The five UULOs provide a definition of what all the UNLV learners need to know and be in a position to accomplish when their time for graduation comes around the corner. Given that students get involved with the UULOs in all academic segments, the UULOs become instrumental in enabling the undergraduate experience to be smooth and coherent. They are equally helpful in designing a purposeful learning procedure or sequence in all the learning stages, from the first years to the senior levels. The learning of students develops by engaging in both academic and non-academic experiences, which goes a long way in exposing the learners to UULOs in a wide variety of learning environments and contexts. Every UULO section has particular descriptions of specific outcomes that are relevant to students in a diverse environment and within different learning expectations. Some of the crucial aspects of learning advanced by UULO include intellectual breadth and lifelong learning, inquiry and critical thinking, proper communication, multicultural knowledge, and awareness, as well as citizenship and ethics.
As a traveler who comes from a different planet and visits this planet for purposes of learning and studying the education system on this particular planet, I am intrigued by the aspect of the five UULOS and upload the person who developed them. Being in a confined environment that offered no opportunity to learn a variety of learning alternatives and ideas, I was thrilled to get into a new environment that exposed me to a new environment full of a variety of earning programs and procedures (McTighe & Wiggins, 2013). I was raised in a rural setup that offered limited opportunities to different modes of understanding. Being a person who is much interested in becoming a better version of myself, my wish is to have a better understanding of what is expressed by the UULOs.
While growing up, I was exposed to technological materials and developed technical knowledge at a tender age. As a result, I have always developed the interest and the desire to travel and have new experiences across the world. My technological knowledge has often enabled me to repair and operate things like crafts (McTighe & Wiggins, 2013). Given that I have the desire to travel around the world and learn new things, I have the firm belief that learning about the aspects of UULOs will empower me to develop a deeper understanding of the world around me as well as the kind of life that goes on in the places I wish to visit. As much as I may not be entirely sure, I have a strong belief that the idea of pursuing UULOs will enable me to become a better version of myself both intellectually and morally. Given that I am trying to take the matter on the face value and trying to believe whatever other people are telling me, and that the human spirit may at times be self-serving, I have a strong belief that taking up the initiative will enable me to develop the necessary skills for human development and critical life advancements (Smith, 2012). Developing the skills will also put me in a position to identify people's assumptions and conduct their evaluations based on a reasoned database of understandings that have already been processed.
The aspect of lifelong intellectual learning makes it possible for graduates to comprehend and integrate the acquired knowledge as well as the basic principles defining natural sciences, humanities, and social sciences, and in the process develop skills necessary to succeed in n this area of study while growing the desire to acquire new knowledge and lifelong learning. Specific outcomes for this aspect are to enable students to convey in-depth knowledge and skills in a wide range of learning areas. It is also instrumental in scrutinizing fundamental principles surrounding natural, health, and social sciences (McTighe & Wiggins, 2013). As a learner, it also becomes possible to apply research principles and theoretical techniques in the area of social sciences and humanities. Still, this segment also facilitates the transfer of knowledge and skills acquired from a wide range of studies. In this aspect, I have to acknowledge the fact that my background has significantly been devoid of intellectual capacity. While growing up, I was only taught on the basis of how to succeed in specifically designed slots or my chosen line of career or profession. In this aspect, UULO brings with it lifelong learning, which encompasses learning new slots of life if a person gets an injury and becomes unable to accomplish the required responsibilities or slots in life.
At this stage, I am not sure if I will choose the route of pursuing Intellectual breadth or lifelong learning. However, it becomes clear that the scribes involved in UULO will provide an opportunity to have access to a full dimension of wisdom, which I have never had a chance to get in my past life. At this stage in my life, the idea of expanding my depth of knowledge to cover a wide variety of areas is just fantastic (Ellis, Toft, & Mancina, 2012). I believe that having access to different sources of knowledge or information will be comparable to unearthing uncharted galaxies. Given that I am aware that cosmos will move and be in existence till eternity, this new initiative will give me the chance to spend a significant part of my life in gathering more valuable information and subsequently expanding my depth of knowledge in a variety of fields in the current world where technological innovations have become more paramount.
On the other hand, the component of inquiry and critical thinking makes it possible for graduates to recognize challenges, evaluate questions, and utilize a variety of research and reasoning methods to advice collection and analyze information relating to the identified problems. In this regard, the benefits associated with this type of learning outcome include the identification of problems and the establishment of the need to acquire new forms of knowledge and information. It also makes it possible for the graduates to evaluate and gather the information needed from relevant primary and secondary sources (McTighe & Wiggins, 2013). There is the use of quantitative and qualitative methods that encompass the ability to point assumptions, make conclusions, and interpret results of the identified problems. It also enables the graduates to recognize the level of complexity of the issues and then identified the angle from which the issues can be evaluated and understood. This learning outcome appears to the most logical component after intellectual learning (Ellis, Toft, & Mancina, 2012). This is because inquiry and critical thinking will give me the opportunity to get information from a variety of sources. I have also come to earn that as I get the information from such sources, some of them will most likely conflict with those that are perceived to be facts from the point of the universe and other human beings who think they are the policymakers and are therefore well-positioned to establish what is right or wrong (Smith, 2012). In this regard, the ability to troubleshoot problems while obtaining information has been an interesting quit experience for me. As I plan to travel across the stars and in other planets, I believe that critical thinking will give me the ability to sieve through these different sources of information and in the process determine what is right or wrong and then decide what is worth embracing or copying (Ellis, Toft, & Mancina, 2012). I also believe that these different sources of information will give me an advanced version of what I already know or a different perspective of the things that I already do with my life at the moment.
The last learning outcome is communication, which enables graduates to write and speak out properly to all types of audiences while at the same time designing compelling visuals that maintain written and spoken forms of communication. The specific outcomes associated with this study include enabling the students to show general academic literacy, which provides for determining effective ways of staying true to the audience in different types of situations. It also allows students to develop effective oral presentations. As a person who has often been interested in developing relationships with people from diverse backgrounds and cultures, this learning outcome enables me to sharpen my communication skills as I advance my career. Being a person who is interested in traveling and visiting new places across the world, effective communication will go a long way in boosting my confidence and striking conversations with other people.
Ellis, D. B., Toft, D., & Mancina, D. (2012). Becoming a master student concise. Boston, MA: Wadsworth, Cengage Learning.
McTighe, J., & Wiggins, G. P. (2013). Essential questions: Opening doors to student understanding. Alexandria, Va: ASCD.
Smith, R. (2012). Writing for college: The eight-step program to writing an academic argument. Place of publication not identified: Lulu Com.
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