DQPP Webinar Series: Aligning Degree Outcomes to the DQP Applied Learning and Civic Learning

1. DQPP Webinar Series: Aligning Degree Outcomes to the DQPApplied Learning and Civic Learning Wednesday, November 20, 2013 9:30 a.m. Hawai’i 12:30 p.m. California Thursday, November 21, 2013 7:30 a.m. Marshall Islands

2. Presenters • Kelly A. Dagan, Ph.D., Director, Service-Learning and Professor of Sociology, Illinois College • Krista Johns, J.D., 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 applied learning and civic learning outcomes. • Describe the way colleges are deepening practice through alignment of student learning outcomes in these areas of learning. • Spark conversations at colleges who are working on projects involving the DQP areas of learning.

4. DQP Degree-level OutcomesThe 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. • College 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

7. Hello from Krista Johns Glad to be with you all today.

8. Applied Learning • Applied learning, what graduates can do with what they know: • knowledge and skills from coursework appliedin non-academic settings • application of learning from external experiences to work within the academic setting

9. 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

10. Why is alignment beneficial? • Depth • Intentionality • Closing the loop

11. We expect our graduates to go out and use their learning --- just as we did! But our students are expecting….

12. How do we begin? Discussion exercise: Consider what is, or, if not yet fully in place, what could be done within the discipline degree program. As a department review and consider these questions: • Identify ways in which instruction within your discipline or disciplines of your group uses applied learning as a part of the curriculum. How is this practice reflected in SLOs for the discipline program/degree?

13. Discussion Exercise, Continued • What efforts are made to ensure students understand they are gaining competency in application (in applied learning)? How is increased competency in the application of outside experience to classroom material, and classroom material to outside experience, measured?

14. Discussion Exercise, Continued • How is the introduction of this competency, reinforcement/development of the competency, and achievement of this competency planned for across courses in the discipline degree program? For students who may take degree courses in different sequences, how is applied learning activity scaffolded within a course to let students gain or increase competency at individual levels.

15. Discussion Exercise, Continued • Is there an agreed discipline emphasis relative to applied learning competency? How is this communicated and discussed across the departmental faculty? • What other considerations might the discipline consider in the area of applied learning?

16. Wouldn’t it be impossible….? “What graduates can do with what they know is the most critical outcome of higher education.” DQP Authors

17. Worries • The curriculum is too full as it is. • We are not prepared for the changes this would demand of our courses. • Are we now going to have to do field trips and other activities? • Suggestion: start where you are

18. Interesting Examples • Social Science Research Methodologies • Economics • English Really, the best examples are those which make the applications closest to real life for the students. For a department, the essential question is: which applicationis it most important for our graduates to master?

19. How will we know? • How do we know students have gained any competency? • Equally to the point: how do they know?

20. Bringing life into the classroom • Experience • observation/analysis • Generalization, principles • Application, assessment

21. Why is Applied Learning essential? It is: • the lifelong learning competency. • the test (and proof) of relevance. • how students begin to see themselves as managers of their own learning.

22. Look for the natural fit– Applied learningshould not feel forced in any course or discipline

23. Illinois College Jacksonville, Illinois 62650 www.ic.edu

24. Il-LUMINA-ting the Curriculum:Turning the Spotlight on Civic Learning An Overview of Work Engaged in and Presented by: Karen E. Dean, Director, Illinois College Leadership Program Kelly A. Dagan, Director, Service-Learning and Professor of Sociology Originally Developed For the Annual Meeting of the Higher Learning Commission Chicago: April 2013

25. The Illinois College Mission Statement True to its founding vision in 1829, Illinois College is a community committed to the highest standards of scholarship and integrity in the liberal arts. The College develops in its students qualities of mind and character needed for fulfilling lives of leadership and service.

26. Perfect Timing The BLUEprint A revision of IC’s general education program to be mission driven Realizing the Vision A Board of Trustees mandate to identify the most important aspects of IC’s strategic plan The Leadership Program and Service-Learning A commitment of both human and financial resources to live the mission of IC

27. Civic Learning Across the Curriculum IC Connections Program All first year students engage in a common service event that is then linked to a common reading in their first year seminar courses, transforming a stand-alone service blitz to service-learning.

28. Civic Learning Across the Curriculum

29. Civic Learning Across the Curriculum Meaningful Leadership in a Democracy This is an interdisciplinary course that requires students to participate in a reading program, linking the college students to at-risk elementary students in the school with the highest level of poverty in the community.

30. IS 205 Students Serving through the Sonya Project

31. Civic Learning Across the Curriculum Social Stratification This is a sociology course that is wholly designed as a service-learning course, where students serve at a non-profit agency for a minimum of forty hours over the course of the semester while continually reflecting on those experiences.

32. SO 206 Students Serving at Habitat for Humanity and The Prairie Council on Aging

33. Civic Learning Across the Curriculum The Art of Service Art students created a logo for the Sonya Project (a reading/mentorship program through our local school district). Art students also created the logo and pieces of art for a local homeless shelter.

34. Art Students Serve by Creating Logos for Local Projects and Programs

35. Art Students Serve by Providing Art to and Raising Awareness of New Directions Homeless Shelter

36. Civic Learning Across the Curriculum Service as Science Biology students baked and decorated cookies to look like the HIV/AIDS virus and other cells. The students attached information about HIV/AIDS. They then sold the cookies and donated the money to HIV/AIDS research.

37. Biology Students and Tri Beta Serving Through Awareness and Raising Money

38. CONTINUED INSTITUTIONAL SUPPORT Summer Workshops Curriculum Committee has signed on Increased accountability expectations

39. More Questions?Can I Be of Help? Don’t hesitate to contact me: Kelly Dagan, kdagan@mail.ic.edu 217-245-3442

40. Civic Learning Civic Learning: Understanding oneself in relation to others in a civil society; developing readiness for and acceptance of each person’s obligation to contribute to their community.

41. Response to: “We’re already there.” • Is not, at the core, about elections, how government works, or key political milestones for our nation • Key human development stage for college students • Imbues each learner’s preparation with significance • Is the responsibility of every discipline

42. Civic Learning- Outcomes The student is able to: • Describe his or her own civic and cultural background, including origins, development, assumptions and predispositions. • Describe historical and contemporary positions on democratic values and practices, and presents his or her position on a related problem. • Take an active role in the community (work, service, co-curricular activities) and examine civic issues encountered and insights gained.

43. Why the DQP? • The framework can move conversation beyond process and format to content more quickly. • It provides a means for identifying possible gaps in existing degree level outcomes. • The categories of learning and levels of outcomes offer examination and comparison outside the department and college.

44. Aligning Associate Degree-level Outcomes to the Degree Qualifications Profile

45. An Alignment Product: The Degree Specification

46. Elements of the Degree Specification

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