Converting a traditional engineering technology program to a competency-based, self-paced, open-entry/open-exit format

Abstract

Higher education is generating new pedagogical models as a result of a number of disruptive innovative agents that are acting as a catalyst to transform program and content delivery, enrollment and registration practices, financial aid, instructor roles and the technology systems required to support these models. To respond to industry needs, empower students through the educational process, and align to the needs of non-traditional students in an affordable, accessible, and targeted manner, Polk State College is in the process of utilizing NSF-ATE funding for the "Open Entry/Open Exit Advanced Manufacturing Engineering Technology Project" (OEOE) to transition a traditional Engineering Technology Associate of Science degree program to a hybrid competency-based, modular, OEOE, non-term, self-paced, learner-centered, faculty-mentored format. The program serves to educate two-year college students, and provide a common pathway to engineering technology related programs for high school students, creating career pathways into the high-performance field of advanced manufacturing. Polk State's OEOE Engineering Technology program is developing, adapting, and implementing: • educational reform - transitioning a traditional AS degree in Engineering Technology to an open entry/open exit competency-based, modular, open-lab, degree program; • professional development - technical skills professional development for the college and secondary program faculty and pedagogical professional development for the college staff and faculty on competency-based program development and delivery; and • outreach programs - increased collaboration with secondary feeder programs in the college's service area, disruptive innovation applied to advisory council collaboration, and greater engagement with industry. The project is a direct response to industry needs and represents a strong partnership between the college, employers, secondary and four-year academic institutions, and regional and state workforce investment entities in Mid-Florida. The flexible modular format is loosely based on the Fox Valley Technical College term-based model but adapted and enhanced to include best practices from competency-based programs (ie. Western Governors University), to implement a true OEOE registration process, and work within the Florida College System. This impacts technological education by implementing a hybrid competency-based, self-paced, open-lab OEOE program where the content is structured into modules organized within 1-credit courses that are faculty-mentored and offered in a non-term schedule that is accessible to working learners and is learner-centered rather than faculty-centered. This project also focuses on building a collaborative relationship between the secondary system and the college that embeds certification-based articulation resources and pathways into the program; and providing pathways to baccalaureate degrees. This paper will present a progress update on this project with lessons learned and a discussion of the enablers and barriers experienced during implementation.