what is the seventh course competency of this course?

What are the specific learning outcomes for this competency?

CBC is designed with the objective that at the end of each learning cycle, every learner will be competent in the following seven core competency areas: I. Communication and Collaboration II. Self-efficacy III. Creativity and Imagination IV. Digital Literacy V. Critical Thinking and Problem-solving VI. Citizenship VII. Learning to learn

How many courses do I need to take to satisfy seven-course breadth?

Seven Basic Competencies Guiding the NOBTS Curriculum. NOBTS faculty members realize that all ministers need to develop specific competencies if they are going to have an effective ministry. To increase the likelihood of NOBTS graduates having an effective ministry, the faculty developed a competency-based curriculum after identifying seven ...

What is a competency?

The Seven undergraduate competencies are: Critical thinking and problem-solving skills; Agility and Adaptability Skills; Communication Skills; Curiosity and Imagination Skills; Initiative taking and entrepreneurial skills; Collaboration and Leadership Skills; Accessing and Analyzing Information Skill

What are the 7 core competencies of CBC?

Guidelines for Seven-Course Breadth. As the foundation of a liberal arts education, breadth courses give students a view into the intellectual life of the University while introducing them to a multitude of perspectives and approaches to research and scholarship. The requirement consists of seven distribution areas (expand below for ...

What are the 7 learning competencies?

What are competencies in a course?

How do you write a course competency?

What are the 10 learning competencies?

What are competencies examples?

What do you mean by competency?

What are your top 3 competencies?

How do you identify competencies?

What are learning competencies in education?

What is CBC in Kenya?

What are two types of competency?

Christian Theological Heritage

To understand and interpret Christian theological heritage and Baptist polity for the church.

Disciple Making

To stimulate church health through mobilizing the church for missions, evangelism, discipleship, and church growth.

Interpersonal Skills

To perform pastoral care effectively, with skills in communication and conflict management.

Spiritual and Character Formation

To provide moral leadership by modeling and mentoring Christian character and devotion.

What is the purpose of a physical science course?

Courses that satisfy the Physical Science requirement teach students how to explain natural phenomena starting from first principles, using a combination of reason, experiment, and quantitative analysis.

What is a perspective on the human condition?

Perspectives on the human condition and an appreciation of the origins and evolution of the numerous cultures and social orders that have populated the earth. Courses fulfilling this requirement deal primarily with the human events, institutions and activities of the past.

What is the purpose of the investigation of the intellectual and ethical motivations that inspire the record of humanity's social and

Investigation of the intellectual and ethical motivations that inspire the record of humanity's social and cultural achievement and to ponder the types of questions that will enhance their ability to understand their heritage, their contemporaries, and themselves. Courses fulfilling this requirement include those with a major focus on religion, ethics, legal values, or leading philosophical figures.

What is breadth in liberal arts?

As the foundation of a liberal arts education, breadth courses give students a view into the intellectual life of the University while introducing them to a multitude of perspectives and approaches to research and scholarship.

What is competency and learning outcomes?

Competencies and learning outcomes are two related educational terms that can create confusion. Competencies and outcomes can be written to describe the learning gained by students in individual courses (course outcomes) or for the program as a whole (program outcomes). They DO NOT mean the same thing.

What is a competency?

Competency: A general statement that describes the desired knowledge, skills, and behaviors of a student graduating from a program (or completing a course). Competencies commonly define the applied skills and knowledge that enable people to successfully perform in professional, educational, and other life contexts.

What is the key distinction?

Key Distinction: A true learning outcome is written so that it can be measured or assessed. It focuses on what the student is able to do at end of a program (or course).

What is learning outcome?

Thus, learning outcomes are the basis for an assessment program that focuses on what a student can or should be able to do either upon completion of a course or upon graduation from a program. The term learning outcome is used more commonly in the context ...

What are the 21st century skills?

Furthermore, they developed an initial classification scheme for the 21st century skills consisting of three broad, but overlapping, clusters of competencies that included cognitive, intrapersonal, and interpersonal domains.

What is the cognitive domain?

The cognitive domain involves reasoning and memory ; the intrapersonal domain involves the capacity to manage one's behavior and emotions to achieve one's goals; and the interpersonal domain involves expressing ideas, and interpreting and responding to messages from others (NRC 2012).

What is the NRC 2012?

According to the NRC (NRC 2012), research supports the fact that young people who both apply and develop intertwined cognitive intrapersonal, and interpersonal competencies in the process of deeper learning are better prepared for adult success.

What is professionalism at Purdue?

We believe that professionalism is the key to career success. Exhibiting professionalism allows you to engage in behaviors that contribute to a positive, productive, and cohesive work environment. In addition to understanding and applying the basic concepts of communication and problem solving and critical thinking, which are part of the general education literacies above, you will have the opportunity to develop competencies in the areas of teamwork, leadership, personal presentation, and multiculturalism and diversity. Through repeated practice and study throughout your academic program, you will understand and learn to exhibit professionalism in your chosen career. Each outcome will be present in one-quarter of all major requirement courses.

What are the requirements for general education?

This means you understand and can apply the basic concepts of ethics, critical thinking, research, technology, arts and humanities, communication, mathematics, science, and social science. To help accomplish this goal, general education requirements include six courses within the bachelor's degree programs in communication, mathematics, science, social science, and arts and humanities. A seventh course in professionalism and career development ensures you become a strong, career-focused professional. These courses are designed to introduce you to the basic concepts, terminology, and methodology of each area. Furthermore, each traditional course and each collection of module courses offered at Purdue Global includes a communications assignment and the use of technology, reinforcing the communications and technology literacies. Each traditional course and each collection of module courses also includes a unit of study based on one of the remaining seven literacies. These courses and units of study address practical issues and encourage you to reflect on your personal experience. Through repeated practice and study throughout your program, you will understand the interrelationship of broad fields of human inquiry and how they apply to your personal and professional life.

What is the goal of general education?

The primary goal of general education requirements is to help ensure you are literate in each of the general education areas listed below. This means you understand and can apply the basic concepts of ethics, critical thinking, research, technology, arts and humanities, communication, mathematics, science, ...

What are the requirements for a bachelor's degree in general education?

To help accomplish this goal, general education requirements include six courses within the bachelor's degree programs in communication, mathematics, science, social science, and arts and humanities. A seventh course in professionalism and career development ensures you become a strong, career-focused professional.

What is a 100/200 level course in mathematics?

One 100/200-level course in mathematics in associate's and bachelor's degree programs. 3 A quarter of the elective courses offered at the University will include a mathematics unit that applies math concepts to the content of the course.

Objectives

Describe the difference between structure and competency process-based educational programs.

Required Readings

Carraccio C, Wolfsthal SD, Englander R, Ferentz K, Martin C. Shifting paradigms: From Flexner to competencies. Acad Med. 2002;77 (5):361-7.

Introduction

The author of this section, a faculty member of the WVU School of Dentistry’s Division of Dental Hygiene, was involved in the process of converting their Division’s processed-based curriculum to a competency-based curriculum in preparation for accreditation in Spring 2002.

What are competencies?

Competencies are statements of the characteristics that graduating students should demonstrate which indicate they are prepared to perform and function independently in professional practice. Competencies should include more than just facts.

Phase One: Identifying Program Competencies

When the Division embarked on the task of converting their process-based curriculum to a competency-based curriculum, all Division faculty members met to identify the minimum characteristics the ideal graduate should reasonably possess to be able to practice their profession competently in their chosen setting.

Phase Two: Determining Competency Objectives And Means Of Assessment

Next, each faculty member was given a grid for each of the fourteen program competencies. Each faculty member was instructed to list on each labeled competency grid the courses they taught and the course objectives which contributed knowledge, skills, attitudes or values to the attainment of that competency.

Phase Three: Program Assessment

At this stage, the faculty was feeling good about their curriculum development accomplishments! But how would the Division be able to document that the design for developing a competent practitioner was successful? The faculty met to identify the benchmarks (criteria) of success for each program competency and the sources of that information.