wednesday, december 4, 2013 10:30 a.m. hawai’i,* 12:30 p.m. california

Accrediting Commission for Community and Junior CollegesWestern Association of Schools and CollegesDEGREE QUALIFICATIONS PROFILE PROJECT (DQPP) DQPP WEBINAR SERIES:

ALIGNING DEGREE OUTCOMES TO THE DQP

BROAD, INTEGRATIVE KNOWLEDGE AND SPECIALIZED KNOWLEDGE

Wednesday, December 4, 2013

10:30 a.m. Hawai’i,* 12:30 p.m. California

Saturday, November 23, 2013

8:30 a.m. Marshall Islands*

(*now that the mainland is on Daylight Savings Time)

Accrediting Commission for Community and Junior CollegesWestern Association of Schools and CollegesDEGREE QUALIFICATIONS PROFILE PROJECT (DQPP)

PRESENTERS• 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.


PURPOSE OF THIS WEBINAR• 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.


• Broad, integrative knowledge • Specialized knowledge (mastery)• Applied learning • Civic learning• Intellectual skills• College-specific area of learning, as appropriate

THE FIVE CATEGORIES OF LEARNING“THE 5 PLUS 1”


DQP PROJECT• 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.


CONTACT US:• Laurel Hunter, Grant Project Manager,

[email protected]

• Krista Johns, Project Director [email protected]

• Website: www.dqpp.org

mailto:[email protected]


http://www.dqpp.org/


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KRISTA JOHNS, JD


• 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

EXPECTATIONS FOR COLLEGE EDUCATION:


• 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

DEGREE QUALIFICATIONS PROFILE


• 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

THE DEGREE-LEVEL OUTCOMES WITHIN THE FIVE AREAS OF

LEARNING


• 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

THE DQP’S FIVE AREAS OF LEARNING


• 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:

DISPELLED FROM DEGREE PROGRAMS:


• 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

DOES THE SEPARATE GE SERVE STUDENTS?


DR. NATASHA JANKOWSKI


Breadth of study, to provide students with learning about relationships between fields of study and foundations of knowledge.

BROAD, INTEGRATIVE KNOWLEDGE


BROAD, INTEGRATIVE KNOWLEDGEThe 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.


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.


• 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?

BROAD, INTEGRATIVE KNOWLEDGE:AREAS FOR DISCIPLINES TO PROBE


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.

SPECIALIZED KNOWLEDGE (MASTERY)


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.


• 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?

SPECIALIZED KNOWLEDGE:AREAS FOR DISCIPLINES TO PROBE


FOLLOW-UP QUESTIONSAdditional Resources

NILOA:http://

learningoutcomesassessment.org

DQP Corner:http://learningoutcomeassessment.org/DQPCorner.html

http://learningoutcomesassessment.org/

http://learningoutcomesassessment.org/

http://learningoutcomeassessment.org/DQPCorner.html

http://learningoutcomeassessment.org/DQPCorner.html


CONTACT US:• Laurel Hunter, Grant Project Manager,

[email protected]

• Krista Johns, Project Director [email protected]

• Website: www.dqpp.org



http://www.dqpp.org/

wednesday, december 4, 2013 10:30 a.m. hawai’i,* 12:30 p.m. california

Documents

knowledge outcomes

types of knowledge

project director

dqpp project

dqp areas of learning

dqp areas of broad

college learning outcomes

degree outcomes