Modality Changes — Expectations Do Not

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MLC has intentionally designed the competency-based education courses we are offering for returning adult learners to ensure that the courses meet the same academic rigor expected of our traditional undergraduate students. Whether a learner completes their elementary education program on campus as a traditional undergraduate student or through our online competency-based education program as a returning adult learner, they are expected to complete the same signature assessments to demonstrate their knowledge of pedagogy and complete the same field experiences, literacy clinical, and student teaching to apply that knowledge.

It is true that the format of the coursework is different. But in most cases, the courses have been designed by the same faculty who teach the course on campus, often using the exact same course materials. While some of the activities in the course have been revised for a different modality, the major assignments and assessments, especially those associated with licensure requirements, remain the same.

It is also true that returning adult learners may be able to apply their work experience towards Experiential Learning Credit for EFE I, EFE II, or the Literacy Clinical, but the expectations are the same. Returning adult learners must provide a resume that demonstrates they can meet the requirements of those courses through their previous work experience before they are allowed to engage in Experiential Learning Credit. Then, they are tasked with creating and submitting portfolios that include all of the required activities.

What Happened to the CBTE Minor?

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We designed the CBTE Minor to mirror the same six Theology courses that all undergraduate elementary education majors complete at MLC. Together, these courses provide a strong foundation in Scripture and assure a shared understanding of the tenets of our faith. But we always planned that once the Alternative Pathway to Professional Licensure Eligibility (APPLE) was approved, the minor would become part of the course offerings for learners enrolled in that program.

We launched the CBTE coursework in Fall 2024 to allow those who were planning to matriculate into APPLE to begin their studies to serve in the public ministry with the best foundation possible. Two different cohorts of learners began their studies as continuing education, CBTE learners. Now that the APPLE program is approved and will begin its first cohort in fall 2025, we are no longer offering the CBTE courses separately from the course offerings for the major.

While the CBTE Minor still exists, it is only available to those studying in our competency-based education baccalaureate program.

Individuals who are interested in deepening their faith by closely studying Scripture and doctrine but have no intention of serving as a WELS elementary school teacher should connect with MLC’s Continuing Education program to determine what courses may meet their interests.

RSI – What Does That Mean?

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Acronyms are pretty prevalent across the synod and our campus. LES? Lutheran Elementary School. ALHS? Area Lutheran High School. BIC? Bible Information Class. DP? District President.

As we build our CBE (competency-based education) programming at MLC (Martin Luther College), we are adding a few new acronyms to our WELS (Wisconsin Evangelical Lutheran Synod) vocabulary.

You may have heard our instructional designer or director refer to RSI. What is RSI?

RSI stands for Regular and Substantive Interaction. RSI reflects the faculty’s commitment to supporting online learners. Thus, RSI is not exclusively connected to CBE courses but to all courses offered online at MLC.

Each element of RSI has specific definitions and expectations.

Regular interaction between students and their instructor in online instruction must be intentionally planned and initiated by the instructor. Regular interaction includes meeting with learners virtually or in person and tracking a learner’s performance and progress in an online course to provide timely interventions to support their learning.

Substantive interaction is more prescriptive. Substantive interaction involves engaging students in teaching, learning, and assessment activities consistent with the content under discussion that include at least two of the following:

  • Providing direct instruction (synchronous only);
  • Assessing or giving feedback on a student’s coursework;
  • Providing information or responding to questions about the content of a course or competency;
  • Facilitating a group discussion regarding the content of a course or competency and/or
  • Other instructional activities as approved by the institutional or programmatic accrediting agency.

Regular and substantive work together to ensure our learners have a robust learning experience that our faculty intentionally supports.

 

Spotlight on CBTE Learner: Holly Sloan

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Each of the returning adult learners in our program has a rich story of how God has called them to serve in their congregations and schools.

Each issue of our campus magazine, InFocus, will highlight one CBTE learner. Their articles are rich examples of how God uses the gifts and talents he gives each of us, the experiences learners can expect in the CBTE classes, and the promise of this new course of study.

The Spring 2025 article, She’s Going to Be a Teacher—and CBE Is Making It Happen, highlights Mrs. Holly Sloan.

How does grading work in a CBE Program?

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The final result of completing a class in a competency-based education course of study is the same as MLC’s on-campus undergraduate programs. Letter grades are recorded on the official transcript of a learner who graduates from MLC with an undergraduate baccalaureate degree. These letter grades are then calculated as a term and a cumulative GPA.

There is, however, a difference in grading in our CBE courses. Assessments and activities can be connected to competencies. To complete the class, learners must achieve a proficient or mastery mark on all competencies. Learners are allowed to attempt the assessment or activity multiple times until they achieve at least a proficient score.

The design does not diminish a learner’s accomplishment in their classes. Instead, it assures that individuals who have completed their study in the competency-based education model have a minimum level of understanding of the knowledge, skills, attitudes, and behaviors expected of a called worker serving in our Synod.