Project 3

I felt comfortable working in the CPX labs because, as a CS major, reading and understanding code comes naturally to me. This made it easy to adjust the code and experiment with new ideas, and this is where my self-efficacy played a significant role. However, I struggled more with designing the layout for this project than with the CPX code itself. Initially, I wanted to create a tree wrapped in different-coloured yarn with fairy lights, but I ran into challenges with the materials. Making the tree while ensuring correct circuit connections proved difficult, especially with multiple tree branches. 

This is where self-regulated learning came into play, and I realised my initial idea wasn’t working, so I adapted and pivoted to the magic wand concept instead. Rather than getting stuck, I assessed the problem, adjusted my approach, and moved forward. Active listening also played a key role in my success. Professor Audrey’s guidance, particularly about resetting the CPX before testing new code, helped me troubleshoot more efficiently. Understanding how to effectively use the MakeCode website and test my work step by step made a huge difference in my learning process. 

When I studied abroad, I took a Compilers course in Computer Science. It was a strange and challenging experience because the academic support system I relied on at Mount Holyoke wasn’t available to me in London. There were no TAs or outside help, which left me feeling overwhelmed before I even started the course. I also lacked some of the prerequisites, and since the class was beyond my scope as an undergraduate, I convinced myself that I wasn’t as capable as the other students. This mindset made me hesitant to ask questions, afraid I would come across as unprepared or not smart enough. As a result, I didn’t engage with the class as much as I should have, which impacted my learning and, ultimately, my project grades.

After struggling through a few projects, I decided to lean on my peers for support. I made friends in class and turned to them whenever I got stuck, which helped me work through complex concepts. I also worked on shifting my mindset and reminding myself that, as a CS student, I had the skills to tackle complex problems, even if they initially felt intimidating. Looking back, I wish I had also engaged more with the professor and asked more questions in class. That could have made a significant difference in my understanding and confidence. This experience taught me the importance of seeking support early and recognizing that struggling with new material doesn’t mean I don’t belong; it just means I need to adapt my learning approach.