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Following the release of the Degree Qualifications Profile (DQP) in 2011, many institutions of various types tried out different ways to use the DQP. Although over 680 institutions have used the DQP to date, until now the impact of the DQP on institutions and students has not been documented in a systematic manner. To determine the effects of DQP use on institutional policies and practices, the National Institute for Learning Outcomes Assessment (NILOA) conducted a study of the more than 400 (n = 425) institutions that used the DQP between the 2011 release and the October 2014 revision. The study explored how institutions engaged with the DQP and how working with DQP was associated with changes in curriculum, instructional practices, and assessment activities. One appendix is included: Funded DQP Projects and Related Initiatives.
Sponsored by Concerned by ongoing debates about higher education that talk past one another, the authors of this book show how to move beyond these and other obstacles to improve the student learning experience and further successful college outcomes. Offering an alternative to the culture of compliance in assessment and accreditation, they propose a different approach which they call the Learning System Paradigm. Building on the shift in focus from teaching to learning, the new paradigm encourages faculty and staff to systematically seek out information on how well students are learning and how well various areas of the institution are supporting the student experience and to use that information to create more coherent and explicit learning experiences for students.The authors begin by surveying the crowded terrain of reform in higher education and proceed from there to explore the emergence of this alternative paradigm that brings all these efforts together in a coherent way. The Learning System Paradigm presented in chapter two includes four key elements—consensus, alignment, student-centeredness, and communication. Chapter three focuses upon developing an encompassing notion of alignment that enables faculty, staff, and administrators to reshape institutional practice in ways that promote synergistic, integrative learning. Chapters four and five turn to practice, exploring the application of the paradigm to the work of curriculum mapping and assignment design. Chapter six focuses upon barriers to the work and presents ways to start and options for moving around barriers, and the final chapter explores ongoing implications of the new paradigm, offering strategies for communicating the impact of alignment on student learning.The book draws upon two recent initiatives in the United States: the Tuning process, adapted from a European approach to breaking down siloes in the European Union educational space; and the Degree Qualifications Profile (DQP), a document that identifies and describes core areas of learning that are common to institutions in the US. Many of the examples are drawn from site visit reports, self-reported activities, workshops, and project experience collected by the National Institute for Learning Outcomes Assessment (NILOA) between 2010 and 2016. In that six-year window, NILOA witnessed the use of Tuning and/or the DQP in hundreds of institutions across the nation.
Examples from the field indicates that effectively using the Degree Qualifications Profile (DQP) can benefit both students and institutions (Jankowski & Giffin, 2016). But what does "effective use" entail and how does it unfold? That is, what is the nature of the process that makes it possible for institutions to use the DQP to achieve desired ends? In a post-convening survey of participants following the October 2014 launch of the revised DQP, 91% of participants agreed or strongly agreed with Lumina's call for widespread implementation of DQP, but only 5% agreed that they understood the next steps in order to implement it. With this in mind, the National Institute for Learning Outcomes Assessment (NILOA) has been tracking campus engagement with the DQP, identifying approaches that institutions have used to implement the framework in meaningful ways. In this report, we describe those approaches and how they have been used within and across institutions.
This book offers a comprehensive guide to the Transparency in Learning and Teaching (TILT) framework that has convincingly demonstrated that implementation increases retention and improved outcomes for all students. Its premise is simple: to make learning processes explicit and equitably accessible for all students. Transparent instruction involves faculty/student discussion about several important aspects of academic work before students undertake that work, making explicit the purpose of the work, the knowledge that will be gained and its utility in students’ lives beyond college; explaining the tasks involved, the expected criteria, and providing multiple examples of real-world work applications of the specific academic discipline. The simple change of making objective and methods explicit – that faculty recognize as consistent with their teaching goals – creates substantial benefits for students and demonstrably increases such predictors of college students’ success as academic confidence, sense of belonging in college, self-awareness of skill development, and persistence. This guide presents a brief history of TILT, summarizes both past and current research on its impact on learning, and describes the three-part Transparency Framework (of purposes, tasks and criteria). The three sections of the book in turn demonstrate why and how transparent instruction works suggesting strategies for instructors who wish to adopt it; describing how educational developers and teaching centers have adopted the Framework; and concluding with examples of how several institutions have used the Framework to connect the daily work of faculty with the learning goals that departments, programs and institutions aim to demonstrate.
Focused on improving student learning, the Degree Qualifications Profile (DQP) and related Tuning process work together to inform curricular design, classroom assignments, and approaches to assessment. Covering the current field and drawing on numerous examples to illustrate the implications and challenges for IR professionals, this volume provides: an overview of the work, discussions outlining what the DQP and Tuning are, how IR has been involved, and what the future might hold for IR in these efforts. This is the 165th volume of this Jossey-Bass quarterly report series. Timely and comprehensive, New Directions for Institutional Research provides planners and administrators in all types of academic institutions with guidelines in such areas as resource coordination, information analysis, program evaluation, and institutional management.
This research, undertaken between 2004 and 2010, examines the progress of a single cohort of students on an undergraduate degree - the B.A. Educational Studies - at the University of Hull. It investigates their entry profiles, their progress on the degree and the impact their studies have had on their postgraduate lives. The research has been informed by a range of literature, most notably that of Archer et al. (2003), Thomas (2001), Wolf (2002) and Connor et al. (2006), in its examination of the policy and values underpinning education as a force for economic growth; widening participation; the impact of family background in relation to education; and the links between vocational and academic entry routes to higher education. The research has been set within a series of policy and value contexts, moving from the global to the national and finally to the local. The research combines quantitative and qualitative methods to investigate an overarching research question: How does the performance and experience of students on a B.A. Educational Studies degree relate to their prior qualifications and background? This has been done through an examination of seven key sub-questions: 1. What kinds of students are enrolled for an Educational Studies degree at the University of Hull? 2. Why do students apply to do an Educational Studies degree at the University of Hull? 3. Whom do Hull University admissions staff admit to an Educational Studies degree? 4. How do these students perform on the degree? 5. Do students with different entry profiles perform differently on the degree? 6. What are the students" eventual ambitions? Do these change, or stay the same? If they change, what leads to this? 7. How beneficial have the students" pre-university experiences been in preparing them for undergraduate study, postgraduate study/work? The outcome of the research shows that the students are predominantly young and female, living in or near to Hull. Applicants from traditional academic entry routes were accepted with a wider range of UCAS points than students from vocational entry routes, but both groups fared equally well on the degree, whatever the nature of their pre-entry qualifications or whichever subjects they studied beforehand. Mature students, in general, had higher achievement rates on the degree than younger students. In their early postgraduate lives, the students themselves perceived their pre-entry qualifications as having provided little benefit in preparing them for their undergraduate studies, but those with vocational qualifications had found these useful in their postgraduate studies and working lives. Later interviews suggested that these perceptions began to change once the former students were settled in careers. From the research, it emerges that - outwith the nature of students" entry qualifications - family background and teacher expectations have importance in determining the students" reasons for entering higher education. In addition, one of the most significant factors in their successfully gaining graduate jobs appears to have been students" access to work experience both before coming to university and during their time as undergraduates. The sample interviewed three years after graduation was able to reflect on their degree studies as having been a positive and personally fulfilling experience, a finding that relates to key literature underpinning the research.
There is increasing interest in the use of learning outcomes in postsecondary education, and deliberations have surfaced with regard to their potential to serve as a tool for advancing credit transfer. Learning Outcomes, Academic Credit, and Student Mobility assesses the conceptual foundations, assumptions, and implications of using learning outcomes for the purposes of postsecondary credit transfer and student mobility. Through a critical review of current approaches to the use of learning outcomes across national and international jurisdictions, scholars and practitioners in postsecondary education provide a multivalent examination of their potential impacts in the unique context of Ontario and recommend future directions for the system. The collected works are the culmination of a multi-year study entitled Learning Outcomes for Transfer, funded by the Ontario Council on Articulation and Transfer. Contributions are authored by prominent international scholars across countries with significant outcomes-based experience and education reforms (South Africa, the United States, Australia, Europe, and the United Kingdom) and an Ontario research consortium comprising college and university experts working to advance student pathways.
In an effort to create a more educated workforce in the United States, many community colleges are implementing new practices and strategies to assist under-prepared students. These efforts will ultimately support a stronger and more resilient global workforce. Examining the Impact of Community Colleges on the Global Workforce provides relevant theoretical and conceptual frameworks, best practices, and emerging empirical research about new approaches being employed in community colleges to prepare students for their post-collegiate careers. Featuring recent initiatives in educational settings, this publication is a critical reference source for higher education practitioners, policymakers, and graduate students in higher education administration programs interested in the innovative practices utilized by community colleges to educate underserved students.
American higher education needs a major reframing of student learning outcomes assessment Dynamic changes are underway in American higher education. New providers, emerging technologies, cost concerns, student debt, and nagging doubts about quality all call out the need for institutions to show evidence of student learning. From scholars at the National Institute for Learning Outcomes Assessment (NILOA), Using Evidence of Student Learning to Improve Higher Education presents a reframed conception and approach to student learning outcomes assessment. The authors explain why it is counterproductive to view collecting and using evidence of student accomplishment as primarily a compliance activity. Today's circumstances demand a fresh and more strategic approach to the processes by which evidence about student learning is obtained and used to inform efforts to improve teaching, learning, and decision-making. Whether you're in the classroom, an administrative office, or on an assessment committee, data about what students know and are able to do are critical for guiding changes that are needed in institutional policies and practices to improve student learning and success. Use this book to: Understand how and why student learning outcomes assessment can enhance student accomplishment and increase institutional effectiveness Shift the view of assessment from being externally driven to internally motivated Learn how assessment results can help inform decision-making Use assessment data to manage change and improve student success Gauging student learning is necessary if institutions are to prepare students to meet the 21st century needs of employers and live an economically independent, civically responsible life. For assessment professionals and educational leaders, Using Evidence of Student Learning to Improve Higher Education offers both a compelling rationale and practical advice for making student learning outcomes assessment more effective and efficient.