UW Flexible Degree Option

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The UW Flexible Degree Option Concept

For more information about the UW Flexible Degree Option, please read the concept paper drafted by David Schejbal, Dean of the University of Wisconsin Extension.

 

Post your comments and questions about the UW Flexible Degree Option concept paper here.

Task Discussion


  • TCastor   July 14, 2012, 6:32 a.m.

    Just as additional background, the description of the competency based model reminded me of the Lumina Foundation's work on the Degree Qualifications Profile (DQP): http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

    The DQP specifies expected competency levels at the Associate's, Bachelor's, and Master's degree levels. It describes degrees in general terms (rather than for a specific major). The way it describes developmental levels seems relevant for our discussion. The DQP is currently being beta-tested.

  • Terry Brown   July 24, 2012, 10:36 p.m.
    In Reply To:   TCastor   July 14, 2012, 6:32 a.m.

    It would be very helpful if you could brief the group on the DQP, perhaps at our next meeting?

  • TCastor   July 25, 2012, 7:14 a.m.
    In Reply To:   Terry Brown   July 24, 2012, 10:36 p.m.

    Yes, I can definitely de-brief the group on the DQP, but I will not be at the next meeting.

  • Vera Kolb   July 11, 2012, 4 p.m. 
    

    
	I have enjoyed tremendously studying the “CAEL” materials on “Competency- Based Degree Programs in the U.S.”, that Rob Barber has forwarded to us.  Actually, while Kenosha was baking at 105 degrees, I was sitting in my cool basement reading the stuff, for which I took three days.
    

    
	Let me convey to you my first impressions.  Firstly, I do believe that there would be a group of students who would respond favorably to the Flexible program. However, there would be a danger of people not following through, which we must combat by providing a proper follow up and counseling. When I was a Wisconsin Teaching Scholar, a few years back, there was another participant, from the Madison Continuing Education Extension, who was in charge of distance education.  Her project was to study why so many distance education students drop out.  Thus, we must understand the risks and be prepared to help these students stay on course.
    

    
	Secondly, not everything in the CAEL paper was convincing. Particularly worrisome was the constant comparison between competency-based approach vs. traditional course work. The authors label the latter as  “seat-time”, thus  in a derogatory manner.  This is not helpful.  Grades are not given for “seat-time”, there are other requirements, exams, reports, research papers etc., which lead to the grade. I believe that it was not necessary to beat the traditional courses into the ground, especially when the competency-based program has many of its own qualities and a lot to offer in general.
    

    
	I do believe that Parkside has a unique position to offer flexible degree program from a point of view that Parkside professors (at least most of them, I think) love to teach independent study and to involve students in the high quality work.  I think that developing new teaching modules to meet flexible degree would be reasonably easy.  Any professor who ever taught Winterim (I did it for Polymer Chemistry and Green Chemistry) knows well that a lot can be accomplished in a relatively short period of time, if the material is chosen wisely and if students are motivated.  As a matter of fact, our new schedule, which has a longer winter break, would be ideally suited for such courses.  We could even help along our regular students to finish sooner.
    
          
    
          
        
    
    
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