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Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) B ROAD,

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Presentation on theme: "Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) B ROAD,"— Presentation transcript:

1 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) B ROAD, I NTEGRATIVE K NOWLEDGE AND S PECIALIZED K NOWLEDGE DQPP W EBINAR S ERIES : A LIGNING D EGREE O UTCOMES TO THE DQP B ROAD, I NTEGRATIVE K NOWLEDGE AND S PECIALIZED K NOWLEDGE Wednesday, December 4, :30 a.m. Hawai’i,* 12:30 p.m. California Saturday, November 23, :30 a.m. Marshall Islands* (*now that the mainland is on Daylight Savings Time)

2 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) P RESENTERS Carole Goldsmith, EdD, President of West Hills College Coalinga. Natasha Jankowski, PhD, Assistant Director and Research Analyst for the National Institute for Learning Outcomes Assessment (NILOA) located at the University of Illinois. Krista Johns, JD, Vice President for Policy and Research at ACCJC and Director of the DQPP project.

3 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) P URPOSE OF THIS W EBINAR Provide discussion points for understanding the DQP areas of broad, integrative knowledge and specialized knowledge. Consider how organizational structures, such as having a separate general education track from the discipline or area-specific course requirements, can impact a college’s approach or even success with Degree-level SLOs. Spark conversations at colleges who are working on projects involving the DQP areas of learning.

4 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Broad, integrative knowledge Specialized knowledge (mastery) Applied learning Civic learning Intellectual skills College-specific area of learning, as appropriate T HE F IVE C ATEGORIES OF L EARNING “T HE 5 PLUS 1”

5 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) DQP P ROJECT A project of the Accrediting Commission for Community and Junior Colleges supported by a grant from Lumina Foundation. 16 participating colleges (California, Hawai’i, and Marshall Islands) working on one-year projects involving the DQP. Projects are separated into two cohorts: one cohort with individual college projects; one cohort with cross-institution collaborations on identified transfer degrees.

6 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) C ONTACT U S : Laurel Hunter, Grant Project Manager, Krista Johns, Project Director Website:

7 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) 7

8 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) 8

9 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) 9

10 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) 10

11 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) K RISTA J OHNS, JD

12 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) A cohesive and coherent program geared to student preparation for the future Measurable student learning and competencies known by students, employers, and transfer institutions Each degree earned has clear, defined value E XPECTATIONS FOR C OLLEGE E DUCATION :

13 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Describes degree-level competencies all students should have upon earning a degree The competencies/outcomes are milestones for students, employers, and transfer institutions The outcomes are applicable across the curriculum D EGREE Q UALIFICATIONS P ROFILE

14 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Identify the kinds of learning that should be a part of every college degree and how that learning will be demonstrated in student performance Describe the levels of competency within each area of learning for AA, Bachelor’s and Master’s degrees Serve as guideposts for faculty in determining the curriculum design within a degree program, and for students in measuring their progression through the program of study T HE D EGREE -L EVEL O UTCOMES WITHIN THE FIVE AREAS OF LEARNING

15 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Applied Learning– learning how to learn, and to have the competencies to continuously learn through life Civic Learning– recognizing oneself as a member of civic society and the attendant responsibilities to contribute Intellectual skills- attaining the foundational skills to effectively learn in these other areas and to operate in the world Broad, integrative knowledge– examining key concepts across several fields, to learn how existing knowledge is advanced and interpreted Specialized knowledge– within a discipline or area concentration, learning the skills necessary to achieve mastery, and to apply those skills more generally T HE DQP’ S F IVE A REAS OF L EARNING

16 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Learning for learning’s sake Course curriculum designed primarily for delivery of information, even discipline-specific information Classes required in the degree for reasons other than the needs of a student’s program of study Question: D ISPELLED FROM D EGREE P ROGRAMS :

17 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Came about to solve a different problem Breadth in programs of study is equally important to mastery of specialized knowledge But: organizational structure should not overtake the meaning and purpose of a degree D OES THE SEPARATE GE SERVE STUDENTS ?

18 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) D R. N ATASHA J ANKOWSKI

19 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Breadth of study, to provide students with learning about relationships between fields of study and foundations of knowledge. B ROAD, INTEGRATIVE KNOWLEDGE

20 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) BROAD, INTEGRATIVE KNOWLEDGE The student is able to: Describe how existing knowledge or practice is advanced, tested and revised. Describe and examine perspectives on key debates within the field and in society. Illustrate core concepts of the field while executing analytical, practical or creative tasks.

21 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) BROAD, INTEGRATIVE KNOWLEDGE, continued. Select and apply recognized methods in interpreting discipline- based problems. Assemble evidence relevant to problems, describes its significance, and uses it in analysis. Describe the ways in which at least two disciplines define, address and justify the importance of a contemporary challenge or problem. Identify, categorize and distinguish among ideas, concepts, theories and practical approaches to problems.

22 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) How does your department explain the value of liberal education to its degree students? What communication is undertaken to explain the value of attaining an associate degree, even for students whose goals are transfer? How does the listing of broad, integrative knowledge competencies alter your thinking about the content offered within the program of study? Do your student understand how the breadth component impacts their learning competencies? B ROAD, I NTEGRATIVE K NOWLEDGE : A REAS FOR D ISCIPLINES TO P ROBE

23 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Depth of study within a particular area or discipline, to permit students to learn the skills for mastery and to achieve mastery in the chosen discipline or area. S PECIALIZED K NOWLEDGE ( MASTERY )

24 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) SPECIALIZED KNOWLEDGE (knowledge acquired in a specialized field of study to attain “depth of learning/mastery” competencies). The student is able to: Describe the scope and principal features of the field of study, citing core theories and practices, and offers a similar explication of a related field. Illustrate the field’s current terminology. Generate substantially error-free products exhibits, or performances in the field.

25 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) One task within the degree is for students to know the difference between learning for general understanding and learning for mastery. How does the degree curriculum make the distinction? How can your degree program teach students to delve in and learn something completely? How can they demonstrate mastering or conquering something of depth within the field of study? What knowledge in your associate degree program is suitable for mastery? How can one understand associate degree level mastery from bachelor’s level? Entering level from mid-career? S PECIALIZED K NOWLEDGE : A REAS FOR D ISCIPLINES TO P ROBE

26 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) F OLLOW -U P Q UESTIONS Additional Resources NILOA: DQP Corner: QPCorner.html

27 Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) C ONTACT U S : Laurel Hunter, Grant Project Manager, Krista Johns, Project Director Website:


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