The Journal of Competency-Based Education最新文献

{"title":"Competency-based education: Recent policy trends","authors":"Lexi Anderson","doi":"10.1002/cbe2.1057","DOIUrl":"10.1002/cbe2.1057","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The student population on college campuses continues to evolve, including an influx of adult learners. With the specific needs of this student population, states and institutions must assess the current learning environment and explore alternative pathways to earning a credential, including competency-based education (CBE). This article provides an overview of recent legislation and policy activity regarding CBE. Institution examples are presented as well as policy considerations for policymakers and institutions to keep top of mind when exploring CBE programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials &amp; Methods</h3>\u0000 \u0000 <p>Policies explored were pulled from a databased housed at Education Commission of the States (ECS). ECS began tracking specific higher education policies in 2014, hence this article covers CBE policies beginning that year. The author reviewed introduced and enacted legislation from 2014 to 2017. The author also reviewed institution examples of CBE programs not set in legislation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>2014 and 2015 saw four states introduce CBE legislation with two bills ultimately being enacted. In 2016, three states considered CBE bills, one of which was enacted. At least five states considered CBE bills in 2017, ultimately seeing three of those enacted. In addition to legislative activity, many institutions implement CBE on their campuses without policy. The article highlights three including Western Governors University, the University of Wisconsin Flex option, and Davis Technical College. Policy and practice considerations include:</p>\u0000 \u0000 <div>\u0000 \u0000 <ul>\u0000 \u0000 \u0000 <li>Institutions should consider moving away from a credentialing approach to an instructional approach;</li>\u0000 \u0000 \u0000 <li>States need to modernize state financial aid policies to allow students to utilize state funds for CBE programs;</li>\u0000 \u0000 \u0000 <li>Institutions offering CBE should support students and enhance the educational experience by providing coaches or mentors to navigate both academic rigor and administrative tasks; and</li>\u0000 \u0000 \u0000 <li>Coordinate efforts between institutions and industry leaders.</li>\u0000 </ul>\u0000 </div>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>As this article highlights, ","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1057","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"106271157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching practices at a Chilean university 3 years after conversion to competency-based education","authors":"Carmen Gloria Pérez,&nbsp;Samantha Clem","doi":"10.1002/cbe2.1054","DOIUrl":"10.1002/cbe2.1054","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Over the last 10 years, most traditional Chilean universities have declared an institutional conversion to competency-based education (CBE).</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objectives</h3>\u0000 \u0000 <p>This study seeks to determine if those systemic changes are reaching a practical level by analyzing the conceptualizations that university professors have of their teaching practice and whether or not they are in line with CBE guidelines.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Twenty-two self-written reports describing current teaching practices were taken from professors at a competency-based university. The Content Analysis technique was used, analyzing the frequency and standardization in which certain words or phrases appeared in the text and their relation or counter-relation to CBE, thus determining the conceptual patterns that regulate current teaching methods at the university.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The results show that the most common words used to describe teaching practices were contrary with concepts that should be present in a competency system, including mainly teacher-centered lecture classes that values passing exams over mastering skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>Professors have not internalized their role in the CBE system in which they currently find themselves. A traditional model of education is still prominent, and if that is to change professors need to receive further training on what CBE is and what is their specific role within that system. If additional steps are not taken to change the conceptualizations on teaching practices that the professors have, the university's conversion into CBE will remain as merely rhetorical and not practical.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"108842506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The viability of online competency based education: An organizational analysis of the impending paradigm shift","authors":"Alexander Gardner","doi":"10.1002/cbe2.1055","DOIUrl":"10.1002/cbe2.1055","url":null,"abstract":"<p>Over the past several decades, workplace demands have changed from having an industrial emphasis on physical inputs and natural resources, to a knowledge based economy with a reliance on intellectual capabilities (Block, <span>1990</span>; Ronchi, <span>1985</span>; Sum &amp; Jessop, <span>2013</span>). The knowledge economy is defined as “production and service based on knowledge-intensive activities that contribute to an accelerated pace of technological and science advance, as well as equally rapid obsolescence” (Powell &amp; Snellman, <span>2004</span>, p. 201). This definition highlights that employers and the economy at large will rely on higher-level skills possessed by those with advanced training and certifications. This shift is embodied by competency based education (CBE), as students demonstrate what they know and have learned in a way that clearly connects learning and work.</p><p>Although CBE itself is not a new model, online CBE has gained attention as a response to traditional education for adult learners and those with “some college” and no degree. The national need to increase degree completion is illustrated by declarations from former President of the United States (U.S.), Barack Obama, who in the midst of the 2009 recession, set a national goal for educational attainment: by 2020, the U.S. will lead the world in the share of its population with a college degree (Cynamon, Fazzari, &amp; Setterfield, <span>2013</span>; Nodine &amp; Johnstone, <span>2015</span>). This paper will examine barriers to adopting online CBE for institutions of higher learning using contingency theory as a lens to prepare a conceptual analysis that develops new insights into the challenges faced by traditional institutions considering implementation.</p><p>Organizational change is best explained using theories that account for the interdependence of organizations, institutions' reaction to shifting resources, and the evolution of organizations. For these reasons, contingency theory was selected for this analysis. As organizations attempt to maximize their performance, they sequentially seek to minimize the effects of environmental and internal constraints. Contingency theorists believe organizations are all different because of the unique environments in which they operate. Thus, organizations are structured to accommodate different problems and opportunities that are specific to their environment (Scott &amp; Davis, <span>2007</span>). One enduring characteristic of open systems is their ability to continue functioning despite a failure in one subsystem (Scott &amp; Davis, <span>2007</span>). This further supports the validity of the contingencies identified because postsecondary institutions will not make organizational adjustments in their faculty structure or pedagogy unless the environment is favorable for them to make these changes, nor will they fail entirely by not adapting to these environmental circumstances.</p><p>While there is no one be","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-11-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1055","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"103081688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Deconstructing competency-based education: An assessment of institutional activity, goals, and challenges in higher education","authors":"Howard Lurie,&nbsp;Richard Garrett","doi":"10.1002/cbe2.1047","DOIUrl":"10.1002/cbe2.1047","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>There have been several surveys assessing institutional interest in Competency-Based Education (CBE), but there is a need for a systematic analysis of how institutions are designing and implementing CBE at the course, program, or institutional level. This initiative proposes to close this research gap and advance the conversation about the scale, impact, and varieties of CBE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>Eduventures, an independent higher education research and advisory firm, surveyed institutional leaders and other informed stakeholders on details about the strategies and operations involving CBE at their institutions. The resulting sample includes 251 institutions from across higher education and represents one of the largest samples to date on CBE implementation.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A portrait of CBE emerges as a menu of tools and practices, rather than a monolithic approach or linear path. These findings underscore the need for institutions to carefully weigh the pros and cons of CBE implementation and to proactively select the CBE components that make the most sense for their students and mission.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>While interest in CBE is stronger than ever before, it remains a complex innovation. CBE is not simply a delivery mode. It challenges long-held conventions regarding how curricula are created, instruction is designed and delivered, and skills and knowledge are assessed. The diversity and complexity of CBE requires customized implementation, and near-term opportunities to accelerate the growth and expand the scale of CBE beyond a set of innovative early adopters may be limited. This complexity emphasizes the merits of a richer array of CBE implementation examples.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"97757206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ensuring faculty success in online competency-based education programs","authors":"Curtis Newbold,&nbsp;Christine Seifert,&nbsp;Brooks Doherty,&nbsp;Anthony Scheffler,&nbsp;April Ray","doi":"10.1002/cbe2.1052","DOIUrl":"10.1002/cbe2.1052","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The growth of competency-based programs means faculty are facing new challenges that require different institutional support than traditional programs.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This article identifies how faculty roles are changing and discusses specific challenges for faculty in three diverse institutions, Rasmussen College, Westminster College, and Valdosta State University.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results and Conclusion</h3>\u0000 \u0000 <p>The article recommends actions institutions can implement to better support CBE faculty.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-09-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"94932207","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Challenge of Korean national competency standards for chemical engineers","authors":"Kyeongseok Oh","doi":"10.1002/cbe2.1046","DOIUrl":"10.1002/cbe2.1046","url":null,"abstract":"<p>In the next 7 years, the number of high school graduates in the Republic of Korea will greatly diminish; one estimate predicts a decrease of 30% from 560,000 to 400,000 students (Yoon, <span>2015</span>). The critical drop of young people is becoming a hot issue in industries as well as academia. A sudden reduction of students will critically affect the entire system of postsecondary education.</p><p>There are two primary postsecondary education programs in Korea: 4-year universities (chosen by 63% of Korean students) and 2-year (or 3-year) vocational colleges (selected by 37% of students). Korean education system is presented in Figure 1, where vocational college is marked. In vocational colleges, more emphasis is laid on the training of hands-on skills. Though both universities and vocational colleges will encounter a deep reduction in student population, the sustainability of vocational colleges might be gradually threatened. Japan has struggled with a similar depletion trend for decades (Kazuyoshi, <span>2015</span>). To make the matters worse, in general, private colleges are heavily dependent on tuition. And for many years, the Korean government has urged all colleges and universities not to increase tuition.</p><p>Since early 2010, the government has strongly encouraged reform of the current educational system to more training-oriented programs (Yoon, <span>2015</span>). The Korean government at that time announced plans to provide financial support to only 100 of 137 currently active vocational colleges. It is quite interesting that most of the government beneficiaries should incorporate a new training program called the Korean National Competency Standards (NCS). The beneficiaries should adopt the NCS program at rates of 50% or more in each academic departmental curriculum within the next few years and NCS program percentages will become the vital index of school evaluation in the next few years. It is expected that the Korean NCS program will be popular in vocational colleges and then it will possibly expand to include 4-year universities.</p><p>In terms of sustainable trained workforce, vocational college program reform looks indispensable. However, vocational college faculties and school facilities are not quite ready to employ the Korean NCS program within a few years without trial-and-error. Apart from faculty training, all vocational colleges need to reserve more teaching resources, such as adjunct faculty, training facilities, and equipment. Adjunct faculty, ideally, would be well-experienced personnel from industry. This is reasonable in terms of knowledge transfer from colleges to industries (Garraway, Volbrecht, Wicht, &amp; Ximba, <span>2011</span>; Hills, Robertson, Walker, Adey, &amp; Nixon, <span>2003</span>; Knight &amp; Yorke, <span>2003</span>). In addition, consensus of training curriculum may be shared among faculty with different work experience backgrounds.</p><p>The objective of this study is to trigger active di","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"111417749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Implications for educator preparation programs considering competency-based education","authors":"Roberta L. Ross-Fisher","doi":"10.1002/cbe2.1044","DOIUrl":"10.1002/cbe2.1044","url":null,"abstract":"<p>The competency-based educational (CBE) model has been implemented in numerous colleges and universities across the United States since its inception. While some of these institutions have elected to adopt CBE within a limited number of academic departments or programs, others have chosen to build their entire curriculum in such a way that requires all students to demonstrate what they know, what they are able to do, and their level of proficiency within specific skill sets. Educator preparation programs, also commonly known as teacher education programs, are particularly well-suited for a competency-based educational model given that state departments of education responsible for issuing professional licenses or certificates expect that graduates will be ready to teach upon completion of their institution's preparation program. Prior to receiving their state license, these individuals must first demonstrate their proficiency in content knowledge, pedagogy (instructional methods), classroom management, and other skills required for effective teaching. Institutions that adhere to a competency-based educational model can experience significant challenges when seeking program approval from a state whose requirements remain antiquated and may not be conducive to the CBE model. It is often incumbent upon institutional representatives to articulate the competency-based educational model to state education officials, and to espouse its relevance to effective teaching and powerful learning. A simple way of understanding CBE is that learning is emphasized over seat time—the belief being that it is more important for students to demonstrate what they know and are able to do rather than simply complete a course and then move on. Students must achieve competency in every course or they are not allowed to progress onward in a CBE model.</p><p>Some state department of education officials are receptive to a conversation about competency-based education and how it aligns with traditional requirements. Other state departments are unable to consider alternative learning models such as CBE due to limitations within their current state statutes. Regardless, it is imperative to properly articulate some of the basic tenets of a competency-based educational model to stakeholders who are not already familiar with CBE:</p><p>Instead, it is a <i>different</i> way to earn a degree. It is just as rigorous and just as challenging as a degree completed within a traditional educational framework—and in some instances, even more so. Students must demonstrate that they know the content and are able to apply it at a high level of expectation, which is typically far more demanding than simply attending a class, completing a set of assignments, and passing midterm and final examinations.</p><p>In order to create a rich, robust set of competencies within each program, it is essential to start with standards that have been adopted by state, national, and professional entities withi","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"92518877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Designing quality into direct-assessment competency-based education","authors":"Aaron M. Brower,&nbsp;Debra Humphreys,&nbsp;Rebecca Karoff,&nbsp;Sandra Kallio","doi":"10.1002/cbe2.1043","DOIUrl":"10.1002/cbe2.1043","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Meeting the nation's need for 60% of its working age population to hold postsecondary education by 2025 is not possible through traditional educational institutions and formats. They simply do not have the “seats” available. Students, employers, and regulatory agencies are actively exploring educational alternatives, such as competency-based education, rightfully expecting assurances of quality.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Methods</h3>\u0000 \u0000 <p>In this study, we apply design principles using the Association of American Colleges &amp; Universities quality framework to direct-assessment CBE. This quality framework arises from AAC&amp;U's Liberal Education and America's Promise. The University of Wisconsin Flexible Option (UW Flex) is used to illustrate the application of the AAC&amp;U quality framework.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Findings</h3>\u0000 \u0000 <p>The LEAP design principles are used to create an aspirational vision to guide the development of direct-assessment CBE. We describe the work and design decisions made when creating UW Flex to illustrate how the LEAP quality framework can ensure high-quality direct-assessment CBE programming.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>This study builds the case for how quality CBE can expand opportunities for more Americans. We promote a particular vision of quality that is an aspirational model for CBE, based on the AAC&amp;U LEAP design principles of <i>Proficiency, Agency and Self-Direction, Integrative Learning and Problem-Based Inquiry, Transparency and Assessment,</i> and <i>Equity</i>. The intense excitement over CBE presents an unprecedented opportunity to design high-quality educational models that focus emphatically on student learning versus faculty teaching, allowing higher education leaders to remove impediments to optimal learning. Only then will all students have the chance to reach the levels of talent and ability needed to navigate and flourish in today's world.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1043","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"101930644","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Right on the money”: CBE student satisfaction and postgraduation outcomes","authors":"Carlos Rivers,&nbsp;Judith A. Sebesta","doi":"10.1002/cbe2.1042","DOIUrl":"10.1002/cbe2.1042","url":null,"abstract":"<div>\u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>A review of existing research on CBE program outcomes provides context for the research focus of the essay.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This essay analyzes results from a comparative study of surveys of graduates of both a competency-based education program at Texas A&amp;M University-Commerce and its traditional counterpart at the same institution in order to assess both student satisfaction with the degree programs and postcompletion outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>A narrative and visual description of key findings from the survey results reveal three areas of focus—faculty/staff interaction, affordability/acceleration, and alumni outcomes.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusion</h3>\u0000 \u0000 <p>The results suggest augmented outcomes for the CBE program compared to its traditional counterpart, contributing to a better understanding of student satisfaction and postcompletion outcomes for students who have graduated from a CBE program relative to a traditional program.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"97139786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Competency-based education as a force for equity","authors":"M. Navarre Cleary,&nbsp;C. Breathnach","doi":"10.1002/cbe2.1040","DOIUrl":"https://doi.org/10.1002/cbe2.1040","url":null,"abstract":"<div>\u0000 <p>In recent publications, critics and advocates of competency-based education (CBE) have raised questions about whether or not CBE advances the cause of equity in education. This article offers a response, by way of a case study, describing an open-admissions CBE program for adult students with graduation rates over double the US national average. Exploring this program's success, the article argues that CBE can advance equity, but doing so requires research-based understanding of, institution-wide respect for, and mission-focused commitment to adult and other “nontraditional” learners.</p>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"2 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2017-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91883443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}