| 84.6% of schools already have flexible term options available to students (weekend warrior, 5 week, 7 week, 10 week, 15 week) | |
| Sub Topic Area | Quotes / School | Terms | “ACE has 4 different “parts of term” already established. Three 5-week sections, a 10-week, two 7-week sections, and 4 different “weekend warrior” terms. We should be able to work within these existing terms." [Motlow State] “Faculty at RSCC are accustomed to teaching courses that vary in length currently including 7, 10 and 15-week semesters. We also have faculty who facilitate web-based asynchronous classes which also lend themselves to CBE conversion.” [Roane State] “The majority of our classes are now taught in 7-week parts of term.” [Chattanooga State] |
|---|---|
| Course-Credit Hour Approach | “The mechatronics program will be offered on a credit hour basis.” [Motlow State] “Pilot would be structured as CCH approach i.e. closed eco-system. GM Employer program (students are employees of GM) where the company would reimburse for completion.” [Columbia State] |
| Accelerate | “Because RSCC already offers accelerated courses and could continue to do the same depending on the course(s) selected, we feel that CBE integration of specific courses would be a natural progression.” [Roane State] “Sequential courses are opened as prerequisite courses are successfully completed.” [Nashville State] |
| Multiple Attempts | “From RSCC’s perspective, demonstrating Mastery Learning in a CBE course would not differ that much from a traditional course. If need be, we would foresee awarding a grade of incomplete until mastery of competencies is achieved. However, there would likely be a limit to the number of attempts that a student could make, just as there would be in a regular credit-based course.” [Roane State] “Expectations will be that when an initial attempt is graded, the professor provides feedback on what the student needs to study to improve on before the next attempt. Recommend intervention after 2 failed attempts.” [Nashville State] “If a student does not mastery the course after two attempts, they will be required to use out of pocket expenses to pay for the course as Financial Aid does not cover third attempts. Southwest will utilize TBR Campus Guidance for Part of Term Registration & Financial Aid Set Up in Banner, as a guideline.” [Southwest State] “Students who do not complete in the 5-week timeframe (fail) will be manually reenrolled in the next 5 week offering and continue with coursework inside of eLEARN.” [Walters State] |
| 69.2% of colleges suggested the need for help to ensure financial aid can be used for CBE programs | |
| Sub Area | Quotes / School |
|---|---|
| Model | “NSCC has a subscription model.” [Nashville State] “As we do not appear to be making any changes to our overall processes, we do not see any need at this time to change financial aid protocols.” [Chattanooga State] "Course/Credit Hour approach will be used. Payment period the same as it is now.” [Columbia State] “The CBE Supply Chain and Logistics certificate program will follow current Financial Aid policies. The current structure of the program with students enrolled in structured seven- and fifteen-week terms, will not affect our current FA policies and the current FA policies will be aligned with the program.” [Jackson State] |
| Veterans | “For veterans, the VA has to be notified upfront how many hours the student is taking. One possible solution would be to bill for 9 hours each semester, even if the student accelerates and completes 12 hours in the first semester and 6 in the second. Another solution would be to add multiple census dates in the term so that billing would be updated if the student takes an extra course. But this might negatively affect other students if they stop coming to class. Current guidance from federal and TBR levels is to remain with one census date per term.” [Motlow State] “It will be necessary to follow the guidelines set by Veterans Affairs. One important guideline is that the VA will NOT pay for an ONLINE program.” [Pellissippi State] |
| 53.8% of schools indicated that an A/B/F grade structure will be used for CBE programs | |
| Sub Area | Quotes / School |
|---|---|
| Distinguish CBE Courses in Enrollment System | “CBE courses will be denoted with a "C" in Banner. Courses will be "hidden" from students. Students will need department head/advisor to override and enroll them in the CBE courses.” [Chattanooga State] “Since the certificate program will follow the current seven- and fifteen-week terms, we will not create a new course method code to indicate they are CBE courses. The CBE Supply Chain and Logistics certificate program will follow current enrollment, records, and transcript policies and guidelines. Our admissions and records department will process student applications for the certificate program, enroll students through our Banner system, and keep record of attendance, final grades, and transcripts.” [Jackson State] “Students will declare enrollment in a CBE program, but students will be enrolled into courses by cohort, then independently as the progress. Division Deans will be responsible for ensuring enrollments. NSCC plans to use traditional learning records.” [Nashville State] |
| Course Enrollment Numbers | “Enrollments will be capped at 25 students per course to adhere to our current enrollment policies.” [Jackson State] "The enrollment will be the same as on-ground or online.” [Northeast State] |
| Final Grade Submission and Appeals | “Final grades will be submitted by faculty through our Banner Self-Service system and processed by the Records department.” [Jackson State] A/B/F grades will appear on transcripts. The existing grade appeals process will be used.” [Motlow State] “Transcripts will display course grades (A/B/F). Appeals follow standard NSCC policies. Students will speak to the instructor first. If not approved and the student still wants to pursue a grade appeal form.” [Nashville State] |
| Transcript (Transfer) | “Courses would transfer as either B-competency or A-mastery.” [Vol State] “Since we transfer credit, and not grades, it would not affect transcripts, unless numerical grades are required.” [Northeast State] “NSCC plans to use traditional learning records. Transcripts will display course grades (A/B/F).” [Nashville State] “A / B / F grading scale.” [Motlow State] “The CBE Supply Chain and Logistics certificate program will follow current enrollment, records, and transcript policies and guidelines. Our admissions and records department will process student applications for the certificate program, enroll students through our Banner system, and keep a record of attendance, final grades, and transcripts.” [Jackson State] |
| 75% of schools indicated that existing technologies, D2L, will meet their needs for initial CBE program development | |
| Sub Area | Quotes / School |
|---|---|
| Current Technologies That Will Be Used | D2L (All Schools) "Assessment Technologies Institute (ATI) Nursing software." [Dyersburg] "Faculty will have access to Zoom Pro accounts for any virtual meetings with students or recording lectures. Faculty and students will have access to both Jweb email accounts and eLearn email accounts for additional communication and interaction." [Jackson State] "Students will be responsible for paying for any third-party software (Pearson, Cengage, McGraw-Hill) and textbooks that are used in the CBE certificate program courses. Students will have free access to loaner laptops, campus labs including simulation software, and accessibility and accommodation technologies. Disability Services and Distance Education will provide technology to students needing accommodations or accessibility assistance such as Text-to-Speech software, Extra Time on exams, or note-taking assistance." [Pellissippi State] |
| Reliable Proctoring Software in Place | "Honor Lock and Respondus" [Northeast State] "Respondus Lockdown Browser and Monitor are available for virtual proctoring. Students may opt to take online exams in the Testing Center, but this cannot be made mandatory by the instructor." [Nashville State] "HonorLock and Respondus with the possibility of adding something new as knowledge about CBE grows." [Roane State] |
| 84.6% of schools requested help developing Marketing materials and strategies | |
| Sub Area | Quotes / School |
|---|---|
| How will the program be marketed? | "We envision showing students in the classroom doing hands-on activities, especially if they are using a piece of technology, which would be ideal. Allocating advertising funds behind boosting these posts to larger audiences would be warranted.” [Roane State] "Communication will flow through advising to gauge student fit. Internal marketing so faculty are aware of CBE." [Columbia State] "Via Advisors and Dual Enrollment Coordinators." [Walters State] Initially, CBE will be marketed by Success Coaches and Advisors." [Cleveland State] |
| Social Media Presence | “Electronic social media is the platform for entertainment and information; thus, social media marketing would direct potential students to a website. Thus, the website becomes the important marketing source and information place.” [Pellissippi State] “Initial marketing would include a strong emphasis on social media marketing. Development of materials that work well on all RSCC’s current platforms (i.e. Twitter, Facebook, etc) including graphics with real-life images and ideally short video clips demonstrating the power of CBE for all target audiences. The use of personas would be a perfect fit for these short videos. Creating different personas with fictional, yet personal stories based on real-life events that may have occurred for potential students would allow them to more easily see themselves fitting into a program of study." [Roane State] |
| Target Audience for Marketing | “Dual enrollment, transient students, honors students, homeschool students, high-achieving students, students who prefer an independent study path.” [Columbia State] “Anyone who has skills that translate and can be assessed according to learning outcomes as determined through engagement with local industry and their workforce needs. Understanding the demographic becomes very important - 1) non-traditional; 2) 24-35 years old; 3) have no degree and may not even have any college experience; 4) make less than $40k per year; 5) gender may not be a factor 6) they typically do not watch network television nor do they read the newspaper; 6) various social media platforms are their means to keep up with “news,” but it must be brief. It is crucial for industry partners to be involved in marketing. Such ideas include recruiting events that involve college personnel, graduates (CBE) and industry partners/employers; job/career fairs; industry partners/employers advertising CBE on THEIR websites." [Pellisippi State] “Marketing efforts will include development of visuals as well and identification of a subject matter expert who can speak on this effort representing RSCC’s point of view on CBE.” [Roane State] “Marketed as a great summer option (for dual enrollment as well).” [Walters State LS] |
| 100% of schools identified the importance of faculty and staff training 61.5% of schools requested assistance developing training programs 61.5% of schools suggested that it would be helpful to consider developing a statewide CBE workshop or conference in the future 50% of schools requested help identifying best practices for faculty capacity calculations |
|
| Sub Area | Quotes / School |
|---|---|
| Training and Support for Faculty and Staff | "The Center for Teaching and Learning support will consist of training, roundtables, PLCs, and a continuous feedback loop during/after the pilot. We will utilize the “Monday Minute” weekly newsletter which sees a 25% increase in page views, year to year. This vehicle will be ideal for disseminating information and starting a broader conversation. We will create a helpful environment to discuss other topics like using CBE grading rubrics, syllabus, learning outcomes, etc., and place each in context for faculty." [Columbia State] "Faculty training will be provided by the Distance Education Department. Training will include course development and design, best practices, competency alignment, and accessibility. Distance Education will provide faculty with access to a resource hub with videos and guides on how to use the various tools within D2L and free technology and other software available. Faculty and staff will attend professional development opportunities to learn and understand CBE course/program models and learn effective ways to design and teach CBE courses. At the point that courses are moved to a five-week term, Distance Education will work with the Dean and VP of Student Services to create best practices guides for admissions and advisors. Financial Aid will provide best practices for applying financial aid to the CBE certificate courses.” [Jackson State] “The Course Design Academy on Competency-Based Education (CBE) is a development program intended for faculty at Nashville State interested in converting an existing program to a CBE format. This Course Design Academy is entirely self-paced, designed to emulate CBE, and applies the best practices associated with quality curriculum design, focuses on andragogy and skills assessment, and makes use of new tools in D2L that promote the successful delivery of CBE courses and programs. Instructional Designers will help with technical, learning, and andragogical support for CBE courses. There will also be a CBE Handbook.” [Nashville State] “The Center for Teaching Arts & Technology (CTAT) provides varied training for faculty and staff. CTAT offerings include topics that are included in CBE including backward design, course alignment, authentic assessments, student engagement, instructor presence, and more. Although a number of RSCC faculty are already facilitating classes that are closely aligned to the CBE modality, to fully equip them as CBE instructors, professional development/training is warranted. Specifically, training and continuing support on best practices in designing CBE courses. Partnering with instructional designers and teacher trainers would allow faculty members to eventually attain a level of mastery in the design, development, and implementation of their courses. It is also recommended to encourage robust feedback in the form of evaluations from students and possibly other stakeholders such as industry partners in how well/successful courses are at teaching the desired skills. RSCC has a strong faculty-to-faculty mentorship through our Innovative Teaching and Learning Committee (ITLC). The committee is composed of a large number of faculty and the entire CTAT staff. Currently, they work together in a strong partnership in providing a wide array of PD opportunities for our faculty and staff. This partnership will work well to promote CBE incorporation across academic programs.” [Roane State] |
| Other Stakeholders That Need CBE Training | “Student advisors would need to understand CBE programming to determine students’ support needs and determine how to intervene if needed. Support staff should be familiar with the CBE model and CBE program offerings so basic questions by prospective students can be addressed. The website would house that information.” [Nashville State] “Advisors, Fin Aid, Registrar, Student Services will need training.” [Northeast State] “CBE-specific advisors/success coaches would be in place to guide students desiring the CBE path in the most effective, student-beneficial way. This would require training for success coaches to fully understand the different courses/programs and be able to advise students accurately. We currently do this with any specialized course delivery/structure, so the same would be true for CBE courses.” [Roane State] “Most notably, admissions, advising, academic support, work-based learning, and financial aid.” [Vol State] |
| 69.2% of schools want to support developing a Student Orientation | |
| Sub Area | Quotes / School |
|---|---|
| Support for First Year and Ongoing | "Distance Education will create a starter course that students are automatically enrolled in before the semester starts to allow them to practice using the various tools within D2L such as, how to submit assignments, send emails, use the speech-to-text software, view course material, and using test proctoring software. Faculty will record a welcome video that explains the CBE course program that can be shared to potential students and posted in their D2L course shell. Distance Education will provide students with access to a resource hub with videos and guides on how to use the various tools within D2L and free technology and software that is available." [Jackson State] “We will have an Academic Agreement (contract) with the student. This will affirm they know and understand what CBE is.” [Motlow State] "We’re proposing an open CBE orientation where all CBE cohorts are enrolled along with a Student Success Advisor as one method of engagement. These advisors will follow department protocols to maintain regular contact with CBE students to identify students who may be having difficulty and/or provide needed support. We will hold information sessions for students throughout the year. There will be videos on the website to allow students to understand modes of delivery and how to best select the mode that works for them. Engagement opportunities will be provided for students to see the connection between their CBE program and real employment upward mobility. Since these programs will be self-paced a designated student success advisor may reach out once a month (call, email or text) to check in on students.” [Nashville State] "It will be important that faculty report “laggers” as quickly as possible to assure a success coach reaches out with encouragement to keep moving forward or to determine why progress has stopped. There will need to be an outreach to other services depending on what has caused the issue in moving forward. It is just as important to continue encouraging those students who move forward at or beyond the expected pace. This encouragement could take the form of excellence awards or recognition on assessments that are exceptional. Further encouragement might include peer support and peer engagement such as study groups and cohort activities. Understanding that students may not seek out support services, the college may implement an almost “intrusive” support model whereby students will be assigned a specific advisor, financial aid representative, and a success coach – all of whom will specialize in CBE and provide continued support for the CBE student. (This model is being investigated by the college for all students not just CBE)." [Pellissippi State] “Recommendations for incorporating an orientation component into each CBE course would be the most practical and effective way to provide a full explanation of how the CBE course works to its participants. An introduction to the course fundamentals that also establishes expectations and defines desired outcomes up front is always an advantage to the students as it provides a clear understanding of what is required to excel in the course.” [Roane State] "Hands-on advising, tutoring, one-stop shop." [Cleveland State] |
| Resource Delivery Mechanisms | “Website updates along with CBE Orientation in D2L. Student workshops held by the advisor or program faculty throughout the semester/year.” [Nashville State] "Virtual." [Columbia State] "Virtual Delivery." [Jackson State] |
| 53.8% of schools identified the need for common CBE course development guidelines | |
| Sub Area | Quotes / School |
|---|---|
| Current Course Development Resources that Could Be Utilized | “CARE Center will assist faculty with course development. The staff of Academic Resources are skilled in course development and will manage and oversee the development process.” [Chattanooga State] “Center for Teaching and Learning provides centralized hub with easy-to-find information.” [Columbia State] |
| Course Development Guidelines | “Courses will be developed by full-time faculty or adjuncts with 10 or more years of experience. Course development will follow current JSCC policies and be reviewed by Distance Education to ensure best practices and policies were followed including accessibility policies.” [Jackson State] |
| Course Development Guidelines to Ensure Equitable Experience and Mastery Pathway Achievement | “The Office of Online Learning (OOL) recommends that the instructor set optional, virtual office hours on a regular basis for the cohort via Teams or Zoom with the intention that you require students to schedule a set number of meetings when students engage in activities addressing specific course competencies.” [Nashville State] |
| Guidelines for Quality Control | “Quality Matters (QM) Training: Applying the Quality Matters Rubric; Quality Matters (QM) training: Designing Your Online Course; Quality Matters Reviews of completed master courses. The training plan for developers includes 2 recommendations. First, developers are invited to take the Quality Matters course “Applying the Quality Matters Rubric.” This asynchronous 2-week professional development offered by Quality Matters leads faculty through a 42-standard rubric. This course will help developers to see how alignment works and offer guidance on building a course where learning competencies clearly align with assessments. Second, developers are invited to take “Designing your Online Course” through Quality Matters. The learning outcomes for this course include 1.“Recognize the foundational concepts of Quality Matters.2.Apply the essential QM Rubric Specific Review Standards to online coursedesign.3.Discuss the structure to be used for organizing your online course.4.Create a course plan for developing your online course.5.Align one module for development.” (Quality Matters). This course will assist developers in determining the organization of content in ways that promote alignment of course material.” [Walters State] “Asynchronous online courses fall under a specific set of regulations compared to hybrid and on-ground courses. As the course designer, you should ensure that you have multiple opportunities for interactions to ensure your course meets a federal regulation for “regular and substantive interaction,” and to meet accreditation requirements. The course should directly address at least 2 of the 5 options and are evident within the course. Additionally, the Office of Online Learning (OOL) is utilizing the Competency tool in D2L for all CBE course designs. Course maps will be created and vetted in every course that successfully completes CBE Program Design Academy. OOL is pushing for skills-based assessments so if we compare Bloom’s Taxonomy, we are expecting mid to higher levels of learning that go beyond knowledge and comprehension.” [Nashville State] “Two levels of “quality standard” would likely be needed. One based on college guidelines formulated by assessment. This method would provide consistency of enforcement across all CBE offerings just as it does with transitional offerings. The other is based on collaboration with and review by industry partners and employers to establish and assure a continued quality standard. Ongoing calibration with those who grade, analysis of parts of the rubric that routinely fail, and ongoing tweaking of directions would help to ensure continued rigor of course content in both CBE and traditional delivery methods. Collaboration with industry partners and employers to evaluate course content relevancy and methods to prove mastery would also ensure continued rigor.” [Pellissippi State] |
| 53.8% of schools said they need to be more intentional in involving Industry in program development | |
| Sub Area | Quotes / School |
|---|---|
| Workforce Involvement in CBE Program Development (CQI) | ""Involve local industry leaders to help in targeted development. Create and implement an agile timetable that matches industry needs." [Columbia State] “Our industry partners have always been supportive of letting JSCC advertise/market to their employees by telling employees about opportunities for education through JSCC and posting information about our programs on their bulletin boards. The Dean and Directors of Workforce Development will coordinate with industry partners to obtain curriculum alignment and the needs of our industry partners.” [Jackson State] |
| 92.3% of schools identified opportunities at their college for future CBE development | |
| School | Areas Identified |
|---|---|
| Chatt State | BIOL 2010; BIOL 2020; A&P I and II - to support Nursing; Business Supervisory Certificate |
| Columbia State | Engineering Systems Technical Certificate; Fermentation Science; Business Communications |
| Cleveland State | Learning Supports; Advanced Technologies; Math |
| Dyersburg State | Nursing |
| Jackson State | Manufacturing; Healthcare; Business |
| Motlow State | Mechactronics; Cyber Security |
| Nashville State | Advanced Manufacturing; Information Technology; Healthcare Supply Chain Technical Certificate; Logistics and Transportation Technical Certificate; Patient Care Technician; Medical Assistant; Graphic Design |
| Northeast State | Emergency Medical Technician; Electrical Technology; Electromechanical Technology; Learning Supports |
| Pellissippi State | Information Technology; Healthcare/Nursing; Advanced Manufacturing |
| Roane State | Technical courses; Workforce Development programs |
| Vol State | Health Sciences; Computer Science; Social Science |