ÂÒÂ×Ç¿¼é

The ability to demonstrate flexibility and readily adjust in response to change and innovation builds perseverance, which allows re-framing of problems and navigating community resources to overcome challenges. Through this process, students identify approaches, alternate paths or new opportunities to achieve desired results.

Examples of competency development opportunities:

• A first-generation college student navigates their first year as an undergrad, seeking out support from their college advisor and first-year fellow.
• A student facing difficulty in MATH 141 takes advantage of tutoring services available through the Learning Center.
• The provides academic resources helping international students adapt to the cultural practices of the American Classroom.

Key attitudes and behaviors:

• Exhibits a growth mindset
• Embraces and adapts to change
• Takes risks and persists through failure
• Seeks out resources

The ability to identify and understand interests, skills, strengths, knowledge, and experiences in order to tell one’s story. Through ongoing critical reflection, students explore career choices, build connections between competencies, and seek growth opportunities. Students are able to self-advocate and design opportunities while being cognizant of environmental and cultural contexts.

Examples of competency development opportunities:

• Prior to declaring their major, a student visits the for career advising and help with their resume.
• A student interested in graduate education participates in one of the Kearns Center’s summer research programs to get a glimpse of live as a graduate student.

Key attitudes and behaviors:

• Knows self and potential
• Builds competencies
• Creates a personal brand
• Establishes a network

An iterative, dynamic process through which students formulate questions, define problems, become aware of biases and assumptions of self and others, evaluate arguments from multiple, contradictory sources, and synthesize pertinent information. Through this process students can positively impact decision making to address needs in a real-world context.

Examples of competency development opportunities:

• An entrepreneurial student works with the to consult on a project
• A student interested in strengthening the ties between the ÂÒÂ×Ç¿¼é and City of ÂÒÂ×Ç¿¼é receive a grant through the Community Engagement Challenge, working with the Center for Community Engagement to address an ongoing challenge

Key attitudes and behaviors:

• Selects and uses information to investigate a point of view or conclusion
• Understands context and assumptions when presenting a position
• Understands global systems, conclusions, and related outcomes
• Uses methodic approach to problem solving (defines problems; identifies strategies; proposes, evaluates, and implements solutions; evaluates outcomes)

Through the development of skills, knowledge, and understanding, students demonstrate cultural humility, and both value and respect diverse and intersectional experiences, including variances in culture, race, gender, socioeconomic status, ability, religion, national origin and other markers of the human experience. Becoming aware of implicit bias and privilege develops the capacity to engage and communicate within different cultural contexts.

Examples of competency development opportunities:

• A student visits the Burgett Intercultural Center for resources talking about race and bystander intervention
• A student wanting to learn more about interfaith engagement participates in a program hosted by the Interfaith Chapel
• A student who never left the United States works with the Center for Education Abroad to study in a new part of the world

Key attitudes and behaviors:

• Exhibits global and cultural self-awareness
• Demonstrates knowledge of cultural worldview frameworks
• Interprets intercultural experiences with empathy, curiosity, and openness
• Takes personal and social responsibility in addressing challenges

Through formal and informal positions, everyone can be a leader. Students leverage the strengths of community to reach common goals and use interpersonal skills for coaching and development. Through a process of learning and applying skills, students can accomplish measurable and meaningful change.

Examples of competency development opportunities:

• A student organization officer enrolls in the Medallion Program to take workshops related to group leadership
• A first-year student takes the Rising Leader Class (CASC 350) to develop their own leadership style while exploring their college transition
• A student affiliated with the Office of Minority Student Affairs (OMSA) joins the Emerging Leaders Program to become a more self-aware leader

Key attitudes and behaviors:

• Understands leadership capabilities
• Exhibits effective leadership skills
• Manages group conflicts
• Creates and impacts positive social change

Communication grounds our interactions and connects us with others. Writing, reading, speaking, and listening help us make sense of the knowledge, ideas, and value of others so that we can discover and articulate new perspectives. Effective communication leads students to discover, develop, test, and share our ideas.

Examples of competency development opportunities:

• A student joins a through the to work on their writing goals with a cohort of peers
• A student petrified of public speaking works with a to provide feedback on the speech she is delivering to run for her sorority’s executive board

Key attitudes and behaviors:

• Communicates with clear organization, language, and delivery
• Uses supporting material to convey a compelling central message
• Considers audience, purpose, and circumstances in communication
• Displays control of syntax and mechanics

Mutually beneficial relationships complement individual work and are required for robust learning. By connecting with others, students test ideas, challenge assumptions, and navigate conflicts. Working together, students solve problems and drive innovation for the betterment of communities.

Examples of competency development opportunities:

• A student joins a fraternity or sorority, club or varsity sport, or to become part of an established team
• A student who performed well in chemistry 131 their first year applies to be a peer leader to lead team study group sessions for students in that course

Key attitudes and behaviors:

• Contributes to team meetings
• Facilitates the contributions of team members
• Makes individual contributions outside of team meetings
• Fosters constructive team climate
• Responds to conflict