The knowledges and skills listed below come from an organization called the Lumina Foundation, which is described as "an independent, private foundation committed to increasing the proportion of Americans with high-quality degrees, certificates and other credentials to 60 percent by 2025" (Lumina Foundation, p. 1, 2014).
The Degree Qualifications Profile, published by the foundation, is designed to define clearly the learning outcomes and expectations – that is, what students should understand and be able to do – for three degree levels: associate, bachelor’s, and master’s.
For this ePortfolio course, we are using the master’s degree qualifications as a framework for evaluating and reflecting on our experience in graduate level classes. The following outcomes and expectations are those that are listed for the master’s degree. The full PDF file contains outcomes and expectations for all three levels. The learning outcomes that have been demonstrated by particular courses or artifacts hyperlink to these courses' pages.
 Lumina Foundation. (2014). Fact sheet. Indianapolis: IN. Retrieved May 18, 2015 from http://www.luminafoundation.org/files/resources/lumina-fact-sheet.pdf
 Lumina Foundation for Education. (2011). The degree qualifications profile. Indianapolis, IN: Author.
- Elucidates the major theories, research methods and approaches to inquiry and/or schools of practice in his or her field; articulates their sources; and illustrates both their applications and their relationships to allied fields.
- Assesses the contributions of major figures (and/or organizations, if applicable) in his or her field, describes the major methodologies and/or practices in his or her field; and implements at least two of them through projects, papers, exhibits or performances.
- Articulates a full range of challenges involved in practicing the field; elucidates the leading edges of the field; and delineates the current limits of theory, knowledge and/or practice in the field by independently initiating, assembling, arranging and reformulating ideas, concepts, designs and/or techniques in carrying out a project directed at a challenge in his or her field that lies outside conventional boundaries.
Broad, Integrative Knowledge
- Articulates how his or her own field has developed in relation to other major domains of inquiry and/or practice.
- Designs and executes an applied, investigative or creative work that draws on the perspectives and/or methods of other fields, and assesses the resulting gains and/or difficulties of including fields other than his or her own.
- Articulates and defends the significance and implications of his or her own specialized work in terms of challenges, trends and/or developments in a social or global context.
- Disaggregates, adapts, reformulates and employs principal ideas, techniques or methods at the forefront of his or her field of study in the context of an essay or project.
Use of Information Sources
- Provides adequate evidence (through papers, projects, notebooks, computer files or catalogues) of contributing to, expanding, assessing and/or refining either a broadly recognized information resource or an information base within his or her field of study.
Engaging Diverse Perspectives
- Addresses a core issue in his/her field of study from the perspective of either a different point in time, or a different culture, language, political order, or technological context, and explains how the alternative perspective contributes to results that depart from current norms, dominant cultural assumptions, or technologies —all demonstrated through a project, paper, or performance.
- Students who are not seeking a degree in a quantitatively-based field employ and apply mathematical, formal logic and/or statistical tools to problems appropriate to their field in a project, paper or performance.
- Students seeking a degree in a quantitatively based or quantitatively relevant field articulate and/or undertake multiple appropriate applications of quantitative methods, concepts and theories within their field of study.
- Creates sustained, coherent arguments or explanations and reflections on his or her work or that of collaborators (if applicable) in two or more media or languages, to both general and specialized audiences.
- Creates a discrete project, paper, exhibit, performance or other appropriate demonstration reflecting the integration of knowledge acquired in practicum, work, community, and/or research activities with knowledge and/or skills gleaned from at least two academic disciplines in different segments of the curriculum (e.g., computer science and anthropology); fully documents the sources of the knowledge and/or skills reflected in the integration; articulates in writing how these elements influenced the resulting product; and assesses the significance of the work in light of major debates or developments in the student’s primary field(s).
- Creates, designs and implements a project or performance in an out-of-class setting that requires the application of advanced knowledge gained in the program to a practical challenge; articulates in writing or another medium the insights gained from the field experience; assesses, with appropriate citations, selected approaches and/or scholarly debates applicable to the problem; articulates a reasoned judgment on selected issues encountered in the field; and assesses his or her own standards for professional performance and continuing development with specific reference to the experience.
- Assesses and develops a position on a public policy question with significance in the student’s own field, taking into account both scholarship and published positions and narratives of relevant interest groups.
Source: Lumina Foundation for Education. (2011). The degree qualifications profile. Indianapolis, IN: Author.