Wednesday, December 4, 2013 10:30 a.m. Hawai’i,* 12:30 p.m. California

1. DQPP Webinar Series: Aligning Degree Outcomes to the DQPBroad, Integrative Knowledge and Specialized Knowledge Wednesday, December 4, 2013 10:30 a.m. Hawai’i,* 12:30 p.m. California Saturday, November 23, 2013 8:30 a.m. Marshall Islands* (*now that the mainland is on Daylight Savings Time)

2. Presenters • Carole Goldsmith, EdD, President of West Hills College Coalinga. • 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 areas of broad, integrative knowledge and specialized knowledge. • Consider how organizational structures, such as having a separate general education track from the discipline or area-specific course requirements, can impact a college’s approach or even success with Degree-level SLOs. • Spark conversations at colleges who are working on projects involving the DQP areas of learning.

4. 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

5. 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.

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

11. Krista Johns, JD

12. Expectations for College Education: • A cohesive and coherent program geared to student preparation for the future • Measurable student learning and competencies known by students, employers, and transfer institutions • Each degree earned has clear, defined value

13. Degree Qualifications Profile • Describes degree-level competencies all students should have upon earning a degree • The competencies/outcomes are milestones for students, employers, and transfer institutions • The outcomes are applicable across the curriculum

14. The Degree-Level Outcomes within the five areas of learning • Identify the kinds of learning that should be a part of every college degree and how that learning will be demonstrated in student performance • Describe the levels of competency within each area of learning for AA, Bachelor’s and Master’s degrees • Serve as guideposts for faculty in determining the curriculum design within a degree program, and for students in measuring their progression through the program of study

15. The DQP’s Five Areas of Learning • Applied Learning– learning how to learn, and to have the competencies to continuously learn through life • Civic Learning– recognizing oneself as a member of civic society and the attendant responsibilities to contribute • Intellectual skills- attaining the foundational skills to effectively learn in these other areas and to operate in the world • Broad, integrative knowledge– examining key concepts across several fields, to learn how existing knowledge is advanced and interpreted • Specialized knowledge– within a discipline or area concentration, learning the skills necessary to achieve mastery, and to apply those skills more generally

16. Dispelled from Degree Programs: • Learning for learning’s sake • Course curriculum designed primarily for delivery of information, even discipline-specific information • Classes required in the degree for reasons other than the needs of a student’s program of study Question:

17. Does the separate GE serve students? • Came about to solve a different problem • Breadth in programs of study is equally important to mastery of specialized knowledge • But: organizational structure should not overtake the meaning and purpose of a degree

18. Dr. Natasha Jankowski

19. Broad, integrative knowledge Breadth of study, to provide students with learning about relationships between fields of study and foundations of knowledge.

20. BROAD, INTEGRATIVE KNOWLEDGE The student is able to: • Describe how existing knowledge or practice is advanced, tested and revised. • Describe and examine perspectives on key debates within the field and in society.  • Illustrate core concepts of the field while executing analytical, practical or creative tasks.

21. BROAD, INTEGRATIVE KNOWLEDGE, continued. • Select and apply recognized methods in interpreting discipline-based problems. • Assemble evidence relevant to problems, describes its significance, and uses it in analysis. • Describe the ways in which at least two disciplines define, address and justify the importance of a contemporary challenge or problem. • Identify, categorize and distinguish among ideas, concepts, theories and practical approaches to problems.

22. Broad, Integrative Knowledge:Areas for Disciplines to Probe • How does your department explain the value of liberal education to its degree students? • What communication is undertaken to explain the value of attaining an associate degree, even for students whose goals are transfer? • How does the listing of broad, integrative knowledge competencies alter your thinking about the content offered within the program of study? Do your student understand how the breadth component impacts their learning competencies?

23. Specialized Knowledge (mastery) Depth of study within a particular area or discipline, to permit students to learn the skills for mastery and to achieve mastery in the chosen discipline or area.

24. SPECIALIZED KNOWLEDGE (knowledge acquired in a specialized field of study to attain “depth of learning/mastery” competencies). The student is able to: • Describe the scope and principal features of the field of study, citing core theories and practices, and offers a similar explication of a related field. • Illustrate the field’s current terminology. • Generate substantially error-free products exhibits, or performances in the field.

25. Specialized Knowledge:Areas for Disciplines to Probe • One task within the degree is for students to know the difference between learning for general understanding and learning for mastery. How does the degree curriculum make the distinction? • How can your degree program teach students to delve in and learn something completely? How can they demonstrate mastering or conquering something of depth within the field of study? • What knowledge in your associate degree program is suitable for mastery? How can one understand associate degree level mastery from bachelor’s level? Entering level from mid-career?

26. Follow-Up Questions Additional Resources NILOA: http://learningoutcomesassessment.org DQP Corner: http://learningoutcomeassessment.org/DQPCorner.html

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