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New Measure of Collegiate Learning
New Measure of Collegiate Learning
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TABLE
OF
CONTENTS
4
EXECUTIVE
SUMMARY
INTRODUCTION
10
COMPETENCY-BASED EDUCATION:
WHAT IS IT, WHO OFFERS IT, WHO ENROLLS?
16
REDUCING COSTS OR
IMPROVING QUALITY
20
25
CONCLUSION
26
METHODOLOGY
A New Measure for Collegiate Learning: What Presidents Think About the Promises and Pitfalls of Competency-Based Education is based
on a survey conducted by Maguire Associates, Inc., was written by Jeffrey J. Selingo, contributing editor at The Chronicle of Higher
Education, Inc. and is sponsored by Pearson. The Chronicle is fully responsible for the reports editorial content. Copyright 2015.
TOC
EXECUTIVE
SUMMARY
The credit hour has reigned supreme for more
than a century as the standard for measuring the
passage of time in higher education. Originally
designed to calculate faculty members eligibility
to receive a pension, it is now at the foundation
of so many American college traditions from
courses to semesters, and mostly, as a measure
for graduation: 60 credit hours equal an associates degree and 120 hours lead to a bachelors.
The creators of the credit hour never meant for
it to measure how much students learn. Yet
thats how it came to be used because it was an
easy accounting method: a credit was one hour
of classroom time and two hours of outside
work during a traditional 15-week semester. In
reality, however, it didnt really indicate that students knew anything at the end of their
degree except that they had the discipline to
finish enough courses.
But after a series of studies in recent years
questioning the limited learning happening
on college and university campuses, there is
a push among higher-education leaders to
find alternative approaches to measuring the
educational value of a college degree. One
of the most discussed and tested of those
strategies is competency-based education.
TOC
The survey, completed by nearly 200 presidents, focused on their attitudes about the
role of competency-based education, their
INNOVATION
COST CONTROL
SLOW ADOPTION
Higher-education institutions
are under extreme pressure
from lawmakers and the public
to change how they do business. College leaders see competency-based education as a
potential game-changer along
with experiential, adaptive, and
hybrid learning.
BIGGEST BENEFITS
DEVELOPING
COMPETENCIES
AWARDING CREDIT
Competency-based programs
differ greatly in their operations. At some institutions,
faculty members develop
competencies and award
credit, while at other campuses
those tasks are assigned to a
separate group to save money.
TOC
INTRODUCTION
TODAY, ABOUT 50
COLLEGES OFFER
SOME FORM OF
COMPETENCY-BASED
EDUCATION OR
HAVE ANNOUNCED
PLANS TO START A
PROGRAM.
TOC
SEE
MAP
TOC
10
26
28
7
21
25
4
31 1
8
9
33 34
16
11
15
12
17
24
14
27
30
29
13
18
19
22
23
20
32
3
*Does not include 18 programs in development SOURCE: The Landscape of Competency-Based Education by Robert Kelchen
TOC
COMPETENCYBASED EDUCATION
IS ALSO GAINING
TRACTION WITHIN
STATE LEGISLATURES
AND THE FEDERAL
GOVERNMENT AS AN
APPROACH TO TAME
RUNAWAY COLLEGE
TUITION PRICES.
TOC
COMPETENCY-BASED
EDUCATION:
WHAT IS IT, WHO OFFERS IT,
WHO ENROLLS?
But just how many competency-based programs exist at colleges and universities remains
unclear, says Seton Halls Kelchen, because the
landscape constantly is shifting and institutions
take different approaches to what they all term
competency-based education.
PRESIDENTS SAY
COMPETENCYBASED EDUCATION
COMES PACKAGED IN
DIFFERENT FORMS.
10
TOC
FIGURE
80%
6%
68%
32%
66%
44%
43%
22%
97%
21%
59%
50%
33%
40%
38%
16%
11
83%
TOC
FIGURE
No
Not sure
7%
5%
Yes, for all students
and programs
44%
34%
10%
Yes, for particular students
12
TOC
FIGURE
24%
31%
10%
No, but we have credit bearing competencybased programs in development
35%
No, but we are exploring credit-bearing
competency-based programs
FIGURE
7%
56%
5 or more years
FIGURE
3 years
2 years
17%
11%
1 year
9%
Less than 1 year
9%
43%
30%
Likely
13
10%
Very likely
8%
Extremely likely
TOC
FIGURE
This is a way for institutions to develop a different business model with even stronger attention to learning outcomesa win for students,
faculty, and institutions, one president wrote in
an open-ended response to the survey.
There are nine free-standing, competencybased institutions that enroll some 200,000
undergraduate and graduate students. Most
of the students enroll part-time and nine
in 10 students in the programs are older
than 25 (see Figure 6).
68%
Graduate
Enrollment
57,492
79%
32%
Gender
36%
21%
64%
Part-time
Full-time
11%
26%
11%
Receiving
Pell Grants
Receiving
38%
Age
40%
37%
Average
$7,671 Loans
Federal
Student Loans
24 or younger
25 - 34
35 - 49
50 and older
14
TOC
FIGURE
87%
87%
82%
72%
50%
48%
25%
17%
15
TOC
REDUCING COSTS OR
IMPROVING QUALITY
COMPETENCY-BASED
PROGRAMS HAVE
GAINED PROMINENCE
IN RECENT YEARS
BECAUSE THEY ARE
SEEN AS ONE OF THE
FEW NEW IDEAS IN
HIGHER EDUCATION
THAT HAVE AN
OPPORTUNITY TO
REDUCE COSTS.
16
TOC
FIGURE
10%
20%
Competency-based education
Hybrid learning
Prior learning assessment
Three-year bachelors degree
Adaptive learning to personalize education
Experiential learning
Free or open educational resources
Fully online learning
None of the above
Massive Open Online Course (MOOCs)
Cost control
Quality improvement
17
30%
40%
50%
60%
70%
TOC
FIGURE
14% 15%
71%
12% 26%
62%
21%
28%
29%
23%
27%
A competency-based education
damages general education
60%
Disagree
18
36%
52%
48%
37%
21% 19%
Neither
Agree
TOC
19
TOC
20
The biggest skeptics of competency-based programs are, perhaps, faculty members at traditional colleges and universities, and presidents
said that they will be least likely to get behind
efforts to expand the programs in the coming
years (see Figure 10).
Also critical to the development of programs,
presidents said, are industry experts. But presidents were in agreement that, ultimately, faculty
members in specific departments should judge
the competencies and quality of the program
before credit is awarded (see Figure 11).
TOC
FIGURE
10
6%
Employers
12%
14%
State legislature
Media
13%
Administration
24%
Board of trustees
23%
47%
74%
20%
68%
28%
58%
34%
53%
36%
40%
42%
35%
38%
Traditional students
59%
30%
70%
21%
Low
FIGURE
20%
Neutral
15%
11%
9%
High
11
10%
20%
30%
40%
50%
Develop
21
60%
70%
80%
90%
TOC
FIGURE
12
78%
84%
86%
85%
Industry experts
58%
78%
41%
65%
47%
52%
60%
61%
44%
Academic deans
14%
Academic advisors
44%
49%
64%
21%
32%
24%
Experience/Prior Learning
16%
20%
31%
8%
7%
8%
Assessment
Development
22
14%
40%
82%
70%
TOC
Not all fields lend themselves to the development of competency-based programs, according
to the survey. Presidents were most positive
on the future for competency-based degrees in
professional fields with easily defined outcomes,
such as computer science, business, and math,
and less enthused about disciplines like behavioral and social sciences, the humanities, and
the liberal arts (see Figure 13).
FIGURE
13
Computer science
9%
32%
59%
Business
13%
34%
53%
Math
15%
34%
51%
30%
34%
Communication/journalism/media
16%
48%
29%
36%
Engineering
35%
31%
Physical sciences
29%
39%
39%
34%
33%
42%
Life sciences
29%
47%
37%
43%
Humanities
51%
30%
Liberal arts
47%
35%
Low
Neutral
23
36%
36%
35%
34%
32%
27%
25%
24%
20%
19%
18%
High
TOC
FIGURE
14
85%
55%
52%
41%
50%
47%
48%
42%
42%
38%
27%
33%
28%
27%
25%
Private not-for-profit
24
34%
61%
91%
TOC
CONCLUSION
Competency-based education models have
the potential to remake higher education and
offer a new path to a degree for the millions
of Americans who have some college, but
no degree. But before such programs hit the
mainstream of higher education, there needs
to be more agreement on the definition of
competency-based education and a better
understanding of who benefits from this new
measure of learning.
Nonetheless, presidents remain overwhelmingly positive on competency-based education, especially when faced with a deluge
of new ideas on how to change their centuries-old business and educational delivery
models. According to The Chronicle survey,
they see a large role for faculty members,
who have for the most part felt left out of the
current discussions about disruptive innovation in higher education. They also see a role
in better connecting higher education to the
workforce by involving employers in developing the competencies needed to award credit
in a different way.
25
Perhaps the biggest hurdle to competencybased education remains tradition. The credit
hour has been at the foundation of American
higher education since the beginning of the
20th century. Changing how we measure the
passage of time in higher education and assess
student learning will not be easy, but the fact
that college presidents mostly are positive
on a potential replacement should give supporters of competency-based education some
hope for the future.
TOC
METHODOLOGY
A New Measure for Collegiate Learning: What Presidents Think About the Promises and Pitfalls of Competency-Based Education
is based on a survey conducted by Maguire Associates, Inc., was written by Jeffrey J. Selingo, contributing editor at The Chronicle
of Higher Education, Inc. and is sponsored by Pearson. The Chronicle is fully responsible for the reports editorial content.
Copyright 2015.
26
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