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The Degree Qualifications Profile Project at Kapi‘olani Community College

Final Report

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Table of Contents

Background to the Project …………………………………………………………………………………. 3 The DQP and General Education Outcomes ………………………………………………………… 4 The DQP and Course Competencies …………………………………………………………………… 5 Project Completion …………………………………………………………………………………………… 6 Going Forward ………………………………………………………………………………………………..... 7 Appendices ……………………………………………………………………………………………………..... 8 Appendix A: DQP Questionnaire / Proposal …………………………………………………….. 9 Appendix B: Defining the Project – 10 Steps …………………………………………………….. 14 Appendix C: Revised Project Timeline ……………………………………………………………… 19 Appendix D: DQPP Team General Education Map …………………………………………….. 22 Appendix E: DQPP Task Force General Education Map …………………………………….. 26 Appendix F: DQPP Task Force Suggested Revisions to Gen Ed Outcomes ………….. 30 Appendix G: Sample Course Worksheet …………………………………………………………… 31 Appendix H: Course Participation ……………………………………………………………………. 36 Appendix I: Course Competency to DQP Outcome Map, by Competency Number .. 38 Appendix J: Sample Course Competency to DQP Outcome Map …………………………. 40 Appendix K: Course Competency to DQP Outcome Alignment ………………………….. 41 Appendix L: DQP Project Conference Presentation ………………………………………….. 44 Appendix M: DQP Project Conference Presentation Handout …………………………… 52 Appendix N: Award of Excellence Announcement ……………………………………………. 54 Appendix O: Associate Degree Cohort Institutions …………………………………………… 56 Appendix P: Mid-‐Project Progress Report ……………………………………………………….. 59

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Background to the Project In Fall 2012, the Accrediting Commission for Colleges and Junior Colleges (ACCJC) announced its Lumina Foundation-‐funded Degree Qualifications Profile (DQP) Project. The DQP is a framework that outlines what students should know and be able to do at the Associate, Bachelor's, and Master's degree levels (Lumina Foundation, 2011). The DQP was developed by a small team of leaders in the student learning outcomes arena—Cliff Adelman, senior associate at the Institute for Higher Education Policy; Peter Ewell, vice president at the National Center for Higher Education Management Systems; Paul Gaston, trustees professor at Kent State University; and Carol Geary Schneider, president of the Association of American Colleges and Universities—at the behest of the Lumina Foundation, a private foundation whose goal is to "increase the proportion of Americans who hold high-‐quality degrees and credentials to 60 percent by 2025" (Lumina Foundation, 2011). ACCJC invited member institutions interested in participating in the DQP Project to submit a questionnaire describing their proposed campus-‐based project. Kapi‘olani Community College's questionnaire proposal was submitted by the Vice Chancellor for Academic Affairs, Louise Pagotto (see Appendix A). The College was notified of its acceptance into the Associate Degree Cohort of the DQP Project in March 2013. The Dean of Arts and Sciences, Charles Sasaki, then assembled a DQP Project Team to implement the project:

Collette Higgins (faculty coach) Nawa‘a Napoleon (faculty coach) Charles Sasaki (administration representative) Anthony Silva (project lead)

The DQP Project Team attended the ACCJC-‐sponsored DQP Project Associate Degree Cohorts Conference in April 2013 in Oakland, CA. At the conference, the Team learned more about the DQP and student learning outcomes in general from ACCJC representatives, National Institute for Learning Outcomes Assessment (NILOA) researchers, and one of the authors of the DQP. The Team also gave a brief summary of its proposed project, which it named aewa ("building a genealogy"). In May 2013, the Team submitted to ACCJC a detailed project plan, "Defining the Project – 10 Steps" (see Appendix B). The College's project description summary (as provided by ACCJC) was to

… map program and General Education/Institutional SLOs to the DQP within the Liberal Arts Degree. The College will identify embedded assessment opportunities that can be implemented across multiple courses to increase

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cross-‐discipline faculty dialog and development, and promote excellence in student achievement.

Once the Team began implementing the project in August 2013, however, it became apparent that it was too broad and multifaceted to be completed within the revised timeframe (from the original 18 months to a revised 12 months). The Team, therefore, requested a revision of the project that would (a) uncouple the embedded assessment element, and (b) focus on the Associate in Arts in Hawaiian Studies degree, which mirrored the structure of the AA in Liberal Arts degree but was narrower in scope. The Team received approval for this change from the Project grant manager, and developed a new timeline (see Appendix C). The Team envisioned the revised project as one which would map and align KCC's general education outcomes and course competencies to the DQP outcomes in the context of the AA in Hawaiian Studies Degree. The DQP and General Education Outcomes The Team met throughout Fall 2013 to map the College's general education outcomes to the DQP outcomes (taking into consideration the original mapping done in 2012 during the development of the AA in Hawaiian Studies degree). The result was a matrix that showed which specific DQP outcome statements connected to which KCC general education outcomes (see Appendix D). The matrix revealed the following patterns:

• There were no gaps in the College's general education outcomes vis-‐à-‐vis the DQP

• There was considerable overlap in the DQP areas covered by the College's general education outcomes, i.e., many DQP outcome statements mapped to multiple KCC general education outcomes

• The College's aesthetic engagement outcome was not as robust, in terms of mapping to the DQP, as its other outcomes

At the Arts and Sciences Convocation in January 2014, the Team recruited a Disappearing Task Force composed of general education faculty. The Task Force consisted of the following faculty (spanning all Arts and Sciences departments):

Francisco Acoba Kahelelani Clark Eric Denton Philippe Gross Aaron Hanai

Gail Harada Lisa Kanae Wendy Kuntz Nawa'a Napoleon Catherine Primavera

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The Task Force's charge was twofold: to fine-‐tune the maps / matrices developed by the Team, and to draft potential revisions to the College's general education outcomes in order to create closer alignment with the DQP. The Task Force met twice during Spring 2014. Working in small groups, faculty modified the matrices to create tighter mappings between the DQP outcomes and the College's general education outcomes (see Appendix E). The modified matrices revealed the following patterns:

• There were (still) no gaps in the College's general education outcomes vis-‐à-‐vis the DQP

• There was (still) considerable overlap in the DQP areas covered by the College's general education outcomes, i.e., many DQP outcome statements mapped to multiple KCC general education outcomes

• The College's aesthetic engagement outcome was (still) not as robust, in terms of mapping to the DQP, as its other outcomes

The Task Force continued to work in small groups for its second task: Drafting potential revisions to the College's general education outcomes. Based on the maps completed in the first task, faculty reworded the College's outcomes to ensure the learning covered in the DQP outcomes was expressed in the College's general education outcomes (see Appendix F). The revised outcomes revealed that:

• Because of their general nature, the outcomes needed little revision • The aesthetic engagement outcome could effectively be subsumed by the

integrative learning outcome The DQP and Course Competencies In October 2013, the Team contacted by email lead faculty for the 80 courses that supported either the general education requirement or the Hawaiian studies core of the AA in Hawaiian Studies degree, asking for their participation in the DQP Project and for the completion of mapping worksheets for their courses. These faculty were asked to indicate on their course worksheets which course competencies mapped to which DQP outcomes (see Appendix G). Each course competency had its own one-‐page worksheet (more than 500 worksheets were created by the Team). Four workshops were held for faculty who needed assistance with or clarification of the task. Worksheets for 36 courses were completed, for a course-‐level participation (mapping) rate of 45% (spanning all Arts and Sciences departments; see Appendix H). The result was a master matrix that mapped course competencies, by competency number, to DQP Outcomes (see Appendix I). The following faculty participated in this mapping phase:

Austin Anderson Richard Miller

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Eric Denton Nasir Gazdar Colette Higgins Roger Kadala Lisa Kanae Wendy Kuntz Kapulani Landgraf Kealalokahi Losch MacKenzie Manning

Nawa‘a Napoleon Frank Noji Antonio Pizarro Nelda Quensell Mike Ross Sharon Rowe Noe Tupou Man Beryl Yang

In January and February 2014, using the worksheets completed by faculty, the Team created a matrix for each course (see Appendix J). The Team then contacted by email faculty who participated in the mapping phase, asking for their participation in the next phase, alignment. (While mapping consists of making connections between course competencies and DQP outcomes, alignment consists of revising the competencies themselves so that they more closely match the DQP outcome to which they are mapped.) Two workshops were held in April 2014 to assist faculty with course competency to DQP alignment. The result of this work was course competencies intentionally aligned with DQP outcomes (see Appendix K). The following faculty participated in this alignment phase:

Eric Denton Colette Higgins Wendy Kuntz Kealalokahi Losch MacKenzie Manning

Richard Miller Nawa‘a Napoleon Frank Noji Mike Ross Man Beryl Yang

Project Completion Associate Degree Cohort participation in the DQP Project included a final presentation of project results at the DQP Project Conference in May 2014 in San Diego, CA. Two members of the Team could not attend the conference. It was decided that this would be a good opportunity to bring on board new team members who could help continue future College efforts with the DQP. Louise Pagotto, Vice Chancellor for Academic Affairs, and Laure Burke, Associate Professor of Hospitality and Tourism, joined the Team and made the trip to the conference. At the conference, Team members attended presentations by student learning outcome experts from ACCJC, the National Institute for Learning Outcomes Assessment (NILOA), and the Institute for Evidence-‐Based Change (IEBC), as well as an update on DQP 2.0 from one of the authors of the DQP. The Team was also treated to project presentations from the other colleges in the Associate Degree Cohort.

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The College's project presentation was well received by the ACCJC members, student learning outcome experts, and other cohort colleges in attendance (see Appendices L and M). All colleges in the cohort were asked to record their presentations in webinar format for inclusion on the National Institute for Learning Outcomes Assessment (NILOA) web site (http://learningoutcomesassessment.org). Kapi‘olani Community College received special recognition by being awarded an Award of Excellence for its project (see Appendix N). Upon return to Hawaii, the project lead was asked by NILOA to contribute a summary of the project to the DQP in Practice section of the DQP Corner of the NILOA web site. Going Forward This pilot project demonstrated that the DQP could be used to help the College further clarify its general education student learning outcomes and to help further align course competencies to these outcomes. The project also suggested potentially fruitful next steps:

• Align assignments and assessments to the new experimental course competencies

• Explore the use of the DQP in other degree programs • Further refine the College's general education outcomes to reduce overlap

revealed by the DQP The DQP Project Team recommends that the College continue to explore the utility and value of the DQP for student learning in the AA in Hawaiian Studies degree, as well as in other degrees offered at the College.

Reference Lumina Foundation (2011). The Degree Qualifications Profile. Indianapolis, IN:

Author. Retrieved March 21, 2013 from http://www.luminafoundation.org/ publications/The_Degree_Qualifications_Profile.pdf

Contact Report prepared by Anthony Silva ([email protected])

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Appendices

Kapiolani Community College

DQP Project Participation Interest Questionnaire

Degree Qualifications Project

1: Contact Name: Dr. Louise Pagotto, Vice Chancellor for Academic Affairs

Address: 4303 Diamond Head Road, Honolulu, HI 96816

Telephone: 808-734-9519

Email: [email protected]

2: Describe the Project

The Lumina Degree Qualifications Profile calls for clearly aligned assessment of learning in

courses and degrees. At Kapiolani, alignment of student learning outcomes is demonstrated

through matrices that connect course and degree program learning outcomes. These matrices are

found at the “Student Learning Outcomes Assessment” tab on the web site of the Office for

Institutional Effectiveness.

In order for the DQP to be clearly and consistently used throughout our institution, we need to

establish a foundation for DQP alignment within each course. In this model, the final grade a

student receives in a course would also be clearly aligned with each of the learning outcomes for

that course. At present, traditional grading practices rely on overall scores on a range of

assignments, but do not provide detailed information about what students have actually

learned about a specific course outcome. By contrast, effective grading provides students with

information about their progress towards their achievement of course learning outcomes in each

assignment and examination (Reeves, 2008, Marzano, 2007, & Walvoord & Anderson, 1998).

Our DQP project will provide faculty development that will help them:

1) Adapt course learning outcomes that clearly align with the degree program outcomes that are

relevant to our campus.

2) Implement effective grading that provides qualitative feedback to students about their work on

all course assignments. This feedback will include the development of rubrics that enable the

faculty to assess and discuss student progress toward achieving learning outcomes.

We currently have groups of faculty who already engage in some form of effective grading.

These include faculty who teach freshman composition, numerous Career and Technical

Education disciplines, and Service-Learning.

We will encourage these faculty members to participate in the initial training to become mentors

and leaders in this effective grading initiative. Initially, the training will focus on aligning their

own course learning outcomes with relevant assignments in a manner that provides transparent

feedback to students and is consistent across disciplines. These faculty members will then align

their effective grading practices with degree outcomes.

Appendix A: DQP Questionnaire / Proposal 9

We will then invite this cadre of mentors and leaders to recruit additional faculty to participate in

a series of professional development workshops focused on alignment with DQP learning

outcomes and effective grading.

Timeline

Spring 2013:

1. Participate in Lumina DQP conference. Compare and evaluate our current general

education outcomes in relation to the Lumina DQP for associate degree granting colleges

2. Identify and train a minimum of 10 faculty members to be mentors in effective grading

and DQP alignment through 3-4 training workshops. The current Assessment

Coordinators (3) will design and conduct the training.

3. Begin recruitment of additional faculty.

4. At the College’s Annual Closing the Loop Assessment Institute at the conclusion of the

spring semester, we will provide a series of concurrent sessions over three days for new

faculty to work with their mentors to redesign their grading practices on at least two

assignments and to align their assignments and course learning outcomes with the DQP.

Summer 2013:

1. Provide training with all DQP faculty members during August that will emphasize the

readiness to implement effective grading, alignment of course assignments, and course

learning outcomes with program learning outcomes.

2. Develop a viable 18-24 month project that further develops faculty expertise in learning

assessment in courses and degrees.

Fall 2013

Provide two more training workshops with additional faculty who will also be supported

by faculty mentors

Question 3: How will participation benefit your institution? Benefits for students?

This project will have a profound impact on both faculty and students. By providing detailed,

qualitative information to students about their performance, communication between instructor

and student will be greatly enhanced; and a shared commitment to active and collaborative

commitment to learning will be strengthened. We anticipate that this will enhance student course

success, persistence, academic progress, and engagement, which will be tracked through

institutional evaluation and the 2014 Community College Survey of Student Engagement.

Faculty members will benefit by seeing more clearly the criteria they are using to evaluate and

score student work and where course assignments and learning objectives need to be more

strongly aligned. The enhanced communication with students will allow them to better

understand student needs, and to respond to them more effectively and quickly.

The institution will benefit as it sees its 10 institutional effectiveness measures improve. These

measures are: 1) Active and Collaborative Learning; 2) Faculty-Student interaction; 3) Student


Effort: 4) Academic challenge; and 5) Student Effort; 6) Course success rates; 7) Fall to Spring

Re-enrollment; 8-10) Cohort academic progress through year one, two, and three.

Question 4. Institutional Capacity

Kapiolani Community College was selected to participate in the AAC&U Greater Expectations

Project in 2002, and continues as an AAC&U Liberal Education and America’s Promise

Institution. Since 2002, we have closely followed the development of AAC&U’s Essential

Learning Outcomes and used them to craft our current General Education Learning Outcomes,

which serve as the outcomes for our Liberal Arts degree, and as our institutional outcomes. We

have also used the AAC&U Values Rubrics to develop Service-Learning outcomes assessment

1. Thinking and Inquiry - Make effective decisions with intellectual integrity to solve

problems and/or achieve goals utilizing the skills of critical thinking, creative thinking,

information literacy, and quantitative/symbolic reasoning.

2. Communication - Ethically compose and convey creative and critical perspectives to an

intended audience using visual, oral, written, social, and other forms of communication.

3. Self and Community/Diversity of Human Experience - Evaluate one's own ethics and

traditions in relation to those of other peoples and embrace the diversity of human

experience while actively engaging in local, regional, and global communities.

5. Aesthetic Engagement - Through various modes of inquiry, demonstrate how aesthetics

engage the human experience, revealing the interconnectedness of knowledge and life.

6. Integrative Learning - Explore and synthesize knowledge, attitudes and skills from a

variety of cultural and academic perspectives to enhance our local and global

communities.

These outcomes are similar to the DQP learning outcomes for associate degree granting

institutions. In 2013, as a result of faculty interest in improving the thinking and inquiry skills of

our students, the College will focus special attention on assessing and improving this outcome in

both courses and programs. This project will be replicated for other program learning outcomes

and sustained by institutional budgeting.

Dr. Robert Franco, Director of the Office for Institutional Effectiveness at Kapiolani and

ACCJC/WASC accreditation liaison officer, also serves as liaison to AAC&U. He currently

serves on their Diversity and Democracy, Community College Roadmap, and Bridging Cultures

advisory boards. He also leads the College’s nationally recognized emphasis in Service-Learning

and Civic Responsibility. He was a lead faculty at the AAC&U Promising Practices Institute in

summer 2011, and provided a national webinar on Service-Learning and Civic Learning in the

Humanities for AAC&U in November 2012.

We have three skilled assessment coordinators, Dr. Tanya Renner, Professor Sally Pestana, and

Dawn Zoni, Student Services Specialist, who are ready to provide the identified faculty

development opportunities. These coordinators receive assigned time from the college for


sharing their expertise. We have 10-15 faculty members from diverse disciplines who already

use a form of effective grading and who are well accepted as leaders on our campus. We also

have an active Student Learning Outcomes Committee that is an ad hoc committee of the Faculty

Senate. This committee has 15 members with expertise in learning assessment. This group can

guide us in the design and implementation of training workshops and institutes.

We also have a well-defined set of procedures in place for revising course learning outcomes. In

addition, our plan to recruit new participants through our faculty mentors builds on our initial

capacity and increases the number of mentors with every new annual assessment cycle.

Finally, the College sees this project as an excellent next step as we develop sustainable,

continuous quality improvement in our learning assessment practices so that:

• Student learning outcomes and assessment are ongoing, systematic and used for continuous

quality improvement.

• Dialogue about student learning is ongoing, pervasive and robust.

• Evaluation of student learning outcomes processes.

• Evaluation and fine-tuning of organizational structures to support student learning is ongoing.

• Student learning improvement is a visible priority in all practices and structures across the

college.

• Learning outcomes are specifically linked to program reviews.

In sum, we intend to develop a strong foundation of faculty practice in effective grading that will

have sustained impact on learning assessment and improvement in courses and degree programs.

The College will disseminate these developments with other Hawai’i and Pacific Islands

community colleges, and through numerous national venues.


References

Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective

instruction. Alexandria, VA: ASCD.

Reeves, D. (2008). Effective grading practices. Teaching Students to Think, 65, 85-87.

Walvoord, B., & Anderson, V. (1998). Effective grading: A tool for learning and assessment.

San Francisco, CA: Jossey-Bass Higher and Adult Education.


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Kapi’olani)Community)College4303)Diamond)Head)RoadHonolulu,)Hawaii))96816

Degree)Qualifications)Profile)Project)Associates)Degree)Cohort

Defining)the)Project)—)10)Steps

Project)OverviewThe!work!of!Kapi’olani!Community!College!will!be!to!map!program!and!general!education!/!institutional!SLOs!to!the!DQP!in!the!context!of!the!liberal!arts!degree.!The!college!will!identify!embedded!assessment!opportunities!that!can!be!implemented!across!multiple!courses!to!increase!crossEdiscipline!faculty!dialog!and!development,!and!promote!excellence!in!student!achievement.

1a.)If)there)are)multiple)parts)(clauses/phrases))within)that)summary,)simply)break)them)down)in)the)order)they)should)happen)(i.e.,)map)outcomes)of)degree,)identify)embedded)assessment,)define)the)process)for)sharing/correlating)findings)across)campus).We!envision!this!project!in!three!parts!that!will!promote!excellence!in!student!achievement.!We!will

• Align!KCC!Liberal!Arts!and!General!Education!/!Institutional!SLOs!and!the!DQP!

• Identify!embedded!assessment!opportunities!that!can!be!implemented!across!multiple!courses!

• Increase!crossEdisciplinary!faculty!dialog!and!development!

1b.)If)the)project)involves)working)with)selected)degrees,)identify)specifically)which)those)will)be.This!project!will!target!the!Associate!of!Arts!in!Liberal!Arts!degree.

1.c.)If)the)project)involves)working)with)disciplines)which)offer)more)than)one)associate)degree,)identify)specifically)which)discipline)or)disciplines)will)be)included.Our!project!focuses!on!the!Associate!of!Arts!in!Liberal!Arts,!a!single!transferEfocused!multiEdisciplinary!degree!program.

Appendix B: DQP Project Plan 14

!

2.)What)is)the)overarching)purpose)of)your)project?)In)a)global)sense,)when)it’s)all)done,)what)will)be)achieved?The!project!will!promote!excellence!in!student!achievement,!thereby!benefiting!the!following!constituencies:

• The!College!will!learn!how!its!AA!in!Liberal!Arts!Degree!stands!in!relation!to!degree!competencies!that!are!part!of!a!national!dialog!(the!DQP),!and!potentially!identify!areas!where!this!degree!could!be!strengthened.!!

• Students!will!better!understand!the!intentionality!behind,!and!the!connections!between,!their!course!assignments,!their!course!outcomes,!and!their!degree!outcomes.!

• Participating!departments!will!better!understand!the!alignments!between!course!assignments,!course!outcomes,!and!degree!outcomes.!!

• Faculty!will!develop!methods!to!make!the!connections!between!course!assignments!and!course!outcomes!more!transparent!to!students,!and!will!benefit!from!crossEdisciplinary!dialog.!

• Administration!will!gain!insights!into!how!to!facilitate!the!further!development!of!a!culture!of!inquiry!in!support!of!institutional!outcomes.!

3.)What)do)you)hope)to)learn)from)this)project?)What)might)you)be)able)to)share)with)other)colleges)and)with)the)field?

We!hope!to!learn!more!about!how!to!improve!student!learning.!We!also!hope!to!be!able!to!share!with!other!colleges!and!with!the!field!what!we!learn!about!the!alignment!/!mapping!process,!about!embedded!assessment!opportunities,!and!about!increasing!crossEdisciplinary!faculty!dialog.!Additionally,!we!hope!to!provide!some!insights!into!the!ways!that!the!DQP!aligns!within!MinorityEServing!Institutions!like!ours.!

4.)Project)Objectives:)Ensure)project)objectives)link)to)project)purpose,)and)to)milestones)and)timelines.What)measurable)results/products)will)be)achieved/)created)to)advance)the)project)purpose(s))within)the)available)timeline?)[Should)be)a)reasonable)list)of)2X5)items.]

• Alignment!of!KCC!SLOs!and!the!DQP!• Implementation!of!embedded!assessments!that!align!with!course!and!

program!outcomes!and!with!the!DQP!in!a!selection!of!general!education!courses!!

• Establishment!of!crossEdisciplinary!faculty!groups!and!initiation!of!faculty!dialog!on!the!utility!and!value!of!the!DQP!for!KCC!


!

5.)Milestones:)“Miles,)not)steps.”What)key)completion)steps)will)mark)progress)toward)completion)of)your)project?)[You)will)also)have)a)toXdo)list)of)miniXsteps)to)guide)your)activities]

• Completion!of!KCC!SLOs!and!DQP!alignment!• Identification!and!training!of!Transparent!Graders!(embedded!assessment)!• Launch!of!Transparent!Grading!Initiative!• Establishment!of!crossEdisciplinary!dialog!groups!• Reaching!of!consensus!on!the!utility!and!value!of!DQP!for!the!Associate!

Degree!in!Liberal!Arts!

6.)Timelines:)Work)within)the)known)boundaries)of)your)operating)schedule.a.)What)dates)will)you)target)for)completion)of)each)milestone?)

• Completion!of!KCC!SLOs!and!DQP!alignment!o Summer!2013:!Initial!alignment!by!DQP!Project!Team!o Fall!2013:!Discussion!and!refinement!of!alignments!by!general!

education!faculty!o Spring!2014:!Finalization!of!alignment!

• Identification!and!training!of!Transparent!Graders!o Summer!2013:!Commencement!of!Transparent!Grading!workshops!o Fall!2013:!Recruitment!of!Transparent!Grading!Mentors!

• Launch!of!Transparent!Grading!Initiative!o Fall!2013:!Incorporation!of!Transparent!Grading!into!a!selection!of!

general!education!courses!o Spring!2014:!Recruitment!of!additional!Transparent!Graders!

• Establishment!of!crossEdisciplinary!dialog!groups!o Spring!2014:!Creation!of!faculty!groups!and!initiation!of!crossE

disciplinary!dialog!!o Spring!2014:!Reach!a!consensus!on!the!utility!and!value!of!DQP!for!

KCC!

b.)Working)backward,)do)the)timelines)get)you)to)project)completion)by)May)2014?

Yes

7.)Who)are)the)key)participants)for)this)project?)Identify)individuals)by)name)and)by)key)tasks.

• Anthony!Silva,!Project!Lead:!Anthony!will!be!the!contact!person!for!the!project,!complete!the!required!ACCJC!reports,!and!guide!the!project!team.!


!

• Colette!Higgins,!Liberal!Arts!Faculty!Coach:!Colette!will!work!to!engage!key!liberal!arts!faculty!in!the!project.!

• Nawa’a!Napoleon,!Liberal!Arts!Faculty!Coach:!Nawa’a!will!work!to!engage!key!liberal!arts!faculty!in!the!project.!

• Charles!Sasaki,!Administration!Representative:!Charles!will!work!to!engage!a!broader!institutional!audience,!secure!resources!to!support!DQPP,!and!serve!as!liaison!to!the!senior!administration.!

8.)Who)will)be)responsible)for)gathering)information)about)the)work)being)done,)the)processes)and)activities?)Who)will)be)responsible)for)reporting)on)progress)to)the)project)lead)(who)will)report)to)the)ACCJC))and)for)developing)information)about)the)measurable)results)being)achieved?

The!Project!Lead!and!the!Faculty!Coaches!will!be!responsible!for!gathering!projectErelated!information.!The!Faculty!Coaches!will!report!on!the!progress!of!key!liberal!arts!faculty!during!implementation!of!the!project.!All!team!members!will!be!responsible!for!developing!information!about!the!measurable!results!being!achieved.!

What)is)the)toXdo)list)for)followXup)at)your)campus)within)the)first)month)after)the)conference,)with)identification)of)the)responsible)person)from)among)your)team)members?

• Refine!the!project!description:!All!team!members!

• Complete!and!submit!Project!Report!1:!Anthony!Silva,!Project!Lead!

• Present!refined!plan!to!KCC!Administrative!Staff!Council:!All!team!members!

9.)Please)consider)and)answer)the)following)questions:How)will)your)project)team)keep)in)touch)back)at)the)campus?The!DQP!Project!Leadership!Team!will!keep!in!touch!in!monthly!meetings,!and!via!email!as!necessary.!

Over)the)summer?The!team!will!keep!in!touch!via!email!over!the!summer.

Which)key)college)or)district)events)or)activities)do)you)need)to)keep)in)mind,)for presenting)the)work)and)for)getting)key)decisions)made?

• KCC!Administrative!Staff!Council!meeting,!May!28,!2013!


!

• Fall!2013!Faculty!Convocation,!August!22,!2013!

10.)Begin)your)toXdo)list.a.)What)are)the)immediate)items)you)must)do)in)preparation)for)the)start)of)the)project)at)the)beginning)of)the)semester?

• Refine!the!project!description!• Present!refined!plan!to!KCC!Administrative!Staff!Council!

b.)What)are)your)toXdos)for)the)first)three)months)of)the)project?• Align!KCC!SLOs!and!the!DQP!

• Plan!and!schedule!Transparent!Grading!Workshops!


Kapiolani Community College DQPP Timeline (revised 9/2013)

Planned completion date

DQP @ Course Level

DQP @ Program Level

DQP @ Institution Level

2013 Sept 15 • DQPP Teamfinishes initialalignment of DQPto KCC SLOs

2013 Sept 30 • DQPP Teamreviews initialalignment of DQPto AA inHawaiian StudiesProgram SLOs

2013 Oct 15 • Lead AA inHawaiian Studiesfaculty beginmapping DQPoutcomes toAAHS coursecompetencies

• Hawaiian Studiesfaculty beginAnnual Report ofProgram Dataprocess

2013 Oct 30

2013 Nov 15 • Lead AA inHawaiian Studiesfaculty finishmapping DQPoutcomes toAAHS coursecompetencies

• Hawaiian Studiesfaculty continueAnnual Report ofProgram Dataprocess

2013 Nov 30 • Lead AA inHawaiian Studiesfaculty meet withDQPP Team fordialog anddiscussion ofmaps

2013 Dec 15 • Hawaiian Studiesfaculty completeAnnual Report of

Appendix C: Revised Timeline 19

Program Data process

2013 Dec 30

2014 Jan 15 • Introduce DQP –AAHS Project toall Arts &Sciences faculty@ A&S meetingand pre-‐recruitfacultyvolunteers

2014 Jan 30 • AA in HawaiianStudies facultychoose / designassignments toaddress a DQPoutcome

2014 Feb 15 • AA in HawaiianStudies facultyand DQPP Teammembers meetone-‐on-‐one todiscussassignments /assessments (asnecessary)

2014 Feb 28 • AA in HawaiianStudies facultyand DQPP Teammembers meetone-‐on-‐one todiscussassignments /assessments (asnecessary)

2014 Mar 15 • AA in HawaiianStudies facultyand DQPP Teammembers meet


one-‐on-‐one to discuss assignments / assessments (as necessary)

2014 Mar 30 • AA in HawaiianStudies facultyand DQPP Teammembers meetone-‐on-‐one todiscussassignments /assessments (asnecessary)

2014 Apr 15 • AA in HawaiianStudies facultyand DQPP Teammembers meetone-‐on-‐one todiscussassignments /assessments (asnecessary)

2014 Apr 30 • AA in HawaiianStudies facultyassess their DQP-‐directedassignments

2014 May 15 • AA in HawaiianStudies facultyand DQPP Teammeet to discussthe utility andvalue of the DQPfor KCC and theAA in HawaiianStudies Program


Thinking and Inquiry Communication Self and Community Aesthetic Engagement Integrative Learning

DQPP TEAMMAPPINGS

Make effective decisions with intellectual integrity to solve problems and/or achieve goals utilizing the skills of critical thinking, creative thinking, information literacy, and quantitative / symbolic reasoning.

Ethically compose, convey, and interpret varied perspectives to an intended audience using visual, oral, written, social, and other forms of communication.

Evaluate one’s own ethics and traditions in relation to those of other peoples and embrace the diversity of human experience while actively engaging in local, regional, and other global communities.

Through various modes of inquiry, demonstrate how aesthetics engage the human experience, revealing the interconnectedness of knowledge and life.

Explore and synthesize knowledge, attitudes, and skills from a variety of cultural and academic perspectives to enhance our local and global communities.

BROAD, INTEGRATIVE KNOWLEDGE

Describes how existing knowledge or practice is advanced, tested and revised.

? X

Describes and examines perspectives on key debates within the field and in society.

X X X ?

Illustrates core concepts of the field while executing analytical, practical or creative tasks.

X X

Selects and applies recognized methods in interpreting discipline-‐based problems.

X

Assembles evidence relevant to problems, describes its significance, and uses it in analysis.

X X

Describes the ways in which at least two disciplines define, address and justify the importance of a contemporary challenge or problem.

X X

Appendix D: DQPP Team General Education Map 22


DQPP TEAMMAPPINGS






INTELLECTUAL SKILLS

Identifies, categorizes and distinguishes among ideas, concepts, theories and practical approaches to problems. (Analytic inquiry)

X X

Identifies, categorizes and appropriately cites information for an academic project, paper or performance. (Use of information resources)

X X

Describes how cultural perspectives could affect interpretation of problems in the arts, politics or global relations. (Engaging diverse perspectives)

X X

Presents accurate calculations and symbolic operations and explains their use either in the field of study or in interpreting social or economic trends. (Quantitative fluency)

X

Presents substantially error-‐free prose in both argumentative and narrative forms to general and specialized audiences. (Communication fluency)

X



DQPP TEAMMAPPINGS






APPLIED LEARNING

Describes in writing a case in which knowledge and skills acquired in academic settings are applied to a challenge in a non-‐academic setting; evaluates the learning gained; and analyzes a significant concept or method related to the course of study in light of learning from outside the classroom.

X X

Locates, gathers and organizes evidence on an assigned research topic addressing a course-‐related question or a question of practice in a work or community setting; offers and examines competing hypotheses in answering the question.

X X X X X



DQPP TEAMMAPPINGS






CIVIC LEARNINGDescribes his or her own civic and cultural background, including origins, development, assumptions and predispositions.

X X ?

Describes historical and contemporary positions on democratic values and practices, and presents his or her position on a related problem.

X X X

Takes an active role in the community (work, service, co-‐curricular activities) and examines civic issues encountered and insights gained.

X X



DQP TASK FORCE MAPPINGS






BROAD, INTEGRATIVE KNOWLEDGE

Describes how existing knowledge or practice is advanced, tested and revised.

X X

Describes and examines perspectives on key debates within the field and in society.

X X X

Illustrates core concepts of the field while executing analytical, practical or creative tasks.

X X X X

Selects and applies recognized methods in interpreting discipline-based problems.

X X X

Assembles evidence relevant to problems, describes its significance, and uses it in analysis.

X X X

Describes the ways in which at least two disciplines define, address and justify the importance of a contemporary challenge or problem.

X X X

Appendix E: DQPP Task Force General Education Map 26








INTELLECTUAL SKILLSIdentifies, categorizes and distinguishes among ideas, concepts, theories and practical approaches to problems. (Analytic inquiry)

X X

Identifies, categorizes and appropriately cites information for an academic project, paper or performance. (Use of information resources)

X X

Describes how cultural perspectives could affect interpretation of problems in the arts, politics or global relations. (Engaging diverse perspectives)

X X X X

Presents accurate calculations and symbolic operations and explains their use either in the field of study or in interpreting social or economic trends. (Quantitative fluency)

X X

Presents substantially error-free prose in both argumentative and narrative forms to general and specialized audiences. (Communication fluency)

X









APPLIED LEARNINGDescribes in writing a case in which knowledge and skills acquired in academic settings are applied to a challenge in a non-academic setting; evaluates the learning gained; and analyzes a significant concept or method related to the course of study in light of learning from outside the classroom.

X X

Locates, gathers and organizes evidence on an assigned research topic addressing a course-related question or a question of practice in a work or community setting; offers and examines competing hypotheses in answering the question.

X X X









CIVIC LEARNINGDescribes his or her own civic and cultural background, including origins, development, assumptions and predispositions.

X X

Describes historical and contemporary positions on democratic values and practices, and presents his or her position on a related problem.

X X X

Takes an active role in the community (work, service, co-curricular activities) and examines civic issues encountered and insights gained.

X X



KCC CURRENT






Suggested revision: No changes

Suggested revision: Suggested revision: Suggested revision: Eliminate this outcome and combine it with Integrative Learning, as follows:

Suggested revision:

DQP TASK FORCE REVISED


Through the effective use of visual, oral, written, and other forms of communication, interpret and ethically convey the intended message.

Evaluate one’s own ethics and traditions in relation to those of other peoples; examine the diversity of cultural perspectives; and / or engage in local, regional, and global communities.

Develop responses to challenges and sustain communities by integrating/synthesizing knowledge, skills and attitudes from academic, aesthetic, and cultural perspectives

Explore and synthesize knowledge, attitudes, methods, and skills from a variety of cultural and academic perspectives to enhance analytical, practical, and / or creative tasks in our local and global communities.

Appendix F: DQPP Task Force Suggested Revisions to KCC General Education Outcomes 30

DQP Outcome — Course Competency Alignment AA in Hawaiian Studies

Course ALPHA + number: REL 150

Course competency: 1. Identify the myths, rituals, ethics, and art of each major religious tradition.

Which DQP outcome(s) does this competency address? Circle all that apply. (See the DQP Outcomes for Associate Degrees handout for explanations of each outcome below.)

Specialized Knowledge Broad, Integrative Knowledge

Intellectual Skills Applied Learning Civic Learning

1a 1b 1c 2a 2b 2c 2d 2e 2f 3a 3b 3c 3d 3e 4a 4b 5a 5b 5c

Appendix G: Sample Course Worksheet 31



Course competency: 2. Describe significant historical developments within each major religious tradition, from the time of its origins until today.








Course competency: 3. Describe his/her own religious background and that of the surrounding community.






Degree Qualifications Profile (DQP) Outcomes for Associate Degrees

1. Specialized Knowledgea. Describes the scope and principal features of his/her field of study, citing at least some of its core theories and

practices, and offers a similar explication of at least one related field.b. Illustrates contemporary terminology used in the field.c. Generates substantially error-‐free products, reconstructions, data, etc. or juried exhibits or performances as

appropriate to the field.

2. Broad, Integrative Knowledgea. Describes how existing knowledge or practice is advanced, tested and revised.b. Describes and examines a range of perspectives on key debates and their significance both within the field and

in society.c. Illustrates core concepts of the field while executing analytical, practical or creative tasks.d. Selects and applies recognized methods of the field in interpreting characteristic discipline based problems.e. Assembles evidence relevant to characteristic problems in the field, describes the significance of the evidence,

and uses the evidence in analysis of these problems.f. Describes the ways in which at least two disciplines define, address and interpret the importance of a

contemporary challenge or problem in science, the arts, society, human services, economic life or technology.

3. Intellectual Skillsa. Analytic Inquiry: Identifies, categorizes and distinguishes among elements of ideas, concepts, theories and/or

practical approaches to standard problems.b. Use of Information Resources: Identifies, categorizes, evaluates and cites multiple information resources

necessary to engage in projects, papers or performance in his or her program.c. Engaging Diverse Perspectives: Describes how knowledge from different cultural perspectives would affect his

or her interpretations of prominent problems in politics, society, the arts and/or global relations.d. Quantitative Fluency: Presents accurate calculations and symbolic operations, and explains how such

calculations and operations are used in either his or her specific field of study or in interpreting social andeconomic trends.

e. Communication Fluency: Presents substantially error-‐free prose in both argumentative and narrative forms togeneral and specialized audiences.


4. Applied Learninga. Describes in writing at least one substantial case in which knowledge and skills acquired in academic settings

are applied to a challenge in a non-‐academic setting; evaluates, using evidence and examples, the learninggained from the application; applies that learning to the question; and analyzes at least one significant conceptor method related to his or her course of study in light of learning outside the classroom.

b. Locates, gathers and organizes evidence on an assigned research topic addressing a course-‐related question or aquestion of practice in a work or community setting; offers and examines competing hypotheses in answeringthe question.

5. Civic Learninga. Describes his or her own civic and cultural background, including its origins and development, assumptions and

predispositions.b. Describes diverse positions, historical and contemporary, on selected democratic values or practices, and

presents his or her own position on a specific problem where one or more of these values or practices areinvolved.

c. Takes an active role in a community context (work, service, co-‐curricular activities, etc.), and examines the civicissues encountered and the insights gained from the community experience.


Course Area Dept Requested Mapped AlignedANTH 151 FG (A) SS YANTH 152 FG (B) SS YANTH 200 DS SS YANTH 235 DS SS YART 189 DA (HAP) AH Y YART 288 DA AH Y YART 289 DA AH Y YART 290 DA AH YASTR 110 DP MS Y YBIOL 124 DB MS Y Y YBIOL 124L DY MS Y YBOT 105 DS MS Y YBOT 130 DB MS Y Y YBOT 130L DY MS Y Y YDNCE 212 DA AH YDNCE 213 DA AH YENG 100 FW LLL Y YENG 272B DL (HAP) LLL Y YENG 272M DL (HAP) LLL YESL 100 FW LLL Y Y Y

GEOG 101 DP MS YGEOG 101L DY MS YGEOG 102 FG (B) SS Y Y YGEOG 151 FG (C) SS Y Y YGEOG 210 DS SS YGG 103L DY MS Y YGG103 DP MS Y Y

HAW 101 HSL LLL Y YHAW 102 HSL LLL Y YHAW 201 HSL LLL Y YHAW 202 HSL LLL Y YHAW 224 DL LLL YHAW 261 DL LLL Y YHAW 262 DL LLL Y YHIST 151 FG (A) AH YHIST 152 FG (B) AH YHIST 284 DH (HAP) AH Y Y YHIST 288 DH (HAP) AH Y Y YHUM 269 DH SS YHWST 100 DH AH Y YHWST 107 DH (HAP) AH YHWST 216 DH AH Y

Appendix H: Course Participation 36

Course Area Dept Requested Mapped AlignedHWST 255 DS AH YHWST 270 DL AH YHWST 285 DH AH YICS 141 FS BLTCH YICS 241 FS BLTCH Y

MATH 100 FS MS YMATH 103 FS MS YMATH 111 FS MS YMATH 112 FS MS YMATH 115 FS MS Y YMATH 135 FS MS YMATH 140 FS MS YMATH 203 FS MS YMATH 205 FS MS YMATH 206 FS MS YMATH 206L FS MS YMATH 231 FS MS Y YMATH 232 FS MS Y YMUS 107 FG(C) AH Y Y YMUS 121Z DA AH YMUS 207 DH AH YOCN 201 DP MS YPACS 108 DS (HAP) AH Y Y YPACS 257 DL (HAP) AH Y YPACS 273 DL (HAP) AH YPHIL 103 DH AH Y YPHIL 110 FS AH Y YREL 150 FG(C) AH Y Y YSP 151 OC AH YSP 181 OC AH YSP 231 OC AH YSP 233 DA AH YSP 251 OC AH Y

THEA 221 OC AH YTHEA 222 OC AH YTHEA 240 OC AH YZOOL 200 DB MS Y Y YZOOL200L DY MS Y Y

Total 80 36 12Percentage 100% 45% 15%

Appendix H: Course Participation 37

2a 2b 2c 2d 2e 2f 3a 3bDescribes how

existing knowledge or practice is

advanced, tested and revised.

Describes and examines

perspectives on key debates within the field and in society.

Illustrates core concepts of the field while executing

analytical, practical or creative tasks.

Selects and applies recognized methods

in interpreting discipline-‐based

problems.

Assembles evidence relevant to

problems, describes its significance, and uses it in analysis.

Describes the ways in which at least two disciplines define, address and justify the importance of a

contemporary challenge or problem.

Identifies, categorizes and distinguishes among ideas, concepts, theories

and practical approaches to problems.

(Analytic inquiry)

Identifies, categorizes and

appropriately cites information for an academic project,

paper or performance. (Use of

information resources)

ART 189 2-‐3-‐4-‐5-‐6-‐7ART 288 1-‐3-‐4-‐6 2ART 289 1-‐3-‐4-‐6 2ASTR 110 1-‐2-‐3-‐4-‐6 5 2-‐4-‐6 3-‐4 1-‐3-‐4-‐5-‐6 1-‐2-‐3-‐4-‐5-‐6BIOL 124 2-‐3BIOL 124L 3 2BOT 105 1-‐2-‐3-‐4-‐5 1-‐2-‐3-‐4 1-‐2-‐4-‐5 1 1-‐2-‐3 1-‐2-‐3-‐4-‐5 1-‐2-‐3-‐4 1-‐2-‐3-‐4BOT 130 1 2-‐3-‐6 4-‐5-‐6 1BOT 130L 3 2-‐4 1ENG 100 1-‐2-‐3-‐4-‐5-‐6-‐7 1-‐2-‐3-‐4-‐5-‐6-‐7ENG 272B 1-‐2-‐3-‐4-‐5-‐6-‐11 2-‐3-‐4-‐5-‐6-‐11ESL 100

GEOG 102 1-‐4 1-‐2-‐3-‐4 2-‐4 4 1-‐3-‐4 1-‐2-‐3-‐4 1-‐3-‐4GEOG 151 1-‐2-‐3 1-‐2-‐3-‐4 1-‐2-‐3-‐4 2-‐3-‐4 3-‐4 1-‐2-‐3-‐4 3-‐4GG 103 1-‐3-‐5-‐6-‐7 1-‐3 1-‐2-‐4-‐5-‐6-‐7 1-‐2-‐4-‐5-‐6-‐7 1-‐5-‐6-‐7 1 1-‐2-‐3-‐4-‐5-‐6-‐7 1GG101L 1-‐2-‐3-‐4-‐5 3-‐4-‐5 1-‐2-‐3-‐4-‐5-‐6 1-‐2-‐3-‐4-‐5-‐6HAW 101 2-‐4 3 HAW 102 2-‐4 3 HAW 201 2-‐4 2-‐3 HAW 202 2-‐4 2-‐3 HAW 261 1-‐2 4 1-‐6HAW 262 2 4 1 3-‐6HIST 284 3 3-‐5 4 6-‐7HIST 288 4 4-‐7 5 7-‐8HWST 100 3-‐5-‐6 3-‐4 6 3-‐6 3-‐5-‐6 1-‐2-‐3-‐4-‐5-‐6MATH 115 3-‐4 3-‐4 1-‐2-‐5-‐6 3-‐4-‐5 3-‐4-‐5 1-‐3-‐4 3-‐4MATH 231 1-‐3-‐4 1-‐3-‐4 1-‐3-‐4 1-‐3-‐4 1-‐2-‐3-‐4MATH 232 1-‐2-‐3 1-‐2-‐3 1-‐2-‐3 1-‐2-‐3 1-‐2-‐3MUS 107 2-‐3-‐4-‐5-‐6 1-‐3-‐5 1-‐2-‐3-‐5-‐6 1-‐2-‐4-‐6 1-‐2-‐3-‐4 3-‐5 1-‐2-‐3-‐4-‐5 5-‐6PACS 108 2-‐3-‐4-‐5 1-‐2-‐3-‐4-‐5 3-‐4 3 2-‐4 1-‐4-‐5 4PACS 257 3 3 1PHIL 103PHIL 110REL 150ZOOL 200 8 6 2-‐3-‐4-‐5-‐8 8 2-‐8 6-‐8 7-‐8ZOOL200L 5 2-‐5 2-‐3 1 1-‐2-‐3-‐4-‐5 3

TOTAL COURSES 13 15 20 15 16 20 21 16

BROAD, INTEGRATIVE KNOWLEDGE INTELLECTUAL SKILLS

Appendix I: Course Competency to DQP Outcome, by Competency Number 38

3c 3d 3e 4a 4b 5a 5b 5cDescribes how

cultural perspectives could affect

interpretation of problems in the arts, politics or global

relations. (Engaging diverse perspectives)

Presents accurate calculations and

symbolic operations and explains their

use either in the field of study or in

interpreting social or economic trends. (Quantitative

fluency)

Presents substantially error-‐free prose in both argumentative and narrative forms to

general and specialized audiences.

(Communication fluency)

Describes in writing a case in which

knowledge and skills acquired in academic settings are applied to a challenge in a non-‐academic

setting; evaluates the learning gained;

and analyzes a significant concept or method related to the course of study in light of learning from outside the

classroom.

Locates, gathers and organizes evidence on an assigned research topic

addressing a course-‐related question or a question of practice

in a work or community setting; offers and examines

competing hypotheses in answering the question.

Describes his or her own civic and

cultural background, including origins, development,

assumptions and predispositions.

Describes historical and contemporary

positions on democratic values and practices, and presents his or her position on a related

problem.

Takes an active role in the community (work, service, co-‐curricular activities) and examines civic issues encountered and insights gained.

1-‐8 ART 1895 ART 2885 ART 289

1-‐2-‐3-‐4 2-‐4-‐5-‐6 5-‐6 ASTR 1104 4 5 BIOL 124

4 BIOL 124L2-‐3-‐4-‐5 1-‐2-‐4-‐5 2 1-‐2-‐3-‐4-‐5 2-‐3-‐4 1-‐2-‐4 1-‐2-‐3-‐4-‐5 BOT 105

2-‐3-‐6 4-‐5-‐7 1-‐6 2-‐3-‐4-‐5-‐7 1 6 2-‐3-‐4-‐5-‐7 BOT 1303 2-‐4 1 3 1-‐2-‐4 1-‐2-‐3-‐4 BOT 130L

1-‐2-‐3-‐4-‐5-‐6-‐7 ENG 1001-‐8-‐10-‐11 2-‐3-‐6-‐7-‐11 ENG 272B

1-‐2-‐3-‐4-‐5-‐6-‐7-‐8 ESL 1001-‐2-‐3 2-‐4 GEOG 1021-‐3-‐4 2-‐4 1-‐2-‐3-‐4 GEOG 151

1-‐2-‐3-‐4-‐5-‐7 1-‐3-‐4-‐5-‐6-‐7 1-‐3 7 GG 1035 5-‐6 1-‐2-‐3-‐4-‐5-‐6 GG101L

1 HAW 1011 HAW 1021 HAW 2011 HAW 2026 3 2 HAW 261

3 6 2 HAW 2622-‐4-‐6-‐7 9 10 7 7 HIST 2844-‐6-‐7-‐8 9 HIST 2883-‐5-‐6-‐7 1 7 4 4-‐6-‐7 3-‐5-‐6-‐7 HWST 100

1-‐2-‐3-‐4-‐5-‐6 1-‐4-‐5-‐6 1 MATH 1151-‐2-‐3-‐4 1-‐2-‐4 MATH 2311-‐2-‐3 1-‐2-‐3 MATH 232

1-‐3-‐5 3-‐6 1-‐6 3-‐6 MUS 1071-‐2-‐3-‐4-‐5 4 4 4-‐5 PACS 108

2-‐3 1-‐2-‐3 3 1-‐2 PACS 2575 PHIL 103

PHIL 1101-‐2-‐3 2-‐3 REL 1506 6 ZOOL 200

5 ZOOL200L18 9 14 9 17 9 13 5 TOTAL COURSES

INTELLECTUAL SKILLS APPLIED LEARNING CIVIC LEARNING

Appendix I: Course Competency to DQP Outcome, by Competency Number 39

Intellectual Civic3c 5a

REL 150

Describes how cultural perspectives

could affect interpretation of

problems in the arts, politics or global

relations. (Engaging diverse perspectives)

Describes his or her own civic and

cultural background, including origins, development,

assumptions and predispositions.

1. Identify the myths, rituals,ethics, and art of each major religious tradition.

X

2. Describe significanthistorical developments within each major religious tradition, from the time of its origins until today.

X X

3. Describe his/her ownreligious background and that of the surrounding community.

X X

Appendix J: Sample Course Competency to DQP Outcome Map / Matrix 40

Course Comp # Original Competency Aligned Competency DQP Outcome

BIOL 124 5

Apply ecological principles to problem-‐solving approaches to current human environmental issues, including sust‘ainability in human societies

Take an active role in applying ecological principles to problem-‐solving in community environmental issues, including sust‘ainability

Civic Learning 3

BOT 130 5 Recognize common native and introduced plant species

Recognize common native and introduced plant species and their importance to resource management and issues of sust‘ainability

Broad Knowledge 6

BOT 130 7 Examine the effects of humans on the flora of the Hawaiian Islands

Examine the effects of humans on the flora of the Hawaiian Islands through community engagement in a relevant cultural setting

Civic Learning 3

BOT 130L 1Demonstrate the ability of critical thinking and logical reasoning through the use of scientific method

Demonstrate the ability of critical thinking and logical reasoning through the use of scientific method and the ability to communicate scientific concepts to general and specialized audiences

Intellectual Skills 5

BOT 130L 2

Work independently or in groups in the laboratory by performing observations, dissections, and completing behavioral objectives of each laboratory exercise

Work independently or in groups in the laboratory or in the field by performing observations, dissections, experiments, and drawing conclusions through interpretation of data and quantitative analyses


ESL 100 1

Employ a writing process which includes gathering information and exploring ideas, developing and supporting a point of view or thesis, organizing, revising, editing, and proofreading.

Employ a writing process which includes gathering information and exploring ideas, developing and supporting a point of view or thesis, organizing, revising, editing, and proofreading for grammatical accuracy


ESL 100 2

Produce different forms of college-‐level writing, such as narrative, analytical, and persuasive essays, whose content, organization, diction, and style are effectively adapted to various writing situations, purposes, audiences, and subjects.

Produce different forms of college-‐level writing, such as narrative, analytical, and argumentative essays, whose content, organization, diction, and style are effectively adapted to general and specialized writing situations, purposes, audiences, and subjects.


GEOG 102 4Critically analyze concepts and issues within the framework of the course

Critically analyze contemporary and historical concepts and issues within the framework of the course

Civic Learning 2

GEOG 151 4Critically analyze concepts and issues within the framework of the course

Critically analyze contemporary and historical concepts and issues within the framework of the course

Civic Learning 2

HAW 101 1Communicate orally in Hawaiian at a novice mid level

Presents substantially error-‐??free communication in Hawaiian at a novice mid-‐level


HAW 101 2 Produce and interpret written Hawaiian at a novice mid level

Utilize vocabulary and other language skills that categorizes and integrates work, school, family, ‘aina, and language in real life applications


Appendix K: Course Competency to DQP Outcome Alignment 41


HAW 101 3

Utilize vocabulary and other language skills that integrate work, school, family, ‘aina, and language in real life applications

Identify, produce and interpret written Hawaiian at a novice-‐mid level with substantially error free products, exhibits and performances

Intellectual Skills 2 (?)

HAW 101 4Recognize the relationship between the practices and perspectives of Hawaiian culture

Identifies, categorizes and appropriately cites relationships between the practices and perspectives of Hawaiian culture


HAW 102 1Communicate orally in Hawaiian at a novice high level

Presents substantially error-‐free communication in Hawaiian at a novice high-‐level


HAW 102 2 Produce and interpret written Hawaiian at a novice high level

Identify, produce and Interpret written Hawaiian at a novice-‐high level with substantially error free products, exhibits and performances.


HAW 102 3

Utilize vocabulary and other language skills that integrate work, school, family, ‘aina, and language in real life applications

Utilize vocabulary and other language skills that categorizes and integrates work, school, family, ‘aina, and language in real life applications

Intellectual Skills 2 (?)

HAW 102 4Recognize the relationship between the practices and perspectives of Hawaiian culture

Identifies, categorizes and appropriately cites relationships between the practices and perspectives of Hawaiian culture


HAW 201 1Communicate orally in Hawaiian at an intermediate low level

Presents substantially error-‐free communication in Hawaiian at a an intermediate low-‐level


HAW 201 2 Produce and interpret written Hawaiian at an intermediate low level

Identify, produce and Interpret written Hawaiian at an intermediate low-‐level with substantially error free products, exhibits and performances

Intellectual Skills 1 Broad Knowledge 4

HAW 201 3Demonstrate an understanding of the grammatical and structural aspects of Hawaiian

?

HAW 201 4

Apply and interpret vocabulary and other language skills that integrate work, school, family, ‘aina, and language in real life applications

Apply and Interpret vocabulary and other language skills that categorizes and integrates work, school, family, ‘aina, and language in real life applications


HAW 201 5 Demonstrate practices and perspectives of Hawaiian culture

Selects and applies recognized methods of interpreting discipline-‐based communication in Hawaiian culture

Broad Knowledge 4

HAW 202 1Communicate orally in Hawaiian at an intermediate low level

Presents substantially error-‐free communication in Hawaiian at a an intermediate low-‐level


HAW 202 2 Produce and interpret written Hawaiian at an intermediate low level

Identify, produce and Interpret written Hawaiian at an intermediate low-‐level with substantially error free products, exhibits and performances

Intellectual Skills 1 Broad Knowledge 4

HAW 202 3Demonstrate an understanding of the grammatical and structural aspects of Hawaiian

?



HAW 202 4

Apply and interpret vocabulary and other language skills that integrate work, school, family, ‘aina, and language in real life applications

Apply and Interpret vocabulary and other language skills that categorizes and integrates work, school, family, ‘aina, and language in real life applications


HAW 202 5 Demonstrate practices and perspectives of Hawaiian culture

Selects and applies recognized methods of interpreting discipline-‐based communication in Hawaiian culture

Broad Knowledge 4

HIST 284 4

Describe the cultural, social, political, and economic changes that took place during the monarchial period of Hawaiian history

Describe how cultural perspectives could affect interpretation of why change took place during the monarchial period of Hawaiian history


HIST 284 7

Express informed judgments and illustrate an historical understanding of issues in writing such as the Hawaiian Renaissance, recent land struggles, and Hawaiian sovereignty

Describe historical and contemporary positions on culture, land, and sovereignty, and present his or her position on a related issue

Civic Learning 2

HIST 288 4Distinguish between culture contact among native peoples and between natives and outsiders

Describe how cultural perspectives could affect interpretation of cultural change and persistence in island communities

Broad Knowledge 2

HIST 288 6

Articulate an understanding of the complexity of cultural change and cultural persistence in island communities

#4 + #6 combined above

MUS 107 1Describe the role of music in the different cultures of Asia, Southeast Asia, Africa, and the Americas

Demonstrate a broader understanding of the role of music in different cultures

Broad Knowledge 2

MUS 107 6Contrast/compare your own music traditions within the broader context of other music traditions

Using appropriate citation, compare / contrast your own music traditions within the broader context of other music traditions


PACS 108 3Identify themes in the works of Pacific Island artists and writers

Identify themes and perspectives in the works of Pacific Island artists and writers


REL 150 3Describe his / her own religious background and that of the surrounding community

Describe his or her own religious background, including origins, development, assumptions, and predispositions, as well as those of the surrounding community

Civic Learning 1

ZOOL 200 4 Categorize taxonomic similarities and differences of marine organisms

Taxonomically analyze and organize life in the marine environment

?

ZOOL 200 8Demonstrate a fundamental knowledge of the basic approaches to scientific problem solving

Use the scientific process to formulate a question, hypothesis, prediction using existing knowledge

Broad Knowledge 1


Aewa Building a Genealogy


Imua

Aewa

The DQP Project @ KCC

Project Team

* Colette Higgins * Nawa‘a Napoleon * Charles Sasaki * Anthony Silva

* Louise Pagotto * Laure Burke

Appendix L: DQP Project Conference Presentation 44

Project Participants

*  Austin Anderson *  Kahele Clark*  Eric Denton *  Nasir Gazdar* Philippe Gross * Gail Harada * Roger Kadala * Lisa Kanae * Wendy Kuntz * Kapulani Landgraf

* Keala Losch * MacKenzie Manning * Richard Miller* Frank Noji * Antonio Pizarro * Catherine Primavera * Nelda Quensell* Mike Ross * Sharon Rowe * Man Beryl Yang

Mapping and alignment of KCC General Education Outcomes and course competencies to the DQP

Outcomes in the context of the AA in Hawaiian Studies Degree

DQP Project @ KCC

* DQP Project Team mapped DQP Outcomes to KCCGeneral Education Outcomes * DQP Task Force reviewed and revised mapping of KCC General Education Outcomes to DQP Outcomes * Lead faculty mapped course competencies (SLOs) to the DQP Outcomes

Phase 1 = Mapping

*  DQP Task Force aligned KCC General Education Outcomes to DQP Outcomes *  Lead faculty aligned course competencies (SLOs) to the DQP Outcomes

Phase 2 = Alignment


General Education Student Learning Outcomes

*  Thinking / Inquiry *  Communication *  Self and Community *  Aesthetic Engagement *  Integrative Learning

5 General Education Outcome Areas

Thinking / Inquiry Communication Self and

Community Aesthetic

Engagement Integrative Learning

Broad Knowledge

4 5 1 1

Intellectual Skills

3 4 1

Applied Learning

2 2 1 1 1

Civic Learning

3 2 1 1

Initial Mapping

Thinking / Inquiry Communication Self and

Community Aesthetic

Engagement Integrative Learning

Broad Knowledge

3 6 1 2 6

Intellectual Skills

3 5 1 1 1

Applied Learning

2 2 1

Civic Learning

1 2 3 1

Final Mapping


Make effective decisions with intellectual integrity to solve problems and/or achieve goals utilizing the skills of critical thinking, creative thinking,

information literacy, and quantitative / symbolic reasoning

Broad Knowledge Intellectual Skills Applied Learning Civic Learning

3 – 4 – 5 1 – 2 – 4 1 – 2 3

Thinking / Inquiry

Through the effective use of visual, oral, written, and other forms of communication, interpret and ethically convey the intended message


1 – 2 – 3 – 4 – 5 – 6 1 – 2 – 3 – 4 – 5 1 – 2 1 – 2

Communication

Evaluate one’s own ethics and traditions in relation to those of other peoples; examine the diversity of cultural perspectives; and / or engage in

local, regional, and global communities


2 3 1 – 2 – 3

Self and Community


Aesthetic Engagement


Explore and synthesize knowledge, attitudes, methods, and skills from a variety of cultural, aesthetic, and academic perspectives to enhance analytical, practical, and / or creative tasks in our local and global

communities


1 – 2 – 3 – 4 – 5 – 6 3 2 2

Integrative Learning

Course Competencies

Broad Knowledge

Intellectual Skills

Applied Learning

Civic Learning

# of courses mapped 28 32 18 18

# of competencies mapped

122 143 54 46

Course Competency Mapping Course Distribution

Broad Knowledge 29%

Intellectual Skills 33%

Applied Learning 19%

Civic Learning 19%


Course Competency Alignment

*  BIOL 124 *  BIOL 124L *  BOT 130 *  BOT 130L *  ESL 100*  GEOG 102 *  GEOG 151

* HIST 284 * HIST 288 * MUS 107 * PACS 108* REL 150 * ZOOL 200* ZOOL 200L

Composition 1

Original

* Employ a writing process which includes gathering information and exploring ideas, developing and supporting a point of view orthesis, organizing, revising, editing, and proofreading

Aligned

* Employ a writing process which includes gathering information and exploring ideas, developing and supporting a point of view or thesis, organizing, revising, editing, and proofreading forgrammatical accuracy (Intellectual Skills 5)

Survey of Pacific Islands History

Original

* Distinguish between culture contact among Native peoples and between Natives and outsiders

* Articulate an understanding of the complexity of cultural change and cultural persistence in island communities

Aligned

* Describe how culturalperspectives could affect interpretation of cultural change and persistence in island communities (Broad Knowledge 2)

World Regional Geography

Original

* Critically analyze concepts and issues within the framework of the course

Aligned

* Critically analyze contemporary and historical geographic concepts and issues within the framework of the course (Civic Learning 2)


Plants in the Hawaiian Environment

Original

* Recognize common native and introduced plant species

Aligned

* Recognize common native and introduced plant species and their importance to resource management and issues of sustainability (Broad Knowledge 6)

Introduction to the World’s Major Religions

Original

* Describe his / her own religious background and that of the surrounding community

Aligned

* Describe his / her own religious background, including origins, development, assumptions, and predispositions, as well as those of the surrounding community(Civic Learning 1)

Music in World Cultures

Original

* Contrast / compare your own music traditions within the broader context of other music traditions

Aligned

* Using appropriate citations, contrast / compare your own music traditions within the broader context of other music traditions(Intellectual Skills 2)

Elementary Hawaiian 1

Original

* Communicate orally in Hawaiian at a mid-‐novice level

Aligned

* Presents substantially error-‐free communication in Hawaiian at a mid-‐novice level (Intellectual Skills 5)


* Adapting vs adopting * Getting faculty buy-‐in * Collaborative dialog * Extending DQP to course assignment level

Key Take-‐Aways

Going Forward

* Expand DQP from AA in Hawaiian Studies to otherdegrees * Explore the use of DQP in Career and Technical Education Programs / Degrees *  DQP 2.0

Going Forward

Aewa Building a Genealogy


Contact: Anthony Silva [email protected]


Aewa

The Degree Qualifications Profile Project at Kap‘iolani Community College

Our project mapped and aligned the College's General Education Outcomes and course competencies to the Degree Qualifications Profile Outcomes in the context of the Associate in Arts in Hawaiian Studies Degree.

General Education Outcomes

Kapi‘olani Community College's General Education Outcomes cover five areas: Thinking / Inquiry, Communication, Self and Community, Aesthetic Engagement, and Integrative Learning.

KCC's DQP Project Team and a DQP Task Force mapped and aligned KCC's General Education Outcomes to the DQP Outcomes (merging the Aesthetic Engagement outcome with the Integrative Learning outcome in the process), as follows (DQP Outcome numbers refer to the individual outcome statements in each learning area in the order listed in the 2011 DQP booklet):

Thinking / Inquiry

Make effective decisions with intellectual integrity to solve problems and / or achieve goals utilizing the skills of critical thinking, creative thinking, information literacy, and quantitative / symbolic reasoning


3 – 4 – 5 1 – 2 – 4 1 – 2 3

Communication

Through the effective use of visual, oral, written, and other forms of communication, interpret and ethically convey the intended message


1 – 2 – 3 – 4 – 5 – 6 1 – 2 – 3 – 4 – 5 1 – 2 1 – 2

Self and Community

Evaluate one’s own ethics and traditions in relation to those of other peoples; examine the diversity of cultural perspectives; and / or engage in local, regional, and global communities


2 3 1 – 2 – 3

Appendix M: DQP Project Conference Presentation Handout 52

Integrative Learning

Explore and synthesize knowledge, attitudes, methods, and skills from a variety of cultural, aesthetic, and academic perspectives to enhance analytical, practical, and / or creative tasks in our local and global communities


1 – 2 – 3 – 4 – 5 – 6 3 2 2

Course Competencies

Lead faculty for courses contributing to the AA in Hawaiian Studies Degree mapped and aligned course competencies to the DQP Outcomes. Some examples of these alignments follow (DQP Outcome numbers refer to the individual outcome statements in each learning area in the order listed in the 2011 DQP booklet):

REL 151: Introduction to the World's Major Religions

Original Aligned

Describe his / her own religious background and that of the surrounding community

Describe his / her own religious background, including origins, development, assumptions, and predispositions, as well as those of the surrounding community (Civic Learning 1)

BOT 130: Plants in the Hawaiian Environment

Original Aligned

Recognize common native and introduced plant species

Recognize common native and introduced plant species and their importance to resource management and issues of sustainability (Broad Knowledge 6)

HAW 101: Elementary Hawaiian 1

Original Aligned Communicate orally in Hawaiian at a mid-novice level

Present substantially error-free communication in Hawaiian at a mid-novice level (Intellectual Skills 5)

For more information, contact Anthony Silva ([email protected])

Appendix M: DQP Project Conference Presentation Handout 53

Appendix N: Award of Excellence Announcement 54

Appendix N: Award of Excellence Announcement 55

Accrediting Commission for Community and Junior Colleges WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

DEGREE QUALIFICATIONS PROFILE PROJECT ANNOUNCEMENT OF PARTICIPATING INSTITUTIONS

The ACCJC’s Degree Qualifications Profile Project (DQPP) announces the fourteen colleges selected to participate in the Associate Degree Cohorts. This Cohort is one of two primary projects within the DQPP; the second, the Tuning Clusters will get underway with a conference in May.

The DQPP is funded by a grant from the Lumina Foundation. The Lumina Foundation, an Indianapolis-based private foundation, is dedicated to expanding access to and success in education beyond high school. Lumina has provided support to institutions, higher education systems, and accreditors willing to pilot the Degree Qualifications Profile and tuning. As input comes back from the field, DQP and tuning materials are being revised, and additional resources are being developed for sharing with the field. The ACCJC grant will run through February 2015. The grant provides no funding for regular ACCJC operations.

The DQPP is designed to help colleges look at degree-level student learning outcomes for increasing student achievement. Within the Associate Degree Cohorts, participating colleges will use the Degree Qualifications Profile to look at aspects of their associate degrees for the purpose of improving institutional effectiveness and increasing student achievement.

Berkeley City College Berkeley City College is focusing on its general and PACE Liberal Arts (Social and Behavioral

Sciences) degrees to align program outcomes-- including those related to general education/institutional outcomes-- to the DQP. The purpose is to develop a coherent course pathway through the degrees-- including general education courses-- focused on learning outcomes achievement, and to identify assessment activities that can be embedded in multiple courses across the programs to accommodate the course options available to students.

Cerritos College The Cerritos College project will map outcomes for two associate degrees, one transfer-oriented

and one career-technical education (CTE), to the DQP. Embedded assessments will be developed and explored for use to correlate findings across campus programs. Upon completion of this work, the college will begin implementing processes established in the project across all degree programs.

College of the Marshall Islands The College of the Marshall Islands will map outcomes for the Liberal Arts Degree-- including

general education program outcomes-- to the DQP. Once outcomes have been aligned, the college will identify and develop embedded assignments to apply across the program for assessment. Finally, in preparation for implementing cross-program assessment, the college will develop an e-portfolio or other system for collecting the embedded assignments.

Gavilan College The work of Gavilan College will strengthen student progression through the Computer

Science/Information Technology and Digital Media programs by reducing unnecessary units and

Appendix O: Associate Degree Cohort Institutions 56

http://luminafoundation.org/

http://www.luminafoundation.org/publications/The_Degree_Qualifications_Profile.pdf

increasing student success and preparedness for transfer. The two programs will be aligned to the DQP and clearly delineated course pathways will be developed.

Grossmont College Grossmont College proposes to align college General Education/Institutional Student Learning

Outcomes to the DQP. Signature assignments will be identified, developed and adapted into/across all programs for evaluating ISLOs.

Kapi’olani Community College The work of Kapi’olani College will map program and general education/ institutional SLOs to

the DQP within the Liberal Arts Degree. The college will identify embedded assessment opportunities that can be implemented across multiple courses to increase cross-discipline faculty dialog and development, and promote excellence in student achievement.

MiraCosta College Mira Costa College will use the DQP to identify core competencies and outcomes for associate

degree recipients across all degrees, examining institutional and general education components, as well as discipline requirements. This work will foster the creation of clearer pathways leading to degrees and will promote thinking about learning outside of traditional discipline and department boundaries.

Mission College Mission College will work within selected disciplines offering both AA-T and AA or AS degrees

to align outcomes and competencies for the degrees using the DQP framework. The project will achieve increased degree completion through greater student understanding and coherence of degree programs within the transfer path.

Pasadena City Pasadena City College will work with the DQP and specialized ABET (Engineering and

Technology) outcomes to align programs within related disciplines into an integrated pathway for students. Project goals are to strengthen curriculum and instruction by minimizing unnecessary coursework, increase degree completion, and raise transfer rates.

Sacramento City College Sacramento City College will work with selected disciplines which offer both AA-T and AA or

AS degrees to align outcomes and competencies for all degrees in the discipline using the DQP framework. The work will facilitate increased degree completion rates through greater student understanding of degrees and coherence of degree programs within the transfer path.

Saddleback College The Saddleback College project is intended to improve employer, community and student

understanding of associate degrees by aligning Institutional Student Learning Outcomes with the DQP. Working with one transfer and one CTE degree, the project will expand on ISLOs and their assessment, to include a significant experiential component and to create signature assignments within programs.

Santa Rosa Junior College Santa Rosa Junior College will explore the general education (GE) component of degrees across

the curriculum. Using the DQP framework, the project will consider more deeply how GE courses work within each program's curriculum to achieve student preparedness for transfer, and how to better articulate this for students. The project will facilitate the goal of seamless transfer for students and provide coherence within programs and in general education.


Shasta College Shasta College will work with its University Studies degree—designed for both transfer and entry

into the workforce-- to identify specific learning outcomes across the general education curriculum and core units, using the DQP as the project framework. The project will inform programs across curriculum, deepen understanding of the University Studies degree for transfer students, and will allow the college to identify unique areas of institutional excellence.

West Hills College Coalinga West Hills College will work with selected career-technical education degrees to align the

programs, including general education courses, using the DQP framework. The focus of this project is to develop a coherent plan of courses for students pursuing CTE degrees.


Accrediting Commission for Community and Junior Colleges Western Association of Schools and Colleges

Associate Degree Cohorts Degree Qualifications Profile Project

MID-PROJECT PROGRESS REPORT

The second report for the Associate Degree Qualifications Profile Project is due February 10, 2014. The report will result in a detailed follow-up of the project you have committed to undertake, as described in the project summaries distributed at the Associate Degree Cohorts Conference on April 25-26, 2013.

This information will be used to develop a report on your college’s efforts and will provide the DQP project team the necessary information to understand how you are progressing in your project, have addressed degree-level SLOs using the Degree Qualifications Profile, and how your project objectives are being met. We will discuss your submitted report during our telephone interview in mid-February before it is considered a final mid-project report (you will have the opportunity to revise the form prior to final submission).

Project Information

College Name: Kapi’olani Community College

Contact Name: Anthony Silva

Address Block: 4303 Diamond Head Road, Honolulu, HI 96816

Below is the brief summary description of your project:

Kapi’olani Community College will map program and General Education/Institutional SLOs to the DQP within the Liberal Arts Degree. The College will identify embedded assessment opportunities that can be implemented across multiple courses to increase cross-discipline faculty dialog and development, and promote excellence in student achievement.

Degree(s) selected for project: Hawaiian Studies

Appendix P: Mid-Project Report 59

Please provide information in all areas labeled in gray:

Project Status Update

1. Has the process of aligning your degree program student learning outcomes to the DegreeQualifications Profile been completed? ☐ YES þ NO

2. Which of these steps have you started or completed?þ Compiled SLOs for your degree: institutional, program, general educationþ Charted the SLOs to categories of learning in DQP☐ Identified gaps and clarifications needed☐ Implemented changes

3. Have program faculty and project team discussed each category of learning in the DQPand how the college’s current SLOs capture the intended learning and competencies ofthe SLOs listed in the DQP?

• The project team has met on multiple occasions in the mapping process toconsider the relationship between, and compare the coverage of, the DQP and thedegree SLOs.

• A cross-disciplinary task force will be meeting in March for further discussions inthis area.

4. Considering (and discussing) each of the areas of learning separately, how have you, aspart of your project, clarified the kind of learning involved and the competencies andSLOs that address that type of learning? Discuss, noting any gaps filled or clarificationsmade during your process.

• APPLIED LEARNING: Students gain and build this competency for lifelong learning andfor mastery, where experience from outside the class is capably brought to bear andbuild on classroom material, and classroom material is capably brought to bear andbuild on outside-the-class experiences.o We have aligned AA in Hawaiian Studies Program Learning Outcomes and

General Education Outcomes to the DQP Applied Learning outcome usingalignment-mapping grids (sent to the ACCJC DQP project team in response toyour January 15, 2014 request).

o We have aligned competencies of courses that contribute to the AA in HawaiianStudies degree with the DQP Applied Learning area as well as with the individualoutcome statements in this area.

o Approximately 25 courses have competencies that map to the Applied Learningarea. At this point in the project, there appear to be no gaps in this area oflearning.

• CIVIC LEARNING: Students achieve a significant human development milestone,developing a readiness for and acceptance of one’s role as a member of society andthe obligation to contribute through work, service, or community activities.


o We have aligned AA in Hawaiian Studies Program Learning Outcomes andGeneral Education Outcomes to the DQP Civic Learning outcome usingalignment-mapping grids (sent to the ACCJC DQP project team in response toyour January 15, 2014 request).

o We have aligned competencies of courses that contribute to the AA in HawaiianStudies degree with the DQP Civic Learning area as well as with the individualoutcome statements in this area.

o Approximately 30 courses have competencies that map to the Civic Learningarea. At this point in the project, there appear to be no gaps in this area oflearning.

• INTELLECTUAL SKILLS: Students acquire fundamental skills which equip students tonavigate in the community college environment and off-campus, which facilitateother types of learning, and which serve as building blocks for attainment of higherlevel competencies in specific programs of study. These include: analytic inquiry;use of information resources; engaging diverse perspectives; quantitative fluency; andcommunication fluency.o We have aligned AA in Hawaiian Studies Program Learning Outcomes and

General Education Outcomes to the DQP Intellectual Skills outcome usingalignment-mapping grids (sent to the ACCJC DQP project team in response toyour January 15, 2014 request).

o We have aligned competencies of courses that contribute to the AA in HawaiianStudies degree with the DQP Intellectual Skills area as well as with the individualoutcome statements in this area.

o Approximately 80 courses have competencies that map to the Intellectual Skillsarea. At this point in the project, there appear to be no gaps in this area oflearning.

• SPECIALIZED KNOWLEDGE: Students learn how to practice and learn deeply, in orderto achieve mastery of competencies and knowledge. While knowledge and skills areacquired in a specialized field or area of study, students learn mastery skills asdifferent from learning for broad or general understanding.o We have aligned AA in Hawaiian Studies Program Learning Outcomes and

General Education Outcomes to the DQP Specialized Knowledge outcome usingalignment-mapping grids (sent to the ACCJC DQP project team in response toyour January 15, 2014 request).

o We have aligned competencies of courses that contribute to the AA in HawaiianStudies degree with the DQP Specialized Knowledge area as well as with theindividual outcome statements in this area.

o Approximately 60 courses have competencies that map to the SpecializedKnowledge area. However, due to a lack of clarity in the worksheets provided forthe mapping task, many faculty mapped specialized knowledge within theirdisciplines to this outcome, rather than Hawaiian Studies-focused specializedknowledge. Therefore, we are unsure of the exact coverage in this area. However,given that the AA in Hawaiian Studies faculty utilized the DQP to inform the


creation of this Program in 2012, we expect to find no gaps in this area when we revisit the mappings in this area.

• BROAD, INTEGRATIVE KNOWLEDGE: Students gain a working comprehension of thedevelopment of knowledge, practice, and interpretive approaches across the generalareas of study. Competency is acquired to attain breadth of learning/liberal educationcompetencies.o We have aligned AA in Hawaiian Studies Program Learning Outcomes and

General Education Outcomes to the DQP Broad, Integrative Knowledge outcomeusing alignment-mapping grids (sent to the ACCJC DQP project team in responseto your January 15, 2014 request).

o We have aligned competencies of courses that contribute to the AA in HawaiianStudies degree with the DQP Broad, Integrative Knowledge area as well as withthe individual outcome statements in this area.

o Approximately 100 courses have competencies that map to the Broad, IntegrativeKnowledge area. At this point in the project, there appear to be no gaps in thisarea of learning.

5. What was your process for considering the individual competencies and SLOs outlined inthe DQP, for each area of learning, to identify revisions or enhancements to your degreelevel SLOs? Discuss steps taken to ensure your degree level SLOs address the area oflearning (listed in question 5 above) and the associated SLOs (pages 18 to 20 in theDQP).

• The KCC DQP Project Team mapped the DQP outcomes to the AA in HawaiianStudies degree outcomes and discussed coverage

• Lead faculty for courses that contribute to the AA in Hawaiian Studies degreealigned the competencies of their courses to the individual outcome statements inthe appropriate learning areas of the DQP. The KCC DQP Team is reviewingthese alignments.

• A cross-disciplinary faculty task force will meet in Spring 2014 to interrogate theProject Team's mapping of the degree SLOs to the DQP.

• We have not as yet considered revisions or enhancements to degree level SLOs atthis point in the project.

6. How has this work been taken to the course level for all courses associated with thedegree (whether in the major or in general education)?

• Lead faculty for courses that contribute to the AA in Hawaiian Studies degreealigned the competencies of their courses to the individual outcome statements inthe appropriate learning areas of the DQP.

• Our plan for the Spring 2014 semester is to take the project further into the courselevel through an assignment-alignment exercise.

7. How have program faculty been involved and informed of needed adjustments in coursesresulting from project work?


• Lead faculty for courses that contribute to the AA in Hawaiian Studies degreehave mapped course competencies to the DQP areas of learning and to specificoutcome statements within those areas.

• No adjustments to courses have been discussed to date.

8. Have instructional methodologies or assessments been discussed in connection with theDQP alignment? Describe.

• No, they have not. Assessments may become part of the discussion as we beginaligning course assignments to the DQP outcomes.

9. Who from your project or campus has viewed the DQPP webinar series? [List here theproject-related or other persons who have viewed webinars].

DQP Webinar Series 1: Aligning Degree Outcomes to the DQP• Anthony Silva, KCC DQP Project Lead; Arts & Sciences Assessment Coach• Charles Sasaki, KCC DQP Project Administration Liaison; Dean of Arts &

Sciences• Nāwaʻa Napoleon, KCC DQP Project Faculty Coach; Languages, Linguistics and

Literature Department Chair; Native Hawaiian Council Chair

DQP Webinar Series 2: Applied Learning and Civic Learning • Anthony Silva, KCC DQP Project Lead; Arts & Sciences Assessment Coach

DQP Webinar Series 3: Intellectual Skills • Anthony Silva, KCC DQP Project Lead; Arts & Sciences Assessment Coach• Nāwaʻa Napoleon, KCC DQP Project Faculty Coach; Languages, Linguistics and

Literature Department Chair; Native Hawaiian Council Chair

DQP Webinar Series 4: Two Types of Knowledge: Broad, Integrative Knowledge and Specialized Knowledge

• Anthony Silva, KCC DQP Project Lead; Arts & Sciences Assessment Coach• Charles Sasaki, KCC DQP Project Administration Liaison; Dean of Arts &

Sciences• Nāwaʻa Napoleon, KCC DQP Project Faculty Coach; Languages, Linguistics and

Literature Department Chair; Native Hawaiian Council Chair• Laure Burke, Assessment Coach for Career and Technical Education Programs

10. Which of the webinars, or which topics covered, were the most helpful for your project?Why?

• Generally, all the webinars were informative. The more specific webinars---2, 3,and 4---were most helpful.

• Specifically, Webinar 3: Intellectual Skills and Webinar 4: Broad, IntegrativeKnowledge and Specialized Knowledge were especially helpful in that bothwebinars included areas for disciplines to probe. These types of questions are vitalfor success in communicating and articulating the DQP to not only faculty, but


also to counselors, administrators, and staff, all of whom work towards student success.

• More specifically, Webinar 3: Intellectual Skills was very helpful because of thepoint of view taken, i.e., Institutional Learning Outcomes as foundational ratherthan culminating. Also, being able to compare the different types of learninginvolved in each area was beneficial.

11. To date, how has the process of mapping and aligning your degree program SLOs to theDQP informed your other project objectives and goals?

• The mapping process helped us realize that our original project goals were tooaggressive, and were not achievable within the timeframe of the project.

• This process has also helped us see that we need to dig down to the assignmentlevel of alignment if we expect the DQP to have any effect.

12. How will your project work be used to enhance the experience for students in the degreeprogram?

• The exact method by which this enhancement will occur has not yet beendiscussed. However, it is expected that faculty work at the assignment level,whether such work occurs within the timeframe of the project or not, will increasethe transparency of course requirements and as a result improve the quality ofinstruction and learning.

13. At this point in the process, what have you learned about your program and/or project asa result of working with the DQP?

• We have become more deeply aware of the breadth and depth of the learninginvolved in earning an AA in Hawaiian Studies.

• We have learned that our General Education SLOs could benefit from increasedtransparency, which would help both faculty (with instruction and assessment)and students (with intentionality and achievement).

• We have also learned that in order for any kind of assessment of student learningoutcomes / DQP to work, all facets of the College will need to be singing thesame song. At KCC, we have instituted mandatory advising for all first-yearstudents. Much of this work is done by counselors who have not been involvedwith the education side of student learning outcomes. SLOs and PLOs (as well asfacets of the DQP if they are eventually utilized at the College) need to bearticulated to students from the very beginning. Counselors will need to havesome sort of understanding of the content of the courses that they are advisingstudents to take. Simply telling a student “You need to choose a course that meetsthe Diversification in Humanities requirement” is not enough. All areas of theCollege should be able to articulate what skills will be learned when taking, forexample, a Diversification in Humanities course.

14. Have there been unanticipated benefits from your work with the DQP?• There has been a raising of awareness among some general education faculty who

have participated in the project, in that they have learned about the contributionthat the courses they teach make to the AA in Hawaiian Studies degree.


• There has been a realization that the College still needs time to understand theDQP at a deeper level so that the outcomes / competencies in each of the Areas ofLearning are easily identifiable. Furthermore, if we are to have buy-in fromadministration we need to be able to explain to them how their decisionsregarding budget appropriations, etc. support the DQP Areas of Learning.

15. Are there challenges you have had to work through? Describe.• The sheer breadth of the AA in Liberal Arts degree (the initial focus of our

project) presented a logistical challenge, i.e., ensuring a broad enough discipline /course representation to make the project meaningful. Fortunately, we were ableto modify our project goal and scope so as to make it more manageable.

• Carving out the time to devote to the work of interrogating the DQP in ameaningful way has been a challenge for everyone involved in the project.

16. As a result of your work to date, what would you describe to someone else as the realbenefits of working on your degree program SLOs using the DQP framework? Whatbenefits do you see in this work for on higher education in the U.S.?

• One real benefit is the opportunity to investigate the cross-disciplinaryconnections raised by the DQP outcome statements.

• Another benefit is a clearer understanding of the required level of transparency inoutcome statements that might best benefit teaching and learning.

17. Are there suggestions you would give to the DQP authors for improvement of the DQPframework or document?

• In light of the fact that we have not yet had time to fully investigate DQP 2.0, wehave no suggestions at this time.

18. Please provide any additional information you would like to convey about your projectwork with the DQP.

• The time required of faculty to participate in the project has been a challenge.Change of the type and at the level envisioned in the DQP takes considerablereflection and commitment on the part of the participants. This level ofparticipation is impossible to create from the top down; we believe it must be agrass-roots effort driven by teaching faculty, and that effort can only be nurturedover a considerably longer time period than the timeframe of our DQP Project.

19. Please provide an outline of specific steps you will take between now and May 15, 2014toward the completion of your degree-level student learning outcomes project with theDQP. What will you have accomplished by participating in the Degree QualificationsProfile Project?

• The DQPP Team will refine the assignment-alignment framework and developtools to help faculty conduct this alignment.

• Participating teaching faculty will align assignments to course competencies /DQP outcome statements.

• The DQPP Team will meet with teaching faculty as necessary throughout thesemester to help facilitate the alignment process.


• A cross-disciplinary faculty task force will meet to interrogate the Project Team'smapping of the degree SLOs to the DQP.

• By the end of the project, we expect to have assignment to course-competency toprogram-outcome to DQP-outcome alignments in place.

20. Will there be any final implementation work to be done in the Fall 2014 semester (suchas curriculum change approval, revisions to catalog, other)?

• If the DQP is to have a real effect on teaching and learning at the College,exploration of the DQP will have to continue beyond the timeframe of the project.However, we do not anticipate curriculum change approvals or revisions tocatalog to occur in Fall 2014. Additional work, such as reconsideration of GeneralEducation SLOs, program reporting, and assignment assessment will likelyincorporate work done with the DQP.

21. How can the ACCJC DQP project team assist you in meeting your project goals?• The ACCJC DQP project team's agreement in Fall 2013 to the modification of our

initial project scope was of considerable assistance, and we thank them for that.We believe we will meet our project goals without further assistance.

Please make sure to have answered all questions in the areas highlighted in gray. Return this report to [email protected] no later than February 10, 2014.


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