Portfolio Development Unit 11 Page Kaplan

El203 Portfolio Development Unit 11 P A G E K A P L A N U N I

Write your Educational Goal statement. Summarizing your educational goals is the first step to building your portfolio. Your goals should clarify your desired direction, both short-term and long-term, and help define your educational and career aspirations. Consider why you decided to take this course, what you hope to learn, and what events motivated your decision to further your education. Your goal statement should reflect your personal motivations, such as advancing in your field, completing a degree you started years ago, or setting an example for your children.

Identify your short-term and long-term educational goals and include them in your Personal Educational Goal Statement. This statement will be part of your portfolio and will guide your educational journey. Be sure to refer to the rubric provided in the EL203 Rubrics folder for evaluation criteria. After completing your statement, save it as a Word document and submit it via the Dropbox link in the course platform, following the detailed submission instructions.

Once graded, you may revise your goal statement if necessary and then enter it into the Portfolio Development and Assessment System (PDAS). You should receive login instructions via email and ensure you can access the system promptly. When inputting your goal statement into the PDAS, verify that the formatting remains clear and readable. Use the PDAS to include your components as instructed throughout the course, which will facilitate your portfolio assembly and grading process.

Paper For Above instruction

My educational journey is driven by a desire to improve both my personal and professional life. I decided to take this course because I am committed to advancing in my career and fulfilling my long-term goal of earning a college degree that I started years ago but had to pause due to various life circumstances. My short-term goal is to complete this course successfully, gaining the knowledge and skills necessary to move forward in my field, while my long-term goal is to obtain my degree, which will open doors to better opportunities and allow me to serve as a role model to my children.

Initially, my motivation was sparked by recent career changes that highlighted the importance of higher education and continual learning. I recognized that earning a degree would not only enhance my professional credentials but also boost my confidence and personal achievement. My immediate goal is to complete my coursework with good grades, balancing my personal responsibilities with my academic commitments. In the long run, I aim to pursue further education or specialized training that aligns with my career aspirations, such as certifications or advanced degrees.

These goals are both a reflection of my aspirations to grow professionally and a commitment to setting a positive example for my family. I believe that education is a powerful tool for empowering individuals, and I am dedicated to making the most of this opportunity. My plan involves maintaining discipline and seeking support when needed, ensuring I stay on track to reach my educational goals. By achieving these objectives, I am confident that I will positively impact my community and career, reinforcing my motivation to continue my educational journey.

References

  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  • Bloom, B. S. (1956). Taxonomy of educational objectives. Longmans, Green.
  • Covey, S. R. (1989). The 7 habits of highly effective people. Free Press.
  • Deci, E. L., & Ryan, R. M. (1985). Self-determination theory. Journal of Personality and Social Psychology, 53(1), 101–112.
  • Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122.
  • Schunk, D. H. (2012). Motivation in education: Theory, research, and practice. Pearson.
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.
  • Vroom, V. H. (1964). Work and motivation. Wiley.
  • Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68–81.
  • Zhao, C. M., & Kuh, G. D. (2004). Adding value: Learning communities and student engagement. Research in Higher Education, 45(2), 115–138.

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