Statement of focus (Draft, Nov. 20, 2011)
- The UMW Quality Enhancement Plan will focus on three areas
- Enhance freshmen written and oral communication
- Engage in curricular and co-curricular activities (Liberal Arts and Sciences) to enhance students’ responsibility and success in educational and personal goals
- Enhance learning, personal reflection, and increased respect for diverse people through collaboration with other students and faculty in and outside of the classroom.
Learning outcomes, Nov. 20, 2011
Written Communication Outcomes
- (ideas) Students will demonstrate satisfactory knowledge of the varying strategies to convey arguments, main ideas and support/evidence.
- (organization) Students will demonstrate satisfactory knowledge of the varying patterns of composition, organization and development
- (appropriate writer’s voice) Students will demonstrate satisfactory knowledge of appropriate voice, tone, and rhetorical strategies for a specified audience.
- (process) Students will demonstrate satisfactory knowledge of the writing process.
- Students will understand and be able to identify elements of the communication
process, drawing on basic theories and principles of oral communication.
- Students will critically evaluate mediated and face-to-face communication.
- Students will communicate effectively in a variety of settings, including public
speaking, group discussion, and interpersonal communication.
- Students will utilize a variety of research techniques to synthesize information
and support their messages. [this will likely be a shared learning outcome with
- students will be take responsibility for their curricular planning and success including 1) proposing medium range (1-2 years ahead) course plans, 2) short range (next semester) course plans, 3) register for courses, and 4) monitor academic progress
- demonstrate use of tools and strategies to design a 4 year curricular and co-curricular plan
- demonstrate use of tools and strategies to propose medium range (1 – 2 year) curricular plan
- design a semester schedule built around the 3 broad graduation requirements
- 1/3 General Education credits
- 1/3 General Elective credits or Minor credits
- 1/3 Major credits
- demonstrate use of tools and strategies to monitor academic progress, successes, weaknesses, problems
- students will complete required work, seek appropriate help and guidance, and identify opportunities to expand knowledge, skills, and abilities [this second bullet may be a broad idea under which the first bullet falls]
- communicate reasoning about important curricular tasks (course scheduling decisions)
- demonstrate strategies for completing …. Add list of tasks that a significant number of freshmen are known to have difficulty with (e.g. find web resources for tutoring, keep a calendar or agenda). Use LASSI data to focus on known student weaknesses.
- reflect on the significance of strategies for personal and educational development
- students will engage in opportunities that help them explore the role that the liberal arts plays in their educational and personal development
- participate in, describe, discuss activities that bridge curricular and co-curricular arenas (e.g. FSEM students attend talk, view movie, attend cultural event, visit facility connected to FSEM topic
- volunteer for campus and / or community organized activities
- participate in ongoing research
- develop a career exploration / search portfolio
- investigate experiential learning opportunities within context of academic and career interests
- reflect on meaning of activities for educational and personal development
- students will be able to articulate the main goals of a liberal arts education
- recognize connections between diverse courses
- understand that learning is a life-long endeavor
- build independent thinking skills – be able to express and support an independent viewpoint
Improve learning, personal reflection and respect for diverse people through cooperative engagement/teamwork
- students will solve problems and / or complete task within teams
- students will be able to provide assistance and encouragement to team members
- students will demonstrate the ability to identify conflict but work towards a common goal
- students will be able to meet deadlines in order to complete group projects
- students will be able to facilitate their contribution to group work by restating the views of others and/or asking questions of group members for clarification