Here is a thumbnail description of what the two institutions did together:
University of Wisconsin-Waukesha (a two-year institution) and University of Wisconsin-Parkside (a four-year institution)
Our BAAS is offered at the two-year institution and is interdisciplinary. We mapped the degree learning outcomes for each course to program outcomes—categorized using Bloom’s action verbs. These outcomes were also reviewed against measurable outcomes. We asked for faculty input, and then organized the curriculum according to levels of priority. We didn’t mention the DQP at all during this process, but we mapped the DQP to course learning outcomes vs. program outcomes. We noted some networking that we needed to be conscious of, in terms of student learning at the beginning, advanced, and mastery levels. We were able to map a student’s progression through the degree using the DQP and the language from the VALUE rubrics. We were able to implement this beyond Waukesha-Parkside, through all of the institutions involved in the BAAS program. We started with BAAS core proficiencies, moved to the DQP, then to the VALUE rubrics, then to the BAAS course and learning outcomes—via assignments and the senior capstone. This is about faculty mapping their courses so that students can see how they are progressing in relation to proficiencies/degrees and employer needs.