Improving Student Success for Diverse Students Utilizing Competency-Based Education

Authors

  • Alton James, PhD Western Governors University

DOI:

https://doi.org/10.18733/cpi29485

Abstract

This research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well.

Author Biography

Alton James, PhD, Western Governors University

Alton James, PhD. works as a Compliance Specialist at Western Governors University as well as serving as a policy analyst, researcher, data analyst, Title IX/VAWA/OCR Investigator, and a Baldrige Performance Excellence Program Reviewer through the Southwest Alliance for Excellence (SWAE).

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Published

2021-05-15