Reflection 1<\/p>\n\n\n\n
As my team prepares for our first visit to the site, we\u2019ve been thinking carefully about what we want to observe and learn\u2014both from the physical space and the people we\u2019ll be working with. Since our project is focused on understanding why young adults don\u2019t often take steps to conserve water, and how we can help change that, it\u2019s important for us to go in with open minds and pay close attention to what we see, hear, and feel.<\/p>\n\n\n\n
We\u2019re planning to notice how the space is set up\u2014does it feel welcoming and open for conversation, or more closed off and formal? Are there any signs, posters, or materials about sustainability or water conservation already there? We\u2019re also thinking about what the space tells us about the people who use it: does it seem like a place where students would naturally hang out or engage in discussions? We\u2019ll be using all our senses to get a feel for the environment\u2014what the vibe is, how people move through it, and how the design might support or discourage interaction.<\/p>\n\n\n\n
Since we haven\u2019t met our community partners yet, we\u2019re also preparing some questions to guide our conversations when we do. We really want to understand their goals, concerns, and any ideas they already have. Some of the questions we\u2019re planning to ask include:<\/p>\n\n\n\n
We also want to pay attention to how our partners respond\u2014not just what they say, but how they say it. Do they seem excited about working together? Do they have hesitations we should be aware of? Picking up on non-verbal cues like body language and tone will help us understand how to build trust and work together more smoothly.<\/p>\n\n\n\n
Even though we\u2019ve outlined some ideas already\u2014like surveying students and creating a mini workshop\u2014we know we\u2019ll probably need to adapt our plans based on what we learn during our visit. If we find out students are overwhelmed or not super interested, we might look into doing something quicker and more engaging, like a pop-up info booth or a fun, interactive event.<\/p>\n\n\n\n
At the end of the day, our main goal is to raise awareness and get more young adults thinking about how they can conserve water. But we also want to make sure we\u2019re doing that in a way that actually fits the space, supports our partners, and meets students where they are.<\/p>\n\n\n\n
Reflection 2<\/p>\n\n\n\n
For this project, I want my work to reach young adults, investors, professors, and especially the people who are directly affected by water conservation. I don\u2019t want this to just be something I turn in for a grade. I want it to actually matter to people who are connected to the issue. Young adults are important because we are the ones who will deal with the long-term effects of environmental decisions. If more young people understand how serious water conservation is, it could influence the choices we make in the future, whether that\u2019s personally or professionally.<\/p>\n\n\n\n
I also think investors are an important audience because money plays a huge role in what projects move forward and which ones don\u2019t. If investors are more aware of the long-term environmental and economic benefits of sustainable water practices, they may be more willing to support responsible initiatives. Professors are another key group because they guide research and help shape how these topics are discussed academically. Their feedback helps strengthen the credibility of my work and pushes me to think deeper about the issue.<\/p>\n\n\n\n
Most importantly, I want my work to reach the people who are directly affected by water conservation, especially communities dealing with water shortages or changes in water access. These people aren\u2019t just statistics in research\u2014they are real individuals whose daily lives are impacted. Their experiences should shape how I talk about the issue and remind me to approach it with respect and accuracy.<\/p>\n\n\n\n
Thinking about all these stakeholders changes how I write. I have to make sure my work is clear enough for a general audience but still strong enough academically for professors. It pushes me to focus on real impact instead of just completing the assignment. Overall, considering who I want to reach makes my work more intentional and meaningful.<\/p>\n\n\n\n
Reflection 3 <\/p>\n\n\n\n
The process of giving and receiving feedback has become an important part of how I learn and improve my work. When I give feedback, I try to focus on being helpful rather than critical. My first instinct is usually to point out what stands out to me, but I\u2019ve learned that feedback is most useful when it is specific and constructive. Instead of just saying something is \u201cgood\u201d or \u201cconfusing,\u201d I try to explain why. For example, I might point out where an argument is especially strong or where more explanation would help the reader understand the point better. I also try to balance positive comments with suggestions for improvement so the person knows what they are doing well in addition to what they can revise.<\/p>\n\n\n\n
Receiving feedback can sometimes be more challenging. My initial reaction is often to feel defensive, especially if I put a lot of effort into the assignment. However, I\u2019ve realized that feedback is not a personal attack but an opportunity to grow. When I take a step back and really read or listen carefully, I can usually see that the comments are meant to strengthen my work. I try to focus on patterns in the feedback. If multiple people mention the same issue, that shows me it is something I truly need to address. I\u2019ve also learned that asking clarifying questions helps me better understand what changes are being suggested instead of guessing.<\/p>\n\n\n\n
To give better feedback, I can slow down and be more intentional. I want to make sure I fully understand someone\u2019s purpose and audience before suggesting changes. I can also improve by connecting my feedback directly to assignment goals or criteria, which makes it more meaningful and relevant. Being respectful and empathetic is also important because I know how vulnerable it can feel to share unfinished work.<\/p>\n\n\n\n
To improve how I engage with feedback I receive, I plan to approach it with a growth mindset. Instead of focusing on what I did wrong, I want to focus on how I can revise and improve. Taking notes on feedback and creating a small action plan for revisions will help me apply it instead of just reading it and moving on. Overall, feedback is a tool that pushes me to think deeper, revise more effectively, and continue developing both academically and professionally.<\/p>\n\n\n\n
Reflection 4<\/p>\n\n\n\n
My recent interactions with my research team, our community partner, my professor, and the CODE320 mentors have made me think more intentionally about how I approach my work moving forward. Working with my group helped me realize that every part of the project connects, even if we are each focusing on something different. Since I was responsible for the social media campaign, I started to see how important it is for my work to match the overall goal of getting people to actually show up and engage in person. It\u2019s not just about making something look good online, but making sure it has a real purpose and leads to real action.<\/p>\n\n\n\n
Through feedback and conversations with mentors and my professor, I started thinking more strategically instead of just creatively. My professor gave me helpful ideas about making the campaign more clear and purposeful, especially in how I present the workshop and why it matters. Before, I was mostly focused on making posts that would catch attention, but now I\u2019m also thinking about who I\u2019m reaching, why it matters, and what action I want them to take after seeing it. This shift in mindset is going to shape how I continue working on the campaign because I will be more focused on impact and effectiveness rather than just finishing the assignment.<\/p>\n\n\n\n
Interacting with our community partner made the project feel more real and meaningful. It reminded me that the workshop is not just an idea for class, but something that is meant to help people and start conversations around an important issue. Because of that, I feel more responsibility to make sure the campaign actually reaches the right audience, especially those who are directly affected.<\/p>\n\n\n\n
Overall, these interactions are pushing me to be more thoughtful, intentional, and aware of the bigger picture. Moving forward, I want to keep improving how I balance creativity with strategy, while also making sure that what I create connects with people in a meaningful way and encourages real participation beyond social media.<\/p>\n","protected":false},"excerpt":{"rendered":"
Reflection 1 As my team prepares for our first visit to the site, we\u2019ve been thinking carefully about what we want to observe and learn\u2014both from the physical space and the people we\u2019ll be working with. Since our project is focused on understanding why young adults don\u2019t often take steps to conserve water, and how we can help change that, it\u2019s important for us to go in with open minds and pay close attention to what we see, hear, and feel. We\u2019re planning to notice how the space is set up\u2014does it feel welcoming and open for conversation, or more closed off and formal? Are there any signs, posters, or materials about sustainability or water conservation already there? We\u2019re also thinking about what the space tells us about the people who use it: does it seem like a place where students would naturally hang out or engage in discussions? We\u2019ll be using all our senses to get a feel for the environment\u2014what the vibe is, how people move through it, and how the design might support or discourage interaction. Since we haven\u2019t met our community partners yet, we\u2019re also preparing some questions to guide our conversations when we do. We really want to understand their goals, concerns, and any ideas they already have. Some of the questions we\u2019re planning to ask include: We also want to pay attention to how our partners respond\u2014not just what they say, but how they say it. Do they seem excited about working together? Do they have hesitations we should be aware of? Picking up on non-verbal cues like body language and tone will help us understand how to build trust and work together more smoothly. Even though we\u2019ve outlined some ideas already\u2014like surveying students and creating a mini workshop\u2014we know we\u2019ll probably need to adapt our plans based on what we learn during our visit. If we find out students are overwhelmed or not super interested, we might look into doing something quicker and more engaging, like a pop-up info booth or a fun, interactive event. At the end of the day, our main goal is to raise awareness and get more young adults thinking about how they can conserve water. But we also want to make sure we\u2019re doing that in a way that actually fits the space, supports our partners, and meets students where they are. Reflection 2 For this project, I want my work to reach young adults, investors, professors, and especially the people who are directly affected by water conservation. I don\u2019t want this to just be something I turn in for a grade. I want it to actually matter to people who are connected to the issue. Young adults are important because we are the ones who will deal with the long-term effects of environmental decisions. If more young people understand how serious water conservation is, it could influence the choices we make in the future, whether that\u2019s personally or professionally. I also think investors are an important audience because money plays a huge role in what projects move forward and which ones don\u2019t. If investors are more aware of the long-term environmental and economic benefits of sustainable water practices, they may be more willing to support responsible initiatives. Professors are another key group because they guide research and help shape how these topics are discussed academically. Their feedback helps strengthen the credibility of my work and pushes me to think deeper about the issue. Most importantly, I want my work to reach the people who are directly affected by water conservation, especially communities dealing with water shortages or changes in water access. These people aren\u2019t just statistics in research\u2014they are real individuals whose daily lives are impacted. Their experiences should shape how I talk about the issue and remind me to approach it with respect and accuracy. Thinking about all these stakeholders changes how I write. I have to make sure my work is clear enough for a general audience but still strong enough academically for professors. It pushes me to focus on real impact instead of just completing the assignment. Overall, considering who I want to reach makes my work more intentional and meaningful. Reflection 3 The process of giving and receiving feedback has become an important part of how I learn and improve my work. When I give feedback, I try to focus on being helpful rather than critical. My first instinct is usually to point out what stands out to me, but I\u2019ve learned that feedback is most useful when it is specific and constructive. Instead of just saying something is \u201cgood\u201d or \u201cconfusing,\u201d I try to explain why. For example, I might point out where an argument is especially strong or where more explanation would help the reader understand the point better. I also try to balance positive comments with suggestions for improvement so the person knows what they are doing well in addition to what they can revise. Receiving feedback can sometimes be more challenging. My initial reaction is often to feel defensive, especially if I put a lot of effort into the assignment. However, I\u2019ve realized that feedback is not a personal attack but an opportunity to grow. When I take a step back and really read or listen carefully, I can usually see that the comments are meant to strengthen my work. I try to focus on patterns in the feedback. If multiple people mention the same issue, that shows me it is something I truly need to address. I\u2019ve also learned that asking clarifying questions helps me better understand what changes are being suggested instead of guessing. To give better feedback, I can slow down and be more intentional. I want to make sure I fully understand someone\u2019s purpose and audience before suggesting changes. I can also improve by connecting my feedback directly to assignment goals or criteria, which makes it more meaningful and relevant. Being respectful and empathetic is also important because I know how vulnerable it can feel to share unfinished work. To improve how I engage with feedback I receive, I plan to approach it with a growth mindset. Instead of focusing on what I did wrong, I want to focus on how I can revise and improve. Taking notes on feedback and creating a small action plan for revisions will help me apply it instead of just reading it and moving on. Overall, feedback is a tool that pushes me to think deeper, revise more effectively, and continue developing both academically and professionally. Reflection 4 My recent interactions with my research team, our community partner, my professor, and the CODE320 mentors have made me think more intentionally about how I approach my work moving forward. Working with my group helped me realize that every part of the project connects, even if we are each focusing on something different. Since I was responsible for the social media campaign, I started to see how important it is for my work to match the overall goal of getting people to actually show up and engage in person. It\u2019s not just about making something look good online, but making sure it has a real purpose and leads to real action. Through feedback and conversations with mentors and my professor, I started thinking more strategically instead of just creatively. My professor gave me helpful ideas about making the campaign more clear and purposeful, especially in how I present the workshop and why it matters. Before, I was mostly focused on making posts that would catch attention, but now I\u2019m also thinking about who I\u2019m reaching, why it matters, and what action I want them to take after seeing it. This shift in mindset is going to shape how I continue working on the campaign because I will be more focused on impact and effectiveness rather than just finishing the assignment. Interacting with our community partner made the project feel more real and meaningful. It reminded me that the workshop is not just an idea for class, but something that is meant to help people and start conversations around an important issue. Because of that, I feel more responsibility to make sure the campaign actually reaches the right audience, especially those who are directly affected. Overall, these interactions are pushing me to be more thoughtful, intentional, and aware of the bigger picture. Moving forward, I want to keep improving how I balance creativity with strategy, while also making sure that what I create connects with people in a meaningful way and encourages real participation beyond social media.<\/p>\n","protected":false},"author":189,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_sb_is_suggestion_mode":false,"_sb_show_suggestion_boards":false,"_sb_show_comment_boards":false,"_sb_suggestion_history":"","_sb_update_block_changes":"","footnotes":""},"categories":[1],"tags":[],"class_list":["post-248","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/posts\/248","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/users\/189"}],"replies":[{"embeddable":true,"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/comments?post=248"}],"version-history":[{"count":7,"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/posts\/248\/revisions"}],"predecessor-version":[{"id":374,"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/posts\/248\/revisions\/374"}],"wp:attachment":[{"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/media?parent=248"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/categories?post=248"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/eportfolio.siue.edu\/samuel-lee\/wp-json\/wp\/v2\/tags?post=248"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}