Document Archive

A Brief History of Tuning, Institute for Evidence-Based Change 

This document provides a concise history of the European origins of Tuning followed by it’s relations to the Bologna Process and its development in USA.

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Competence: What Do We Need to Read and Think About? August 2014; Clifford Adelman; Institute for Higher Education Policy.

This paper explains the necessity of understanding the competency-driven curriculum in higher education and attempts to map the definition of competence in terms of multi-layered knowledge. One main takeaway: Competence-based learning requires more than a simple definition.

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Developing Effective Signature Assignments: Lessons from the DQP. March 31, 2014; Peter Ewell; National Center for Higher Education Management Systems (NCHEMS); Indiana Signature Assignment Workshop; Ivy Tech Community College; Indianapolis.

This PowerPoint presentation provides insight into the process of developing assignments that effectively demonstrate students’ learning at various degree levels.

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The DQP line from proficiencies to assignments to records. March 28, 2014; Cliff Adelman; Institute for Higher Education Policy.

This PowerPoint presentation explores the DQP’s lineage and explains how the DQP can help ensure that students obtain quality degrees.

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The “Quality Agenda:” Implications for Assessment, Policy, and Professional Accreditation. March 18, 2014; Peter T. Ewell; National Center for Higher Education Management Systems (NCHEMS); AACSB International Conference; New Orleans.

In this presentation “quality” in higher education is defined in the context of efforts to identify proficiencies according to degree levels.

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Assessment in Student Affairs: Some Thoughts on a Tricky Business. October 14, 2013; Peter T. Ewell; National Center for Higher Education Management Systems (NCHEMS); Student Affairs Assessment Conference; Emory University; Atlanta.

This 22-slide PowerPoint presentation reviews the challenges and implications of assessment practices for student affairs professionals. Some emphasis is placed on how data from assessments will be used, as well as how the proficiency needs for student affairs are defined.

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“Credit where credit is due.” May 28, 2013; Tim Birtwistle.

This presentation defines the credit hour, both in the American context and in that of European Credit Transfer and Accumulation System ECTS. It also reveals possible implications for the credit hour system that stem from a learning-outcomes approach.

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The Role of Assessment in Assuring Academic Quality. April 25, 2013; Peter Ewell; National Center for Higher Education Management Systems (NCHEMS).

This PowerPoint presentation urges conversations among higher education institutions aimed at identifying the system’s weak points – a vital step in the effort to increase attainment of high-quality credentials. The presentation also cites the value in incorporating competency-based standards.

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NQFSs, EQFs, AQFs, DQPs: How Did we Get Here and Where are We Going? November 1, 2012; Clifford Adelman; Institute for Higher Education Policy.

This publication sheds light on qualifications frameworks (QFs) in the U.S. and other countries. It explains how the U.S. differs from other countries and explores possible future implications of QFs.

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Degree Qualifications Profile: What is the DQP and What Does It Mean for Assessment. October 29, 2012; Peter Ewell, Terry Grimes, Kathy Johnson, George Kuh, Terrel Rhodes; Assessment Institute.

This 47-slide PowerPoint presentation tracks the development of the DQP and shares some of the potential benefits of establishing learning-outcomes-based collaborations across like-minded organizations, faculty members and higher education institutions nationwide.

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How Does the DQP Become an Adult? October 26, 2012; Cliff Adelman and Marcus Kolb; Oregon Statewide DQP Convening.

This presentation examines the DQP’s birth and development and identifies some of its potential growing pains.

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Lumina and Tuning meet the DQP. October 2012; Tim Birtwistle.

This presentation brings the Tuning process to the forefront and seeks to explain how it relates to the DQP.

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The Degree Qualifications Framework and the Community College. January 20, 2011; Cliff Adelman; Institute for Higher Education Policy; Oregon Community Colleges.

This presentation looks at the roots of the DQP and discusses some of the pruning that had to take place for it to reach fruition.

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Degree Profile: Bringing New Currency to the Meaning of U.S. Degrees. January 2011; Holiday Hart McKiernan, Peter Ewell, Carol Geary Schneider, Tim Birtwistle.

In this presentation, the Degree Profile is envisioned as a catalyst for important conversations about ensuring high-quality degrees in the effort to reach Goal 2025.

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How Have the Bologna Reforms Changed European Higher Education and Promoted Student-Centered Learning? January 21, 2010; Sybille Reichert; AAC&U Conference; Washington D.C.

This work examines the development and implementation of Europe’s Bologna Reform process and explores that the influence of Bologna on higher education reform efforts in the United States.

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Learning and Developmental Outcomes: Domains, Dimension, and Examples. November 2008; Council for the Advancement of Standards in Higher Education (CAS).

This document provides an overview of the learning and developmental outcomes model, including the revisions necessary to clarify categories associated with the model.

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Read about the DQP 1.0 here.
You can find DQP guides tailored for CAOs and faculty here and here.


Reports from Tuning USA Projects TuningUSA