Science 1A03 Ortega 400018742

Science 1A03 Portfolio Text

Science 1A03 served as a useful and applicable tool to have in first term of my
very first year of university. Unsure about how I would adjust to university life, what was
expected of me, what I was going to do with my undergraduate degree, if I had chosen
the right program, etc., the course provided much needed guidance and information.
Apart from the opportunity to meet with newly-made friends from my tutorial,
lectures provided answers to my insecurities and questions. At the beginning of the
term, lectures outlined expectations of university, while other courses dove head first
into content. Spending time on ethics and integrity expected from a student may have
seemed tedious, but it was important in understanding the dos and donts of
university. Lectures also introduced ways to learn content in science courses such as
blended learning. Helping to add variety and interest into the material through a
combination of web modules, readings, lectures and online assignments, I learned that
absorbing new material in university can be much easier, faster, and more interesting,
with studying and practicing promoted within the different mediums in many courses.
This better prepared and allowed me to develop my overall academic skills and to learn
more effectively.
The Introducing lectures, although not always the most interesting, offered
enjoyable aspects such as video interviews and charismatic presenters. The most
notable of these was the video shown during the Biochemistry lecture. It was visually
appealing and cinematic, but was also very informative and enthralling. Formatted more
like documentaries (which I enjoy very much), the video sparked interest in what the
speaker had to say and in the field. Other lectures featured engaging speakers and
although they take their work seriously, they were informal and entertaining. Again, the
Biochemistry presenter stood out for me, as she seemed to crack a joke about the lack

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of life in the room every other sentence, which kept my attention. Various lectures
harboured technical difficulties for at least 5 minutes, and I admit it was entertaining to
think "How many university professors does it take to turn on the sound?" It eased some
of my fears about presenting, because evidently even experienced professionals run
into embarrassing moments and issues.
As a night owl, it was a struggle to get to my early morning tutorials, but these
tutorials turned out to be the most beneficial and influential aspect of the Science 1A03
course. The first tutorials were relaxed flashbacks to Welcome Week, where the goal
was getting to know everyone and being comfortable with our mentors. This trend
continued as we were randomized into groups for our first MRIs. Despite my conclusion
about the tutorials for the course, I can firmly say that I did not enjoy nor learn much
from these projects. The activities (which took up most of the tutorials) were often
uninteresting and tedious, and their relevance to students often felt forced, specifically
to me, as I am in the Mathematics and Statistics program.
What I will remember from MRIs is not related to science, but rather about myself
and other people. The MRIs provided ways to get to know the people in tutorial, instead
of welcome-week style activities, which was very helpful at the start of the semester. I
gained more than one friend from outside my program through my first MRI group. In
changing groups, I was able to improve my social, writing, and leadership skills, as I
dealt with a much less cooperative and effective group. Although it was difficult and
often unpleasant, I learned a lot about working with people with different skills and
learning methods, and my own ability to succeed in certain situations. I was able to offer
advice and support to a group member, and stand up for group members on several
occasions, but I was impressed with my own professionalism. I have definitely come to
see that the most intelligent and contributing members can be the most difficult to work
with, but learning how to approach the problem is a new skill I wish to improve. I also

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improved how I am able to deal with my own shortcomings and mistakes. My first MRI
group experience felt like what being in a group is supposed to provide, a support and
an aid rather than a burden. In MRI 2, I made a miscalculation that changed the results,
and because I rarely make mistakes (especially simple calculation errors!) I was
embarrassed and discouraged. Not only was the group understanding, but together we
were able to fix it quickly and finish in time. MRIs taught me more about the group
experience than four years of high school ever could, therefore I would have liked MRI
assessments to have been reflective, as to better absorb and record my progress and
examine my relationships within tutorial.
My Science 1A03 experience has also been greatly affected by our three mentors.
Their attitudes and enthusiasm contributed to my overall enjoyment throughout the
term, and the amount of effort, wisdom and care put into our tutorial was unmatched by
any other mentors I have been paired with (surprisingly many as a first year). The
mentors had much to share on academics, but as all three were enrolled in Life
Sciences, I could not benefit or relate as much as other Life Sciences tutorial students.
Despite this, I feel I gained something just as important from the mentors. Struggling to
find a place in the McMaster community, I found myself a little fish in an ocean of
possibilities, and wanted to find an extra-curricular that I could become involved in. I
was lucky enough to have involved mentors, who promoted clubs and societies, and
offered insight into other options for me personally. I still have yet to become involved,
but am eager and knowledgeable about my options because of their suggestions.
The defining factor that made Science 1A03 different and in some ways more
beneficial than other courses is the reflection that occurred throughout. Weekly opinionbased quizzes were highlights of my week, because they were welcome breaks from
my studies while still keeping up with the course. I enjoy taking surveys and giving my
opinion, and the personal reflections required in the course offered me the same

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gratification. By recording my responses, I am able to recall my thoughts when writing

them, and examine how they have changed since, for example regarding my
expectations and goals for first year. These responses are different now that I have
been through this course and experienced the transition and difficulty of post-secondary.
This ties into the main goal for Science 1A03, which is why this final assessment
consists of a personal reflection. The course does not aim to teach facts, but to develop
my experiences and individual growth, therefore that is how I should be evaluated. The
development was personal and went beyond academics, so the opportunity to display
this is an adequate assessment of my learning. Past responses allowed me to analyze
how the course has influenced and changed my thoughts since the beginning of the
term and through this process I came to realize what I will really take from the course. I
will remember my group experiences and to back up my work, for example, for years to
come.
In the end, not only was I able to find the answers to those initial questions through
Science 1A03, but I was also able to get a stable start to university, learning more about
how I will change, grow and fit into my program and at McMaster.
My first term of university has produced a plethora of skills and allowed me to discover
and evaluate my goals and capabilities. I can attribute much of this development and
new-found knowledge to the Science 1A03 course. While applying for post-secondary, I
was indecisive and made sure to keep as many options open as possible by taking all
the science courses. Through the exploration of fields of science, I was reassured of my
decision to enter the Mathematics and Statistics program. Now that I have experienced
my program, met first years in science programs that were options, and seen the
opportunities available, I am very confident with my decision. Through discussion and
encouragement from course mentors, I also conducted my own research into my
undergraduate future, and decided on pursuing Actuarial Sciences.

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Being mentored also caused me to examine how I measure success and

development. Becoming a mentor would be my way of establishing and/or confirming
my personal growth and change, as well as my success in university and as a person.
Helping someone facing this new world of university is one of my goals, as my way of
paying it forward for all those who have helped me. Additionally, becoming a mentor
could allow me to develop skills that I currently lack in, such as teaching and patience.
Aside from mentors and lectures, the MAP tool served as a helpful asset that aided
my planning for next year and beyond. I wish I had this resource last year, because it
would have helped make my program decision much easier by providing information
and a set path. The most helpful aspect for me are the detailed course and program
descriptions. With the freedom to choose many electives in my program, Mosaics brief
descriptions did not provide enough information to make decisions. The MAP
descriptions offer enough for me to determine which courses I really don't want, as well
as information for level two requirements and applications, so the website continues to
be relevant and useful to me. I would very much like to see the site completed for upper
year courses, so that my experience with the site can benefit my academic future
further.
Academically, the Science 1A03 course provided me with insight and methods to
improve in my other courses, which will be useful long after I have completed the
course. Instead of being taught vocabulary or concepts, I was taught study strategies
and effective note and test taking habits. The importance of many valuable academic
habits were emphasized in the course, such as time management. Like many students,
I am victim to the cramming plague! I would not begin studying for a test more than a
week before, especially if there is a test or assignment in a different subject before the
date. It is difficult to break this habit because it has worked for me in the past, but I
discovered that cramming makes my mind weaker, as Science 1A03 forced me to reevaluate my habits. Studying in increments every day makes sense in theory, but I was

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afraid and unwilling to test it out. Why spend all those days studying, when I can
dedicate one and still do well? At peak midterm time I ended up using this increments
method, and to my surprise, it was just as, if not more effective than cramming, and
definitely healthier.
Time management is not the only improvement that Science 1A03 has brought
about in me. I have improved and updated my strategies for future success, and the
most notable of these is my ability to plan. To prepare for next term for example, I have
set out steps to complete; before the end of term, I spoke with an academic advisor to
aid in my decisions about a possible minor and second term courses. To set up my
success for the future, I am hoping to be able to complete a summer term, to gain
courses and knowledge under my belt and to lighten my future loads. I also must
prepare myself to take the first actuarial exams as well as for my new courses and the
burdens they may bring, as opposed to my experience with Science 1A03.
Science 1A03 has generated experiences and knowledge that I will take with me
throughout my university career. I learned a great deal from topics covered, even if I
didnt realize it at the time, but there are some topics that could have been more
beneficial. One of the most difficult parts about first term was my transition to university
life. Issues with roommates, making friends, adjusting to independent learning and
falling short of my own academic expectations are just some of the challenges I and
many others faced. Topics which would have been useful are resources available for
help on campus, common experiences in science, and ways and reasons to relieve
stress. Focusing on more personal topics rather than academic would have added to
the overall benefits and comforting experience of the course.