It is interesting to note that three major players are entering the competency-based education (CBE) stratosphere. The Big-10 affiliates exploring the potential of such programs are Purdue, University of Wisconsin, and University of Michigan.
I’m fascinated by the fact that the University of Wisconsin’s program is the most established—of the three—yet it doesn’t offer this option at their main campus. Rather, they offer their “two-year institutions, its extension program, and the Milwaukee campus” (Fain, 2014). It would seem as though the institution would want to extend the program’s reach to it’s main campus, if it is to be taken seriously. I feel as though Penn State grads identify with this sentiment to the effect that all Penn State degrees list Penn State University as the graduating institution, and do not differentiate between branches or World Campus. Furthermore, the competency degree Wisconsin has received financial aid approval for is their offering is an Arts and Science Associates. Purdue’s competency-based degree is similar to Wisconsin’s in that it is a bachelor’s in transdisciplinary bachelor’s degree.
Michigan’s extension into the competency-based educational world is through a master’s degree in Health Professions Education. It is different from other CBE programs, in that the program is individualized. Each participant’s credentials are reviewed by a panel, which assigns competencies the student must master before the program’s end. With the open-endedness of the program, I see the potential for subjectivity, rather than objectivity in determining a student’s competence.
One thing that is important to keep in mind about the increase of “competency-based” educational degree offerings is that not all are independent of time or space. If the institutions require students to complete work at a specified rate, they aren’t changing their model to the fully competent extent. I also think that there is a responsibility of these institutions to plan appropriately. Is there a need for the programs they are developing in the competency-based model? Or, are they creating competency-based degrees in order to be viewed as relevant and innovative in the current educational model? I pose these questions, knowing that President Obama and the Department of Education have challenged Higher Ed. to consider alternative options and ways to educate students. At the same time, student debt ratios are readily increasing, and I have to wonder, are we arming students to be successful if we provide them with non-specific degrees? I’m not sure. I’d like to see some of these institutions develop competency-based degrees in areas that have a demand.
Reference
Fain, P. (2014, October 28). Big Ten and the next big thing. Inside Higher Ed. Retrieved from https://www.insidehighered.com/news/2014/10/28/competency-based-education-arrives-three-major-public-institutions