90-100

What is Working Well

This semester in a summer session was the least amount of stress I've had throughout my grad school career. That said, it has been the easiest semester for me as a student–not working in the summer and focusing on getting the work done is the least amount of stress I've had. The dedicated time allowed me to fully immerse myself in the coursework without the competing demands of employment, which created a more focused and productive learning environment.

 

To make my life easier and what is working well for me is working ahead of time and having my peers view my work. This proactive approach has become a cornerstone of my academic strategy. By completing assignments well before their due dates, I create buffer time that allows for thorough review, revision, and peer feedback incorporation. The peer review process has proven invaluable, as my classmates often catch details I might have overlooked and offer fresh perspectives that enhance the quality of my work. This collaborative approach to learning has not only improved my academic performance but also reduced the anxiety that comes with last-minute submissions.

 

Additionally, maintaining a consistent daily routine and establishing dedicated study spaces has contributed significantly to my success this semester. The structure has helped me stay organized and maintain momentum throughout the course duration.

Areas for Improvement

As someone who is always looking to improve my methods, I know there are some areas I can improve on. One area I can improve on is being better at replying to discussion board posts in a timely manner. I think this is in part due to it being summer and being in summer mode, but I feel like overall I did my best to manage and get what I needed done.

 

While I maintained a relaxed summer mindset, I recognize that this sometimes translated into delayed responses to my peers' discussion posts. Timely engagement in online discussions is crucial for building meaningful academic relationships and contributing to the collective learning experience. Moving forward, I plan to establish specific times during the week dedicated solely to discussion board participation, treating these interactions with the same priority as other assignments.

 

Another area for growth involves time management during periods when multiple assignments overlap. Although working ahead helped tremendously, there were still moments when I felt rushed when several deadlines clustered together. I would benefit from creating more detailed project timelines that account for potential obstacles and allow for even greater buffer time.

 

I also recognize that I could be more proactive in seeking clarification when assignment instructions are unclear, rather than making assumptions that might lead me down an inefficient path. Developing the confidence to ask questions early in the process would save time and improve the quality of my work.

Community Collaboration

Along with 5389, I also took 5318. Both courses coincided very well due to what both courses represented: 5389 is the Developing Professional Learning course for those who will deliver the course, and 5318 is designing the course on who you are aiming for. The complementary nature of these courses created a rich, interconnected learning experience that enhanced my understanding of both instructional design and professional development delivery.

 

That said, I collaborated with two groups. In 5389, I collaborated with Kelsie Adams, Leslie Guttierrez, Veronica Mata, Ayla Rightenour, and Angela Speck. In 5318, I collaborated with Veronica Mata, Ayla Rightenour, Katelyn O'Quin, and Cristy Silkin. Both groups were absolutely helpful with the feedback I needed for my work. The diversity of perspectives within each group brought unique strengths to our collaborative efforts. Each member contributed different expertise and viewpoints that enriched our collective understanding of the course material.

 

Both Katelyn and Cristy were very helpful too when it came to my assignments in 5389, which saved me a lot of stress. Their willingness to provide detailed feedback and share their insights demonstrated the true spirit of collaborative learning. They often offered suggestions that I hadn't considered and helped me refine my ideas in ways that significantly improved my final products.

 

For both groups, we had a text conversation going on and a GroupMe. These multiple communication channels ensured that we could stay connected and support each other throughout the semester. The informal nature of text messaging allowed for quick questions and immediate responses, while GroupMe provided a more structured platform for sharing resources and coordinating group activities.

 

What was also helpful were the class GroupMe's, which added more clarification to the assignments and feedback. These broader class discussions created a sense of community that extended beyond our smaller collaborative groups. The shared questions and clarifications benefited everyone and fostered an environment where learning was truly a collective endeavor. The ability to see how other students interpreted assignments and approached challenges provided valuable insights that enhanced my own learning process.

The collaborative experience taught me the importance of diverse perspectives in academic work and reinforced the value of peer learning as a complement to traditional instruction.