This piece is part of a series exploring competency-based education (CBE) and reviews several examples of institutions that have incorporated CBE into their programs.
While many CBE programs are built around common elements such as clearly defined competencies, mastery-based assessments, and flexible pacing, how these elements are implemented can differ significantly from one institution to another. This article explores how several colleges and universities have approached CBE, focusing on program features like pacing, tuition models, grading practices, and student support. Examples from Western Governors University, Broward College, the University of Wisconsin Flexible Option, and Southern New Hampshire University illustrate the range of ways CBE is being used to meet the needs of different learners.
Western Governors University (WGU)
As an early adopter and the first institution to fully implement CBE at a full institution-wide scale, WGU stands out as a model in CBE. In the 1990s, 19 members of the Western Governors Association came together to address workforce shortages and the growing demand for education tied to specific job skills. Their collaboration led to the creation of WGU, a full institution built around a flexible CBE model. This approach disrupted the traditional structure of higher education and was designed to serve students often overlooked by conventional institutions, particularly busy working adults (Jones-Schenk, 2014).
- Pacing: At WGU, enrollment occurs every month. Students advance through their programs at their own pace by demonstrating mastery of each competency. All courses are continuously available, removing any barrier to scheduling. Students have the flexibility to schedule course assessments whenever they feel most prepared (Jones-Schenk, 2014).
- Tuition model: WGU uses a flat-rate tuition model, where students pay a fixed amount for each six-month term. During that term, they can complete as many courses as they are able to, allowing students to accelerate their progress if desired. The faster a student moves through their coursework, the less their degree will cost. The average cost of a bachelor’s degree at WGU is 53% less than the national average (WGU, n.d.-a).
- Grading/assessments: At WGU, grading is based on students’ demonstration of specific competencies. The grading system resembles a traditional A–F scale; however, students must earn the equivalent of a B or higher to demonstrate mastery and receive credit. If students do not pass their assessments, they need to retake the course, but can pick up where they left off using assessment feedback.
- Student support: WGU provides each student with a dedicated support team throughout their program. A Program Mentor offers ongoing guidance on time management, university policies, and any other program-related questions. Course instructors support students academically through individual interactions and peer forums. Finally, Evaluators, who are experts in the field, assess student work and provide detailed feedback to confirm mastery of competencies (Jones-Schenk, 2014).
WGU has been widely praised by both students and employers. The program is often recognized for its flexibility, affordability, and ability to prepare learners with strong, job-relevant skills. Consider the following testimonials, made available by WGU (n.d.-b).
- Lisa Turnbull, an IT graduate, wrote, "The WGU model allowed me to thrive. I needed a competency-based program that allowed me to use my experience. I needed flexibility to allow me to be a mom, a wife, a daughter, a friend, a Girl Scout leader. I needed affordability because I had a family and could not add another bill.”
- Brad Smith, president and Chief Legal Officer at Microsoft, noted, "WGU gives students the ability to really assemble the complete package, from the subject matter to the specific skills to the certification that gives employers confidence when they're making a hiring decision.”
Broward College
WGU collaborated with 11 community colleges to support the expansion of CBE. Broward College was among these community colleges, becoming one of the first to launch a CBE program. Their development and implementation of CBE was made possible through funding from the U.S. Department of Labor’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant, which aimed to create new educational pathways that would increase job opportunities for military veterans, displaced workers, and underemployed individuals seeking careers in high-skill, high-wage industries.
Broward introduced CBE through their CBE Computer System Specialist (CSS) program. The program initially consisted of 21 courses and led to either an Information Technology Support Specialist certificate or an Information Technology Analyst certificate. To develop their CBE curriculum, Broward was able to adapt several of their existing online courses to align with CBE principles (Rainwater, 2016).
- Pacing: Broward College’s CBE model allows for flexible, self-paced learning. Students can move through the curriculum at a speed that fits their personal and professional lives. Students have several options for accelerating their learning, including earning credit for courses through passing exams, a prior learning assessment, industry certifications, and more (Rainwater, 2016).
- Tuition model: Broward College uses a pay-as-you-go model, which allows students to pay for one course at a time instead of an entire semester. Several students reported that this also made the CSS program more affordable than more traditional college pathways (Wang, 2015).
- Grading/assessments: Each course begins with a unit challenge designed to introduce the content and gauge a student's initial understanding. If students score 81% or higher on this challenge, they may proceed directly to the unit assessment. A passing score of 81% or above on the assessment signifies mastery and allows the student to advance to the next course. While additional course activities and assessments are available for practice, they are optional and do not impact a student’s grade.
- Student support: Broward highlights student support services as a key strength of their CBE program. Students have access to academic coaches, optional in-person sessions, and tools like individualized online pace charts to help manage progress (Rainwater, 2016).
Students and faculty alike have reported being impressed and satisfied with the CBE model at Broward College, highlighting flexibility, cost efficiency, and pacing. Several testimonials provided by Wang (2015) highlight these points:
- Dyanne Martin, an instructor at Broward, was impressed that one of her students was able to complete assessments online through a proctoring service, Proctor U, while completing military service in Afghanistan.
- Robert Latorre, a student at Broward, noted that “The CSS program allows me to go through at a faster pace than normal online classes. At times, I have been able to jump ahead. In a long weekend, I can get through as much as 6 weeks of work.”
- Another student had positive feelings about the cost and tuition model, sharing that “from what I understand and what I’ve looked at before this was quite a bit cheaper. I’m doing this program to get a certificate.”
University of Wisconsin Flexible Option
The University of Wisconsin (UW) refers to their catalog of CBE programs as UW Flexible Option. The UW Flexible Option offers a variety of fully online, asynchronous programs across three different UW campuses: UW-Milwaukee, UW-Parkside, and UW-Madison. The program offerings include one associate degree, five bachelor’s degrees, four certificate programs, and one microcredential program (UW Flexible Option, n.d.-a). Perhaps most notable of these is the UW Flex Bachelor of Science in Business Administration, which is the first and only CBE program to be accredited by the Association to Advance Collegiate Schools of Business (AACSB) International (Baldwin et al., 2022).
UW Flexible Option is also notable for being one of the 17 founding members of the Competency-Based Education Network (C-BEN), a national consortium dedicated to advancing high-quality CBE programs (Specht-Boardman et al., 2021).
- Pacing: UW Flexible Option is a fully self-paced model that allows students to begin any month and progress through their program by demonstrating mastery of specific competencies at their own speed. Students can even bookmark their progress to pause their studies at the end of any 12-week subscription period, resuming later without penalty (UW Flexible Option, n.d.-b).
- Tuition model: The UW Flexible Option offers a subscription-based tuition model, where students pay a flat rate for each 12-week subscription period. Within that timeframe, students can complete as many credits as they are able, which can help accelerate degree completion and reduce overall costs. Alternatively, students can pay for one course at a time if they wish to complete their courses at a slower pace (Specht-Boardman et al., 2021).
- Grading/assessments: Students demonstrate mastery through a variety of authentic assessments aligned with the higher levels of Bloom’s taxonomy. To move on to the next course, they must achieve at least 80% proficiency on all assessments, each of which is guided by a detailed rubric to support student preparation and ensure consistent faculty grading. The program uses a mastery-based grading scale with three levels: Mastery with Distinction (above 90%), Mastery (80–89%), and In Progress (below 80%). Students receive feedback and may revise and resubmit assessments until they demonstrate mastery. The mastery-based grading scale translates to a traditional 4.0 GPA scale, allowing it to be easily recognizable by employers and other institutions (Specht-Boardman et al., 2021).
- Student support: In addition to academic support from instructors, students are paired with dedicated Academic Success Coaches who serve as their primary point of contact throughout the program. These coaches provide personalized guidance on learning strategies, time management, work-life balance, academic resources, and more (Specht-Boardman et al., 2021). Some programs also offer additional specialized services, such as access to writing coaches (UW Flexible Option, n.d.-b).
Several UW Flexible Option students have been quoted about the flexibility and support within the program, with 98% of graduates reporting that they had a positive experience and would recommend the program to others (Specht-Boardman et al., 2021).
- Krysti Reece, a 2018 graduate, stated, “The best part about the UW Flexible Option is the ability to do my homework on my own schedule. I budget my time however I need, plan around my work schedule, and I can take a break if necessary.” (UW Flexible Option Team, 2017)
- Tiffany Breeze, another 2018 graduate, expressed that “Even though I didn’t have face-to-face communication with the faculty, through their availability and expertise in my competency sets and my prior work experience, all of that led to my success, and that is quite amazing.” (UW Flexible Option Team, 2019)
Southern New Hampshire University (SNHU)
CBE at SNHU began in 2013 with the launch of College for America (CfA), supported by the Gates Foundation and the Lumina Foundation. CfA was designed to expand access to education for nontraditional students by focusing on real-world projects and demonstrated job skills rather than scheduled classes. It became the first university program approved for federal financial aid through the U.S. Department of Education’s direct assessment provisions in which competencies are determined by projects rather than courses or credits (SNHU, n.d.-a).
SNHU has since expanded its CBE initiatives through the Global Education Movement (GEM), which delivers CBE programs to refugee learners worldwide, and the Community Partnerships CBE program, which connects higher education with community-based organizations. Currently, SNHU offers a range of CBE programs, including one certificate, two associate degrees, and three bachelor’s degrees (SNHU, n.d.-b).
- Pacing: CBE programs at SNHU are structured around a set of competencies instead of a set of courses. Students demonstrate mastery by completing designated projects tied to each competency. A degree is awarded once a student successfully demonstrates 60 competencies. The pace at which competencies are completed is entirely determined by the student.
- Tuition model: Students pay a flat fee for either a six-month or one-year term, during which they can complete as many competencies as they are able.
- Grading/assessments: To demonstrate mastery of each competency, students complete a series of required projects. Each project includes detailed instructions, scoring rubrics, resources, and other guidance to support learning. Students can choose from different project formats, ranging from multiple smaller projects to a single, complex project broken into several smaller parts. Those who demonstrate competency move on to their next project, and the students who do not show competency continue revising and resubmitting until mastery is achieved.
- Student support: Each student is supported by a Learning Coach, who serves a role similar to an academic advisor and helps with pacing, progress, and navigating personal or academic challenges. Students also select a workplace mentor to support their career development and work with an accountability partner to help them stay on track. Projects are evaluated by experienced teaching faculty with advanced degrees, who provide detailed feedback on each submission. In addition, students have access to a 24/7 help desk for technical support (Share, 2013).
While most students enjoy the flexibility and affordability that CBE programs offer at SNHU, others have found there to be a lack of academic support, making some projects challenging.
- Student Fred Mutsinzi appreciated the flexible pacing, stating, “I was able to actually pace myself and say, ‘Today I’m going to work on this project at this time.’ No one else is in charge of my schedule" (SNHU, n.d.-b).
- Another student, Sherry Glover, shared both the benefits and challenges of her experience. She valued the program’s flexibility, which allowed her to manage both school and family responsibilities, and felt genuinely supported by her learning coach. However, she found some competencies very difficult and felt that she did not receive enough academic support to navigate those challenges independently (Wang, 2015).
Conclusion
WGU, Broward College, UW Flexible Option, and SNHU represent just a few examples of how CBE can be put into practice. Common elements across these programs include flexible pacing, authentic assessments, and an emphasis on demonstrated competencies. At the same time, notable differences exist. Some programs charge by credit, while others use flat-rate or subscription-based tuition. Support structures also vary, with some offering extensive academic advising, technical assistance, and mentoring, while others provide more limited services. Grading systems range from pass/fail grades to scaled rubrics aligned with traditional GPAs.
These differences reveal both the strengths and potential challenges of CBE. Students often value flexibility, lower costs, and a focus on relevant skills. However, the model requires a high level of motivation and time management, which may be difficult for some learners. Institutions implementing CBE must carefully consider how to provide the right balance of autonomy and support to help students succeed.
As more colleges and universities explore CBE, it’s important for faculty, administrators, and other stakeholders to reflect on which features of the model align with their institution’s mission and the needs of their students. Designing an effective CBE program requires intentional planning and a clear vision of what student success should look like in this context.
References
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Specht-Boardman, R., Chalasani, S., Kostka, K., Kite, L., & Brower, A. (2021). The University of Wisconsin Flexible Option is an effective model to prepare students for a recovering economy. The Journal of Competency-Based Education, 6(1), Article e01235.
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