Academic Journal In Weeks 1-5 Of This Course You Will Comple

Academic Journalin Weeks 1 5 Of This Course You Will Complete An Acad

In Weeks 1-5 of this course, you will complete an Academic Journal assignment that encourages you to document insights you have gained during the week related to the Learning Resources, Discussions, and Assignments, and how these insights apply to your personal academic and career goals. Only your Instructor will see your Academic Journal. Before you begin this week’s Academic Journal, review the Learning Resource “Guide to Academic Journaling.” Note: For information regarding how your Academic Journal assignments will be evaluated, please review the grading rubric located in the Course Information area of the course. For your first Academic Journal assignment of the course, you will reflect on your transferable skills, and your responses to the Psychology Survey this week.

You also reflect on what your goals might be for this course and for your program of study at Walden. Academic Journal Assignment Instructions: By Day 7 After reading the assigned learning resources this week, complete the Week 1 Psychology Survey. To review your survey responses again, access “Attempts” and a green check mark appears under the Calculated Grade column. Click on the check mark and your completed survey will open. If you experience technical difficulties retrieving your responses, you can recall your responses by viewing the same survey items on page 21 of the course textbook.

Review Table 2.2 on page 18 of your Course Text (“A Listing of Transferrable Skills, with Examples”). Write 1 short paragraph for each bulleted prompt: Summarize any survey items that you responded to with either “Strongly Agree” or “Moderately Agree.” Explain why you responded in this way. If you did not respond to any items with “Strongly Agree” or “Moderately Agree,” explain why. Summarize any items that you responded to with either “Strongly Disagree” or “Moderately Disagree.” Explain why you responded in this way. If you did not respond to any items with “Strongly Disagree” or “Moderately Disagree,” explain why.

Reflect on your goals for this course and throughout your program of study at Walden. Also, identify and comment on the “transferrable skills” that you presently possess and the skills you are seeking to obtain (from Table 2.2 on page 18 of your Course Text). Make connections to the article “Alumni Perceptions of Workforce Readiness.”

Planning for Success: Based on your reflections on this week’s content and the results of the survey, record in the “Additional Goals at Walden” section of your Curriculum and Strategy for Success Planner any areas that you wish to learn more about. More detailed instructions are provided in the template (located in the Week 1 Learning Resources). Do not submit your Curriculum and Strategy for Success Planner at this time; you will submit your Planner in Week 6.

By Day 7 Submit your Academic Journal entry. Submission and Grading Information: To submit your completed Journal entry for review and grading, do the following: Scroll down to the bottom of the page and click on “Submit your Journal entry by Day 7” and click in the link. Click Create Journal Entry. In the Title field, enter the name of the Journal Entry using the file naming convention: WK1Journal+last name+first initial. In the Entry Message box, provide the journal entry by either typing your responses directly into the box or copy and paste text from a document on your computer. Do not attach document files for your journal entry. Click Post Entry. Grading Criteria: To access your rubric, see Week 1 Journal entry Rubric. Check Your Journal entry Draft for Authenticity: To check your Journal entry draft for authenticity, submit your Week 1 Journal entry draft and review the originality report. Submit Your Journal entry by Day 7: To submit your Journal entry, follow the instructions provided above.

Paper For Above instruction

The first week's academic journal serves as an essential reflective tool that connects students’ personal experiences, skill assessment, and academic goals within the context of their broader educational journey at Walden University. The assignment encourages students to critically analyze their responses to the Week 1 Psychology Survey, explore their transferable skills, and set strategic goals for their continued success. This paper elaborates on each component of the journal prompt, highlighting the significance of self-assessment and strategic planning in fostering academic achievement and workforce readiness.

Initial reflection on the Psychology Survey reveals notable insights into students' self-perceptions regarding their capabilities. The survey responses, ranging from “Strongly Agree” to “Strongly Disagree,” serve as indicators of confidence levels and perceived competencies in various transferable skills. Respondents who rate items with “Strongly Agree” or “Moderately Agree” typically demonstrate areas where they feel competent and prepared for academic challenges and professional environments. For example, a student might strongly agree with statements related to their organizational skills or communication abilities, indicating confidence in these areas. Conversely, responses at the “Disagree” end of the spectrum suggest potential areas for growth or lack of confidence, such as time management or critical thinking skills. Understanding these responses fosters self-awareness, which is fundamental for targeted personal and professional development.

Exploring the reasons behind survey responses provides further depth to this self-assessment. When students strongly agree with certain statements, it often reflects prior experiences, education, or inherent strengths that bolster confidence. For instance, a student who feels skilled in teamwork might cite previous collaborative projects or leadership roles that have shaped this perception. On the other hand, lower confidence responses can stem from limited experiences, unfamiliarity with certain skill sets, or challenges faced in academic or professional settings. Recognizing the reasons behind these perceptions enables students to develop tailored strategies for growth, such as seeking additional training, practice, or mentorship.

In addition to self-assessment, students are encouraged to reflect on their academic and professional goals. This involves considering both short-term milestones, such as successful course completion, and long-term career ambitions. Connecting these goals to their current skill set and areas for improvement helps create a clear pathway toward achievement. For example, a student aiming to become a project manager might focus on enhancing organizational or leadership skills identified as weaker areas in the survey responses. This intentional goal-setting underscores the importance of aligning personal aspirations with actionable steps supported by ongoing learning and development efforts.

The reflection extends to understanding and cultivating transferrable skills, which are critical for academic success and workforce readiness. Using Table 2.2, students identify the skills they currently excel in and the ones they seek to develop, such as communication, critical thinking, or technological proficiency. Making connections to the article “Alumni Perceptions of Workforce Readiness” reinforces the significance of these skills in real-world employment contexts. Alumni perceptions often highlight the importance of a well-rounded skill set that integrates academic knowledge with practical capabilities valued by employers. This linkage emphasizes that ongoing skill development is vital for transitioning effectively from academic environments to professional careers.

Finally, the assignment encourages planning for future learning. Based on reflections and survey results, students are advised to document areas of interest for further exploration in their Curriculum and Strategy for Success Planner, which will guide their ongoing growth. Although this planner is not submitted in Week 1, initial goals for future skill development and knowledge acquisition are essential for sustained academic and career success. Continual reflection and strategic planning are foundational practices that enable students to adapt to evolving professional landscapes and educational demands.

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