To Close the Gap Between Aspiration and Actual Student Achievement
Aspiration: Higher Education Has Already Identified the Key Elements in a Contemporary Framework for Quality: Consensus Aims and Outcomes High Impact Practices that Foster Achievement AND Completion Evidence on What Works for Underserved Students Assessment Practices That Raise – and Reveal – the Level of Learning
Making Progress? What We Know About the Achievement of Liberal Education Outcomes by Ashley Finley (AAC&U, 2012)
The Preponderance of the Evidence – from Many Sources – Shows That Far Too Many Students are Underachieving on All the Outcomes Educators Endorse Achievement
From Making Progress? …for six of the eleven learning outcomes measured by the Wabash study, the majority of students showed either no growth or a decline over four years. – page 8
The DQP Builds from the LEAP Consensus Aims and Outcomes – And the Desire to Make Excellence Inclusive
The DQP Combines Vision with Strategy – A Strategy For: Moving Students Actual Work – and Faculty Judgment about Their Progress – to the Center of Attention Fostering Practices that Raise Achievement Creating Assessments Worthy of Our Mission
The DQP is a Framework for Learning That Focuses on Students Demonstrated Achievement So What is the DQP?
Integration and Application The Degree Profile emphasizes the cumulative integration of learning from many sources and the application of learning in a variety of settings… (DP, p. 2)
What Kinds of Integrative Learning Are Included? Knowledge – Broad and Specialized – With Intellectual Skills General Learning With Majors Field-Based Learning with Academic Learning Civic Inquiry With Academic and Field-Based Learning Culminating Accomplishments that Integrate Learning Across Levels and Disciplines
The Degree Profile Shifts Our Collective Attention to What Students Actually Do: Research, Projects, Papers, Performances, Creative Work… Applied Learning! Applications
The DQP Asks Us to Shift from My Work – Each Course is a Silo – to OUR Work – Intentional Practices that Both Develop and Demonstrate Students Competence
The DQP Invites Faculty and Staff to Focus on… Intentional Assignments that Develop Competence Integrative Milestone Performances that Provide Evidence of Competence and of Students Ability to Tackle Complex Questions and Problems
Aims/Outcomes/Intentional Practices Mapped Across the Entire Curriculum First to Final Year General Education AND the Departments Co-Curriculum as Well
Why Did We Call it a Profile? And What Do We Expect will Happen? The U.S. higher education system is a lot more diverse than is typical elsewhere and, at least to some extent, we value this diversity. Profile defines the shape and basic parameters of the outcomes statements, but not the portrait itself: Institutions or consortia of institutions or state higher education systems can add new elements and tailor the content of the DQP statements to match their missions. We tell them they are Kahlo, Dürer, Van Gogh, Stuart: finish the portrait, but you are confined to the same palette of active, concrete verbs!!! Clifford Adelman, Institute for Higher Education Policy (IHEP)
What Does It Mean to Be the Artist Who Turns the Profile into a Portrait? That the DQP, as given, is a prod, a prompt, and not the last word. Dont agree with the territories? Change them! Think the competences miss something? Add what you think they miss! Dont agree with the verbs? Change them, but make sure they describe what students are expected to do. Clifford Adelman, Institute for Higher Education Policy (IHEP)
Possible DQP Revisions Expand the List of Intellectual Skills Ethical Reasoning Collaborative Problem-Solving Expand and Clarify Three Areas of Applied Learning Inquiry-Based Reasoning Field-Based Learning Civic Learning
We Welcome Your Feedback and Advice As We Work to Get the Profile Right!
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