These can compliment learning results to determine objectives and learning strategies. Our Drive guides include a diagram showing overlap with Maine Learning Results and other types.

Categorized Project Goal Possibilities

Apply course concepts/material to understand or address a community need or issue
Recognize applications for academic skills outside of school, practice them, and identify ones to add or further develop (included: researching, presenting, etc.)
Includes being able to adapt to new information and life changes
Learn and extract meaning from new experiences, including by reflecting on them
Learn across disciplines and connect ideas between them and to life outside of school
Obtain, analyze, and integrate information from diverse sources
Understand, explain, and account for complexity (e.g., interrelationships) in daily life
Stay current on new developments (including vocabulary) in a field
Use information technology to discover or share ideas
Includes being effective in a variety of job settings
Effectively make and receive critiques, including of one's own performance in order to improve it
Adapt to new situations to increase work satisfaction, options, and earning potential
Work independently and with others, including by identifying, articulating, and resolving issues in academic and work settings
Build familiarity with a work setting, including job training processes, types of tasks, and characteristics of impactful work (e.g., at a non-profit)
Design or manage a project by planning, prioritizing tasks, structuring time, and staying organized in order to meet objectives
Includes being active citizens in a democratic system
Recognize the role of civic engagement (including voting, following laws, and participating at local, state, regional, national, or global levels) in maintaining a functional society
Demonstrate ethical behavior in personal, academic, professional, and civic activities
Promote a healthy natural environment (e.g., suited to agricultural/economic health and democratic participation)
Contribute to social well-being, including civic, economic, physical, or emotional health
Work with diverse groups (e.g., with ethnic, socioeconomic, age, or other differences)
Develop awareness of current community issues, needs, strengths, interests, experiences, and resources, including by identifying social and historical contexts
Recognize the role of group dynamics and mobilization in politics and social change
Recognize the presence of unique knowledge within communities (e.g., Native Americans)
Work with community support providers or advocates
Share information with non-experts, in some cases including people with limited English skills
Know (by reading, discussing, observing, journaling, etc.) and accept yourself, including by identifying values and commitments and being complete with the past
Identify skills, attitudes, and ideas (e.g., empathy, sense of purpose and belonging, and self-confidence) that allow for creating mutually empowering relationships
Challenge and restore yourself physically, mentally, emotionally, or spiritually to be able to keep developing abilities to create
Use abilities (like self-awareness, skills, attitudes, and ideas) to plan, make decisions, and connect in fulfilling ways at the levels of body, group, and Earth
Demonstrate integrity and responsibility for yourself, life outcomes, and impacts on others
Build relationships/reciprocity between schools and surrounding communities
Meet community needs
Support community organizations' missions and projects
Increase cooperation between teachers and departments within or across schools