Measuring what matters competency-based learning models in higher education
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Bibliographic Information
Measuring what matters competency-based learning models in higher education
（New directions for institutional research, no. 110）
Jossey-Bass, c2001
- : pbk
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Includes bibliographical references and index.
Description and Table of Contents
- Volume
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: pbk ISBN 9780787914110
Description
Intended as a toolkit for academic administrators, faculty andresearchers to deal effectively with the rapid emergence ofcompetency-based learning models across higher education, thisvolume provides practical advice and proven techniques forimplementing and evaluating these models. Drawing from a recentNational Postsecondary Education Cooperative project that examineddata and policy implications across public and private institutionsas well as an industrial setting, readers will find an inventory ofstrong practices to utilize in evaluating competency-basedinitiatives. Issues discussed include practical concerns ofmeasuring and reporting competency; the critical connectionsbetween the skills employers seek and student preparation for them;the connections between distance education, accrediation, andcompetencies; and the difficult procedure of setting appropriatepassing standards for assessments. With a bibliography oncompetency literature and a framework for creating competencymodels, this volume is an invaluable tool to researchers andpractitioners alike.
This is the 110th issue of the Jossey-Bass series NewDirections for Institutional Research.
Table of Contents
EDITOR'S NOTES (Richard A. Voorhees).
1. Competency-Based Learning Models: A Necessary Future (RichardA. Voorhees).
This chapter provides an overview of the movement towardcompetency-based learning models. It is this new paradigm that willultimately redefine the roles of faculty, institutions, andaccreditors.
2. Working in Partnership with Faculty to TransformUndergraduate Curricula (Elizabeth A. Jones).
Specific issues involved in defining and embedding competenciesacross courses and other learning experiences in order to enhancestudent performance are examined. Strategies are offered forfaculty and institutional researchers who want to work together toimprove student learning.
3. Measuring and Reporting Competencies (Trudy H. Bers).
Measuring and reporting competencies requires the implementation ofnew and innovative processes that often conflict with existingsystems of measuring and reporting learning outcomes. Examining theways that some institutions have addressed these issues can be auseful starting point for educators as they begin planningcompetency-based programs.
4. Using Competencies to Connect the Workplace and PostsecondaryEducation (Karen Paulson).
To maintain viability, postsecondary institutions must preparetheir graduates to enter today's performance-driven labor market.This chapter examines the use of competencies in business andsummarizes skill and competency resources that institutions can useto ready their students for successful entry into theworkforce.
5. Standard Setting (T. Dary Erwin, Steven L. Wise).
Higher education assessment is moving steadily toward increasedaccountability. Assessment practitioners, institutionalresearchers, and faculty must be able to set defensible standardsby using systematically followed procedures. This chapter discussestwo methods that practitioners can use to set standards.
6. Competencies, Regional Accreditation, and Distance Education:An Evolving Role? (Dawn Geronimo Terkla).
This chapter provides an overview of the link between competenciesand current accreditation standards and examines the influence ofdistance education on the accreditation landscape. Techniques aresuggested that institutional researchers can use to position theirinstitutions advantageously in the contemporary accreditationprocess.
7. Creating and Implementing Competency-Based Learning Models(Alice Bedard Voorhees).
Institutional researchers can take the lead in addressing thepublic and workplace call for greater institutional accountabilityby educating their colleagues about the possibilities inherent incompetency-based learning models and by assisting with theevaluative efforts to implement these models.
8. An Annotated Bibliography on Competencies (KarenPaulson).
This chapter surveys the published literature and Internet-basedresources on competencies. It provides a valuable touchstone forfurther research in this area.
INDEX.
- Volume
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ISBN 9780787957827
Description
This issue examines service learning - the emerging form of higher education bringing together students, teachers, and community partners in ways that foster the student's responsible citizenship and promotes a lifelong involvement in civic and social issues. It also demonstrates how institutions can create effective service-learning programs that couple academic work in the classroom with students' service to an organization in the field. Authors explore successful service-learning programs in a variety of settings, from liberal arts colleges to research institutions, and offer clear, practical advice on such matters as finding community partners, reaching diverse populations, assessment concerns, and integrating service-learning and research. This issue shall serve as an invaluable resource for educators interested in this relatively new but challenging pedagogy.
Table of Contents
EDITORS' NOTES (Mark Canada, Bruce W. Speck). 1. Why Service--Learning? (Bruce W. Speck). Service--learning is generally based on one of two impulses, philanthropic or civil, each with its own distinct philosophical viewpoint. Teachers should be aware of these impulses as well as the major challenges of service--learning. 2. A Smart Start to Service--Learning (Maureen Shubow Rubin). A seven--step model can help newcomers develop a successful service--learning course. 3. Service--Learning Is for Everybody (Robert Shumer). A variety of strategies can help service--learning faculty reach out to include more people with disabilities as providers of service. 4. Creating Your Reflection Map (Janet Eyler). A systematic approach to encouraging reflection can help students get the most out of service--learning courses. 5. The Internet in Service--Learning (Mark Canada). Students can serve their communities by helping agencies create World Wide Web sites and by building university--based Internet resources. 6. A Comprehensive Model for Assessing Service--Learning and Community--University Partnerships (Barbara A. Holland). A global approach to assessing service--learning initiatives provides data to demonstrate that learning is taking place and to refine these initiatives so that they can be even more successful in the future. 7. The National Society for Experiential Education in Service--Learning (Lawrence Neil Bailis). Professors do not have to reinvent the wheel when they teach service--learning courses. The National Society for Experiential Education provides a variety of resources to help both novices and veterans succeed. 8. Advancing Service--Learning at Research Universities (Andrew Furco). Despite their emphasis on scholarship, research universities are appropriate places to use service--learning. Three strategies can help practitioners overcome obstacles. 9. How Professors Can Promote Service--Learning in a Teaching Institution (Kathy O'Byrne). Although a college devoted to teaching seems the ideal place to promote service--learning, faculty at such institutions should actively seek key stakeholders' support to ensure that service--learning thrives. 10. Humanistic Learning and Service--Learning at the Liberal Arts College (Edward Zlotkowski). Faculty at liberal arts colleges can take advantage of their institution's mission in order to promote service--learning. 11. Additional Resources (Elaine K. Ikeda). A number of core resources can help faculty begin or improve service--learning at their institution. INDEX.
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