Project 1: Flower pot

When I started this project, I felt confident in understanding its technical aspects. I was comfortable handling electrical components after studying physics and working with circuits. However, I was much less optimistic in design, as I had never considered myself artistic or skilled in crafting aesthetically pleasing objects. My self-efficacy in circuits allowed me to approach the project with ease, but my mindset toward design was more limiting. I assumed my flower wouldn't look great initially, and that belief shaped my approach. I set low expectations and didn’t push myself beyond them. As a result, while I was satisfied with the technical execution, I didn't challenge myself creatively. Reflecting on this, I realise that my mindset held me back from exploring the design aspect more thoroughly. Moving forward, I want to shift my perspective and embrace design as an area for growth rather than a weakness. By adjusting my approach, I hope to engage more actively with creative elements in future projects. 

I am particularly interested in the sparkle skirt project because of my passion for fashion. I would love to incorporate a similar concept into my final project for this class. In terms of self-efficacy, I am confident in the design and construction aspects since I have experience sewing and would be comfortable working with conductive thread. However, when integrating the motion sensor, I feel much less confident. I don’t have experience with motion sensors and wouldn’t know where to start with their mechanics or functionality. This is where mindset plays a crucial role. My initial reaction is hesitation, but with a shift in perspective, I can approach this as an opportunity to learn rather than a barrier. Instead of shying away from the challenge, I want to embrace it and actively work toward understanding the technical side of the project. 

Computer science courses are firmly within my comfort zone. I rarely feel anxious about taking a new CS class because I’ve been majoring for some time and understand how the department operates. I’m familiar with different professors’ teaching styles and know how to adapt my learning strategies to excel. I also feel confident tackling projects since I know a strong support system exists. When it comes to exams, I enjoy the structure, and there’s usually a single correct answer, which gives me a sense of certainty and control. In contrast, humanities courses feel much more uncertain and complex to navigate. Each department operates differently, making it hard to adjust to varying expectations. I also struggle with writing papers because I find the grading subjective. Unlike exams, where I can confidently walk out knowing whether I did well or poorly, papers feel unpredictable. Ironically, when I carefully plan and spend time on my writing, my grades are worse than when I rush through an essay at the last minute. This inconsistency has made it even harder to enjoy humanities courses. Looking back, I realise that my mindset plays a huge role in how I approach humanities. Because I don’t enjoy writing, I make the process even more complicated, ultimately affecting my performance. I also lack confidence in these classes, often feeling like my peers have more experience and knowledge, which leads me to engage less. If I could go back, I would tell my former self to be more confident in my abilities and not be afraid of looking "stupid." Asking more questions and embracing the learning process, rather than focusing on discomfort, would have helped me engage more deeply and improve my experience in humanities courses.