I’ve been reading College Disrupted: The Great Unbundling of Higher Education. Because I am in the middle of reading it, this post isn’t meant to be a review of the book (which I am thoroughly enjoying). The point of this post is to bring us back around to discussing issues with competency based education in higher education.
In general, I’m a big fan of seeing what we can do with competency based education (CBE) in higher ed. But, as you can see, I’ve titled this post about the problems with CBE. This isn’t because I truly think CBE is problematic. Instead, I think CBE can cause problems within the existing structures of higher ed (hence the book title – College Disrupted), and I think that while we should recognize these issues we should not let them be reasons to not move forward and see what CBE has to offer.
The Summer Course
I got to this post because I was thinking about a summer course that someone at my new institution will have to teach every year. I have a new job, and while this summer course is not in my contract for me to teach it is a required course that someone has to teach every year. I am a very appropriate person to teach it. FYI: summer pay for teaching a course is not that great, and it’s not exactly on my agenda of things I want to do. Ever.
But, if we assume that it has to be taught, what are the options?
- someone else can teach it
- maybe the university would allow an advanced graduate student to teach it
- i could take the money in exchange for turning it into a CBE course
Back Up a Minute
Initially, I was wondering if we could take the entire masters program – of which this course is a part of – and make it CBE. But I thought that might be a bit much, and it presented a whole host of problems. The biggest one I saw right away was:
- how do we handle teaching loads in a CBE situation?
One obvious way to handle it is to just keep courses on their normal timeline but make them competency based. I’ve done this before, and it’s not a big deal. But given that the masters program is online, it seems like we could really open this baby up and let her rip. Take down timelines. Or maybe set up some place holders like the degree needs to be completed (and all competencies mastered) within so many years of starting the program. But when you do that you cycle back to the question of teaching loads. The university has created a structure of what teaching looks like. CBE has the potential to really not work well within that structure.
Go Back to that Summer Course
I returned to just the idea of the summer course because it was a manageable thing that I could easily see getting accomplished. I thought….what if I could convince whoever is in charge to let me take the course (which is fully online) and run it as a CBE? The course could still launch in the summer if they needed it to, but we could give students a year to complete the competencies.
As far as my teaching load goes, well, this course would never count as part of my load because it’s supposed to be a summer course that I would be paid extra for. So let’s let it run for one full year. Give me the money you would give me had I taught it in the summer. I’ll stay on top of the students and check off their competencies earned as they complete them. I’ll organize the whole thing, and we can use it as a test run.
I have no idea if I can make this idea fly. But, for me, it solves the problem of who wants to teach the summer course AND it allows me to explore CBE.
Don’t Let the Problems Be Problems
I once had a phone conversation with a group of people who were very interested in developing online education courses. They wanted my input, and they hoped I would be a part of it. Now, I’m not saying I was full of brilliant ideas. But what did happen is I was met with reason after reason for why my ideas were too difficult to implement. Not that they were bad – just hard to do.
When I was thinking of CBE I was brought back to the realization of how universities structure teaching loads. That can make thinking about how to implement CBE challenging unless you confine it to a typical semester box. But, if you don’t want to do that, then don’t. Acknowledge the challenge and then work through it, work around it, but don’t let it be your brick wall.
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