A model of learning that holds learning constant but time to completion is variable with mastery as the intended outcome. Accomplished competencies establish what a learner knows and can do.
Published in Chapter:
Polk State College's Engineering Technology Program: An Innovative Solution to Industry Demands and Student Success
Naomi Rose Boyer (Independent Researcher, USA), Mori Toosi (Polk State College, USA), Eric A. Roe (University of Texas at Austin, USA), Kathy Bucklew (Polk State College, USA), and Orathai Northern (Polk State College, USA)
Copyright: © 2021
|Pages: 45
DOI: 10.4018/978-1-7998-1928-8.ch011
Abstract
This case study describes an open entry early exit (O3E) rolling enrollment program focused on untangling the web of systems, assumptions, roles, relationships, and interagency processes to address the national emphasis on affordable, compressed, and flexible degree attainment, particularly in science, technology, engineering, and math (STEM) talent gap areas. To this end, Polk State College has empowered students with an affordable, accessible option that was initiated as a result of a National Science Foundation-Advanced Technological Education (NSF-ATE) project award. The project was designed to transition a traditional engineering technology associate in science degree program to a hybrid competency-based (CBE), modular, non-term, self-paced, learner-centered, faculty-mentored format. As a work in progress, having shifted to CBE in Fall 2014, the O3E program team has undertaken and resolved numerous challenges, many of which are still emergent, and identified significant breakthroughs to provide a catalyst to the reconceptualization of higher education.