Mary Underwood
This semester, me and my research team took all of our work from last semester, and everything we did at Alton Middle School, and produced different projects with it. We each made two, my first one was a presentation aimed at school admin, facilitators, and/or anyone who has wanted to start an after-school/extracurricular program for students. I talked about all of the things we did well, the things we didn’t do well on, what improvements we needed to make, and lessons we learned and how they would benefit anyone who was planning to start a program. For my second product, I wrote a paper talking about the benefits and positive results that came after adolescents started becoming involved in afterschool activities and extracurriculars. This paper was geared more toward parents or guardians and adolescent children, who wanted to know why they should let their children join any clubs, and allow them to see what possible outcomes are for young adults in an afterschool setting.
This semester I improved on analyzing text and taking what I read and adding it to what I know. I read a couple of articles about afterschool programs, the benefits that come out of them, and what can be expected to come out of them, and I was able to understand them and relate them to past experiences that my team had last spring. Looking back on the semester, I would say the thing I need to improve on moving forward is making sure I am staying on top of my tasks. There were multiple times that I would be in class and remember that I had something due that day, or there were times when I got due dates mixed up, so I think making sure I write everything down to help me remember what is due when and where I can find resources for it will be extremely beneficial.
Looking back on my experiences and my time in CODES I like realizing how far I have come without even realizing it. When I first got to SIUE, I was kind of a mess. I had terrible time management skills, and I had no idea how to do anything that involved data and digital humanities. While there is still room to improve, and there always will be room to improve, looking back and seeing how far I’ve come is cool. One thing I have appreciated in CODES is always having at least one person who knows how to help me solve a problem that arose. The community that comes along with the program is one of a kind, and it makes the experience so much more filling.
Spencer Steele
This past semester in CODES has been the culmination of all of the work that came before. When working with the Alton Middle School kids, there were quite a few times where we had to adapt due to unforeseen issues with technology, time, etc. This semester was nice because we didn’t have much in the way of issues with our work, however, we had the equally daunting task of communicating our research with others. Initially, we were going to have most of our tasks going to future CODES students, however, we weren’t able to complete this plan, as we had to choose a new target audience. This was our only major problem throughout the semester, otherwise it all went well.
It was also enlightening to see how much we have grown since the first semester. We are much better at our time management and have advanced our interpersonal communication skills as well. It is much easier to get work done now, and since we all have great chemistry with each other, it is often fun to get our work done as well. When thinking of our improvement overall, I am proud of both myself and everyone else for taking on the work that CODES has thrown at us.
In addition, I have also been able to apply skills from my own curriculum as an ECE student, such as programming, in a few of my assignments. Up until now, I haven’t been able to showcase a lot of my skills, since most of my strengths are in STEM. I was particularly excited about the crime map I had done, as it involved a little bit of coding in JS. Overall, this semester has been both enlightening and fulfilling to see the impact of our work and our growth as both scholars and people.
Madison Delgado
Through my college career so far, I learned how hard it was for me to transition from multiple professors and adapt to their different teaching styles. Assignments and reflections would all change, along with our work with our community partner. This made it very confusing for my research group and I to stay on track with course work and requirements we had to accomplish. Even though I had a hard time adjusting, all the different professors, each of them brought something different to the table. All of them taught our research team how to look at problems in different ways.
I soon then realized that not only did I have a hard time adjusting to professors I had a hard time accepting not everything is going to go to plan. When working on our after-school program, our research group thought we would have 8-9 weeks with the students but getting the program through the IRB and accepted took a couple of tries. This set us back a couple weeks causing problems in our teaching plans. Since we had our lesson plans all planned out and scheduled, changes needed to be made. Our team needed to take information out of the lesson plans, and that was challenging to decide what should stay and what should go. All together I have learned to be more flexible, and if our team is trying our best and putting their all into our projects, we can and will succeed.
Arriana Grimes
This semester has been filled with numerous opportunities for me to learn both academically and personally, in and outside the classroom. One of the most significant changes I’ve made is pushing myself to take more risks in assignments and letting my personality shine through them. In the past, I often stuck to safe, structured approaches, making sure that I met all the requirements but rarely going outside of my comfort zone. However, this semester I’ve made an intentional effort to experiment more with my work, whether it’s through the way I present ideas, the examples I choose, or even how I use language.
For instance, in my narrative essay, I’ve tried to infuse my writing with more of my authentic voice, making sure that my personal reflections and passions come through. Instead of focusing solely on what the requirements were and what my professor wanted to see, I’ve focused more on expressing my own ideas and interpretations. This has allowed me to make my work more engaging, both for myself and for my readers, and has given me a deeper sense of control over my projects. Taking these risks has been a rewarding challenge, as it has forced me to be more creative and to trust in my unique perspective. By embracing my own style, I’ve not only gained more confidence but also found that my work is more meaningful and impactful when it truly reflects who I am.
I also learned about my resilience. Balancing my academics with my other commitments has been a challenge, but I’ve found ways to stay organized and focused on my goals. Writing my narrative essays, particularly “Roots of Purpose: Finding Purpose Through Connection,” allowed me to reflect on my personal growth and my desire to use my voice and experiences to impact others. Through this process, I realized how passionate I am about creating work that not only reflects my experiences but also that others can relate to and encourages them to think about their own passions and purpose.
As I continue my studies, I plan to apply the things I have learned to not only my academic work but also to the clinical experiences I will encounter as a future speech language pathologist. By staying committed to growth, I’ll be better prepared to help my future clients overcome communication challenges. Overall, this semester has reinforced my desire to become a compassionate and resourceful speech language pathologist who can empower others to find their voice, just as I’ve learned to do for myself.
Stephen Watkins
During my time in the CODES program, I’ve developed a robust set of skills and qualities that I have already begun to implement in my academic journey at SIUE and will carry forward into my future career. Through hands-on learning, I’ve honed my abilities in qualitative and quantitative research methods, allowing me to approach problems with a systematic mindset. I’ve learned to identify and analyze credible sources for research, which has proven invaluable in courses outside of CODES, helping me produce stronger assignments and deepen my understanding of diverse subjects. My critical thinking and communication skills have also flourished, enabling me to express ideas clearly, make connections across disciplines, and approach challenges creatively. Embarking on in-the-field research has given me a tangible sense of how research can extend beyond theoretical frameworks, solidifying my belief that I can make a significant impact on real-world issues.
Specifically, my research with violence-impacted youth in Alton, Illinois, has served as a catalyst for personal growth and professional inspiration. Working closely with the Alton communities has shaped my perspective on the challenges they face, from systemic injustices to educational inequities, and reaffirmed my goal of utilizing my Mass Communications degree to uplift underserved populations. For example, collaborating with students to create digital stories allowed me to not only develop practical solutions for raising awareness but also to recognize the importance of adaptability. When faced with unexpected obstacles, such as a student struggling with literacy, I learned to adjust my teaching strategies to cater to his needs. This not only improved his engagement but also fostered measurable progress in his reading comprehension. These moments have deepened my commitment to ensuring that my future career contributes to fostering equity, amplifying marginalized voices, and driving positive change.
The emphasis on collaboration in CODES has also been transformative. Through projects with my peers and community partners, I’ve learned to work effectively in dynamic team settings. Adapting to multiple instructor changes—each with expertise in fields like sociology, history, anthropology, and English—taught me how to synthesize diverse perspectives and apply them to our work. Despite initial challenges, our team grew stronger, learning to navigate complex relationships with community partners while staying focused on our objectives. These experiences have prepared me for the collaborative nature of the workforce, where teamwork is essential to achieving success. I now approach group projects with confidence, knowing how to leverage each team member’s strengths while adapting to different working styles to reach a common goal.
Looking ahead, the skills I’ve gained in CODES will directly relate to my remaining time at SIUE and beyond. My improved presentation skills and ability to clearly articulate ideas will undoubtedly benefit me in future coursework, interviews, and professional opportunities. I’ve developed a stronger sense of community and purpose, which will continue to motivate me to engage meaningfully with those around me. As I pursue a career in Mass Communications, the tools and insights I’ve acquired in CODES will empower me to address complex societal issues, particularly those affecting violence-impacted communities. I envision using my degree to tell compelling stories, foster understanding, and implement programs that uplift and inspire. Ultimately, CODES has not only taught me how to be an effective scholar and professional but also how to be a person who actively seeks to make a lasting difference in the world.