A variety of organizations and institutions have worked with the DQP. A sampling of projects and links to additional information about their work are provided below.
The mission of the Degree Qualifications Profile Project (DQPP) is to enhance educational quality, increase institutional effectiveness and promote continuous quality improvement in higher education. The initial stage of this project involves two initiatives: 1) Tuning Clusters; and 2) Associates Degree Cohorts. The Tuning Clusters Cohort emphasizes the goals of assuring quality and comparability of programs in regard to core competencies and learning outcomes and the Associates Degree Cohort will work toward validation of multiple uses of the DQP toward increasing institutional effectiveness. More information on the project can be found here. To read a report on the project, click here.
AASCU is working with three university systems to test the feasibility of using the DQP within the unique context of each system’s present circumstances. Download “Conversation about the Degree Qualifications Profile (DQP)”, a presentation with more information on the AASCU DQP projects.
The American Historical Association has undertaken a nation-wide collaboration among faculty members in history as well as tuning experts to better define the core concepts, skills, and knowledge of a degree in history. The project seeks to create a common language and series of expectations in the field, as well as a unified set of assessment principals and tools to better gauge student learning. A list of AHA Tuning resources and ongoing discussions is available here.
AAC&U worked with assessment professionals across multiple states towards developing better knowledge, practices, and policies when it comes to student learning in the 21st century in the Quality Collaboratives project. The three-year project challenged participating professionals to extend their knowledge of what works at their own institutions towards establishing new frontiers of exemplar student assessment. Some of the resources participants used during the project are located here. With the help of the DQP framework, participants crafted effective assessment approaches that facilitate student learning while also being aware of how to communicate these outcomes to the public along with possible policy implications. An updated summary of the project can be located here. Quality Collaboratives project publications can be found here.
CIC selected 25 institutions to work as a consortium to examine the usefulness of the DQP to improve student learning as well as its applicability in the independent liberal arts-oriented college context. Additional information on the DQP consortium may be found here: https://www.uwp.edu/facultyandstaff/innovationhub/upload/Defining-Outcomes-Demonstrating-Quality_The-CIC-Degree-Qualifications-Profile-Consortium.pdf. Download the January 2014 final report.
The DQP Project in Oregon is a joint effort of all seven Oregon University System (OUS) institutions and the state’s seventeen independent community colleges to develop the Degree Qualifications Profile for Oregon. The DQP Project in Oregon will provide a descriptive curricular framework for describing institutions’ degree outcomes across the state, both in their unique characters and in their shared aspects. Additional information on the DQP Project in Oregon may be found here.
HLC is examining a new model of accreditation referred to as Open Pathways through three institutional pioneer cohorts, one of which is focused on the DQP. Additional information on the Open Pathways and the third institutional cohort working with the DQP may be found in the Open Pathway Booklet: http://ncahlc.org/Information-for-Institutions/pathways.html. Click here to download HLC’s final report.
The National Communication Association (NCA) has brought together faculty from Communication Studies to identify the core learning in the discipline using both the Tuning process and the DQP. This project will allow academics and professionals in the field of Communication studies and beyond to both use the tuning process to better articulate the core knowledge and skills believed to be central to an education in Communication, as well as define how a course of study in Communication can be situated within the greater context of a college degree as a whole.
In collaboration with the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), 22 historically black colleges and universities (HBCU’s) were invited to “test-drive” the Degree Qualifications Profile (DQP) to map their curriculum, particularly in mathematics and English, and identify weaknesses and strengths in teaching and learning. To download a report of the project, click here.
WASC is examining the usefulness of the DQP as a framework for assisting institutions to assess the quality of degrees or portions of degree programs. Additional information on the WASC work with the DQP may be found here: http://www.wascsenior.org/redesign/dqp. The new WASC Accreditation Handbook can be downloaded here.
For a list of questions institutions can ask when thinking about their work with the DQP, see WASC’s Framing Questions for Use by DQP Learning Communities.
Additional Tuning Projects
- For a brief synopsis of information on the previous Tuning projects in the US and their development, please download the file on US pilots.