As She Begins Her New Journey At CSU Claudia Has Identified ✓ Solved
As She Begins Her New Journey At Csu Claudia Has Identified A New Goa
As she begins her new journey at CSU, Claudia has identified a new goal that she has, but she still needs your help. Review the material that is found within this unit. Click here (SEE ATTACHED BELOW) to access the goal worksheet, and use this worksheet to help Claudia summarize a SMART plan for managing her goals and priorities. In the same worksheet, complete a SMART plan for your own goals and priorities. You should use the details found within the Unit I Lesson to help establish a plan for Claudia. Do not forget to embrace the reading assignments for this unit as well.
Sample Paper For Above instruction
Introduction
Embarking on a new academic journey can be both exciting and challenging. For Claudia, starting at CSU marks a significant step toward her personal and professional development. To ensure her success, it is crucial that she establishes clear, actionable goals that are both achievable and motivating. Utilizing the SMART goal framework—Specific, Measurable, Achievable, Relevant, and Time-bound—Claudia can create an effective plan to manage her priorities throughout her academic journey. This paper discusses how Claudia can formulate her new goal within the SMART framework, complemented by the development of her own goals, using insights from the Unit I lessons and associated readings.
Understanding the SMART Goal Framework
The SMART goal framework is a widely recognized method for setting clear and attainable objectives. Each component works together to provide structure and focus. Specific goals define precisely what needs to be achieved, eliminating ambiguity. Measurable goals include criteria for tracking progress, enabling motivation and adjustment. Achievable goals challenge individuals without setting unrealistic expectations. Relevant goals align with broader personal or academic ambitions, ensuring that efforts contribute meaningfully. Time-bound goals establish deadlines, fostering a sense of urgency and commitment. Together, these elements facilitate effective planning and increased likelihood of success.
Claudia's Goal Development Using SMART
For Claudia, the initial goal might involve improving her academic performance or enhancing her time management skills. Applying the SMART criteria, her goal can be tailored as follows:
- Specific: Claudia aims to improve her GPA by dedicating additional time to her coursework and participating in study groups.
- Measurable: Her target is to raise her GPA by 0.5 points by the end of the semester.
- Achievable: Considering her current GPA and available study resources, this goal is realistic with consistent effort.
- Relevant: Improving her GPA aligns with her broader goal of academic excellence and career preparation.
- Time-bound: The goal will be achieved by the conclusion of the current semester, approximately six months.
This SMART plan provides Claudia with a clear roadmap, enabling her to monitor her progress and stay focused.
My Personal SMART Goal and Priorities
Following the same framework, I have established a SMART goal aligned with my academic aspirations. My goal is to enhance my research skills for a future thesis project. Specifically, I plan to complete three relevant research courses and participate in academic writing workshops over the next nine months. This goal is specific in targeting research skill development, measurable through course completions and workshop attendance, achievable with current resources and time management, relevant to my overall academic success, and time-bound within the upcoming academic year.
Conclusion
Setting effective goals is essential for navigating academic pursuits and achieving personal growth. The SMART framework offers a strategic approach to formulate and manage goals effectively. For Claudia, applying this method will help her stay committed and organized as she advances her studies at CSU. Simultaneously, developing my own SMART goals reinforces the importance of structured planning in personal achievement. By embracing these principles, students can better prioritize their efforts, monitor progress, and ultimately reach their academic and personal objectives.
References
- Doran, G. T. (1981). There’s a S.M.A.R.T. way to write management's goals and objectives. Management Review, 70(11), 35-36.
- Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.
- Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
- Maria, E. (2020). The importance of goal setting in higher education. Journal of Academic Success, 10(2), 45-56.
- Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. Theory into Practice, 39(2), 105-112.
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67.
- Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70.
- Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
- Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macro theory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182-185.
- Bozhkova, T. (2019). Goal setting and academic achievement: A systematic review. Educational Psychologist, 54(4), 254-267.