The year is wrapping up and so is my ornithology class… And now we have to evaluate a credit flex that as no scale…. dun dun dun. This way of grading was actually a really good idea because I can actually explain what all I did over this semester and try to have it make a bit of sense (instead of just having diagrams and babblings of bird-stuff). I’ll try my best to stay away from the dry regurgitations of facts and such, but still get the point across that I feel my project should merit an A.
In all seriousness, I did put in a lot of time and effort into this course—even more so than all of my honors classes so far this year. Just the nature of this credit flex shows I really care about what I’m doing. It doesn’t make sense numbers wise for all the effort; even if I received an A+, it still lowers my GPA. I don’t need any extra science credit either. This project was mainly to demonstrate that I will take the initiative to go above and beyond what is required in order to achieve something spectacular. Okay, maybe many do not care one way or another that I pursued a credit flex and would not consider it a particularly spectacular feat, but at least I can look back proudly at all that I have accomplished over the year.
The bulk of my ornithology class was actually following lecture notes from a college professor. Dan Tallman posted almost 120 pages of lecture notes broken into sections. I grouped these sections into manageable topics that all seemed related and proceeded to summarize everything that I was learning in 28 parts. This alone was a painstaking process; it was like reading a textbook and pulling out the facts from each page. If I ran across unfamiliar vocabulary or concepts, I looked them up until I understood them (unlike some students… erm… that just skip the stuff they don’t know and move on just to get the assignment done).
Next I started familiarizing myself with the different topographies of birds. I started with the general body of a...
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