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Credits & Competencies: Advising Practices & Paradigm Shifts in Higher Education Ginny Walters Minnesota State University, Mankato October 2014

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Goals of Todays Session WHAT? -- Discuss rise of competency-based learning in higher education SO WHAT? -- Brainstorm how this trend requires a shift in advising models and practices NOW WHAT? -- Model of how we approach this in Honors Program at MNSU NOW WHAT? -- Discuss how some of our practices might be applicable to your offices and campuses

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Credits vs. Competencies Credit HourCompetency One unit of academic credit, usu. representing attendance at one scheduled period of instruction per week throughout a semester, quarter, or term (Random House Kernerman Websters College Dictionary 2010) A combination of skills, abilities, and knowledge needed to perform a specific task (U.S. Dept. of Education, 2001) Demonstrated via transcriptCan be demonstrated multiple ways Knowing informationKnowing what to do with that information

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Competency vs. Mastery CompetencyMastery A combination of skills, abilities, and knowledge needed to perform a specific task (U.S. Dept. of Education, 2001) Possession or display of great skill or technique; skill or knowledge that makes one master of a subject (Merriam-Webster). Can be demonstrated multiple waysOften demonstrated and measured through exams Subjective interpretationObjective interpretation In essence, this is the difference between the instructor who has complete command of the subject matter but cannot effectively present it to the students. The mastery of content does not extend to or result in a competency as a teacher (Ebersole, 2014).

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Movement Toward Competencies Limitations of a transcript Leadership (80.6%), problem solving skills (75.3%), and written communication skills (74.7%) were the most important qualities sought by an employer (National Association of Colleges and Employers, 2013). What makes a successful and engaged student/employee/person?

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One Interpretation of Competency Model The mission of the Honors Program at Minnesota State University, Mankato is to create future leaders, researchers and global citizens by providing high ability and motivated students with exceptional learning opportunities, mentoring relationships, and a community of scholars that foster their development as future leaders in a global society. http://www.mnsu.edu/honors/missionsngoals/ http://www.mnsu.edu/honors/missionsngoals/

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Leadership: Upon graduation, honors students will have demonstrated the ability to utilize personal leadership values and guide groups toward a common goal. Research: Upon graduation, honors students will have demonstrated the ability to exhibit information literacy skills, synthesize and integrate ideas, produce original research or creative works, and contribute to knowledge. Global Citizenship: Upon graduation, honors students will have demonstrated the ability to exhibit second language and communication competencies and exhibit cultural competency and awareness.

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So What? There needs to be a direct relationship between higher education trends and advising practices. The big question: How do we advise students in a competency-based program?

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Traits, Characteristics, and Abilities of Individual Students Skills, Abilities, and Knowledge Competencies: Leadership, Research, Global Citizenship Demonstrations Learning Experiences Integrative Learning Experiences Language Training (12-16) Honors Sections of Gen Ed (16) Senior Portfolio (1) Honors Seminars (6) - Research - Study Abroad - Leadership Experiences Co-Curricular Activities Honors Curriculum Map Assessment Other 300/400- level courses

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Learning Plans Goal: Students should articulate their plans to advance in each competency area. < Courses < Co-curriculars < Community engagement Handed in late September and placed in student file for advising Flexible document

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Sample Learning Plan Goals I will develop my leadership skills by participating in the Leaders of Tomorrow Program in Fall 2012. I hope that the seminar will help me to develop my global leadership values, and my ability to work across cultures and within a team. Demonstration: I expect to demonstrate the skills that I have developed through a series of short, reflective exercises relating to the seminars activities. I will develop my research skills by completing a research paper in Dr. Coles Honors Intermediate Writing course. Demonstration: I will submit the completed paper, and Dr. Coles analysis, as evidence of my ability to exhibit information literacy skills and my ability to synthesize and integrate ideas. I will learn more about at least one ethnic minority population living in Minnesota by attending culture nights or lectures at Minnesota State, Mankato, when available. Demonstration: Short journal entry on my experiences at Hmong or African Culture Night.

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Electronic Portfolio (eFolio) Demonstration eFolioMinnesota: free for our students Cornerstone of our program < Started in FYEX and culminated in capstone with defense < Where students perfect the art of reflection Annual review with formative feedback provided to students Examples of student portfolios: http://www.mnsu.edu/honors/portfolios.html http://www.mnsu.edu/honors/portfolios.html

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Assessment Annual eFolio Review in June (formative) HONR 475: Senior Portfolio (summative) Competency Assessment Rubrics: http://www.mnsu.edu/honors/comp_rubric.pdf http://www.mnsu.edu/honors/comp_rubric.pdf

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Advising Mandatory fall advising is where it all comes together Courses < Individual plan of study < 4 year graduation plan Competencies < Portfolio Review < Learning Plan

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Review Honors Program Competencies and Rubrics, Major Program of Study, and Gen Ed Draft Personal Learning Plan Meet with Advisor(s) and Honors Director Keep log or journal of activities, both in and outside of class Collect Materials Select Materials Reflect upon significance and demonstration of skills Organize in Portfolio Reflect on Assessment Provided by Faculty An Ideal Honors Advising Cycle Faculty Assessment occurs in June Competencies embedded in classes and activities

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Case Studies Jake Ball Global Citizenship < http://jacobball.efoliomn.com/global http://jacobball.efoliomn.com/global Lauren Bach Global Citizenship < http://laurenbach.efoliomn.com/Global_Citizenship http://laurenbach.efoliomn.com/Global_Citizenship Andrew Pfeffer Research < http://andrewpfeffer.efoliomn.com/research http://andrewpfeffer.efoliomn.com/research Alex Mozey Research < http://alexandermozey.efoliomn.com/honorsresearch http://alexandermozey.efoliomn.com/honorsresearch

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Issues / Questions at MSU Portfolio updates, particularly sophomore and junior year Advising cycle isnt clear / perceived by students

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Competency Based Education Outside of Honors Teacher preparation programs Medical professions

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Need Me? Find Me! Ginny Walters giovanna.walters@mnsu.edu Twitter: @ginny_walters

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References Credit Hour [Def. 2]. (n.d.). Random House Kernerman Websters College Dictionary, Retrieved July 9, 2014, from http://www.thefreedictionary.com/credit+hour.http://www.thefreedictionary.com/credit+hour National Association of Colleges and Employers. (2013). Job Outlook 2013. U.S. Department of Education, National Center for Education Statistics. Defining and Assessing Learning: Exploring Competency Based Initiatives (by E. Jones, R. A. Voorhees, and K. Paulson for the Council of the National Postsecondary Education Cooperative Competency- Based Initiatives Working Group). Washington, D.C.: U.S. Department of Education, National Center for Education Statistics, 2001. Voorhees, R. (2001). Competency-based learning models: A necessary future. New Directions for Institutional Research, 110(9), 5-13.