scholarly journals Improving Student Success for Diverse Students Utilizing Competency-Based Education

2019 ◽  
Vol 11 (2) ◽  
pp. 67-77
Author(s):  
Alton James
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Student Teacher ◽  
Student Assessment ◽  
Exploratory Research ◽  
Student Work ◽  
Underserved Students ◽  
Competency Based Education ◽  
Competency Based ◽  
Teaching Learning

This research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well.

Technology-Enabled Innovation for Academic Transformation in Higher Education

2019 ◽  
pp. 132-164
Author(s):  
Yufeng Qian
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Experiential Education ◽  
Emerging Technology ◽  
Education Student ◽  
Competency Based Education ◽  
Education Industry ◽  
Education Today ◽  
Competency Based ◽  
Higher Education Industry

This chapter examines the challenges facing U.S. higher education today and profiles universities that are spearheading academic transformation to address these challenges with emerging technology and media. Identifying five technology-powered innovation models (competency-based education, experiential education, student success-centered education, open education, and lifelong education), the author studies institutions that exemplify innovation, and shows how technology has enabled academic transformation that has changed the higher education landscape. These pioneering institutions provide successful models of academic transformation for the higher education industry.

Technology-Enabled Innovation for Academic Transformation in Higher Education

2021 ◽  
pp. 1429-1453
Author(s):  
Yufeng Qian
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Experiential Education ◽  
Emerging Technology ◽  
Education Student ◽  
Competency Based Education ◽  
Education Industry ◽  
Education Today ◽  
Competency Based ◽  
Higher Education Industry

This chapter examines the challenges facing U.S. higher education today and profiles universities that are spearheading academic transformation to address these challenges with emerging technology and media. Identifying five technology-powered innovation models (competency-based education, experiential education, student success-centered education, open education, and lifelong education), the author studies institutions that exemplify innovation, and shows how technology has enabled academic transformation that has changed the higher education landscape. These pioneering institutions provide successful models of academic transformation for the higher education industry.

Measuring What Matters

2017 ◽  
pp. 268-282 ◽  
Author(s):  
Aaron Brower ◽  
Sandra Kallio ◽  
Rebecca Karoff ◽  
Mark Mailloux ◽  
David Schejbal
Keyword(s):  
Student Success ◽  
Strategic Management ◽  
Subject Matter ◽  
Academic Goals ◽  
Competency Based Education ◽  
Direct Assessment ◽  
Management Of Resources ◽  
Competency Based ◽  
The University ◽  
What Matters

This chapter demonstrates that competency-based education requires a different set of student success metrics, and introduces the metrics framework developed by and for the University of Wisconsin's UW Flexible Option (UW Flex). UW Flex is a direct assessment competency-based self-paced model for earning degrees and certificates from institutions in the UW System. It was supported by a grant from Lumina Foundation to develop a competency-based education blueprint for success and includes a set of student-centric metrics meaningful to the model, the curriculum, and the students who are being served in Flex programs. The framework defines student success as students moving through programs at their own pace, demonstrating mastery of subject matter, and meeting academic goals. Program-level metrics aggregate each of these three student-level metrics to provide useful information about the success of a program. The authors also build the case that strategic management of resources is required to overcome challenges inherent in implementing the UW Flexible Option metrics framework.

Building Competence

2017 ◽  
pp. 28-40
Author(s):  
Kristin A Jones ◽  
Steven G Olswang
Keyword(s):  
Higher Education ◽  
Instructional Approaches ◽  
Pedagogical Change ◽  
Post Secondary ◽  
Instructional Innovation ◽  
Historical Significance ◽  
Competency Based Education ◽  
Competency Based ◽  
Higher Education Instruction ◽  
Pedagogical Philosophies

A flurry of new instructional approaches has recently emerged in post-secondary education; one approach receiving the most attention is competency-based education (CBE). While many think CBE is relatively new, its roots are deeply seeded in decades-old pedagogical philosophies. The frequency with which CBE is now appearing in conversations about higher education instruction and reform gives the false impression that most practitioners actually know what CBE is, or how it contrasts with other instructional approaches. In fact, the modern dilemma faced by many in higher education is that few institutional leaders have a comprehensive understanding of what CBE is, how it differs from other instructional approaches, the historical significance behind it, and how it might be used to effect pedagogical change and instructional innovation. This chapter explores the historical basis of CBE, its benefits and detriments, and its operational elements.

Weaving Innovative Threads Together

2018 ◽  
pp. 22-35
Author(s):  
Judee Richardson
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Skill Levels ◽  
Competency Based Education ◽  
University Of Wisconsin ◽  
Societal Needs ◽  
Specific Performance ◽  
Competency Based ◽  
The University

In the United States, institutions of higher education have been under mounting pressure to improve. In part, this is due to increasingly high-priced academies producing graduates who possess skill levels that are out of sync with employer and societal needs. Added to this is the fact that the United States spends more than other countries to educate its citizens but continues to perform more poorly on comparative measures of literacy, math, reading, and science. To stay globally competitive, changes need to be made. Competency-based education has re-emerged and taken root as one way in which to educate students more effectively. By focusing on demonstrable learning outcomes and discipline-specific performance, competency-based education is changing the fabric of higher education. Based upon experiences garnered from the University of Wisconsin Flexible Option, this chapter presents some of the challenges encountered when developing this type of program within a longstanding traditional educational system.

scholarly journals Integrating competency-based education with a case-based or problem-based learning approach in online health sciences

2020 ◽  
Vol 21 (4) ◽  
pp. 683-696
Author(s):  
Ilse Johanna Sistermans
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Problem Based Learning ◽  
Health Science ◽  
Learning Activities ◽  
Learning Approach ◽  
Competency Based Education ◽  
Case Based Learning ◽  
Competency Based ◽  
Case Based

AbstractIn the current competitive and globalized economy, employers and professional organizations call for higher education institutions to deliver graduates with relevant competencies and skills. In response, a growing number of higher educational institutions is introducing competency-based education. This is particularly true for health science programs, which have a tradition of applying a case-based or problem-based learning approach. The effort to merge a problem- or case-based online learning approach with competency-based education offers various opportunities, while facing numerous challenges. To support these efforts, this paper aims at identifying suitable practices, as well as challenges for online course design and online learning activities for higher education health science programs, when integrating competency-based education with an online problem-based and/or case-based learning approach. It found various opportunities for online learning activities that support competency-based education, problem-based learning and case-based learning, whereas challenges relate to logistics, administration, and the affordances of an LMS.

scholarly journals MYTHS AND REALITES OF STUDENT ASSESSMENT IN HIGHER EDUCATION OF ARMENIA

2021 ◽  
pp. 200-210
Author(s):  
Gohar Muradyan
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Student Assessment ◽  
Higher Learning ◽  
Assessment Practices ◽  
Process Assessment ◽  
Assessment Practice ◽  
Critical Question ◽  
Academic Environments ◽  
Teaching Learning

Student assessment is an integral part of any teaching learning process. Assessment practices have a large number of functions to perform in the context of the teaching, learning process. This article challenges several myths about student assessment: that we know what we're grading, that we know what the results mean, that we can agree in practice on various criteria, which is possible to establish and apply unanimously. Despite these seeming difficulties, this article argues for the validity of assessments developed within particular academic environments in the higher learning institutes of Armenia. Do contemporary assessment practices perform these function: it is a critical question to be analysed. In this paper, an attempt has been made to analyse the myths and realities of the assessment practice in the higher education sector.

Sign in / Sign up

Export Citation Format

Share Document