Submit Institutional Activity Report Name of institution/department *First and last name *Position/Title Email *For what purpose is your institution working with the Degree Qualifications Profile (DQP)/Tuning? Mark all that apply. *Not working with the DQP or Tuning at this timeDiscussion and vetting of the DQP/TuningClarification and review of our own student learning outcomes against the DQP or Tuning documentsCurriculum mapping and revisionGeneral EducationTransfer and articulationProgram development and reviewAccreditationStrategic planningAssessment of student learningParticipation in statewide or national Tuning processTuning a discipline within the institutionOther(if other) At which degree level(s) are you examining the DQP or Tuning? Mark all that apply. *None at this timeAssociateBaccalaureateMaster’sWhich of the DQP areas of learning are you focusing on? Mark all that apply. All of themSpecialized KnowledgeBroad and Integrative KnowledgeApplied and Collaborative LearningCivic and Global LearningNot working at this time with the DQP areas of learningInstitution-specific areas [please specify](specify areas) Briefly summarize the institution’s work with and use of the DQP/Tuning including the impetus for undertaking this work and outlining who introduced and has led the work. Which level within/across the institution are you working with the DQP or Tuning? Mark all that apply. Not yet determined at this timeProgram/departmentCollegeGeneral educationInstitution-wideCo-curricularOther [please specify](if other) If working at the program/department level, how many departments are involved and is there a plan to incorporate additional departments in the future? At which stage would you currently describe your work with the DQP? *Not yet introduced at the institutionPreliminary discussionsLess than a year1-2 years2 years or moreStalled For each indicate if not yet begun, in progress, completed or stalled:Defining learning outcomes or proficiencies not yet begunin progresscompletedstalledMapping curriculum pathways to expected proficiencies not yet begunin progresscompletedstalledConsulting stakeholders not yet begunin progresscompletedstalledWorking on assignments in relation to DQP/Tuning proficiencies or learning outcomes not yet begunin progresscompletedstalledWorking on a plan for assessing and documenting proficiencies or learning outcomes not yet begunin progresscompletedstalledImplementing a plan for assessing and documenting proficiencies or learning outcomes not yet begunin progresscompletedstalledHoning core competencies and learning outcomes not yet begunin progresscompletedstalledImplementing locally and creating institution/discipline specific degree statements aligned with the DQP or Tuning not yet begunin progresscompletedstalledWhat was the impetus for becoming involved in DQP/Tuning? (Mark all that apply) To participate in a national projectTo clarify department/program outcomesTo examine and revise department/program curriculumTo address transfer issuesTo incorporate new ideas from the disciplineTo obtain external funding (please briefly describe below)Other (please specify below)(if other or external funding) Who is involved with the DQP/Tuning work and what are their roles? Who or what office has primary authority for implementation of these efforts? Which of the following groups are involved with your DQP/Tuning work? Mark all that apply. *None as yetFacultyAdjunct or part-time facultyStudentsAlumniEmployersAdministratorsStudent affairsOther colleges and universitiesOthers (please specify)(if other) Which of the following assessment approaches and tools are you currently using to assess learning outcomes? Mark all that apply. Embedded assignmentsClassroom-based performance assessment such as simulations, comprehensive exams, critiques, etc.PortfoliosCapstone projects, courses, or experiencesRubrics (published or locally-developed)Performance ratings of students in field-based settings (e.g. internships, practica, etc.)Employer surveys, focus groups, or interviewsAlumni surveys, focus groups, or interviewsExternally situated performance assessments such as internships or other community-based projectsGeneral knowledge and skills measures (CLA, CAAP, ETSPP, etc.)Student surveysOtherNot applicable (not yet assessing)What have been the benefits so far from your DQP/Tuning work? What concerns or challenges have you encountered? How and to what extent have they been addressed? What impact have you seen on faculty, the university and students from your involvement in these activities? VerificationPlease enter any two digits *Example: 12This box is for spam protection - please leave it blank: