1 THE DEGREE QUALIFICATIONS PROFILE: A FRAMEWORK FOR ASSESSING GENERAL EDUCATION Natasha Jankowski and Pat Hutchings, NILOA Stefani Dawn, Oregon State University Laurie Dodge, Brandman University AAC&U General Education and Assessment March 1, 2014
2 The Plan Brief Introduction to DQP NILOA s role and overview of findings The DQP as a framework for assessing general education Two campus examples Conversation and Questions Resources
3 What is the DQP? Using the DQP on your campus? For what purposes? Experience thus far?
4 What is the DQP? A framework for what students should be expected to know and do in all majors In 5 areas of proficiency At 3 successive degrees levels & global* & collaborative* *Incl ethical reasoning
5 NILOA s mission is to discover and disseminate effective use of assessment data to strengthen undergraduate education and support institutions in their assessment efforts. SURVEYS WEB SCANS CASE STUDIES FOCUS GROUPS OCCASIONAL PAPERS WEBSITE RESOURCES NEWSLETTER LISTSERV PRESENTATIONS TRANSPARENCY FRAMEWORK FEATURED WEBSITES ACCREDITATION RESOURCES ASSESSMENT EVENT CALENDAR ASSESSMENT NEWS MEASURING QUALITY INVENTORY POLICY ANALYSIS ENVIRONMENTAL SCAN DEGREE QUALIFICATIONS PROFILE TUNING
6 NILOA s partnership with the DQP NILOA is serving as information harvester for all of the funded and unfunded work currently going on with the DQP
7 NILOA and the DQP Document what is being done, by whom, and lessons learned; Identify synergies and cross-cutting issues; Provide support to campuses; Gather information which helped inform the DQP 2.0 currently available for comment through March 15, 2014 here:
8 What We re Learning
9 Number of institutions Institutional Control of Institutions Working with the DQP Public Private Private For- Profit N/A
10 400 institutions working with the DQP: 235 institutions are unfunded 165 institutions in Lumina funded projects What is the nature of this work? Discussion of DQP Outcome Review Curriculum Mapping Transfer Program Development Accreditation Strategic Planning Assessment Other Missing Data Number of Institutions
11 DQP has compelled faculty to think collectively about the course sequence and program as well as degree in ways we never had before.
12 The DQP as a Framework for Assessing General Education What are the challenges in designing and assessing general education? To agree on outcomes, and to think of teaching and learning and curriculum in terms of outcomes Getting people to think about learning collectively, beyond individual courses (alignment) To identify assessment approaches that are valued across different fields
13 The DQP as a conversation starter, and a common vocabulary for talking about outcomes universal translator The DQP as a framework for curricular mapping where are we teaching these things, where are the gaps? The DQP as an integrated (vs exo-skeletal) model of assessment built into classroom assignments, for all students.
14 DQP and General Education 104 institutions are using the DQP in relation to GE Institutions have: Mapped and aligned GE learning outcomes to DQP Included co-curricular aspects into their GE and refocused on civic learning Integrated GE into major/program curriculum Integrated DQP and LEAP Moved from a distribution model to an outcome model Integrated signature assignments and capstone assessments on GE outcomes that occur within majors Realized that GE is not just something done outside the discipline!
15 Stefani Dawn, Director Academic Programs, Assessment, & Accreditation Oregon State University Katie Winder, Dean of Arts, Social Sciences and Humanities Linn-Benton Community College
16 Horizontal Alignment Aligning learning outcomes across institutions at the same level Particularly important for commonly transferred courses. Looking at general writing outcomes and WR 121 at both institutions. Current SLOs derived from Writing Program Administration Council (WPA) standards
17 Institutional Level Writing Student Learning Outcomes LBCC 1. Read actively, think critically, and write purposefully and capably for academic and, in some cases, professional audiences. 2. Locate, evaluate, and ethically utilize information to communicate effectively. 3. Demonstrate appropriate reasoning in response to complex issues. Writing I OSU 1. Be able to use multiple writing strategies in order to explore, clarify, and effectively communicate ideas to appropriate audiences. 2. Demonstrate an understanding of language, form, and style. 3. Incorporate critical thinking at all steps in their writing process. Writing II 1. Apply multiple theories, concepts, and techniques for creating and evaluating written communication. 2. Write effectively for diverse audiences within a specific area or discipline using appropriate standards and conventions. 3. Apply critical thinking to writing and writing process, including revision.
18 Looking at the General SLOs Consider purpose: community college goals and audience versus a 4-year institution LBCC Transfer students versus terminal students or technical/vocational degrees OSU Progressive curriculum, designed for 4 years. Alignment with national efforts (WPA) Purpose of general SLOs Set the tone of expectation Some specificity is needed for clarity of expectation and prioritization How well do the general SLOs need to align?
19 Writing SLOs LBCC OSU 1. Write expository essays using such strategies as narration, definition, comparison/contrast, classification, description, examples, process analysis, cause and effect, and persuasion. 2. Identify and target an audience, purpose, and situation. 3. Focus and develop a thesis. 4. Structure ideas clearly and logically. 5. Present material with an introduction which defines the subject and previews the content of the essay, a well-developed discussion section, and a conclusion derived from the thesis and presented material. 6. Write in a variety of expository formats including journals, reviews, and arguments. 7. Revise and edit their material to reflect college-level grammar, syntax, spelling, and punctuation. 8. Read and analyze textbook and outside readings. 9. Locate, interpret, paraphrase and/or summarize outside sources. 10.Use outside sources with appropriate documentation, in-text citations, and works cited sections. 11.Understand the concept of plagiarism and how to avoid it. Think critically Write capably Audiences Locate, evaluate, ethically utilize information Response to complex issues 1. Recognize and respond to a range of rhetorical situations and audiences especially academic audiences applying appropriate measures in format and structure; claims, support, evidence, and appeals; and voice, tone, and level of formality. 2. Develop and reflect on strategies for the writing process, including generating, revising, editing, and proofreading texts. 3. Locate, analyze, evaluate, and synthesize appropriate print and online primary and secondary sources. 4. Articulate and integrate personal ideas with those of others ethically and effectively through writing. 5. Demonstrate knowledge of academic genre conventions, including MLA citation standards. 6. Illustrate proficiency in syntax, grammar, and spelling. Audiences explore, clarify, and effectively communicate Demonstrate an understanding of language, form, and style. Think critically
20 The Importance and Limitations of SLOs Importance When SLOs are paid attention to and constructed purposefully, they should serve as a guide Limitations Kitchen sink SLOs get ignored or instructors pick and choose and there is variability in implementation. SLOs are only one step in alignment (vertical or horizontal), you HAVE to look at implementation and skills attainment.
21 Assignments, Grading, Attainment LBCC Three or more substantial essays and other informal writing assignments for a minimum of 3,000 words of formal, graded writing during the term. Ideally, students will substantially revise these essays after they receive a grade and feedback from the teacher. At least one of these essays will require research support using high-quality sources, in-text citations, and a Works Cited page when appropriate. Should include an information literacy assignment and a session with the librarian if possible. Recommended that a practice final exam be given in the ninth or tenth week, and that they be scored using the same rubric as the holistic reading. A two-part final exit exam will be holistically graded and will count as 30% of the total course grade. Instructors grades of classroom activities, projects, and assigned activities are worth 70% of the final grade. OSU Three major papers Supporting assignments Information Literacy Project Final grade of C- required Grading criteria (rubric) Quality and depth of thinking Organization and coherence Style and technique Use of genre conventions
22 Needs and Next Steps Identify, clarify, and prioritize What are THE CRITICAL SKILLS for the freshman and sophomore writer? Compare rubrics and assessment criteria OSU is going to participate in the LBCC grading session. Revisit SLOs Further develop internal vertical alignment (writing progression) and horizontal alignment (200-level)
23 Laurie Dodge, Vice Chancellor of Institutional Assessment and Planning; Vice Provost Brandman University
24 24 Brandman University Serves working adults, part of the Chapman University system Private, non-profit In California & 27 campuses with Blended and Fully Online Delivery 7,500 students (FTE) 72 full-time faculty, 1,500 adjunct faculty 4 Academic Schools Associate, baccalaureate, masters, and doctoral programs
25 Brandman University General Education Revision Process AACU LEAP & DQP Revised General Education & University Degree Qualifications 1. Applied Learning 2. Innovation & Creativity 3. Civic Engagement 4. Global Cultures 5. Integrated Learning
26 General Education Revised Step 1: BA Incorporation of Basic Skills Quantitative Reasoning Communication Fluency Required Core Courses of Liberal Education Foundation LBSU 302 Information Fluency & Academic Integrity LBSU 300 Liberal Arts Core Foundation Disciplinary Skills Requirement Discipline-based Writing Course Disciplinary Foundations Course Brandman University BA/S degree requirements
27 *Note: Aligned with DQP Brandman University Degree Qualifications at BA level General Education Revised Step 2: AA Incorporation of Basic Skills Quantitative Fluency (note-quantitative Reasoning in BA) Communication Fluency Required Core Courses of Liberal Education Foundation LBSU 100 Student Success Strategies LBSU 105 Academic Foundations Learning Outcomes Written Fluency Oral Fluency Quantitative Fluency Applied Learning* Innovation & Creativity* Global Cultures/Engaging Diverse Perspectives*
28 Brandman University Approach: 4-point Rubrics and Course Embedded Assessment Curriculum Maps & Assessment Process University Degree Qualifications for BA degree mapped to upper division required courses across all majors Program Assessment conducted (2013) for Integrated Learning and Civic Engagement General Education outcomes mapped to specific lower division courses Assessment conducted through Signature Assignments in Courses Rubrics based on VALUE Rubrics Ongoing assessment for population of students First Program Assessment Spring 2014 for all outcomes
29 Brandman University General Education Shared across Four Schools Arts & Science Education GET Faculty Business & Professional Studies Nursing & Health Professions General Education Team (GET) chaired by the School of Arts & Science Dean and includes Assessment Office staff
30 Discussion How do these stories resonate for your campus and what would you add?
32 DQP Corner
33 NILOA s DQP Corner Resources New to the DQP DQP in Practice DQP Resource Kit DQP Webinar Series DQP Case Studies DQP Occasional Paper Working with the DQP? Tell us here: org/institutioninfocaptureform.aspx
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