Proceedings of the UNC CBE Summit 2017 /
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...
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
Baltimore, Maryland :
Project Muse,
2019
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| Series: | Book collections on Project MUSE.
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| Subjects: | |
| Online Access: | Full text available: |
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| Summary: | 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. |
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| Item Description: | Issued as part of book collections on Project MUSE. |
| Physical Description: | 1 online resource: illustrations |
| Bibliography: | Includes bibliographical references. |
| ISBN: | 9781469641935 |
| Access: | Open Access |