Mastered Learning Objectives

Mastered Learning Objectives

I began the Adult Degree Completion Program at Spring Arbor University totally confident with regard to my abilities to draft, execute, and submit adequate writing projects. With this preconceived frame of mind, I felt the writing class was going to be a “walk in the park” and it was the other classes and topics that were going to prove to be a challenge for me when I perused the curriculum. In fact, much like many others including Mary Geis, I had received above-average grades on submitted assignments and most instructors complimented my proficient use of language, vocabulary and paper-writing. Much to my surprise, it was during the second module of the Family Life Education Program, Critical Analysis and Research Writing, that it became apparent there were many areas in which I had plenty to learn and other areas that could greatly be improved. Although my instinctive reaction was to launch into denial and continue with the status quo, much to my delight, I not only became aware of certain deficiencies; I embraced, learned, and have applied the strategies associated with the importance of critical thinking, the significance of active reading and the meaning of effective writing skills.

Importance of Critical Thinking

One dictionary definition of critical thinking is, “the mental process of actively and skillfully conceptualizing, analyzing, evaluating and applying information to reach an answer or conclusion”. With this definition as a measuring tool, many factors contributed to my belief that I was a solid problem-solving, decisive-thinking individual. I was the eldest child in a family of seven (everyone came to me to solve their problems), had been a single mom for a number of years (there ...

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... and that this applies to all aspects of life. Isaiah 26:3 states, “Being prepared brings peace of mind, trusting God brings perfect peace.” Additionally, in his book, First ThingFirst, Stephen R. Covey (1994) states, “if we act based on principles, it will produce quality-of-life results” (p. 73). As such, if I insure I am prepared and acting on principle, I know that I will accept, understand, and use change to my best advantage and for the great benefit of my family and future endeavors.

Works Cited

Benjamin Bloom and Lois J. Broder, Problem-Solving Processes of College Students (Chicago: University of Chicago Press, 1950), pp. 25-30.

Covey, S.R., Merrill, A.R., & Merrill, R.R. (1994). First things first. New York, NY: Free Press.

Trimble, J.R. (2000). Writing with style: conversations on the art of writing. Upper Saddle River, NJ: Prentice-Hall, Inc.