This semester I will be earnestly striving for an A grade in this class. Here are the ways I plan on achieving this goal.

1a.) Demonstrates ability and commitment to collaboratively work across and within community contexts and structures. (20%).

  • Contributing to group projects
  • Data reports from individual project on Engaging Young adults with Water Conservation and Resource Management (1 on 1 Focus Groups)
  • Face-time Group Calls
  • Analyzing demographic data and synthesizing codes reflecting the nuances across cultural contexts in relation to knowledge and or interest in Water Conservation and Resource Management.

11a.) Evaluates texts’ scholarly significance to apply reading to other contexts or issues. (30%).

 I chose this goal due to my interest in applying my skills in literary analysis to context outside of the scope of “Young Adult Education.”

  • To do this I plan on providing detailed word documents (*six documents) complimenting in-class readings: covering how the the knowledge and topics I will gain from in-class readings can carry over to other contexts within environmental science and resource management.

3c.) Applies ethical concepts to a question and considers their full implications. (20%).

  • Ex: How can I conduct research on demographics while remaining conscientious of sensitive topics across multi-cultural settings?
  • Ex: How do I display this data in an appropriate manner?
  • How can I use this knowledge to tailor my community engagement methods going forward while still remaining cautious.

1b.) Connects and extends knowledge from academic study to civic engagement. (15%).

  • Uses information collected from individual focus groups to write a report that allows for me better understand the target audience and provide it to my group to better tailor to future civic engagement initiatives such as one of my partners’ – Jasmine’s anticipated community engagement projects.

10c.) Uses quantitative information to support arguments and draw logical conclusions. (15%).

  • Ex: When conducting focus group intake surveys – “What percentage of this demographic population is interested in Water Conservation and Resource Management and why?” – Use this information to draw conclusions for final report.
  • Ex: When conducting focus group intake surveys – “What is the median age group of individuals with fair to moderate knowledge on Water Conservation and Resource Management Practices.” Draw conclusions based on how their current year in college reflects in their knowledge on such practices.
  • Ex: When conducting focus group intake surveys “How does an individual’s major play into their overall knowledge of Water Management and Conservation.”