Examples of Use at Institutions

Westminster (Utah) Incorporates DQP with Existing College-Wide Learning Goals

This project will involve adapting the formative model of the DQP to our existing college-wide learning goals in order to better articulate what mastery of our learning goals looks like at various stages of matriculation. Linking the associate level expectations of our learning goals with our existing college-wide learning goals (CWLG) will provide reference points  Read more…


West Coast University’s Engagement with the DQP

Errin Heyman, Director, Center for Excellence in Learning, Teaching, and Assessment West Coast University’s (WCU) singular focus is educating health care professionals. WCU has three Southern California campuses and a campus in Dallas, Texas. WCU offers undergraduate degrees in nursing and Dental Hygiene as well as graduate degree programs in nursing and health care management.  Read more…


University of Charleston- CIC/DQP Consortium Project

The University of Charleston is a private institution offering associate, baccalaureate and graduate programs. Rather than completing a traditional general education program, baccalaureate students at the University of Charleston are required to demonstrate achievement of six Liberal Learning Outcomes (LLOs): Citizenship, Communication, Creativity, Critical Thinking, Ethical Practice, and Science. Demonstration of achievement occurs through learning  Read more…


The Master’s College Uses the DQP to Guide the Development of its Institutional-Level Student Learning Outcomes

John A. Hughes, V.P. for Institutional Planning & Research The Master’s College (TMC) is a small faith-based (primarily undergraduate) college located in northern Los Angeles County.  TMC currently offers 50+ major/emphasis bachelor’s degree programs with an enrollment of around 1,000 students.  It also offers three master’s degree programs, and has a degree completion program for  Read more…


The DQP in Practice at North Dakota State University

Larry Peterson, Director of Accreditation, Assessment, and Academic Advising NDSU chose to ask departments to compare the student learning outcomes and activities in our undergraduate capstone experiences in each major with DQP benchmarks for applied learning.  Examining what “graduates can do with what they know,” (in the words of the DQP) fits not only the land-grant culture of NDSU, but  Read more…