UMW QEP Outcomes, Nov 22, 2011

Statement of focus (Nov. 22, 2011)

Liberal Education is an approach to learning that empowers individuals and prepares them to deal with complexity, diversity, and change. It provides students with broad knowledge of the wider world (e.g. science, culture, and society) as well as in-depth study in a specific area of interest. A liberal education helps students develop a sense of social responsibility, as well as strong and transferable intellectual and practical skills such as communication, analytical and problem-solving skills, and a demonstrated ability to apply knowledge and skills in real-world settings.

The broad goals of liberal education have been enduring even as the courses and requirements that comprise a liberal education have changed over the years. Today, a liberal education usually includes a general education curriculum that provides broad learning in multiple disciplines and ways of knowing, along with more in-depth study in a major (AACU, Liberal Education and America’s Promise,

The University of Mary Washington is an institution of Liberal Education.  As such, from the day of matriculation to the day of graduation, we strive to deliver the programs and opportunities that will produce the knowledge and skills described above.

  • The UMW Quality Enhancement Plan will focus on three areas
    • Enhance freshmen communication and information literacy skills (communication and information literacy)
    • Engage in curricular and co-curricular activities to enhance students’ responsibility and success in educational and personal goals (personal responsibility)
    • Enhance learning and personal reflection through collaboration with other students and faculty in and outside of the classroom (collaboration).

Learning outcomes, Nov. 22, 2011

A. Communication and information literacy

1. Students will demonstrate satisfactory knowledge of the varying patterns of composition, organization and development (organization)

2. Students will demonstrate satisfactory knowledge of the writing process (process)

3. Students will demonstrate satisfactory knowledge of the varying strategies to convey arguments, main ideas and support/evidence (ideas)

4. Students will understand and be able to identify elements of the communication process, drawing on basic theories and principles of oral communication (organization?)

5. Students will communicate effectively in a variety of settings, including public speaking and group discussion (process?)

6. Students will critically evaluate mediated and face-to-face communication (evaluate?)

7. Students will utilize a variety of research techniques to synthesize information and support their messages

B. Personal responsibility

1. students will be take responsibility for their curricular planning and academic success

i. 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

ii. explore co-curricular opportunities and activities

iii. demonstrate use of tools and strategies to propose medium range (1 – 2 year) curricular plan

iv. demonstrate use of tools and strategies to design a long term (4 year) curricular and co-curricular plan

v. demonstrate use of tools and strategies to monitor academic progress, successes, weaknesses, problems

 2. students will complete required work, seek appropriate help and guidance, and identify opportunities to expand knowledge, skills, and abilities

i. demonstrate strategies for management of personal, career, and educational time and responsibilities

ii. seek out UMW resources to solve individual problems

iii. identify UMW resources needed to solve individual problems

iv. use UMW resources needed to solve individual problems

v. reflect on the significance of strategies for personal and educational development

3. students will engage in activities that enhance personal, social, and educational development

i. 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

ii. reflect on connections between diverse courses

iii. volunteer for campus and / or community organized activities

iv.participate in ongoing research

v. develop a career exploration / search portfolio

vi. investigate experiential learning opportunities within context of academic and career interests

vii. reflect on meaning of activities for educational and personal development

C. Collaboration

1. students will solve problems and / or complete task within teams (Introduce)

2. students will be able to provide assistance and encouragement to team members (Introduce)

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