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Proceedings of the UNC CBE Summit 2017

Edited by Michelle Solér

Proceedings of the UNC CBE Summit 2017

100 pp., 6 x 9, 1 figs., 4 tables, notes

  • Paperback ISBN: 978-1-4696-4192-8
    Published: December 2017

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Distributed for The University of North Carolina System, Division of Academic Affairs

The University of North Carolina CBE Summit 2017 offered faculty and staff from around the country an opportunity to learn about competency-based education models and to participate in active discussions online and in person. CBE enables students to earn academic credit based on content proficiency rather than the amount of time spent enrolled in a particular course. Students with professional experience may excel more quickly through some content modules or may take extra time to demonstrate their content knowledge. CBE can also offer students flexible schedules and restructured learning environments for a more personalized learning experience

For the 300 participants at the Summit, the sessions focused on broad challenges to implementing CBE into established higher education systems. Nearly sixty national experts covered a broad range of topics as they engaged with teams from UNC's seventeen campuses, the University System of Georgia, and multiple representatives from community colleges and other higher education institutions in-state and out-of-state, discussing the latest trends in competency-based instruction and delivery models. The six essays in this volume were adapted from presentations given at the 2017 Summit.

This volume is available in an open access edition at https://doi.org/10.5149/9781469641935_Soler.

About the Author

Michelle Soler is the research and development lead for competency-based education for the University of North Carolina. Her work helps to clear the path for institutions across UNC's 17 campuses as faculty and staff consider, design, and implement competency-based degree programs, certificates, and other credentials. Soler provides assessment strategies, business modeling assistance, communication and program development support, and curricular redesign strategies toward the successful launch and implementation of campus programs investigating student mastery of learning objectives at a personalized pace. She assists staff and faculty across the system in support of online and alternative learning pedagogies. Soler earned a BA in Journalism from the University of North Carolina at Chapel Hill, an MBA from Wake Forest University School of Business, and the PhD in Education, Cultural Studies from the School of Education at the University of North Carolina at Greensboro. She is a past fellow in the Institute for Emerging Leadership in Online Learning co-sponsored by Penn State World Campus and the Online Learning Consortium, and also a past fellow from the Educational Policy Program, Institute for Educational Leadership in Raleigh, NC, and Washington DC.
For more information about Michelle Solér, visit the Author Page.