The Degree Qualifications Profile (DQP) was introduced in 2011 to provide a baseline set of reference points for what students should know and be able to do to merit the award of associate’s, bachelor’s, and master’s degrees—regardless of their field of study. Tuning, introduced nationally in 2009, is a process by which faculty in different fields of study determine discipline-specific desired learning outcomes for their subject area through consultations with one another, colleagues on other campuses, students, alumni, and employers. Tuning has been undertaken at state and national levels, while DQP work has unfolded within individual institutions and across institutional partnerships.

The Institute for Evidence-Based Change (IEBC) and the National Institute for Learning Outcomes Assessment (NILOA) have been facilitating and tracking institutional use of these resources over the past several years. This roadmap of that work draws on what our colleagues and we have learned through focus groups, case studies, interviews, institutional reports, and observations of institutional work about the many pathways institutions have followed in applying the DQP and Tuning. Like a roadmap, rather than a “how-to” manual, it shows not one but many of the routes institutions have taken in using the DQP and Tuning to advance student learning. First, we detail the shared principles of DQP and Tuning efforts, then, we discuss approaches institutions have used in these efforts, and, finally, we explore sustaining efforts moving forward.