Toolkit Resources

Vote: 

Quality Collaboratives (QC) Case Study: Building Faculty Capacity through Collaborative Work

QC Dyad: Middlesex Community College (MCC) & University of Massachusetts Lowell (UML)
Contact: Charlotte Mandell, vice provost for undergraduate education (UML) and Elise Martin, dean of assessment (MCC)


September 2015

Campus change can evolve in many ways, often a result of institutional strategic planning and/or external demands. But campus change can also result from action research work conducted by faculty and staff that leads to deeper insights into the connections between curricula, pedagogy, and student learning. Such was the case for the University of Massachusetts Lowell (UML) and Middlesex Community College (MCC) as a result of their participation in AAC&U’s Quality Collaboratives (QC) project from 2011 to 20­14. Using the Degree Qualifications Profile (DQP: http://degreeprofile.org/) framework, the QC project offered pairs of two- and four-year institutions (“dyads”) with existing transfer relationships an opportunity to pilot unique assessment models that might be useful in the context of transfer. Underscored by the existing transfer and articulation relationships within their high transfer programs, faculty from the Biology, Business, Criminal Justice, and Psychology programs at UML and MCC collaborated over a two-year period to develop, implement, assess, improve, and re-assess cumulative assessments in their 100-400 level courses.  

(To access complete case study, click link to the left.)