1. The DQP and Tuning USA: NILOA Resources for Faculty Collaboratives Pat Hutchings & Jillian Kinzie NILOA

2. Our Interest: How could the FC community draw on and contribute to NILOA’s work on the DQP and Tuning?

3. What the World Needs Now A 21 st century liberal and liberating education requires aligning learning experiences so that ALL students acquire the knowledge, dispositions and proficiencies to be personally and economically self sufficient and civically responsible. Two initiatives that serve this purpose are the Degree Qualifications Profile (DQP) and the Tuning process as implemented in the United States.

4. The Plan NILOA’s work on the DQP and Tuning Coaches The Assignment Library How could we combine efforts?

5. Since 2008, NILOA’s mission has been to discover and disseminate effective uses of assessment data to strengthen undergraduate education and support institutions in their assessment efforts. ● S URVEYS ● W EB S CANS ● C ASE S TUDIES ● F OCUS G ROUPS ● O CCASIONAL P APERS ● W EBSITE ● R ESOURCES ● N EWSLETTER ● L ISTSERV ● P RESENTATIONS ● T RANSPARENCY F RAMEWORK ● F EATURED W EBSITES ● A CCREDITATION R ESOURCES ● A SSESSMENT E VENT C ALENDAR ● A SSESSMENT N EWS ● M EASURING Q UALITY I NVENTORY ● P OLICY A NALYSIS ● E NVIRONMENTAL S CANS ● D EGREE Q UALIFICATIONS P ROFILE ● T UNING USA ● C OACHING ● A SSIGNMENT D ESIGN www.learningoutcomesassessment.org

7. NILOA’s partnership with the DQP/Tuning NILOA is serving as information harvester for campus work on the DQP and Tuning. Institutional Activity Reports Project meetings Case studies Surveys And also….

8. DQP/Tuning Coaches 11 coaches (see handout) representing different institutional types, disciplines, and roles Experience with DQP, Tuning, and assessment Visiting and supporting work on interested campuses 33 visit requests Intersections with FC hub directors and faculty fellows? What topics or challenges might be common to our efforts? How can we (all) harvest and share our experience?

9. DQP TUNING

10. The DQP Assignment Library 40-some assignments aligned with DQP proficiencies Designed and used by faculty from a wide range of fields and institutional types Online, indexed, and searchable A work in progress http://www.assignmentlibrary.org/

11. ASSIGNMENTS PAPERS GROUP PRESENTATIONS EXAM QUESTIONS RESEARCH PAPERS REFLECTIVE WRITING COMMUNITY ENGAGEMENT PROBLEMS E-PORTFOLIOS

12. Impetus & Goals To build on campus efforts already underway and to respond to requests for models and examples. To honor and make visible the intellectual work of assignment design (SoTL) To demonstrate that faculty-made assignments provide more actionable information for improvement than other, more distant forms of assessment. To reflect a more integrated (vs. “exoskeletal”) vision of assessment, more likely to lead to improvement for students. See Ewell. 12

13. NILOA Occasional paper #16: The DQP: Implications for Assessment http://learningoutcomesassessment.org/occasionalpapersixteen.htm

14. How It Works Faculty apply to participate, with a draft assignment. NILOA hosts a day-long meeting—2 done, 2 to come. Participants work in 5-6 person, facilitated “charrettes,” learning about and commenting on one another’s assignments… Which are then revised and submitted in “final” form to the Library.

15. 15 What ’ s a “Charrette”? "Charrette" (Fr.) means a small cart. Because architecture students once deposited their assignments in it as the cart was rolled through the studio, architects now use the word to refer to an intense creative effort in a limited time period.

16. Participant Feedback “The assignment design focus is so obviously needed... but that need doesn't become visible and obvious… until brought to conscious attention in the charrette.” 76% of participants said “it helped me more clearly see my assignment through my students’ eyes.” 59%: “I’m more aware of aligning my assignments with desired institutional outcomes.” One of the most meaningful experiences with the DQP

17. Assignment Library: www.assignmentlibrary.org www.assignmentlibrary.org

18. Powerful Assignments… 1. Employ action verbs Assignment design begins with looking at what students must do to demonstrate mastery of a proficiency Example from one of the six cross cutting themes in the DQP - Analytic Inquiry - in the area of Intellectual Skills Associate’s Level – identify and frame a problem or question in a field of study and distinguish elements of ideas, concepts… Bachelor’s Level – differentiate and evaluate theories and approaches …within chosen field and one other Master’s Level – disaggregate, reformulate and adapt, principal ideas, techniques… in a project

19. Powerful Assignments… 2. Align with critical outcomes 3. Provide Scaffolding

20. 4. Engage and Motivate: J. Bean’s “Task as intriguing Problem”--(TIP), 2011. 5. Attention to issues of diversity and equity

21. http://www.learningoutcomeassessment.org/niloaassignmentlibrary.htm

22. What role will assignments play in your work? What is your experience with assignment design efforts? How could this FC community draw on and contribute to NILOA’s work on assignments?

23. www.degreeprofile.org