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Browse these resources to develop a competency-based education program at your institution, help you lead CBE at the programmatic, institutional, or state-system level, or learn about the latest CBE research, design models, and best practices.
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Prerequisites for Launching Competency-Based and Other Innovative Program Models (Gibson et al, 2018)
Program Management for Faculty Development: Addressing the Changing Faculty Roles in a Direct Assessment Competency-Based Model
Competency -based education (CBE) models are gaining attention within higher education and continuing professional education in the healthcare sector. While there are many models of competency-based education, Walden Master of Health Administration CBE program uses a direct assessment model. The direct assessment CBE model is based on a truly student-centered and self-directed approach to learning. In a direct assessment program, credit hours or time are no longer a proxy for measuring student learning. In this model, rigorous assessments measure student learning and validate competency achievement. Students are in the driver’s seat in terms of pacing their work efforts, and there is a non-linear approach to selecting the competencies they choose to complete. This has resulted in a very unique and personalized engagement with faculty based content areas of strength or limitations as informed by their prior knowledge and work experience. The Walden University direct assessment model presents challenges for faculty who have primarily taught in more traditional, structured programs with specified sequencing of content that is delivered according to structure driven by faculty. This article describes the approach to faculty development that Walden University’s Master of Health Administration CBE has implemented and how it has been utilized to address those challenges. Recent research on the faculty development needs anticipated by faculty development practitioners and the C-BEN Quality Framework are introduced as a starting point to guide a program management approach for faculty development as more healthcare administration programs implement competency-based curricula.
Quality and Equity by Design: Charting the Course for the Next Phase of Competency-Based Education (iNACOL, 2017)
The Crosswalk to Other Standards report serves as a reference
guide comparing the C-BEN Quality Framework to a variety
of other frameworks and standards that may be of interest to
institutions and individuals at varying stages of investigating,
planning, developing and implementing competency-based
programs. This comparison provides institutions with information
as to how the C-BEN Quality Framework fits within the
landscape of current frameworks in higher education and
the field and ways in which the C-BEN Quality Framework
brings added value to inform planning, decision-making and
evaluation of quality CBE programming.
Quality Principles and Standards for Competency-Based Educational Programs – Press release (C-BEN, 2016)
Questions Information Technology Professionals Should Ask About Competency-Based Education Programs: A Resource Guide (C-BEN, 2016)
Redefining Competency-Based Education provides an expanded definition of career competence, based on actual employer hiring and promotion requirements, which enhances university curricula to better prepare students for work and life. Readers will learn how private sector competency models have evolved to define criteria for hiring, promoting, and training talent.
The authors contrast these models with classic university practices to document a historic academic preference for technical preparation over the so-called soft skills valued by employers. This book outlines techniques for measuring and developing soft skills that provide significant advantage in career success, and shares examples of universities that have successfully implemented these concepts.
American postsecondary education has immeasurably expanded economic opportunity, improved our quality of life, fostered advances in art and culture, and driven scientific and technological innovation. It is rightly the envy of the world. American colleges and universities have also served a noteworthy public good by preparing our nation’s leaders and cultivating thoughtful, productive citizens capable of informed debate, respectful disagreement, and community engagement.