In the WWE ring, Sapna Chaudhari inspires the thumka
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Through this document, Alumina Foundation for Education offers a “Degree Qualifications Profile,” a tool that can help transform U.S. higher education. A Degree Profile — or qualifications framework — illustrates clearly what students should be expected to know and be able to do once they earn their degrees — at any level. This Degree Profile thus proposes specific learning outcomes that benchmark the associate, bachelor’s and master’s degrees — which constitute the great majority of post secondary degrees awarded by U.S. colleges and universities — regardless of a student’s field of specialization.1 The learning outcomes specified in this Degree Profile are not without precedent. In fact, the Degree Profile draws on more than a decade of widespread debate and effort, across all levels of U.S. higher education, to define expected learning outcomes that graduates need for work, citizenship, global participation and life.
Building from this work, this Degree Profile is deliberately offered as a “beta version” that will be further tested and refined by a variety of stakeholders. The long-term goal is to clearly define quality in American higher education and to develop new capacity throughout post secondary education to ensure that students achieve the levels of learning they need and deserve. Higher learning has taken on new importance in today’s knowledge society. To succeed in the contemporary workplace, today’s students must prepare for jobs that are rapidly changing, use technologies that are still emerging and work with colleagues from (and often in) all parts of the globe. The challenges that graduates face as citizens during their lives are similarly complex and also are affected by developments around the world.
Recognizing the economic and societal importance of higher levels of learning, national leaders, policymakers, analysts and major philanthropies have called for a dramatic increase in the number of high-quality degrees awarded in the United States. But the press toward helping many more students earn degrees has not been grounded in any consistent public understanding of what these degrees ought to mean. Even as colleges and universities have defined their own expected student learning outcomes — typically to meet accreditation requirements — their discussions have been largely invisible to policy leaders, the public and many students. Similarly, while higher education institutions have been under increasing pressure to be accountable for the quality of their degrees, institutions have frequently responded by testing samples of students in ways that say too little about learning and even less about what all students should attain as they progress through college.
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