UWM Accreditation: Student Learning and Effective Teaching

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Student Learning and Effective Teaching

Discussion

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The Self-Study process has provided extensive evidence that UWM is fulfilling its educational mission and has the resources and determination to continue to improve the level of student learning and teaching effectiveness. We are committed to our mission as an institution of access and opportunity that provides all students the highest level of educational quality. UWM�s many community and institutional partnerships (detailed in �Criterion 5�) offer students access to a wealth of learning resources in the city of Milwaukee and beyond.

The strong governance systems, large number of accredited programs, assessment practices, and relationship with the UW System described in earlier sections are evidence that sound evaluation processes are in place. Quality assurance at UWM is inclusive�depending on the program or activity, students, faculty, graduates, and community members are involved. The data gathered are used to monitor the program and direct changes. As indicated earlier, these processes have increasingly focused on student learning outcomes.

Faculty and academic staff members who participate in course approval, curriculum development, and program review through service on course and curriculum committees take their work seriously. Their efforts have resulted in significant improvements in the quality of education students receive at UWM.

UWM has made significant progress in improving resources that support teaching and learning. The evolution of support for CIPD and LTC indicates a clear commitment on the part of the institution to make student learning and effective teaching a priority. Its strong efforts in web-enhanced, hybrid and online instruction have led to many improvements in teaching and learning, which have in turn justified the funding set aside for these purposes. Investments in classrooms, laboratories, and the libraries also point to fostering a learning environment that is intellectually challenging for our undergraduate and graduate students.

The campus has engaged in many forms of assessment, including, increasingly, the direct assessment of student learning outcomes in programs and general education. Achieving key campus goals is dependent on further progress in adopting assessment strategies throughout the University. This means that the mission statements at all levels need to continue to evolve toward the inclusion of specific goals and outcomes related to student learning. Departments, programs and individuals must continue to deepen their understanding of three key assessment issues:

The difference between the assessment conducted through course examinations and the broader assessment of student outcomes in degree programs
The need to close the feedback loop after obtaining assessment information
The difference between evaluating resources and processes and the assessment of student learning outcomes

Administrators