INTRODUCTION TO

BRINGING MULTIPLE STRANDS OF WORK TOGETHER

PaulGastonNormJonesDanMcInerney

Openingreminder

• Wouldyoulikeyo sharemoreinformationwithcolleaguesonyourcampusabouttheDQPandTuning?

• DQP/TuningCoaches areavailableforaone-daycampusvisitatnocosttothehostinstitution.

• ACoachwillbepairedwiththerequestinginstitutionbasedonamatchofinterests,intendedoutcomes,andexpertise.

• Forinformation,see: http://degreeprofile.org/coaches/

A DQP PRIMER

THE DQP AND TUNING

THE DQP AND ASSESSMENT

CASE STUDY ON ONE CAMPUS

What is the Degree Qualifications Profile?

WHAT DOES ADEGREE

REPRESENT?seat time?

Carnegie credit hours?grade point averages?

required courses?All of these suggest what degrees

represent in terms of numbers.What do degrees represent in

terms of learning?

What is the Degree Qualifications Profile?

TheDQPis

• aframeworkclarifyingwhatdegreesshouldsignifyintermsofknowledgeandability.

• amodelforexplicitstatementsoflearningoutcomes.

• aplatformforeffectiveassessment.

TheDQPisn’t

• Anattempttodictatestandardsorpromotestandardization.

• Acomprehensivecollectionoflearningoutcomes.

• Adeviceforevaluatingfacultyperformance.

5 AREAS OF PROFICIENCY:

specialized knowledge

broad, integrative knowledge

intellectual skills

applied & collaborative learning

civic & global learning

3 DEGREE LEVELS:

associate’s

bachelor’s

master’s

EACH CAST AT DIFFERENT LEVELS OF

SOPHISTICATION AS DQP MOVES UP THE DEGREE

LADDER

Degreecompletiongoals(Lumina,2025:60%w/quality

postsecond credentials)

Modelsoflearningoutcomesframeworks

(UK,Australia,Scandinavia)

DramatichigheredreformintheE.U.(“BolognaProcess”)

Callsfor“accountability”inhighereducation

Emphasisonassessmentfromaccreditorsand“performancefunding”

Criticalstudies(AcademicallyAdrift;

OurUnderachievingColleges)

Policymakers’critiques(SpellingsCommission;accreditationprocess)

Employer(andfaculty)concernsabout

graduates’skillsets

THE DQP RESPONDED TO . . .

Highereducationmusttellitsstorymoreeffectively—orothersmaywriteourstoryforus

Increasingthenumberofdegreesawardedismeaninglessunlessthereisaguaranteeofquality

Adegreequalificationsprofileshouldaddresstheseconcernsinwaysthatinstitutions,facultymembers,students,andmanyotherscanUSE

3 PRINCIPLES BEHIND THE DQP:

2010:draftcirculatedto100+expertsandstakeholders

2011:publicationasBetadocument

2011-2014:broaddissemination,pilotapplications,detailedreporting,NILOAtracking

2014:incorporatefeedbackfromhundredsofusers,analysts,critics,proponents

2015 officialpublicationoftheDQP

HISTORY OF THE DQP:

REVISIONS, 2011-PRESENT:

LexiconfortermsusedintheDQP

Acknowledgecredentialsnot(yet)definedatthisstageofthequalificationsprofilework

-Certificates-Othershort-cyclecredentials

-Professionalpracticedoctorates-ThePh.D.

REVISIONS, 2011-PRESENT:

LexiconfortermsusedintheDQP

Additionalcredentials

Clarification/emphasison-quantitativereasoning

-globallearning-ethicalreasoning

-cross-disciplinarylearning-integrationofproficiencies-assessmentofproficiencies

REVISIONS, 2011-PRESENT:

LexiconfortermsusedintheDQP

Additionalcredentials

Clarification/emphasisExamplesofinstitutionaland

organizationalexperienceinusingtheDQP

REVISIONS, 2011-PRESENT:

LexiconfortermsusedintheDQP

Additionalcredentials

Clarification/emphasis

Institutional/Organiza.usesofDQPClarify“familyresemblances”

betweentheDQP andtheTuningProcess

REVISIONS, 2011-PRESENT:

LexiconfortermsusedintheDQP

Additionalcredentials

Clarification/emphasis

Institutional/Organiza.usesofDQPDQPßàTuning

directuserstoresourcesthatsupporttheassessmentofDQP

proficiencies

HOW DOES THE DQP CONTRIBUTE TO EFFECTIVE ASSESSMENT?

MAKESIMPLICIT LEARNINGOUTCOMESEXPLICIT

ALIGNSVALUES

ASSERTSTHATLEARNINGOUTCOMESSHOULDBEDEMONSTRABLE

PROFICIENCIES

INSISTSTHATLEARNINGOUTCOMESMUSTBEASSESSABLE

DQPALIGNSVALUES

• frameoutcomesclearly

• measureperformanceinwaysthatsupportimprovement

• allowforcomparisonsthatreflectthepublicinterestandrespectacademicpriorities

• Assessmentgoals

• Expressesaconsensusandprovidessupportforarticulationofoutcomes

• DescribesproficienciesinactivetermsthatsupportANDinviteassessment

• Enablesinstitutionsandprogramstoclarifytheirdistinctivestrengths

• DegreeQualificationsProfile

• Insteadof...“Thestudentwillgainanappreciationfortherichdiversityoftheworld’scultures.”

• Consider...“Thestudentwillidentifysignificantissuesaffectingcountries,orcultures,presentquantitativeevidenceofthechallengesthroughtablesandgraphs,andevaluatetheactivitiesofNGOsorinter-governmentalinitiativesinaddressingthatissue.”

MAKESIMPLICIT LEARNINGOUTCOMESEXPLICIT

• Insteadof...“Thestudentdevelopsanawarenessoftheimportanceofcollaborativework.”

• Consider...“Thestudentnegotiatesastrategyforgroupresearchorperformance,documentsthestrategysoothersmayunderstandit,implementsthestrategy,andcommunicatestheresults.”

ASSERTSTHATLEARNINGOUTCOMESSHOULDBE

DEMONSTRABLE PROFICIENCIES

• Insteadof...“Thestudentunderstandstheethicaldimensionsofhisorherdiscipline.”

• Consider...“Thestudentanalyzescompetingclaimsfromarecentdiscovery,scientificcontention,ortechnicalpracticeintermsofbenefitsandharmstothoseaffected,articulatestheethicaldilemmasinherentinthetensionofbenefitsandharms,and(a)offersaclearreconciliationofthattensioninformedbyethicalprinciplesOR(b)explainswhyareconciliationcannotbeaccomplished.”

INSISTSTHATLEARNINGOUTCOMESMUSTBEASSESSABLE

WHATSHOULDSTUDENTSKNOW,UNDERSTAND,ANDBEABLETODOWHENTHEYCOMPLETEADEGREE?

WHATSHOULDSTUDENTSKNOW,UNDERSTAND,ANDBEABLETODOWHENTHEYCOMPLETEAMAJOR?

A process by which faculty in different fields of study determine discipline-specific desired learning outcomes for their subject area through consultations with one another, colleagues on other campuses, students, alumni, and employers

• TheDQP• Offersadegreequalificationsprofile—exclusiveofdiscipline-by-disciplinequalifications

• Describesaproduct(thedegree)butimpliesaprocess(GenEdà amajor)

• Aninstitutional processacrossdisciplines

• Tuning• Invitesdisciplinaryqualificationsprofiles—consistentwithdegree-levelqualifications

• Describesaprocess(GenEdà amajor)butimpliesaproduct(thedegree)

• Adiscipline-by-disciplineprocessacrossinstitutions

BeginwithTuning

askdisciplinestoclarifytheirincrementaloutcomes—

thenderiveinstitutionaldegreequalificationsfromtheresult

BeginwiththeDQP

definedegree-leveloutcomes—

thenaskdisciplinestoframeincrementaloutcomesconsistentwiththem

WHAT’STHEBESTSTARTINGPOINT?

Bringing It All Together to Foster Intentional Learners

CASE STUDY AT

•Utah’sland-grantuniversity•850faculty;27,700students•7colleges;200+majors•maincampus(Logan)+5branchcampuses•distancelearningsites•widerangeofon-linedegrees

2009grant

Whatshouldstudentsknow,understand,andbeabletodoinhistoryandphysics?

CHANGE1:LedtoaredesignofmajorsEx.:History

clearersequenceofcourses“pre-major”pathway

theory/methodsclassesskills-basedexercises

developproficienciesrequiredinthecapstone

CHANGE2:LEDTOOTHER QUESTIONSPROMPTEDBYTHEDQP(2011):

(1) WhatistherelationshipbetweenGeneralEducationandpreparationfor

successinthemajor?(2) HowmightUSUbetteruseitsalready-

establisheddegreeprofile,the“CitizenScholar”?

Whatknowledge,understanding,andabilitiesdidstudentsneedtodevelopin

GeneralEducationcoursework?

Next“employer”ofaGenEdstudent?Themajor

WhatdoesGenEdpreparethestudenttodointhemajor–

andshapewherethemajorbegins?

GeneralEducation:largestacademicprogramatUtahState

(Whatmajorenrolls3,000students?)

GeneralEducationfaculty:identifywhatstudentswilllearn...andhowwecanknowtheylearnedit

Facultycourseproposalsmust:-makeimplicitcourseexpectationsexplicit-frameaclassnotsimplyforfuturemajors–butalso(sometimesmainly)fornon-majors

-reflectonadiscipline’sdistinctivecontributionstoGenEd

-reflectonexercisesappropriatetothisnotion-reflectonassessmentoflearning

FacultyteachinginGenEdALSOteachintheirdisciplinary

departments

Disciplinesboth“produce”and“consume”

GenEdcourses

Faculty explorehowthe whole curriculumfitstogether(GE+major+ancillary

courses)

“Citizen Scholar”DegreeProfileunderstoodasacollaborative,integrated

curricularprocess

Whataboutthestudents?

Newstudentorientation-Whatshouldthestudentbedoingwhen?-purposefulcourseselectionin“clusters”

FirstYearExperience-changingthestudents’narrative:

“I’mheretogetajob”à “I’mheretogetaneducation”

creatingintentionallearners

FirstYearExperience:3BigQuestions

• WhyamIhere?• HowdoIbestengagemyselfintheprocessofbecomingandeducatedperson?

• HowdoIbecomeafullyengagedmemberoftheuniversitycommunity?

Keywords:

intentionality incourses,assignments,curricula

integration ofacademicinitiatives

inclusion inthe“educators”with

whomweconsult

Additionalviewoftheprocess:

“NavigatingUSU:TheStructureofaCollegeDegree”

https://prezi.com/vzdfrapcqvv5/navigating-usu/