Riverland Flex Pace - Mastery-Based Business Certificate Pilot Program
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The Riverland FlexPace™ program is a mastery-based business certificate pilot designed for working adults, aiming to improve educational outcomes and align skills with workforce needs. It emphasizes flexibility, allowing learners to progress through content at their own pace, and aims to reduce the achievement gap for underserved markets. Key achievements include increased retention rates and improved course design, supported by interest from both students and employers.
Riverland Flex Pace - Mastery-Based Business Certificate Pilot Program
- 1. Riverland FlexPace™: A Mastery-based Business Certificate Pilot Program Deb McManimon, Ph.D. J.C. Turner, Ph.D.
- 2. Overview • Perfect Storm • Mastery-based Education • Pilot Solution • Outcomes and Achievements • Key Lessons and Next Steps • Questions
- 4. The Documentation Need • ACBSP accreditation • Outcomes to document for ACBSP • Used D2L Brightspace Competencies Tool • Not all students master all outcomes
- 5. The Workforce Need Education that Works for Working Adults • By 2020, 74% of jobs will require post-secondary education • Only 44% of workers have some post-secondary education • In rural Minnesota, these numbers are significantly lower Minnesota’s workforce snapshot: over 900,000 underemployed 228,000 Food Service $ 9.21/hour 270,000 Sales (cashier, clerk, etc.) $13.24/hour 409,000 Office/Administration $17.27/hour
- 6. It took me a few years to go back to school. I’ve had to withdraw from classes in two previous semesters due to life events. One of my good friends didn’t go back to school because of the obstacles—it seems to be impossible to pull off being a mom, a student and a provider. It would be so helpful to focus on one class at a time.
- 9. Benjamin Bloom, University of Chicago, Mid- 1960s • Investigated wide variations in student learning outcomes • Theorized that given appropriate time and learning environment almost all learn well • Current model of teach, assess, move on resulted in many students not achieving success • Learning for Mastery phrase used to identify new learning strategy • Includes feedback and corrective action Bloom, Benjamin. "Learning for Mastery." Evaluation Comment 1.2 (1968): n. pag. ERIC. Web. 27 Jan. 2017.
- 10. Differences with Mastery-based Model Prior Learning Doesn’t matter Demonstrate and move on Motivation Traditional Mastery-Based* Can Increase: Timeframe Set weeks As quickly as mastered Retention Resources Same for all Alternate paths & resources Completion Understand Concepts Move on either way Must master to move on Subject Mastery Course load Multiple classes at once One class at a time Focus
- 11. Pilot Solution
- 13. The Pitch • Limited to existing 22-credit Business Certificate • Small cohort • Only working adults • Identified measureable outcomes
- 14. Benefits of Riverland Pilot For Learners •Creates a pathway for underserved •Rewards prior learning •More flexible pace •Provides greater flexibility •Better focus - 1 course at a time For Employers •Better prepared workforce •Workers skills meet future needs •Better fit for today’s economy •Greater employee satisfaction For Riverland •Increased retention •Better competitiveness •High quality maintained •Serve more learners •Improved design and delivery For Minnesota State •Receives a tested model •Expands opportunities to underserved markets •Reduces the achievement gap •Aligns with Charting the Future goals
- 15. Funding
- 16. Mastery-based Course Redesign Accelerated online format- 6 week schedule Sequential courses within a term Ability to demonstrate prior knowledge Alternate pathways for if mastery not initially achieved Flexibility
- 17. Multiple Ways to Mastery - 3 Paths to Success Path 1: Course level – theory and application • Master - course complete • Not at Mastery - move to Path 2 Path 2: Unit level theory and application – • Master – next unit • Not at Mastery - move to Path 3 Path 3: Chapter level theory and application – • Master – next chapter • Not at Mastery - alternate course material and activities
- 18. Content Release
- 20. Conditional Release - Announcements
- 22. Competencies
- 23. How We Revamped Ancillary Processes Marketing Admissions Advising Financial aid Registration
- 25. Mastery in Outcomes - Proposed 50% Increase 59% 55% 99% 0% 20% 40% 60% 80% 100% 120% Certificate 15-16 Certificate 16-17 FlexPace 16-17 Outcomes Met
- 26. Outcomes Achieved Regular Intro to Business Course FlexPace™ Intro to Business Course
- 27. Number of Students- Proposed 25% Increase 0 5 10 15 20 25 30 2015-16 2016-17 Certificate Majors
- 28. Retention- Proposed 25% Increase
- 29. Successes and On-going Challenges • Term structure • Screening? • Support for learners • Great interest from working adults • Great interest from employers • Students’ feedback • Cohort is working well
- 30. Key Lessons and Next Steps
- 31. Key Lessons • Process – take some time to REALLY think it through • Enthusiastically embraced by administration and academic support areas (counseling, advising, student services, etc.) • Course redesign can benefit all courses • HLC non-term requirements if you go true CBE • Challenge of the ERP and business processes • Students’ baggage from prior attempts at college • Challenge of involvement of multiple disciplines
- 32. Timeline and Next Steps Spring 16 Grant awarded Fall 16-17 Pilot starts 3 courses Spring 16-17 3 courses Summer 16-17 Pilot ends 2 courses Fall 17-18 AS Degree Begins Spring 18-19 AS Degree Completed Fall 19-20 BS Partner Degree Begins Fall 21 BS Partner Degree Completed Graduate
- 33. Questions?
Editor's Notes
- #2: Leave up while Barry is doing introductions
- #3: Deb do first three J.C. do second three
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- #7: Deb – The student need Demand for education to fill jobs Under-employment, can’t move up without credential Working adults – college semester not geared for them Credit for prior learning needed Make sure students know what they are being taught How can we make education meet these multiple challenges/needs/issues
- #8: J.C. End with --Before talking about our solution, lets review some key concepts
- #9: Deb
- #10: Blooms Taxonomy
- #11: J.C. first row, Deb next , keep going * Our adaptation of Mastery based
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- #14: Deb – first 2 J.C. Second 2
- #15: Alternate – Deb first, J.C. next etc
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- #19: Deb run through screen shot slides
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- #24: J.C.
- #25: Deb Three outcomes identified in our pilot
- #26: Deb 69% increase in outcomes met from 15-16 81% increase from 16-17 regular certificate to flex certificate
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- #28: J.C. Measureable outcome was 25 % increase in number of students- actual 115% increase 13 to 28
- #29: J.C. 3rd measurable outcome- 25% increase in retention We are not sure yet
- #30: Deb –strengths Learners—had to limit the pilot group (40 for 20 slots) Employers - —one even doubled the tuition reimbursement J.C. Challenges HLC term versus non-term, some automation is lost
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- #32: Deb first 3 J.C last 4
- #33: Deb – general overview FY 17/18 Certificate Next group registers Spring 2017 Start Fall 2017 AS Degree Sequence of classes developed for completion 2 years to complete AS (one class at a time) Fall 2017 AS pilot classes begin
- #34: J.C.