The Journal of Competency-Based Education最新文献

{"title":"Teaching Students about the World of Work: A Book Review","authors":"Thomas Gauthier","doi":"10.1002/cbe2.1225","DOIUrl":"https://doi.org/10.1002/cbe2.1225","url":null,"abstract":"<p>\u0000 APA citation: <span>Hoffman, N.</span> &amp; <span>Collins, M. L.</span> (Eds.) (<span>2020</span>). Teaching students about the world of work: a challenge to postsecondary educators. <span>Cambridge, MA</span>: Harvard Education Press.\u0000 </p><p>Community colleges are on the front lines on the training for our modern workforce. These institutions offer various educational opportunities, including 2-year degrees, credit-bearing certificates, industry-recognized certifications, and continuing education programs. As society began to question massive student loan debt versus the value of college education, community colleges began offering more industry-recognized certifications to quickly reduce student loan debt and move students into the workforce. Employers are starting to see that industry certifications are not enough to sustain employability and growth as these programs do not offer students the habits of mind, employability skills, or a mechanism for lifelong learning.</p><p><i>Teaching Students About the World of Work, A Challenge to Postsecondary Educators</i>, addresses a topic that many postsecondary institutions seem to overlook. Sustainable employability is not a paradigm built upon technical skills; indeed, many employers said that students with <i>soft skills</i> are more desirable because if they have mastered the art of social capital, then they can be easily trained on technical skills (Gauthier, <span>2020a</span>, <span>2020c</span>). Thus, the pendulum seems to be swinging back toward a time when a college degree was essential for workforce success. Several studies have been conducted which reveals that integrating soft and hard skills develops students holistically (Deming, <span>2017</span>; Hamilton, <span>2020</span>; Hora et al., <span>2016</span>). As the text's central theme is predicated on the idea that all students enroll in higher education to find work eventually and that in order for them to be successful when they do, work must be part of higher education curriculum.</p><p>The claim that community colleges tend to rest student success solely on access to higher education tends to align with institutional behavior in terms of curriculum development, which in some cases omits the habits of mind and seems to ignore the purpose of a community college, leading to what the author refers to as “structural discrimination in the labor market” (Collins, <span>2020</span>, p. 33).</p><p>During a panel discussion on NPR’s OnPoint with then host Tom Ashbrook, Bunker Hill Community College President Pam Eddinger talked about the social fabric students need to be successful (Eddinger, <span>2014</span>). In Chapter 2, Eddinger and co-author Richard Kazis discuss how experiential learning opportunities play a significant role in helping students build a social capital network; thus, the social fabric to support sustainable employability. They profile various organizations that promote structural interns","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1225","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91842768","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 in undergraduate clinical prosthodontics: A paradigm shift in training","authors":"Mohamed A. Alkhodary,&nbsp;Ra'fat I. Farah,&nbsp;Atef I. Ghobashy","doi":"10.1002/cbe2.1220","DOIUrl":"10.1002/cbe2.1220","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>Competency-based education (CBE) is thought to improve the quality of dental graduates than traditional education (TE). This study compared the students' final scores in clinical training of prosthodontics using CBE versus TE.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Materials and Methods</h3>\u0000 \u0000 <p>This study enrolled 459 fourth- and fifth-year undergraduate students. Of the participants, 231 students (143 males and 88 females) attended TE and 228 (128 males and 100 females) attended CBE. This study considered the final scores that the students achieved for their competency cases and compared it with the scores achieved during the TE process. Statistical analysis of results used the Mann–Whitney <i>U</i> test for nonparametric numbers.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>The mean score of the clinical examination for all students in clinical prosthodontics courses was 81.4 (maximum and minimum scores: 95.0 and 41.3, respectively). The mean scores in the traditional and competency-based education groups were 79.9 ± 6.48 and 82.9 ± 6.87, respectively. Scores in the competency education group (mean rank = 265.08) were statistically significantly higher than in the conventional education group (mean rank = 195.38) with <i>U</i> = 18,336, <i>z</i> = −5.631, and <i>p</i> &lt; .001.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>The application of CBE allowed the students to achieve higher scores in prosthodontics than the TE.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"104525912","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":"Alternative grading practices: An entry point for faculty in competency-based education","authors":"Matt Townsley,&nbsp;David Schmid","doi":"10.1002/cbe2.1219","DOIUrl":"10.1002/cbe2.1219","url":null,"abstract":"<p>Due to a lack of buy-in from multiple stakeholder groups, institutions of higher learning may struggle to reorient their entire course and program offerings to embrace the full breadth of competency-based education. One such way of overcoming these systematic issues to make incremental progress toward competency-based education is to consider practices such as grading that single professors can implement without the need of full institutional support. Few college instructors are likely to have received any formal grading training. As such, they may rely on institutional norms and their personal experiences as students. In response to historical grading challenges in higher education, some faculty members have adopted models working against the status quo such as mastery grading, specifications grading, and standards-based grading, which all promote students demonstrating their learning on criterion-referenced tests in a more flexible time frame. The purpose of this paper is to describe alternative forms of grading as an entry point for faculty incrementally progressing toward competency-based education axioms in higher education. The authors recommend a multiple-step course design framework and areas for future research.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1219","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76682106","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":"Justification and development of competencies to transform a collegiate aviation flight program","authors":"Julius Keller,&nbsp;Flavio Mendonca,&nbsp;Jason Cutter,&nbsp;Mike Suckow,&nbsp;Brian Dillman","doi":"10.1002/cbe2.1216","DOIUrl":"10.1002/cbe2.1216","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>The aviation industry is facing a substantial shortage of pilots. Per the International Civil Aviation Organization, it is projected airlines will need 350,000 pilots globally.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Aims</h3>\u0000 \u0000 <p>Due to the demand of pilots, most of the conversations are focused on quantity rather than quality of the workforce. Educators and researchers in several industries have advocated competency-based education in aviation for decades.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>Members of the research team documented the consensus decision-making process which determined which competencies would be incorporated into the flight program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Six competencies were selected for the hybrid competency-based education model. Teamwork, decision-making, communication, resilience, leadership, and technical excellence were extensively defined for the aviation program.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion/Conclusion</h3>\u0000 \u0000 <p>Shifting toward a hybrid competency-based education model is challenging within a large flight program. However, the members of the research team believe the transformation process will improve program outcomes. Next steps include assessment plan development and data collection.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1216","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"94447573","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":"A common grade table inspiring meaningful feedback","authors":"Frank Harrison","doi":"10.1002/cbe2.1218","DOIUrl":"10.1002/cbe2.1218","url":null,"abstract":"<p>The use of the 1–4 grading scale is gaining popularity as schools transition to competency-based education. However, independent interpretations and percentage conversions have led to general confusion and sometimes outright rejection of competency-based assessment. The first step to establish clear communication is to anchor the existing four-point GPA scale in cognitive performance, which provides a strong framework for improved student engagement. Applied research into the learning brain is shifting classroom expectations to actively engage learners with stimulating cognitive challenges, such as synthesis and creative transfer. When the cognitive performance curve is consistently applied in the development of assessment rubrics, educators will provide stronger analytical feedback through meaningful common grades.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"93949419","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":"Development of competency-based training system in Assiut-ITEC: A case study","authors":"Adel Ahmed,&nbsp;Khairy Sayed","doi":"10.1002/cbe2.1217","DOIUrl":"10.1002/cbe2.1217","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Introduction</h3>\u0000 \u0000 <p>This paper presents a didactic model that was developed at Assiut Integrated Technical Education Cluster (ITEC) to support the implementation of a competency-based training system (CBT). ITEC was established in Assiut, Egypt, to meet community demands, to raise the status of vocational education, and also to change the community perception of this type of education.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Objective</h3>\u0000 \u0000 <p>A new didactic model is introduced in terms of its conceptualization, realization, and evaluation. The model is built using concepts of competency-based didactic methods. Didactic methods are implemented to help teachers support students in developing their ability to integrate skills, knowledge, and attitudes, such that they are able to solve professional technical tasks and challenges. A case study is applied in Assiut city using a competency-based approach for the development and evaluation of training modules. These modules were first developed using learning situations. This includes determining the appropriate knowledge base for vocational and technical education teachers, core curriculum, minimal standards, new models of delivery, pedagogy, and connections with practice, relationships necessary with industry, research, and evaluation. The implementations of three programs at ITEC Assiut were based on discipline-specific didactic methods with multiple integrated systems. The scheme adapts the training courses into a series of flexible modules.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Integrated learning situations are developed to enrich students' skills in electrical technology modules. This system, called the competency-based training, incorporates an intelligent didactic system. It is necessary to work continuously in small groups in order to achieve noticeable learning progress for the competencies to be gained successfully.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1217","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"105405260","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":"Reconciling assessment quality standards and “double assessment” in competency-based higher education","authors":"Mary Tkatchov,&nbsp;Erin Hugus,&nbsp;Richard Barnes","doi":"10.1002/cbe2.1215","DOIUrl":"10.1002/cbe2.1215","url":null,"abstract":"<p>High standards for assessment practices are essential in all institutions of learning. The role of assessment is arguably even more significant in competency-based education (CBE) institutions since credits and degrees are earned solely based on the demonstration of mastery of competencies through the assessments, and not, as in traditional schooling models, on an average that includes the accumulation of seat time (attendance) and points for activities that do not necessarily indicate competency (e.g., classwork, discussion participation) in addition to assessments.</p><p>CBE institutions making the claim that graduates are competent in stated competencies have a responsibility for making the quality of competency assessments a high priority in continual institutional improvement because “in CBE—unlike most traditional programs based on the credit hour—the institution must state with authority that its graduates have demonstrated the learning outcomes required for a degree” (Klein-Collins, <span>2013</span>, p.7), and “the value of CBE credentials hinges on the reliability and validity of those assessments” in determining graduates' competence (McClarty &amp; Gaertner, <span>2015</span>, p. 3).</p><p>There are commonly accepted standards and best practices for the assessment of learning that apply to all learning models in general as well as assessment concepts that may be specific to the CBE model. One aspect of CBE assessment “best practices,” which was evident in assessment policies and anecdotally in conversations with colleagues at various CBE institutions, was the concept of “double assessment.”</p><p>Similar to how the “double jeopardy” clause in the Fifth Amendment of the US Constitution prevents a criminal defendant from being prosecuted more than once for the same crime, a prohibition against “double assessment” in CBE means that once a student has been assessed and has successfully demonstrated mastery of a competency on an assessment, that student should not be assessed on that competency again. “Double assessment” only applies to <i>successful</i> demonstration of mastery of a competency—it does not prohibit or preclude multiple attempts of an assessment when students fail to meet competence on the assessment. Allowing students multiple attempts to pass a competency assessment is a central tenant of CBE.</p><p>In addition, “double assessment” is only in reference to summative assessment, which is “conducted to help determine whether a student has attained a certain level of competency” (National Research Council, <span>2001</span>, p. 40) or “to certify, report on, or evaluate learning” (Brookhart, McTighe, Stiggins, &amp; Wiliam, <span>2019</span>, p. 6). Using multiple types of formative assessment, or informal assessment that is used to monitor student progress and does not equate to a grade or credit, is common in higher education and viewed as best practice. There is, however, debate over whether using more than one summativ","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1215","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"103158074","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 value of microcredentials: The employer's perspective","authors":"Thomas Gauthier","doi":"10.1002/cbe2.1209","DOIUrl":"https://doi.org/10.1002/cbe2.1209","url":null,"abstract":"<div>\u0000 \u0000 \u0000 <section>\u0000 \u0000 <h3> Background</h3>\u0000 \u0000 <p>Competency-based hiring is beginning to catch on as employers insist on having a clearer understanding of an applicant's abilities before extending an offer of employment. Microcredentialing offers employees a mechanism to articulate their competency, and they offer employers a profound way to certify an applicant's abilities.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Purpose</h3>\u0000 \u0000 <p>To seek an understanding of the value of a microcredentialing structure through employer perspectives. The central research question is, d<i>o employers see value in a postsecondary micro-credentialing structure?</i></p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Method</h3>\u0000 \u0000 <p>This qualitative case study uses Skill Acquisition Theory and cultivated twenty-two industry professionals from various sectors, primarily from the early childhood education industry.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Results</h3>\u0000 \u0000 <p>Several themes emerged from the data: The industry is not satisfied with employee skills, competency is the new currency, seat time does not equal education, a policy for issuing and securing microcredentials is necessary.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Discussion</h3>\u0000 \u0000 <p>Employers were questioning the validity of a college transcript and suggested that applicants present microcredentials for key employment elements along with their transcript to certify further their ability to apply knowledge and skills.</p>\u0000 </section>\u0000 \u0000 <section>\u0000 \u0000 <h3> Conclusions</h3>\u0000 \u0000 <p>It is concluded that microcredentials would be beneficial to the holder and employers. To increase the value of these credentials, the participants suggested using a registry to track and report microcredentials earned. It was further concluded that institutions need to develop governing rules for issuing a microcredential, rules similar to those governing transcripts to ascertain and protect the validity of the credential.</p>\u0000 </section>\u0000 </div>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1209","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91801184","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":"Evolving practices to improve student performance and efficiency in competency-based postsecondary technical training","authors":"Kevin Cummings,&nbsp;Terri Stephens,&nbsp;Owen Horne","doi":"10.1002/cbe2.1208","DOIUrl":"https://doi.org/10.1002/cbe2.1208","url":null,"abstract":"<p>The Davis Technical College pioneered competency-based vocational/technical education. The institution's early model allowed students freedom to create their own schedule and to move at their own pace, but proved ineffective at encouraging students to be efficient in completing their training. A sharp increase in enrollment in the early 2000s drove the college to revise the model which resulted in increased efficiency and, thus, higher throughput.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1208","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91825225","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":"Master of Healthcare Administration program's journey to competency-based education","authors":"Montrale Boykin,&nbsp;Vanessa Duren-Winfield,&nbsp;Natasha M. Ohene,&nbsp;Jessica Steen","doi":"10.1002/cbe2.1206","DOIUrl":"https://doi.org/10.1002/cbe2.1206","url":null,"abstract":"<p>Winston-Salem State University's (WSSU), Master of Healthcare Administration (MHA) program, answered the call of the University of North Carolina system to offer education at an equal or higher quality than currently provided at a cost that is consistent with the state's constitution. As such, WSSU converted its MHA program to a competency-based education (CBE) platform. The American College of Healthcare Executives (2017) states that this is an exciting time for healthcare management. The field requires talented people to help introduce and manage the changes taking place in health care. Implementation of the CBE program resulted in increased enrollment, increased student satisfaction through more flexibility to complete an advanced degree, and greater ease in balancing work–life student demands. WSSU's CBE program is designed to ensure that graduates have training and expertise they need to promote career readiness. This article will discuss the journey of transforming a hybrid MHA program to CBE.</p>","PeriodicalId":101234,"journal":{"name":"The Journal of Competency-Based Education","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1002/cbe2.1206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91938069","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}