| Identifies and evaluate multiple approaches for solving problems.<\/td> | REFLECTION 5<\/td> | Finding a way around the problems faced<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n Reflection 5<\/p>\n\n\n\n Reflecting on the current semester as a whole and on my experience in CODES, I can identify several major insights that have become clearer for me. The biggest thing that came out of the project is the need to remain open-minded. Although, initially, it seemed frustrating, I can say now that adapting to changing circumstances is a natural aspect of any research as well as community project.<\/p>\n\n\n\n Secondly, participating in team projects helped me realize the importance of collaboration and communication skills. In fact, cooperation is always can bring certain problems that should be managed effectively. On the other hand, working together provides unique opportunities for exchanging thoughts, ideas, and experiences which can help create solutions.<\/p>\n\n\n\n Also, I got a better understanding of community-based work. I viewed community activities as a process of helping people and generating solutions to existing issues. After completing this project, I understand that community engagement requires listening, respect, and a readiness to cooperate and build relationships. It is important to recognize that a community is rich in terms of potential and knowledge and that one\u2019s task is to assist in developing it.<\/p>\n\n\n\n Finally, I believe that the experience had during this project made me more confident and allowed me to reflect on my preferences. Specifically, I feel that I became more comfortable with expressing my thoughts and opinions as well as challenging myself. I can conclude that CODES has turned into a significant experience for me. This project helped me to develop my perceptions regarding research, collaboration, and community engagement.<\/p>\n","protected":false},"excerpt":{"rendered":" Your Goal Grade 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 [These 5 goals are my main focus this semester because I believe they will help improve my writing and help me break habits to be able to participate in class in order to get the grade I\u2019m striving for. The assignment I am most excited for would be our group project. I don’t think there will be anything that may be challenging this semester. In order for this semester to be successful, I plan to stay on top of my work and communicate with my professor if I need help.] Midterm Introduction [I enjoyed being able to partner with the JJKFAN Community What did you struggle with? At this midterm mark I have gotten an new understanding of our presentation and hope to add the changes What goals haven\u2019t you yet met, and how will you make them a priority in the second half of class?] Final Introduction [At the beginning of the semester, I explained that my main focus was improving my writing, breaking habits that kept me from participating in class, and earning the grade I was striving for. Looking back now, I feel that I made progress, just not as much as I hoped, because I was faced with many challenges throughout the semester. There were times when balancing school, personal responsibilities, and stress made it difficult to stay fully focused and motivated. Even though I struggled at times, I still learned a lot about myself and the habits I need to improve moving forward. One area where I noticed growth was in my writing. I became more comfortable expressing my ideas and organizing my thoughts more clearly in assignments. I also learned that writing takes patience and revision, and that good work usually comes from taking the time to rethink and improve ideas instead of rushing to finish. Another challenge for me was class participation. Although I did not participate as much as I wanted to, I did push myself outside of my comfort zone more than I had before. I realized that participating in discussions can help build confidence and improve understanding of the material. One thing that surprised me this semester was how important time management and consistency are. At the beginning of the course, I thought staying on top of assignments would be easier, but I learned that procrastination and poor planning can quickly become overwhelming. Because of this, I want to continue developing better habits such as starting assignments earlier, creating schedules, and asking for help when I need it instead of waiting until the last minute. I also learned the importance of communication with professors and classmates, especially during difficult times. Even though I did not fully meet every goal I set for myself, I still believe I made meaningful progress and gained valuable experience that I can take with me into future courses. This semester showed me that growth does not always happen perfectly or quickly, but every challenge can still teach important lessons that help prepare me for success later on.] Course Goals Choose five goals from the CODES Student Learning Outcomes that you\u2019d 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. Civic Engagement (20%)Based on (1c CODES Student Learning Outcomes): tailors communication strategies to effectively listen, express, and adapt to others to establish relationships both in person and online 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? I will create a space where my peers feel heard and respected through my communication efforts. Final ProjectDissemination Plan Engagement during the group project, adding to the dissemination plan The purpose of the overall group project is to engage the students of the Jackie-Joyner Kersee Academy with different parts of their environments and teach them about biodiversity and conservation. This will be in the format of the development of the northern campus. Through a science-based approach, we will create an interactive learning environment which educates students on the role ecology plays in their daily lives. By displaying the interactions between plants, animals, and humans, we will utilize our research to convey the topic of ecology to 5-8th grade students within East Saint Louis, Illinois. Our project is designed with 5th through 8th grade students in mind. Because of the nature of ecology, a basic understanding of biology and food chain interactions will be necessary to properly understand the topics we will explore. Other stakeholders include the teachers of these students, as they will benefit from the environment through its dynamic nature. JJKFAN will also be considered as a stakeholder as they have oversight over the project and the topics that will be covered within it. Oral Communication (20%)Based on (8C from CODES Student Learning Outcomes): Shows understanding of the main idea and gives supporting details 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? Develops clear, innovative central messages with significant supporting materials. Reflection 1 Reflection 2 Reflection 1 The goal of our group project is to help students at the Jackie Joyner-Kersee Academy better connect with and understand the environment around them, especially when it comes to biodiversity and conservation. We plan to do this through the development of the northern campus, turning it into a space where students can actively learn and explore. Using a science-based approach, we want to create an engaging, hands-on environment that shows students how ecology is part of their everyday lives. By highlighting the relationships between plants, animals, and people, we hope to make these ideas more relatable and meaningful for middle school students in East St. Louis, Illinois. Our project is mainly designed for students in grades 5 through 8. Since ecology builds on basic science concepts, students will need some foundational knowledge of biology, such as simple food chains and how living things depend on one another. In addition to students, teachers are also an important part of this project. The space we create can serve as a dynamic teaching tool that they can use to support their lessons in a more interactive way. The Jackie Joyner-Kersee Foundation is another key stakeholder, as they help guide the direction of the project and ensure that the content and goals align with their mission. As it was mentioned to make it accessible to high school students as well, we think it would be best to keep what we have since what\u2019s being targeted is for 5th through 8th grade students. We hope to get not only them involved but also the community where then maybe highschoolers can become interested about conservation and biodiversity and how they can help their community. Reflection 2 For our project, we really want our work to reach the students at the Jackie Joyner-Kersee Academy, especially those in grades 5 through 8. They\u2019re the main focus because they\u2019re at an age where they\u2019re starting to understand more about science, but they also still learn best through hands-on experiences. By turning the northern campus into an interactive space, we want to help them actually see and explore biodiversity instead of just reading about it. The goal is for them to understand how plants, animals, and people are all connected, and to realize that ecology is part of their everyday lives. Teachers are also really important to this project. We\u2019re not just creating something for students to walk through\u2014we want it to be something teachers can actively use in their lessons. Their input matters because they know what works best in the classroom and what students need to learn. If they help shape the space, it can become a more useful and engaging teaching tool instead of just an outdoor area. Another big stakeholder is the Jackie Joyner-Kersee Foundation. Since they\u2019re already involved with the school and the community, their guidance helps make sure our project stays aligned with their mission and actually benefits the students in a meaningful way. Lastly, the East St. Louis community also plays a role. Even though we\u2019re focusing on middle schoolers, we hope this project sparks interest in others too, like high school students or families. Overall, all of these groups should help shape our work so it\u2019s relevant, engaging, and something that can last and continue to make an impact. Reading (20%)Based on (11c from CODES Student Learning Outcomes): Being able to read passages for understanding to be able to engage in conversation on the topic. 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? Research and undersatnd Dissemination plan Having a great plan and being able to collect data from it. The purpose of the overall group project is to engage the students of the Jackie-Joyner Kersee Academy with different parts of their environments and teach them about biodiversity and conservation. This will be in the format of the development of the northern campus. Through a science-based approach, we will create an interactive learning environment which educates students on the role ecology plays in their daily lives. By displaying the interactions between plants, animals, and humans, we will utilize our research to convey the topic of ecology to 5-8th grade students within East Saint Louis, Illinois. Our project is designed with 5th through 8th grade students in mind. Because of the nature of ecology, a basic understanding of biology and food chain interactions will be necessary to properly understand the topics we will explore. Other stakeholders include the teachers of these students, as they will benefit from the environment through its dynamic nature. JJKFAN will also be considered as a stakeholder as they have oversight over the project and the topics that will be covered within it. Collaboration (20%)Based on (12a CODES Student Learning Outcomes): Collaborating with group members 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? Helps collaboration move forward by articulating the merits of alternative ideas with another student. Scrollytelling Thoughtful notes that can be incorporated into an assignment https:\/\/iris-stories.github.io\/codes2028-urban-greenspace Civic Engagement (20%)Based on (9B from CODES Student Learning Outcomes):REFLECT ON PROBLEMS 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? Identifies and evaluate multiple approaches for solving problems. REFLECTION 5 Finding a way around the problems faced Reflection 5 Reflecting on the current semester as a whole and on my experience in CODES, I can identify several major insights that have become clearer for me. The biggest thing that came out of the project is the need to remain open-minded. Although, initially, it seemed frustrating, I can say now that adapting to changing circumstances is a natural aspect of any research as well as community project. 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