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About

           

What is CBExchange?

CBExchange, an annual conference hosted by C-BEN, is the foremost conference on competency-based education, where leaders from hundreds of institutions gather to learn how to build and bring to scale high-quality programs.

Join us in our virtual platform which mimics a real conference environment with an interactive lobby, general session room, exhibit hall, and networking lounge. You will be able to watch, communicate, and ask questions of speakers in all featured sessions. The majority of sessions will be live with on-demand access available after the conference for those with a paid registration. You can use the event mobile app on your phone for participation in sessions, networking, engaging with sponsors, and interactive games. 

 

We're All Shifting Gears

As we have all seen this year, higher education has shifted in ways we could have never imagined just six months ago. The question remains -- What shifts must happen in order to fully enable a competency-driven or skills-based higher education landscape? To help address this question, each day's general session will focus on necessary shifts to drive the CBE movement forward, including: 

 

  • Building teaching and learning models connected to the future of work
  • Using competencies and skills-based language to connect learning  
  • Designing programs to ensure equitable outcomes for all learners
  • Driving the work at your institution through proven best practices 

 

This year's conference will showcase 12 general sessions, featuring the field's leading experts, and more than 50 breakout sessions, with more available on-demand, all of which will be led by seasoned professionals. There will be opportunities for networking by affinity groups, such as academic discipline and accreditor, and the opportunity to opt in for mentor-matching. Our exhibit hall, Xhibitor Xchange, will connect you to much-needed products and services. We aim for this year's conference to inspire you and leave you feeling revitalized and energized about the work ahead. 

 

Register Today

Recognizing that times are tough for some organizations, we are providing a free ticket option that provides access to general sessions and Xhibitor Xchange. The paid registration, which is one-third of the typical full registration rate, offers a number of exciting benefits, including the CBExchange Experience box. This must-have item is packed full of CBE-related resources, sponsor swag, snacks, and fun props to help encourage full participation in CBExchange 2020.

Organizations seeking to send multiple individuals to CBExchange can take advantage of a first-ever group ticket option called a Boardroom Broadcast. Envision this as a professional development opportunity for a group of colleagues gathered together to experience CBExchange in the company of others. If an in-person gathering is not an option, you will receive up to 8 individual login codes for multiple viewing locations. The Boardroom Broadcast will include 8 CBExchange Experience boxes for your attendees.

Refund policy: Full refund up to 30 days prior. 

 

Please Note: The first 600 attendees that register under a paid ticket for CBExchange will have the opportunity to participate in the event to its fullest with their very own CBExchange Experience box. Due to shipping turnaround time, we cannot guarantee attendees will receive a CBExchange Experience box in time for the conference if the paid registration occured after October 23. Don't delay — register today! Non-U.S. (International) registrants must provide addresses by Wednesday, November 4 at 2:30 p.m. ET in order to receive a CBExchange Experience Box. U.S. registrants must provide addresses by Friday, November 5 at 1:00 p.m. ET in order to receive a CBExchange Experience Box.

 

Join the national movement by becoming a C-BEN member and register at the discounted rate.

Not familiar with C-BEN?

We are a network of institutions, employers, and experts committed to unlocking the potential of competency-based learning to ensure education and training is more flexible, responsive, and valuable. C-BEN is the go-to source on competency-based learning—home to practitioners and leaders who are reimagining education and helping others design and build high-quality offerings. Through our work, we aim to advance the understanding of competency-based learning, accelerate its development and scale, develop and maintain quality standards, and remove barriers to its continued growth.

Apply for membership here or contact us for more information. 

 

You won't want to miss CBExchange 2020, hosted by C-BEN!

 

   

                       

CBTE 2020 | Competency-Based Theological Education International Conference

CBTE is partnering with C-BEN to offer a competency-based theological education track at CBExchange 2020.


      Attend one conference and get the best of two:

  • Connect with experts and peers on competency-based theological education (CBTE)
  • Learn from thought leaders and peers on latest CBE research, design models and materials
  • Attend CBTE-dedicated sessions alongside 70+ additional CBExchange presentations

 

Learn more at https://cbte.ca

Gamification

Become a Sponsor

Interested in sponsoring or exhibiting at CBExchange 2020, the premier gathering for higher education leaders seeking to design, build, launch and scale quality competency-based education programs?

 

Connect with us to learn more

 

With multiple sponsorships available at a wide-range of pricing levels, this is a great way to market your organization to the anticipated 1,000+ CBExchange attendees. As an alternative, don’t miss the opportunity to showcase your products and services and connect with hundreds of interested leaders in the CBExchange Exhibit Hall.

 

As an online sponsor/exhibitor your organization can:

 

  • expect to have a larger reach for potential leads.
  • present branded materials in our CBExchange Experience in a Box.
  • use our robust event platform for exposure to your services and solutions.
  • develop a customized, feature-rich booth in our virtual exhibition hall.
  • generate pre, during, and post-touch points with targeted attendees.
  • option to access content for up to 6 months.

 

                                                         

 

 

Sponsors
Featured Speakers
Agenda
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The Open Skills Network (OSN) is a coalition of employers, educational organizations, technology providers, military, and other organizations dedicated to advancing skills-based education and hiring by establishing a network of open skills libraries and skills data. The OSN is committed to creating a more equitable, skills-driven labor market by matching talent with career opportunities through a common skills language, benefiting individuals, employers, and the U.S. economy.

Learning Outcomes:

Participants will gain a high-level understanding of how to:

1) Benefit from Interoperable Open Standards: The adoption of existing open standards for meaningful and actionable record interoperability across education providers and employers, in collaboration with data standards organizations, enables interoperability.

2) Use Open Toolsets: As a first initiative, the OSN is designing and developing the Open Skills Management Toolset (OSMT)- a software as a service resource for academic institutions, government agencies and employers to accelerate more dynamic and data-driven skills authoring and management, as well as encourage open library creation and sharing at scale.

3) Take part in an Ecosystem Coalition: Join a community of employer and education practitioners committed to open and interoperable standards, open toolsets, and opening their libraries of skills data.

4) Understand Policy and Market Strategy: Obtain guidance on unified policy and messaging. Identify and Track Meaningful Metrics: Examples of measurement to prioritize the impact of your work on individuals and communities.

The Open Skills Network (OSN) is a coalition of employers, educational organizations, technology providers, military, and other organizations dedicated to advancing skills-based education and hiring by establishing a network of open skills libraries and skills data. The OSN is committed to creating a more equitable, skills-driven labor market by matching talent with career opportunities through a common skills language, benefiting individuals, employers, and the U.S. economy.

Learning Outcomes:

Participants will gain a high-level understanding of how to:

1) Benefit from Interoperable Open Standards: The adoption of existing open standards for meaningful and actionable record interoperability across education providers and employers, in collaboration with data standards organizations, enables interoperability.

2) Use Open Toolsets: As a first initiative, the OSN is designing and developing the Open Skills Management Toolset (OSMT)- a software as a service resource for academic institutions, government agencies and employers to accelerate more dynamic and data-driven skills authoring and management, as well as encourage open library creation and sharing at scale.

3) Take part in an Ecosystem Coalition: Join a community of employer and education practitioners committed to open and interoperable standards, open toolsets, and opening their libraries of skills data.

4) Understand Policy and Market Strategy: Obtain guidance on unified policy and messaging. Identify and Track Meaningful Metrics: Examples of measurement to prioritize the impact of your work on individuals and communities.

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- 13:45
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UW-Parkside is progressing well for the re-accreditation visit by AACSB this fall. The UW Flexible Option (Competency-Based) Business Administration (Flex BSBA) degree, offered by UW-Parkside with significant support from UW Extended Campus is the first competency-based based Business degree program with AACSB accreditation. In this session, the presenters will discuss accreditation requirements in specific areas: business curriculum; strategy alignment; assurance of student learning; student support systems; faculty qualifications and participation; resources.

Learning Outcomes:

• Compare and contrast specialized Business accreditation for traditional Business programs and CBE programs.

• Discuss to what extent the traditional and CBE programs need to be similar for specialized Business accreditation.

• Describe how competency-based Business degrees align with institutional mission and vision.

• Discuss the Flex BSBA degree curriculum in the light of AACSB requirements on curriculum (Standard 9: Curriculum content is appropriate to general expectations for the degree program type and learning goals).

• Discuss the key elements of an assessment plan for student learning and related AACSB Standard 8 (The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met.).

• Identify research qualifications of faculty to teach in competency-based Business programs from AACSB perspective (Standard 5: The school maintains and deploys a faculty sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission. Students in all programs, disciplines, locations, and delivery modes have the opportunity to receive instruction from appropriately qualified faculty.)

• Discuss the student support services and resources for competency-based programs and how they support AACSB standards (e.g. AACSB Standard 7: The school maintains and deploys professional staff and/or services sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission.)

• Analyze institutional resources, including financial resources, and their sufficiency in relation to AACSB standards.

UW-Parkside is progressing well for the re-accreditation visit by AACSB this fall. The UW Flexible Option (Competency-Based) Business Administration (Flex BSBA) degree, offered by UW-Parkside with significant support from UW Extended Campus is the first competency-based based Business degree program with AACSB accreditation. In this session, the presenters will discuss accreditation requirements in specific areas: business curriculum; strategy alignment; assurance of student learning; student support systems; faculty qualifications and participation; resources.

Learning Outcomes:

• Compare and contrast specialized Business accreditation for traditional Business programs and CBE programs.

• Discuss to what extent the traditional and CBE programs need to be similar for specialized Business accreditation.

• Describe how competency-based Business degrees align with institutional mission and vision.

• Discuss the Flex BSBA degree curriculum in the light of AACSB requirements on curriculum (Standard 9: Curriculum content is appropriate to general expectations for the degree program type and learning goals).

• Discuss the key elements of an assessment plan for student learning and related AACSB Standard 8 (The school uses well-documented, systematic processes for determining and revising degree program learning goals; designing, delivering, and improving degree program curricula to achieve learning goals; and demonstrating that degree program learning goals have been met.).

• Identify research qualifications of faculty to teach in competency-based Business programs from AACSB perspective (Standard 5: The school maintains and deploys a faculty sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission. Students in all programs, disciplines, locations, and delivery modes have the opportunity to receive instruction from appropriately qualified faculty.)

• Discuss the student support services and resources for competency-based programs and how they support AACSB standards (e.g. AACSB Standard 7: The school maintains and deploys professional staff and/or services sufficient to ensure quality outcomes across the range of degree programs it offers and to achieve other components of its mission.)

• Analyze institutional resources, including financial resources, and their sufficiency in relation to AACSB standards.

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Education Design Lab co-designed the 21st century skills digital micro-credentials with 20 colleges and 60 employers to target the most in-demand universal skills in the emerging job market of the future. This presentation explores the background, content, and pedagogy of the eight digital credentials that respond to the durable skills identified as high need by employers. This engaging session utilizes action-oriented techniques to guide participants in the development of a digital micro-credential strategy.

Learning Outcomes:

1) Participants will be able to identify the competencies and sub-competencies that were co-designed with 20 colleges and 60 employers and have been validated over the last five years.

2) Participants will analyze the 21st century skills and identify competency priorities that they deem critical for their program, learners, employer partners, or employees.

3) Participants will dialogue and brainstorm on ways to: a. make learning visible and transparent to the learner and employers b. assist learners in the creation of a digital identity that displays their skills c. address employer high demand skills such as collaboration, oral communication, critical thinking, empathy, resilience, initiative, intercultural fluency, and creative problem solving. d. implement a 21st century skills credential program.

4) Participants will be presented with lessons learned from the variety of Education Design Lab initiatives, which highlight the 21st century skill credentials such as:

a. Tee-up

b. BadgedToHire

c. Vsbl Pioneer Pilot

d. International implementation of the Toolkit resources.

Education Design Lab co-designed the 21st century skills digital micro-credentials with 20 colleges and 60 employers to target the most in-demand universal skills in the emerging job market of the future. This presentation explores the background, content, and pedagogy of the eight digital credentials that respond to the durable skills identified as high need by employers. This engaging session utilizes action-oriented techniques to guide participants in the development of a digital micro-credential strategy.

Learning Outcomes:

1) Participants will be able to identify the competencies and sub-competencies that were co-designed with 20 colleges and 60 employers and have been validated over the last five years.

2) Participants will analyze the 21st century skills and identify competency priorities that they deem critical for their program, learners, employer partners, or employees.

3) Participants will dialogue and brainstorm on ways to: a. make learning visible and transparent to the learner and employers b. assist learners in the creation of a digital identity that displays their skills c. address employer high demand skills such as collaboration, oral communication, critical thinking, empathy, resilience, initiative, intercultural fluency, and creative problem solving. d. implement a 21st century skills credential program.

4) Participants will be presented with lessons learned from the variety of Education Design Lab initiatives, which highlight the 21st century skill credentials such as:

a. Tee-up

b. BadgedToHire

c. Vsbl Pioneer Pilot

d. International implementation of the Toolkit resources.

16:00
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Changing demographics, mounting student debt, and increasing complexities in students lives balancing work with education, CBE alternative credit creates a low-risk, low-cost pathway for students to work towards their degree.  While competency-based education is not a panacea for every student success challenge in higher education today, it has proven to be an impactful learning and delivery system for working adults.  But when does it work?  For whom?  And why?   One CBE alternative credit provider, StraighterLine, has been partnering with colleges and universities, for over 10 years, in efforts to help those institutions solve some of their most challenging student needs.  Partnering with higher education institutions to help solve the needs of students has given us, and our partners, solid longitudinal data on the various pathways students take towards successful completion of coursework.   

This session examines program design and longitudinal outcome data for student success initiatives around readiness, summer bridge programs, credit for program gaps, and students looking to speed up their time to degree completion.  Conference participants who are interested in examining one partnership case study--one that does a deep dive--into for what an institution was trying to solve, goals around impacting student success, solutions and program pathways, and ultimately the results, will walk away with a new lens on CBE’s influence on student success.   

Learning Outcomes: 

1) Participants will examine program and course curricular structure that is fully self-paced, non-term-based in correlation with various use cases and demographic populations.

2) Participants will analyze and discuss longitudinal student outcome data from several use cases, including student readiness, bridge back, retention, and completion metrics.

3) Participants will examine one case study of a pathway program with one university partnership designed to help solve student success challenges.   

Changing demographics, mounting student debt, and increasing complexities in students lives balancing work with education, CBE alternative credit creates a low-risk, low-cost pathway for students to work towards their degree.  While competency-based education is not a panacea for every student success challenge in higher education today, it has proven to be an impactful learning and delivery system for working adults.  But when does it work?  For whom?  And why?   One CBE alternative credit provider, StraighterLine, has been partnering with colleges and universities, for over 10 years, in efforts to help those institutions solve some of their most challenging student needs.  Partnering with higher education institutions to help solve the needs of students has given us, and our partners, solid longitudinal data on the various pathways students take towards successful completion of coursework.   

This session examines program design and longitudinal outcome data for student success initiatives around readiness, summer bridge programs, credit for program gaps, and students looking to speed up their time to degree completion.  Conference participants who are interested in examining one partnership case study--one that does a deep dive--into for what an institution was trying to solve, goals around impacting student success, solutions and program pathways, and ultimately the results, will walk away with a new lens on CBE’s influence on student success.   

Learning Outcomes: 

1) Participants will examine program and course curricular structure that is fully self-paced, non-term-based in correlation with various use cases and demographic populations.

2) Participants will analyze and discuss longitudinal student outcome data from several use cases, including student readiness, bridge back, retention, and completion metrics.

3) Participants will examine one case study of a pathway program with one university partnership designed to help solve student success challenges.   

12:00
- 12:45
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- 12:45

Faculty, especially theological faculty, have always been expected to perform multiple functions and operate out of multiple roles. Yet, as CBTE schools are finding, it is a mistake to project the cluster of traditional faculty roles onto the Faculty Mentor position. In the mentor triad model especially the Faculty Mentor has had to assume an array of roles, only some of them coincidental with the professor’s job description. After a season of ad hoc experimentation among CBTE schools, it is now possible to articulate the Faculty Mentor position within a role framework.

This session proposes a grid that identifies twelve roles derivative of the intersection of the Faculty Mentor’s three key relationships (to the student, to the mentor team, to the institution) and the four key aspects of competency-based design used by C-BEN (curriculum, assessment, instruction, support). These twelve roles can be delineated, helping institutions organize their semantic worlds. For instance, in the Wesleyan Church’s ecosystem, at the intersection of “to the student” and “instruction,” the Faculty Mentor is curator.  As curator, he or she identifies resources, tutors the student through those resources, and confirms modules as possible substitutes.

This session emphasizes that each institution brings in its own programmatic context and customary vocabulary. Even so, the proposed framework gives an integral structure for schools to name roles in such a way that Faculty Mentors can understand the hats they must wear to discharge their position faithfully. 

Learning Outcomes: 

1) Participants will recognize the value of adopting a role-based framework for the Faculty Mentor position.

2) Participants will understand how the intersection of mentor relationships and the competency-based design process result in twelve delineated roles.

3) Participants will design at a beginning level their own role-based framework sensitive to their program’s context. 

Faculty, especially theological faculty, have always been expected to perform multiple functions and operate out of multiple roles. Yet, as CBTE schools are finding, it is a mistake to project the cluster of traditional faculty roles onto the Faculty Mentor position. In the mentor triad model especially the Faculty Mentor has had to assume an array of roles, only some of them coincidental with the professor’s job description. After a season of ad hoc experimentation among CBTE schools, it is now possible to articulate the Faculty Mentor position within a role framework.

This session proposes a grid that identifies twelve roles derivative of the intersection of the Faculty Mentor’s three key relationships (to the student, to the mentor team, to the institution) and the four key aspects of competency-based design used by C-BEN (curriculum, assessment, instruction, support). These twelve roles can be delineated, helping institutions organize their semantic worlds. For instance, in the Wesleyan Church’s ecosystem, at the intersection of “to the student” and “instruction,” the Faculty Mentor is curator.  As curator, he or she identifies resources, tutors the student through those resources, and confirms modules as possible substitutes.

This session emphasizes that each institution brings in its own programmatic context and customary vocabulary. Even so, the proposed framework gives an integral structure for schools to name roles in such a way that Faculty Mentors can understand the hats they must wear to discharge their position faithfully. 

Learning Outcomes: 

1) Participants will recognize the value of adopting a role-based framework for the Faculty Mentor position.

2) Participants will understand how the intersection of mentor relationships and the competency-based design process result in twelve delineated roles.

3) Participants will design at a beginning level their own role-based framework sensitive to their program’s context. 

13:00
- 13:45
14:00
- 14:45
17:00
- 18:00
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- 18:00
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Assessment is key to understanding educational effectiveness. Grace Theological Seminary utilizes a comprehensive, systematic, and data-driven assessment process that leverages technology for gathering, analyzing, and retrieving assessment data. In 2018 Grace Seminary launched the Deploy Program, a competency-based theological education model, which has been integrated into its institutional assessment plan. As part of that integration, Grace performs comparative analysis to better understand and evaluate the relationship and effectiveness between its traditional, residential and CBTE models.

This session will explore the vision, strategy, and tools that Grace Seminary uses for implementing its plan for reliable and data-driven program and institutional assessment. This session will highlight ways that Grace Seminary leverages common technologies to systematize data in ways that strengthen the analytical portion of the assessment process. In short, Grace Seminary will share how we approach assessment, what we have learned along the way, and any tips and tools that we would recommend to others who are seeking to improve their assessment process.

Learning Outcomes:

1) Learners will gain a big picture overview of the importance of program assessment

2) Learners will become acquainted with how to leverage technology for program assessment

3) Learners will be exposed to an integrated system of program assessment

4) Learners will see how Grace has done comparative analysis of traditional, residential and CBTE programs

5) Learners will leave the session with ideas and strategies for improving their own assessment process  

Assessment is key to understanding educational effectiveness. Grace Theological Seminary utilizes a comprehensive, systematic, and data-driven assessment process that leverages technology for gathering, analyzing, and retrieving assessment data. In 2018 Grace Seminary launched the Deploy Program, a competency-based theological education model, which has been integrated into its institutional assessment plan. As part of that integration, Grace performs comparative analysis to better understand and evaluate the relationship and effectiveness between its traditional, residential and CBTE models.

This session will explore the vision, strategy, and tools that Grace Seminary uses for implementing its plan for reliable and data-driven program and institutional assessment. This session will highlight ways that Grace Seminary leverages common technologies to systematize data in ways that strengthen the analytical portion of the assessment process. In short, Grace Seminary will share how we approach assessment, what we have learned along the way, and any tips and tools that we would recommend to others who are seeking to improve their assessment process.

Learning Outcomes:

1) Learners will gain a big picture overview of the importance of program assessment

2) Learners will become acquainted with how to leverage technology for program assessment

3) Learners will be exposed to an integrated system of program assessment

4) Learners will see how Grace has done comparative analysis of traditional, residential and CBTE programs

5) Learners will leave the session with ideas and strategies for improving their own assessment process  

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