ENDNOTES

1 Illinois, Indiana, Kentucky, Minnesota, Missouri,

Texas, and Utah have engaged in Tuning projects in numerous disciplines, including: biology, business, computer information systems and sciences, several engineering fields (including biomedical, chemical, civil, electrical, industrial, and mechanical), chemistry, elementary education, graphic arts, history, marketing, management information systems, mathematics, nursing, psychology, physics and social work. In addition

Tuning efforts are underway in Montana and through professional groups including the

American Historical Association, the National

Communications Association, and the Accrediting

Commission for Community and Junior Colleges of the Western Association of Schools and Colleges. 2 http://www.luminafoundation.org/ http://www.iebcnow.org/ http://tuningusa.org/ http://www.luminafoundation.org/newsroom/ topics/tuning-adventures-in-learning.html 3 Degree Qualifications Profile website: http:// degreeprofile.org/

Lumina Foundation DQP publication: http://www. luminafoundation.org/publications/The_Degree_

Qualifications_Profile.pdf 4 http://www.learningoutcomesassessment.org/

DQPwebinarseries.html http://www.lumenlearning.com/ 5 See https://wicareerpathways.org/ 6 For examples, see http://www.sokanu.com and http://www.burning-glass.com. 7 The rationale for including continuing education is that it is one alternative among many that students consider as they complete a formal degree program, transition to the next phase of their life, and chose a particular pathway. 8 Salary information is obtained from Bureau of Labor

Statistics’ Occupational Outlook Handbook http:// www.bls.gov/ooh/management/home.htm. Jobs listed within each career area are not in order of income.

9 The Compact Tuning initiative’s final competency and student learning outcome report can be accessed here: http://www.mhec.org/sites/mhec. org/files/2013mhec-tuning-comp-sloschart. pdf (Note that the psychology Tuning team’s competencies and student learning outcomes were informed by version 1 of the 2007 APA Guidelines for the Undergraduate Major.) 10 See Massy, W. F., Graham, S. W., Short, P. M., &

Zemsky, R. (2007). Academic quality work: A handbook for improvement. San Francisco, CA:

Jossey-Bass. 11 See Derek Rodriguez and http://www.uliproject. com/

12 IEBC Tuning Evaluation Toolkit: http://tuningusa. org/Library/TuningEvaluationToolkit.aspx 13 Correspondence from Marcia Pasqualini to Robert

Stein

14 See the Criteria for Accreditation HLC Policy Brief 2013: http://policy.ncahlc.org/Policies/criteria-foraccreditation.html