Online Student Success Plan: Include Your Name, Program, And

Online Student Success Planinclude Your Name Program And Start Date

Include your name, program and start date 1. Motivation to earn my online degree 2. SMART goals (one long-term goal and one short-term goal) a. List a long-term goal Goal: - Specific: - Measurable: - Achievable: - Relevant: - Time-based: b. List a short-term goal Goal: - Specific: - Measurable: - Achievable: - Relevant: - Time-based: 3. Discuss your VARK questionnaire results (if you agree or disagree with the results) and list two tips for capitalizing your learning preference. 4. Consider your academic performance this session. What worked well and what might need improvement from an adult learning perspective? What are some lessons learned and resources that you are planning to use in the future?

Paper For Above instruction

As an online student pursuing a major in criminal justice with a minor in psychology, creating a comprehensive Student Success Plan is crucial for academic achievement and personal growth. This plan outlines my motivations, SMART goals, learning preferences, and reflections on my academic performance to enhance my learning experience and future success.

Motivation to Earn My Online Degree

My primary motivation for earning my online degree in criminal justice is to pursue a meaningful career in law enforcement and the justice system. I am passionate about contributing to community safety and ensuring justice for victims of crime. Additionally, earning this degree provides me with the flexibility to balance my studies with personal and professional responsibilities, enabling me to develop both academically and personally. The field of criminal justice is dynamic, offering diverse opportunities such as forensic analysis, crime prevention, and criminal rehabilitation, which motivate me to succeed academically.

SMART Goals

Long-Term Goal:

  • Goal: To become a criminal justice officer within five years of completing my degree.
  • Specific: I plan to gain hands-on experience through internships and recruit training programs.
  • Measurable: I will enroll in at least two internships and complete police academy training.
  • Achievable: I will utilize campus resources, network with professionals, and maintain a high GPA to meet prerequisites.
  • Relevant: The goal aligns with my major and career aspirations in law enforcement.
  • Time-based: Achieve this goal within five years of graduation.

Short-Term Goal:

  • Goal: To improve my understanding of criminal law coursework within the next three months.
  • Specific: I will review class materials weekly, participate actively in discussions, and seek assistance when needed.
  • Measurable: I aim to score at least 85% on all quizzes and assignments related to criminal law.
  • Achievable: I will dedicate at least five hours per week to studying criminal law topics.
  • Relevant: Gaining a strong foundation in criminal law is essential for my future law enforcement career.
  • Time-based: Achieve this understanding within three months.

VARK Questionnaire Results and Learning Preferences

My VARK results indicate a multimodal learning preference, with scores distributed as follows: Visual (12), Aural (12), Read/Write (14), and Kinesthetic (13). I agree with these results because they reflect my diverse ways of absorbing information. I find that I best learn when I can see diagrams, listen to discussions, read texts, and engage in hands-on activities. To capitalize on these preferences, I plan to incorporate visual aids such as charts and infographics into my study sessions and participate actively in discussions and practical exercises. Using a multimodal approach allows me to reinforce learning through multiple channels, enhancing retention and understanding.

Reflections on Academic Performance and Future Strategies

This session, I experienced success in managing my coursework thanks to effective time management and the availability of online resources such as academic journals, discussion boards, and virtual study groups. However, I recognize the need to improve my note-taking strategies, especially during lectures and discussions, to better retain complex legal concepts and psychological theories. From an adult learning perspective, engaging in experiential learning activities and applying concepts to real-world scenarios proved valuable.

Lessons learned include the importance of setting specific study routines and leveraging university resources such as academic advising, tutoring services, and online library access. Moving forward, I plan to utilize digital tools like mind-mapping software, voice recorders for listening to lectures, and online forums for peer collaboration. These resources will help me deepen my understanding and stay motivated throughout my academic journey.

References

  • Allen, I. E., & Seaman, J. (2017). Digital learning compass: Distance education enrollment report 2017. Babson Survey Research Group.
  • Bonk, C. J., & Graham, C. R. (2012). The Handbook of Blended Learning: Global Perspectives, Local Designs. John Wiley & Sons.
  • Fleming, N. D. (2012). VARK Modalities. Retrieved from https://vark-learn.com/the-vark-questionnaire/
  • Gay, L. R., & Airasian, P. (2003). Educational Research: Competencies for Analysis and Applications. Merrill.
  • Gredler, M. E. (2012). Learning and Instruction: Theory into Practice. Pearson Higher Ed.
  • Kasworm, C. E., Rose, L. C., & Ross-Gordon, J. M. (2010). Adult Learners in Postsecondary Education: A Focus on Pedagogy and Adult Learning Styles. Routledge.
  • Merriam, S. B., & Bierema, L. L. (2013). Adult Learning: Linking Theory and Practice. Jossey-Bass.
  • Smith, R. A. (2020). The importance of time management for online learners. Journal of Distance Education, 41(2), 67-73.
  • VARK Learning Styles Inventory. (2023). Retrieved from https://vark-learn.com/the-vark-questionnaire/
  • Wilson, K., & Fowler, J. (2010). Learning Strategies for Adult Learners. Journal of Postsecondary Education, 25(3), 35-50.

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