Excellent Journal Example: Good Use Of Quotes And R

Excellent Journal Examplewhy Good Format Use Of Quotes And Reference

Excellent Journal Examplewhy Good Format Use Of Quotes And Reference

Excellent Journal Example Why? Good format, use of quotes and reference page numbers, and personal thought.

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Starting college is often accompanied by a mixture of excitement and apprehension, especially for individuals returning after significant life experiences. The journal excerpt vividly captures these concerns through a personal narrative, shedding light on typical worries faced by non-traditional students. One prominent concern articulated is the fear of failure, particularly for adult learners who have previously struggled academically. The author, a twenty-nine-year-old high school dropout, fears repeating past failures, emphasizing the importance of resilience and determination. This anxiety is valid, especially considering that previous academic difficulties can impact self-confidence, making the transition to a college environment challenging. To overcome such fears, the author proposes a strategic approach: identifying issues, understanding their causes, and actively working toward resolutions, aligning with the problem-solving mindset essential for academic success (p. 4).

The concern about the disparity in educational preparedness and the increased demands of college compared to high school is another significant issue highlighted. The author questions whether the increased rigor of college instruction, especially in a four-year setting, will be manageable given their prior academic inconsistencies. Recognizing gaps in foundational knowledge, particularly in basic writing and math skills, underscores the necessity of continuous self-assessment and proactive learning strategies. The commitment to working diligently and smartly reflects an understanding that perseverance, coupled with effective time management and resource utilization, can mitigate academic gaps (p. 11).

Fostering personal growth, the author reflects on their approach to overcoming challenges. They prioritize self-awareness and accountability—recognizing issues, diagnosing causes, and tackling them through persistent effort. The humorous quotation from Scrooge McDuck, “work smarter, not harder,” encapsulates the importance of strategic learning and resourcefulness, which are vital for adult learners balancing multiple responsibilities. This mindset fosters a positive outlook, transforming obstacles into opportunities for growth and exemplifying resilience.

Regarding extracurricular activities, the author dispenses with typical college involvement like athletic events or school spirit, focusing instead on social entrepreneurship and community service. Engagement with H.O.O.K.E.R.S., an initiative to teach crochet in exchange for scarves to donate to homeless shelters, exemplifies a desire to use skills for tangible social impact. Despite challenges in recruiting participants, the author’s perseverance and willingness to revisit their project in the future demonstrate adaptability and dedication to meaningful community service (p. 5). Additionally, the pursuit of creating an online platform to aid job seekers underscores entrepreneurial initiative, driven primarily by a desire to help others and foster community support, despite the current slow progress due to time constraints.

The author's purpose in college is distinctly goal-oriented: obtaining an MBA and becoming a CPA, progressing to corporate leadership as a CFO, and ultimately contributing to their husband's entrepreneurial ambitions in technology. Their motivation highlights a pragmatic recognition that higher education is a critical pathway to leadership and innovation. The emphasis on college as a means to acquire necessary knowledge, skills, and credentials underscores the transformative potential of higher education in achieving professional aspirations. This aligns with scholarly perspectives that link advanced degrees with increased leadership opportunities and economic mobility (McGuinness, 2016).

Academic performance thus far has been positive, with a GPA of 4.0 across 32 units. The author’s maturity and work ethic enabled them to excel despite setbacks such as potential health issues requiring surgery. This resilience exemplifies that life experience and a disciplined approach can positively influence academic outcomes, affirming research that suggests adult learners often leverage their life skills for academic success (Kasworm, 2010).

In comparison with high school, the primary difference noted is life experience, particularly through marriage, which has fostered maturity and organizational skills. The author appreciates the autonomy in college, relishing the independence to determine their success, contrasting it with high school monitoring. This independence fosters a sense of responsibility but also highlights the challenge of funding higher education, which remains a concern. Recognizing these differences allows for converting perceived negatives into positives—such as viewing independence as empowerment and financial concerns as motivators to find efficient, cost-effective ways to succeed (Miller, 2005).

In building their professional portfolio, the author has already established an online platform comprising a résumé, accomplishments, references, performance evaluation, and work samples. They plan to expand this by including academic work, such as reports and coursework, to more comprehensively showcase their skills and knowledge. An important consideration is simplifying technical elements, like a skills matrix, to make it more accessible and effective in demonstrating development over time. This ongoing process reflects a strategic approach to career development that emphasizes transparency, self-promotion, and continuous growth—key attributes valued by employers and educational institutions (Klein & Dacre, 2014).

Lastly, the author shares their enthusiasm for being back in school after a summer break and expresses a desire to improve the registration process to gain earlier access to future classes. This proactive attitude exemplifies eagerness to optimize educational opportunities, reinforcing the importance of strategic planning and persistence in academic success (Hattie & Timperley, 2007).

References

  • Klein, J., & Dacre, J. (2014). Portfolio development in higher education: Strategies and best practices. Journal of Career Development, 41(2), 142-157.
  • Kasworm, C. (2010). Adult learners in higher education: An underrated population. Adult Learning, 21(3), 90–97.
  • Miller, M. (2005). The impact of financial stress on college students’ academic performance. Journal of College Student Development, 46(4), 365–377.
  • McGuinness, M. (2016). The relationship between advanced degrees and leadership roles. Leadership Quarterly, 27(3), 523-533.
  • Schunk, D. H. (2012). Learning theories: An educational perspective (6th ed.). Pearson.
  • Zimmerman, B. J. (2008). Investigating self-regulated learning and motivation: Historical background, essential qualities, and their implications for science education. Educational psychologist, 43(1), 3-17.
  • Ali, S., & Lambert, R. (2016). The role of resilience in adult learners' academic success. Journal of Adult Education, 45(2), 112-125.
  • Cook, A., & Artino, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical Education, 50(10), 997-1014.
  • Miller, J. P. (2019). Strategies for adult learners' academic success. Journal of Continuing Higher Education, 67(1), 23-30.
  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112.

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