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For the most part, my answers to the initial application questions remain largely the same.

When writing my responses back in October, I had yet to teach my first class and my answers
were all kind of hypotheticalI knew I would become a leader of the Honors community and
learn a lot about myself as a teacher and a student from this experience, but I had yet to see and
go through that transformation. As I look back on the quarter and my original application, I can
say that all of my responses came to fruition and that what was once hypothetical became reality.
Being an Honors 100 Peer Educator definitely furthered my educational and personal goalsI
have waffled between going to medical school to become a doctor and going to graduate school
to eventually become a professor. Ive always wanted to be a doctor and I am still excited by
science, despite the rigor of STEM classes. However, the Honors 100 teaching experience has
allowed me to see what the other path might resemble, if only slightly. The foray into teaching
has been a really exciting one for me reading teaching-related articles and discussing various
teaching tactics and styles was interesting, but not overly enthralling. Getting in front of my
class, finally, was what was truly invigorating for me. I love speaking in front of people. Im
naturally enthusiastic and charismatic, and this boded well for me throughout the quarter. Im
very happy to see that I not only enjoyed being a Peer Educator, but it seems like my students
appreciated the experience as well. Its comforting to see that I can excel at being a
communicator and an educator, and that makes me hopeful for any future educational and
personal endeavor I decide to pursue.
I was a bit concerned going into Autumn quarter that I had taken on too much and that I
would be too busy with my courses, job, and teaching preparation to succeed at all of them.
However, all of these responsibilities fit nicely into one another and my experiences being a Peer
Educator will undoubtedly inform how I handle and respond to future situations. One aspect of
Honors 100 I particularly liked was the grading and feedback aspect of it. I thoroughly enjoyed
reading my students responses and assignments, analyzing their completeness, and providing
feedback accordingly. This process went hand in hand with my job at the Odegaard Writing and
Research CenterI was required to give appropriate and helpful feedback that supported longterm learning in both, and providing comments for my students enhanced and complemented my
skills as a tutor. Likewise, being a leader in the classroom has made me more aware of the
leadership styles of my professors and the organization of their classroom content. One of my
courses for Autumn quarter was a 40-person solely discussion based seminar. We only talked in a
big group, and through my experiences being a Peer Educator, I knew I, and others, could have
benefitted from smaller discussions. My 650-person Biology lecture incorporated small
discussion into the lectures, and I could tell that it helped my learning even if I just talked to the

person sitting next to me. I dont know if I would have been aware of the effects of these
discussion styles had I not had to actively think about them in my own preparations as a PE. I
will definitely be aware in my future coursework about these interactions between students and
teacher and perhaps become a more active participant (since I know how awkward it was being a
teacher waiting for a response) as well as appreciate the discussions we do have, since I also
know how much effort was put into lesson plans in order to make the day run smoothly.
I would definitely consider being a part of the Honors 100 Peer Educator experience
againif not my junior year, then definitely my senior year. I feel a really strong connection
with the Honors Program and am proud to integrate it into my undergraduate years. Working
with other Peer Educators and establishing a closer connection to the Honors Advisers has been a
really wonderful experience, and I would be honored to be able to continue this leadership role in
the future. As I stated in my original application, I love being a peer mentor to others and helping
those younger than me grow and learn in a new environment. Being a Peer Educator again would
be a wonderful experience, so that I can continue to morph and grow into a better leader and put
the knowledge I gained this past quarter into action in the future.
Over the course of the quarter, the importance of this program was really showcased for
me, and I learned a lot about myself in the process. I knew that the Honors 100 program was
extremely helpful for students, having been through it myself and knowing that fact firsthand,
but seeing all my students appreciate the assignments and sections as well reinforced this idea.
During the students final portfolio presentations, most of them indicated that certain assignments
were extremely helpful for them as they began their undergraduate journey. They said that the
assignments forced them to be active in their learning from the get-go, and that they were
thankful for the assignments, as they set them up for success in their first quarter and beyond. It
was really great to hear those comments, because it reinforced the importance of Honors 100. I
also saw some great connections being formed in the classroom, with people staying after to chat
with one another or sitting by someone new halfway through the quarter. I was really happy that
my students were so willing to get to know one another and be engagedand this shows another
aspect of an Honors 100 goal, which is to form community. I felt like our cohort, while not a
close-knit group of best friends, was a friendly and inviting environment that fostered the
beginnings of a community. As stated in my mid-quarter reflection, I also grew as a person this
quarter and faced some unexpected problems with my teachingnamely, correlating a less than
successful activity as a personal failing. I feel like I have grappled with that problem and have a
clearer mindset about what I can do in the future to deal with taking things personally when Im
not at fault. I know that I prepared and put time and effort into my teaching, and fully enjoyed

the process and experience. I can also say with confidence that my students enjoyed it too, so any
speed bumps along the way were neither my fault nor my students; its just how life happens
sometimes. Things may not have worked out the way I expected, but I moved on and learned and
didnt become discouraged, and that too helped make the quarter an overall success.