SKILLS21 streams

Students will be able to:

• Describe their rights and responsibilities within the context of civil society.
• Recognize and describe intracultural and intercultural interactions.
• Be aware of how their own individual values shape their interactions with others.
• Describe how multiple perspectives enrich intracultural and intercultural interactions.
• Manage their online presence and interactions responsibly.

Students will be able to:

• Recognize and describe privilege, power, equity, and social justice within various power structures.
• Recognize the existence of different power structures and how they interact.
• Recognize and describe their own place within structures and their contribution to those structures.
• Recognize how power structures might marginalize individuals/groups.

Students will be able to:

• Identify, reflect on, and evaluate the short-term and long-term effects of their actions within communities.
• Identify, reflect on, and evaluate the range of personal values and perspectives that guide citizen thinking and actions.
• Recognize the potential needs of different communities.
• Identify ways to make respectful, appropriate, and sustainable contributions to communities.
• Demonstrate ability and commitment to collaboratively work across and within communities to achieve a civic aim.

Students will be able to:

• Evaluate various methods of reasoning and logic, including the recognition of common logical fallacies.
• Evaluate quality of evidence, arguments, and information.
• Formulate and organize sound arguments using effective persuasive strategies.
• Critically evaluate and respond to counterarguments, rebuttals and refutations.
• Develop their ability to argue for what they believe in, including confronting oppositional viewpoints.

Students will be able to:

• Define concepts of sustainability (e.g., environmental, social, and economic). 
• Evaluate the local and broader consequences of individual and collective actions.
• Take informed and responsible action to address ethical, social, and environmental challenges in local and/or global systems. 

Students will be able to:

• Identify and establish ground rules for working as a team and help in developing the mission, vision, values, and/or goals of a group.
• Identify the different roles within a partnership and/or team, and understand the value of different roles (i.e., types of leaders and followers).
• Identify and try to support the needs of group members.
• Understand how diversity within a group influences partnership/team dynamics, and capitalize on the diversity to achieve a goal.

Students will be able to:

• Identify, prioritize, and define collective SMART project goals.
• Make a well-informed plan and timeline for project completion.
• Complete tasks based on a project timeline and identify when group goals need to be adjusted.
• Identify when their work is thorough and advances a project.
• Identify and set appropriate metrics of success.

Students will be able to:

• Identify various group dynamics and understand how different dynamics influence a group.
• Work constructively with team members in a variety of situations (e.g., stressful, challenging, fast-paced).
• Show appreciation for the commitment of others.
• Provide assistance and/or encouragement to team members.
• Encourage all team members to participate in projects. 

Students will be able to:

• Describe different types of conflict and conflict resolution strategies.
• Select an appropriate style of conflict resolution based on the group and/or group goals.
• Address and resolve potential or ongoing issues in a way that strengthens overall group cohesiveness and effectiveness.
• Help a team move forward by articulating the merits of alternative ideas when appropriate. 

Students will be able to:

• Use positive vocal or written tone, appropriate etiquette, and respectful body language to convey an encouraging, positive attitude about a group and its work.
• Foster open communication with people of diverse backgrounds and opinions.
• Tailor their communication strategies to establish positive interactions with others by listening carefully, articulating their ideas explicitly and adapting to others.
• Appropriately provide and respond to positive and negative feedback.
• Understand the influence of contextual factors on giving and receiving feedback. 
• Know when and how to implement the feedback received.
• Realize that change as a result of feedback takes time, effort, and reflection. 

Students will be able to:

• Identify the value of alternative perspectives and ideas. 
• Assess the strengths and weaknesses of alternative perspectives and ideas.
• Evaluate questions or problems by considering the history of the problems, reviewing logic/reasoning, examining feasibility of solutions, and weighing impacts of solutions. 

Students will be able to:

• Seek out and identify the value in new and unusual information or questions.
• Engage in and find value in inquiring, investigating and testing new information or ideas.
• See the value in life-long learning.

Students will be able to:

• Apply creative thinking, systems thinking, reflective thinking, and/or strategic thinking to explore questions and/or ideas in original ways.
• Access information online (e.g., using databases and search engines) and offline (e.g., community sources).
• Distinguish among information grounded in experience, expertise, and/or authority. 
• Evaluate the credibility of information and manage conflicting information.

Students will be able to:

• Identify when they are risk averse.
• Identify the consequences of taking a risk and/or potential failure.
• Think about risk in positive and negative terms.
• Seek out and follow through on untested directions or approaches.
• Learn from their mistakes.
• Manage stress and failure to build their resiliency.

Students will be able to:

• Identify the difference between their personal goals, what they are able to do, and what is right to do, when making decisions.
• Identify and be sensitive to contextual factors to make responsible decisions.
• Propose multiple solutions to a single question or problem.
• Make decisions in situations where there is no defined 'right and wrong'.

Students will be able to:

• Understand leadership as a dynamic process, which includes both leaders and followers.
• Understand and appreciate the different approaches individuals have to leadership.
• Identify and assess personal leadership style and adapt this style to various contexts.
• Develop their personal philosophy of leadership so that they are able to articulate their approach to leadership and what it means to be successful in a leadership role.

Students will be able to:

• Engage in active listening.
• Identify, label, and interpret their emotions. 
• Assess whether their emotions are appropriate for a particular context.  
• Identify, label, and interpret the emotions of others.  
• Interpret the interplay of social interactions.  
• Adapt their behavior to various social interactions. 

Students will be able to:

• Identify and label different types of motivation.
• Identify and leverage the contextually appropriate means of motivation.
• Define, explain and adjust to different followership styles. 

Students will be able to:

• Develop empathy and respect for other people.
• Foster safe environments. 
• Seek out and embrace diverse perspectives.
• Understand that anyone can work toward becoming a leader.
• Understand that anyone can contribute to supporting a group’s objectives.
• Advocate for marginalized voices to be heard.

Students will be able to:

• Identify and apply their unique expertise, talents, and agency to influence positive change.
• Recognize their role in a conflict, including the difference between civil and disruptive interactions.
• Identify and apply appropriate negotiation opportunities and conflict management strategies.
• Demonstrate appropriately assertive behaviours and be respectful toward others when engaged in a conflict, solving a problem, or addressing complex situations.
• Adapt to changing circumstances and remain calm when things are up in the air.

Students will be able to:

• Engage in reflection to gain insight into their strengths, abilities, and growth areas.
• Identify, articulate, and assess their strengths, abilities, and growth areas.
• Seek and consider feedback from others in order to improve their strengths, abilities, and areas of growth.
• Encourage others to identify and assess their strengths, abilities, and growth areas.

Students will be able to:

• Articulate the importance of health and wellness in reaching their short-term and long-term goals.
• Create a plan for a healthy lifestyle.
• Evaluate their lifestyle choices to make informed decisions regarding balance among academic, work, and leisure time.
• Engage in self-reflection to identify when changes are needed to achieve a healthy lifestyle.
• Make healthy lifestyle changes in order to meet their short- and long-term goals.

* comprised of elements mirroring the McGill Health & Wellness strategy (Academic, Career, Cultural, Emotional, Financial, Physical, Social, Spiritual wellbeing)

Students will be able to:

• Reflect on their perceived self-esteem and self-respect.
• Identify and implement strategies to build and maintain self-esteem and self-respect.
• Identify and engage in activities that help them feel useful and proud of themselves.
• Support others in identifying appropriate strategies to build their self-esteem and self-respect.

Students will be able to:

• Set SMART short-term and long-term personal goals.
• Develop a plan for pursuing their goals 
• Implement the plan for reaching their goals.
• Understand how their goals and plans may influence or affect others.
• Support others in pursuing their goals. 

Students will be able to:

• Distinguish between healthy and harmful relationships.
• Balance their own needs with the needs of others.
• Exhibit caring attitudes, be open to trusting others, and treat others with respect.
• Form and maintain healthy and mutually rewarding relationships.