Continuing Academic Success
October 20 2014
Continuing Academic Success
There are many steps a student or employee can take to ensure success in any endeavor they may choose to undertake. Whether you are a first-time student or someone interested in getting ahead at work, finding your personal learning style is a great place to begin. Then you have a starting off point for using your strengths and improving weaknesses. My personal learning styles, feeling and doing, indicate that I learn best when I care about what I’m learning, and when it applies to my life, and by physically doing something, like a lab which is usually very hands-on. Because getting my degree in order to improve my future is very important to me, caring about what I’m learning, no matter the subject, is quite easy. It will also apply to my life after college, so the hands-on aspect is met in that way, in that I can see how the subjects might be used in my future. Another important step for success is to set small goals. This step allows for easy opportunities to do well while making progress towards the larger "main" goal. Finding and using all available tools is essential for success, as is being ethical; doing the best work possible will ensure the best results. With long term goals such as ‘get a degree' or ‘get a promotion a raise or both', the amount of work can be daunting. Breaking those into smaller goals makes each step much easier to obtain. Those many small accomplishments can increase self-esteem, giving the student or employee a good sense of their ability to get things done, rather than faltering because they feel overwhelmed when looking at the big picture. In my situation, my long term goals are to graduate from college with a bachelor's degree, and then start a career that will allow me to take care of my family if needed. These are connected, and looking at them in the long term is very stressful, and overwhelming. Instead, I’m just focusing on the class I’m in at the time. If I can do well in my Foundations class, then I’ll start my next session on a high note, feeling like I’m already on the right path, and already succeeding. I haven’t set any small goals for my future career yet. That’s mostly because I’ve only just started looking at the details of where I might want to work. I don’t think I’ll be sure what exactly I want to do until closer to graduation, and I’m sure I won’t know where until I know better “what”. Something I learned in this first class is that there is an easy to follow format for writing and that it can be used in many formats and situations. ”It can be referred to as the “five paragraph essay” and consists of a thesis, three to five supporting paragraphs and a conclusion.” (Halusska, 2006) Learning about this basic formula was a bit of an ‘ah-ha’ moment for me. It gives a very basic way to write papers for just about any occasion that is easy to remember, and to follow. In any class where a paper is required, such as a book summary, lab results, or a short essay, this format can be applied. It also works for presentations, proposals or other professional writing settings. Using all of the resources available is a great way to ensure success. Knowing what those resources are, and how to find them is important as well. In the setting of the University of Phoenix, there are more tools for success than any college experience that I've had before. The University Library is so much more than it seems. When I hear "library," I think " big building with stacks and stacks of books for all interests". The online library has that, but it also has tools like the Center for Writing Excellence (CWE), and the Center for Math Excellent (CME). I haven't used the CME yet. I'm fairly sure it will come into play in my next class. The CWE, however, has been an essential part of my current class. It has tutorials, live help, a...
References: Halusska, J. C. (2006, Dec). In Defense of the Formula Essay. Academic Questions, 20(1), 46-55.
McNutt, P. A., & Batho, C. A. (2005). Code of ethics and employee governance. International Journal of Social Economics, 32(8), 656 - 666.
Cox, G., Braet, F., & Egerton, R. (2014, Feb). Ethics Issues. Elsevier, Micron 61(iv).
Ellis, D., & Toft, D. (2014). Becoming a Master Student (15th ed.). Stamford, CT: Cengage Learning. p.221
Please join StudyMode to read the full document