1. Dr. Diane Villa Assistant Faculty In Residence Department of Psychology 1

2.  For the Psychology of Success COLA class, year end projects include a Success Plan and I require that they incorporate the UULOs into their success plans.  I did not want to simply lecture.  Question  Question: What could I do that would stimulate student participation?  Epiphany!  Epiphany! Why not have the students debate among themselves? 2

3.  The overall assignment requires students to convince the class that their UULO is the best UULO.  Students were randomly assigned into groups (of two) and were given 15-20 minutes to prepare an argument stating why their UULO is superior.  This was associated with a prize (pick the food for “how to prepare for finals study jam day”).  The winner was to be chosen by a panel of their peers. 3

4.  When they were finished preparing an argument they were to determine who was to present their argument and give that argument to the class.  It was entirely up to them how they did this.  However, the work was pretty easily divided in half and most groups did that.  The student(s) on the judging panel kept track of the arguments and rated the groups. 4

5. The UNLV University Undergraduate Learning Outcomes (UULOs) describe the knowledge and skills that empower students to be successful in and after college. These UULOs challenge students to: become effective inquirers, critical thinkers. become effective oral and written communicators. participate knowledgeably and ethically in civic life. develop knowledge of the world's diverse societies. understand and integrate basic principles of natural and social sciences, humanities and fine arts into their learning. continue their learning throughout their lives. http://generaled.unlv.edu/overview.html 5 First, I just briefly refreshed their memory for the UULOs

6.  Intellectual Breadth and Lifelong Learning  Inquiry and Critical Thinking  Communication  Global/Multicultural Knowledge and Awareness  Citizenship and Ethics 6 These are the 5 main Outcomes you will be defending

7. 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: 1. Demonstrate in-depth knowledge and skills in at least one major area. 2. Identify the fundamental principles of the natural and health sciences, social sciences, humanities, and fine arts. 3. 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. 4. Transfer knowledge and skills gained from general and specialized studies to new settings and complex problems. 5. Demonstrate lifelong 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. 6. Achieve success in one's chosen field or discipline, including applying persistence, motivation, interpersonal communications, leadership, goal setting, and career skills. 7 Then I randomly gave each group a handout of a UULO

8.  There was one group of three students that comprised the “blue ribbon panel” of judges 8 Their job was to decide who was more persuasive

9. Students arguments were heard in order as they are on the website. 9

10. The students did a good job of explaining why the outcomes were important. They were very enthusiastic! The two UULOs that led the voting were Communication and Ethics 10

11.  Communication – “An educated person who cannot communicate their knowledge will not be persuasive” and “no one will know what this person is thinking if they cannot communicate effectively”  Ethics – “because an education not applied ethically is of no use to the world in general or worse will do society harm”  (I was very impressed by this argument!)  If there was a winner it might have been this one. 11

12.  In the end, it was difficult to choose any one of the UULOs over the other and there was no clear winner.  We ended up having a group vote to see what the entire class thought, and still, no clear winner.  This was a very desirable result!  We discussed how a general education is important and all those classes they “have to take” fit into the grand scheme of being educated. 12

13.  The students enjoyed the assignment.  Several aspects of undergraduate education were addressed in this assignment:  Persuasive argument  Reasoning  Critical thinking  Communication  Knowledge of the UULOS  It also helped students more thoroughly understand the grand plan for their education. This was the main point.  They now have a deeper understanding of a well- rounded education. 13 Bloom’s Taxonomy Evaluate Evaluate – justifying a stand or decision Analyze Analyze – Draw connections among ideas

14.  Do not do this the day before spring break, two of the students I had planned as judges were missing. So I ended up with a panel of one for the judge. This left that student exposed. He still agreed to act as judge, but I was keeping an eye on the situation. I choose this student for a reason. This could also be done at random. In larger classes it would be easier.  We ended up with a class vote. The goal was for the assignment to be student-centered. I did not want to be the one to choose the winner.  Randomly assign the order of presentation? 14

15.  I printed out the UULOs. But maybe a more detailed instruction for presenting the arguments?  Some groups were not as thorough as others for all six outcomes. Thoughts? I don’t want to make it a chore.  I might come up with a rating sheet for the judges, they (he) was pretty much on his own.  I think I will have the students keep notes on what the other students are arguing, maybe have a second vote to compare to the judging panel (?) to keep them in the competition. Possibly in a handout. But not too much to keep it interesting. 15

16. I think that the students now appreciate more about how carefully crafted their education is and have a deeper appreciation for the UULOs than if I had just delivered the standard lecture. 16