curriculum
MAPPING STRATEGY
Four Phases of Program Creation
(Woodhouse and King, 2009)
Phase 1: Review update, and synthesize
competencies
Phase 2: Create a discipline-specific
competency matrix
Phase 3: Tie assessment practices to
competencies
Phase 4; Record gaps and overlaps revealed
by assessments to improve curriculum
CBE Development

Identify competencies for course or program


Review of body of knowledge, focus groups, research to find
competencies
Develop a matrix of primary learning categories

Group competencies under relevant categories

Lays the groundwork for goal structuring and assessment
CBE Development cont …

Track student learning progression


Align competencies with assessments
Identify gaps and overlaps in curriculum

Address both through updates and revision
Assessments

Task-oriented assessments based on primary competencies

Outcomes should be frequently tested for efficacy


Effective assessment should include faculty, industry stakeholders, and
administration
Refinement of assessments based on institutional review and industry
requirements
Department of Labor
EMBOK
Event Design and Production,
TISOH
Design Lab
Competency-Based Barista
Curriculum
ACTIVITY
Instructions…

Form groups (nor more than 4 participants per group) and elect a
recorder

Name your faux-institution

Work through the first three phases of the curriculum mapping
model to create a course for your institution
Phases 1 - 3
Phase 1:
Determine and
List
Competencies
Phase 2: Create
a barista
specific
categories of
competency
(curriculum
matrix)
Phase 3:
Develop
assessments for
each category (
specific task)
CBE Curriculum
Share your creation!
References
Cecil, A. and Krohn, B. (2012). The Process of Developing a
Competency-Based Academic Curriculum in Tourism Management.
Journal of Teaching in Travel and Tourism, 12, 129-145.
Dubois, D. and Rothwell, W. (2004). Competency-Based Human
Resource Management. Palo Alto, CA: Davis-Black Publishing.
Ford, K. (2014). Competency-Based Education: History, Opportunities,
and Challenge. UMUC Center for Innovation in Learning and
Student Success.