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 that the semester is over, use your introduction to reflect in-depth on your process. How well did you meet the goals you set out to meet? What did you learn that surprised you? Focusing on your goals for this class, what do you want to remember to take with you into your future courses? What strategies can you use to continue developing toward these goals?]
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.
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!
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.)
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.
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