In The Last Week Of Class, We Are Going To Complete A Reflec ✓ Solved

In the last week of class, we are going to complete a reflection

In the last week of class, we are going to complete a reflection activity. This discussion topic is to be reflective and will be using your own words (500 words) and not a compilation of direct citations from other papers or sources. You can use citations in your posts, but this discussion exercise should be about what you have learned through your viewpoint and not a re-hash of any particular article, topic, or the book. Items to include in the initial thread: “Interesting Assignments” - What were some of the more interesting assignments to you? “Interesting Readings” - What reading or readings did you find the most interesting and why? “Perspective” - How has this course changed your perspective? “Course Feedback” - What topics or activities would you add to the course, or should we focus on some areas more than others?

Paper For Above Instructions

As I reflect on my experiences throughout this course, it’s interesting to consider the assignments, readings, and the general insights I've gained. Each component contributed significantly to my learning journey, offering not just information, but also opportunities to cultivate my critical thinking and personal perspective.

One of the more interesting assignments was the group project we undertook in the middle of the semester. In collaborating with my peers, I discovered the value of teamwork and the diverse perspectives each member brought to the table. Our project involved analyzing a complex case study, which required us to apply theoretical frameworks from our readings. This assignment was particularly engaging as it compelled us to think critically about real-world applications of the course content. The process not only enhanced our understanding of the theoretical aspects but also improved my communication and collaboration skills. I found that working closely with my classmates extended my learning beyond what I could achieve individually. It was rewarding to see how our different viewpoints could coalesce into a comprehensive analysis.

Among the readings, one that stood out to me was a chapter on ethical dilemmas in decision-making. This reading not only intrigued me but also shifted my perspective regarding the complexities surrounding ethical choices in professional environments. The discussion surrounding utilitarianism versus deontological ethics was particularly illuminating. I had previously thought of ethical decision-making in black and white terms; however, this reading encouraged me to appreciate the nuances and gray areas involved in meaningful decisions (Buchanan, 2019). The case studies presented as examples helped me visualize the real-life implications of these ethical theories, prompting me to ponder how I would navigate similar situations in my future career.

Another reading that left a lasting impression was an article that explored cultural competency in the workplace. It resonated with me because it highlighted that understanding and respecting cultural differences is crucial in today’s globalized work environment. The notion that our backgrounds significantly influence our communication styles and decision-making processes was eye-opening. It pushed me to reflect on my biases and consider how to approach diversity in a more informed and sensitive manner (Sue & Cheng, 2012). This not only enriches team dynamics but also enhances overall productivity by fostering inclusive environments.

Throughout this course, my perspective has transformed substantially. Initially, I approached the subject matter with a somewhat fixed mindset, believing that knowledge acquisition was primarily about memorizing facts and theories. However, now I recognize that learning is a dynamic process that involves questioning assumptions, engaging with different viewpoints, and applying knowledge in various contexts (Dweck, 2006). This shift in mindset has empowered me to adopt a more inquisitive and open approach to both my academic and personal endeavors.

In terms of course feedback, I believe it would be beneficial to introduce more interactive elements, such as workshops or simulations. These activities could provide hands-on experience with the theories we study, thereby reinforcing learning through practical application. Additionally, dedicating more time to discussions around recent developments in the field would help integrate current events with theoretical understanding, making the content more relevant to everyday situations. For instance, engaging with news articles or trending topics could spark rich discussions and deepen our understanding of the subject matter in real-world contexts.

Overall, this course has been a transformative experience for me. The combination of dynamic assignments, engaging readings, and reflective discussions has deepened my understanding and appreciation for the material. I have gained not only academic knowledge but also practical skills and insights that I will carry into my future endeavors. As I move forward, I am excited to apply the lessons I’ve learned and to continue expanding my horizons.

References

• Buchanan, E. A. (2019). Ethics in Information Technology. Cengage Learning.
• Dweck, C. S. (2006). Mindset: The New Psychology of Success. Random House.
• Sue, S., & Cheng, J. K. Y. (2012). Asian American mental health: A cultural competency perspective. American Psychologist, 67(7), 532-540.
• Brookfield, S. D. (2012). Teaching for Critical Thinking: Tools and Techniques to Help Students Question Their Assumptions. John Wiley & Sons.
• Kolb, D. A. (2014). Experiential Learning: Experience as the Source of Learning and Development. Pearson Education.
• Mezirow, J. (1990). Fostering Critical Reflection in Adulthood: A Guide to Transformative and Emancipatory Learning. Jossey-Bass.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Palmer, P. J. (1998). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. Jossey-Bass.
• Freire, P. (2000). Pedagogy of the Oppressed. Continuum.
• Garrison, D. R., & Anderson, T. (2003). E-learning in the 21st Century: A Community of Inquiry Framework for Conceptualizing E-learning. RoutledgeFalmer.