Developing Competency-Based Advising Practices in Response to Paradigm Shifts in Higher Education

Abstract

Competency-based programs have gained prominence in recent years for two primary reasons. First, more students are seeking ways to apply nonclassroom learning experiences toward a degree. Second, a paradigm shift in higher education encourages postsecondary curriculum developers to accept nonclassroom experiences as demonstrations of skills and competencies and to adapt curriculum to include these experiences. Educators must realize that the traditional classroom learning necessary to earn credits toward graduation must also apply to life outside academe and must reflect student experiences. Like educators in the classroom, advisors must respond to this change in perspective through inquiry-based practices and democratic relationships with students.