Download Free The Lumina Degree Qualifications Profile Dqp Book in PDF and EPUB Free Download. You can read online The Lumina Degree Qualifications Profile Dqp and write the review.

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.
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.
Understanding the politics of Higher Education is becoming more important as the sector is increasingly recognised as a vital source of innovation, skills, economic prosperity, and personal wellbeing. Yet key political differences remain over such issues as who should pay for higher education, how should it be accountable, and how we measure its quality and productivity. Particularly, are states or markets the key in helping to address such matters. The Handbook provides framing perspectives and perspectives, chapters on funding, governance and regulation, and pieces on the political economy of higher education and on the increased role of external stakeholders and indicators.
Since its publication in January 2011 as the beta Degree Qualifications Profile (see ED515302), the DQP has proved its usefulness to higher education institutions and associations from coast to coast. More than 400 colleges and universities have used the DQP. Its applications have been as diverse as the variety of missions of higher education. Though this formal release of the DQP reflects much that has been learned through experience with the earlier beta version, this document is more an enhancement than a revision. The fundamental strength of the DQP --succinct, active definitions of what degree recipients should know and be able to do at each degree level--remains unchanged. Those engaged in implementation or adaptation of the DQP may be confident that its structure and contents have not been substantially altered. What has changed since the beta version of the DQP was issued in 2011? Informed by significant feedback from the field, this edition includes new proficiencies addressing ethical reasoning and global learning, strengthened statements on quantitative reasoning, and more explicit attention to research. It now highlights analytical and cooperative approaches to learning that transcend specific fields of study. It provides guidance on integrating the development of students' intellectual skills with their broad, specialized, applied, and civic learning. And, in response to explicit requests from the field, it points to resources that support the assessment of DQP proficiencies. This edition of the DQP thus builds on the success of its beta edition--to offer an even more useful, flexible and practical guide for what college graduates should know and be able to do when awarded the associate, bachelor's or master's degree. Future editions of the DQP will be published on a regular basis, as revisions are called for by the field, but the goal of the DQP throughout future editions will continue unchanged--to be a useful, flexible, and practical tool to define postsecondary degrees in the U.S. through the demonstration and documentation of student learning, regardless of the student's field of study. The following are appended: (1) Why "proficiency"?; (2) The DQP and Tuning; (3) More on assignments and assessment; (4) Examples of DQP use; (5) Definitions of key DQP terms; (6) Questions and concerns; and (7) Sources consulted.
As interest in competency-based education (CBE) continues to grow by leaps and bounds, the need for a practical resource to guide development of high-quality CBE programs led the authors to write this book. Until now, there has been no how-to manual that captures in one place a big picture view of CBE along with the down-to-earth means for building a CBE program.A variety of pressures are driving the growth in CBE, including the need for alternatives to the current model of higher education (with its dismal completion rates); the potential to better manage the iron triangle of costs, access, and quality; the need for graduates to be better prepared for the workforce; and the demands of adult learners for programs with the flexible time and personalized learning that CBE offers.Designed to help institutional leaders become more competent in designing, building, and scaling high-quality competency-based education (CBE) programs, this book provides context, guidelines, and process. The process is based on ten design elements that emerged from research funded by the Gates Foundation, and sponsored by AAC&U, ACE, EDUCAUSE, and the Competency-Based Education Network (C-BEN), with thought partners CAEL and Quality Matters. In short, the book will serve administrators, higher education leaders, faculty, staff, and others who have an interest in CBE by:• Giving context to enable the audience to discover the importance of each design element and to help frame the CBE program (the “why”);• Providing models, checklists, and considerations to determine the “what” component for each design element;• Sharing outlines and templates for the design elements to enable institutions to build quality, relevant, and rigorous CBE programs (the “how”).
How our colleges and universities can respond to the changing hopes and needs of society In recent decades, cognitive psychologists have cast new light on human development and given colleges new possibilities for helping students acquire skills and qualities that will enhance their lives and increase their contributions to society. In this landmark book, Derek Bok explores how colleges can reap the benefits of these discoveries and create a more robust undergraduate curriculum for the twenty-first century. Prior to this century, most psychologists thought that creativity, empathy, resilience, conscientiousness, and most personality traits were largely fixed by early childhood. What researchers have now discovered is that virtually all of these qualities continue to change through early adulthood and often well beyond. Such findings suggest that educators may be able to do much more than was previously thought possible to teach students to develop these important characteristics and thereby enable them to flourish in later life. How prepared are educators to cultivate these qualities of mind and behavior? What do they need to learn to capitalize on the possibilities? Will college faculties embrace these opportunities and make the necessary changes in their curricula and teaching methods? What can be done to hasten the process of innovation and application? In providing answers to these questions, Bok identifies the hurdles to institutional change, proposes sensible reforms, and demonstrates how our colleges can help students lead more successful, productive, and meaningful lives.
In this valuable resource, well-known scholars present a detailed understanding of contemporary theories and practices in the fields of measurement, assessment, and evaluation, with guidance on how to apply these ideas for the benefit of students and institutions. Bringing together terminology, analytical perspectives, and methodological advances, this second edition facilitates informed decision-making while connecting the latest thinking in these methodological areas with actual practice in higher education. This research handbook provides higher education administrators, student affairs personnel, institutional researchers, and faculty with an integrated volume of theory, method, and application.
The majority of adult learners are looking to attain their desired academic credentials within the shortest amount of time possible. By implementing competency-based programs, learners are accelerated through their designed program or course. The Handbook of Research on Competency-Based Education in University Settings is a pivotal reference source for the latest academic research on the use of competency-based testing in higher education institutions. Focusing on innovative practices, strategies, and real-world scenarios, this book is ideally designed for educators, students, administrators, professionals, and academics interested in emerging developments for competency-based education initiatives.