Review of degree proficiencies
Brandman University (CA) serves adult learners at 26 campuses in California and Washington, offering undergraduate and graduate degree programs through blended and fully online delivery formats. In 2011, the university adopted five competencies for all baccalaureate students based on the DQP and informed by AAC&U’s LEAP Essential Learning Outcomes. The General Education Task Force, comprising faculty across all schools, developed learning outcomes and built curriculum maps to measure mastery of each competency in each undergraduate degree program.
Brandman also revised its Associate of Arts in General Education (AA) degree using the DQP framework. Three of the AA degree’s seven competencies are consistent with the baccalaureate degrees: Applied Learning, Innovation and Creativity, and Global Cultures/Engaging Diverse Perspectives.
The remaining four competencies fall in the DQP area of Intellectual Skills (Written Fluency, Oral Fluency, Quantitative Fluency and Information Fluency). To meet these competencies, faculty revised written and oral communication courses and created three new courses in applied math, student success and academic foundations.
Faculty created rubrics for the competencies based on AAC&U VALUE Rubrics and designed signature assignments within mastery-level courses. Brandman has adopted a course-embedded assessment approach for all program and institutional learning outcomes that greatly facilitates data capture. Competency data collection commenced in fall 2012.
For more information, see Brandman University Adopts the DQP.
The Texas A&M University System Colleges of Business engaged in system-wide conversations to strengthen degree outcomes. Under the auspices of the American Association of State Colleges and Universities (AASCU) consortium,
the DQP work provided a common vocabulary for institutions to talk across the system, leading to validation of the DQP in relation to the core Bachelor’s in Business Administration requirements.
Key system stakeholders participated, including faculty members and administrators. Faculty work groups mapped the DQP to Association to Advance Collegiate Schools of Business (AACSB) outcomes, Texas Coordinating Board outcomes and University Learning outcomes to discover overlapping goals and begin to align them with the DQP.
Portfolio rubrics are being developed collectively to assess student outcomes across the system. The system-wide collaborative efforts found that the approaches in assessing the business program aligned well with DQP proficiencies, although some adjustments were needed for the assessments to be more effective. In addition, the initiative strengthened the capacity for other system-wide work.
The University of Hawaii System worked with the DQP in 2011 to develop a system-wide Associate in Arts in Hawaiian Studies degree. To ensure that the AA degree was coherent and consistent across the seven campuses (each with its own general education outcomes), each campus mapped its general education outcomes to the DQP.
As part of the Accrediting Commission for Community and Junior Colleges, Western Association of Schools and Colleges (ACCJC) consortium, Kapi-oliani Community College formed a cross-disciplinary general education task force to continue its curricular mapping efforts aligned with the DQP and the AA in Hawaiian Studies degree. Groups of faculty focused on particular general education outcomes to fine-tune the curricular maps and to draft revisions to the general education courses to better align with the DQP.
Courses contributing to the Hawaiian Studies AA degree mapped their respective proficiencies to the DQP, with the goal of revising their courses to better align the course outcomes with the DQP. The college is now moving
into aligning assignments and assessment with an eye toward expanding the application of the DQP to other degree programs.