Editorial

Abstract

The third issue of the Journal of Competency-based Education is again a mix of interesting topics and reports of research in the different aspects of developing, evaluating, and planning competency-based education (CBE) programs. The first article reflects an expert's opinion on a major topic of interest to CBE program designers and evaluators. David Bergeron, who spent many years as a senior leader in the U.S. Department of Education, reflects on the recent activities of the Department's Office of the Inspector General and their interpretation of the meaning of “regular and substantive interaction with faculty.” It is a thoughtful analysis. Conna Bral offers us a succinct review of what got us to where we are in considering how educators have thoughts about quality in CBE. That article is followed by a different take on the value and quality topic. Joy Henrich's report on her survey of employers offers us insights into what CBE graduates may be facing as they move into the workforce. Jennifer Cunningham shifts our prospective into a focus on developing CBE programs. She has surveyed providers of CBE programs to create a picture of the pathways and approaches to the development process. This article really does frame a picture of how different institutions with different cultures have approached the whole process. In the last issue, Judith Sebesta told the story of the statewide CBE development for Texas. In this issue, Richard Cummins and Jean Floten focus on the state of Washington. The contrast in how Texas and Washington have approached CBE offers interesting perspectives to other states considering a statewide approach. I recently spent a couple of days with legislators and their staff members from six different states, thanks to the National Conference of State Legislators. A couple of the states represented had already developed or were planning for statewide CBE projects to serve students who, because of schedules or geographic locations, were unable to accommodate to more traditional collegiate models. Their efforts were of great interest to those from the other states. There is little doubt that as states embrace their postsecondary attainment goals, CBE will become part of the mix of options for students.