overview tuning defined tuning in the us the tuning process benefits of tuning why tuning is...

Overview

• Tuning Defined• Tuning in the US• The Tuning Process• Benefits of Tuning• Why Tuning is Different

What is Tuning?

A collaborative, faculty-driven process that “harmonizes” curricula around defining what a student should know and be able to do in a chosen discipline at the completion of a degree by:

• Defining areas of competency

• Identifying learning outcomes

• Scaling competencies and outcomes to degree level

Associate’s

Bachelor’s

Master’s

Tuning’s Key Premises

• Curricula should not be standardized

• Faculty control the discipline

• Academic autonomy and flexibility are essential

Harmonized Distinctiveness

Given these premises, Tuning:• Does not align curricula

• Preserves distinctiveness of curricula

• Harmonizes curricula around shared ideas of appropriate student learning

Harmonized Distinctiveness

Tuning as Sculpture:

• Discipline competencies & outcomes provide armature

• Programs determine the sculpture’s shape through:• Distinct curricular approaches• Unique sets of resources• Institutionally-specific missions

Harmonized Distinctiveness

Tuning Educational Structures in the US

Lumina Foundation initiated Tuning to address the foundation’s Goal 2025:

Increase the percentage of Americans with high-quality degrees and credentials

from 39 percent to 60 percent by the year 2025

Researched and imported by Lumina Foundation to address the foundation’s Goal 2025:

Quality = Student Learning

Tuning in the US

Tuning’s Contribution to Quality• Makes discipline experts (faculty) the drivers

• Emphasizes student learning (what a student knows and is able to do)

• Creates space for innovative approaches to education (curriculum design, transfer, etc.)

• Synergizes with other educational priorities• Underrepresented / ‘At-Risk’ populations• Student preparation and success• NGA’s Common Core State Standards

Tuning in the US

• Biology• Physics• Chemistry• Mathematics• Civil Engineering• Electrical Engineering• Industrial Engineering• Mechanical Engineering• Chemical Engineering• Biomedical Engineering

• Elementary Education• Physics Education• History Education• Marketing• Nursing• Social Work• History• Psychology• Business• Graphic Design

Tuning in the US

• Indiana• Minnesota• Utah• Texas• Kentucky• Midwest Higher Education Compact• American Historical Association• Accrediting Commission for Community & Junior Colleges

THE PROCESSTuning: A Brief Introduction

The Tuning Process

• Identify core competencies• Write core outcomes

Define Discipline

Core

• Identify education pathways• Identify career fields

Map Career Pathways

• Identify stakeholders• Devise consultations tools• Gather input

Consult Stakeholders

• Review input• Revise discipline core

Hone Discipline

Core

• Identify departmental assets, priorities,& mission

• Map discipline core to program• Write degree specifications

Implement Locally

Five Components

The Tuning Process

• Builds on existing learning outcome work (by institutions, national groups, and professional associations, etc.) to set reference points for curricula

• Emerges from three elements• Discipline profile• Core competencies• Demonstrable learning outcomes

• Scales expectations higher as students progress

Define the discipline core

The Tuning Process

Map career pathways

• Identifies who employs graduates and in what occupations

• Informs faculty about ‘consumers’ of degree holders

• Identifies targets of consultations

The Tuning Process

Seeking feedback/input from:• Colleagues• Students• Alumni• Potential employers• Campus advising personnel

Using:• Focus groups• Surveys• Focused interviews

Consult stakeholders

Consult Stakeholders

Consultation and conversation with stakeholders should be

regular and ongoing

The Tuning Process

Revise with thought given to:• Stakeholder input on competencies

• Faculty input on discipline core

• Differentiation among degree-levels

Hone the discipline core

Revisions

Faculty

Students

AlumniEmployers

The Tuning Process

Institution Name and DepartmentDegree Name

Purpose

Characteristics

Career Pathways

Education Style

Program Competencies & Outcomes

Implement Locally

Implement Locally

Planning for local-level support & activity yields

greater effectiveness

Tuning’s Products

1. Discipline Core• Explanation of the discipline• Competencies & learning outcomes scaled

to degree level

2. Career Pathways• List of occupations and fields, perhaps with

explanations & recent examples• May include charts for informing students

about possibilities

3. Degree Specifications• Unique to each institution• One specification for each degree offered

Tuning yields three final documents:

Tuning’s Products

1. Discipline Core• Explanation of the discipline• Competencies & learning outcomes scaled

to degree level

2. Career Pathways• List of occupations and fields, perhaps with

explanations & recent examples• May include charts for informing students

about possibilities

3. Degree Specifications• Unique to each institution• One specification for each degree offered

Tuning yields three final documents:

Tuning’s Products

1. Discipline Core• Explanation of the discipline• Competencies & learning outcomes scaled

to degree level

2. Career Pathways• List of occupations and fields, perhaps with

explanations & recent examples• May include charts for informing students

about possibilities

3. Degree Specifications• Unique to each institution• One specification for each degree offered

Tuning yields three final documents:

THE BENEFITSTuning: A Brief Introduction

Benefits of Tuning1. Puts faculty on the leading edge of defining academic

quality

2. Builds trust among institutions through faculty collaboration

3. Encourages comparability among institutions

4. Defines student success in terms of student learning

5. Emphasizes student proficiency as part of transfer

6. Encourages INTENTIONALITY in educating students

Benefits of Tuning

From the student perspective:

• Clear pathways to degree

• Explicit expectations for success

• Early support for career identification

• Tools for communicating these to students

WHY TUNING IS DIFFERENTTuning: A Brief Introduction

Why Tuning Is DifferentNot just writing outcomes Student-progress-oriented

Not isolated within programs Shared core facilitates transfer

Not insulated from practicalities Supports students’ career aspirations

Not just navel-gazing Integrates general & specific learning

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Shelly Valdez

svaldez@iebcnow.org

David W. Marshall

dmarshall@iebcnow.org