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DQPP Webinar Series: Aligning Degree Outcomes to the DQP Intellectual Skills

DQPP Webinar Series: Aligning Degree Outcomes to the DQP Intellectual Skills. Friday, November 2 2 , 2013 10:30 a.m. Hawai’i,* 12:30 p.m. California Saturday, November 23, 2013 8:30 a.m. Marshall Islands* (*mainland is on Daylight Savings Time). Presenters.

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DQPP Webinar Series: Aligning Degree Outcomes to the DQP Intellectual Skills

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  1. DQPP Webinar Series: Aligning Degree Outcomes to the DQPIntellectual Skills Friday, November 22, 2013 10:30 a.m. Hawai’i,* 12:30 p.m. California Saturday, November 23, 2013 8:30 a.m. Marshall Islands* (*mainland is on Daylight Savings Time)

  2. Presenters • Natasha Jankowski, PhD, Assistant Director and Research Analyst for the National Institute for Learning Outcomes Assessment (NILOA) located at the University of Illinois. • Krista Johns, JD, Vice President for Policy and Research at ACCJC and Director of the DQPP project.

  3. Purpose of this Webinar • Provide discussion points for understanding the DQP intellectual skills. • Describe the way colleges are deepening practice through alignment of student learning outcomes in this areas of learning. • Spark conversations at colleges who are working on projects involving the DQP areas of learning.

  4. DQP Project • A project of the Accrediting Commission for Community and Junior Colleges supported by a grant from Lumina Foundation. • 16 participating colleges (California, Hawai’i, and Marshall Islands) working on one-year projects involving the DQP. • Projects are separated into two cohorts: one cohort with individual college projects; one cohort with cross-institution collaborations on identified transfer degrees.

  5. Exploring the DQP for alignment of associate degree-level student learning outcomes As a means to: • Revisit the alignment of outcomes across programs • Examine ways to enhance the student experience, pathways, and success • Achieve greater levels of program completion • Support innovation in the classroom and in programs

  6. The Five Categories of Learning“The 5 plus 1” • Broad, integrative knowledge • Specialized knowledge (mastery) • Applied learning • Civic learning • Intellectual skills • College-specific area of learning, as appropriate

  7. Contact Us: • Laurel Hunter, Grant Project Manager, lhunter@accjc.org • Krista Johns, Project Director kjohns@accjc.org • Website: www.dqpp.org

  8. Dr. Natasha Jankowski

  9. Foothill College Institutional Learning outcomes encompass the whole student experience. Foothill has defined four core competencies (4-Cs) as its Institutional Learning Outcomes. • Communication • Computation • Creative, Critical, and Analytical Thinking • Community/Global Consciousness and Responsibility

  10. Community College ILOsFive-ILO Model 1. Critical Thinking and Problem Solving 2. Communication 3. Quantitative Competence 4. Technological Competence 5. Diversity

  11. Intellectual Skills Intellectual Skills, foundational skills which transcend particular disciplines. These competencies enable the other realms of learning: • Analytic inquiry • Use of information resources • Engaging diverse perspectives • Quantitative fluency • Communication fluency

  12. What are institutional learning outcomes (ILOs)? What are Institutional Learning Outcomes? • The knowledge, skills, abilities, and attitudes that students are expected to develop as a result of their overall experiences with any aspect of the college, including courses, programs, and student services. ILOs are the collective expression of the learning environment the College offers to any enrolled student. Allen Hancock College

  13. CC Institutional Learning Outcomes • Foundational skills • Apply to all students (or to all completers) • Whole college has a role in the student’s development/learning (course faculty and other college employees) • Skills represent something other than course- or discipline-defined abilities • The skills create a foundation for learning in the degree program and/or functioning out in the world

  14. Student Learning Outcomes ILOs PLOs Course SLOs

  15. Student Learning Outcomes Course SLOs ILOs PLOs

  16. Institutional Learning Outcomes IILOs PLOs Course SLOs

  17. DQP Degree-Level Student Learning Outcomes Discipline SLOs G.E. SLOs Degree PLOs

  18. The intellectual skills are: • The essential competencies all students from your college will have in common • Foundational, and should be among the building blocks at the college and in the curriculum • Introduced early in a program of study • Competencies linked to the other more encompassing outcomes from a degree • Basic preparation for other learning and for life skills

  19. English • Intellectual Skill, communication fluency: “presents substantially error-free prose in argumentative and narrative forms to general and specialized audiences.” • Specialized Knowledge, English: “creates (writes or presents) coherent arguments that evidence clear prose and synthesize diverse bodies of knowledge.”

  20. Quantitative Fluency DQP outcome statement, at AA Level: Presents accurate calculations and symbolic operations, and explains how such calculations and operations are used in the field of study or in interpreting social and economic trends.

  21. Sample College Interpretations Use mathematical skills appropriate to our technological society by analyzing and solving problems that are quantitative in nature and by utilizing technology for informational, academic, personal and professional needs. OR Interpret mathematical models such as formulas, graphs, tables, and schematics and draw inferences from them; represent mathematical information symbolically, visually, numerically, and verbally.

  22. Remember: • The nature of the Intellectual Skills competencies • The college’s discussion about how the skill will be manifested in its students • While these may be building blocks to degree-level “exit outcomes,” they also should be recognizeable(useful) stand-alone skills

  23. Some discussion questions for a Department concerning intellectual skills • How do each of the foundational Intellectual Skills serve students who are in our degree program of study? Do we ensure in our curriculum that these competencies will be acquired and demonstrated by our students? And do we show this in our degree level student learning outcomes?

  24. discussion questions, Continued • How does our college community envision the Intellectual Skills will be manifested in students across the campus, though they may not be degree completers? Is our department’s approach complimentary and supportive of that college community-set vision/expectation? How do we validate our perceptions in these areas?

  25. discussion questions, Continued • How might our discipline or department benefit from students being made aware of their own achievement of these foundational Intellectual Skills early in their program of study? • How can our SLO work in this area enhance our relations with employers and others in the community?

  26. Examples

  27. Final Thoughts

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