The UMUC Undergraduate School Learning Model
The seven principles of our learning model are:
Faculty engagement, including faculty’s active and motivating presence, outreach to students, and facilitation of interaction with students.
Student collaboration, including group activities and assignments guided by clear direction and evaluation criteria.
Active learning, including application, summary and reflection, and connection to real-world experience.
Frequent and prompt feedback on all assignments and activities, including comments on performance, criteria for success, encouragement and referrals for further support.
Time on task, meaning focus on activities directly related to learning outcomes, adequate guidance, and clear connection of assignments to outcomes.
High expectations, in keeping with UMUC’s standards for academic rigor and the faculty member’s responsibility to challenge and motivate students.
Respect for diversity, including diversity of culture, ethnicity, academic backgrounds, and individual needs as well as learning styles.
Applying the Learning Model to Your Own Learning as a UMUC Student
Are you an active learner? Evaluate your own participation and readiness using these guidelines and examples.
You take advantage of your faculty member’s active and motivating presence, outreach to students, and facilitation of exchanges with students.
Respond to questions and comments from your faculty member.
Ask for clarification when you do not understand or need more information.
Participate regularly and fully in class discussion.
Try to apply your instructor’s suggestions in your later work.
Ask for help when you need it.
You deepen your own learning by engaging with other students.
Share your own viewpoints, knowledge and experience appropriately with the class.
Participate in groups, teams, peer review, or other class presentations or discussions.
Carry your weight in group work, contributing to the team and helping to determine the ground rules for collaboration.
Respect and respond to the viewpoints of other class members and use them to refine your own thinking.
Offer constructive comments to other students.
Ask for explanation or criteria when group assignments are not clear.
Reflect on the learning activity, the group dynamic, and the way the exchange of views changed your work in the class.
You learn through application, summary and reflection, and connection to real-world experience.
Present and discuss your work and ideas with the class.
Relate outside events or activities and your own experience to the subjects covered in the course.
Support your point of view with appropriate evidence, logic, and explanation.
Respectfully challenge ideas, including the ideas of other students and those presented in readings or other course materials, and offer evidence for alternative points of view.
Seek concrete, real-life situations to help you understand the theory and principles studied.
Suggest new websites, readings, or subjects for discussion.
You consider and use feedback and ask for help.
Read and consider the feedback you receive on your work, and ask questions where it is not clear.
Request feedback and constructive criticism.
Read the course syllabus, project descriptions, and other materials carefully and make sure you are aware of deadlines, requirements, and criteria for success.
Let your instructor know and ask for advice if you are struggling with the materials or having problems managing your time.
Use assignment feedback and seek or ask for referrals to student success services where needed (e.g., Effective Writing Center, tutoring services).
You manage your time and focus on your learning goals.
Manage your time well, leave enough time for assignments, and do not overload yourself.
Take into account the demands of work, family, and coursework in your planning.
Deliberately practice what you have learned in class.
Use schedules to stay on target.
Set aside study time with specific goals.
Break your tasks into manageable chunks so that you can keep progressing.
Prepare in advance for class discussions and presentations.
Know the class syllabus, including deadlines, policies on submission and late work, and the consequences of non-attendance and non-participation.
Set challenging goals for your own learning.
You accept your responsibilities as a learner and strive to meet high standards.
Review and understand the criteria for grading in the course and the relationship of grades to course outcomes.
Understand that grades are based on your performance in relation to course goals, not just time spent on the project.
Understand and conform to UMUC policies on academic integrity.
Seek concrete suggestions for improving your performance.
Accept your role as a partner in learning, work hard in class and set challenging goals for your own learning.
Look for examples of excellent performance and work that exceeds expectations.
Ask for help and advice to reach higher levels of performance.
You respect diversity of culture, ethnicity, academic backgrounds, and individual needs as well as learning styles.
Speak up when you do not understand.
Recognize that your fellow students come from a broad range of academic, cultural and vocational backgrounds.
Relate readings and activities to your background and experience and ask for clarification of references you do not recognize.
Attempt to apply your discussion and examples to a variety of contexts and situations including women, minorities, and globally and culturally diverse populations.
Respect your fellow students, follow UMUC’s code of conduct and engage in civil discussion even on the most sensitive topics.