Communication is a core competency to any graduate. Graduates in every field of study, even subjects which may seem diversely different, must be able to adequately communicate ideas and information to a range of different audiences. Graduates will use this skill to engage, inform, convince and capture their audience in an articulate and professional manner through written word, speech, reading, and listening capabilities. Mastery of communication does only encompass the ability to pass your thoughts to others, but requires an equally important part of being able to understand and learn when other are communicating to you. Graduates who are to be successful will use their skills in communication to reach out to others, and have the opportunity to make changes in the growing world that we live in today. A Master graduate shows communication by:
•Being able to communicate directly, honestly, and with purpose.
•Being able to extend and receive knowledge, to a variety of different audiences.
•Being able to communicate creatively in a variety of different techniques, including: written, spoken, digitally, etc… This is important so that the information reaches the intended audience in the most informative way.
Through out my time at UAS, I have gained an amazing amount of knowledge in the competency of communication. When I arrived at UAS in 2003 I never considered my self an efficient communicator. However, I now prepare to leave this institution with the great knowledge of how to effectively communicate a variety of knowledge, ideas, and experiences to a vast range of audiences.
I have taken I wide variety of both English and Communication courses, including: Fundamentals of Oral Communication (Comm 111), Methods of Written Communication (English 111), Leadership II (Comm 420), and Oral Interpretation (Comm 346). I have received high scores from each one of these classes, and left with a greater understanding of this knowledge.
Letter of Reccomendation from Donald Cecil
Letter of Recommendation from Susan H. Koester
Letter of Recommendation from Marcus Fuller
Another example of this has been my student teaching experiences throughout my educational career at UAS. When I first enrolled I was an elementary education major and in my second year of schooling I participated in a 25 hour practicum. Here I was evaluated by my host teacher, Paula Kalboener, who taught 2nd grade at Auke Bay Elementary. The evaluation was divided into personal qualities, Accountability, and communication. I received high marks on each category and developed a better understanding of how to work within a classroom.
Later in my Career, after completing the Leadership Communication 420 course with Sue Koester, I was asked to return to the class the following year to serve as a TA. Here I was responsible for leading discussion, creating and leading activities, talking to guest speakers about the class, and working with the Professors Elizabeth Schelle, and Vicki Orazem. After the class was over Elizabeth Schelle invited me to speak at the alternative Highschool numerous times about ethics, and help them create a bulletin that helped communicate what ethics were important to the particular class.
Auke Bay Elementary Review Student Teacher Evaluation
Leadership 220/420 Syllabus
Aquatic themed Bulletin Board on Ethics for Alternative High School
70's themed Bulletin Board on Ethics for Alternative High School
Article in Juneau Empire on Alternative High School Bulletin Board
I have also had the great opportunity to work as the TA for Humanities every semester since 2005. Throughout this experience I have worked to help develop the course, work as the liaison between the professor and students, and communicate through a number of activities and discussions.
Humanities 120 Syllabus
Letters From Students Sample 1 Sample 2 Sample 3
Humanities 120 Victor Frankl Activity
Humanities 120 Victor Frankl Discussion Questions
Humanities 120 Thinking Beyond UAS Activity
It was important for me in all my teaching assistant experiences to not only communicate to the class, but also to read and listen what they had to communicate to me. Often I would lead discussions on how the students felt about the class and how it was being taught, and also gave them time to write me anonymous letters talking about things they might have been scared to verbally communicate with me. Listening was a very important part of this communication experience
In 2005 I spoke to two audiences of 300+ elementary students, teachers,, ad parents for UAS’s annual “I’m going to College Day. During this lecture I talked to the children about the importance of going to college, as I shared my own personal story. This was a big accomplishment for myself, since I have always been shy of communicating to such a large group of individuals, but I overcame my fear and feel that my talk was an important part of the day.
Thank you letter from Barbara Burnett for Speaking at "I'm Going to College" Day
I have also worked on the UAS Resident’s Life team for many years, in many different positions. Often I have been asked to produce programs that engage, educate, and enroll residents to participate in community activities. This also meant I had to listen to students about what they wanted for programs, and how to make others more successful. To drawl people in I had to communicate to my peers about the event, its importance, and why they should come. This meant I had to communicate verbally, but also through a collection of clever advertisements, that were eye catching but also relayed the correct information they needed.
Poster Advertisement for Mardi Gras Dance
Picture Showing Student attendance at Mardi Gras Dance
Poster Advertisement for Tattoo Safety Program
Poster Advertisement for "Scary Stories on a Dark Night"
Bulletin Board Advertisement for Casino Night
Tuesday, April 29, 2008
Competency 2: Quantitative Skills
A competency in Quantitative skills is also very important for a graduate to have. Because math is a part of our everyday life is important for students to be able to read, understand and form quantitative arguments, logical development, and mathematical methods. At the minimum for those who find math challenging, is to be able to know and use the mathematics needed in their general education requirements. Upon graduation graduates displaying an adequate competency in quantitative skills should:
•Be able to use, and understand how mathematics and problem solving is important in our everyday life.
•Be able to use the mathematics that were required for general education requirements.
Although I have always struggled with mathematics, it has become something that has taught me a lot about perseverance. Often having to revisit information, the competency of quantitative skills has challenged me. Although I would not consider myself a master, I understand it’s importance and have learned how to use the mathematics that have been taught to me through my general education requirements.
During my college career I have taken and completed math courses including: Math 055, Math 105, and am currently enrolled in Statistics 107. Although, I wanted to give up at times, my courses in math taught me that not everything in life is easy, and to persevere until I obtained my goals.
Letter from Professor Ron Seater
Statistics Homework Chapter 10 Graphs
Statistics Test 1 2 3 4 5 6 7
During my education at UAS, I have been employed as an on campus Peer Advocate at the University. This Job position is funded by a grant from the State of Alaska department of Health and Social Services. Because the funding from the program came primarily form grant money, quantitative skills were often needed for filling out demographic forms, planning programming, and budgeting purposes. Because these skill were used properly, although the grant is ending this year, UAS is one of the front runners to receive a new grant that, will support the same program to the potential for more money.
Sample Demographic Form
•Be able to use, and understand how mathematics and problem solving is important in our everyday life.
•Be able to use the mathematics that were required for general education requirements.
Although I have always struggled with mathematics, it has become something that has taught me a lot about perseverance. Often having to revisit information, the competency of quantitative skills has challenged me. Although I would not consider myself a master, I understand it’s importance and have learned how to use the mathematics that have been taught to me through my general education requirements.
During my college career I have taken and completed math courses including: Math 055, Math 105, and am currently enrolled in Statistics 107. Although, I wanted to give up at times, my courses in math taught me that not everything in life is easy, and to persevere until I obtained my goals.
Letter from Professor Ron Seater
Statistics Homework Chapter 10 Graphs
Statistics Test 1 2 3 4 5 6 7
During my education at UAS, I have been employed as an on campus Peer Advocate at the University. This Job position is funded by a grant from the State of Alaska department of Health and Social Services. Because the funding from the program came primarily form grant money, quantitative skills were often needed for filling out demographic forms, planning programming, and budgeting purposes. Because these skill were used properly, although the grant is ending this year, UAS is one of the front runners to receive a new grant that, will support the same program to the potential for more money.
Sample Demographic Form
Competency 3: Information Literacy
Competency in information literacy is another important skill of the college graduate. By combining skills of reading and writing with information finding accessible from the internet, campus, and community, graduates are better able to educate themselves and others. The ability starts by first knowing what information is needed, and then, how and where to find it is essential in every field of study. Information literacy continues as the graduate is able to analyze and evaluate the content and then successfully apply the content into his or her communicated information. Finally the graduate must be able to evaluate both the product and the process in which it went through. Those with a substantial competency in information literacy will be able to:
•Identify, access, and analyze needed information for a wide range of different studies, and topics
•Use traditional, modern and creative ways to collect credible information.
•Use the information collected and analyzed to produce original works of his or her own.
As an English major, one of the major assignments given for each class is a lengthy research paper which uses a minimum amount of required outside sources. To successfully pass these classes students must have clear writing, with credible information, that is written in a defined format. I have taken numerous upper division courses with these requirements such as: Genre Studies (Eng 420), Literary Periods (Eng 422), Shakespeare (Eng 330), Native American Literature (Eng 370), Internship (Eng 491), Advanced Themes in Literature (Eng 418), Children’s Literature (Eng 305), Literature and the Environment (Eng 303), and Tribal Landscapes (Eng 418).
Although typical in many English classes of all levels, the upper division credits are the courses that not only require the student to be able to read, understand, and analyze the context, but also to relate several different topics together with a well written and defined thesis. These papers also require plenty of outside research. As an English major the competency of information literacy is not just useful—it is essential.
Research Paper for American Sign Language
Research Paper for Leadership II
Research Paper for Environmental Literature
Research Paper for Children's Literature
As a Peer Advocate, my essential role is to help inform and educate students on pertinent health and wellness issues. Often I stumble upon topics I am not entirely educated on and it then become my responsibility to learn about both the topic, and any resources related to it. Often this happens during my office hours when students come in to confidential talk about substance abuse, sexual health, and mental disorders. Other times I need to gain this knowledge to put on programs geared for preventative health. I am always researching online, in books and periodicals, and also from trained experts to acquire the information I need to better help the students. Because I have to find much of this information in my own the competency in information literacy is crucial to my job. Every month I create three bulletin board located around campus that aim to reach out and educate students. To do this I need to know what topics are important to student, research and gather information, analyze it, and then create a board that it direct, clear, and pertinent to the campus community.
Bulletin Board on Hallucinogens
Bulletin Board on Winter Safety
Bulletin Board on Body Modification
Bulletin Board on Tobacco Addiction
Bulletin Board on Energy Drinks
Bulletin Board on Healthy Eating
Bulletin Board on Sex Trivia
Bulletin Board on Spring Break Safety
•Identify, access, and analyze needed information for a wide range of different studies, and topics
•Use traditional, modern and creative ways to collect credible information.
•Use the information collected and analyzed to produce original works of his or her own.
As an English major, one of the major assignments given for each class is a lengthy research paper which uses a minimum amount of required outside sources. To successfully pass these classes students must have clear writing, with credible information, that is written in a defined format. I have taken numerous upper division courses with these requirements such as: Genre Studies (Eng 420), Literary Periods (Eng 422), Shakespeare (Eng 330), Native American Literature (Eng 370), Internship (Eng 491), Advanced Themes in Literature (Eng 418), Children’s Literature (Eng 305), Literature and the Environment (Eng 303), and Tribal Landscapes (Eng 418).
Although typical in many English classes of all levels, the upper division credits are the courses that not only require the student to be able to read, understand, and analyze the context, but also to relate several different topics together with a well written and defined thesis. These papers also require plenty of outside research. As an English major the competency of information literacy is not just useful—it is essential.
Research Paper for American Sign Language
Research Paper for Leadership II
Research Paper for Environmental Literature
Research Paper for Children's Literature
As a Peer Advocate, my essential role is to help inform and educate students on pertinent health and wellness issues. Often I stumble upon topics I am not entirely educated on and it then become my responsibility to learn about both the topic, and any resources related to it. Often this happens during my office hours when students come in to confidential talk about substance abuse, sexual health, and mental disorders. Other times I need to gain this knowledge to put on programs geared for preventative health. I am always researching online, in books and periodicals, and also from trained experts to acquire the information I need to better help the students. Because I have to find much of this information in my own the competency in information literacy is crucial to my job. Every month I create three bulletin board located around campus that aim to reach out and educate students. To do this I need to know what topics are important to student, research and gather information, analyze it, and then create a board that it direct, clear, and pertinent to the campus community.
Bulletin Board on Hallucinogens
Bulletin Board on Winter Safety
Bulletin Board on Body Modification
Bulletin Board on Tobacco Addiction
Bulletin Board on Energy Drinks
Bulletin Board on Healthy Eating
Bulletin Board on Sex Trivia
Bulletin Board on Spring Break Safety
Competency 4: Computer Usage
In the advancing modern world technology becomes a greater and greater force. It is no wonder that almost everything is now moving towards the digital world. The competency of computer usage is one that plays an important role for graduating students. Graduates will leave the university with a core knowledge of how to use computers and related technologies. Because technology continues to grow and become more useful, graduates must show the abilities to grow with technology so they can perform at their optimum potential. Graduates who have a respectable understanding of compute usage will be able to:
•Use and create products on computers such as word documents, spreadsheets, graphic applications, telecommunications, conferencing, and electronic mail technologies.
•Use computers and related technologies to create new ways of communication, and interactive experiences.
During my time here at UAS I have been exposed to technology more than expected. When I worked for the provost I often had to create Microsoft Excel spreadsheets, and for all my courses typed papers were required. But often my knowledge of computers and their programs were challenged as I learned to use technology in different way to help me succeed in my classes and to help communicate my ideas better.
During my time at UAS, I have taken a couple distance classes. Because the classes were located in Ketchikan, I often relied on technology to keep me connected with my professor. These courses included, Introduction to Geography (Geog 101), History of the US (Hist 131), and Astronomy (Astr 225). During my distance classes I often had to navigate through the course website, frequently e-mail my professors, and even participate in teleconferencing. Because I was able to learn and see this technology I successfully passed each of these classes.
When I worked as a teaching assistant I often used technology to help broaden perspective, educate about current events, and create activities using technology. Often I would bring a mobile classroom into the class, other times I would hook up my laptop to the projector and show pertinent videos to the class from YouTube that would help facilitate discussion. My activities also had a digital element. One interactive activity I conducted required the students to think about world economics through an interactive PowerPoint presentation I created.
PowerPoint Presentation on 16th Century Religious Symbolism seen in Art
PowerPoint Presentation on Deaf Culture
Humanities 120 "What is a Hero" Worksheet Part 1
Humanities 120 "What is a Hero" Worksheet Part 2
Humanities 120 "What is a Hero" Worksheet Part 3
As a peer advocate I have been using the computer for many different tasks including research, documentation, and communication with my staff and peers. I would also use computer technology to help me create an annual newsletter that I would distribute to residents to help inform them about Health and Wellness issues. The Newsletter created a lot of positive response and allowed students an anonymous way to ask me questions. Computer technology also allowed me to design different templates for over sized postcards I gave to residents and students in the classes I was a TA in, for doing good work. These card allowed me to express my appreciation, motivate positive behavior, and congratulate people for exceptional work.
Design I created for UAS Peer Advocate Website
-Link to Newsletter One
-link to Newsletter 2
"I'm a Frickin Rockstar!" Front Back
"The World Does Not Revolve Around Me!" Front Back
"I'm a huge Tool!" Front Back
"I'm not a Slob!" Front Back
In my Humanities capstone class, I used technology every week researching, and learning new programs. I first learned how to create a professional online blog, and also found a new way of creating art by composing a digital movie. Both the movie and the blog challenged me to mix art with technology to create products that accurately represented myself. I scanned in hundreds of pictures and documents, and learned how to import these in to different programs. For my movie I transferred video into a digital format, and learned how to use the program painter to create a mini animated movie. Finally I learned how to use other programs such as Photo shop and iMovie to record my voice, and work with images to complete my piece.
-Link to Movie
-link to animation
•Use and create products on computers such as word documents, spreadsheets, graphic applications, telecommunications, conferencing, and electronic mail technologies.
•Use computers and related technologies to create new ways of communication, and interactive experiences.
During my time here at UAS I have been exposed to technology more than expected. When I worked for the provost I often had to create Microsoft Excel spreadsheets, and for all my courses typed papers were required. But often my knowledge of computers and their programs were challenged as I learned to use technology in different way to help me succeed in my classes and to help communicate my ideas better.
During my time at UAS, I have taken a couple distance classes. Because the classes were located in Ketchikan, I often relied on technology to keep me connected with my professor. These courses included, Introduction to Geography (Geog 101), History of the US (Hist 131), and Astronomy (Astr 225). During my distance classes I often had to navigate through the course website, frequently e-mail my professors, and even participate in teleconferencing. Because I was able to learn and see this technology I successfully passed each of these classes.
When I worked as a teaching assistant I often used technology to help broaden perspective, educate about current events, and create activities using technology. Often I would bring a mobile classroom into the class, other times I would hook up my laptop to the projector and show pertinent videos to the class from YouTube that would help facilitate discussion. My activities also had a digital element. One interactive activity I conducted required the students to think about world economics through an interactive PowerPoint presentation I created.
PowerPoint Presentation on 16th Century Religious Symbolism seen in Art
PowerPoint Presentation on Deaf Culture
Humanities 120 "What is a Hero" Worksheet Part 1
Humanities 120 "What is a Hero" Worksheet Part 2
Humanities 120 "What is a Hero" Worksheet Part 3
As a peer advocate I have been using the computer for many different tasks including research, documentation, and communication with my staff and peers. I would also use computer technology to help me create an annual newsletter that I would distribute to residents to help inform them about Health and Wellness issues. The Newsletter created a lot of positive response and allowed students an anonymous way to ask me questions. Computer technology also allowed me to design different templates for over sized postcards I gave to residents and students in the classes I was a TA in, for doing good work. These card allowed me to express my appreciation, motivate positive behavior, and congratulate people for exceptional work.
Design I created for UAS Peer Advocate Website
-Link to Newsletter One
-link to Newsletter 2
"I'm a Frickin Rockstar!" Front Back
"The World Does Not Revolve Around Me!" Front Back
"I'm a huge Tool!" Front Back
"I'm not a Slob!" Front Back
In my Humanities capstone class, I used technology every week researching, and learning new programs. I first learned how to create a professional online blog, and also found a new way of creating art by composing a digital movie. Both the movie and the blog challenged me to mix art with technology to create products that accurately represented myself. I scanned in hundreds of pictures and documents, and learned how to import these in to different programs. For my movie I transferred video into a digital format, and learned how to use the program painter to create a mini animated movie. Finally I learned how to use other programs such as Photo shop and iMovie to record my voice, and work with images to complete my piece.
-Link to Movie
-link to animation
Competency 5: Professional Behavior
Ultimately we can hope that every college graduate leaves there formal education taking with them the competency of professional behavior. This competency will allow students to enter the work force with the work ethic and behaviors that produce successful people. Responsibility, good work habits, ethical decision making, the value of community service, and quality human relations are some of the biggest characteristics that employers look for in new employees. Graduates with this competency should be able to:
•Set standards in the workplace with hard work, perseverance and ethical decision making.
•Show the value of social equity and civil service, through everyday actions.
•Take responsibility for actions, and behaviors.
Through the work I have done in and out of class during my education at the University of Alaska Southeast, one competency I have achieved if the value of professional behavior. I first really began to understand this core value after learning more about leadership, ethics, and community through several classes and programs at the university.
I have attended several leadership training programs including the 2004 Leadership Summit, and in classes such as, Leadership in the College Environment (ED 393), and Leadership II (Comm 420)which I later TAed for. These classes thought me many values of leaders, and many if not all of them dealt directly with profession attitude in the workplace, along with ethical decision making.
Leadership Summit Participation Certificate
Chancellor's Leader of Distinction Award
Chancellor's Leader of Distinction Award Program Bio Insert
Teaching Assistant Certificate of Achievement
Letter of Recommendation from Vice Provost Vicki Orazem
I have also found a great passion for leadership and student services on UAS Student Housing. I have worked many years for them but the last two years I have served as a Peer Advocate helping educate student on health and wellness issues. This on campus job is a para-professional role where all employees are to act with utmost professional behavior. In February, shortly after UAS started it’s Student Employee of the Month program I was awarded for “exemplary service and outstanding contributions to the University”.
University of Alaska Student Employee of the Month Award
-Link To Article
I have also received awards from the residence life manager , and interim vice chancellor for “outstanding leadership and service” in the UAS community.
2007 Peer Advocacy Award
2008 Peer Advocacy Award
In addition to awards, My direct supervisor evaluates our performance on several different categories: Administrative duties, community development ad student relations, intervention skills and crisis management, Bulletin Boards, programming, Staff relations, character and public relations, and attitude and moral. I scored high on each category evaluated, meeting all expectations and often exceeding them.
Peer Advocate End of Year Evaluation 1 2 3 4 5
Volunteering my talents and time, is something I have also grown to enjoy throughout my experience at UAS. At the last "Vagina Monologues" that students from the school produced for the community to raise awareness for women and domestic violence, I volunteered to be in charge of set design, including painting an elaborate backdrop.
Vagina Monologues Performance and Backdrop
I have also volunteered my time for various programs sponsored by the school including, "Junior's Day", various student panels, "Global Gala", "UAS X-Games", and "Boozin' and Losin'" a program which bring in the Juneau-Douglass police to talk to student about how alcohol affects everyone differently, and the dangers and consequences of abusing the substance.
Photo of Student Panel I participated on during "Boozin' and Loosin'"
Quality of work and professional behavior is a competency that is very important to me. I try to show it with the respect, and vigor in my school work, and also practice it in my professional life. I have worked as the assistant to the vice provost, assisted in developing the TRiO program, working as a TRiO mentor, and assisting Professors in classes such as Humanities 120 and Leadership 220/420. I have also been in the English club, was a founding member of the Student Activities Board, led Fall Student orientation several years, and have given perspective student campus tours. Most recently I have taken up the role as peer advocate, a demanding but rewarding job.
Letter of Recommendation from Scott Christain
Letter of Recommendation Rebecca Taylor
Website For TRiO Program
•Set standards in the workplace with hard work, perseverance and ethical decision making.
•Show the value of social equity and civil service, through everyday actions.
•Take responsibility for actions, and behaviors.
Through the work I have done in and out of class during my education at the University of Alaska Southeast, one competency I have achieved if the value of professional behavior. I first really began to understand this core value after learning more about leadership, ethics, and community through several classes and programs at the university.
I have attended several leadership training programs including the 2004 Leadership Summit, and in classes such as, Leadership in the College Environment (ED 393), and Leadership II (Comm 420)which I later TAed for. These classes thought me many values of leaders, and many if not all of them dealt directly with profession attitude in the workplace, along with ethical decision making.
Leadership Summit Participation Certificate
Chancellor's Leader of Distinction Award
Chancellor's Leader of Distinction Award Program Bio Insert
Teaching Assistant Certificate of Achievement
Letter of Recommendation from Vice Provost Vicki Orazem
I have also found a great passion for leadership and student services on UAS Student Housing. I have worked many years for them but the last two years I have served as a Peer Advocate helping educate student on health and wellness issues. This on campus job is a para-professional role where all employees are to act with utmost professional behavior. In February, shortly after UAS started it’s Student Employee of the Month program I was awarded for “exemplary service and outstanding contributions to the University”.
University of Alaska Student Employee of the Month Award
-Link To Article
I have also received awards from the residence life manager , and interim vice chancellor for “outstanding leadership and service” in the UAS community.
2007 Peer Advocacy Award
2008 Peer Advocacy Award
In addition to awards, My direct supervisor evaluates our performance on several different categories: Administrative duties, community development ad student relations, intervention skills and crisis management, Bulletin Boards, programming, Staff relations, character and public relations, and attitude and moral. I scored high on each category evaluated, meeting all expectations and often exceeding them.
Peer Advocate End of Year Evaluation 1 2 3 4 5
Volunteering my talents and time, is something I have also grown to enjoy throughout my experience at UAS. At the last "Vagina Monologues" that students from the school produced for the community to raise awareness for women and domestic violence, I volunteered to be in charge of set design, including painting an elaborate backdrop.
Vagina Monologues Performance and Backdrop
I have also volunteered my time for various programs sponsored by the school including, "Junior's Day", various student panels, "Global Gala", "UAS X-Games", and "Boozin' and Losin'" a program which bring in the Juneau-Douglass police to talk to student about how alcohol affects everyone differently, and the dangers and consequences of abusing the substance.
Photo of Student Panel I participated on during "Boozin' and Loosin'"
Quality of work and professional behavior is a competency that is very important to me. I try to show it with the respect, and vigor in my school work, and also practice it in my professional life. I have worked as the assistant to the vice provost, assisted in developing the TRiO program, working as a TRiO mentor, and assisting Professors in classes such as Humanities 120 and Leadership 220/420. I have also been in the English club, was a founding member of the Student Activities Board, led Fall Student orientation several years, and have given perspective student campus tours. Most recently I have taken up the role as peer advocate, a demanding but rewarding job.
Letter of Recommendation from Scott Christain
Letter of Recommendation Rebecca Taylor
Website For TRiO Program
Competency 6: Critical Thinking
Critical thinking is a skill that all UAS graduates should by the time they depart the educational institution. Being able to use one’s thought process by: conceptualizing, analyzing, synthesizing, evaluating, interpreting, and/or applying ideas and information, in multiple different ways and perspectives is essential. Critical thinkers are able to know how and when to apply their knowledge, for different situations and problems. Although every field of study hold their own and unique analytical approaches to problem solving, every discipline teaches and expects critical thinking from their students. Competency in critical thinking means that graduates are able to:
•Use a variety of different problem solving techniques to solve a variety of different types of problems.
•Know how and when to apply different types of knowledge.
•Look at one concept from multiple perspectives and frames of reference.
During my experience at UAS I have often been challenged to think critically withing my classes. As an English major and a student of the Humanities, it is expected for me to use a high level of critical thinking in each of my assignments and within our class discussions. Making connections from text to text, text to self, and text to other points of reference allow a better understanding of the content. English, Communication, and Humanities courses all challenged me through this mode of critical thinking in class participation and through paper for me to see a broader scope of the content I was learning about.
Research Paper on Fredrick Douglass
Leadership II Reader Response Paper
When I worked as a Student Teacher it was often my job to teach critical thinking to others. I would create activities would evoke critical thinking from different perspectives. Often these discussions revolved around multiculturalism, global issues, and social responsibility. By creating activities for others to practice critical thinking, I was gaining more knowledge from hearing the diverse opinions of others.
Interactive PowerPoint Presentation for A Global Community Teaching Activity
Humanities 120 Activity on Multiculturalism
Humanities 120 Activity "Who Stays?"
Finally as a Peer Advocate I often have to use critical thinking on the job to
solve problems when they arise. Everything from roommate conflicts, to Serious health issues are brought to my attention by students at UAS, and I am expected to use critical thinking as part of solving every issue that arises. I must be able to see one situation from many different perspectives, so that the situation is handled professionally, fairly, and to the best of my abilities.
•Use a variety of different problem solving techniques to solve a variety of different types of problems.
•Know how and when to apply different types of knowledge.
•Look at one concept from multiple perspectives and frames of reference.
During my experience at UAS I have often been challenged to think critically withing my classes. As an English major and a student of the Humanities, it is expected for me to use a high level of critical thinking in each of my assignments and within our class discussions. Making connections from text to text, text to self, and text to other points of reference allow a better understanding of the content. English, Communication, and Humanities courses all challenged me through this mode of critical thinking in class participation and through paper for me to see a broader scope of the content I was learning about.
Research Paper on Fredrick Douglass
Leadership II Reader Response Paper
When I worked as a Student Teacher it was often my job to teach critical thinking to others. I would create activities would evoke critical thinking from different perspectives. Often these discussions revolved around multiculturalism, global issues, and social responsibility. By creating activities for others to practice critical thinking, I was gaining more knowledge from hearing the diverse opinions of others.
Interactive PowerPoint Presentation for A Global Community Teaching Activity
Humanities 120 Activity on Multiculturalism
Humanities 120 Activity "Who Stays?"
Finally as a Peer Advocate I often have to use critical thinking on the job to
solve problems when they arise. Everything from roommate conflicts, to Serious health issues are brought to my attention by students at UAS, and I am expected to use critical thinking as part of solving every issue that arises. I must be able to see one situation from many different perspectives, so that the situation is handled professionally, fairly, and to the best of my abilities.
Competency 7: Area of Study
Finally, the graduate must leave the university with an adequate competency in his or her area of study. At UAS this ranges anywhere from science, biology, and mathematic programs, to theater, art, communication, and english. Students will be expected to have gained a healthy knowledge of their area of study, and be prepared to make the the transition from college. Graduates will do this with a collected amount of knowledge and skills from their education, that the can then bring into the outside workspace. Students are expected to leave the university able to continue the research, passion and drive of their selected interest, and maintain the core values of a liberally educated graduate. Students who retain a proper competency in the area of their study will be able to:
•Identify, and work on a variety of different sub-topics related to their area of study.
•Research, create, and distribute credible material from within their study.
•Show a continuing passion and accomplishments within there degree program.
•Use knowledge from area of study to give back to the community.
I feel confident that after UAS, I will continue to show my competency in my area of study through-out my life. During my education, I have taken a wide range of upper and lower division credits in my field, and maintained an above average GPA in all my Literature, and Communication classes. From these classes I have produced a large quantity of writing ranging from poetry analysis and research papers, to personal reflection and creative writing pieces. Because I have had the opportunity to read, discuss, and produce many different types of literature it has allowed me to better understand how my study is important and relative to the world today.
Research Paper on Shakespeare
Research Paper on Gawain
Symbolism in Art Paper
Poetry Analysis Paper
Cover Letter for Creative Writing Project
Response Paper on Chief Seattle
Frankenstein Response Paper
Proficient reading and writing has helped me in many aspects of my life and my education. Every class I have taken has required me to read literature to comprehend different concepts and ideas. Many of my courses required me to write a variety essays to establish my knowledge on the content. Because my degree focuses on the value and usage of words, I was easily able to communicate my thoughts through writing and class discussion.
Finally, my competency in my area of study is what has allowed by to fulfill many of my other competencies. My passion for English can be seen through my abilities to communicate, reason, practice information literacy, the use of computers, professional behavior, and especially critical thinking. I believe that a graduate that has a full understanding of their area of study, feels a passion strong enough that they use it everyday, and I am at the point where I see my developed skills from my degree program in everything I do.
Program Proposal For UAS "Housing Academic and Center"
•Identify, and work on a variety of different sub-topics related to their area of study.
•Research, create, and distribute credible material from within their study.
•Show a continuing passion and accomplishments within there degree program.
•Use knowledge from area of study to give back to the community.
I feel confident that after UAS, I will continue to show my competency in my area of study through-out my life. During my education, I have taken a wide range of upper and lower division credits in my field, and maintained an above average GPA in all my Literature, and Communication classes. From these classes I have produced a large quantity of writing ranging from poetry analysis and research papers, to personal reflection and creative writing pieces. Because I have had the opportunity to read, discuss, and produce many different types of literature it has allowed me to better understand how my study is important and relative to the world today.
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Frankenstein Response Paper
Proficient reading and writing has helped me in many aspects of my life and my education. Every class I have taken has required me to read literature to comprehend different concepts and ideas. Many of my courses required me to write a variety essays to establish my knowledge on the content. Because my degree focuses on the value and usage of words, I was easily able to communicate my thoughts through writing and class discussion.
Finally, my competency in my area of study is what has allowed by to fulfill many of my other competencies. My passion for English can be seen through my abilities to communicate, reason, practice information literacy, the use of computers, professional behavior, and especially critical thinking. I believe that a graduate that has a full understanding of their area of study, feels a passion strong enough that they use it everyday, and I am at the point where I see my developed skills from my degree program in everything I do.
Program Proposal For UAS "Housing Academic and Center"
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