UNIVERSITY LEARNING OBJECTIVES WORKSHEET

LA400 Senior Integrative Seminar

I. Communication and Problem Solving

Skill Example of specific assignment or activity

Met

Partially Met

Use the X Not Met For some of these learning objectives, I have a bit of a
expressive arts as unique situation. In high school, I took a few dual
a mode of inquiry enrollment college-in-high-school classes. These classes
or expression were taken through Seton Hill, St. Vincent, and Mount
Aloysius. The majority of these credits transferred to
Seton Hill, some of them counting toward my liberal arts
requirements. One of these includes my class for the
artistic expression liberal arts requirement. In high
school, I took a dual enrollment acting class through St.
Vincent that transferred to Seton Hill as my artistic
expression requirement. For this reason, I believe I have
partially met this learning objective. I did use the
expressive arts as a mode of expression through acting,
but I completed this activity in high school for college
credit, not in an actual college setting. I plan to take
Stage Makeup I next semester because it is a class that
interests me, so hopefully by the end of next semester I
will have fully met this learning objective in an actual
college setting, rather than in high school for college
credit.

Demonstrate X I believe I have met this goal in my time at Seton Hill,

leadership, specifically through my Cell Biology Laboratory final
negotiation, project. As mentioned in domain three, we were
relational, and assigned a semester long project to collect quantitative
consensus skills and qualitative data from mouse-lung fibroblast cells
exposed to chemicals found in cigarettes and the
expression of a protein of our choosing. We chose to
study the chemical formaldehyde and the protein
Caspase-3. In this project, we were required to work in
groups of four students. We had numerous decisions to
make in this experiment, including the dosage at which
to treat the cells with formaldehyde. I negotiated with
my group members about the dose of formaldehyde,
and we were able to come to a consensus easily.
Additionally, we had to present our findings at the end
 of the semester to one of the biology faculty. I believe I
showed my leadership skills during this presentation by
explaining the majority of the information we collected
during the semester, allowing our group to achieve the
highest grade in the class on the presentation.
Therefore, I believe I have fully met this learning
objective, which can be supported through the evidence
of my Cell Biology Laboratory final project.
Use technological X I believe I have fully met this learning objective in
skills to access numerous ways during my time at Seton Hill. Specifically,
information, during COVID-19, I have adapted to use technology in
organize new ways. Before March of 2020, I had never taken an
knowledge, and online class that required me to attend synchronously.
communicate Over the past few months, I have had to adapt to
fluently understand how to use Zoom to access
information through virtual lectures. In March, all of our
classes moved online, and this semester all of my classes
are online except for one laboratory. The majority of my
classes have utilized Zoom in one form or another, either
to access information through synchronous classes or
communicate through meetings outside of class. I even
communicated with my advisor and the Career and
Professional Development Center through Zoom this
semester. For group projects, I have had to utilize tools
such as Google Docs and Google Sheets to organize
knowledge. It was impossible to meet with other
classmates in person after March of last semester, but
we had already chosen partners for a group project in
my Medical Microbiology class. I had to Zoom with my
partners from other parts of Pennsylvania and Ohio to
work on our project on Google Sheets, where we could
all edit and view each other’s edits in real time on the
same document. Thus, I believe I have fully met this
learning objective, evidence of which can be seen
through the COVID-19 pandemic and use of Zoom and
Google Docs/Sheets to access information, organize
knowledge, and communicate through technological
skills.

Propose new X I feel as though I have fully met this learning objective
solutions to over my four years at Seton Hill. As a biology major, the
current issues majority of my classes focus on proposing new solutions
to current scientific issues. For example, as mentioned in
domain three, I have been working with Dr. Brzyski on
her research project since the summer of 2019. I was
paid for my efforts in the summer of 2019 and spring of
2020, and I continued my research for credit in the fall of
2019 and currently in the fall of 2020. I planned to
 continue my research for pay in the summer of 2020, but
unfortunately, I was not allowed on campus due to
COVID-19. The goal of our research is to determine why
some plant species are rare and why some are common
to ultimately aid in conservation. Conservation is a
current issue in both the science community and the
entire world, since some rare species are starting to
become extinct due to global warming. In order to help
the cause of conservation, we have chosen to look at
conservation from a different perspective – genetics. If
we can determine the genetic differences between rare
and common species, we will understand better why
some species are rare and will be able to aid in their
conservation. Since this project is ongoing, we do not
currently have any definitive results to present.
However, in the coming weeks we will be receiving new
genetic data from our efforts. Hopefully this data will put
us closer to understanding the genetic differences
between rare and common plant species in order to aid
in conservation. Therefore, I believe I have fully achieved
this learning objective over the course of my time at
Seton Hill, which can be demonstrated by my ongoing
involvement in a research project that focuses on solving
conservation issues by looking at them from the new
perspective of genetics.

Express X This learning objective was one of my chosen eight skills

arguments or to present, which can be seen under the domain one tab
main points on this website. As mentioned on that page, I believe I
clearly, in written have fully met this learning objective, evidence of which
and oral can be seen through my paper from Writing About
communication Literature and my poster from Plant Biology and Ecology.
As an English minor, Writing about Literature is one of
my required classes, and is it a writing intensive class.
The main goal of this class is to prove our argumentative
abilities by writing three argumentative papers. As I am
currently enrolled in this class, we have only fully
completed two of the three papers. In these
assignments, we were given no prompts, but rather
were challenged to craft our own arguments based on
readings from the class. For the first essay, we used on
primary source and two secondary sources, all acquired
from our classroom texts. For the second essay, we were
required to use two primary sources and two secondary
sources from class, in addition to one secondary source
found by our own research. Since the goal of these
essays was to craft and defend an argument, I believe
 these assignments show my achievement of arguing
main points clearly through written communication. As
mentioned in the domain one tab, in Plant Biology and
Ecology we studied the effects of apple cider vinegar and
baking soda on the photosynthetic rate of spinach
leaves. For the poster presentation, we argued the
acceptance of our hypothesis to a member of the biology
faculty. This has been a common trend for the majority
of the science classes I have completed at Seton Hill.
Once a semester, there is typically a poster presentation
about one of the experiments from our class. We either
have to defend our conclusion to the class, the
professor, or other Seton Hill faculty and students.
Examples of these other poster presentations can be
seen throughout the domains on the website, including
the posters from Cell Biology Laboratory and
Foundations of Scientific Inquiry. Thus, through evidence
of my argumentative papers in Writing about Literature
and my poster presentations throughout my biology
courses, I have demonstrated my achievement of this
learning objective.
Transfer X This learning objective was also one of my chosen eight
knowledge and skills to present, which can be seen under the domain
values into sound one tab on this website. I believe I have fully met this
decision-making learning objective. Evidence of my achievement of this
learning objective can be seen in every lab report
completed in both Organic Chemistry I and Organic
Chemistry II laboratories. For the majority of
experiments in organic chemistry, we were challenged to
either confirm the structure of a known end product or
identify an unknown product through determining its
structure. We would perform the experiment to obtain
the product, and then perform Infrared Spectroscopy
(IR) and Proton Nuclear Magnetic Resonance (NMR)
analyses on the product to obtain qualitative graphs with
quantitative information. The information from these
graphs enabled us to identify the organic chemistry
structure of the product. In order soundly make a
decision about the structure of the product, we had to
have knowledge of how to interpret the graphs. If we
were unaware of how to interpret the graphs, it would
be impossible to determine the structure of the product.
If we knew the desired product prior to experimentation,
we would use the structure to either confirm or deny
that our product was the desired product. If we did not
know the desired product prior to experimentation, we
would use the structure to determine our product. Thus,
through the artifacts supplied on the domain one tab in
 addition to all of the lab reports written for Organic
Chemistry I and Organic Chemistry II Laboratories, I have
proven my achievement of this learning objective.

II. Historical, Cultural, and Global Awareness

Skill Example of specific assignment or activity

Partially Met

Not Met

Communicate in X This is another learning objective for which my unique

a second situation of taking dual enrollment college-in-high-school
language at the classes applies. In high school, I took Intermediate French I
introductory and Intermediate French II as dual enrollment classes
college level through St. Vincent. Intermediate French I transferred as
my language study liberal arts requirement. In these
classes, we communicated through the language of
French, as well as learned about French history and art.
Intermediate French II was entirely devoted to reading and
translating French books, including The Little Prince, which
we also read earlier in Senior Integrative Seminar.
Although I did meet this learning objective of
communicating in a second language, it was in a high
school setting, not college. Therefore, I would say I
partially met this learning objective, since I communicated
in a secondary language at a college level, but in a high
school setting rather than a college.

Analyze the X I believe I have partially met this learning objective during
impact of history, my time at Seton Hill. Surprisingly, I feel as though the
geography, and class that best demonstrates my achievement of this
socio-cultural learning objective is Sports in America. During Sports in
dynamics on America, we discussed many historical sports events and
global connected them to present day. For example, one of our
interactions from discussions centered around political protests in sports.
a variety of Through this discussion, I learned that political protests in
disciplinary sports have been occurring for decades, not just in recent
perspectives years. The media makes it seem as though these protests
are a new occurrence, but political protests have taken
place in sports for many years. It is important to
understand the history of political protests in order to
understand the protests of present day. I believe I partially
 met this goal because I cannot provide evidence of
analyzing the impact of geography or socio-cultural
dynamics on global interactions. I recall in my Western
Cultural Traditions II class we had many meaningful and
informative discussions about the impacts of history on the
world. Unfortunately, the entire class was based on oral
discussion, so I do not have any record of the topics
discussed in this class. Therefore, since I met the objective
of discussing the impacts of history on global interactions,
but I cannot provide evidence of geography or socio-
cultural dynamics impacting global interactions, I believe I
have partially met this learning objective.

Analyze current X This learning objective was one of my chosen eight skills to
and historical present, which can be seen under the domain two tab on
events through this website. In the majority of my classes at Seton Hill, I
the lens of have talked about spirituality, faith, or Catholic Social
spirituality and Teaching in at some aspect. For my two artifacts in the
faith domain two tab, I chose Discussion #4 from Senior
Integrative Seminar and Human Subjects Research from
Genetics. I met this objective from the aspect of historical
events by discussing human subject testing in Nazi
Germany in my Genetics class. Overall, I actually believe I
best met this objective overall through this class, Senior
Integrative Seminar. In the majority of the assignments in
this class, we were challenged to view current events
through the lens of spirituality and faith, including Catholic
Social Teaching and the Corporal Works of Mercy. We
discussed current issues such as climate change, ethical
issues in our vocation, and even performed a social
justice/action project, all the while thinking of our
spirituality and faith. Therefore, through a combination of
Genetics and Senior Integrative seminar, I feel I have fully
met this learning objective.

Assess privilege X This learning objective was also one of my chosen eight
and oppression skills to present, which can be seen under the domain two
from the tab on this website. I believe I have fully met this learning
perspective of objective through multiple classes I have been enrolled in
culture, race, at Seton Hill. First, I have met this objective through the
class, and gender perspective of class from my Social Action Project for
Senior Integrative Seminar. In our project, we crafted and
donated masks to a homeless shelter in Greensburg.
Entering the homeless shelter and observing the dismal
conditions in which these members of society live brought
to light the privilege I have and the oppression these
overlooked members of society face. Second, I have met
 this objective through the perspective of gender by my
Final Project in Linguistics: Culture and Literacy. In this
project, I made a Twitter account dedicated to educating
the millennial and generation Z audience about gender
neutral pronouns. Through this project, I realized I am
privileged that I do not have to teach others my pronouns,
and that non-binary persons face oppression about their
pronouns. Finally, I have met this learning objective from
the perspective of culture and race from many different
classes here at Seton Hill. For example, in Linguistics:
Culture and Literacy, we discussed the stigmas surrounding
African-American Vernacular English (AAVE). Individuals
who speak AAVE face oppression by others judging the
way they speak, thinking they are not speaking “proper”
English. In actuality, AAVE is a distinct dialect, and the
slightly different pronunciations of English words come
from the pronunciation of words in African languages. I
realized I am privileged because the way I speak is not
criticized. Therefore, through the culmination of many
classes taken at Seton Hill including Senior Integrative
Seminar and Linguistics: Culture and Literacy, I believe I
have fully achieved this learning objective.

III. Multiple Modes of Inquiry

Skill Example of specific assignment or activity

Partially Met

Not Met

Generate and X This learning objective was one of my chosen eight skills to
analyze numerical present, which can be seen under the domain three tab on
and scientific data this website. As a biology major, the majority of my classes
require generating and analyzing numerical and scientific
data, so I believe I have fully met this objective. On the
domain three tab, I chose my Final Lab Report from
Research and my Final Poster Presentation from
Foundations of Scientific Inquiry to provide evidence of my
accomplishment of this objective. These artifacts are just
two examples of many such projects that prove my
achievement of this learning objective. In my science
classes at Seton Hill, we typically perform an experiment
 that generates numerical and scientific data. We then
make a poster or a lab report to prove our proper
analyzation of the numerical and scientific data generated
in the experiment. Other examples of such lab reports and
posters can be seen throughout my website, including
Organic Chemistry II lab reports and the Cell Biology Final
Poster Presentation. Thus, through all of my science
classes at Seton Hill, specifically Research and Foundations
of Scientific Inquiry, I believe I have fully met this learning
objective.

Locate and X I feel as though I have fully met this learning objective in
analyze my four years at Seton Hill. For this class, Senior
expressive media Integrative Seminar, we have analyzed many YouTube
to gain videos and Ted Talks. These videos have allowed me to
information or gain information and comprehend the significance of an
comprehend the issue or an event, such as the Ted Talk by Pope Francis and
significance of an video about the anti-Semitic graffiti outside of a Muslim
issue or an event woman’s dentist office. These videos helped me to gain
insight on the hateful actions some perform toward
others, and the love we should strive to have for one
another. We did not have to locate these videos ourselves,
so these examples met the portion of this learning
objective about analyzing media to gain information or
comprehend the significance of an issue or event. In many
of my science classes, we have discussed many complex
processes that are difficult to comprehend, such as DNA
replication, transcription, and translation. I have found
that a useful study technique is finding YouTube videos
that provide animations of these processes, allowing me to
more easily comprehend exactly what is occurring in these
processes. Through my own study methods, I have met the
portion of this learning objective about locating expressive
media to gain information or comprehend the significance
of an issue or an event. Therefore, through a combination
of Senior Integrative Seminar and my own study methods,
I believe I have fully achieved this learning objective.

Organize and X I have demonstrated my achievement of this learning

manage objective during my time at Seton Hill, especially recently.
resources in a For my final research paper in Writing about Literature, we
creative way to are required to find secondary sources that have not been
achieve impact provided in the class readings. For this assignment, I
turned to a campus resource, Reeves Library, for
assistance. Due to COVID-19, I creatively used this resource
by scheduling a Zoom meeting with one of the librarians.
During this meeting, the librarian assisted me in finding
 secondary sources through formats such as Ebook Central
that do not require me to use a physical book at the library
that another person may have used. Through this meeting
with a librarian from Reeves Library, I was able to safely
and successfully locate sources for my final research paper
in Writing about Literature. Consequently, since I
organized and managed Reeves Library, a campus
resource, in a creative way, finding electronic resources
during a Zoom meeting, to impact my research paper, I
believe I have fully met this learning objective.

Find, evaluate, X I feel I have fully achieved this learning objective through
and apply my science classes here on “The Hill.” As previously
information mentioned, the goal of many science classes I have taken is
to perform experiments that generate data, and then
apply that data. Most experiments begin by forming a
hypothesis about the experiment before it begins. Next, a
series of tests are performed that allows us to find
information. After the information is found, we then have
to evaluate that information in respect to the hypothesis.
We then apply the information we have found and
evaluated to either accept or reject the hypothesis. Since I
have been enrolled in multitudinous science classes that
follow this format of finding, evaluating, and applying
information, I believe I have fully met this learning
objective during my time at Seton Hill.

Interpret X This learning objective was also one of my chosen eight

quantitative and skills to present, which can be seen under the domain
qualitative three tab on this website. In the science courses I have
information to been enrolled in at Seton Hill, we have generated and
present a logical interpreted both quantitative and qualitative information.
argument based We have then been tasked with presenting an argument
on supporting based on the data in the form of a lab report and/or a
data poster presentation. On the domain three tab, I provided
the Final Poster Presentation from Cell Biology Laboratory
and the Experiment 1 Lab Report from Organic Chemistry II
Laboratory as my two artifacts. These artifacts are just two
such examples of the numerous lab reports and poster
presentations I have completed at Seton Hill that interpret
both quantitative and qualitative information to present a
logical argument. Thus, through Cell Biology Laboratory
and Organic Chemistry II Laboratory, as well as the other
science courses I have taken, I believe I have fully achieved
this learning objective.
 IV. Self-Reflection and Assessment

Skill Example of specific assignment or activity

Met

Partially Met

Not Met
Demonstrate X This learning objective was one of my chosen eight skills to
ethical decision- present, which can be seen under the domain four tab on
making this website. I believe I have fully accomplished this
grounded in learning objective at Seton Hill. For the domain four tab, I
philosophical chose my Experiment 4 – Green Witting Reaction Lab
inquiry Report from Organic Chemistry II Laboratory and the
Performance Task from Cell Biology and as my two
artifacts. In the Organic Chemistry II lab report, we decided
it would be more ethical to use water in our experiment
instead of dichloromethane or diethyl ether, which can
cause damage to the environment. For the Cell Biology
Performance Task, we decided it was unethical for a
doctor to suggest a drug to help his cancer patients
because it had no scientific evidence of success and it was
founded by his personal friend. These artifacts are just two
examples of numerous presentations and experiments in
my science courses that have required us to make ethical
decisions grounded in philosophical inquiry. Other such
examples can be seen thought the other domains on this
website, including the Experiment 3 – Oxoammonium Salt
Oxidation Lab Report from Organic Chemistry II Laboratory
and the Final Lab Report from Research. Hence, through
Organic Chemistry II Laboratory, Cell Biology, and multiple
other classes, I have demonstrated my achievement of this
learning objective.

Apply Catholic X This learning objective was also one of my chosen eight
social teaching skills to present, which can be seen under the domain four
to the analysis of tab on this website. I have discussed Catholic Social
contemporary Teaching at least once in most of my classes. For my two
social issues artifacts on the domain four tab, I chose the Experiment 3
– Oxoammonium Salt Oxidation Lab Report and the
Thalidomide Baby Assignment, both from Organic
Chemistry II Laboratory. In the experiment 3 lab report, we
discussed how Green Chemistry Principles executed in the
experiment related to Catholic Social Teaching. For the
Thalidomide Baby Assignment, we discussed how the
tragedy of the thalidomide babies violated numerous
 Catholic Social Teachings. Other examples on the website
of applying Catholic Social Teaching to the analysis of
contemporary social issues include the Social Action
Project from Senior Integrative Seminar and the Human
Subjects Research project from Genetics. Thus, through
Organic Chemistry II Laboratory and other classes taken
during my time at Seton Hill, I believe I have fully met this
learning objective.

Recognize the X I went to a Catholic elementary school, a Catholic high

value of diverse school, and I was raised in the Catholic faith.
spiritual and Unsurprisingly, the only religion with which I was
religious incredibly familiar with before attending Seton Hill was
perspectives Christianity. During my Faith, Religion, and Society class at
Seton Hill, I learned about many different religious and
spiritual beliefs that I had heard of, including Buddhism,
Judaism, Islam, Hinduism, and Atheism. I also learned of
new religious and spiritual beliefs I had previously not
heard of, including Jainism and Neo-Paganism. I was
happily surprised to learn in this class that many beliefs of
these differing religions are somewhat similar. It was also
interesting to learn the stark differences between these
spiritual and religious beliefs, and the importance of
respecting the beliefs of others. Therefore, through the
Faith, Religion, and Society course, I fully achieved this
learning objective.

Integrate the X I believe I have fully met this skill during my time at Seton
practice of Hill. An example that demonstrates my accomplishment of
charity with the this learning objective is my Social Action Project for Senior
skill of justice Integrative Seminar, titled Masks for Many. For this
project, we crafted and donated masks to a local homeless
shelter in Greensburg. We donated our time and efforts to
making masks for the charity of a homeless shelter. This
project integrated charity of donating to the homeless
shelter with justice. It is unjust that the homeless are
forced to live in unclean conditions, especially during this
time of a pandemic. It is always important to live in a clean
environment, but it is important now more than ever.
Since the homeless are not provided with the justice of
living in a clean environment that would protect them
from COVID-19, we decided to donate masks to help this
injustice. Therefore, through our charitable contribution of
masks to assist the unjust conditions of the homeless living
in unclean conditions, this assignment demonstrates my
achievement of this learning objective.
Exercise X I feel I have fully accomplished this learning objective over
responsible my four years at Seton Hill. Now that I am living on my
freedom and own at Seton Hill, I have a freedom that I had not
civic previously possessed when living at home during high
engagement school. However, I did not act irresponsibly upon my
based on an arrival to college, and still chose to volunteer in my home
informed value community. Examples of my volunteer work include
system cleaning up a church cemetery and helping with the gift
card program at my former elementary school. While I am
free to do as I please at college, I had the knowledge that I
should still act responsibly and engage with my
community. I have also volunteered in the Seton Hill
community, examples of which include selling concession
at football games and helping the Sisters of Charity with
the Walk for Peace. Now during the pandemic, however,
we have been asked to engage less with society. To act
responsibly during the pandemic, I have followed Seton
Hill’s rules and not interacted with groups of more than
ten people. I stay home as much as possible, and always
wear a mask when I leave the house. Although my
responsibilities to the community have changed since I
started at Seton Hill to now being in the midst a pandemic,
I have always strived to exercise responsible freedom and
civic engagement. Therefore, I believe I have fully achieved
this final learning objective.