Write A 1000-Word Reflective Academic Paper Summarizing John ✓ Solved

Write a 1000-word reflective academic paper summarizing John

Write a 1000-word reflective academic paper summarizing John Ograh's professional resume and the ENC 1101 Online Schedule of Activities, highlighting qualifications, experience in student retention and advising, teaching strategies, and recommendations for implementing the ENC 1101 online schedule to support student success.

Paper For Above Instructions

Introduction

John Ograh’s professional record demonstrates a trajectory centered on student success, retention, and academic advising across multiple contexts. This reflective academic paper synthesizes his resume and the ENC 1101 Online Schedule of Activities to (1) summarize qualifications and experience, (2) identify evidence-based teaching and advising strategies implicit in his work, and (3) offer recommendations for implementing the ENC 1101 schedule to maximize student engagement and retention. This synthesis draws on established retention and engagement theory to contextualize practice (Tinto, 1993; Astin, 1993).

Summary of Qualifications and Experience

Ograh holds an MS in Counseling and College Student Personnel (CACREP accredited), a Postgraduate Diploma in Educational Management, and a BA in Philosophy. His roles include Diverse Student Success/Retention Coordinator, graduate assistant positions in teacher education, and multiple internships focused on first-generation students, student conduct, and academic advising. These positions involved direct advising, counseling, program coordination, crisis response, data analysis of academic performance, and implementing interventions for at-risk students. Notably, Ograh’s experience with tools such as Student Success Collaborative (SSC) Navigate and Maxient, and his collaboration with campus units, align with recommended integrated student success approaches (Pascarella & Terenzini, 2005; Kuh, 2009).

Evidence-Based Strategies Reflected in Experience

Several evidence-based strategies emerge from Ograh’s work. First, proactive advising and early-alert systems (e.g., SSC Navigate) embody best practices for retention by identifying and intervening with at-risk students early (Bean & Eaton, 2000). Second, holistic advising that addresses academic, personal, and financial barriers aligns with research showing that integrated supports improve persistence, especially for underrepresented and first-generation students (Tinto, 1993; Engle & Tinto, 2008). Third, targeted programming — workshops on major exploration, learning strategies, and first-year transition — reflects high-impact practices that foster student engagement and a sense of belonging (Kuh, 2009). Finally, Ograh’s use of restorative justice in conduct work and his coordination with campus partners indicate a developmental, student-centered approach consonant with contemporary student affairs practice (ACPA & NASPA guidance).

Analysis of the ENC 1101 Online Schedule

The ENC 1101 schedule is a modular, scaffolded course plan that emphasizes incremental mastery (quizzes, journals, drafts) and early engagement ("Start Here" module). The schedule’s requirement for active engagement and gating mechanisms (withdrawal for inactivity) are consistent with research stressing the importance of early commitment and academic integration (Tinto, 1993). The schedule’s structure — with study activities preceding assessment tasks and clear deadlines — supports learner self-regulation and transparency (Zimmerman, 2002). For first-generation and diverse learners, the explicit scaffolding and frequent low-stakes assessments promote continuous feedback and reduce the cognitive load associated with large summative tasks (Pellegrino, 2012).

Recommendations for Implementation

Drawing on Ograh’s experience and retention literature, the following recommendations aim to adapt the ENC 1101 schedule for maximal impact:

  • Integrate proactive outreach: Use early-alert data from LMS and SSC Navigate to personalize reminders and offer targeted advising before withdrawal thresholds are reached (Bean & Eaton, 2000; Ograh’s practice in weekly reporting to supervisors supports this).
  • Embed holistic supports: Pair ENC 1101 modules with short, skill-based workshops (time management, academic integrity, MLA/APA citations) and link students to financial and mental health resources, following holistic advising models (Pascarella & Terenzini, 2005).
  • Use scaffolded feedback loops: Maintain the course’s draft-and-revision cycle (e.g., synthesis essay drafts to Smarthinking) while ensuring faculty or trained tutors provide formative feedback aligned to rubrics — a practice shown to improve writing outcomes (Graham & Perin, 2007).
  • Leverage peer and faculty partnerships: Encourage peer review and near-peer mentors (e.g., writing fellows), which enhance engagement and lower barriers for first-year writers (Kuh, 2008; Ograh’s writing fellow role exemplifies this).
  • Culturally responsive pedagogy: Integrate examples and assignments that reflect diverse perspectives to increase relevance and belonging for underrepresented students (Gay, 2010).

Implications for Retention and Advising Practice

Ograh’s combined expertise in counseling, data-informed advising, and program coordination positions him to operationalize the ENC 1101 schedule in a way that promotes student persistence. By aligning early-alert systems, targeted interventions, and scaffolded coursework, institutions can create a coherent experience that addresses academic and non-academic barriers (Tinto, 1993; Astin, 1993). Moreover, training faculty and tutors in constructive feedback and cultural competency will amplify the efficacy of ENC 1101 modules for diverse student populations (Brookfield, 2015).

Conclusion

John Ograh’s resume reflects a practitioner-scholar approach to student success: evidence-informed, collaborative, and student-centered. The ENC 1101 Online Schedule of Activities offers a structured framework that, when coupled with proactive advising, scaffolded feedback, and culturally responsive supports, can significantly enhance first-year student outcomes. Implementing the recommendations above leverages Ograh’s strengths — early intervention, program coordination, and holistic advising — to translate course design into measurable gains in engagement and retention (Pascarella & Terenzini, 2005; Kuh, 2009).

References

  • Astin, A. W. (1993). What Matters in College? Four Critical Years Revisited. Jossey-Bass.
  • Bean, J. P., & Eaton, S. B. (2000). A psychological model of college student retention. In J. Braxton (Ed.), Reworking the Student Departure Puzzle (pp. 48–61). Vanderbilt University Press.
  • Brookfield, S. D. (2015). The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom. Jossey-Bass.
  • Engle, J., & Tinto, V. (2008). Moving Beyond Access: College Success for Low-Income, First-Generation Students. Pell Institute for the Study of Opportunity in Higher Education.
  • Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in middle and high schools. Alliance for Excellent Education.
  • Gay, G. (2010). Culturally Responsive Teaching: Theory, Research, and Practice. Teachers College Press.
  • Kuh, G. D. (2009). The National Survey of Student Engagement: Conceptual and empirical foundations. New Directions for Institutional Research, 2009(141), 5–20.
  • Pascarella, E. T., & Terenzini, P. T. (2005). How College Affects Students (Vol. 2). Jossey-Bass.
  • Tinto, V. (1993). Leaving College: Rethinking the Causes and Cures of Student Attrition (2nd ed.). University of Chicago Press.
  • Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.

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