How to Demonstrate Competencies: Options for Learning

The College recognizes that there are many different ways to develop and demonstrate different kinds of skills and knowledge, and the competency system allows students to use these different methods as they progress through the curriculum.

 

Courses:

CPCS offers a wide range of classroom-based learning options through which students work on developing and demonstrating competencies. Classes are designed to help students achieve the learning outcomes that are required in the competency that is linked to the class. Students select classes that address the competencies that they need or want. The syllabus for the class is designed to help a student acquire and use the skills that are required in the competency.

Classes at CPCS tend to be very interactive. The requirements in the class will generally involve a combination of reading, classroom discussion or class projects, writing or oral presentation Often more than one class will address a particular competency. A student can pick the class that offers the most interesting topic for them or the one that fits best with his schedule. At Orientation, you will receive the Instructional Activities Book that lists the classes available next semester.

Project-based learning:

We think one of the best ways to learn is by doing. Every semester, CPCS offers a number of dynamic and intensive learning projects in which students work with faculty and community members to identify issues and needs of communities and to develop strategies for addressing them. The combination of study and practice provides rich, hands-on learning experiences for the students, as well as providing service to our community partners. Two recent examples of projects include:

•  Value Conflicts in Public and Community Service

What value conflicts and ethical dilemmas arise for clients, for case managers and for other staff of a multi-service homeless shelter for women and children in Dorchester? In the Spring and Fall 2003, working with CPCS faculty member, Elizabeth Clemens, CPCS students, shelter case managers and staff from DSS and DTA participated in a year long project to address this question. CPCS students were enrolled in a course entitled "Value Conflicts in Public and Community Service". To carry out a classroom/community partnership students demonstrated competencies by attending lectures, discussing hypothetical case vignettes of clients at risk, making site visits, conducting key informant interviews, and conducting focus groups. A presentation and final report summarized key findings and made recommendations for clients, workers, service organizations and public policy.

 

•  Healthy Initiative Collaborative: Community University Partnership (HIC CUP)

In this Spring 2003 project, four CPCS classes focused on a project partnering with the Columbia Point Community Partnership (CPCP) and the Hispanic Office for Planning and Evaluation (HOPE). As a resident of Columbia Point, UMass Boston is a member of CPCP, whose mission is to promote partnership activities on the Columbia Point Peninsula. HOPE asked CPCS to partner with them on a Federal Department of Education grant for project-based mentoring with middle school youth. The students worked on demonstrating Youth Work competencies by carrying out a participatory action research project with youth and other residents at the Harbor Point Housing Development to define health concerns and what constitutes a healthy community. The goal was to help residents made the connection between their personal well-being with that of their community as a whole. In doing so they have identified on-going projects and activities that will make their community a healthier one.

Directed Study/Independent Learning:

Directed study means working on a competency (outside of a classroom) that represents NEW learning to you. To do a directed study, you (or you and a group of students) would put together a plan to address the criteria and standards of a competency through an independent learning project, field-based activity, work-related activity, etc.

 

You and an evaluator for the competency will agree upon what is going to be done for the competency and how you will go about doing it. The plan may include the kinds of activities you will engage in, the kinds of resources you will draw on, and the product(s) you will produce to demonstrate your learning.

 

You have to play an active role and be willing and able to work independently to put a directed study together. A directed study should not be considered a one-on-one tutorial between you and the evaluator. Students who are looking for that kind of structured learning experience should look to the scheduled instructional activities.

 

Prior Learning Evaluation:

Many students have had learning experiences on their jobs, through their community involvement, or through other life experiences that are related to the competencies in the CPCS curriculum. Evaluation of prior learning is a way for you to demonstrate the outcome of those learning experiences and get competencies. Prior learning evaluation assumes that you have experience and knowledge that goes a long way toward meeting the criteria and standards of the competency; that is, you will not be doing new learning, but will put together of demonstration to show that you have already done learning in this area. That demonstration may take different forms - a presentation, a paper, a portfolio documenting your experiences.

 

If you think you have prior learning experience that relates to one or more competencies you should first read through the competency carefully and think about how what you have done and learned relates to the requirements. Then you should meet with an evaluator to discuss your ideas and come to some agreement about what would be required for the demonstration.

Many times, prior learning evaluation will also involve doing some new work on your part. It may be, for example, that you have relevant practical experience, but that you will need to supplement that with some exploration of relevant theories, models of practice or historical background in order to meet the requirements of the competency. That shouldn't stop you from pursuing prior learning evaluation as an option.

 

Experiential Learning Supports:

There are several support mechanisms in place to help students learn more about experiential and independent learning options and how to make them work for you.

• Competency Connection Workshops
  If you are just beginning in the college or just beginning to think about experiential learning options, the Competency Connection and the experiential learning workshops conducted by the Director of Experiential Learning, Diane Dujon, are a great place to start.

 

Through the workshops you will be able to learn more about how to identify competencies that you can do outside of classes. You will get tips and practice in developing proposals for independent learning and ideas about how to assess the prior learning that might apply to CPCS competencies. The workshops are also great opportunities for you to connect with other students who might share interests with you and plan ways in which you can team together to develop project that work toward competencies.

EXTREME Prior Learners

Some students come into CPCS with lots of experience and prior learning that is directly related to the curriculum. We call these students "Extreme Prior Learners." For Extreme Prior Learners, trying to demonstrate that experience competency by competency may not be the most effective or efficient way to go. They need to sit with someone to take a more holistic approach to their prior learning who can help them think how to best package it and apply it across the curriculum.

 

Ann Withorn is a special advisor for Extreme Prior Learners. Most students who fall into this category will be referred to Ann during their first semester by their Critical Learning Seminar instructor. If you think you fall into this category and would like a referral, contact Elaine Ward in Student Services.