My Goals and Outcomes Page
Welcome to my Goals and Outcomes Page, in this section of my ePortfolio you'll first find some of my short-term and long-term personal, educational, and health and wellness goals. You will also see numerous examples of the work I have completed from SLCC's General Education distribution areas that fit into the Salt Lake Community College's Campus-Wide Learning Outcomes.
Short-Term Goals
- Goal #1: To speak up more in classes to show instructors that I am engaging with their material.
- Goal #2: To overcome my Social Anxiety Disorder, for my mental wellbeing, and so that I can become a better student.
- Goal #3: To listen to more of The Grateful Dead's music, as well as other music from the Sixties and Seventies.
- Goal #4: To go for more walks or jog around my neighborhood more to become healthier and more physically active.
Long-Term Goals
- Goal #1 To transfer to a four-year University.
- Goal #2 To graduate with a Master's Degree.
- Goal #3 To find a career in a History or Humanities related field, once I have completed my Degree.
- Goal #4 To be one of the most participating and outspoken students in all of my courses.
SLCC's General Education Learning Outcomes
Students communicate effectively. This includes developing critical literacies—reading, writing, speaking, listening, visual understanding—that they can apply in various contexts; Organizing and presenting ideas and information visually, orally, and in writing according to standard usage; Understanding and using the elements of effective communication in interpersonal, small group, and mass settings.
Evidence of my ability to communicate effectively are:
- Historical Event Position Paper on the Civil Rights Act of 1964
- Eportfolio Exam on the Oglala Lakota
- How the "War" on Drugs Harms Us All
Students develop quantitative literacies necessary for their chosen field of study. This includes approaching practical problems by choosing and applying appropriate mathematical techniques; Using information represented as data, graphs, tables, and schematics in a variety of disciplines; Applying mathematical theory, concepts, and methods of inquiry appropriate to program-specific problems.
Some great examples of my quantitative literacy are:
- First Exam: Which Colonizing Nation Caused the Most Damage to Native American People During the Precolonial Period?
- Historical Event Position Paper on the Civil Rights Act of 1964
Students think critically and creatively. This includes reasoning effectively from available evidence; demonstrating effective problem solving; engaging in creative thinking, expression, and application; Engaging in reflective thinking and expression; Demonstrating higher-order skills such as analysis, synthesis, and evaluation; Making connections across disciplines; Applying scientific methods to the inquiry process.
Examples of my critical thinking are:
- First Exam: Which Colonizing Nation Caused the Most Damage to Native American Society and People During the Precolonial Period?
- Essay on How the "War" on Drugs Harms every American Citizen
- Historical Event Position Paper and Historical Event Position Paper Reflection
Some illustrations of my creativity are:
Students develop the knowledge and skills to be civically engaged. This includes understanding the natural, political, historical, social, and economic underpinnings of the local, national, and global communities to which they belong; Developing the awareness of both civil rights and civil responsibilities for individual and collective action in a democracy; Engaging in service-learning for community building and an enhanced academic experience; Develop the knowledge and skills to take leadership roles.
Representations of my preparation for or involvement in civic engagement are:
- Historical Event Position Paper on the Civil Rights Act of 1964
- Historical Event Reflection Paper on the Civil Rights Act of 1964
- Final Exam on why the more "radical" approach of protest was the best way for Native American people to gain their rights.
Students develop the knowledge and skills to work with others in a professional and constructive manner. This includes engaging with a diverse set of people to produce professional work; Interacting competently across cultures; understanding and appreciating human differences; Understanding and acting on standards of professionalism and civility, including the SLCC Student Code of Conduct.
Ultimate examples of my ability to work with others:
Students develop computer and information literacy. This includes using contemporary computer hardware and software to effectively complete college-level assignments; Gathering and analyzing information using technology, library resources, and other modalities; Understanding and acting upon ethical and security principles with respect to computer technology and to information acquisition and distribution; distinguishing between credible and non-credible sources of information, and using the former in their work in an appropriately documented fashion.
The quintessential embodiment of my computer literacy:
Symbols of my information literacy are:
- Historical Event Position Paper
- Eportfolio Exam on the Pine Ridge Reservation
- Exam on the best argument against Indian Removal.
Students develop the attitudes and skills for lifelong wellness. This includes understanding the importance of physical activity and its connection to lifelong wellness; learning how participation in a fitness, sport or leisure activity results in daily benefits including stress reduction, endorphin release, and a sense of well-being.
Expression of my appreciation of lifelong wellness is:
- My genuine love for going on walks, as well as my completion of the Jog/Walk Lifetime Wellness course.