Core Skills
Critical Thinking
The learner will identify, interpret, analyze, or synthesize problems before developing and implementing solutions in a manner effective and appropriate for the intended audience.
Students will be able to consider other viewpoints, analyze situations, and problem solve.
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Goal 1: In mathematics, I will use all the steps of the appropriate process to solve problems.
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Goal 2: In mathematics, I will learn to interpret my results correctly.
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For my critical thinking artifact, I chose a math assignment for a lab manual. I completed this assignment in Spring of 2021 for Math 152 – Statistics, which was a 16-week course completed asynchronously online. The assignment was one that served as a formative assessment to gauge our understanding of both frontloaded content as well as course content we had learned. Math is a course that I struggle with, so I was intrigued to take statistics as the consensus was that it is not like “other math”, and is more about thinking critically and analyzing data than memorizing formulas and crunching numbers.
The frontloading really helped to be prepared for new content by making sure that I had the prerequisite skills to be successful. This included things like percentages and decimals, and it was useful to have the refresher as someone who hasn’t taken a math course in many years. To practice the new content, problems included determining the best type of sample to accurately represent a population and yield high-quality non-biased results. There were also scenarios provided that required the learner to identify the descriptive characteristics of a population. Realistic scenarios were introduced in order to allow for critical thinking that could be applied to real-world situations.
I feel that a strength of this artifact is that I was able to successfully navigate a new style of thinking and problem solving, and to have that process allow me to break down and analyze situations so that I include the right components when implementing my solutions. I feel that a weakness of the artifact is that I would have liked to have had more to choose from, but due to not being instructed to download and screenshot materials from the course software to save, I feel that I made the best choice that I could given the situation. This weakness is also a testament to my ability to address a situation and come up with an alternative solution when the best option isn’t something that’s feasible.
This statistics artifact is a great demonstration of my skill in using all of the steps of appropriate processes to solve problems. You cannot run before you can walk, and in Math you cannot solve multi-part complicated problems without analyzing and breaking them down first. I demonstrate this by being able to interpret a group’s needs to be analyzed and determining the best methods of doing so, as well as why some other viable methods are flawed, and the negative outcomes they might lead to if utilized. The artifact also demonstrates my ability to interpret my results correctly. By analyzing what is being measured to know the type of data I am working with, I was able to interpret what the results mean instead of simply attributing correlations to causation – a common misconception in critical thinking.
This course taught me in the end that even though I already posses a skill, that there is always room for improvement and that no one is ever too old to add to their critical thinking skillset. I learned that it is quite different to apply critical thinking to a topic that you aren’t knowledgeable about, compared to analyzing something you know well – for example, I am much better at looking critically at a work of literature! I knew nothing of statistics before this, and learning how to properly problem solve and analyze statistical data has only strengthened me.
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Intercultural Competence
The learner will demonstrate cultural awareness and objectivity through critical reflection.
Students will be able to communicate across cultural barriers and be mindful of societal differences.
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Goal 1: I will work to gain new understanding and appreciation for cultures that are different from my own, by researching those in other countries to learn how they differ from myself.
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Goal 2: I will continue to grow my ability to communicate with those from different cultures, by reminding myself to always be open to differing views or ways of completing tasks.
For my intercultural competence artifact, I chose a research paper on the cultural aspects of another country, and how they compared to culture(s) in America. I wrote this paper in the summer of 2021 for SPA 112 – Elementary Spanish Two. The paper served as the ePortfolio contribution for the course, which lasted 8 weeks asynchronously online. I am not a fan of learning only a bit of Spanish just to check a box, unless you are learning useful conversational Spanish, so I was not very excited to have to complete this course – but I do love learning about different cultures, so I thoroughly enjoyed creating this paper for the course and consider it a good learning experience. I chose to research culture in the country of Kenya, and more specifically decided to look at their cultural norms pertaining to doing business in the country.
As I began to research, I learned quite quickly that as I had expected, the business culture in Kenya is quite different from that in America. They place importance on different things and have different views regarding what is acceptable and what isn’t when conducting business. For example, while not speaking English is a stigma in America, it’s no issue in Kenya. Kenyans also have no issue with business meetings and functions starting late, and don’t really set specific end times, and while in America it’s often rude to not make eye contact, but Kenyans sometimes divert eye contact to defer to someone of seniority. Knowing these differing cultural norms are what allow us to be more understanding of those who are not like us, and to find a way to interact peacefully with each other without misunderstanding.
I feel that a strength of this paper is that I was able to critically examine another culture, looking for sources directly from that country to do my research. I did not rely on a mere travel blog that was written by someone not native to the culture, and I made sure to check multiple sources to make sure that none of my research was inaccurate or outdated. I also made sure to show how not everyone in Kenya comes from the same background, leading to a melting pot of cultures that it is necessary to be aware of.
This artifact is a great demonstration of how I have gained new understanding and appreciation for another culture and how it is different from my own. I met this goal by researching not only Kenya, but the business cultural norms in my own country of America as well. I looked at not only the things that they do (like averting your eyes when shaking hands), but why they do them (to show respect). Knowing the meaning and the methods behind a culture’s actions can go a long way in understanding it. The artifact also demonstrates my ability to be open to differing views in order to better communicate with different cultures. I meet this goal by keeping an objective tone throughout my paper, never judging a culture’s aspects that I might disagree with or not understand. I understand that while some practices may not be my own, engaging in them will go a long way in fostering meaningful communication between two countries that are very different. I do not have to agree that their way is the best way in order to meet them halfway in the spirit of a successful business interaction.
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Oral Communication
The learner will exchange ideas and information with others using the spoken word in a manner effective and appropriate for the intended audience.
Students will display an ability to communicate vocally with others in an effective way.
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Artifact: Informative Speech (hosted on Youtube)
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Goal 1: I will become more comfortable speaking in front of an audience of people I do not normally converse with.
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Goal 2: I will work to be mindful of my habit of over-explaining when speaking, and will work to limit this in my oral conversations so that my communication skills may improve.
For my oral communication artifact, I selected a recorded speech that I made to inform my audience about the benefits of music education in schools. I prepared this speech in the summer of 2021 for COM 231 – Public Speaking. This speech served as one of two major speech projects that I completed during the 8-week online course. I was both excited and nervous to take this course because while I knew that my public speaking skills could use some improvement, I have always hated speaking in front of groups so there was quite a bit of anxiety leading up to the class.
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In this speech, I wanted to share with my audience the reasons why music education plays such an important part in a student’s high school career. I researched scholarly sources and government surveys to find concrete evidence to back up my stance. Some of the benefits included increased test scores, better communication skills, and increased empathy for others. I also interviewed a band director who was able to give a personal insight into the changes he has watched music have on his students from the time they start beginner band to the time they are in advanced music as seniors. To accompany my speech, I created a colorful Powerpoint presentation to serve as a strong visual aid while I delivered my speech to my audience.
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I felt that a strength of this speech is that I was able to utilize a topic that I personally felt strongly about, so that I would feel more at ease in delivering my information to my audience. While I did rehearse my speech beforehand, I feel that one weakness is that I didn’t really have enough time to work more on using crutch words less often (as this was a short summer semester). Had I had more time to improve, I would have liked to have contributed even more research and worked on polishing my speaking so that I was even more comfortable with my delivery.
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This artifact is a great example of how I have improved upon my ability to be comfortable speaking in front of an audience that I’m not used to conversing with. I come across as knowledgeable in my delivery, a quality that cannot be achieved if one is overly nervous and not comfortable in their content. I met this goal by making sure that my topic was well-researched, as evidenced by my extensive list of resources used. I also met this goal by thoroughly rehearsing my speech before I delivered it, as evidenced by my clear and confident voice throughout the speech. This artifact also demonstrates my mastery of limiting my habit of over-explaining my content. I met this goal by creating brief bullet points to accompany my speech, to keep me on task so that I didn’t go off on a tangent and forget my key points. I also utilized a keyword outline to guide me during my delivery, which is evidenced by minimal instances of my speech trailing off of what is depicted on the visual aid for the speech. By being prepared in advance, I was able to meet my goals, which are clearly demonstrated in my artifact.
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Before this experience, I could have spoken, and have spoken, in public when necessary – and done a decent job in the process. However, after my time here at SPCC, I have learned how to fine-tune the way that I speak in public, and am confident that since meeting my goals can now do more than just “decent”. I am now much more comfortable speaking publicly and am better able to stay on-task when doing so, which has left me with skills that will be easily applied to my professional life in the future. As was discussed in the public speaking class, I’ll never fully overcome speaking anxieties, but I now have the necessary tools to get through the process much better and to create/deliver a speech that I can be proud of!
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Information Literacy
The learner will locate, identify, evaluate, use, and disseminate information ethically and responsibly.
Students will be able to utilize current technology to foster the flow of information in an appropriate manner.
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Goal 1: I will become more confident in creating bibliographies to show that my work is well researched and intentional.
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Goal 2: I will work to feel more confident in utilizing a larger pool of resources, as well as more scholarly sources, to back up my work and help it to be stronger.
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For my information literacy artifact, I chose to exhibit an annotated bibliography. I created this bibliography in summer of 2021 for the public speaking course COM-231, an 8-week asynchronous online course at SPCC. It was created to accompany a speech and presentation that I delivered on the topic of requiring uniforms in public high schools in North Carolina. This was a big learning experience for me, and I was nervous to complete the assignment because as surprising as it may be, I had never created an annotated bibliography before. The goal with this assignment was to ensure that we not only had researched our topic thoroughly, but that our sources were scholarly and/or from reputable places.
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To create a well-rounded bibliography of sources, I utilized multiple types of sources to gather my information. I interviewed a student at a high school that required uniforms, as well as a parent of a student in uniform. I also investigated articles from major news sources written by education specialists, study data, and scholarly journals in the education field. I found a common theme in the process and learned a lot of the reasons why uniforms simply do not work. I made sure to dig deeper and make sure that my research wasn’t biased, also looking for sources that believed that uniforms do work, to hear what they had to say about the matter. I feel that these are all strengths that add to the credibility of my bibliography. If I were to examine it for weaknesses, I would say that an area that could have been improved upon had time restraints allowed, would have been to dig even deeper with additional sources, by using the information from those pro-uniform as something to rebut.
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This artifact is a great demonstration of how I have become more confident in creating bibliographies to show that my work is well researched and intentional. By summarizing my sources in the bibliography, I demonstrated that I understood what I was reading, the key points, and how it would benefit my research as whole, instead of just skimming sources for a few facts while ignoring the rest. I did not simply look for sources to meet a quota or fill a page. This artifact also demonstrates my ability to utilize a larger pool of resources that are scholarly to strengthen my work. I made sure that they were scholarly and meaningful, and that they contributed to the conversation instead of just repeating information. I made sure that the authors whose opinions I cited were qualified to state those opinions, and that they were well-respected members of their field. I also made sure that even if I had my own opinions, I didn’t just simply state them, and instead looked for those same field experts to help back those opinions up, leading to a stronger finished project overall.
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Before this course, I knew how to cite sources and I knew how to find them. After this course, I became more adept at finding meaningful sources and making sure that I understood them. Not only did I meet my goals, but I now have better research skills as a result, which can be applied to other areas of school and work. I am glad to have had the experience as I am now a more skilled information seeker.
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Written Communication
The learner will exchange ideas and information with others using text in a manner effective and appropriate for the intended audience.
Students will be able to communicate with the written word correctly and can adapt methods to suit their audience.
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Goal 1: I will continue to practice producing a well-written paper free of mistakes.
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Goal 2: I will work to improve my ability to better analyze texts, striving to find the deeper meaning behind the author's words, not only looking for the main reasoning behind them, but also additional ways that the ideas might be applied in nontraditional ways.
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For my written communication artifact, I chose an analytical paper on a piece of American literature. I wrote this paper in the spring of 2020 for English 232 – American Literature. This paper served as the final project for the 16-week online course. I was excited to take this course because I loved to read, and had not read very much American literature from the eras that we were going to be studying. In the paper, I take a closer look at the well-known story by Tennessee Williams: A Streetcar Named Desire. Our goal with the project was to consider a literary work from what many would consider an “outlandish” angle – a sort of “UFO sighting” frame of mind, if you will.
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After reading the work multiple times and analyzing it with a critical lens, I came to the conclusion that it could be quite possible that the main character, Blanche, while dressed up in fine things and frilly femininity, might actually be a safe representation of the heterosexual man in 1940’s America. Blanche goes to great lengths to hide her true self from others, from insisting on dim lighting to only going on nighttime dates. This is thought by some to be a play on having to hide in the closet as a gay man. During this time, writers would not have been well-received had they openly depicted the struggles of being gay, so it is speculated that Tennessee Williams wove the issues into heterosexual characters instead – perhaps even using it as a way to share his own personal plights without owning up to them directly.
I feel that a strength of this paper is that I was able to look with a critical eye and find that hint of an underlying theme that could realistically be true, and support that stance with evidence from the author’s works, both the one being analyzed as well as others that might be relevant. Upon doing more extensive research, I discovered that I was not the first person to come to this conclusion about Blanche in Streetcar, and this helped to solidify my position.
This artifact is a great demonstration of how I have continued to practice good grammar, syntax, and spelling in my papers, ensuring that I deliver a polished and professional finished project to submit for evaluation. I feel that I met this goal by taking the time to read over my work multiple times, making sure that not only were there no mistakes, but also taking time to be sure that there were not areas that needed a deeper explanation, or that needed to be worded differently in order to be more meaningful. The artifact also demonstrates my ability to better analyze texts by striving to find the deeper meaning behind the author's words, not only looking for the main reasoning behind them, but also additional ways that the ideas might be applied in nontraditional ways. By considering the “out in left field” stance that Blanche’s character is a stand-in for a completely different gender and sexual identity, I was forced to not simply rely on looking at only the surface of the work. These ideas are not expressly discussed in the work, so it was up to me to think critically about how they might apply.
Before this course, I could have easily written a paper about any topic. After this course, and this assignment, I can confidently say that I have learned how to better communicate on a deeper level with my audience. Not only did I meet my goals, but I was left with improved written communication skills that could be applied to other areas of my college experience and beyond. I owe my professor, Dr. Brown, a debt of gratitude for “forcing” me to push my writing to the next level. I have already had occasions where I have thought back upon that experience and been grateful for it!