Welcome to #WCETWebcast March 14, 2019 The webcast will begin shortly. There is no audio being broadcast at this time. An archive of this webcast will be available on the WCET website soon.
The Mechanics of Competency-Based Education, a Two-Part Series PART 2: MENTORING FOR STUDENT SUCCESS WITH CBE COURSES MARCH 14
Welcome ! Use the question box for questions and information exchange. Archive, PowerPoint, and Resources available will be next week. Access the slides: https://wcet.wiche.edu/sites /default/files/CBE-part2- Megan Raymond slides.pdf Director, Programs & Sponsorship WCET Follow the Twitter feed: mraymond@wiche.edu #WCETWebcast. @meraymond 3
Questions from the Audience If you have a question during the presentation, please add your questions to the question box. We will monitor the question box and have time for Q&A at the end of each section. 4
Cali Morrison Associate Dean, Alternative Learning, Moderator American Public University System 5
T HE HE M ECHANICS OF OF CBE P ART II II M ENTORING FOR S TUDENT S UCCESS ITH CBE C OURSES WIT
A Review of CBE A Review of CBE
Supports to Remove Barriers • Tutoring (Writing and Math) • Financial Aid Advising • Library Resources • Student Success Center (Time Management, Computer Skills, Stress Relief) • Learning Communities • IT Services • Counseling • Faculty
For Student Success, the faculty model is the most important.
Student Support at the Center
FACULTY MODEL-DIVISION OF LABOR
Invisible Supports Curriculum Faculty Assessment Faculty Evaluation Faculty*
Foundations of f Student Support Assessment Faculty Evaluation Faculty Curriculum Faculty • Assessment faculty members • Faculty members who specialize • Evaluation faculty re are experts in the science and experts in their areas of in curriculum development are craft of creating high-quality evaluation, with doctoral experts in the science of assessments that are valid and degrees or other post- learning. These college-aligned reliable. Assessments that can graduate training or faculty members are deeply establish which students have certifications. informed about the achieved competency and which competencies required by • Review submissions still need additional learning are academic standards-setting extensively, providing central to WGU's competency- organizations and the industries clear and comprehensive based model. they serve. They ensure the feedback to support • WGU's teams of assessment curriculum and instructional student development. experts are aligned by materials are evidence-based • Focus on evaluating college. They also collaborate and academically rigorous — as student performance, free with student-facing faculty and well as engaging and focused on of bias and other barriers other subject-matter experts to student success. to fair and timely ensure that WGU always • Curriculum faculty members evaluation because they employs a evidence-based do not personally interact approach to student assessment collaborate with student-facing with students or develop and invests in continuous faculty and other subject-matter curriculum and improvement in assessment. experts to ensure content is assessments. accurate and pedagogically sound.
Visible Support Program Mentors Course Instructors
Roles of f Student-Facing Faculty Program Mentors • Provide program instruction and guidance from enrollment to graduation. • Provide information on programs, policies, and procedures. • Assess students' strengths and development needs to help establish a study plan. • Help students sustain motivation and progress to graduation. • Recommend appropriate student services. Student and Program Mentor
Roles of f Student-Facing Faculty Course Instructors • Bring WGU courses of study to life with students via one- to-many or one-to-one forums. • Provide instruction both proactively and reactively — the type and intensity of instruction varies based on a student's needs in a particular subject. • Provide content expertise for students who are struggling with course Student-Facing Faculty material.
Supporting Faculty • Upon Hiring - initial 200 hours professional development • Professional Training - College Summits (2 per year) - CEUs • Annual All-Hands Meetings • Further specializations for placements, clinical skills, etc. • Outreach Team and Onboarding Specialists • Every two weeks - “Best Practices” Prof. Dev
Questions from the Audience 18
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Learn More and Stay Connected WCET 31 st Annual Meeting and Celebration Workforce Partnerships that Work: Creating Public-Private Partnerships that Serve Students, Institutions, Employers, and Submit your proposal by April 12 Communities June 4-5 November 5-7 Newport Beach, CA Denver, CO 20
ADDITIONAL INFORMATION AND RESOURCES Access to the resources discussed during this webcast, including the archive, will be available next week. http://wcet.wiche.edu/connect/webcasts 21
JOIN US FOR UPCOMING WEBCASTS • April 18: Personalizing Experiences for the Three Types of Adult Learners • May 16: Student Ready: Increasing Retention for Universities and Career Outcomes for Students 22
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