Inclusion and Equity
Lumina Foundation’s equity agenda states that disparities exist across various student groups and that intentional and focused efforts are needed to address these gaps. A possible avenue to enhance postsecondary attainment for student groups is through outlining how their current learning is applicable in future careers, why they are required to take certain courses, what they are being asked to do, and how they can contribute to and navigate the educational system—all elements that emerge in the DQP and Tuning work. The DQP and Tuning provide venues to help students take charge of their own learning and move more seamlessly through educational institutions. They both also allow personnel within the university to acquire a better sense of co-dependence regarding how the various pieces of the educational system come together to support students and their learning. For instance, institutions that participated in the Minnesota Tuning project wrote highly of the value of interacting across institutions to see how they are similar in various ways and share the same goals for students. Through cross-campus discussions, faculty participants were able to learn about new approaches to shared challenges and to better understand the students they each served. Institutions that have used the DQP to examine general education discuss how they are able to outline coherent, sequenced, intentional programs of study for students by pointing out the connections between the different elements of the curriculum as opposed to providing students with lists of possible courses without clear explication of how the courses could support or enhance degree programs.