IDS

IDS 104 Module Four Journal Guidelines and Rubric

Overview

In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.

Scenario

You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:

· Professor’s Feedback: “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”

· Peer Feedback: “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”

Directions

In this journal assignment, you'll analyze the scenario above involving the two contrasting pieces of feedback delivered via a digital communication platform.

Specifically, you must address the following rubric criteria:

1. Discuss how you might react to the  type and tone of each feedback message. Include the following:

A. What do you notice about the tone of each person’s feedback?

B. How do you think you might respond if you were given this type of feedback?

2. Explain which feedback inspires  a growth mindset and why.

3. Explain which feedback might reinforce  a fixed mindset and why.

4. Develop a  practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:

A. You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.

5. Reflect on a time you  received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:

A. What made the feedback effective or ineffective?

6. What to Submit

7. Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.

IDS 104 Module Four Activity Guidelines and Rubric

Overview

Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.

Directions

In this activity, you will create a  Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.

Specifically, you must address the following rubric criteria:

1. Identify a personal, academic, or professional  change you’ve experienced or are currently facing.

A. As a reminder, this change will be the foundation for your flexible goals.  

2. Outline at least two  goals that support the change you have identified. Consider the following as you draft your goals:

A. Can this goal change based on new information or experiences?

B. Does this goal encourage trying or improving rather than achieving a specific result?

C. Is it written using process-focused, growth-oriented language?

D. Will I revisit this goal and potentially revise it?

E. Does it reflect something real that I am experiencing?

3. Describe  what makes each goal flexible. Consider the following:

A. What tools or habits can help you remain open-minded?

4. Discuss one example of an  obstacle that might require you to be flexible. Include the following:

A. What obstacles can you predict might impact you achieving your goal?

B. How would you adjust your goal based on the situation you described?

5. Reflect on how you might  monitor progress on your goals. Include the following:

A. What signs might tell you it might be time to pivot your goal?

B. What signs might tell you that you have accomplished the goal?

What to Submit

Using the  Module Four Activity Template, create a flexible goal map and submit it for grading.

IDS 104 Module Four Journal Guidelines and Rubric

Overview

In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.

Scenario

You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:

· Professor’s Feedback: “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”

· Peer Feedback: “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”

Directions

In this journal assignment, you'll analyze the scenario above involving the two contrasting pieces of feedback delivered via a digital communication platform.

Specifically, you must address the following rubric criteria:

1. Discuss how you might react to the  type and tone of each feedback message. Include the following:

A. What do you notice about the tone of each person’s feedback?

B. How do you think you might respond if you were given this type of feedback?

2. Explain which feedback inspires  a growth mindset and why.

3. Explain which feedback might reinforce  a fixed mindset and why.

4. Develop a  practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:

A. You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.

5. Reflect on a time you  received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:

A. What made the feedback effective or ineffective?

6. What to Submit

7. Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.