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Thanks undergrad years!
I have been amazed
at what I have been able to do after these two and a half years, and I
am so
pleased with the skills I am able to share with others! I used the
skills I
brought with me from my experience as an undergrad: the ability to
organize due
dates and prioritize tasks. Many times as a high-schooler, I lost
assignments,
forgot about homework, and did not meet deadlines. In fact, my high
school
guidance counselor recommended that I attend Trident Technical College
instead
of my first choice College of Charleston. I knew what I was capable of
accomplishing, and after a gap year, I finally registered for the SAT
in time,
applied to College of Charleston, and was accepted!
College did indeed teach me the skills that
would make me successful later in life as a parent, as a co-founder of
a
stay-at-home moms group, Girl Scout leader, church volunteer, teacher,
and
ultimately graduate student. These experiences ultimately help me when
I am
advising and supervising my own students along their educational
journey.
Instructional Design of the program
Throughout this
program, I have learned that while the syllabus may look intimidating,
the
instruction is designed to help you achieve the requisite tasks! Most
modules
included a variety of resources to help students master the ideas:
video,
readings, simulations, case studies, discussions, etc. Our instruction
included
a variety of ways for us to demonstrate our mastery: job aids, wikis,
infographics, research papers, and video presentations. In my first
semester, I
impressed even myself when I was able to explain the three learning
theories to
my sister casually over the phone. I have been able to incorporate
these
teaching techniques into my own classes to help my students showcase
their
learning as well.
Reflection on collaboration
Collaborative
learning was an integral part of this program. I had distinctly
different
collaborative group experiences: one negative, one negative that turned
into a
positive, and one incredible experience. In my first partnership, my
partner
did not commit the requisite time to the project and her product was
unequal to
mine resulting in a bit of anxiety on my end. In retrospect, I should
have
communicated my concerns to my professor. I got low marks on that
paper, and I
was devastated. In my second pairing, my partner worked at a different
tempo
than I did. We crafted a collaborative product, delineated tasks in a
Google
Doc, and recorded our portions asynchronously. This resulted in some
anxiety on
my part, as I had to trust that my partner would meet her obligations.
I was
able to contact her, and she assured me that all of the work would be
compiled
and uploaded by the due date. In this pairing, I learned that when
partners
have different work habits, they can still be successful if they take
on roles
and tasks that reflect those preferences, especially if there is
effective
communication about expectations. In my final group project, I was
asked to
join a group because they knew that I produced good work. This group
was
stellar! We each took a portion of the project and churned out a
product
quickly. It was such a joy to Skype live with group members who were
equally
driven and equally capable. It truly lightened the load and made the
work a
breeze. I wish that teachers could experience collaborative projects
more often
so that they could anticipate some supports that their students might
need. In
this program, I found a wealth of resources to support students through
a
multi-stage project, including project work plans and reflections on
group
projects. By teaching students how to work in groups, we can ensure
that they
are successful.
Stronger than ever after this
journey
Over the last two and a half years, when
people at church ask me how my courses are going, they expect me to be
tearing
my hair out with trying to juggle work, kids, and classes. They are
surprised
when a smile comes over my face, and I tell them how much I love what I
am
learning. This is due in large part to my husband who has taken over
most of
the household duties. Our daughters are in their second and third years
in
college in Spartanburg and Columbia, and our son is now a teenager who
is
learning to become more responsible. I am learning to relinquish
control of it
all and trust that the shared work will get done! I never would have
imagined
being so blessed to have such a supportive family. Frankly, most of my
growth
has come from the groups of which I have been a part. Looking back on
my
successes, I wonder what that guidance counselor would think if she saw
me now.
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