cbe: shared design elements & emerging practices: a
TRANSCRIPT
CBE: Shared Design Elements & Emerging
Practices: A Summary of Research Findings
Erin Knepler & Charla Long
Commission on Accreditation
of Allied Health Education Programs
Monday, April 11 , 2016
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Defining CBE
• Competency-based education is an academic option, a curricular & pedagogical approach, in which time varies and learning is constant.
• Students build their knowledge and skills at a personalized pace with guidance and support from faculty and staff.
• Students engage in learning exercises, activities and
experiences earning credentials by demonstrating mastery through multiple forms of assessment.
The CBE Landscape Project: Understanding the Broader Field of Activity
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Updating Our Understanding: Where is CBE Today?
Survey of the Shared Design Elements
& Emerging Practices of Competency-Based Education Programs
Findings are guideposts for institutions, policymakers, foundations, and students about key features needed for successful CBE program design.
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Research highlights how CBE program representatives feel about what is important for the healthy development of high-quality, scalable models.
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The number of CBE programs around the country continues to grow. Tracking the field over time will yield important information.
Brief identifies promising approaches that CBE program representatives can draw upon to develop healthy, scalable CBE models.
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Characteristics of the Respondent Pool
• Administered to 754 individuals from 586 programs between July 8 and August 7, 2015
• Survey response rate was 24%; 324 started the survey and 179 individuals completed it
• Administered to individuals known to be designing or delivering a CBE program
754 Individuals
586 Programs
24% Response Rate
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Characteristics of the Respondent Pool Public vs. Private Postsecondary Institutions
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Characteristics of the Respondent Pool Institution Type
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Characteristics of the Respondent Pool Phase of CBE Program Development by Survey Respondents
1 Data adds up to more than 100% given that institutions may have more than one CBE program and therefore could potentially check more than one phase.
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Shared Design Elements Building a Robust CBE Program
• The Shared Design Elements represent the fullness of a CBE program, from organizational viability to the learning experience.
• Thriving CBE programs have all 10 elements in place, but put them into practice in different ways.
• The Shared Design Elements can be viewed as durable pillars of CBE; emerging practices may change.
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SHARED DESIGN
ELEMENTS
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Agreement on CBE Design Elements Key Takeaways
Nearly universal agreement among survey respondents that these CBE design elements are important to a healthy and robust CBE program:
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Design Elements for a Robust and Healthy CBE Program “How strongly do CBE programs agree that the following design elements are needed for a robust and healthy CBE program?”2
2 Percentages represent “strongly agree.” 12
Importance of Design Element Practices Over Time Key Takeaways
• Most agreed-upon practice that CBE programs must have: “assessments allow for learners to receive substantive, meaningful feedback that refines the learners’ competence”
• Second most agreed-upon practice: “equally accessible to anyone admitted into the program, regardless of race, income, or ability status.”
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The Top 5 “Very Important” Practices to Include When Starting a CBE Program
“When starting a CBE program, is it very important to include the following practices?”
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Agreement on CBE Design Elements: Design Elements & Emerging Practices by Program Phase Key Takeaways
• Public institutions were much more likely than private not-for-profit institutions to be in the planning stage of a CBE program.
• One-third (30%) of responding private not-for-profit institutions had established CBE programs and were scaling up, compared with only 12% of public institutions.
• Research universities were the most likely to have programs that were scaling up.
• Community colleges were the most likely to be in the planning phase.
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Institutional Types and Phases of CBE Development3
“What describes your institution?”
3 Due to rounding, some totals add up to slightly less or slightly more than 100%.
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Regional Accreditation and CBE Phase of Development5
“What is your regional accrediting agency?”
5Due to rounding, some totals add up to slightly less or slightly more than 100%.
Agreement on CBE Design Elements: Primary Barriers Experienced by CBE Programs Key Takeaways
Two areas stand out as most likely barriers to implementing CBE programs:
#1 Data Systems #2 Financial Impact on Students
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Barriers Experienced by CBE Programs
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Barriers Experienced by CBE Programs
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Barriers Experienced by CBE Programs
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Barriers Experienced by CBE Programs
Answering the Important Questions: The Work of C-BEN
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While CBE has existed at some institutions for more than 40 years, modern forms of CBE require a sharp focus on key questions:
1 What constitutes high-quality program design? What does valid and reliable assessment look like? What are the business processes and systems needed to support scalable programs?
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Acknowledgements
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The following played essential roles in the uncommonly collaborative process of supporting, researching, writing and preparing this brief: Erin Knepler, Associate Director of Higher Education and Workforce Programs, Public Agenda, Stephanie Malia Krauss, senior fellow with the Forum for Youth Investment Alison Kadlec, Director of Higher Education and Workforce Programs, Public Agenda Charla Long, consultant to Public Agenda and principal, Go Long Consulting Tom Weko, Analyst in the Education and Training Policy Division, education Directorate, OECD Matthew Soldner, Senior Researcher, American Institutes for Research The Hatcher Group The Survey of the Shared Design Elements & Emerging Practices of Competency-Based Education Programs and the accompanying Research Brief on the Survey of the Shared Design Elements & Emerging Practices of Competency-Based Education Programs are two parts of a multipronged effort led by Public Agenda, with support from the Bill & Melinda Gates Foundation and Lumina Foundation.
