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Handbook of Research on Competency-Based Education in University Settings

Book Description

The majority of adult learners are looking to attain their desired academic credentials within the shortest amount of time possible. By implementing competency-based programs, learners are accelerated through their designed program or course. The Handbook of Research on Competency-Based Education in University Settings is a pivotal reference source for the latest academic research on the use of competency-based testing in higher education institutions. Focusing on innovative practices, strategies, and real-world scenarios, this book is ideally designed for educators, students, administrators, professionals, and academics interested in emerging developments for competency-based education initiatives.

Table of Contents

  1. Cover
  2. Title Page
  3. Copyright Page
  4. Book Series
    1. Mission
    2. Coverage
  5. Editorial Advisory Board
  6. List of Reviewers
  7. Foreword
    1. REFERENCES
  8. Preface
    1. BACKGROUND
    2. CBE IN THE 21 CENTURY
    3. INTENDED AUDIENCES
    4. OVERVIEW OF THE CONTENTS
    5. REFERENCES
  9. Acknowledgment
  10. Section 1: Setting the Stage
    1. Chapter 1: Competency-Based Education in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. HISTORY
      4. CURRENT STATE
      5. THE CASE FOR ADAPTIVE LEARNING
      6. CURRENT MODELS OF CBE IN HIGHER EDUCATION
      7. BARRIERS AND CHALLENGES
      8. THE FUTURE
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    2. Chapter 2: Building Competence
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. STRUCTURE OF COMPETENCY-BASED EDUCATION
      5. FACULTY ROLE IN CBE
      6. ISSUES, CONTROVERSIES, PROBLEMS
      7. SOLUTIONS AND RECOMMENDATIONS
      8. FUTURE RESEARCH DIRECTIONS
      9. CONCLUSION
      10. REFERENCES
      11. KEY TERMS AND DEFINITIONS
    3. Chapter 3: Challenges and Opportunities in the Currency of Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. DEFINITIONS OF KEY TERMS IN COMPETENCY-BASED EDUCATION
      4. WHO ARE THE KEY STAKEHOLDERS?
      5. CREDITS AS CURRENCY
      6. IMPLICATIONS OF COMPETENCY-BASED EDUCATION
      7. PHILOSOPHICAL CHALLENGES REGARDING CREDITS AND COMPETENCIES AS CURRENCY
      8. PRAGMATIC AND SCALABILITY ISSUES
      9. STUDENT AND EMPLOYER UNDERSTANDING OF THE VALUE OF COMPETENCIES
      10. COMPETENCIES AS CURRENCY
      11. COMPETENCY-BASED EDUCATION SCENARIO
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
      15. ENDNOTES
  11. Section 2: Building the System
    1. Chapter 4: People, Processes, and Philosophies
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. PEOPLE, PROCESSES, AND PHILOSOPHIES
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    2. Chapter 5: The Challenge of CBE Programs
      1. ABSTRACT
      2. INTRODUCTION
      3. IMPLICATIONS FOR INSTITUTIONS OF HIGHER EDUCATION
      4. FUTURE RESEARCH DIRECTIONS
      5. SOLUTIONS AND RECOMMENDATIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 6: Academic Technology for Competency-Based Education in Higher Education
      1. ABSTRACT
      2. INTRODUCTION
      3. TECHNOLOGIES’ ROLE IN CBE
      4. NEW AND UPCOMING PLATFORMS AND TECHNOLOGIES
      5. FUTURE DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    4. Chapter 7: The Next-Generation CBE Architecture
      1. ABSTRACT
      2. INTRODUCTION
      3. GENERAL CBE INFRASTRUCTURE MODEL
      4. THE CBE LEARNING INFRASTRUCTURE
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
    5. Chapter 8: Using Communities of Practice to Identify Competencies
      1. ABSTRACT
      2. INTRODUCTION
      3. OVERVIEW OF COMPETENCIES WITHIN COMPRETENCY-BASED EDUCATION (CBE)
      4. COMMUNITIES OF PRACTICE (COP)
      5. CONCLUSION
      6. REFERENCES
    6. Chapter 9: A Framework for the Design of Online Competency-Based Education to Promote Student Engagement
      1. ABSTRACT
      2. INTRODUCTION
      3. COMPETENCY-BASED EDUCATION’S UNIQUE PROFILE
      4. NON-TRADITIONAL ADULT LEARNER PROFILE
      5. THE IMPORTANCE OF ENGAGEMENT FOR NON-TRADITIONAL ONLINE CBE LEARNERS
      6. USING INTERACTION TO CREATE ENGAGING ONLINE LEARNING
      7. APPLYING THE THREE-LEVEL FRAMEWORK TO DESIGN SUCCESSFUL ONLINE CBE COURSEWORK
      8. SUMMARY
      9. REFERENCES
      10. KEY TERMS AND DEFINITIONS
    7. Chapter 10: A Return to Doing
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. A HISTORY OF CBE
      5. EVOLUTION AND CHANGE
      6. AUTHENTIC ASSESSMENT
      7. ASSESSMENT-FIRST PHILOSOPHY
      8. RELIABILITY AND VALIDITY
      9. EXAMPLES FROM THE FIELD
      10. CONSIDERATIONS FOR AUTHENTIC ASSESSMENT
      11. FUTURE STATE
      12. CONCLUSION
      13. REFERENCES
      14. KEY TERMS AND DEFINITIONS
  12. Section 3: Going Live
    1. Chapter 11: Learning, Adults, and Competency-Based Education
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND
      4. COMPETENCE-BASED LEARNING (CBL)
      5. CONCLUSION
      6. REFERENCES
      7. KEY TERMS AND DEFINITIONS
      8. ENDNOTES
    2. Chapter 12: Designing and Developing Competency-Based Education Courses Using Standards
      1. ABSTRACT
      2. INTRODUCTION
      3. CBE AND ONLINE LEARNING
      4. CONCLUSION
      5. REFERENCES
      6. ADDITIONAL READING
      7. KEY TERMS AND DEFINITIONS
    3. Chapter 13: A Framework for the Evaluation of Competency-Based Curriculum
      1. ABSTRACT
      2. INTRODUCTION
      3. REVIEW OF CURRICULUM EVALUATION FRAMEWORKS
      4. THE COMPETENCY-BASED CURRICULUM EVALUATION FRAMEWORK
      5. SOLUTIONS AND RECOMMENDATIONS
      6. FUTURE RESEARCH DIRECTIONS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    4. Chapter 14: Measuring What Matters
      1. ABSTRACT
      2. INTRODUCTION
      3. THE MISMATCH OF LEGACY METRICS WITH NON-TERM, DIRECT ASSESSMENT, COMPETENCY-BASED EDUCATION
      4. THE UW FLEX FRAMEWORK FOR CBE METRICS
      5. CHALLENGES IN BRINGING THE UW FLEXIBLE OPTION METRICS FRAMEWORK TO FRUITION
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
  13. Section 4: Case Studies
    1. Chapter 15: Child Development Associate (CDA) Credential
      1. ABSTRACT
      2. INTRODUCTION
      3. BACKGROUND AND CONTEXT
      4. COMPETENCY-BASED FRAMEWORK FOR WORKFORCE DEVELOPMENT
      5. FUTURE RESEARCH DIRECTIONS
      6. CONCLUSION
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    2. Chapter 16: Polk State College's Engineering Technology OEEE Associate's Degree
      1. ABSTRACT
      2. INTRODUCTION
      3. SETTING THE STAGE
      4. CASE DESCRIPTION
      5. CURRENT CHALLENGES: RETHINKING, REINVENTING, AND INNOVATING
      6. SOLUTIONS AND RECOMMENDATIONS
      7. REFERENCES
      8. KEY TERMS AND DEFINITIONS
    3. Chapter 17: FLEX Path
      1. ABSTRACT
      2. INTRODUCTION
      3. RESULTS
      4. CONCLUSION
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
    4. Chapter 18: A Systematic Review of Competency-Based Education Effort in the Health Professions
      1. ABSTRACT
      2. INTRODUCTION
      3. METHOD
      4. FINDINGS
      5. FINDINGS AND DISCUSSIONS
      6. LIMITATIONS AND STRENGTHS
      7. CONCLUSION
      8. REFERENCES
      9. KEY TERMS AND DEFINITIONS
    5. Chapter 19: Western Governors University
      1. ABSTRACT
      2. INTRODUCTION
      3. MEASURING SUCCESS AND CONTINUOUS IMPROVEMENT
      4. SUMMARY
      5. REFERENCES
      6. KEY TERMS AND DEFINITIONS
  14. Compilation of References
  15. About the Contributors