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 [email protected]
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.