DQP and Tuning

Overview: 5 things you need to know

  1. Covers three degrees – The Degree Qualifications Profile (DQP) outlines a set of reference points for what students should know and be able to do upon completion of an associate, bachelor’s and master’s degrees in any field of study.
  2. Relevant to students and the public – it provides insight into the skills individuals should expect to develop at the different stages of higher education and highlights the intellectual development of students across progressive degrees.
  3. A tool for faculty and administrators – it supports curriculum planning, mapping and the design of teaching, learning and assessment experiences.
  4. Presents five learning outcome categories common across all degrees
: Specialized Knowledge; Broad and Integrative Knowledge; Intellectual Skills
; Applied and Collaborative Learning
; and, Civic and Global Learning.
  5. Tuning – the DQP encourages individual institutions to define learning outcomes appropriate to the degrees it offers irrespective of discipline. Tuning encourages faculty members in multiple institutions to collaborate with one another within their respective disciplines, and with employers, students and graduates, to define outcomes appropriate to different stages of progress toward degrees in those disciplines.

Learn more

Report: History and Marketable Skills by Dr. Jonathan Lee.

Identifying Marketable Skills for a History Major by Dr. Jonathan Lee 

In the following video, Dr. Lee reviews the first phase of his Tuning Project. A LEAP Texas faculty fellow, his project focuses on identifying marketable skills a history major acquires as they complete a Bachelor’s degree and then “Tuning” a pathway for history majors beginning at San Antonio College and then transferring to the University of Texas at San Antonio or Texas A&M – San Antonio. This presentation focuses on the process through which he worked with these institutions to identify marketable skills each program emphasizes for their majors. Click here to view the video. Additional Resources

Degree Qualifications Profile/Texas Core Curriculum Alignment Grid | Nakia S. Pope, PhD

Introduction The Degree Qualifications Profile (DQP) is designed to provide “a baseline set of reference points for what students should know and be able to do” in order to attain certain degrees. It outlines specific qualitative learning outcomes which it argues should be the basis for awarding degrees. The DQP groups these learning outcomes by five categories and type of degree. The Texas Core Objectives share a similar purpose. They represent the foundational knowledge which all students who graduate from a Texas higher education institution are expected to display. A key difference between the Core Objectives and the DQP, other than specificity, is that the core objectives are framed as foundational, while the DQP learning outcomes are outcomes for graduates. Given that these foundational objectives are also expectations of all graduates, however, alignment between the DQP learning objectives and the Texas Core makes sense. The purpose of the DQP/Core Alignment Grid is to indicate where the Texas Core Objectives and DQP learning outcomes overlap. This has been done for two reasons. First, the DQP provides active language that describes what students ought to be able to do. Such language is useful in constructing assignments — providing ready-made learning objectives that translate easily down to the assignment level. By aligning specific objectives are with the Texas Core, the Grid is a resource for assignment construction that faculty may use to develop key assignments that stand as Texas Core assessment measures. Second, by showing there is alignment between DQP elements and the Texas Core, the Grid provides something of a map for programs and even institutions who wish to begin utilizing the DQP. Program outcomes that are already aligned with Texas Core Objectives can then also be aligned with DQP learning outcomes, borrowing as much of the DQP language as necessary. Methodology The Grid’s alignment is pragmatic in nature, not scientific. Keywords were used to indicate potential alignment: when “communication” was used in the DQP outcome, it was highly likely that objective would map onto the Communication Texas Core Objective. Nevertheless, informed judgment was used in constructing the Grid. The Grid is meant to be a helpful tool, not a prescriptive measure. Modifications will undoubtedly occur and feedback is welcomed.


The information below previously appeared on the “Tuning USA” website – a precursor to the DQP website.

  • Tuning’s question: What should students know, understand, and be able to do when they complete a major?
  • DQP’s question: What should students know, understand, and be able to do when they complete a degree?

Faculty who are familiar with the former question (from their deep understanding of their own discipline) are often very comfortable and adept at addressing the larger question of how programs of study fit together into associate’s, bachelor’s, and master’s degrees.)

Tuning links and resources

In Texas

Faculty Fellows Dr Jon Lee and Dr Nakia Pope take a look critical thinking and the DQP in their paper: Thinking as a (Marketable) Skill: Using the DQP to Define and Assess Critical Thinking. In November 2009, Texas was one of seven states to receive a four-year productivity grant from the Lumina Foundation to work on the Texas Tuning Project. Over the four-year grant period, the Tuning process was applied to 12 academic discipline areas by expert teams drawn from institutions across the state.

  1. Biology
  2. Chemistry
  3. Mathematics
  4. Business
  5. Computer Information Systems and Sciences (CIS)
  6. Management Information Systems (MIS)
  7. Biomedical Engineering
  8. Chemical Engineering
  9. Civil Engineering
  10. Electrical Engineering
  11. Industrial Engineering
  12. Mechanical Engineering

Lead Faculty Fellows

Dr. Jonathan Lee

Jonathan serves as a Professor of History at San Antonio College.

Dr. Nakia Pope

Nakia serves as Director of the Center for Excellence in Teaching and Learning and as an Associate Professor in the Department of Philosophy and Humanities at The University of Texas at Arlington.