Ensuring faculty success in online competency‐based education programs

Abstract

Background: The growth of competency-based programs means faculty are facing new challenges that require different institutional support than traditional programs. Method: This article identifies how faculty roles are changing and discusses specific challenges for faculty in three diverse institutions, Rasmussen College, Westminster College, and Valdosta State University. Results and Conclusion: The article recommends actions institutions can implement to better support CBE faculty. K E Y W O R D S CBE faculty, changing faculty roles, competency-based education, faculty support, institutional barriers, program sustainability