IGI Creation of “Call for Chapters”
Proposal Due Date: May 8, 2015
Full Chapter Due Date: August 1, 2015
Submission Due Date: January 1, 2016
Editors
Karen L. Rasmussen, Ph.D.
Professor and Associate Director of the Innovation Institute, University of West Florida,
krasmuss@uwf.edu
Pamela T. Northrup, Ph.D.
Professor, Associate Provost, and Executive Director of the Innovation Institute, University of West
Florida, pnorthru@uwf.edu
Robin Colson, Ph.D.
Director, Design and Training, Innovation Institute, University of West Florida, rcolson@uwf.edu
Introduction
Competency-based education (CBE) is a system that permits students to move through a course or
program based on their performance in a given topic area. The intent of the competency-based model is to
reduce the cost and time required to obtain an academic credential. Students, especially adult learners
who are returning to finish their post-secondary degree, frequently already have the knowledge and skills
taught in many college courses. Through competency-based testing, they can demonstrate their
competence in course content and accelerate past it.
There are a variety of models that have been developed for CBE in both private and public higher
education institutions and the number of experimental CBE initiatives continue to flourish. However,
there is concern that the rapid pace of development is resulting in without solid theoretical underpinnings
or framework may result in confusion among faculty, administration, and designers about what CBE
really is and the implications of building an effective CBE program.
This publication is intended as a resource for higher education institutions, practitioners, and researchers
as they struggle to meet the many challenges of designing, developing, and implementing CBE programs.
It is designed to assemble lastest practices, strategies, and practical tips and present them through
examples and scenarios from higher education settings. This book will include strategies for design and
development, but will also include administrative strategies that can be implemented.
Objective of the Book
As national interest in Competency-Based Education has skyrocketed, many in higher education are
exploring competency-based innitiatives. However, the administrative and infrastructire demands of
competency-based education are significantly different from those of traditional credit-hour, classroom
delivery courses, so exisitng infrastructure poses barriers and challenges to the implementation of CBE.
Furthermore, retention and program completion rates remain problematic.
In response, administrators, faculty, designers and developers of competency-based experiences must
incorporate innovative strategies that are foreign to the traditional institution, particularly in the areas of
engagement, student support, and retention. Unfortunately, there is, to date, relatively little research or
identification of best practices in CBE or even agreed upon standards for its definition, development, and
assessment. In this publication we propose to assemble in one resource the latest research findings and
recommendations for practice and to initiate the development of a framework for a more cohesive
approach to the development, implementation, and evaluation of competency-based education.
Lumina Foundation Strategic Plan, 2013-2016. (2013). Retrieved, in part, from:
http://www.luminafoundation.org/goal_2025.html
Pew Research Center (2014). The Rising Cost of Not Going to College. Retrieved from:
http://www.pewsocialtrends.org/2014/02/11/the-rising-cost-of-not-going-to-college/
Target Audience
Higher Education Administrators, Faculty, Graduate Students in Curriculum & Instruction and
Instructional Design and Technology Programs.
Recommended Topics
Part 1: Establishing a Framework for CBE (13 Chapters)
•
Competence: The Defining Factor
•
Defining CBE
•
The Disruption of CBE in the Traditional Education System
•
Costs of CBE
•
Overview of CBE in the 21st Century
•
K12 Perspectives
•
CBE in Higher Education
•
Adult Learners and CBE
•
The Roles of Faculty and Students in CBE
•
Direct Assessment
•
The Open Resources/Courseware Movement
•
Accreditors and CBE: Academic Policy and Direction
•
The Case for CBE
Recommended Topics (cont.)
Part 2: Building the System (8 Chapters)
•
Academic Infrastructure: Challenges and Opportunities
•
Technology Infrastructure: Administrative and Instructional Processes
•
Designing CBE Learning Environments
•
Developing CBE Learning Environments
•
The Student View of CBE Instruction
•
Engagement Strategies for Student Retention
•
Accelerating Completion through Prior Learning Assessment
•
Supporting the Student Experience
Part 3: Implementation and Maintenance (6 Chapters)
•
Nuts and Bolts of Program Delivery
•
Students and Faculty Relationships, Engagement, and Interaction
•
What to Measure? Program Evaluation of CBE
•
Student Perceptions of Learning in CBE Environments
•
Faculty Evaluations in CBE Environments
•
Scalability
Part 4: Case Studies (8-10 Chapters)
•
Invited Chapters on currently in-place programs
Submission Procedure.
A variety of chapter types may be submitted for review including research findings, theoretical chapters,
literature reviews, practitioner, and case study chapters. Theoretical chapters and literature reviews should
be 12,000 - 13,000 words (approximately 44 double-spaced pages) in length and clearly explaining the
mission and concerns of his or her proposed chapter. Practitioner and case study chapters may be shorter
in length.
Researchers and practitioners are invited to submit chapter proposals that are no more than three pages in
length on or before April 30, 2015. Proposals should clearly explain the research mission and concerns of
the proposed chapter.
Authors will be notified by June 1, 2015 about the status of their proposals and sent chapter guidelines.
Full chapters are expected to be submitted for review by August 15, 2015, and all interested authors must
consult the journal’s guidelines for manuscript submissions at http://www.igiglobal.com/publish/contributor-resources/before-you-write/ prior to submission. All submitted chapters
will be reviewed on a double-blind review basis. Contributors may also be requested to serve as reviewers
for this project.
Note: There are no submission or acceptance fees for manuscripts submitted to this book
publication, Competency-Based Education in Higher Education. All manuscripts are accepted based on a
double-blind peer review editorial process.
All proposals should be submitted through the E-Editorial DiscoveryTM online submission manager.
Publisher
This book is scheduled to be published by IGI Global (formerly Idea Group Inc.), an international
academic publisher of the “Information Science Reference” (formerly Idea Group Reference), “Medical
Information Science Reference,” “Business Science Reference,” and “Engineering Science Reference”
imprints. IGI Global specializes in publishing reference books, scholarly journals, and electronic
databases featuring academic research on a variety of innovative topic areas including, but not limited to,
education, social science, medicine and healthcare, business and management, information science and
technology, engineering, public administration, library and information science, media and
communication studies, and environmental science. For additional information regarding the publisher,
please visit www.igi-global.com. This publication is anticipated to be released in 2016.
Important Dates
May 8, 2015:
1st Proposal Submission Deadline
May 15, 2015:
Second Call, as needed
May 30, 2015:
2nd Proposal Submission Deadline
June 1, 2015:
Notification of Acceptance, Round 1
June 7, 2015:
Notification of Acceptance, Round 2
August 15, 2015:
Full Chapter Submission / Submitted to Reviewers
September 30, 2015:
Reviews Complete; Results Returned to Authors
October 30, 2015:
Authors Submit Revised Chapters for Final Review
November 30, 2015:
Final Acceptance Notification
December 30, 2015:
Provide Tentative Table of Contents and 5 accepted chapters to IGI
for Library of Congress registration
January 1, 2016:
Final Chapter Submission to Editors
FEBRUARY 28, 2016:
FINAL MANUSCRIPT SUBMISSION
Editorial Advisory Board Members (invited)
1. Amy Stevens, Associate VP, eLearning
Southern New Hampshire University
Amy.stevens@snhu.edu
2. Kevin Currie, Executive Director
Northeastern University Online
kcurrie@neu.edu
3. Richard Schilke, VP, Curriculum, Instructional Technology, and Design
American Public University System
rschilke@apus.edu
4. Meg Benke, Professor and Academic Coordinator
Empire State College
mbenke@esc.edu
5. Andrew Shean, Vice Provost Curriculum and Instruction
Ashford University
Andrew.shean@ashford.edu
6. Rebecca Garrett, Associate Director
Northern Arizona University
Rebecca.garrett@nau.edu
7. Barbara Bichelmeyer, Exec. Associate VP for University Academic and Regional Campus Affairs
Indiana University
bic@iu.edu
8. Fatma Mili, Associate Dean Educational Research & Development
Purdue University
fmili@purdue.edu
9. Nasser Payder, Executive Vice Chancellor and Chief Academic Officer
IUPUI
paydar@iupui.edu
10. Susan Galbreath, Vice Provost
Lipscomb University
Susan.galbreath@lipscomb.edu
11. Marni Baker Stein, Chief Innovation Officer, Institute for Transformational Learning
University of Texas System
mabaker@utsystem.edu
12. Connie Broughton, CBE Project Director
Washington State Board for Community and Technical Colleges
cbroughton@sbctc.edu
13. Aaron Brower, Interim Chancellor
University of Wisconsin Colleges and University of Wisconsin-Extension
Aaron.brower@uwex.uwc.edu
14. Laurie Dodge, Vice Chancellor of Institutional Assessment and Planning, C-BEN Chairwoman
Brandman University
ldodge@brandman.edu
15. David Schejbal, Dean Continuing Education, Outreach and E-Learning
University of Wisconsin-Extension
David.schejbal@uwex.uwc.edu
16. Wanda Wade, Assistant Professor
University of West Florida
wwade@uwf.edu
Inquiries may be forwarded to:
Robin Colson
University of West Florida Innovation Institute
rcolson@uwf.edu
850-545-9946