An UMPI Education

At the University of Maine at Presque Isle, we value excellence in teaching and learning and strive to provide rich learning opportunities within and beyond the classroom.

Instructional Responsibilities

Our Commitment

With consideration given to program-specific structures and demands, the following academic commitments form an UMPI education: 

  • Clear and measurable learning outcomes 
  • Student-centered teaching and learning practices, including consistent course design within programs 
  • Timely assessments and feedback * 
  • A clear and fair grading system  

*Work submitted after stated deadlines may not be eligible for re-dos or retakes 

Student Commitment

In preparation for both learning and career, it is critical for UMPI students to partner with us in:   

  • Demonstrating effective time management and preparation   
  • Utilizing feedback for improvement   
  • Engaging fully in learning experiences   
  • Maintaining clear, consistent, and respectful communication
  • Modeling civility as a key principle of our campus culture

Together we will

  • Model civility as a key principle of our campus culture

What this looks like in our classrooms

  • across courses and programs, Learning Outcomes are rigorous and relevant.
  • with assessments and activities clearly connected to those outcomes to create meaningful pathways to success.
  • by presenting content in a variety of formats to differentiate instruction and increase accessibility for diverse student learning preferences and needs
  • by working to streamline and simplify how students access and use technology for learning
  • by providing multiple ways for students to demonstrate learning
  • by encouraging revision as part of the learning process, where applicable
  • by creating multiple and ongoing, low-stakes formative assessments.
  • by providing feedback in time to support the learning process and foster learning.
  • by creating clear and regular communication expectations and pathways for students.
  • by maintaining our commitment to provide feedback in the expectations we messaged in our syllabus and/or course communications.
  • by providing grading criteria and rubrics that clearly outline expectations and allow students to self-identify their progress across the Learning Outcome expectations.
  • by pulling in the support team when students are at-risk of struggling, through the EAB Academic Reporting process.
  • by valuing student demonstration of proficiency in Learning Outcomes.

Alignment is a process, not an event

The ways that you honor the Academic Commitments will likely shift and grow. It will likely be more of an iterative process than a one-and-done event (and that is okay!). If you are looking to integrate the Academic Commitments with more intention, we have a self-assessment tool that you can utilize to assess, adjust and communicate your practices.

Our Commitments in Action

  • describe specific knowledge, skills, behaviors, or dispositions that students should be able to demonstrate proficiency in as a result of their learning in the course.
  • state desired levels of academic performance.
  • emphasize the application and integration of knowledge.
  • are observable, measurable, and thus, assessable.

Examples Learning Outcomes:

Students will be able to…

  • Interpret, analyze, and solve diverse problems related to Human Anatomy and Physiology by using case studies.
  • Evaluate and assess the quality of 4 foundational elements of an analytic competitor.
  • Describe digital age learning theories in the context of learning theories, 21st Century Skills, and ISTE Standards.
  • Construct a mathematical model that incorporates important quantitative aspects of the situation and which makes accurate predictions.
  • shift the focus of instruction from instructor to student.
  • have an end goal of developing learners who are autonomous and independent.
  • enable students to take on a more active role in learning.
  • blend of individual, collaborative and large group work.
  • often includes project-based learning and/or experiential learning.
  • involve real-world problem solving/ contexts – ex. case studies.
  • use multiple forms of assessment, feedback and demonstrations of learning.

Student-centered learning environment may include:

  • weekly Brightspace modules that give access to all needed materials.
  • opportunities for reflection on the learning process.
  • active learning tasks, where students can take leadership roles.
  • are clearly aligned to stated learning outcomes.
  • are clearly communicated on syllabi.
  • support opportunities to practice and refine before high-stakes (summative) assessments are given.
  • include multiple, ongoing low-stakes formative assessments that help adjust instructional pace and provide feedback to learners.

Assessment and feedback expectations may include:

  • using tables in the syllabus schedule to align activities with Learning Outcomes.
  • communicating clearly when and how feedback will be received.
  • using the Grade Center in the LMS to regularly post grades and feedback.
  • letting students know how long they should expect to wait for feedback on assessments.
  • include criteria for success clearly communicated.
  • help students know their level of proficiency with all course outcomes.
  • are aligned with UMPI Final Course Grade Policy Document or the YourPace Final Grade policy (for CBE courses).

For an interesting read, check out Scott Habeeb’s New Terminology: Scoring v. Grading blog on The Assessment Network.