• Goals: 

  • Obtain Bachelors of Social Work
  • Complete general education courses by end of Spring Semester 2017
  • Complete 300 hours of community service for the SLiCE Program by the end of Spring Semester 2017
  • Complete English 2010 with GPA of 3.5 or better
  • Complete Humanities 1010 with a GPA of 3.5 or better

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.
  • Student Leaders in Civic Engagement (SLiCE) has introduced me to different methods of leadership and the various skills that come with them.  It has also helped me learn how to more openly communicate with my peers both in and out of the SLiCE group.
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.
  • Math 1010 and Math 1050 have both been essential parts of helping me to develop the quantitative literacies that are necessary for both everyday life and my future career in Social Work.  It has not only given me the ability to apply my math skills to problems I encounter in budgeting, paying bills, but also the knowledge I need to be able to look at real life statistics--such as those seen in Social Work--and understand the data they are interpreting.
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.
  • English 1010 and English 2010 have both given me the opportunity to assess and create works that required me to reason using the evidence in front of me, as well as hone in on my creative and expressive abilities as an artist and critical thinker.  Having to
Students develop civic literacy and the capacity to be community-engaged learners who act in mutually beneficial ways with community partners. This includes producing learning artifacts indicating understanding of the political, historical, economic or sociological aspects of social change and continuity; thinking critically about—and weighing the evidence surrounding—issues important to local, national, or global communities; participating in a broad range of community-engagement and/or service-learning courses for community building and an enhanced academic experience.
  • English 1010 and English 2010 have both given me the opportunity to assess and create works that required me to reason using the evidence in front of me, as well as hone in on my creative and expressive abilities as an artist and critical thinker.  Having to
Students develop the knowledge and skills to work with others in a professional and constructive manner. This includes engaging with a diverse set of others 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.
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.

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.


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