Curriculum Alignment Initiative
Note: Effective 9/9/10, The Curriculum Alignment Initiative merged into the Committee on Curriculum and Assessment
Draft Competencies for Review and Comment
CBHE Approved Competencies
Entry-level competencies are meant to outline the minimum threshold for success in collegiate-level coursework. They are based on the broad discipline group areas, not specific courses. The competencies vary in their level of detail, dependent upon both the nature of the competency and the discipline represented. These competencies represent the finalized versions, presented to, and approved by, the Coordinating Board for Higher Education at the June 12, 2008 (Tab F) board meeting. Included are competencies for the following areas:
Optimal Entry-Level Competencies
Recognizing the need for Missouri students to have adequate preparation in the Math, Engineering, Technology, and Science fields, optimal competencies were developed to outline requirements in certain careers for students in the pipeline. The optimal entry-level competencies are reflective of coursework that is more rigorous than the minimal entry-level competencies for access to beginning collegiate-level general education coursework.
Optimal competencies are not meant to reflect minimum entry level competencies into collegiate coursework. These competencies represent specific skill sets that students will need to possess prior to entering particular career fields, especially METS-related fields.
Engineering and Informational Technology discipline workgroups throughout the state developed these competencies for optimal entry into the Engineering and Engineering/Information Technology fields. Please refer to the Discipline Workgroup Participants link for a list of discipline workgroup participants and institutions.
Included are optimal competencies for the following areas:
These competencies represent the finalized versions, presented to, and approved by, the Coordinating Board for Higher Education at the June 11, 2009 board meeting.
Exit-competencies address the core competencies students should have mastered upon completion of a beginning general education course. A prioritized set of 13 courses was used to develop competencies from across the disciplines. This list was generated based on the foundational nature of courses and/or the preponderance of freshman enrollment. Future work will include development of additional exit-level competencies for other beginning general education courses, in accordance with the mandate of Senate Bill 389. These competencies represent the finalized versions, presented to, and approved by, the Coordinating Board for Higher Education at the June 12, 2008 and and December 10, 2009 board meetings.
Included are competencies for the following areas: