This presentation focuses on the significance of improving efficacy in teamwork, collaboration, and communication within disaggregated competency-based education (CBE) models that include instructional faculty (teaching) and assessment (grading) faculty. The goal of the presentation is to explore the teaching methods used to promote increased student engagement and support student success.
Title: Exploring Disaggregated Faculty Teaching Methods in Competency-Based Education (CBE)
Disaggregated faculty models were created to ensure that one faculty does not have to fulfill all associated roles and functions such as preparing lectures, drafting curriculum, providing student feedback, and engaging students (Jones-Schenk, 2014). Disaggregated models sought to create an objective approach to grading and feedback since the instructional/teaching faculty is not the one providing feedback and grading the assignments (Gee, 2019). This presentation focuses on the significance of improving efficacy in teamwork, collaboration, and communication within disaggregated competency-based education (CBE) models that include instructional faculty (teaching) and assessment (grading) faculty. The goal of the presentation is to explore the teaching methods used by instructional and assessment faculty to promote increased student engagement and support student success.
Using their experiences working in a disaggregated CBE model, the speakers will engage in a discussion illuminating the importance of offering timely, actionable and customized feedback as a means of empowering students through critical reflection. The presentation will culminate in an interactive dialogue with the audience regarding potential barriers and recommended solutions using a student-centric approach to delivering content and evaluating student performance.
Gee, C. (2019). A model for supporting consistent, fair, and accurate reporting of academic integrity violations. International Center for Academic Integrity. Retrieved from, https://www.academicintegrity.org/blog/rebuilding-the-traditional-faculty-model-to-support-student-success-in-learning/
Jones-Schenk, J. (2014). Nursing education at Western governors university: A modern, disruptive approach. Journal of Professional Nursing, 168-174.