What it is

The Global Learning Qualifications Framework (GLQF) is designed to assist students to document their verifiable college/university-level learning for academic credit and to provide an academic framework for evaluators to evaluate student learning.

The Global Learning Qualifications Framework (GLQF) is a culmination of research on more than 90 countries’ policies, procedures and qualifications frameworks, the Lumina Foundation’s Degree Qualifications Profile (DQP), the AAC&U’s Liberal Education and America’s Promise (LEAP) project and resulting VALUE Rubrics, as well as other research and materials examining ways in which we can evaluate undergraduate and graduate education.

How to Use It

The GLQF clusters learning into three overaching constructs – Integration, Knowledge, Engagement – which subdivide into eight learning domains.

1. Specialized Knowledge
2. Applied Knowledge
3. Integrated Knowledge
4. Communication
5. Information Literacy
6. Ethical Responsibility
7. Sociocultural and Civic Engagement
8. Learning Engagement

Click on the learning domains to see the questions and find examples that show evidence of college-level knowledge.

Choose a potential area of knowledge that you’re thinking of pursuing for college credit, and see if you can apply the questions and characteristics from some appropriate areas of the GLQF to your knowledge.

Note that you do not have to fulfill all characteristics from all areas in order to demonstrate college-level learning, but you should be able to apply questions and characteristics from some integration, knowledge, and engagement areas.

Specialized Knowledge

Questions to Consider About Specialized Knowledge

• What are my accomplishments in my area?
• What skills and competencies have I gained?
• What different techniques and approaches have I learned over time?
• What are some of the theoretical concepts that go along with the practices in my area?
•  What are some of the principles involved in my knowledge? How have these principles impacted the ways I think about or use my knowledge?
• When I apply my knowledge, what are the reasons behind its application?
• What are the historical roots of my area? How have these impacted the field?
• How has it changed over time?
• What do I understand now that I did not understand when I first started learning about my area?
• What is new and exciting in my field?
• What main ideas would I need to teach someone else so that they can learn this area?

Examples of Evidence of Specialized Knowledge

• certificates, licenses
• certifications of completion or participation badges
• non-credit courses: open courses, MOOCs, workshops reports, publications, charts, graphs
• analyses multi-media examples: videos, images, audio
• work samples awards

Lower-level Specialized Knowledge

• builds on prior knowledge, skills and competencies
• demonstrates use of broad and specific knowledge, skills and competencies demonstrates use of relevant theories, methodologies, practices and quantitative applications
•  analyzes information and constructs a coherent argument to address concerns and/or solve problems
•  demonstrates an awareness of the changing boundaries of knowledge in a specific field

Upper-level Specialized Knowledge

• demonstrates advanced knowledge of and critical insight into the theories, principles and practices in a field
•  applies appropriate methods, tools, and quantitative applications for various purposes and settings
•  evaluates factual knowledge and uses appropriate strategies to solve problems in complex and varied applications
•  integrates and synthesizes knowledge gained from various sources
•  demonstrates an awareness of innovations in the field

Applied Knowledge

Questions to Consider about Applied Knowledge

• How have I used or applied this knowledge? If I haven’t used or applied this knowledge, do I know how the knowledge would be used or applied?
• How have I solved problems in this area in an academic setting?
• How have I solved a problem at work or home using what I have learned?
• Can I both describe and demonstrate procedures or tasks in this field?
• Have I developed or revised procedures to address a problem/situation? Have I applied those same procedures to another problem/situation? Can I explain how and why related procedures can be used in different settings or circumstances?
• Can I describe how I can plan out a procedure or task? Can I strategize next steps? Can I anticipate different possible outcomes from these plans?
• Do I know the historical roots of this topic area and understand how this has impacted the topic over time?

Examples of Evidence of Applied Knowledge

• practicum certificates
• reports, publications, charts, graphs
• analyses
• multi-media examples: videos, images, audio
• work samples
• flowcharts, mind maps, concept maps
• written set of procedures
• designs, drawing, schematics, blueprints, layouts
• models, prototypes
• awards

Lower-Level Applied Knowledge

• applies relevant concepts and theories within particular contexts
• applies technical and professional knowledge in the analysis and resolution of practical issues
• analyzes and interprets theoretical, technical and research information and applies it to specific situations
• investigates, evaluates and responds to defined or routine problems drawing on relevant theoretical and practical knowledge

Upper-Level Applied Knowledge

• applies theoretical knowledge and practical experience when investigating, solving and/or preventing complex issues or problems, using multiple methods and sources of information
• develops and evaluates new solutions in tactical, strategic and creative ways
• manages processes in unfamiliar and changing contexts, recognizing that the application of strategies and/or problem solving are situational

Integrated Knowledge

Questions to Consider about Integrated Knowledge

• How have I applied this knowledge in different situations or environments or outside its usual context?
•  How have I analyzed different issues and applied this analysis to new situations or to solve different problems?
• What outside knowledge from other areas have I applied to this topic?
• How does what I know fit into the field as a whole?
• What are other viewpoints concerning this topic? In what ways has my own knowledge changed in light of other viewpoints?

Examples of Evidence of Integrated Knowledge

• work samples
• flowcharts, mind maps, concept maps designs, drawing, schematics, blueprints, layouts models, prototypes
• multi-media examples: videos, images, audio
• research analyses and reports
• new ideas, innovations, inventions, creative products applications in unique ways grants partnerships awards event planning

Lower-Level Integrated Knowledge

• gathers, reviews, analyzes, organizes and interprets relevant information to solve problems
•  synthesizes and integrates new knowledge with previous knowledge and experiences
•  evaluates the appropriateness of different approaches to solving problems using well-established ideas and techniques
•  demonstrates understanding of how knowledge can be relational and connected across contexts

Upper-Level Integrated Knowledge

• interprets relevant information and creates relational connections to solve problems across various contexts
•  synthesizes, integrates and applies knowledge in new and creative ways and/or to form new perspectives and/or solve problems
•  utilizes knowledge and strategies from one field or situation to solve problems in another

Communication

Questions to Consider about Communication

• How have I shared information with others around this topic?
• What types of reports or presentations have I prepared to share information about this topic?
• How have I taught other people procedures, tasks or concepts around this topic and explained why they are used or thought about in these ways?
• If I haven’t taught, in what ways would I frame my knowledge to teach the topic?
• How have I engaged in discussions about this topic and shared my thoughts, opinions and information?
• How have I shared critical perspectives or new strategies with others regarding the topic?

Examples of Evidence of Communication

• multi-media examples, such as videos, images, audio (YouTube, Podcast, or others)
•  websites, blogs
•  presentations, reports, publications, charts, graphs, PowerPoint slides, press releases, white papers designs, drawings, schematics, blueprints, layouts models, prototypes collaborations, partnerships, teamwork event planning
• teaching others, conducting trainings

Lower-Level Communication

• identifies and uses appropriate communication means based on the purpose and audience
• communicates knowledge in a content area accurately, coherently and clearly, informed by key concepts, techniques and developments in the field
•  uses diverse and appropriate means of communication, including written, oral, visual and/or technology-facilitated methods
• demonstrates an awareness of and sensitivity to the needs and requirements for communicating with various audiences
•  engages in active listening and relevant discussions with individuals and/or groups

Upper-Level Communication

• accurately and reliably communicates to develop authority and credibility communicates original perspectives and own voice on information and concerns within an area
• appropriately communicates content-area knowledge to address various situations
• conveys complex information clearly to diverse audiences facilitates dialogue among individuals or groups with various opinions or knowledge

Information Literacy

Questions to Consider about Information Literacy

• What are the types of resources available to me to learn more about my topic? In what ways have I used these resources?
• If I had questions, where would I go first to find answers? Second? Why?
• How did I find resources about my topic? How did I evaluate them for accuracy, relevance, etc.?
• When did I need to evaluate a situation or solve a problem, but needed more information? What did I do?
• How have I conducted research or investigated resources to learn more about my topic?
• How have I been able to shape, engage and interpret ideas around my topic?
• How have I analyzed situations and information to gain better critical perspectives or to develop new strategies?
• How have I used quantitative information or data to improve my understanding of the topic?

Examples of Evidence of Information Literacy

• research
• data analyses
• reports, publications
• charts, graphs, spreadsheets, databases
• assessing knowledge, competencies, skills of others
• expert-reviewed work, peer-reviewed work
• collaborations, partnerships, teamwork
• annotated bibliographies
• resource examples or lists
• social bookmarking sites, RRS feeds

Lower-Level Information Literacy

• collects and interprets information and relevant data from a wide range of resources to answer questions and/or solve problems
• applies information to create and communicate knowledge to meet group needs
• evaluates the quality, relevance, currency and accuracy of information
• identifies and differentiates between various sources and selects appropriate information for the situation, problem or question
• differentiates between opinion and factual information
• uses feedback to improve the presentation and sharing of information
• uses numeracy and mathematical functions to collect, organize and analyze data

Upper-Level Information Literacy

• evaluates information sources for validity, quality, bias, commentary and authorial strength
• recognizes that values and beliefs are embedded in all information
• recognizes that information can change and evolve, especially dynamic online content
• identifies and assesses the impact of different media types and sources on how information is created, communicated and used
• recognizes self as a producer as well as a consumer of information
• uses and cites information effectively in documenting resources and/or the development of original content
• collaborates in gathering, developing and sharing information to meet group needs
• uses numeracy and mathematical functions to integrate information, create new information and share this information with others

Ethical Responsibility

Questions to Consider about Ethical Responsibility

• How did I learn about the ethics in this field? What do I agree/disagree with?
• How do I exemplify the ethics and principles in this field? How I have I taught them to others?
• How have I handled a situation in an ethical or unethical manner? How did it challenge me?
• How did I form my own code of ethics? Who influenced this? How do I determine right from wrong?
• How do I assess ethical and unethical behavior in myself and others?

Examples of Evidence of Ethical Responsibility

• collaborations, partnerships, teamwork
• service learning
• volunteerism
• social/political action activities, community advocacy, social advocacy
• leadership roles
• ethical training certificates
• teaching others, conducting trainings, leading workshops
• development of policies, practices, standards, criteria, organizational mission
• examples of ethical dilemmas and solutions

Lower-Level Ethical Responsibility

• demonstrates an understanding of a range of principles, standards and values involved in making ethical decisions and the application of knowledge
• engages in decision making according to the standards of practice and ethics of the field
• communicates situations, information and outcomes to others accurately and based on ethical standards of the field
• reflects upon one’s own actions and implications in situations and takes responsibility for actions while working with others and/or solving problems

Upper-Level Ethical Responsibility

• recognizes different perspectives and analyzes situations to provide best solutions under particular circumstances according to the standards of practice and ethics of the field
• develops an ethical framework based on the field’s standards of practice and takes responsibilities for decision making and actions based on this framework in various and unpredictable contexts
• participates in the formation of mission, vision and values in a field or organization
• assesses the impact of different activities on the environment, society and the field and develops a sense of social responsibility while making judgments and decisions on these activities

Sociocultural and Civic Engagement

Questions to Consider about Sociocultural and Civic Engagement

• In what ways has my work helped others? How has it contributed to my civic life?
• In what ways have I discussed ideas and issues with others? What is the nature of these discussions? How have I shared my thoughts, opinions and information?
• How do these discussions impact the ways I think about the topic or use my knowledge?
• How have I shared critical perspectives or new strategies to others regarding the topic?
• What knowledge did I gain about working with or for other people? How has working in teams broadened my knowledge?
• How have my perspectives changed over time and what impacted those changes?
• What challenges have I encountered working in groups with diverse people? How did I overcome those challenges?
• What groups am I involved in and how has this involvement impacted my knowledge and understanding of the topic?

Examples of Evidence of Sociocultural and Civic Engagement

• collaborations, partnerships, teamwork
• service learning
• volunteerism
• social/political action activities, community advocacy, social advocacy
• leadership roles
• assessment of other’s work
• events (non-profit, community)
• teaching others, conducting trainings, leading workshops

Lower-Level Sociocultural and Civic Engagement

• demonstrates insight into one’s own identity and biases and the influence they have on understanding and interacting with others
• expresses an internalized, personal worldview
• demonstrates acceptance for and willingness to learn from diverse perspectives and backgrounds with different social/community groupings and audiences
• works effectively with individuals and groups in multiple environments
• engages in respectful discourse with individuals and in groups with varying viewpoints
• volunteers or participates in the local and global community

Upper-Level Sociocultural and Civic Engagement

• gains new perspectives on one’s identify and biases based on experiences and interactions with others and the community
• analyzes critical factors impacting cohesion while working with individuals and groups to facilitate effective and respectful interactions
• predicts and determines the impact of one’s own behaviors and actions and their implications in different social/community groupings and audiences
• provides leadership to encourage acceptance for and willingness to learn from others with diverse perspectives and backgrounds
• provides leadership and encourages others to engage in respectful discourse and collaboration with individuals and in groups with varying viewpoints
• analyzes political/non-political, public/private, and local/global policies, practices and decisions to draw conclusions or take action

Learning Engagement

Questions to Consider about Learning Engagement

• In what ways do I figure out how I learn and use that information to improve my learning or performance in this topic?
• How have I grown in my learning over time? How do I continue to grow? Do I set goals to learn more about this topic? What are my goals?
• How do I use feedback from others to improve my knowledge or performance?
• What are different approaches or viewpoints in this area? Am I open to different approaches and viewpoints?
• How do I use different perspectives to improve my own understanding of the topic?
• In what ways have I become more creative in or more informed about my work?

Examples of Evidence of Learning Engagement

• educational, professional and/or personal goals, plans
• feedback
• websites, blogs
• learning resources
• communities of learning, social networking
• employee performance plans and reviews
• badges
• ePortfolios
• philosophy statements

Lower-Level Learning Engagement

• identifies and evaluates gaps in own knowledge, skills and abilities and engages strategies for improvement
• develops learning goals and strives to meet those goals
• utilizes feedback into learning goals and strategies for further learning and improvement
• completes tasks and learning objectives independently
• actively participates in and accepts accountability and responsibility for own learning and work

Upper-Level Learning Engagement

• can identify and evaluate limitations in own knowledge, skills and abilities and how those limitations may influence one’s perspectives, analyses and interpretations
• actively participates in and accepts accountability and responsibility for own learning and work with the goal of continuous improvement
• utilizes feedback to build effective strategies for improvement
• monitors and appropriately adjusts own behaviors and learning needs while engaging novel situations and/or interactions with others
• builds on learning goals to engage in continuous and lifelong learning