About me I am a 54 year old female, Catholic, volunteer a lot, I do a lot of charity work, I love helping people, I am retired from the U.S. Army as a military policewoman and going to work as rape crisis specialist for the US Air Force in Germany. I may go to graduate school for licensed clinical social worker. If you have any other questions, just ask.
Writing Mastery Paper
As an upper-level course that requires compliance with the UNLV initiative to emphasize and REQUIRE effective, college-level writing skills in “Milestone” courses, CED300 begins with an important, graded writing exercise: the Writing Mastery Paper.
Activities: Reflection on UULOs and Introduction
To prepare for starting this course with the right mindset toward the course content and UNLV’s goals for your intellectual preparation for life after graduation, you will review and reflect on exactly what the University Undergraduate Learning Outcomes (UULOs)—that are provided below—mean to you personally. Once you have considered that topic, you will submit your written self-assessment through the “Mastery Writing Assignment” link found in this module.
Your assignment must include the following:
- An introductory statement regarding how you could benefit from focusing your efforts to achieve these goals throughout your general education and major studies while at UNLV. (200 words or more)
- A brief statement (200-350 words for each UULO) regarding how you could benefit from focusing your efforts to achieve each of the five UULOs.
- Blend into your statement how your personality characteristics reflect the benefits you stated.
- Your finished, well-written statement will be an effective and informative introduction that reflects the quality of writing required by course rubrics and recent editions of the Manual of Style of the American Psychological Association.
Read the following excerpt about UULOs (taken from the homepage of the UNLV Office of General Education), which should be a review from your First Year Seminar. Following the review of the UULOs you will find a somewhat “far out” example of what an undergraduate student from a distant planet might write.
Use this assignment as an opportunity to seriously reflect on your values for learning.
The five University Undergraduate Learning Outcomes (UULOs) define what all UNLV students should know and be able to do when they graduate. Because students engage with the UULOs in both their general education and academic majors, the UULOs help make the undergraduate experience intentional and coherent.
The UULOs create a purposeful sequence of learning from the first year, to the middle years, to the senior year. Student learning develops through both curricular and co-curricular experiences that expose students to the UULOs in diverse contexts.
UNLV defines specific student outcomes for each UULO. Jump to each UULO’s section to read its description and specific outcomes.
Intellectual Breadth and Lifelong Learning
Graduates are able to understand and integrate basic principles of the natural sciences, social sciences, humanities, fine arts, and health sciences, and develop skills and a desire for lifelong learning. Specific outcomes for all students include:
- Demonstrate in-depth knowledge and skills in at least one major area.
- Identify the fundamental principles of the natural and health sciences, social sciences, humanities and fine arts.
- Apply the research methods and theoretical models of the natural and health sciences, social sciences, humanities and fine arts to define, solve, and evaluate problems.
- Transfer knowledge and skills gained from general and specialized studies to new settings and complex problems.
- Demonstrate life-long learning skills, including the ability to place problems in personally meaningful contexts, reflect on one’s own understanding, demonstrate awareness of what needs to be learned, articulate a learning plan, and act independently on the plan using appropriate resources.
- Achieve success in one’s chosen field or discipline, including applying persistence, motivation, interpersonal communications, leadership, goal setting, and career skills.
Inquiry and Critical Thinking
Graduates are able to identify problems, articulate questions, and use various forms of research and reasoning to guide the collection, analysis, and use of information related to those problems. Specific outcomes for all students include:
- Identify problems, articulate questions or hypotheses, and determine the need for information.
- Access and collect the needed information from appropriate primary and secondary sources.
- Use quantitative and qualitative methods, including the ability to recognize assumptions, draw inferences, make deductions, and interpret information to analyze problems in context and draw conclusions.
- Recognize complexity of problems and identify different perspectives from which problems and questions can be viewed.
- Evaluate and report on conclusions, including discussing the basis for and strength of findings, and identify areas where further inquiry is needed.
- Identify, analyze, and evaluate reasoning and construct and defend reasonable arguments and explanations.
Graduates are able to write and speak effectively to both general and specialized audiences, create effective visuals that support written or spoken communication, and use electronic media common to one’s field or profession. Specific outcomes for all students include:
- Demonstrate general academic literacy, including how to respond to needs of audiences and to different kinds of rhetorical situations, analyze and evaluate reasons and evidence, and construct research-based arguments using Standard Written English.
- Effectively use the common genres and conventions for writing within a particular discipline or profession.
- Prepare and deliver effective oral presentations.
- Collaborate effectively with others to share information, solve problems, or complete tasks.
- Produce effective visuals using different media.
- Apply the up-to-date technologies commonly used to researchand communicate within one’s field.
Global/Multicultural Knowledge and Awareness
Graduates will have developed knowledge of global and multicultural societies and an awareness of their place in and effect on them. Specific outcomes for all students include:
- Demonstrate knowledge of the history, philosophy, arts, and geography of world cultures.
- Respond to diverse perspectives linked to identity, including age, ability, religion, politics, race, gender, ethnicity, and sexuality, both in American and international contexts.
- Apply the concept of social justice.
- Demonstrate familiarity with a non-native language orexperience living in a different culture.
- Function effectively in diverse groups.
- Demonstrate awareness of one’s own place in and effect on theworld.
Citizenship and Ethics
Graduates are able to participate knowledgeably and actively in the public life of our communities and make informed, responsible, and ethical decisions in their personal and professional lives. Specific outcomes for all students include:
- Acquire knowledge of political, economic, and social institutions.
- Identify the various rights and obligations that citizens have intheir communities.
- Apply various forms of citizenship skills such as media analysis,letter writing, community service, and lobbying.
- Explain the concept of sustainability as it impacts economic,environmental, and social concerns.
- Examine various concepts and theories of ethics and how todeliberate and assess claims about ethical issues.
6. Apply ethical concepts and theories to specific ethical dilemmas students will experience in their personal and professional lives.
Example Mastery Writing Paper: Introduction
As a star traveler from the planet Sirius who is visiting Earth for the purpose of studying your system of educating humans at this place called “UNLV,” I am captivated by the insights of whomever it was that developed the five UULOs.
Having been hatched into a rural incubation facility on my home planet, I was never exposed to ideas that encompassed so many possible modes of understanding. If I could only master the concepts expressed in all the UULOs!
I was raised from birth to be a Star Traveler and was provided with only sufficient technical knowledge to enable me to operate and repair, when necessary, my craft. I believe that seriously pursuing the UULOs will ultimately empower me to understand so much more of what is going on around me in any galaxy I visit.
Although I cannot be certain, I believe that pursuit of the UULOs leads one to becoming a better version of one’s self, both intellectually and—as so many humans often importantly (and hypocritically) proclaim—morally. Because I tend to take at face value and accept whatever I am told, and because the human spirit can be at one moment Creatorforce-like and the next small, petty, and self-serving, I can benefit from developing skills in identifying people’s assumptions and evaluating them in light of the reasoned database of understandings I have already processed. (227 words)
Intellectual Breadth and Lifelong Learning (IB&LL)
My background has been largely devoid of intellectual breadth. I was taught only what I needed to know to succeed in my appointed life slot (what humans call “careers”). Lifelong Learning refers to learning a new life slot when one becomes injured and can no longer fulfill the slot requirements. Honestly, I doubt that I would have cared much for pursuing either IB or LL. But now I see that the Sages and Scribes at UNLV have provided a doorway to a dimension of wisdom that I have never considered before. For me, expanding my range of knowledge and values for different sources of information will be like discovering uncharted galaxies; and as I know that the cosmos goes on forever, I, too, have the opportunity to spend the rest of my time in this physical dimension gathering ever more knowledge. (141 words)
Inquiry and Critical Thinking (ICT)
ICT seems to be the next logical step after IB&LL, in that as I obtain information from many different sources, I find that some of it directly conflicts with other so-called “facts.” I must really bring my intelligence to bear on discerning how different perspectives affect the “facts” from a more universal view. I have always enjoyed trouble- shooting problems that I encounter as I travel the stars, and realize that ICT is an advanced and intentional version of what I already like to do. (84 Words)