In October we began talking about CBTE, which was developed to help distinguish what is happening in theological education from the broader world of competency-based higher education. In week 1, we provided a background on outcome-based education and how CBTE fits within that broad heading.
Shared, courtesy of the North American Baptist Conference, is a devotional for each day during this first week of Advent. Advent is a celebration of the arrival of the Christ child, which serves to remind us not only that God chose to come to earth to live among us but also that He will come again someday.
Today we continue our conversation on CBTE. Over the past several weeks we have looked at how CBTE invites us to think differently about nearly every aspect of education. Our focus today will be on how it also invites us to think differently about how this philosophy of education requires institutions to think more integratively.
As we continue discussing competency-based theological education, we dive a little deeper into the concept of assessment. A few weeks ago we looked at how CBTE requires the power of assessment, traditionally held by faculty, to be woven throughout those walking alongside the student.
Last week, we continued our discussion on competency-based theological education by talking about how the philosophy impacts the role of faculty. We shared that CBTE, when embraced as a philosophy, empowers faculty to bring all of their gifts and abilities to bear on the development and implementation of CBTE.
Today we continue our conversation about CBTE. Over the past few weeks we have looked at how CBTE is a philosophy, not a model, and as such requires us to think differently about a several aspects of modern higher education. I noted that people often ask how this philosophy impacts the role of faculty.
Last week we started talking about the nature of power in higher education. We identified that power or control of the educational process exists on at least four levels: accreditation, institution, and curriculum, and assessment. This week, we look at two specific changes: distributing sources of input and assessment.
Last week we ended our discussion by referencing what I believe to be a guiding principle of CBTE—embracing the complex and organic nature of discipleship as something that brings value to one’s educational and academic journey. When seminaries began integrating discipleship courses into their curricula, such courses ...
Last week, we began a conversation about competency-based theological education (CBTE). We explored a bit of its history and how I believe it opens new possibilities given how it is different than much of what exists in the wider world of competency-based education (CBE). Today, we are going to dive a bit deeper.
CBTE is an acronym that stands for competency-based theological education. It was developed as a way to distinguish what is happening in theological education from what is happening in the broader world of competency-based higher education. On November 5 and 6, 2018, I will be speaking at CBTE 2018 in Vancouver.