1. DQP in Context Eastern Oregon University

2. “You don’t bring about major system change by attacking the core. You build up the edges and show what the edge can do.” —John Seely Brown http://webcache.googleusercontent.com/search?q=cache:http://spotlight.macfound.org/featured-stories/entry/john-seely-brown- beyond-creativity-cultivate-imagination/#sthash.QChs8Xo9.dpuf

3. One Small Story From the Edge “Art education, and probably music too, are more important than most things we teach. Being great at math is not that critical for science, but being great at imagination and curiosity is critical. Yet how are we training tomorrow’s scientists? By boring the hell out of them in formulaic mathematics—and don’t forget I am trained as a theoretical mathematician.” —John Seely Brown http://webcache.googleusercontent.com/search?q=cache:http://spotlight.macfound.org/featured- stories/entry/john-seely-brown-beyond-creativity-cultivate-imagination/#sthash.QChs8Xo9.dpuf

5. Pilot Performance Assessment Average of 3 Dimensions Advancing Mastering Graduating Competency

6. Scores on 3 Dimensions

7. Proposition The cultivation of individual interpretation and voice within context are critical attributes of a liberal education.

8. VALUE From the Integrated Learning Rubric CapstoneMilestone Benchmark Reflection and Self- Assessment Demonstrates a developing sense of self as a learner, building on prior experiences to respond to new and challenging contexts (may be evident in self- assessment, reflective, or creative work) Envisions a future self (and possibly makes plans that build on past experiences that have occurred across multiple and diverse contexts). Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks). Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self- awareness). Describes own performances with general descriptors of success and failure.

9. VALUE From the Creative Thinking Rubric CapstoneMilestone Benchmark Taking Risks May include personal risk (fear of embarrassment or rejection) or risk of failure in successfully completing assignment, i.e. going beyond original parameters of assignment, introducing new materials and forms, tackling controversial topics, advocating unpopular ideas or solutions. Actively seeks out and follows through on untested and potentially risky directions or approaches to the assignment in the final product. Incorporates new directions or approaches to the assignment in the final product. Considers new directions or approaches without going beyond the guidelines of the assignment. Stays strictly within the guidelines of the assignment.

10. VALUE From the Critical Thinking Rubric MasteringAdvancingDevelopingEmerging Student's position (perspective, thesis/hypothesis) Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis). Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis). Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue. Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.

11. Faculty’s Hierarchy of Concern? 1.Disciplinary majors 2.Transfer students who elect the major 3.Students who minor in the discipline 4.General Education

12. Additional Propositions Faculty engagement with assessment begins with what they care about, which is probably not measurement. Authentic engagement can be nurtured toward measurement when measurement helps tell a story. Measurement can be extended and transformed to reflect DQP constructs, the DQP story. Inter-rater reliability is code for community of experts-- faculty who are positioned to respond to the measurement.