College for America: Student-Centered, Competency-Based Education

Purpose – As a model of competency-based education (CBE), the University of Wisconsin (UW) System Flex options present a unique case study of challenges and opportunities for embedding student-centered library services and information literacy. Design/methodology/approach – In this paper, we describe strategies for engaging with the evolving Flex curriculum, the needs of an unknown student body and the role of new student support staff. The author notes the relevance of examining the library’s role in Flex at this time, given the potential for growth nationally in CBE. Findings – The challenges the author faced initially were closely tied with opportunities that once examined, formed the basis of the embedded library model for competency-based education. Further, the author found opportunities to articulate their role in Flex on their campus and share with other institutions. Originality/value – This case study is based on the author’s experiences embedding Information Literacy and Distance Services in the Flex option at the University of Wisconsin Milwaukee.

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Establishing a Student-Centered Environment to Support All Learners

Handbook of Research on Classroom Diversity and Inclusive Education Practice - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-2520-2.ch007 ◽

2017 ◽

pp. 155-182 ◽

Cited By ~ 2

Author(s):

James D. Basham ◽

Skip Stahl ◽

Tracey Hall ◽

Richard Allen Carter Jr.

Keyword(s):

Personalized Learning ◽

Traditional Education ◽

Student Centered ◽

Student Centered Learning ◽

Education Practice ◽

Self Regulated Learning ◽

Competency Based Education ◽

Competency Based ◽

Turnaround Process ◽

The Impact

Within this chapter, technology-enhanced personalized learning is highlighted as a model for supporting all students in an inclusionary setting. Content of the chapter is focused on the birth, development, growth, and the eventual demise of a student-centered-model in one turn-around school district. The chapter focuses on the interplay of teacher methods and expectations; the impact of real-time progress data by students and teachers, and the points of contact where innovation collided with the expectations of traditional education practice. The authors also discuss various political elements that emerged as a result of the turnaround process. Finally, elements of the roles of teachers, technology, data, self-regulated learning, and competency-based education are discussed relative to establishing a student-centered learning environment.

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Investigating student exposure to competency-based education

Education Policy Analysis Archives ◽

10.14507/epaa.25.2792 ◽

2017 ◽

Vol 25 ◽

pp. 24 ◽

Cited By ~ 1

Author(s):

Sarah Ryan ◽

Joshua D. Cox

Keyword(s):

Reliability And Validity ◽

Student Perspective ◽

Student Centered ◽

Competency Based Education ◽

Confirmatory Factor ◽

Reliable Source ◽

Competency Based ◽

Using Data ◽

Student Reports ◽

The Impact

In recent years, most U.S. states have revised policy by providing schools at least some flexibility to move away from the Carnegie unit system, with its focus on credits and “seat time,” toward competency-based policies that link student advancement to mastery of content. Yet, there is little systematically collected information about how competency-based education is implemented, making it difficult to evaluate the impact on student outcomes. Using data from 600 students in grades 9-12 and confirmatory factor analytic techniques, we report initial reliability and validity results from the pilot administration of a survey designed to capture student exposure to elements that have been described as essential to a competency-based, student-centered model for learning and instruction. These elements include mastery-based progression, personalization, flexible assessment, and the development of specific skills and dispositions. Results suggest that the survey offers a way to reliably measure and study variation in the implementation of competency-based education. Importantly, the survey provides a way to capture implementation from the student perspective, leveraging the fact that student reports about their classroom experiences may be a particularly reliable source of information about instructional practice.

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A Study on the Operation of Liberal Arts Curriculum Based on Core Competencies －Focusing on the Case of N University

The Korean Association of General Education ◽

10.46392/kjge.2021.15.3.147 ◽

2021 ◽

Vol 15 (3) ◽

pp. 147-168

Author(s):

Eun Sook Park

Keyword(s):

Liberal Arts ◽

Core Competencies ◽

Transformation Process ◽

Student Centered ◽

Student Opinions ◽

Competency Based Education ◽

Education Experience ◽

Arts Curriculum ◽

Competency Based ◽

Competency Evaluation

This study is a case study regarding the operation of the liberal arts curriculum based on core competencies. It was conducted to explore the developmental direction of the competency-based curriculum. The study investigated the trend in the changes of the competency-based curriculum of N University, as well as the actual conditions and demands of the faculty’ capacity-based curriculum operation.N University's competency-based education has grown through a three-stage transformation process. The quality of education has been managed by diagnosing the effectiveness of competency-based education at the curriculum level through competency matching with the competency of the subject. While professors are highly aware of the necessity of competency-based education, they are relatively inadequate when it comes to teaching various curriculums. Therefore, for the purpose of competency-based education, it is necessary to diversify the curriculum.The professor was engaged in the following activities to operate the competency-based curriculum: student-centered class preparation and activity-oriented teaching methods, one-on-one feedback and guidance on activity experiences, observation and activity-oriented competency evaluation, and curriculum improvement plans reflecting student opinions, etc. Through the exploration of this process of change, and based on the recognition of the professors, suggestions on educational policy, educational content, and educational methods were made.The purpose of this study was to demonstrate that a specific case of competency-based education at a certain university, along with the perception of professors with competency-based education experience, suggests the direction in which competency-based education is heading.

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