My Adams Outcomes

Throughout my undergraduate studies at Adams State University, I have developed a deeper understanding of human cultures and the natural world by engaging with diverse perspectives both inside and outside the classroom. From my courses in biochemistry to world history, to philosophy and psychology, I began to grasp the complexity in how attitudes, beliefs, and systems shape the overall human behavior.  There have been many instances where I've compared my own experiences with those of different communities and cultures. Each instance has strengthened my abilities to recognize issues in scientific, ethical, cultural, and environmental perspectives from multiple, and sometimes conflicting viewpoints.

My scientific coursework provided me a strong foundation in understanding natural systems and why things happen physically. While my general education and humanities classes broadened my worldview, they opened my mind for discussion of difficult topics. Confronting social, historical, and global challenges from an outside perspective that is not driven by bias. This combination of studied topics taught me to evaluate environmental and ethical issues, recognize power structures, and begin to understand the complex interactions of people. These experiences have provided me the ability to tackle situations with an ethical, scientifically reasoned course of action. I believe this is important as I move toward a career in the expansive field of natural sciences.

I have learned and developed many intellectual and practical skills, such as Critical Thinking, Creative Thinking, Written Communication, Oral Communication, and Problem Solving. 

Critical Thinking: My courses required me to break down complex problems and evaluate them from multiple angles or various techniques. Analyzing experimental data in scientific labs, or interpreting historical evidence in my humanities classes, I developed an ability to identify assumptions, understand the context, and develop conclusions for different scenarios. Strengthening my ability to form clear, understandable, and informed positions backed by strong evidence.

Creative Thinking: As a student in the field of biochemistry, I often had to revise my approach, adjust my procedures, and think outside the box to integrate new ideas. Several of my projects pushed me to explore contradictions, misnomers, incorporate different sources, and develop unique solutions. these skills allowed me to grow more confident in my abilities to tackle intellectual problems with innovative approaches.

Written Communication: I have written dozens of reports and documents over the course of my academic career. Adapting my tone, structure, and use of evidence to fit the intended audience. As I progressed, I became more precise, organized, and more aware of what counts as a credible source. Lab reports, essays, and research summaries strengthened my ability to communicate complex ideas clearly, a skill I will rely on in professional and scientific environments.

Oral Communication: Group presentations, class discussions, and personal presentations gave me practice in organizing information, speaking confidently, and presenting with clarity. I developed my skills in structuring a message, using skills to support it, and adjusting the delivery in order to connect with the audience. These experiences have developed my confidence and presence as a speaker.

Problem Solving: STEM Courses have especially strengthened my problem-solving abilities. I learned the scientific process, allowing me to identify mistakes and work around them. I developed an understanding of how to develop feasible procedures to solve problems, preparing me to handle real-world problems with analytical and practical reasoning.

Civic Engagement: Working with both classmates and instructors/professors from diverse backgrounds pushed me to challenge and refine my personal beliefs and attitude. I found the importance of collaboration, even when viewpoints and opinions are different, the introduction of new perspectives provides new paths of action. I have strengthened my sense of responsibility both as a lifelong student and as a future professional. My coursework has taught me to connect scientific, cultural, historical, and ethical knowledge to fulfill my responsibilities within my community. I want to contribute my abilities in some way that can benefit those who need it. 

Foundations and Skills for Lifelong Learning: My personal projects and self-driven research experiences at Adams State Univeristy taught me the skills to learn independently, evaluate the data, and integrate multiple points of view. Whether it be research for an unfamiliar topic or exploring new scientific methods, I developed the ability to identify the meaningful and important questions, allocate sources, and form logical conclusions supported by credible information. These skills are my avenue to continue pursuing my education, professional skills, and hands on learning.

My academic journey required me to bring together knowledge from different disciplines and apply it to real problems. In the sciences, I integrated chemistry, biology, and mathematics to complete labs, research projects, and advanced coursework. In today's era of science, there is a ever-growing need for innovative approaches and methods of thinking. As I prepare to enter a professional environment, this integrative learning will guide me in adapting my academic skills to practical settings such as laboratory work, research assistance, or graduate study. I can clearly see how each part of my education contributes to my ability to work effectively, communicate clearly, and approach problems with confidence. My Adams Experience has shown me the value of connecting knowledge across fields and applying it toward meaningful goals.