Faculty and the Human Element in CBE Programs

Designing an effective and engaging learning environment which allows learnings both self-pacing and consistent and collaborative human connection can be a challenge. It is also essential to ensuring learners can work in diverse groups, perspective-take, and problem-solve collaboratively upon graduation. In this session, Rasmussen College shares data and practices around creating a human element - authentic relationships among faculty and students - through synchronous and asynchronous interactions in a student-paced Competency-Based Education (CBE) program. Additionally, this innovative brand of learner collaboration requires unique training and extended discussion among faculty. Many competency-based education (CBE) faculty models employ non-traditional methods to ensure meaningful and measurable learning. Some models, referred to as “unbundled” or “disaggregated” separate key parts of the faculty experience into individual components, e.g., instruction and assessment. As such, there is a meaningful learning curve for faculty to, first, understand what CBE is; second, understand the need for this innovation; and third, understand how this impacts their classroom experience with students. It is critical, irrespective of variations within CBE models from one institution to the next, that faculty ensure regular and substantive learning takes place alongside valid and reliable assessment of student work. Because models for CBE faculty and assessment vary in some ways from traditional methods, additional and specific training is needed at many institutions.