Project 2

1. During the Marshmallow Challenge, my group demonstrated aspects of self-regulated learning but also had areas where we fell short. We planned our approach by breaking the task into smaller parts, with different members working on separate sections of the tower. However, we did not incorporate continuous evaluation and feedback into our process. Instead of testing our structure along the way and making adjustments, we waited until the last minute to place the marshmallow on top, which ultimately caused our tower to collapse. Multiple perspectives played a significant role in our decision-making process. At the beginning, we discussed various tower designs and evaluated their stability potential. However, we prioritized height over stability, which was a miscalculation that impacted our final outcome.

For the EarSketch project, I did apply self-regulated learning by breaking the project into different parts and completing them one by one. I started by creating the music, which was relatively straightforward since, as a computer science major, I am comfortable working with code. Next, I selected a lo-fi theme that I felt matched the music style, and finally, I combined all the elements into the final video. However, I could have been more strategic in planning my time. Instead of working on the project in intervals and returning to it later, I could have scheduled my work more efficiently to complete it in a more structured manner.

2. Reflecting on this project, I see parallels with other moments in my academic journey where I was either more or less strategic. One significant example is when selecting my college courses and planning my majors. When I started college, I was eligible to take Calculus 3 but was too afraid to do so. Instead, I enrolled in Calculus 2, and when that class filled up, I took Calculus 1, even though I had already completed it. In hindsight, this was a wasted opportunity, as I spent two semesters retaking material I already knew. Later, when I decided to study abroad, I realized that pursuing a math major was no longer feasible due to the time constraints I had created for myself. Looking back, I wish I had taken a step back to evaluate my options more carefully and given Calculus 3 a chance. If I had planned more strategically, I might have been able to fit a math major into my academic path. One resource that could have helped me avoid this mistake was my academic advisor—I regret not consulting them more about my options before making these decisions.

Timing and location also significantly impacted why I was less strategic in my course planning. This happened during the height of the COVID-19 pandemic when everything felt uncertain. I was not as confident in my approach to academics as I might have been under normal circumstances. Additionally, I was unsure whether I would be admitted for the fall semester due to visa complications. Because of this uncertainty, I didn’t take course selection as seriously as I should have, ultimately impacting my ability to plan effectively.

If I had taken the time to evaluate my priorities, I could have determined whether my academic plan was aligned with my long-term goals. By checking in with myself and assessing whether I was making progress, I might have recognized sooner that I was not making the most of my course selections. Revising my plan would have been possible if I had sought help earlier. For instance, after completing my first semester, I could have spoken to my advisor about skipping directly to Calculus 3 instead of assuming it wasn’t an option. Unfortunately, I never explored that possibility, but I now realize that seeking guidance and being more proactive in decision-making could have made a significant difference.