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The Students Learning Journey- Evidencing the Learning by Extending the Transcript for Competency Based Education

#Twitter: 
#olc54109
Presenter(s)
Joellen Shendy (UMUC, USA)
Session Information
October 16, 2015 - 11:45am
Track: 
Student Services and Learner Support
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
Novice
Session Type: 
Information Session
Location: 
Americas Seminar
Session Duration: 
45 Minutes
Session: 
Concurrent Session 11
Abstract

An extended transcript which evidences the students learning journey - the future is here!

Extended Abstract

It is the dawn of a new era for higher education. New and re-imagined models of educating students are emerging - among which Competency Based Education (CBE) holds great promise. While CBE is not new it is surging in popularity. How does the paradigm shift which CBE brings affect how we provide evidence to the student of their learning journey? What conversations are occurring at your institution regarding competency based education?

The days of semester units, classroom hours, and letter grades may be waning. New models, born of the need to assure students are well positioned for a workforce of the future must be developed. Competency based education paints a picture of the future that focuses on what the student knows and can demonstrate. Where students could go at an individualized pace which works for them - a focus not on seat time but on the outcome, which is demonstrated learning. CBE requires flexibility because it recognizes it is the learning that counts and not where or how fast/slow the learning occurs. There is an increasing consumer and national push to assure value for the educational dollar. Students are looking for education that meets their needs and they will also want to be sure the university documentation that evidences their learning is far more meaningful than the current official academic transcript.

This session focuses on the challenges in developing a new extended transcript for CBE. System challenges with interoperability, potential for electronic delivery that is interactive, and depth of granularity of the data on the document are just some of the questions that must be answered. Traditional boundaries will disappear when it is the demonstration of learning that counts. How do we develop a new way to showcase learning while assuring our current consumers of transcripts feel at home with the new reality?

Information Session Learning Outcomes:

Identify challenges for official documentation of learning in new models of higher education-focusing on CBE
Recognize current barriers to developing new official transcript model (s)
Describe and categorize different stakeholder groups for new transcript models
Develop questions for consideration when planning for new ways to document student learning

Lead Presenter

Ms. Shendy has been involved in higher education for 27 years – 9 of them in a Registrar role. She is currently the Associate Vice Provost & Registrar for University of Maryland University College. Ms. Shendy is a founding member and Currently President of CAPACRAO (Chesapeake and Potomac Association of Collegiate Registrars and Admission Officers) a state organization under AACRAO for Maryland and the District of Columbia.

Ms. Shendy is Chair of the Business Processes and System Strand of the Competency Based Education Network (CBEN) – a group of colleges and universities working together to address shared challenges to designing, developing and scaling competency-based degree programs. Ms. Shendy’s current focus is on competency based education (CBE) and what this means for Registrar’s work in creating a new type of student record - and extending the transcript to better evidence the students learning journey. As part of this focus she has been co-leading a workgroup for IMS Global that is developing a prototype of an extended transcript for competency based education.

Ms. Shendy is also Co Chair of the PESC Academic Credentialing and Experiential Learning Task Force focused on emerging developments in student records and the landscape of higher education related to new forms of academic credentialing and learning.