Project Phases
The essential goal of this 18-month project was to co-create a comprehensive CBE implementation plan with a realistic timeline. The project aimed to include a deep understanding of the academic and non-academic systems at the 16 天美视频 colleges that would be needed to support a systemwide transition to CBE. The Competency-Based Education Network designed a comprehensive, six-stage process to organize the work to accomplish the outcome. Each description defines the activities included in that phase.
Work with executive leadership to discuss how a CBE initiative could align with strategic goals and create high-level intended outcomes, as well as a framework for who should be involved in the planning process and communication plans to ensure transparency. Secure any necessary resources to conduct the planning process. Assemble the structure and leadership team needed for executing the planning process and working toward the key goal of creating an implementation plan.
Convene a broad group of stakeholders, including learners, faculty, staff, employers, and state and community agencies, to determine how CBE can serve each audience. Based on feedback, create a shared vision and value proposition for each stakeholder group that should be vetted with the diverse audiences and then shared widely to broaden engagement.
Evaluate the current state and effectiveness of the current model. Evidence should be gathered from both academic and non-academic areas and from any external partners who can provide insights. Facilitate a process to specifically define what a competency-based model might look like in both the system and institutions. Define key terms by developing a shared lexicon to ensure consistency throughout the potential adoption of competencies and assessments across the curriculum and departments.
Review existing literature, toolkits, and field guides to further develop and expand on ideas for what the competency-based model should look like in practice. Participate in fact-finding sessions with others who have implemented CBE and investigate related activities happening in your region.
Decide which resources would be needed to implement the competency-based model by comparing the current state to the desired future state using evidence collected during phase 3 and 4. Resource planning at this phase examines all areas of the institution to determine what financial, human, technological, communications, student supports, and external affairs are necessary and details by each area why the resources are needed to reach the defined future state.
Determine the specific steps that must be taken to move from the current state to a competency-based future state, placing recommendations in order of priority and completion. Recommendations should be placed on an implementation timeline, including if a phased approach would be best, along with when and how any resources will be procured.