Problematizing the Development, Labeling, and Naming of a Competency-Based Curriculum Design

Laura Parson

doi:10.20343/teachlearninqu.14.50

Authors

Laura Parson North Dakota State University https://orcid.org/0000-0003-3779-402X

DOI:

https://doi.org/10.20343/teachlearninqu.14.50

Keywords:

curriculum design, competency-based education, higher education, student affairs

Abstract

In this article, I describe the DA-CBE, a model of competency-based curriculum design that aimed to create more equitable and inclusive higher education curricula. During the process of validating the DA-CBE, however, I unpacked the limits of the DA-CBE model and my positionality, expanding my understanding of what it means to do critical work. In this article, I describe and problematize the DA-CBE. Specifically, I share my learnings from the process and conclude that while the model has the potential to recreate teaching and learning systems and processes so that they are more rooted in the knowledges, skills, and attitudes (KSAs) of a holistic college community, the model does not (and cannot) achieve its original goals.

Author Biography

Laura Parson, North Dakota State University

Laura Parson (USA) is an associate professor of educational and organizational leadership at North Dakota State University.

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