UNIVERSITY LEARNING OBJECTIVES WORKSHEET

LA400 Senior Integrative Seminar

I. Communication and Problem Solving

Skill Example of specific assignment or activity

Met

Partially Met

Not Met
Use the
expressive arts  During SAR 190 02 Graphic Design, I was able to
create posters, book covers, restaurant menus,
as a mode of brochures and unique lettering designs with various
inquiry or technological skills. The course was centered around
expression the use of Adobe Photoshop and other Adobe
products. The directions gave each student free reign
to complete the assignments how they wanted with
their own personal artistic flare. I created a travel
brochure for Pittsburgh. I used city pictures,
museums, and the sports teams to grab the interest
of tourists. I designed a new book cover for Marley
and Me. I used a Labrador Retriever sitting in a field of
grass and flowers as the front image. Other students
used their favorite book to redesign. I created a
snowboarding poster. The entire class had to create
new designs of boards to interest snowboarders. I
also created a logo using my initials that could be
used for resumes. By having minimal directions, each
project was unique to the student who created it. We
were not writing papers or presenting PowerPoints,
we were completing hands-on activities and creating
unique designs.
Demonstrate
leadership,  I have been able to demonstrate leadership on and of
the volleyball court. I am a captain of the volleyball
negotiation, team at Seton Hill. I organize meetings, talk to
relational, and referees, interact with players from other schools,
consensus skills and I keep the team together. The coach and team
selected me as captain because they saw leadership
and passion in me. Our winning record and
undefeated home game record this season, has
pushed us into the conference championship and
Regional Tournament. My coach asks me
“to take the temperature” of the team. How are we
feeling and what is wrong? After senior night, each
 player gave me a card. Every single card said they
were thankful for the fun times, laughs, and positive
energy I gave them. I had no idea that I made such an
impact like that on the team. I am proud of the team
and our accomplishments.

I also demonstrated leadership and negotiation

during SED 209 01 Characteristics and Strategies 2.
With two other education majors and myself, we
created a large Unit Plan for a classroom at Clairview.
It took many weeks of planning, organizing materials,
sorting information, revising ideas, and presentations.
We haven’t worked together prior to this Unit Plan so
we all formed a closer friendship through this project.
We all had major parts of the plan and we couldn’t
finish it without one another. We were all very proud
of how it turned out. It was a large accomplishment
for us.
Use
technological  In SED 118 01 Prin. Of Instructional Technologies, I
was able to utilize technology to organize information
skills to access and create new products. During the course, I created
information, an iMovie on the steps of how to pass a volleyball. I
organize taught viewers the steps of a simple volleyball skill. I
knowledge, and also created an iMovie about a math website called
communicate That Quiz. I informed viewers the benefits of using
That Quiz. Rather than oral presentations, we were
required to create videos or iBooks to share
information. I created an iBook based on math
equations I created. Lastly, I created a virtual field trip
for a classroom to use. All information in the virtual
field trip would be seen or heard at a designated site.
Now, the students just have to watch the
presentation to gather their knowledge without
leaving the classroom.

During the course of Teaching English Language

Learners, I was able to converse with students from
Guatemala. At first, language barriers made it
challenging but we began to learn each other's
language. We then began teaching each other via
Skype. One assignment was to record yourself reading
a book with techniques covered in class. We were to
pick an early elementary book so the words and the
plot wouldn't be too challenging. To practice, I
 created an iMovie. This iMovie showed strengths and
weaknesses of the communication prior to reading
the book over Skype. I read The Very
Hungry Caterpillar by Eric Carle. I used pictures, hand
motions, and repeated words to provide more
information. We communicated through pictures
thereafter I read the book to my student. Although
we know the book to be for younger children, my
Skype friend from Guatemala took each page literally.
They didn't laugh from the cuteness but took it
seriously like more of an informational science text.
By creating this iMovie, I realized the importance of
verbal and physical communication during my
Teaching English Language Learners course. This
iMovie can also be used for read-a-longs or when
students are practicing reading skills. The video
teaches students rather than a one on one
correspondence.

During the course, Characteristics and Strategies 2, I

completed a video modeling assignment. This
assignment was to teach students with disabilities
different tasks. We were required to film a social skill
in which students can watch and learn how to do
things. My video was about leaving for school.
Students who might need extra help during certain
tasks can refer to iMovies rather than direct verbal
communication. This assignment required me to
communicate a list of directions through visual aids
rather than oral steps. Through this iMovie, I am
providing information and communicating it with the
viewers.

I also created Weebly sites for sharing information

with families in my classrooms. I created an online
newsletter for a second grade class. I posted
upcoming events, district information, contact
information, and classroom information on the site. In
total, I have created 1 Google Site, and 8 Weebly Sites
during my time at Seton Hill.
Propose new
solutions to  Throughout the in-class discussions, videos, and
articles we cover in SLA 400 04 Senior Seminar, I am
current issues hearing and thinking about solutions to current
issues. In this course, we focus our attention to the
 themes of Catholic Social Teaching and connect them
to issues in the world. Another education major and I
created a book drive to solve the issue of illiterate
children in lower income areas. We collected over
500 books for the Salvation Army Children’s
organization in Greensburg. We had many books
donated from family friends, local libraries, and book
sales. We provided reading materials for students
who may not have access to them. We cared for the
poor and vulnerable and utilized community and a
call to participation to strengthen the common,
greater good.
Express
arguments or  In SLA 101 05 Seminar in Thinking and Writing, we
were to find research on a topic that related to us. I
main points chose women impacting televised sports. I wrote a
clearly, in nine-page research paper on the topic, stating how
written and oral women’s sports aren’t as televised as men’s. I also
communication explained that women in sports are seen as less
competitive. We don’t celebrate a women’s version
of Super Bowl Sunday. We had to present our topics
too. It was in Cecilian Hall. I created a quiz on my iPad
on faces of sports. I used popular men and women.
People who would stop by to hear my presentation
had the opportunity to take the quiz to see how much
they knew about women in sports. I also created a
dress up doll. It was female doll but had football gear,
hockey gear, and baseball gear. People also could
dress the doll up. I had a few people tell me
afterwards that my topic was interesting and my
activities helped get my main point across. I used
hands-on activities rather than a poster board, like
many other people used. This was the first time I
wrote a research paper and presented it in such a
way.
Transfer
knowledge and  I haven’t been able to apply what I have been learning
into true decision-making quite yet. I hope to fulfill
values into this during student teaching when I will be in charge
sound decision- of a classroom. Nothing taught in courses can prepare
making me for real life circumstances. In SED 340 01
Classroom Management, we read scenarios of
students in special education classrooms and how to
help these students. We created rules, behavior
contracts, and modified IEPs to provide the best
situation for our scenario students. Everything I have
 learned in my education courses will directly impact
my decisions when student teaching and beyond.

II. Historical, Cultural, and Global Awareness

Skill Met Example of specific assignment or activity

Partially Met
Not Met

Communicate in
a second  I partially met this skill in SSP 105 04 Elem. Spanish
Language & Culture II. I already had a bit of background
language at the knowledge in the Spanish language. I took six years of it
introductory prior to college. This was a “refresher” course for me. I
college level enjoyed learning the language and culture. We took
time out to learn about the culture and heritage of
South America. We stared every class out with a music
videos from a Hispanic artist. I often find myself using
the language in my daily life with friends and family.
There weren’t any assignments or activities that stood
out. We had chapter tests that required good
memorization but I was able to communicate and
continue to communicate at in a second language at
the college level prior to and following the tests.
Analyze the
impact of  In SLA 200 01 Western Cultural Traditions I, I was able
to learn about the events that shaped early through
history, group presentations. These weekly presentations
geography, and helped with speaking in front of groups. Each project
socio-cultural focused on an event or group of people that shaped
dynamics on history. One project required students of the classroom
global to be craftsmen, merchants, or other people living
interactions during the plague. I was assigned a wealthy merchant
from a variety of from Paris who would only experience the plague when
disciplinary heading into ports for overseas trading. Based on a few
perspectives pieces of information, I had to create a biography and
solutions to keeping away from the plague. Researching
information about the Black Death helped me pick a
point of view for my merchant. We presented our
statements in class in a “town meeting”. The town we
lived in decided to shut down all shops and trading
ports until the plague left the country. This type of
research led to a deeper understanding of the Black
Death and its impact. We had to take a personal look
 into this time in history to survive. This wasn’t a typical
research project that required us to retrieve
information from the Black Death and reflect on it but
actually made us go back in time to be a part of it. We
had a similar assignment in which we were assigned
roles during the Second Crusade. We had to go before
“The War Council Acre of 1148” to vote for our next
ruler. Once again I was a merchant who supported King
Baldwin. This assignment took me back in time to see
how these events changed the history we know today.
Analyze current
and historical  For SLA 400 04 Senior Seminar, we are addressing
events through the seven themes of Catholic Social
events through Teaching. We have discussed the NFL and Colin
the lens of Kaepernick issue, the Kavanaugh case, and ethical
spirituality and issues in our fields of study. I have created a
faith VoiceThread about inappropriate relationships with
teachers and students. Recently, at the high school I
graduated from, four teachers were accused of having
sexual relationships with students. Many teachers were
fired as well as school board members and the
superintendent because they all knew about these
relationships but did nothing to stop them. Many
students knew as well. In my VoiceThread, I used
scriptures from the Bible to support my case of this
ethical issue. I used Romans 8:6 “If our minds are ruled
by desires, we will die. But if our minds are ruled by the
Spirit, we will have life and peace.”, and 1 John 2:16,
“For everything in the world – the list of flesh the lust of
the eyes, and the pride of life – comes not from the
Father but from the world”. It concerns me that people
in my field of study have these thoughts. With the other
issues we discussed in Senior Seminar, we were able to
generate discussions and thoughts about these
situations through a moral and spiritual standpoint.
Assess privilege
and oppression  I had the opportunity to observe lower income
classrooms during the SED 305 01 Multicultural
from the Practicum. Most classroom observations I had prior to
perspective of this course, occurred in middle class or wealthier
culture, race, districts. I observed in air conditioned classrooms,
class, and classrooms filled with the most expensive and current
gender technology, and with teachers who were highly skilled. I
had the opportunity to observe the environment,
funding, and demographics of a lower income area. We
also were required to find articles or create pieces of
work that demonstrated our understanding of these
diverse settings. I created a new version of the “Game
of Life”, and called it The Game of Life in the Suburbs.
Rather than starting out choosing from going to school
or entering the job force, I had players start out
donating money to charity or receiving a car from your
parents. The left side of the game board is of a
privileged lifestyle. The right side of the board is going
through poverty. In the poverty side, each spot on the
board was a challenge, for example “speeding ticket”,
“didn’t eat breakfast”, and “work for your parents”. The
privileged board spots have LIFE tiles for donating
money, donating clothes, raising awareness of poverty.
I also wrote a poem based off an article I read about
the diverse classrooms and how education must be
equal in all circumstances. I also created a joint
reflection with another education major based on our
learning environments. We included pictures in the
reflection paper so readers had a visual.

III. Multiple Modes of Inquiry

Skill Example of specific assignment or activity

Met

Partially Met
Not Met

Generate and
analyze  After completing the course, SNT 161 01 Sports
Nutrition, I have met the skill of analyzing numerical
numerical and and scientific data to benefit myself as an athlete. To
scientific data start off the course, we had to weigh ourselves prior to
working out then again after working out. We had to
 use a scientific equation to measure how much water
weight we lost during physical activity. The
measurement would also determine how much water
we should have to replenish. I lost two pounds after
physical activity and also found out that my sweat had a
high salt volume due to the texture. I was suggested to
drink Gatorade and eat pretzels to make up for the
water weight loss and salty sweat. Both ideas we
covered in class. I found this class informational
because I didn’t truly know how to help myself in a
healthy manner. We created a meal plan individualized
for each person in the class. We calculated our caloric
intake and found food items that would meet the
intake number while providing energy. We had to
present topics in sports nutrition as well. I researched if
nutrition can help or hinder the healing process. At the
time of the presentation, I tore a ligament in my knee
so the research I completed benefited me directly. The
answer to the research question, yes, nutrition helps
and hinders healing. I took studies and other sport
related journals into consideration for my presentation.
Lastly, we had month labs. In these labs, we would work
together to create healthy “on the go” dishes. My lab
group made chocolate chip pumpkin quinoa muffins,
creamy avocado spinach pasta, an orange protein drink,
a wild berry protein shake, and crispy rice protein bars.
Each member of the group had a task to complete
weather it was cooking, measuring ingredients, or
cleaning up. We all had to compete a lab reports stating
our objectives, methods, procedures, results, and
conclusions.
Locate and
analyze  During, SED 206 01 Typical and Atypical Growth
Development, I had the opportunity to research and
expressive interview school faculty members on the growth
media to gain patterns, health concerns, and overall demographics of
information or schools. Through these collected ideas, I was able to
comprehend the create a research paper. The community outreach
significance of assignment focused my thoughts on how school faculty
an issue or an help students who have mental health or medical
event assistance issues and their families. I considered
interviewing a social worker, counselor, pediatrician,
school nurse, therapist, or psychologist who provides
early intervention services in the community. Rather
than researching information through the internet, this
 assignment required me to go out in the field to
interview and collect information in the real world. I
gathered information from brochures and flyers in the
nurse’s office. I also asked the nurse what services she
can provide to families, suggestions oh how to work
with families, the challenges in the field, the
educational background, and advice to give to future
teachers. Mental health has been the focus of many
current events so this was another example of the
importance of mental health in schools.
Organize and
manage  To provide the best instruction for students, teachers
must utilize various forms of information. Through
resources in a many education courses at Seton Hill, I have been
creative way to required to find standards that are aligned with learning
achieve impact targets and activities from the Pennsylvania
Department of Education Standards Aligned System
(PDESAS). This website holds standards for over ten
subject areas for preschool through twelfth grade.
Other resources on the site include assessments, a
curriculum framework, instruction techniques, and
other resources. Rather than solely looking at articles or
textbooks, we used this new resource that was
introduced to me at Seton Hill. I have created over
fifteen lesson plans using the standards found on the
PDESAS site. By using the information from the site, I
was able to successfully impact classrooms. I continue
to use the site as a resource. Other than the PDESAS
site, other resources that are typical in each class have
been textbooks or chapter books. I rarely used these
books and some professors even said they were not
required. For the books I needed, I have kept them for
references. Some courses that required me to use
Standards found on the PDESAS site are SED 235 01 Art,
Music, and Movement, SED 223 01 Science and Health,
SED 224 01 Social Studies, SED 335 01 Assessment, SED
321 01 Mathematics, and SED 432 01 Pre Student
Teaching Clinical Lab.
Find, evaluate,
and apply  Throughout many education courses at Seton Hill, I
have the opportunity to gather information and apply
information it. During SED 240 01 Parent and Family Conferencing,
we studied the many ways to involve parents and
families within the classroom. We also analyzed what
makes up a successful classroom. Through
observations, checklists, and major activities, I have met
 this skill. I completed the Early Childhood
Environmental Rating Scale (ECERS) during a classroom
observation. This large booklet allows users to evaluate
a preschool classroom based on organization, staff
training, interaction, activities, care routines, parent
involvement, structure, and language. There is a rubric
for each specific requirement and a seven-point scale
for rating. Each topic has multiple subtopics to be
graded on as well. For a total of 43 aspects to be graded
on, most topics need explanations for an in-depth
review of the center. The ECERS book required me to
apply information that I have learned and read about to
the actual physical space of a preschool center. My
evaluation meant nothing to the center for it was just
for the course but it prepared me for what I must
provide and include my own classroom.

I have also created a literacy resource binder during

SED 325 01 Learning to Read. This “binder” consisted of
different reading and writing techniques that we have
learned about and have thought to be beneficial to
young students. After seeing the success of each
technique, we determined if we needed it in our
recourse binder to share with other educators and our
own students. Two of my resources from my binder
were used during lessons I taught so I knew they were
beneficial and successful. I used sand boxes for student
to write in with their fingers. They could write their
sight words or spelling words in the box. This binder
took a lot of preparation and reflection. I added in
activities, games, strategies, recommended books,
ideas for parents, important organizations, and a
glossary.
Interpret
quantitative and  In SMA 100 01 Structure of the Number System 1 and
SMA 102 01 Structure of the Number System 2, I was
qualitative given the opportunity to reflect on my own math
information to experiences as well as learn new algorithms and
present a logical mathematical data. In both classes, we covered basic
argument based mathematical skills that could be used in the classroom.
on supporting I had many exams and a few assignments that truly
data showed my knowledge. The exams were challenging
and required intensive review sessions. For extra credit
in SMA 100 01, we could write reviews on articles
regarding the opinion of math in schools or other topics
 regarding mathematics. I enjoyed learning new
concepts in SMA 100 01 because I had never seen those
concepts before. The first lesson was on different
number systems use throughout time and various
civilizations. I enjoy learning about things of the past so
this truly engaged me. In SMA 102, it was more of a
review of challenging concepts from high school. I was
often confused but it strengthened my mathematical
skills. There were weekly homework assignments and
end of unit exams. The homework forced me to look at
the material outside of the classroom. The exams were
challenging because nothing could be studied word for
word. The skills had to be applied to various problems. I
don’t have any of the homework assignments or exams
I completed so I cannot reflect on the questions. As
much as I struggled in these courses, I learned a lot. I
expanded my mathematical skills that haven’t been
utilized prior to these courses.

IV. Self Reflection and Assessment

Skill Example of specific assignment or activity

Met

Partially Met

Not Met

Demonstrate
ethical  I haven’t had to make major ethical decisions during
my time at Seton Hill. Most assignments or activities
decision- made me use the thinking that was preferred by the
making professors. Almost every class provided guidelines for
grounded in thought. Reflecting on past courses, SPL 100 02
philosophical Introduction to Philosophy was one of those
inquiry structured thinking courses. Deep understanding and
personal thoughts are unique to each individual but
during Introduction to Philosophy, the professor spoke
about their personal opinions and we had to conform
to them during exams. Not necessarily conform to
them but memorize them and recite them to receive a
good grade in the class. If an answer provided in a
whole class discussion or during an exam did not
match what the professor thought, it was completely
wrong and we would have to reevaluate the question.
Looking back on the course, I barely recall information.
 I only needed one course of philosophy and related
content and other than this singular class, I was not
making philosophical decisions. I have not used skills
learned in the course, outside of the course.
Apply Catholic
social teaching  Most of the Catholic Social Teaching themes have
been covered in SLA 400 04 Senior Seminar. In a few of
to the analysis my education courses, I used Catholic Social Teaching
of themes to find books or lesson plans. Even looking
contemporary back into files and searching Catholic Social Teaching,
social issues or CST, I found four files. One project that required me
to collect books based on the CST Themes. The rest of
the files that mention CST are from Senior Seminar. I
have not been able to apply the themes to social
issues outside of Senior Seminar. In the course, we
began to discuss where our fear stems from. Do we
have a fear of the unknown, fear of harm, or death?
We watched a video of a Muslim woman helping a
Caucasian male in an elevator when it suddenly breaks
down. At first, the Caucasian was distant. He offered
the woman water and she eventually took it. The
elevator panel fell and cut the man’s leg. The Muslim
woman took off her head piece to wrap it around his
leg. We can be afraid of the unknown but once receive
information on this unknown fear, are we still afraid?
We discussed how those afraid thoughts entered our
minds in the first place. We are all human, all created
by God so why are we afraid. I believe I partially met
this skill because it was only prevalent in senior
seminar, in my last year at Seton Hill. I also believe it
was successfully met because of how much we discuss
it in Senior Seminar. I wish I could have integrated CST
in other courses.
Recognize the
value of diverse  During SLA 150 02 Faith, Religion, and Society, we took
a field trip to the Islamic Center of Pittsburgh. Looking
spiritual and back into the notes and files I have saved from that
religious course, we had nothing to do other than to attend the
perspectives center on a Sunday morning. We had to drive
ourselves to the center as well. I recall staying in the
back and watching people pray. We talked to a
member of the center too. Other than that one
autumn day during 2015, I have only learned solely
about Christianity and most of it has been review. We
were required to reflect on our beliefs and share them
through presentations. For freshmen, in our first
 semester of college, this was a stressful assignment.
Knowing you have to of present your deep beliefs to a
group of people you hardly know, is overwhelming. It
taught me that everyone is unique and not as
judgmental as I thought. We also wrote a paper on the
Catholic Social Teaching (CST) themes and their issues
in society. In almost every course at Seton Hill, I had to
reflect or integrate the CST themes into my work. I
wrote a paper about the removal of prayer in school
using a writing format that hasn't be utilized since this
course.

The only other religious course I took has been SRT

280 01 Jesus and we learned about the Four
Evangelists of the Gospel. I was raised in a Non-
Denominational home and my mother, an ordained
minister. I knew most of the material of the course.
Like Faith, Religion, and Society, we didn’t have any
activities but we did have two major tests asking us to
recall information from the class, basically word for
word from study guides. I didn’t have the option to
express my beliefs during the exams. We did complete
a group project on the Gospels of the Bible. In my
group of three, we presented on the Gospel of John.
We highlighted important figures and quotes. We
interpreted the passages as well. I was able to receive
a deeper understanding of the Scripture this way.
Finally, we reflected on the book, Seven Last Words.
The reflection paper required me to interpret the
Word of God, apply it to my own life, and share my
thoughts. This was an easy task since I am Non-
Denominational but after hearing others discuss the
difficulty of the assignment, it made me realize not
everyone sees from the same perspective.
Integrate the
practice of  Being a part of the volleyball team has provided me
with many opportunities to help the community. Every
charity with the year for the past three years, the team helps at a Cash
skill of justice Bash at a local church. We also help setup and
distribute food and clothing at Feeding the Spirit at a
church in town. At Feeding the Spirit, we are able to
work with the less fortunate and talk to them. The
volunteers are appreciative of us and the amount of us
that come to help. I have passed out coats and
desserts to members of the Greensburg community.
 At the Cash Bash, we prepare food for the event and
serve it to the event attendees. We are also in charge
of clean up. It is a long Saturday night but we are doing
good in the community. This past year, the team had
the opportunity to spend an entire Saturday helping
the Sisters of Charity. Where they needed assistance,
we were there for them. The team split up and helped
with decorations, food preparation, cleaning, and
some just had quality time with the Sisters. I was able
to take a tour of their facility then help pack up
Christmas decorations. We would look through the
halls and remove decorations we found. We then went
down to the basement to organize the decorations on
size or type. We all enjoyed giving back to those who
need it.

Exercise
responsible  Seton Hill has provided the campus with the
opportunity to freely express our beliefs by marching
freedom and at the Greensburg Court House, assist new voters
civic through the registration process, and eat lunch with
engagement the Board of Trustees to share our thoughts about the
based on an campus with them. Being a part of an athletic team
informed value also allows me to come together with fellow athletes
system under the Student Athlete Advisory Committee. These
organizations provide freedom of expression. I have
partially met this skill because I had classes during the
marches at the Court House so I was unable to attend,
I am already a registered voter, and was able to eat
lunch with a Trustee my freshman year. I didn’t have
anything to say freshman year but I wish I could eat
lunch with a Trustee now. Since I have had three years
at Seton Hill, my opinion of it has changed. Although
the Trustees do not provide much of a solution, at
least they can hear our ideas for Seton Hill. Being a
part of the volleyball team also allows athletes to
come together and discuss ideas under the Student
Athlete Advisory Committee (SAAC). Through the
organization, the athletes have made progress with
rules on campus. We have implemented the rule that
coaches must feed players before and after every
game, regardless to outcome. By holding opportunities
to express ideas, the Seton Hill community can change
the campus for the common good.