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Accrediting Commission for Community and Junior Colleges, WASC
IMPLEMENTING THE DEGREE QUALIFICATIONS
PROFILE (DQP) IN COMMUNITY COLLEGES
Strengthening Student Success Conference
Wednesday, October 9, 2013
SFO Marriott
www.accjc.org
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
A PUBLIC DISCUSSION:
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 (ACE)
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
A PUBLIC DISCUSSION:
THE VALUE OF A DEGREE
“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, Transparency by Design
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
A PUBLIC DISCUSSION:
STUDENT ACHIEVEMENT AND LEARNING
Completion Agenda
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
THE COMPLETION AGENDA:
MOBILITY AS A FACTOR
• 1/4 of students are in a school different from
•
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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%.
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
COLLEGE STATUS REPORT ON
SLO IMPLEMENTATION
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.
www.accjc.org
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
WHAT 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.
• Over 85% of member institutions have ongoing
assessment of all institutional learning outcomes.
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
CHALLENGES DISCOVERED
• 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.
www.accjc.org
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
TWO ISSUES– ACROSS ALL LEVELS OF
SLO IMPLEMENTATION
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.
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
EXPLORING 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
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
DEGREE QUALIFICATIONS PROFILE
• 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.
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October 11
9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
DEGREE QUALIFICATIONS PROFILE
• Categorizes degree-level student learning outcomes
into five categories of learning.
• Identifies student learning outcomes in these
categories at the associate, bachelor’s and master’s
degree levels.
• 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.
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12 9, 2013
October
Accrediting Commission for Community and Junior Colleges, WASC
THE FIVE CATEGORIES OF LEARNING
“THE 5 PLUS 1”
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.
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
THE FIVE CATEGORIES OF LEARNING
Intellectual Skills, skills which enable the other
realms of learning:
 Analytic inquiry
 Use of information resources
 Engaging diverse perspectives
 Quantitative fluency
 Communication fluency
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
THE FIVE CATEGORIES OF LEARNING
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
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
THE FIVE CATEGORIES OF LEARNING
Civic learning: related to knowledge of, and
commitment to action within a community
context. [Awareness of self as a member in
society.]
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
A POSSIBLE SIXTH CATEGORY
Institution-specific area: As appropriate, that
unique (or uniquely important) aspect of
learning all degree earners attain by studying at
your particular institution.
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
WHY THE DQP?
• The framework can move conversation
beyond process and format to “the real
discussions” 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.
www.accjc.org
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
NILOA DASHBOARDS: USES OF THE DQP
Discussion of DQP
Outcome Review
Curriculum Mapping
Transfer
Program Development
Accreditation
Strategic Planning
Assessment
Other
0
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100
150
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
NILOA DASHBOARDS
99
173
Unfunded
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Funded
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
NILOA DASHBOARDS: DEGREE LEVEL
51
93
159
Associate
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Baccalaureate
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Master
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
DQP VISION OF ASSESSMENT
• Integral to teaching and learning, not an addon “exo-skeleton”
• Focuses on what students can do – action
verbs
• For all students, not just a sample
• Cumulative and connected
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
FACULTY AND ASSESSMENT
• Faculty must drive assessment
• Validate competence through assignments:
 lab specifications
 test questions
 performance protocols
 exhibit instructions
 field work questions
 paper topics with rubrics
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
Aligning Associate Degree-level
Outcomes to the
Degree Qualifications Profile
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
COMMON QUESTIONS OR CONCERNS
ABOUT DQP ALIGNMENT
• 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 an quick how-to example?
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
AN ALIGNMENT PRODUCT:
THE DEGREE SPECIFICATION (DQPP.ORG)
www.accjc.org
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
ELEMENTS OF THE DEGREE SPECIFICATION
Degree Name:
Purpose Statement:
Characteristics:
Career Pathways:
Provide a succinct statement of the program
philosophy as it relates to the specific degree.
Highlight the distinctive elements of this degree
track, including disciplines and featured subject
areas.
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].
www.accjc.org
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
COMMUNITY COLLEGES AND THE DQP
• 93 Associate Degree granting institutions are
engaged with the DQP
• Most focus on specific programs and
pathways to transfer
• Working in partnership with four-year
institutions or employer advisory groups
•Sharing assignments and data
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
INTERESTING EXAMPLES
•Kansas City Kansas Community College
•Lane Community College
•New Mexico Junior College
•Middlesex Community College
•Central Wyoming College
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
LESSONS LEARNED-
• DQP is a conversation starter: offers a common vocabulary
for talking about outcomes
• Are we working with the right outcomes?
• Curricular mapping with assessment in mind: Where are
students mastering these competencies? Where are the
gaps?
• Certify transfers, align and “streamline” systems
• Doing assessment right is a continuing perennial challenge
• Faculty engagement and ownership are essential and these
take time
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
SOME PROJECTS IN OUR REGION
ACCJC’S DQP PROJECT
DQPP.ORG
www.accjc.org
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
Pasadena
Gavilan
City
Improving
The DQP &
Understanding
Cerritos
ABET
Of Associate Degrees
Marshall
Grossmont
Aligning CTE
Islands
Copper
Mountain
Programs
Kapi’olani
www.accjc.org
Mission
MiraCosta
Gen Ed Across the
Curriculum
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
Shasta
Strengthening
University Studies
degree
Aligning
Program
Outcomes
Santa
Rosa
Strengthening
Sacramento Student
City
Progression
Riverside
CC
West
Hills
Saddleback
www.accjc.org
October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
NILOA – SLO AND DQP RESOURCE
•National Institute for Learning Outcomes
Assessment (NILOA)’s mission is to discover
and disseminate effective use of assessment
data to strengthen undergraduate education
and support institutions in their assessment
efforts.
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
NILOA’s DQP Corner Website:
http://www.learningoutcomesassessment.org/DQPCorner.html
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October 9, 2013
Accrediting Commission for Community and Junior Colleges, WASC
ACCJC
10 Commercial Blvd., Suite 204
Novato, CA 94949
415-506-0234
(FAX) 415-506-0238
Website: www.accjc.org
Email: [email protected]
Thank you!
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October 9, 2013