Implementation of Competency-Based Learning in a Laboratory-Focused Analog Design Course

Matthew Spencer

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Conference: 2022 ASEE Annual Conference & Exposition
Location: Minneapolis, MN
Publication Date: August 23, 2022
Start Date: June 26, 2022
End Date: June 29, 2022
Conference Session: Electrical and Computer Engineering Laboratory and SoC Developments
Page Count: 17
DOI: 10.18260/1-2--40913
Permanent URL: https://peer.asee.org/40913
Download Count: 439

Paper Authors

biography

Matthew Spencer Harvey Mudd College

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Matthew Spencer is an associate professor of engineering at Harvey Mudd College. His research interests include experiential and hands-on learning, MEMS, piezoelectric imagers and circuit design.

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Abstract

This evidence-based practice paper describes the implementation of competency-based learning in a course on the design of analog circuits. This implementation was motivated by two ideas. First, literature on competency-based learning and mastery-based learning suggests that these techniques improve student attitudes and learning, and this implementation sought to achieve these desirable outcomes. Second, the self-paced nature of competency-based learning helps to identify students that are learning material slowly, and this implementation sought to direct instructor resources to these students. However, the implementation was challenging because it needed to navigate the challenges of assessing students’ mastery of content topics while bounding the amount of student and instructor time required for a demanding course.

Competency-based learning was implemented using a flipped classroom format, where students watched web-based video lectures outside of class and participated in activities during class. The in-class activities included a team-based learning readiness assessment, followed by an opportunity to attempt a “mastery question” that allowed students to demonstrate that they had mastered course materials for the week. Performance on mastery questions was reviewed in a one-on-one conference with the course instructor. Grading on mastery questions was strictly pass/no-pass, and students were allowed unlimited attempts to pass mastery questions each week. 20% of a student’s grade was determined by the number of mastery questions that they completed.

These competency-based teaching methods were assessed by teaching the course twice, once using a lecture-based format and once using the competency-based techniques described above. In both offerings, the students completed the same set of exams and laboratory exercises, and the scores on the exams were used as quantitative measures of learning gains for the students. Quantitative measures of student attitudes about competency-based instruction were extracted from a short survey, and qualitative measures of student attitudes were extracted from student evaluations of teaching. A pre-test was used to assess whether students had prior experience with the course material.

Students that received competency-based instruction scored higher on their exams on average. The average was increased because low scoring students receiving competency-based instruction achieved higher grades than low scoring students receiving lecture-based instruction. High scoring students achieved similar exam scores regardless of the style of instruction. In addition to learning more, students receiving competency-based instruction spent less time outside of class than students receiving lecture-based instruction.

Citation
Format

Spencer, M. (2022, August), Implementation of Competency-Based Learning in a Laboratory-Focused Analog Design Course Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40913

TY - CPAPER
AB - This evidence-based practice paper describes the implementation of competency-based learning in a course on the design of analog circuits. This implementation was motivated by two ideas. First, literature on competency-based learning and mastery-based learning suggests that these techniques improve student attitudes and learning, and this implementation sought to achieve these desirable outcomes. Second, the self-paced nature of competency-based learning helps to identify students that are learning material slowly, and this implementation sought to direct instructor resources to these students. However, the implementation was challenging because it needed to navigate the challenges of assessing students’ mastery of content topics while bounding the amount of student and instructor time required for a demanding course.

Competency-based learning was implemented using a flipped classroom format, where students watched web-based video lectures outside of class and participated in activities during class. The in-class activities included a team-based learning readiness assessment, followed by an opportunity to attempt a “mastery question” that allowed students to demonstrate that they had mastered course materials for the week. Performance on mastery questions was reviewed in a one-on-one conference with the course instructor. Grading on mastery questions was strictly pass/no-pass, and students were allowed unlimited attempts to pass mastery questions each week. 20% of a student’s grade was determined by the number of mastery questions that they completed.

These competency-based teaching methods were assessed by teaching the course twice, once using a lecture-based format and once using the competency-based techniques described above. In both offerings, the students completed the same set of exams and laboratory exercises, and the scores on the exams were used as quantitative measures of learning gains for the students. Quantitative measures of student attitudes about competency-based instruction were extracted from a short survey, and qualitative measures of student attitudes were extracted from student evaluations of teaching. A pre-test was used to assess whether students had prior experience with the course material.

Students that received competency-based instruction scored higher on their exams on average. The average was increased because low scoring students receiving competency-based instruction achieved higher grades than low scoring students receiving lecture-based instruction. High scoring students achieved similar exam scores regardless of the style of instruction. In addition to learning more, students receiving competency-based instruction spent less time outside of class than students receiving lecture-based instruction.
AU - Matthew Spencer
CY - Minneapolis, MN
DA - 2022/08/23
PB - ASEE Conferences
TI - Implementation of Competency-Based Learning in a Laboratory-Focused Analog Design Course
UR - https://peer.asee.org/40913
DO - 10.18260/1-2--40913
ER -