Shaping the future of learning

Dear K-State community,

Following our recent update on the launch of the Competency-Based Education, or CBE, pilot, we are entering an important next phase of this work, one focused on defining a shared vision and building the foundation for implementation across Kansas State University.

A unified vision for Competency-Based Education

Central to this progress is the formal adoption of our CBE Vision Statement, which serves as the North Star for this initiative:

Kansas State University will leverage competency-based education to create new pathways to high-quality learning, empowering students to demonstrate mastery of meaningful skills and apply their knowledge in ways that strengthen the global workforce and communities. Grounded in its land-grant mission, K-State will inspire lifelong learning through flexible educational opportunities that help students grow, adapt and thrive throughout their careers.

After the April 2026 meeting, the CBE Steering Committee approved a Version 1.0 learning model for K-State. This framework provides the "blueprint" for our initial pilot programs, ensuring that as we innovate, we remain grounded in academic integrity, institutional scalability and our land-grant mission.

What is the K-State Competency-Based Education model?

Competency-Based Education is an approach to teaching and learning that focuses on what students can demonstrate they know and are able to do rather than how much time they spend in a classroom. Instead of progressing based on semesters or credit hours alone, students advance by showing mastery of clearly defined skills, or “competencies,” that are aligned with real-world expectations.

In a CBE model, learning is structured around measurable outcomes, and students receive regular, actionable feedback to support their progress. This approach creates more flexibility for learners while maintaining rigorous academic standards, ensuring that every graduate has demonstrated meaningful, applicable knowledge and skills.

The approved model operationalizes this vision through an intentionally structured approach. It moves away from traditional "seat time," focusing instead on mastery-based progression. Here is a summary of the core design:

• A structured pathway: Learners progress through a defined sequence of competencies, demonstrating mastery as they advance. To maintain momentum, students may work on two to three competencies at a time within this structured pathway.
• Focus on mastery: We are utilizing a binary mastery model (mastered/not yet mastered). This ensures that every student who completes a program has fully met the high standards set by our faculty.
• Assessment with impact: Mastery is determined through summative assessments aligned to each competency. To support student success, learners are allowed up to three attempts, receiving targeted feedback from faculty within a 72-hour window.
• Consistent experience: All CBE courses will follow a common design blueprint. This provides clarity for students and allows faculty to focus their efforts on high-impact practices, such as developing original learning materials and providing expert feedback.

In practice, this means students engage in learning activities and applied projects, then demonstrate their mastery through assessments designed by faculty to reflect real-world performance.

Balancing consistency and flexibility

While the core framework is standardized to ensure a seamless student experience, we recognize that different disciplines have unique needs.

• Standardized elements: Include the grading model, feedback timelines and the gated progression structure.
• Program-level decisions: Faculty within specific programs will lead the design of summative assessments, lab structures and the integration of workplace or experiential learning.

Why this matters

This model creates new pathways for diverse learners, especially working professionals and those requiring flexible schedules.

By emphasizing applied, demonstrable skills, we are strengthening the global workforce while remaining fully rooted in our identity as a land-grant institution.

Next steps

As we head into the pilot phase, this "Version 1.0" model will serve as our foundation. It is designed to be iterative; we will continue to refine and evolve the framework based on direct feedback from our pilot faculty and students.

We want to extend our deepest gratitude to the Steering Committee and the various workgroups for their diligent effort in balancing regulatory requirements with K-State’s commitment to academic excellence.

For a more detailed look at the decision summary and upcoming milestones, please visit the Competency-Based Education initiative website.

With appreciation,

Margaret Mohr-Schroeder
Vice provost for academic affairs and innovation

Karen Goos
Vice provost for enrollment management