UMW QEP Outcomes, Aug. 2011

List of Outcomes (August 2011)

This list of student learning outcomes came from a brainstorming session of a large group of faculty, staff and administrators. The list has been supplemented with student learning outcome statements from other colleges and universities. Supplemental outcomes were added based on the similarity of wording between our UMW brainstorming session and published sources from other institutitons.

UMW QEP Outcomes, ver Aug 2011

A. Behaviors

Students take social responsibility, connect classroom learning & co-curricular activities
Students know what “liberal arts” means
Trust the liberal arts education purpose, goal, process
Understand/apply honesty, integrity (honor)
Students have intellectual curiosity

Summary (Georgia Southern)
Freshmen will practice behaviors that lead to lifelong learning.
Student engage/participate in broader community (social & intellectual participation in democratic society)
Explore issues from multiple views
Global perspective
Students work collaboratively
Obtain knowledge about diverse cultures, engage in and value difference, and learn to navigate difference.
Engage constructively in campus/community
Students develop empathy for others

Summary (Elon)
Tackle challenges faced by their local and global communities. Working collaboratively with others to find solutions to complex problems requires the application of a deeply interconnected knowledge base acquired through the integration of learning across a broad spectrum of contexts.

Summary (Georgia Southern)
Freshmen will apply behaviors that demonstrate their responsibilities as engaged learners.
Freshmen will evaluate their responsibilities as engaged members in diverse communities.
Outcome from University of Louisiana at Lafayette
Realize the advantages of student engagement and become involved in campus life.

B. Knowledge
Effective reading, writing, speaking
Outcomes for writing (Elon)
Students will become more effective at using writing as a means of deep-learning.
Students will become more effective writers across contexts (e.g., across disciplines) and become attuned to, and make wise decisions about, variations in genre, audience, purpose, and medium as they develop the ability to analyze writing situations and respond appropriately.
Students will develop meta-cognitive skills that make them more aware of their own writing strengths and weaknesses.
Students will recognize, and be able to make wise writing decisions about, the visual nature of writing, broadly defined.
Students will understand the important connection between effective writing and effective information literacy and research methods.
Students will understand the role writing plays in civic engagement and recognize the ethical responsibilities of writers.

How to use campus resources
Recognize and utilize applicable campus resources and services

Outcomes from University of Louisiana at Lafayette
Determine occupational interests, and research and evaluate information about career paths.
Identify available student services and locations of support units offering services and resources.
Students are info literate
Find, evaluate, and use information effectively
Familiarity with primary sources, how to analyze/evaluate

Definition of information literacy (Elon)
the ability to locate materials to support or counter the argument;
the ability to find out whether the data shown is valid and accurate, comes from the sources stated, and is accurately presented;
the ability to assess and critique the motivations and biases of each article’s author;
the ability to understand and critique the graphical/statistical presentation of the data used in a given argument and effectively pose a counter-argument to achieve a purpose;
the ability to craft an argument (pro, con or other) that uses the information from a given domain accurately, fairly, and ethically.

Outcome from University of Louisiana at Lafayette
Select, locate and evaluate information resources held in Dupré Library and in digital formats.

C. Skills
Students have individual responsibility and personal efficacy
Show decision-making skills (e.g., don’t rely on parents)
Apply learning skills for ugrads (study skills, time management, etc)

Outcomes from University of Louisiana at Lafayette
Know and apply time management techniques and effective learning strategies.
Demonstrate techniques for establishing and maintaining a balanced budget.

D. Values

None listed

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