My Goal Grade-A
Highlight the header for the column below to indicate which grade you plan to work toward in the course. Meeting the basic requirements for your chosen letter grade, according to the table below, is mandatory.
| A Work | B Work | C Work |
-Misses one class or less, or completes make-up work for excused absences -Annotates all readings thoroughly -Makes substantive comments in discussions -Completes all assignments on time (or has an approved extension request) -Work demonstrates intellectual engagement, care, effort, and growth in response to feedback -Collaborates substantially, contributes to vision, works equally with peers | -Misses two classes or less, or completes make-up work for excused absences -Annotates readings -Often participates in discussion -Completes all major assignments on time (or has an approved extension request) -Completes most SAs on time -Work demonstrates care, effort and growth in response to feedback -Collaborates equally, completes required work | -Misses three classes or less, or completes make-up work for excused absences -Completes most readings -Sometimes adds to discussion -Completes all major assignments on time (or has an approved extension request) -Completes at least four SAs -Meets minimal expectations on assignments; shows limited growth in response to feedback -Completes required collaborative work |
First-Week Introduction
Hello! Justin here. One of the reasons I chose some of these goals was because I could sense a shift into more data/numbers and information-based work hence the goal related to Qualitative Data, which is why I’m going to place a heavier emphasis on those assignments such as the Surveys, and Zotero Lists. As well as merging concepts from other topics in class and how they interconnect with each other, and finding and making central themes within the readings, and if not, I will at least separate them into specific parts. One i feel is the most challenging is merging content from other topics.
Midterm Introduction
One thing I have learned most in this semester is how to adapt when things go south very quickly. One of my old group members in our water retention group decided to drop out, causing our group to split off into diffrent groups, I was put into youth education, a whole diffrent topic all because of one person deciding to leave, every thing I had spent the last semester, which I had relativly liked up until that point, was made useless. The people in the new group I feel are leaving me behind, I feel as though be being added somehow inconvinenced them, all input i try to say is brushed off, and I feel rather isolated. Its taking me a while to adjust to this change, and as of writing this, I am still adjusting, My goal is to work this out and eventually make somthing new and good.
Final Introduction
Now the end of the semester has come, in my opinion, I feel I did a pretty good job finding sources. It seems that Qualitative research has taken up a small part in the surveys, but in places where I thought there would be a lot of qualitative research there wasn’t much, such as the Zotero Lists themselves, as they were just a list of the sources I used, when the sources themselves had more qualitative data. All this to say, I learned that one should never put all their eggs into one basket, I should have expanded it past qualitative data, because it almost always leads to expectations being broken.
Course Goals
Choose five goals from the CODES Student Learning Outcomes that you’d like to work toward. Choose goals that are relevant to the scope of this course, select artifacts/examples based on activities assigned for this course, and explain characteristics in a way that illustrates how your artifacts/examples demonstrate your progress toward the goal.
Goal 1 (20%)
Based on (2C from CODES Student Learning Outcomes): Transforming and bringing together concepts from multiple sources
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
| Thoroughly read all my given sources to find the most appropriate match for my given topic | Articles chosen and Creating Zotero Lists, as well as the Source Analyses | Articles that fit the topic to a decent degree and the source analyses using those Articles |
One way I feel I was able to transform and bring together concepts from multiple sources was by using my Zotero List to bring together multiple concepts from a number of sources and related them together such as connecting plant root stability with flooding.
Another way I feel I was able to achieve this goal was through my Source Analyses and using them to connect given articles to a certain topic.
Final
One way I feel I was able to transform and bring together concepts from multiple sources was still using the Zotero List, while It did take a back seat after the midterm, I still believe it was a useful tool.
Another way I was able to combine sources and concepts was by creating the Schrollytelling, where we used our survey results to explain the barriers of teaching water conservation.
https://iris-stories.github.io/codes2028-teacher-perspectives
A third way I was able to achieve this goal was by using my Source Analyses, and now I have my fourth one. This, along with my other schrollytellings, were essential to achieving this goal
One Final way I achieved this goal, is through the poster used for System Day, where we compiled all our research to present to elected officials.
Goal 2 (20%)
Based on (11A from CODES Student Learning Outcomes): Using Texts and sources in other contexts, not confined to that specific project
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
| Analyze the current subject and look at past subjects to see if i can find a contextual match | Source Analyses and Zotero and Scrollytelling Examples, Labs, and Info from Partners | These assignments will possess contexts from past readings and will be stated to be such |
One way I feel I could use texts and sources in other contexts, not confined to that specific project, is by using my Zotero List to compile all sources I have previously found, and be able to reuse them in other projects!
Another way I feel I was able to achieve this goal was through my Source Analyses and using them from their given purpose, and use their contexts in other places, such as here!
Final
One way I feel I could use texts and sources in other contexts is still by using the Zotero list as a reference for compiling all my sources, even when my group didn’t really use them, we still used a Google doc to keep all the sources, like a Zotero List!
Another way I feel I was able to achieve this goal was through my Source Analyses and using them from their given purpose, and use their contexts in other places, such as here, and this is the fourth and Final one!
Another way I achieved this goal was by using the schrollytelling, using all my group’s sources, and creating the presentation together!
https://iris-stories.github.io/codes2028-teacher-perspectives
One final way I achieved this goal is by using the info received from the partners, which was a source we used in multiple contexts!
Goal 3 (20%)
Based on (10C from CODES Student Learning Outcomes): Using Quantitative Data to explain a problem
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
| Using Data to explain a certain problem | Lab 2 and Surveys, Documents from Partners Zotero Lists | Taking accurate measurements of the said data and Displaying in a way that’s understandable |
One way I was able to use data to explain a certain topic was through my group Survey, In it we basically asked educators the demographics of their student populations as seen here as well as their perspectives on water education
https://siue.co1.qualtrics.com/survey-builder/SV_5gq6vmPJ0GIrwwe/edit
One other way I was able to interpret quantitative data to explain a problem was from my sources collected from my Zotero lists, In them, they have statistics and other data from research carried out by them, such as Groundwater being the source of 31.5% of all drinking water. (L. Andrade et al.)
https://www.sciencedirect.com/science/article/abs/pii/S0269749117349515
One way a Document from the partners would serve this goal is for a professional and in-depth look at the data from the topic at hand.
Unfortunately, the Lab 2 piece of evidence I had planned for this section is just not ready yet, as my group’s first Labs responses were so expansive(also, I’m new to the group.)
FINAL
One way I was able to use data to explain a certain topic was through my group Survey, In it we basically asked educators the demographics of their student populations as seen here as well as their perspectives on water education. And it also served a purpose during our scrhollytelling and syetem day presentation!
https://siue.co1.qualtrics.com/survey-builder/SV_5gq6vmPJ0GIrwwe/edit
Another way I achieved this goal, is through my Lab 2, which as of writing this, has finally been completed!
Along with that, is the transcribed interview with the partner, where we showed off our surveys and compared it to his opinion.
One last source I used to achieve this goal, was the poster that was made from System Day! as you can see we used our survey results to explain the shortcomings on why water conservation sint taught
Goal 4 (20%)
Based on (8C from CODES Student Learning Outcomes): Develops clear, innovative central messages with significant supporting materials
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
| Taking sources that apply specifically to that particular part | Interview Notes, and Source Analyses, Written Portions of lab, Points i bring up in dicussions | Having works that apply to a specific theme |
One way I feel I was able to develop clear, innovative central messages with significant supporting materials is with the Source Analyses! Because we were given a particular article to analyze, I was able to take the information of the article and relay it in a source analysis format.
When I chose these goals particularly when I chose the interview notes, I was under the impression that we would do these surveys in person/at school, but I guess that was an oversight on my part.
Another way I feel I met this goal was by participating in class discussions, often about the source analyses, by connecting them with other points said in class, we can make a whole collaboration.
FINAL
One way I feel I met this goal, was again, participating in class discussions, this time during the schrollytelling in which I developed the idea that a lack of pictures could set an eerie feeling.
Another way I feel I was able to do this, is by using all the Labs Writups to develop messages with the lab data as a supporting material
Goal 5 (20%)
Based on (3C from CODES Student Learning Outcomes): Applies ethical concepts to a question and considers how they fit into a particular problem
| What will you do to learn the content/ develop the skill? | What examples will you add to the portfolio to demonstrate your learning? | What characteristics of the chosen examples demonstrate you have met your goal? |
| Using proper qualms and ethic codes and how it applies to tasks | Source Analyses, Survey, Labs | A better understanding of Ethics in general and how it could relate to things outside the classroom |
One way I feel I was able to apply ethical concepts to a question and consider how they fit into a particular problem is through the Source Analyses, particularly the third one related to Water Quality and Pollution, where I emphasized that in some of the world, clean water is not commonplace.
Another way I feel I was able to achieve this goal was through the survey, where we specifically made it so minors/people who couldn’t consent were ineligible to complete the survey.
https://siue.co1.qualtrics.com/survey-builder/SV_5gq6vmPJ0GIrwwe/edit
FINAL
One way I feel I was able to solve a problem using ethics, was actually in my group, when I felt I was being ignored, I was about to make a big fuss about It, but I instead chose not to cause a scene and ruin the group dynamic, and the problem eventually fixed itself.