1. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) DQPP W EBINAR : A LIGNING D EGREE O UTCOMES TO THE DQP Tuesday, September 10, 2013 9:30 a.m. HI, 12:30 p.m. CA Wednesday September 11, 2013 7:30 a.m. Marshall Islands

2. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) P RESENTERS Paul L. Gaston, III, Trustees Professor at Kent State University (Ohio), one of the four authors of The Degree Qualifications Profile (2011). 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 Briefly set the context for our work Report on the state of SLO implementation at community colleges in the Western Region Describe the Degree Qualifications Profile (DQP) and what aligning degree outcomes entails Discuss methods and variations of “alignment” at the community college level Consider questions related to specific areas of learning

4. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) A UDIENCE C OMMENTS AND Q UESTIONS We will attempt to include audience comments and questions during the course of the webinar. Questions that remain unaddressed will be answered in a posting after the conclusion of the webinar.

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 (CA, HI, 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) W E DO THIS FOR THE STUDENTS. And so, we “begin with the end in mind.” Stephen R. Covey 7 Habits of Highly Effective People

7. 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, lhunter@accjc.org lhunter@accjc.org Shane Piccinini, Grant Project Assistant, spiccinini@accjc.org Website: www.dqpp.orgwww.dqpp.org

8. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T HE HEIGHTENED PUBLIC FOCUS ON STUDENT LEARNING

9. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) THE VALUE OF A DEGREE “In the national political dialog, value [of higher education] is equal to quality over cost.” Terry Hartle, American Council on Education “Value metrics include student loan default and repayment rates, student progression and completion, operating costs per degree, employment rates, and student learning outcomes. What isn’t readily available is data in usable form related to student learning.” Michael Offerman, Academic Metrics [Transparency by Design] and Higher Education Expert

10. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T HE HEIGHTENED PUBLIC FOCUS ON STUDENT LEARNING

11. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T HE COMPLETION AGENDA – MOBILITY AS A FACTOR 1/4 of students are in a school different from where they were the previous fall. 1/3 of all students change institutions at some time before earning a degree. About 60% of students who transfer from community college complete at least a bachelor’s degree within four years. For students who transfer with an AA degree, that number jumps to over 71%.

12. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T HE HEIGHTENED PUBLIC FOCUS ON STUDENT LEARNING

13. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T RANSPARENCY AND A CCESSIBILITY Information no longer the purview of academe. Institutions are being asked to make student achievement and learning statistics to:  Drive student choice  Inspire improvement and amenability to external expectations  Insert market forces (i.e. competition, revenue)  Bring others to the decision table

14. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T HE HEIGHTENED PUBLIC FOCUS ON STUDENT LEARNING

15. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) A LTERNATIVE P ATHWAYS TO C REDENTIALS Credit for learning through experience Badges Certifications External assessment of credits Assessments by trades and professions

16. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) A ND THE HEIGHTENED FOCUS IS ALSO MIRRORED IN HIGHER EDUCATION Hawaii Community Colleges– performance funding California Community Colleges- Student Success Scorecard Programs with direct assessment of learning Transfer and assignment of credit

17. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) D IRECT A SSESSMENT OF L EARNING : “ DISRUPTION DÉJÀ VU ” No fixed time to completion Units and credit hours don’t drive decision-making No grades, only “mastered” or “not yet mastered” Mastery of all learning competencies required for credential Increased emphasis on student advising and student services, linking students with students

18. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) S TUDENT L EARNING O UTCOMES A SSESSMENT Ten years after the adoption of a stronger emphasis in student learning in accreditation standards, 2012-2013 Status Reports on SLO Implementation were requested of all member colleges by the ACCJC. Half of the colleges reported in October, 2012, and half reported in March, 2013. All colleges submitted reports.

19. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) W HAT WE LEARNED All accredited community colleges in the Western Region are active with student learning outcomes. About half of member institutions have ongoing assessment in 95% or more of programs. Two- thirds of institutions have ongoing assessment in 75% or more of programs. Over 85% of member institutions have ongoing assessment of all institutional learning outcomes.

20. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) SLO A SSESSMENT R ESULTS HAVE BEEN USED FOR : Redistribution of college resources; Changes in staff assignments in developmental programs to allow more one-on-one student teaching time; Changes in teaching methodologies, courses and course delivery, and program requirements;

21. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) SLO A SSESSMENT R ESULTS HAVE BEEN USED FOR : College-wide dialog about continuous improvement; Demonstrating increased student engagement, knowledge, and attainment; Increasing whole-college involvement in student success; Realignment and redesign of student services.

22. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) C HALLENGES D ISCOVERED 20% of colleges are not engaged in ongoing assessment of courses or programs at a meaningful level. Over 10% of colleges do not have significant levels of assessment ongoing for institutional learning outcomes. More than 10% of colleges are not fully engaged in assessment of student and learning support services.

23. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T WO C ONSISTENT I SSUES 1. Alignment of outcomes, course-to- program/degree-to-institutional, does not correlate with better overall performance in student learning outcomes assessment. 2. Student awareness and student decision-making from SLOs is not yet a significant part of SLO practice.

24. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) E XPLORING THE DQP FOR ALIGNMENT OF ASSOCIATE DEGREE - LEVEL STUDENT LEARNING OUTCOMES As a means to:  Revisit the alignment of outcomes across programs  Examine ways to enhance the student experience, pathways, and success  Achieve greater levels of program completion  Support innovation in the classroom and in programs

25. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) One of several strategies for addressing the call to increase quality degree completions nationally. A framework to help create understanding of the value of a degree. An intentional focus on student learning as the measure for valuing the degree. A means for establishing both the common and the unique elements of a college’s offering within a shared vocabulary. D EGREE Q UALIFICATIONS P ROFILE 25

26. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) o Categorizes degree-level student learning outcomes into five categories of learning. o Identifies student learning outcomes in these categories at the associate, bachelor’s and master’s degree levels. o The outcomes are not detailed from the perspective of specific disciplines; this is to happen as the DQP is used for creating a particular degree profile. D EGREE Q UALIFICATIONS P ROFILE 26

27. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Two types of knowledge: specialized and broad/integrative. Specialized: depth of study within a particular area or field, to permit students to learn and achieve mastery. Broad/integrative: breadth of study, to provide students with learning about relationships between fields of study and foundations of knowledge. T HE F IVE C ATEGORIES OF L EARNING “T HE 5 PLUS 1”

28. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Intellectual Skills, skills which enable the other realms of learning:  Analytic inquiry  Use of information resources  Engaging diverse perspectives  Quantitative fluency  Communication fluency T HE F IVE C ATEGORIES OF L EARNING

29. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Applied learning, what graduates can do with what they know:  knowledge and skills from coursework applied in non-academic settings  application of learning from external experiences to work within the academic setting T HE F IVE C ATEGORIES OF L EARNING

30. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Civic learning, related to knowledge of, and commitment to action within a community context. [Awareness of self as a member in society.] T HE F IVE C ATEGORIES OF L EARNING

31. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) A P OSSIBLE S IXTH C ATEGORY Institution-specific area: As appropriate, that unique (or uniquely important) aspect of learning all degree earners attain by studying at your particular institution.

32. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) The framework can move conversation beyond process and format to content more quickly. It provides a means for identifying possible gaps in existing degree level outcomes. The categories of learning and levels of outcomes offer examination and comparison outside the department and college. W HY THE DQP? 32

33. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Aligning Associate Degree-level Outcomes To the Degree Qualifications Profile

34. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) C OMMON Q UESTIONS OR C ONCERNS ABOUT DQP A LIGNMENT Why do this again? We already have degree outcomes. What exactly are we aligning? The whole degree? What is the intended audience of this work? How will this activity improve a student’s experience in our program/at our college? Is there a quick how-to example?

35. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) A N A LIGNMENT P RODUCT : T HE D EGREE S PECIFICATION

36. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) E LEMENTS OF THE D EGREE S PECIFICATION Degree Name: Purpose Statement: Provide a succinct statement of the program philosophy as it relates to the specific degree. Characteristics: Highlight the distinctive elements of this degree track, including disciplines and featured subject areas. Career Pathways: Describe the possible careers for the degree. Education Style: Identify learning and teaching approaches (like lecture, seminar, or labs) and describe possible assessment methods. Core Learning and Competencies: Insert the DQP-aligned SLOs for this degree [separate grid for this work attached].

37. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) DQP A LIGNMENT FOR L EARNING /C OMPETENCIES D ESCRIPTION What should we do first: map our current outcomes to DQP categories or have a general discussion about competencies? With which category of learning should we begin? Why is this approach better than the one we already have?

38. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) APPLIED LEARNING (experience from outside the class is brought to bear on classroom material; classroom material is brought to bear on outside the class experiences).

39. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) APPLIED LEARNING The student can: Describe in writing a case in which knowledge and skills acquired in academic settings are applied to a challenge in a non-academic setting; evaluate the learning gained; and analyze a significant concept or method related to the course of study in light of learning from outside the classroom. Locate, gather and organize evidence on an assigned research topic addressing a course-related question or a question of practice in a work or community setting; offer and examine competing hypotheses in answering the question.

40. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) CIVIC LEARNING (developing a readiness and acceptance of each person’s understanding of and obligation to contribute to their community).

41. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) CIVIC LEARNING The student can: Describe his or her own civic and cultural background, including origins, development, assumptions and predispositions. Describe historical and contemporary positions on democratic values and practices, and presents his or her position on a related problem. Take an active role in the community (work, service, co- curricular activities) and examine civic issues encountered and insights gained.

42. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) INTELLECTUAL SKILLS: analytic inquiry; use of information resources; engaging diverse perspectives; quantitative fluency; communication fluency (all of which facilitate attainment of learning outcomes across the other categories).

43. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) INTELLECTUAL SKILLS The student can: Identify, categorize and distinguish among ideas, concepts, theories and practical approaches to problems. (Analytic inquiry) Identify, categorize and appropriately cite information for an academic project, paper or performance. (Use of information resources)

44. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) INTELLECTUAL SKILLS, continued: Describe how cultural perspectives could affect interpretation of problems in the arts, politics or global relations. (Engaging diverse perspectives) Present accurate calculations and symbolic operations and explain their use either in the field of study or in interpreting social or economic trends. (Quantitative fluency) Present substantially error-free prose in both argumentative and narrative forms to general and specialized audiences. (Communication fluency)

45. 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.

46. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) BROAD, INTEGRATIVE KNOWLEDGE (knowledge acquired in general education fields to attain “breadth of learning/liberal education” competencies).

47. 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.

48. 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.

49. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) G ENERAL O BSERVATIONS APPLIED LEARNING CIVIC LEARNING INTELLECTUAL SKILLS SPECIALIZED KNOWLEDGE BROAD, INTEGRATIVE KNOWLEDGE

50. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) T HANK YOU FOR JOINING US Contact us: Laurel Hunter, Grant Project Manager, lhunter@accjc.org lhunter@accjc.org Shane Piccinini, Grant Project Assistant, spiccinini@accjc.org Website: www.dqpp.orgwww.dqpp.org

51. Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges DEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) Degree Qualifications Profile http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf National Institute for Learning Outcomes Assessment [SLO Toolbox, Occasional Papers, resources from other colleges, DQP projects] http://www.learningoutcomeassessment.org/‎ National Student Clearinghouse Signature Reports http://research.studentclearinghouse.org/ ACCJC’s Degree Qualifications Profile Project [Degree Specification Worksheet, participating college projects, conference materials, ACCJC and other resources] http://www.dqpp.org/ URL S TO RESOURCES CITED IN THIS PROGRAM