ePortfolio Manual 2012

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ePortfolio Manual 2012

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1
You are a busy student--taking this class and that,
writing papers, making presentations, and solving
problems. Have you ever wondered why you are
taking all these General Education courses? Do you
want to get a head start on representing work in
your major? Salt Lake Community College’s
General ePortfolio initiative is a great way for you
to answer those questions and make connections
between your learning experiences.
In each General Education course you take, your
instructor will require you to archive one or two
important “signature assignment(s)” in your
ePortfolio. More than just a catalog of learning
artifacts, your ePortfolio is a living document.
When you put an essay, a report, or a photo of
your artwork in your portfolio, there is space
for you to write about how those assignments
affected you, how they related to each other, or
how they helped you meet the College’s
learning outcomes.
Eportfolios are a great way for SLCC to know
how well its students are meeting learning
outcomes essential to career and personal
success. Your ePortfolio allows you to document
your work in your major as well as General
Education. Because you can share your
ePortfolio with whomever you choose, it is also an
exciting way for you to “show off ” to the rest of the
world--whether it’s to your sister in Boston or a
local scholarship committee. And you’ll be able to
take your ePortfolio with you when you transfer to a
different school.
Your ePortfolio will help you step ahead with your
education by providing a venue to reflect upon and
share your best work. Good luck!
Your SLCC ePortfolio
Electronic
Portfolios Will Help
You Step Ahead.
Introducing ePortfolio 1
Building Your Gen Ed ePortfolio 2-3
How to Structure Your ePortfolio 4
Sample ePortfolio Pages 5-8
Frequently Asked Questions 9-10
Choosing Your ePortfolio Platform 11
Getting Help with Your ePortfolio 12
SLCC’s Learning Outcomes      13
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Building Your ePortfolio
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Q: Is the ePortfolio required?
A: Yes, it is a course-level requirement in all General Education courses, but it is not a General Education graduation
requirement. Think of it as an assignment that is common to all General Education courses. Build the ePortfolio
outline once, and use it for all of your General Education courses. Please note that an increasing number of academic
programs outside of General Education are requiring the ePortfolio for graduation.
Q: Are there campus resources to help me construct my ePortfolio?
A: Yes. You can build your ePortfolio with many different software platforms, as long as you end up with a web-based
site that can be shared with SLCC faculty and staff. If you choose to use Weebly, Yola, or Wordpress, SLCC has
trained staff who can assist you. See page 12 for details about this assistance. Note that SLCC does not endorse these
particular sites, nor is the College responsible if you have a bad experience with one of them. Page 11 of this
handbook has more information about each platform. Please do not use Myspace, Facebook, Blogger, or
similar social networking sites to create your ePortfolio.
Q: Will my instructor teach me how to build an ePortfolio?
A: No. Instructors are busy teaching you complicated subjects in one semester, so they cannot dedicate class time to
help you build your ePortfolio. Because students have a choice of ePortfolio platforms to use, faculty cannot be
expected to be knowledgeable enough in all of them to help you. Besides, SLCC staff are prepared to help you in the
ways outlined on page 12. Don’t worry, these sites are pretty easy to use.
Q: Does this result in more work for students?
A: The truth is that SLCC’s ePortfolio initiative results in a little more work for students. Students will need to build
the ePortfolio outline once, and then use it in all their General Education courses. Students put one or more
assignments from each class into their ePortfolio along with a couple of paragraphs of reflective writing. It takes less
than 15 minutes to add a page to your portfolio, upload your assignments, and paste in your reflection.
Q: I notice that two of the free platforms mentioned above have “pro” versions that cost money. Do
I have to purchase those pro features?
A: No. You can build an excellent ePortfolio using the free platforms without upgrading to the “pro” version. The pro
versions are reasonably priced, and get you increased capabilities and features. Note that you need the pro version of
Weebly to get the password protection feature, which is free in Yola.
Q: Can I put assignments or other material in the ePortfolio that are not mine?
A: Absolutely not. Plagiarism is a violation of the Student Code of Conduct and will be taken very seriously. You
should know that the College subscribes to anti-plagiarism software that faculty use to compare current digital
artifacts with those appearing anywhere else on the Web.
Q: How much personal information should I put in my ePortfolio?
A: Only as much as you feel comfortable sharing. This is suppose to be a public representation of your learning, but
you certainly don’t have to put your photo, full name, address, email address, or other information in the portfolio if
you don’t want to. You’ll have to decide how best to balance your privacy concerns with the desire to use the
ePortfolio to showcase your educational aspirations and accomplishments. The primary audiences for your ePortfolio
should be your instructors, your family, and possibly scholarship committees. Depending on the platform you choose,
you will be able to either hide your ePortfolio from Web searches, or password protect key pages within it.
3
Step One
Get Informed.
Go to www.slcc.edu/gened/eportfolio and watch one of the introductory videos.
Click on the “Info for Students” tab and look at that material.
Read carefully through the ePortfolio Handbook located there, which will answer many of
your questions.
Step Two
Pick a Platform.
A platform is a free, online tool with which to build your ePortfolio.
The ePortfolio Handbook will help you choose from three supported platforms: Weebly,
Wordpress, and Yola. They are all easy to use.
Step Three
Watch the Video Tutorials or Attend a Free Workshop.
Video tutorials for Yola: www.slcceportfolio.yolasite.com.
Video tutorials for Wordpress: www.slcceportfolio.wordpress.com.
Video tutorials for Weebly: www.slcceportfolio.weebly.com.
Free Workshops: http://libweb.slcc.edu/index/eportfolio-form
If you would like personal assistance or have a question, email [email protected].
Step Four
Build Your ePortfolio.
After you’ve watched the video tutorials all the way through, use them to build your
ePortfolio as instructed. If you attend a free workshop, you’ll build the essential elements of your
ePortfolio there. Put your own style into it by picking a theme and using your creativity, but
remember to follow the standard ePortfolio outline described on page 4 of this Handbook.
Step Five
Enter the Address of Your ePortfolio into MyPage.
Copy the URL (address) of your ePortfolio’s Welcome page, log into MyPage, click on the
student tab, paste the URL for the ePortfolio’s Welcome page into the ePortfolio channel, and
click “save.” This will make your ePortfolio accessible by the instructors whose classes for which
you register.
Five Important Eportfolio Steps:
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Salt Lake Community College requires that you follow a basic outline for your ePortfolio. Beyond that, we encourage
you to use your imagination and creativity to make your ePortfolio uniquely yours. Structure your ePortfolio
according to this chart. Note that the headings in the gold boxes and the black bolded sub-headings are required:
Welcome Goals &
Outcomes
Coursework Outside the
Classroom
Resume
Welcome
Welcome
people to your
ePortfolio and
tell them
about what
they’ll find
there.
About Me
Introduce
yourself: your
background
and interests,
and other
information of
your choosing.
What do you want to
get out of your
experience at SLCC?
What skills or
knowledge do you
want to acquire?
How do you want to
grow as a person? As
a learner? What kind
of career are you
looking for?
Short-Term Goals
Long-Term Goals
SLCC’s Learning
Outcomes
Create links from
SLCC’s learning
outcomes to the
assignments that
demonstrate how you
are meeting those
outcomes.
General Education
Spring 2012
Summer 2012
Fall 2012
My Major
Spring 2012
Summer 2012
Fall 2012
Elective Courses
Spring 2012
Summer 2012
Fall 2012
How are you active at
SLCC outside of the
classroom? How is
your participation in
out-of-class activities
helping you grow as a
learner and a person?
Suggested possibilities
here include clubs,
intramural sports,
varsity sports, campus
organizations, student
leadership, student
media, study abroad,
service-learning,
internships,
cooperative learning,
honor societies,
tutoring, and so forth.
Also, you might write
about how your work,
church, or other off-
campus experiences
connect with your
learning at SLCC.
Resume
Q: Why is it important to structure the ePortfolio this way?
A: SLCC allows students the freedom to choose which software platform they want to use to build their ePortfolio,
but it is very important for faculty looking at ePortfolios that they all follow a common organizational scheme. This
makes it easier for your instructors to quickly understand how to navigate the ePortfolios of all their students.
Q: How much freedom do I have in designing my ePortfolio?
A: All ePortfolios should have the outline indicated above--although we don’t mind if you rename the Outside the
Classroom page something else like My Adventures or Extracurriculars. Beyond that, you are completely free to
design the “look and feel” of your portfolio. In fact, we encourage it. Think about the process of creating your SLCC
ePortfolio as like constructing your intellectual persona. It should be as individual as you are.
How to Structure Your ePortfolio
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The Welcome Page in Your ePortfolio
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The image above is a good example of a Welcome page in an ePortfolio.
Notice the following elements:
• A balancing of text and images. You do not need to put a photo of yourself in the
portfolio, but you should include some photos you’ve taken...perhaps vacation
photos, photos of some of your favorite things, photos pertaining to your hobbies,
etc.
• A nice welcome paragraph that welcomes people to your site and tells them what
they’ll find there. Primary audience should be your instructors and scholarship
committees.
• An “About Me” section in which you tell a little bit about yourself. What do you
want your instructors to know about you? Make a positive impression.
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The Goals & Outcomes Page in Your ePortfolio
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The image above is a good example of a Goals & Outcomes page in an
ePortfolio. Notice the following elements:
• A division between short-term and long-term goals. Or you might think about
splitting it into educational/career/personal goals. Phrase your goal statements in
measurable and attainable ways.
• A list of SLCC’s Learning Outcomes for all students. (Located at the back of this
handbook, or copy/past from http://www.slcc.edu/gened/eportfolio/
Students.asp).
• Below each learning outcome, point the viewer to specific artifacts in your
ePortfolio. The viewer can click on those highlighted phrases and hyperlink straight
to those artifacts. We strongly believe that a college-educated person should be able
to demonstrate--to a broad audience, not just the professor who made the
assignment--what s/he knows and can do.
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The Coursework Page in Your ePortfolio
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The image above is a good example of a Coursework page in an ePortfolio. Notice the
following elements:
• Three sections: General Education, Majors Courses, and Electives. In this example, the student
is planning to major in History. If you are a General Studies major or are undecided, you’ll just
have the General Education and Electives sections.
• Each section is organized by semester.
• In the General Education section, list the specific General Education requirements and the
course number you used to satisfy each requirement. In the Majors and Electives sections, just
put the course number and name.
• Each course descriptor (like American Institutions--POLS 1100) becomes a hyperlink to a
hidden page in the ePortfolio that contains your work and reflection in that course.
• The page is clean--there are no assignments on it. This makes it easy on the viewer.
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A Typical Course Page in Your ePortfolio
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The image above is a good example of a course page in an ePortfolio.
Notice the following elements:
• The page header clearly indicates that it contains material that satisfies the
American Institutions General Education requirement.
• The page lists the course you took to satisfy this particular General Education
requirement.
• A brief introductory paragraph indicating what assignments you are putting into
the ePortfolio.
• An image or graphic (a photo of the Supreme Court justices) that pertains to the
course or to one of the assignments. Web sites look better if they contain
graphics in addition to text. Try to find public domain images to include in your
site. Credit the creator of the image. If you cannot find a public domain image,
you can still use a graphic if you cite its source and claim fair educational use.
• Uploaded student work. In this case, you have uploaded two separate
assignments, and clearly labeled them. Many faculty prefer pdf files, but you can
use just about any file type except for docx files in Yola.
• Reflective writing. You can see that the instructor is asking for two separate
reflections--one for the quantitative literacy worksheet and one for the end of the
course. Each reflection should be 3-4 paragraphs long.
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Q: What kinds of things can I put in my ePortfolio?
A: We use the term “artifact” for the assignments you put in your ePortfolio. Your instructors in General Education
courses will tell you which signature assignments will result in artifacts that you can put in your ePortfolio. You can put
many different kinds of digital artifacts in your ePortfolio, including text files, images, audio, video, and links to
webpages. Two things to remember: (1) Do not put .docx files in Yola; save them as .doc files. (2) Better yet, convert as
many of your files to pdf as you can, because they end up being smaller files and they open quickly.
Q: What the heck is reflection?
A: Reflection is very important to your learning, for it allows you to place the assignment in an academic or personal
context. For each artifact you put in your ePortfolio, your instructor may ask you to respond to questions like these:

• How does your performance on this assignment demonstrate achievement of--or progress toward--SLCC’s college-
wide learning outcomes?
• How does this assignment (or the whole course) connect with what you learned in another course?
• What impact did the assignment have on you or your understanding of the world? Did it challenge any of your
assumptions?
• How does this assignment connect with the real world?
• What challenges did you face in completing the assignment? How did you address them?
• Why did you pick this assignment to put in your ePortfolio? What does it demonstrate about your learning? [Assumes
that instructor has given students a choice of assignments to include in the ePortfolio]
• How did participation in this service-learning partnership (internship, group project, etc.) help you better understand
how the main concepts in this course apply to your life or community?
• How do(es) the assignment(s) illustrate the growth/change/progression you have had in this class?
Reflection is a way for you to think about your thinking--the fancy word for that is metacognition--and think about your
learning process. Reflection helps you “own” your learning, so take this part of the ePortfolio process
seriously. You can expect each instructor to assign three to four paragraphs of reflective writing to accompany the
artifact(s) you put into your ePortfolio.
Please keep in mind that reflection in your ePortfolio is not a place to evaluate your courses or your instructors. The
College conducts regular student evaluations of all instructors and courses, and those surveys are a much better venue
to express your positive or negative impressions of your teachers and courses. Reflection is a place for you to critically
think about your learning and focus on self-investigation.
Q: Do I have to use a specific kind of computer? What if I don’t have one?
A: No. You can use a Windows or Mac computer. No special software is required, but you should use the latest versions
of browsers such as Internet Explorer, Safari, Chrome and Firefox. You can use any lab computer on campus to create
and upload your artifacts, assuming you have them on a jump drive. You can also use a friend’s computer.
Q: Should I save a digital copy of what I turn in to my instructors?
A: Yes! And if it’s a physical thing like a sculpture or a poster presentation, take photos! Invest in a jump drive so you
can store backup copies of your work.
Frequently Asked Questions
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Q: Who owns the ePortfolio when I’m finished at SLCC?
A: Each student owns his or her ePortfolio and can continue to use it after leaving SLCC. If you transfer to a four-year
college or university, our advice to you is to keep using it to document your learning--regardless of whether your new
professors know anything about it. When you get into your major at the four-year college or university, use that section
of the Coursework page to document your learning. That way, you’ll be able to chart your progress through from
SLCC all the way to achieving your Bachelor’s degree.
Q: What if one of these sites loses my data?
A: SLCC cannot be responsible for the performance of these third-party sites. The situation is analogous to your
instructor requiring you to create a spreadsheet on your computer. If your spreadsheet program eats your data, the
manufacturer of the software is responsible rather than the College. For this reason we highly recommend that you keep a
digital copy of the work you put in your ePortfolio as well as a copy of other work you do at SLCC. Invest in a thumb or jump drive
to store your coursework.
Q: What if I’m concerned about my privacy?
A: There is little to worry about here, because you can either hide your ePortfolio from search engines or password
protect pages within it. You own your ePortfolio, so you determine the visibility of your ePortfolio. Some tips:
• Share your ePortfolio’s URL only with SLCC faculty and staff via MyPage, as well as family, trusted friends, and
scholarship committees. Otherwise, keep the address to yourself.
• When you sign up for your ePortfolio, don’t use your name in the domain name, so an address like
www.kb345.weebly.com is far better than www.katyburklie.weebly.com.
• Similarly, don’t title the ePortfolio heading with “Katy Burklie’s SLCC ePortfolio,” as that will make it easier to
find on a web search.
• In Weebly and Wordpress, you can use the site settings to make your ePortfolio invisible to search engines.
• Use only your first name throughout the portfolio--on assignments, on the Welcome page, and on your resume.
• Don’t put pictures of yourself in the portfolio.
• Finally, Yola and the pro version of Weebly allow you to password protect the whole ePortfolio or pages within it.
If you choose to password protect a page within your ePortfolio, we suggest you do it after the instructor has
checked your ePortfolio, otherwise you’ll have to share that password with each individual instructor.
Q: May I be excused from the ePortfolio requirement?
A: No. However, if you have severe concerns about the ePortfolio, you can petition [email protected] for a waiver
that will allow you to make an offline ePortfolio that follows the outline on page 4 of this handbook. If you are granted
a waiver, you will be given instructions on several possible ways to make an offline ePortfolio. You must present your
offline electronic portfolio to any instructors who ask for it.
Q: What is the grade-weight of the ePortfolio requirement in each General Education course?
A: Each instructor determines how much the ePortfolio assignment and reflection counts toward your total grade in a
given course. It may be as low as 1% of your grade up to 10% or even more.
Frequently Asked Questions
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Choosing Your ePortfolio Platform
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Q: Which platforms does SLCC support?
A: SLCC does not endorse particular ePortfolio platforms. However, if you choose to create your ePortfolio using one
of the three following platforms, SLCC can provide support in the locations noted on the next page.
Platform Considerations
Weebly
www.weebly.com
• Easy to use.
• Unlimited storage for two free sites.
• File upload limit of 5 MB*
• Many templates to choose from.
• No ads on your site.
• Free version does not allow you to password protect site. The inexpensive
Pro version adds passwords and other features.
• Widgets for Flickr, Youtube, others.
• Hide your site from search engines.
Wordpress
www.wordpress.com
• Fairly easy to use.
• Very generous 3 GB of total storage.
• Many templates, but you have a little less control over page layout
compared to Weebly or Yola.
• Widgets for Flickr, Youtube, others.
• Integrated blog
• Hide your site from search engines.
Yola
www.yola.com
• Easy to use, and has password protection in free version.
• Generous 1GB of total storage per site, and you get five free sites.
• File upload limit of 15 MB*
• Do not put .docx files in Yola; save them as .doc files before uploading
• Many templates to choose from.
• Widgets for Flickr, Youtube, others.
• No ads on your site.
• Add a blog page.
* To put this in perspective, a 160-page Microsoft Word document is about 1 MB, so you’ll have no problem uploading any paper
you write. This manual in its original application (Apple’s Pages) is a whopping 18.5 MB, but is only 3.2 MB when saved as a
pdf. For all of these platforms, really large projects like videos and photo galleries are best housed at other locations like Flickr
and Youtube, and then linked from the ePortfolio. That way, you won’t be using up storage space on the ePortfolio and won’t
have to worry about file upload limits. Check the specific platform for details about this.
Q: Can I create my ePortfolio using another platform?
A: Yes. One possibility is to build your ePortfolio using Google Sites. Another is to use Jimdo.com. Do not use
Myspace, Facebook, Blogger, or similar social networking sites to create your ePortfolio.
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Getting Help with Your ePortfolio
See the website at www.slcc.edu/gened/eportfolio
SLCC’s Libraries offer free, one-hour workshops in which you’ll start your ePortfolio in a computer lab with
an instructor. For a schedule and more information, go to http://libweb.slcc.edu/index/eportfolio-form
SLCC has a help site for each ePortfolio platform the College supports. Each help site has step-by-step
video tutorials to get you started, plus other advice and tips.
• www.slcceportfolio.weebly.com
• www.slcceportfolio.wordpress.com
• www.slcceportfolio.yola.com
If you have any questions, email [email protected]. A knowledgeable staff person will either reply with
an answer to your question, or will arrange to meet with you to solve your issue.
You should visit the tutors at the Writing Centers, located on the Taylorsville Redwood Campus (AD 218),
the South City Campus (N308), and Jordan HTC (B105).
By taking any of the following courses, which are optional, you will automatically get started on your
ePortfolio:
• LE 1020 Essentials of College Study (3 credits)
• CIS 1020 Computer Essentials (3 credits)
Overview of the Gen Ed ePortfolio
Free Workshops
Online Help Sites
Email Your Questions
Help with Reflective Writing
For-Credit Courses
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Salt Lake Community College’s
Learning Outcomes
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College-wide Learning Outcomes General Education Learning
Outcomes
Students acquire substantive knowledge in the
field of their choice.
Students acquire substantive knowledge
throughout the General Education
requirements.
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.
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.
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.
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.
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.
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.
Students develop the knowledge and skills to be civically engaged. This includes understanding the natural,
political, historical, social, and economic underpinnings of the local, national, and global communities to which they
belong; Developing the awareness of both civil rights and civil responsibilities for individual and collective action in a
democracy; Engaging in service-learning for community building and an enhanced academic experience; Develop the
knowledge and skills to take leadership roles.
Students develop the knowledge and skills to be civically engaged. This includes understanding the natural,
political, historical, social, and economic underpinnings of the local, national, and global communities to which they
belong; Developing the awareness of both civil rights and civil responsibilities for individual and collective action in a
democracy; Engaging in service-learning for community building and an enhanced academic experience; Develop the
knowledge and skills to take leadership roles.
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 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 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.
Lifelong Wellness is not a college-wide learning
outcome, but is a General Education outcome for AA
and AS students.
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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