Competency in Critical Thinking

To be competent in this area, students need to be able to evaluate data, mathematical equations, literature, essays, and other information sources, and be able to analyze them in such a way that they are understandable to them, and whomever they want to share this information with.  It is necessary for students to dig deep below the surface of whatever they are analyzing in order to find its deeper meaning, from which can emerge a fuller understanding of what they are considering.  Students should not limit themselves to one train of thought, but should be able to incorporate many different ways of viewing something,in order to develop a well rounded perspective.  Most importantly:

• Critical thinkers should be able to interpret concepts in many different ways.
  
• Critical thinkers should be able to use this skill to be independent problem solvers.

My first proof of competency in this area is an essay I wrote in an English course about a poem by the Romantic poet William Wordsworth entitled "Lines Written in Early Spring."  In this paper i analyze and interpret this poem stanza by stanza, deciphering its meaning in my own words. 

My second proof of competency in this area is another essay I wrote for an English course.  The paper centers on Jamaica Kincaid's novella, A Small Place.  When reading this piece, many people criticize Kincaid for attacking white people and tourists for exploiting her homeland, Antigua.  However, I argue that this sort of attack that Kincaid uses is necessary in order to move forward and begin the healing process.  Once again I use my problem solving skills in order to analyze Kincaid's text in order to better understand why she wrote such harsh things.  

Competency in Professional Behavior

In order for students to be competent in this area, they need to be able to show a high level of maturity and composure in their academic and personal lives.  An important quality to have in this area is a strong work ethic, which includes showing up on time for class or work, notifying a professor or boss when you will be absent or late, and completing tasks on time and being able to produce evidence of hard work.  Students must also show a certain level of humility in the work they are involved in, either in the workplace, school, or community.  They should also be able to maintain professional relationships with people who have opposing or problematic viewpoints, personalities, and values.  Most importantly:

• Students need to be hard workers in order to prepare themselves for the real world.
• Students must not limit themselves to selfish pursuits, but consider how what they do benefits their community.

My first proof of competency in this area is my prior involvement with Amnesty International.  For two years I was the president of a student Amnesty International club/organization that facilitated letter signing campaigns to help end human rights violations.  As a club we hosted biweekly URGENT ACTION tables, where we had four letters (minimum) about various human rights violations.  We informed students about the issues in the letters and encouraged them to sign the letter, which we mailed to the appropriate party.  We also hosted an evening with a Tibetan monk (Palden Gatso) who spoke to a crowded audience (the entire Egan library) about the atrocities he faced at the hands of Chinese military.  I produced flyers for the event and hung them up in the community.  In order for this group to run smoothly and be successful, I had to sacrifice a lot of personal time and energy.  However, I feel as though this group contributed a lot to the Juneau community members by making them aware of wrongdoings in third world countries, and what they can do to help. 

Amnesty International Student Organization

My second proof of competency in this area is the work I did in Speech 218: Leadership for Undergraduates.  In this class we spent a good deal of time discussing texts about various leadership styles and theories.  As part of the class, we had to organize a community service project that everyone could take part in.  As a class we decided to make "snack packs" for Glacier Valley Elementary students who had to take standardized tests, giving them energy to endure the tests.  As a class we also volunteered for the Humanities conference, registering people, leading groups from one presentation to another, and ensuring that speakers had everything they needed.  One of the final elements of the class is to become involved in a leadership role on campus, which all thirty students accomplished, taking on roles as student ambassadors, student government officials, community advisors, and peer advocates.  I applied and got a position as a community advisor for student housing, a leadership role that I kept for two years.  

Competency in Computer Usage

A student who is competent in this area should be able to understand and use the basic and intermediate functions available through computers and computer networks. They should feel comfortable using computers in their day-to-day lives for networking, maintaining contacts and their personal learning networks, and knowing what is going on in the world. They should also be flexible enough to be able to use technology in their professional lives to complete projects using available technology. Certain skills, such as preparing word documents, using spreadsheets layouts and graphics, and using electronic communication tools are the basics skills that a person needs to be competent in this area. Most importantly:

• Students need to feel comfortable with the basic computer use, especially for productivity purposes.
• Students need to be able to use technology as a tool in their personal and professional lives.

My first proof of competency in this area was completion of a class called Computers for Beginners. In this class we looked at all the basic functions of computer programs, such as Microsoft Powerpoint, Word, Excel, and others. We also learned how to use the internet and how to type using the "home-row" method. I was able to apply these skills in nearly every class I took.

My second proof of competency in this area is the project I completed for this class, Humanities 499: Capstone Course. I had to familiarize myself with iMovie and produce a movie to be shown to the public. This involved integrating original audio and images within the context of an original media-based story. After this crash course with iMovie, I feel confident in producing other movies if I so desire. (link to come soon)

Competency in Information Literacy

Students who are competent in this area are able to conduct research for a particular topic of interest using today's information tools and resources. They should be able to pursue a research topic by locating and attaining necessary documents and information, knowing the difference between quality and faulty information, interpreting the information they have gathered and applying it to their work. Also, they should be able to synthesize what they find in order to communicate their topic thoroughly.

Research sources range from electronic sources to more traditional means of research such as reading books or articles on microfilm or in books at a designated library. Most importantly:

• Students should be able to know how to find reliable secondary information.
• Students should be literate in all of the options available for research.

My first proof of competency in this area is the secondary sources that I gathered for an essay, using the services available through the Egan Library. The teacher required that the sources must be from journals and the like, and could not be websites. In order to track down these sources I had to look on online journal searches like JSTOR, as well as microfilm.

My second proof of competency in this area involves a group project I did during the first section of British Literature (Medieval to Neoclassic). Our assignment was to conduct a mock revision of the Norton literary cannon, in which we would select texts to include that were not already in there, and to balance that by taking out the exact number of pages we were putting in. This project involved extensive research to pick the best text to add into the Norton. The text attached is an annotated bibliography of my research.

Competency in Quantitative Skills

A person literate in this competency should be able to analyze and decipher mathematical problems. They should be able to solve quantitative math problems and use mathematical methods and theories in a logical manner. They should also be able to solve equations that are relavent to them and see the application of mathematical methods in their everyday lives. Even if mathematics does not have a strong bearing on their future profession and life, students should still be able to understand the basic foundations of mathematical concepts to have a full understanding of how the world works. Most importantly:

• Students should be able to think critically about quantiative problems and methods.
• Students should be able to see how these techniques apply to real life situations.

My first proof in this competency are the math courses that I have taken thus far and passed. In these math classes I learned both elementary and intermediate concepts of Algebra. Math 055 & Math 105

My second proof in this competency involves a service project that I helped with on Day of Caring 2003. The service project that my group was responsible for was constructing a playground for the children at the AWARE shelter for abused women. We had to measure the area of the site and plot points where we were going to implant the legs of the playground. We also had to mix enough cement (by hand) to pour into the points we dug for the legs of the playground. Thankfully someone brought a calculator. Here is the article of it in the Juneau Empire.

Competency in Communication

Upon completion of an undergraduate degree, students should be able to articulate ideas in a manner that peers and colleagues can understand. The first step in this process is breaking down and analyzing an idea related to a certain subject or issue. Then using an original but professional voice, a student should convey his or her claim with conviction and purpose, while making it interesting and informative, as well as suitable for the audience. The end result should be to be able to demonstrate their ability to present ideas and information in such a way that flows smoothly. Most importantly:

• Students should be able to present information that is fully developed and potent.
  
• Students should be able to create work that stands the test of the time.

My first proof of this competency involves a group project I did for my British literature class in which we had to do a mock edit of the Norton (previously mentioned in the Information Literacy competency). As a group we had to present the text that we wanted to include and subtract from the Norton. Our presentation needed to persuade our teacher (the pseudo editor for the Norton) that the texts we wanted to add and eliminate were necessary. This involved communicating our ideas in an articulate and persuasive way. This link is to my part of the group presentation.



My second proof of this competency involves the speech that I will give on May 1, 2008 prior to sharing my personal project for Humanities 499 to the public. In this speech I needed to communicate the origins of the story and the process it took to make it a polished final project. This is a link to the actual speech.