Professors Should Define Student Success
Faculty members should lead the process of redefining how colleges determine if students are ready for careers and life -- with the help of the Degree Qualifications Profile, Norm Jones and Harrison Kleiner argue.
Lumina Foundation recently released an updated version of its Degree Qualifications Profile (D.Q.P.), which helps define what students should know and what skills they should master to obtain higher education degrees.
This revised framework marks a significant step in the conversation about measuring students’ preparedness for the workforce and for life success based on how much they've learned rather than how much time they’ve spent in the classroom. It also provides a rare opportunity for faculty members at colleges and universities to take the lead in driving long-overdue change in how we define student success.
The need for such change has never been stronger. As the economy evolves and the cost of college rises, the value of a college degree is under constant scrutiny. No longer can we rely on piled-up credit hours to prove whether students are prepared for careers after graduation. We need a more robust -- and relevant -- way of showing that our work in the classroom yields results.
Stakeholders ranging from university donors to policy makers have pushed for redefining readiness, and colleges and universities have responded to their calls for action. But too often the changes have been driven by the need to placate those demanding reform and produce quick results. That means faculty input has been neglected.
If we’re to set up assessment reform for long-term success, we need to empower faculty members to be the true orchestrators.
The D.Q.P. provides an opportunity to do that, jelling conversations that have been going on among faculty and advisers for years. Lumina Foundation developed the tool in consultation with faculty and other experts from across the globe and released a beta version to be piloted by colleges and universities in 2011. The latest version reflects feedback from the field, based on their experience with the beta version -- and captures the iterative, developmental processes of education understood by people who work with students daily.
Many of the professionals teaching in today’s college classrooms understand the need for change. They’re used to adapting to ever-changing technologies, as well as evolving knowledge. And they want to measure students’ preparedness in a way that gives them the professional freedom to own the changes and do what they know, as committed professionals, works best for students.
As a tool, the D.Q.P. encourages this kind of faculty-driven change. Rather than a set of mandates, the D.Q.P. is a framework that invites them to be change agents. It allows faculty to assess students in ways that are truly beneficial to student growth. Faculty members don't care about teaching to the assessment; they want to use what they glean from assessments to help improve student learning.
We’ve experienced the value of using the D.Q.P. in this fashion at Utah State University. In 2011, when the document was still in its beta version, we adopted it as a guide to help us rethink general education and its connection to our degrees and the majors within them.
We began the process by convening disciplinary groups of faculty to engage them in a discussion about a fundamental question: “What do you think your students need to know, understand and be able to do?” This led to conversations about how students learn and what intellectual skills they need to develop.
We began reverse engineering the curriculum, which forced us to look at how general education and the majors work together to produce proficient graduates. This process also forced us to ask where degrees started, as well as ended, and taught us how important advisers, librarians and other colleagues are to strong degrees.
The proficiencies and competencies outlined in the D.Q.P. provided us with a common institutional language to use in navigating these questions. The D.Q.P.’s guideposts also helped us to avoid reducing our definition of learning to course content and enabled us to stay focused on the broader framework of student proficiencies at various degree milestones.
Ultimately the D.Q.P. helped us understand the end product of college degrees, regardless of major: citizens who are capable of thinking critically, communicating clearly, deploying specialized knowledge and practicing the difficult soft skills needed for a 21st-century workplace.
While establishing these criteria in general education, we are teaching our students to see their degrees holistically. In our first-year program, called Connections, we engage students in becoming "intentional learners" who understand that a degree is more than a major. This program also gives students a conceptual grasp of how to use their educations to become well prepared for their professional, personal and civic lives. They can explain their proficiencies within and beyond their disciplines and understand they have soft skills that are at a premium.
While by no means a perfect model, what we’ve done at Utah State showcases the power of engaging faculty and staff as leaders to rethink how a quality degree is defined, assessed and explained. Such engagement couldn’t be more critical.
After all, if we are to change the culture of higher learning, we can't do it without the buy-in from those who perform it. Teachers and advisers want their students to succeed, and the D.Q.P. opens a refreshing conversation about success that focuses on the skills and knowledge students truly need.
The D.Q.P. helps give higher education practitioners an opportunity to do things differently. Let’s not waste it.
Norm Jones is a professor of history and chairman of general education at Utah State University. Harrison Kleiner is a lecturer of philosophy at Utah State.
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