Expert insight about designing competency-based education programs in higher ed

For more than 60 years, UMass Global has specialized in providing working adults with the education they need to be successful in their careers, support their families and contribute to their communities. We already offer highly flexible and online learning, but we’re always looking for new ways to make college more accessible.

In 2014, the institution launched its very first competency-based education (CBE) courses aimed at busy scholars who benefit from learning at their own pace. These UMass Global MyPath programs have proven to be an incredible opportunity for students to finish their degrees and build on the wealth of experience they’ve already acquired in the workplace.

But like any exciting new endeavor, there were plenty of growing pains along our CBE journey. In this article, we’ll discuss some of the most important lessons learned throughout the course design process that started over a decade ago.

4 Things we’ve learned about developing higher education CBE programs

Dr. Laurie Dodge, executive vice chancellor of academic affairs and provost at UMass Global, was part of the research and development team for the MyPath programs. She shares her thoughts and recollections below as we outline some important elements of building CBE degrees.

1. The CBE approval process is rigorous

It’s true that gaining accreditation for any academic degree is necessarily stringent to ensure a high-quality learning experience. However, the procedure for CBE programs is even more thorough, especially for institutions that apply for financial aid.

Beyond regional accreditation, CBE programs may also need state-level and professional approvals. Direct assessment competency-based education programs must be reviewed and endorsed by the U.S. Department of Education (USDOE).

"We learned a lot going through the approval process the first time, which made it easier when we sought approval for subsequent programs,” Dr. Dodge reflects.

UMass Global’s accreditor is the WASC Senior College and University Commission (WSCUC). Our CBE degrees were also reviewed by the USDOE. UMass Global is one of only a handful of institutions in the nation that have been approved by USDOE for direct assessment

2.     Developing assessments and tests takes time and thoughtfulness

In a CBE module, assessments take on a whole new importance. Completing a competency or “passing” the course requires mastering the skill and completing a final summative assessment. Compare this to a credit hour program, which evaluates assignments, discussions, traditional exams and the amount of time spent in class.

Upon enrolling, assessments are given to help faculty understand what the students already know, what they still need to learn and what could be improved. Once a personal baseline is established, adaptive learning allows curriculum to be customized to fill in the gaps and study the concepts that may require more work to fully understand.

There are three main elements to designing assessments. They must be:

1. Defensible
2. Strictly aligned to goals, objectives and learning material
3. Fair and equitable

There are many approaches to CBE assessment, including objective-based, performance-based and standardized examinations. Institutions may wish to select a variety of choices in one CBE program or solely rely on performance or project-based assessments that are evaluated through rubrics.

3. Layering in opportunities for meaningful interaction is key

It’s important to build in a strong communication flow and sharing of information among faculty, coaches and tutors to ensure it is seamless for students. When it comes to online self-paced learning, some students may fear that they’ll spend the semester on their own, with little access to professors. At UMass Global, that couldn’t be further from the truth.

As Dr. Dodge explains, the MyPath program was intentionally developed to include regular communication and interaction between students, faculty and support staff of all kinds. UMass Global students have open lines of communication and consistent support from discipline-specific full-time faculty and academic advisors.

Our robust offering of dedicated student service also includes:

• Accessible education services
• Center for Instructional Innovation
• One Stop financial aid services
• Career Services
• Online Writing and Math Center
• Military and veteran resources
• Alumni connection

4. Curriculum should be structured to allow for diverse learning rhythms

CBE courses typically have some sort of self-paced feature in the delivery model.  Programs have a start date, and completion dates may be fixed or open.  Some programs allow students to self-pace for as long as it takes, while others may have set schedules for certain milestones.

UMass Global MyPath students can start class any day of the year and must attend 24 weeks (six months) of instruction per period. Of course, students can take more (or less) than six months to complete their competencies. If they finish before the end of term, they can add in more competencies with support from their academic coaches for no additional cost. Highly motivated students can take advantage of this option to save a considerable amount of time and money.

Unlocking opportunity through CBE programs

UMass Global has a longstanding tradition of prioritizing accessible education for working adult students. Our competency-based degrees are prime examples of how we provide flexibility and convenience to help bring higher education within reach.

To learn more about our commitment to delivering an outstanding online learning experience, check out our article “5 Ways UMass Global stands out as a leader in online education.”