Week 8 Assignment: My Success Plan - PACE Quest ✓ Solved

Week 8 Assignment: My Success Plan Name: PACE section: Quest

Week 8 Assignment: My Success Plan Name: PACE section: Question Your Response

My Academic Plan

What kind of student do you aspire to be? As a person of integrity, how will you apply your integrity and the code of civility in the classroom? As you complete your coursework? As you collaborate with your peers? For example, how will you handle competing deadlines at home, school, and work with civility and integrity?

List the classes you plan to take in the next three terms. When do these classes start? Have you registered? Do you have any potential credit that will shorten your program? Have you requested all your transcripts? Are those received by the registrar’s office? What other opportunities exist to shorten the length of your program? What are your plans to complete those? How will you incorporate school into your life to make time to be a successful student? What support departments do you plan to interact with, and in what scenarios do you think you’ll need to use them?

What excites you about your program?

My Career Plan

What careers align to your personal values? How might you get experience in the field? (Think about how you might get involved in the career field through volunteering, internships, or some other way.)

My Support Plan

If you need support, who will you reach out to internally and externally? Do you have a mentor? How might a mentor help you succeed academically and professionally?

What will you do when the unexpected happens? How will you get back on track? Who will you communicate with for help inside and outside the university? What can we do to support you to be successful?

Paper For Above Instructions

Introduction and framing. This success plan is built on the premise that integrity, civility, and disciplined effort create the conditions for sustained academic achievement and personal growth. Grounded in research on motivation, self-regulation, and persistence, the plan emphasizes grit, autonomy, and structured support to help me become the student I aspire to be (Duckworth, Peterson, Matthews, & Kelly, 2007). It also recognizes that classrooms are communities where mutual respect and ethical conduct enable productive collaboration, a stance supported by decades of scholarship on civility, equity, and inclusion in higher education (Covey, 1989; Tinto, 1993). I will cultivate a growth mindset and deliberate self-regulation as I navigate the next three terms and pursue relevant career experiences (Bandura, 1997; Zimmerman, 2000).

Academic identity and integrity. I aspire to be a principled student who demonstrates integrity in every interaction—within the classroom, during coursework, and when collaborating with peers. Integrity means citing sources honestly, avoiding plagiarism, and communicating openly about deadlines or obstacles. It also means respecting the perspectives of others and practicing civility in discussions, even when disagreements arise. This aligns with the core principles of self-determination theory, which emphasize autonomous motivation and the alignment of internal values with academic tasks (Deci & Ryan, 2000). By acting with integrity, I foster trust with instructors and peers, which strengthens my learning environment and future professional relationships (Astin, 1993). I will seek feedback when needed and reflect on ethical decision-making as part of my ongoing development (Kuh & Hu, 2008).

Self-regulated learning and time management. A central component of my plan is developing effective self-regulated learning strategies: setting clear goals, monitoring progress, adjusting strategies, and reflecting on outcomes (Zimmerman, 2000). I will establish a weekly schedule that aligns with course demands, personal responsibilities, and support resources. I will prioritize tasks using near-term and long-term goals, maintain a growth mindset, and implement check-ins to ensure progress toward milestones (Duckworth et al., 2007). When faced with competing deadlines at home, school, and work, I will communicate proactively with stakeholders, negotiate realistic timelines, and seek academic support when needed, while maintaining civility in all exchanges (Covey, 1989).

Course planning and credit optimization. I will plan three consecutive terms in advance, noting start dates, registration windows, and any potential credits that may shorten the program. I will request transcripts early and confirm receipt with the registrar to avoid hold-ups. I will explore opportunities to accelerate the program by considering transfer credits, prior learning assessments, or credible cross-institution options, and I will outline concrete steps to pursue those opportunities. Research on high-impact educational practices shows that timely planning and structured opportunities for active engagement correlate with higher student success and persistence (Kuh, 2008; Kuh & Hu, 2008; Astin, 1993).

Support networks and campus resources. I plan to engage with academic advising, tutoring services, library resources, and student success programs as needed. I will identify at least one main point of contact for each area and outline scenarios in which I would reach out—for example, tutoring for challenging coursework, advising for degree planning, and disability services if accommodations are required. The availability and effectiveness of advising and support services are strongly linked to positive academic outcomes and persistence in college (Astin, 1993).

Career planning and experiential learning. I will align my career goals with my personal values and seek practical experience through volunteering, internships, or campus-based opportunities. Grit and intentional practice are key to building expertise in a field over time, and practical experiences can accelerate learning and professional development (Duckworth et al., 2007). I will curate a portfolio of relevant experiences, reflect on learning outcomes, and leverage mentorship to connect with practitioners and potential employers (Bandura, 1997; Deci & Ryan, 2000).

Mentoring and support. If I need support, I will identify mentors internally (faculty, advisors) and externally (professional networks, community organizations) who can provide guidance, accountability, and encouragement. A mentor can help navigate obstacles, interpret feedback, and maintain momentum toward goals (Schunk & Zimmerman, 2012). When the unexpected happens, I will reassess priorities, communicate early with relevant parties, and implement a revised plan to regain focus and progress (Tinto, 1993).

Resilience and ongoing improvement. I anticipate challenges and will build resilience by maintaining routines, practicing self-care, and staying connected to my purpose. I will monitor my well-being and adjust as needed to prevent burnout, acknowledging that intrinsic motivation and personal relevance sustain engagement over time (Deci & Ryan, 2000). I will periodically review my plan, celebrate milestones, and use evidence-based strategies to optimize learning and performance (Kuh, 2008; Astin, 1993).

Conclusion. By integrating integrity, civility, strategic planning, and proactive support, my Success Plan provides a clear roadmap for academic achievement and career development. This plan is not static; it will be revisited each term and refined in light of feedback, new opportunities, and evolving goals. The ultimate objective is to become a capable, ethical professional who contributes positively to the communities I serve, while maintaining a lifelong commitment to learning and growth (Covey, 1989; Kuh & Hu, 2008).

References

• Bandura, A. (1997). Self-efficacy: The exercise of control. New York, NY: W. H. Freeman.
• Covey, S. R. (1989). The 7 Habits of Highly Effective People. New York, NY: Free Press.
• Deci, E. L., & Ryan, R. M. (2000). The self-determination theory of human motivation. American Psychologist, 55(1), 68-78.
• Duckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101.
• Kuh, G. D. (2008). High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges & Universities.
• Kuh, G. D., & Hu, S. (2008). High-impact practices in science: A comprehensive approach to student engagement. Association of American Colleges & Universities.
• Schunk, D. H., & Zimmerman, B. J. (2012). Motivation and self-regulated learning: Theory, research, and practice. New York, NY: Routledge.
• Tinto, V. (1993). Leaving College: Rethinking the causes and cures of student attrition. Chicago, IL: University of Chicago Press.
• Astin, A. W. (1993). What Matters in College? Four Critical Years Revisited. San Francisco, CA: Jossey-Bass.
• American Psychological Association. (2020). Publication Manual of the American Psychological Association (7th ed.). Washington, DC: American Psychological Association.