CBE4CC Conference Presentation Faculty Development Model - Competency-Based Education

1. RETROFITTING LEGACY
SYSTEMS:
PARTNERING TO GROW STUDENT SUPPORT
SYSTEMS WITH COMPETENCY-BASED LEARNING
PROGRAMS
Presentation for CBE4CC Conference
June 4, 2015
• Tom Nielsen • Vice President of Instruction, Bellevue College
• Jody Laflen • Dean of the Institute for Business & Information
Technology, Bellevue College
• Annie Myers • Associate Dean of Academic Affairs, Broward College

2. 2
FITTING CBE INTO BRICKS AND MORTAR:
INTRODUCING THE DISRUPTIVE MODEL
TO A TRADITIONAL COLLEGE CAMPUS
CBE
Program
Student Services/
Navigation/Evaluations
Campus IT Services
Financial Aid/Finance
Campus Community/
Faculty Union

3. 3
INTRODUCING THE DISRUPTIVE MODEL
TO A TRADITIONAL COLLEGE CAMPUS . . .
MAY SEEM OVERWHELMING
CBE
Program
Student Services/
Navigation/Evaluations
Campus IT Services
Financial Aid/Finance
Campus Community/
Faculty Union

4. BELLEVUE COLLEGE: RETROFITTING LEGACY SYSTEMS –
LESSONS FROM IMPLEMENTATION OF CBE PROGRAMS ON A
TRADITIONAL COMMUNITY COLLEGE CAMPUS
ü Student Services, Registration, Advising, Navigation/
Completion
ü Financial Aid, Credit Loads, Attendance Verification
ü Transcription, Evaluation
ü Curriculum, Course Building, Calendar
ü Faculty Roles, Training and Development,
Workload, Compensation, Contracts
ü Administration, IT Systems
ü Accreditation, Fiscal Sustainability 4

5. LEGACY SYSTEMS – HAVE THEM ON BOARD PRIOR TO LAUNCH
Retrofitting Legacy Systems at Bellevue College: Office of
Instruction and iBIT Division collaborated with offices like Student
Affairs, Financial Aid and Worker Retraining to ensure students
would be eligible for funding for CBE programs. Issues addressed
included:
„ Pre-assessed student readiness for CBE courses
„ Advisor and navigation roles
„ Work within Financial Aid requirements (full-time load) and
Worker Retraining funding protocol
„ A, B or F grading – competency with GPA for transfer
5

6. WRANGLING ‘BUY-IN’ FROM THE CAMPUS COMMUNITY
At Bellevue College, administrators and faculty presented the
concept of CBE learning campus-wide and promoted it as a viable
learning methodology for which all faculty can be trained to
implement.
„ Working with Unions on CBE workloads, student evaluations and
maintaining consistency
„ Marketing CBE programs on campus
„ Faculty training and engagement
„ Sharing Business Software Specialist Pilot results – what we
learned, mistakes we made, fixes we put in to place…
6

7. CASE STUDY IN PILOT CBE PROGRAM: BUSINESS
SOFTWARE SPECIALIST CERTIFICATE
7

8. SYSTEM AND PROGRAM INFRASTRUCTURE
Work WITH constraints of time-based
systems:
„ Schedule
„ Curriculum
„ Faculty
„ Navigator
„ Credentials/transcription
„ Students
„ Sustainability
8

9. „ Identify Program/Credential Outcomes
„ If you don’t assess it, you can’t claim it as an
outcome
„ Identify and eliminate redundancies so that
each class has unique assessment criteria
meeting the program outcomes
OVERALL CBE PROGRAM OUTCOMES AND
ASSESSMENTS
9

10. DEVELOPING PROGRAM AND COURSES
„ Faculty engagement
„ How does instruction of CBE classes fit with contract-negotiated
workload and tenure process?
„ Example: tenure candidate workload scrutiny and evaluation return
„ Administrative support
„ Expert assistance: industry and academia
„ Identified certificate and course outcomes
„ Included objective and project-based assessments
„ Financial Aid: meeting criteria for CBE students to be funded
„ Included industry certifications
„ How to offer certification exams and related materials at minimal cost –
student fees.
10

11. „ The pilot was the Business Software Specialist 32- credit
certificate. It was selected for competency-based
online format because it:
„ Was an existing, high-demand certificate
„ Allowed innovation and experimentation with a new
modality
„ Was a certificate that appealed to a broad audience
„ The certificate included industry (MOS) certification
„ Had the ability to offer a high-tech, high-touch program
„ IT-related credential (required by WGU consortium)
„ Already offered online
„ 32 credits, 8 courses, add 5 industry certifications
„ Faculty interest and commitment
„ Expanded access to students who needed it
THE EXAMPLE:
BUSINESS SOFTWARE SPECIALIST CERTIFICATE AT BELLEVUE COLLEGE
11

12. COMPETENCY-BASED ONLINE LEARNING AND PREPARATION
„ WGU workshops
„ Statewide workgroup
„ One-to-one with SMEs
„ Faculty interest and commitment
12

13. BUSINESS SOFTWARE
SPECIALIST CERTIFICATE
Ø 32 credits
Ø 8 courses
Ø 1 Orientation
Ø 5 Office
Ø 2 Web
Ø 5 Microsoft Office
certifications
13

14. GETTING FACULTY ON BOARD FOR TRAINING,
DEVELOPMENT AND IMPLEMENTATION
„ Faculty buy-in: Presenting existing models and success
stories to demonstrate the benefits of CBE can help to
bring innovative faculty on board and reduce
resistance. SHARE BROADLY!
„ Training should be provided for all interested faculty, as
conversion from traditional online/on-ground course
presentation to CBE is significant.
„ A small pilot may be the most effective way to start.
Bellevue College and Columbia Basin College piloted
with IT-based programs who had easier outcomes to
modify and more tech-savvy faculty for buy-in. 14

15. ROLE OF THE NAVIGATOR
„ The Navigator is the first point of contact for the
student
„ The Navigator supports student throughout the
process
„ The Navigator is a key “high touch” feature to the
program
„ The Navigator reviews the SmarterMeasure college
and online readiness assessment tool results with the
student to determine if CBE is the right fit for the
student or if another program is a better fit
„ The student is admitted in the program and
followed up bi-weekly or more, if necessary, by the
Navigator, as well as the instructor
„ We continue to explore options to make this role a
full-time, sustainable role for faculty or staff,
essential to the survival of the CBE program. 15

16. PRE-ASSESSING STUDENT READINESS
„ Students should be pre-assessed prior to enrolling in any CBE program to
ensure they have the essential skills to be successful in a self-paced, online
learning environment.
„ This adds to the regular onboarding done by Enrollment Services and Advising, and
we needed to establish a funding source (student fee) while working in tandem
with enrollment services and evaluations.
„ Once a Program Navigator has determined that a student is ready for CBE
learning, the student should be assessed on course and program outcomes
to determine areas where coursework would be redundant and to properly
place the student at the appropriate level in the program.
„ Program Navigators and faculty can implement weekly progress reports to
ensure students are on track and making progress. Pacing charts can also
be provided to students to provide realistic expectations as to the time they
will need to complete coursework.
16

17. RECRUITING FOR CBE PROGRAMS
These techniques have been successful at recruiting 100+
students per quarter at Bellevue College since the 2014 pilot
of the CBE Business Software Specialist certificate and have
thus been effective for a more internal audience.
„ Note placed in the College Catalog/College Website under all
CBE classes to distinguish them from more traditional online or on-
ground course offerings. Provide a link to your CBE page and
make sure that the Program Navigator’s contact information is
there.
„ Posters and cards placed around campus
„ Information sessions to all campus advisors—workforce,
international programs, etc.
„ Panel cards placed in external workforce agencies
„ Emailed students, made announcements in classes, created a
website that is updated regularly
17

18. „ Pre-test to assess prior learning
„ Practice, practice, practice
„ Post-test to 80%+
„ Comprehensive assessment
„ Certification assessment (if applicable)
„ Grades – A, B, F
Competency or No Competency
THE CBE COURSE
18

19. WERE RETENTION AND GRADES BETTER WITH CBE?
AT BELLEVUE COLLEGE, THE ANSWER WAS… YES BY 7% AFTER
INITIAL PILOT
86%
of
the
CBO
students
passed
with
competency
(108/126)
77%
of
the
CBO
students
passed
MOS
cerAficaAon
(70/91)
of
those
competent
14%
of
the
CBO
students
did
not
complete
the
course
(18/126)
other
colleges
in
the
Gates
grant
had
20-­‐25%
non-­‐completers
79%
of
the
regular
students
passed
with
competency
(149/189)
7%
of
the
regular
students
passed
but
did
not
achieve
competency
(13/189)
13%
of
the
regular
students
did
not
complete
the
course
(15/189)
0%
of
the
regular
students
took
MOS
cerAficaAon
as
a
required
part
of
their
course
(189/189)
19

20. ONGOING ADJUSTMENTS FOR CBE
SUCCESS
„ Depending on the student population involved, be prepared to make
adjustments as a CBE program rolls out. At Bellevue College, some
adjustments included:
1. Self-pacing Chart
2. Progress Report
3. Final Practice Exam, 80%+ for a B grade competency
20
Self-Pacing Chart
Students who enter the course with the level of experience listed below, can expect to
complete the course in about the estimated guideline times listed.
Application
Beginner
Intermediate
Advanced
Outlook
7-9 weeks
4-6 weeks
3-4 weeks
PowerPoint
7-9 weeks
4-6 weeks
3-4 weeks
Word
8-10 weeks
4-6 weeks
3-4 weeks
Excel
8-10 weeks
5-7 weeks
4-5 weeks
Access
8-10 weeks
5-7 weeks
4-5 weeks
Web Essentials
8-10 weeks
5-7 weeks
4-5 weeks
Webpage Authoring
9-11 weeks
6-8 weeks
5-6 weeks

21. PARTNER WITH THE FACULTY UNION AND CAMPUS COMMUNITY
TO DETERMINE INSTRUCTIONAL EQUITY
Bellevue College administrators worked with the Faculty Union to
determine equitability in CBE instructional workload and
sustainability of essential components for a CBE program (e.g.
navigator services, pre- and post-assessment software tools, etc.).
„ Calculating an equitable workload and pay for CBE instructors
„ Best practices in class caps and caps for navigator loads
„ Using technology as a resource for onboarding, supporting
faculty and student success (e.g. SmarterMeasure, GMetrix)
21

22. THE STATEWIDE PILOT
22

23. „ Incorporate as many aspects of CBE as possible
„ All 34 Washington CTCs can participate
„ Build on system strengths
„ High-demand, high-enrollment transfer degree
„ Phased approach
CBE PROGRAM PILOT

24. „ Share initial development costs
„ Share staffing to support students who work at
their own pace
„ Achieve “critical mass” of student enrollment
for sustainable business model
„ Leverage system assets
WHY PILOT AS A SYSTEM?

25. „ Strong transfer agreements
„ Shared course system (WAOL)
„ Shared learning management system
(Canvas)
„ Common elearning tools
„ Western eTutoring Consortium
„ AskWA
SYSTEM ASSETS

26. A Business Transfer Degree
„ Competency based
„ Completely online
„ Openly licensed
„ Six-month term with multiple start dates
„ Full time equivalent tuition
„ Students work at their own pace,
completing as many credits as they are
able during each term
THE GOAL

27. „ Reduced population growth in 15-19 year olds in the next 10 years
„ Increased growth in 20-44 year olds
„ Almost 1 million Washingtonians have some college, no degree
(SBCTC Legislative Presentation, Jan. 2014)
https://app.leg.wa.gov/CMD/Handler.ashx?
MethodName=getdocumentcontent&documentId=EDi-X3rydFI&att=false
TARGET POPULATION

28. „ Students with some college or work experience
„ Advisors and support at each college
„ Completion coaches
„ Hired by Columbia Basin for the pilot consortium
„ Disciplinary faculty who teach and assess
„ Hired by Columbia Basin for the pilot consortium
THE ELEMENTS FOR SUCCESS

29. COLUMBIA BASIN COLLEGE CBE BUSINESS PROGRAM: STUDENT
PROCESS ENROLLED STUDENT – BUSINESS TRANSFER MAJOR

30. CHALLENGES WITH IMPLEMENTATION
„ Accreditation – Does your institution need to go
through an approval process with your accrediting
agency?
„ Faculty and staff – How will CBE delivery affect faculty
contracts and hiring processes? Faculty and support
staff involved in the development of a CBE program
need time, resources and training to develop effective
coursework and support tools.
„ Buy-in – A comprehensive CBE program involves all
aspects of the traditional college operation. How will
CBE delivery affect program, registration, advising,
financial aid, and business office?

31. QUESTIONS?

32. CONTACT INFORMATION
Tom Nielsen, Vice President of Instruction
Bellevue College
tom.nielsen@bellevuecollege.edu
(425) 564-2305
Jody Laflen, Dean of the Institute for Business and Information Technology
Bellevue College
Jody.laflen@bellevuecollege.edu
(425) 564-2412
http://www.bellevuecollege.edu/ibit/degrees/certificate/cbo/
Annie Myers, Associate Dean of Academic Affairs
Broward College
amyers@broward.edu
(954) 201-6608 32

33. Retrofi'ng
Legacy
Systems
CBE4CC
Annie Myers, Associate Dean Computer Science and Engineering

34.
Accelerated IT Training Programs (ATP)
• Competency-based delivery model (flipping traditional model)
• Independent study for self-directed learners
• Opportunities for acceleration utilizing prior learning assessment
options
Program
Overview

35. Pathways of Innovations
1. Admissions – Financial Aid
2. Registration
3. Students Support Services
4. Learning Process
5. Grading
6. Data Collections & Reporting
Agenda of
Topics

36. Admissions
• Identifying students in a CBE program (Grant tracking
requirements)
• Supplemental Application Forms
Financial Aid
• Full time vs part time status
• Attendance tracking and when to disburse
• TAA students
• Veterans status
Admissions -
Financial Aid
Process

37. Limited Access Program
• Special designators assigned in the legacy student tracking system
• Students must be accepted into the program
1. Students must first fill out Supplemental Form, complete screening process
utilizing SmarterMeasure
2. Interview (online) with the Recruitment advisor who assists student in applying
for FA and registers student for their first class
3. Student must meet with their academic coach (online or phone) and must sign
Coaching Agreement – PDF form
4. Students cannot register themselves for classes – can only be done by program
staff
Registration
Process

38. Rolling start dates and individual acceleration possible by creating out of sync
sessions in the mainframe database.
Registration
Process

39. 1. Academic Coach – personal cheerleader
to success.
2. Course Instructor – facilitates the
learning process and offers instructional
support and tutoring services.
3. Testing Options
1. Utilizing Broward College eTesting
Centers
2. ProctorU for online proctoring of
final assessments
Student
Support
Services

40. • Learning
Process
1. Faculty
Involvement
a. SME’s
with
a
innova=ve
and
open
approach
to
the
learning
process.
b. Recommend
training
for
course
content
development,
assessment
development
and
learning
resource
crea=on.
2. Student
Engagement
a. Orienta=on
to
Competency-­‐based
learning
b. Naviga=on
tools
for
ease
of
use
and
progress
c. Timely
and
robust
feedback
from
instructors
3. Choosing
an
LMS
–
finding
a
good
balance
of
func=onality
and
ease
of
use.
a. We
selected
D2L

41. 1. Start
Here
1. Syllabus
2. Welcome
LeQer
3. Pace
Chart
4. Resources
5. Instructor
Availability
Calendar
6. Course
Checklist
7. Course
Cafe
• Learning
Process

42. Required
Module
Content
Required
Instruc:ons
Content
• Instruc=ons
• Training
&
Learning
• Assignments/Prac=ce/Labs
• Discussions
• Assessment/Evalua=ons
• Module
Checklist
Required
Components

43. Content
Examples
–
Instruc=ons

44. Training
&
Learning
and
Discussions

45. • Grading
Methods
• S – Competency has been satisfied at 81% or better
• U – Unsatisfactory level of competency below 81%
• I – Incomplete (students must identify and agree on a
completion date with their academic coach)
• No grade points are awarded for competency credits
earned.
• No effect on a students GPA

46. 1. Integrating data from SAP information for Grant requirements
2. Implementing special designators to track program, students
and courses
3. Created an internal database to track student progress as
reported by the academic coaching process
Data
Collection &
Reporting

47. Ques=ons?

48. This workforce solution was funded by a $3,200,000 grant awarded
by the U.S. Department of Labor’s Employment and Training
Administration. The solution was created by the grantee and does
not necessarily reflect the official position of the U.S. Department of
labor. The Department of Labor makes no guarantees, warranties, or
assurances of any kind, express or implied, with respect to such
information, including any information on linked sites and including,
but not limited to, accuracy of the information or its completeness,
timeliness, usefulness, adequacy, continued availability, or
ownership