Fluent Essays

answer all the questions. b v1` m TABLE OF CONTENTS Page 1. Doing My P.A.R.T----------------------------------------------------------------------------------- 2. Finding & Using Campus Resources ----------------------------------------------------------- 3. What is Your Story-------------------------------------------------------------------------------- 4. Reflections------------------------------------------------------------------------------------------ 5. Goal Setting Assessment------------------------------------------------------------------------ 6. S.M.A.R.T. Goal Worksheet--------------------------------------------------------------------- Doing my P.A.R.T READ CAREFULLY- Instructions: Review and complete the following: 1. Obtain a copy of your Curriculum Balance Sheet (CBS) from your Department/Dean’s Office/College/School. 2. Update your Curriculum Balance Sheet with your courses you have completed. 3. Include courses in which you are enrolled Fall 2021 4. Meet with your Academic Advisor and have him or her sign and date your CBS. 5. Scan or take a picture and then upload it under the “Curriculum Balance Sheet” · 60 points FINDING & USING CAMPUS RESOURCES Instructions: Part of adjusting to college and being a successful student is knowing where to look for help – before emergencies arise. Write the location (building and room #) and a problem that might be solved by a professional at each campus resource in the boxes below. 10 points 1. Dean of Students’ Office 2. Academic Dean’s Office 3. Academic Advisor’s Office 4. Counseling Office 5. Academic Support Center (REACH) 6. Library 7. Career Education/Leadership Development Center 8. Office of Financial Aid 9. Office of the Bursar 10. Office of the Registrar Instructions: Describe the things you did since enrolling in College at Tuskegee University which resulted in your academic success or failure List the strategies you plan to use this semester that will ensure you will continue along the path of success or make improvements. 20 points Your paper should (minimally) consist of 3 well written paragraphs, free of grammatical and spelling errors. Write your response in the box below. Instructions: Imagine your High School Principal invited you as the Graduation Commencement Speaker – what advise would you give to the students about what it means to be a successful College student? 20 points Your paper should (minimally) consist of 3 well written paragraphs, free of grammatical and spelling errors. Write your response in the box below. Development Goal Setting Assessment SP17 GOAL SETTING ASSESSMENT Instructions: The following statements are designed to assess your use of goals in your studies and your life. Please mark ( Place the cursor over the # and then make it bold or highlight with a color of choice ) the rating which best reflects your own experience for each item. Be as honest as you can in responding to these statements so that you can create a realistic picture of how you currently use goals to direct your learning and actions. 20 points 1. I keep a written set of current long-term, Never/ Rarely 1 Sometimes 2 Often 3 Almost Always 4 medium-term and short-term goals for my academic, vocational, and personal life. 2. I have a clear idea of what I want to accomplish by being in school. 1 2 3 4 3. I know specifically what grade point average I plan to make this semester. 1 2 3 4 4. When I set a goal I make it specific, measurable, attainable, relevant, and include a time frame for completing it. 1 2 3 4 5. I write goals in a positive format—focusing on what I can and will do, not on what I should avoid doing. 1 2 3 4 6. I take major goals and divide them into smaller goals which I put into my schedule for completion. 1 2 3 4 7. I set goals and monitor my progress towards them on a weekly basis. 1 2 3 4 8. I keep a daily “to do list” for key tasks and check off those I accomplish. 1 2 3 4 9. I adjust my actions as necessary to keep on track with my goals. 1 2 3 4 10. I keep records of my goals and reward myself 1 2 3 4 Retrieved from: http://www.austincc.edu/behscitf/Goal-setting\%20Assessment.pdf Instructions: List ONE goal you wish to accomplish this semester. Use the S.M.A.R.T approach. 20 points S.M.A.R.T. Goal Worksheet Today’s Date: Target Date: Start Date: Date To Be Achieved: Goal: Specific: What exactly will you accomplish? Measurable: How will you know when you have reached this goal? Achievable: Is achieving this goal realistic with effort and commitment? Do you have the resources to achieve this goal? If not, how will you get them? Relevant: Why is this goal significant to your life? Timely: When will you achieve this goal? This goal is important to me because… 1 TABLE OF CONTENTS PAGE 7. Acrostic Poem------------------------------------------------------------------------------------- 8. My Role Model------------------------------------------------------------------------------------ 9. Problem Solving---------------------------------------------------------------------------------- 10. My Family – Who Are They?------------------------------------------------------------------- 11. Got Ethics?---------------------------------------------------------------------------------------- 12. Future TU Alum---------------------------------------------------------------------------------- 13. Administration----------------------------------------------------------------------------------- 14. Leadership Style Assessment----------------------------------------------------------------- 15. Career Goals----------------------------------------------------------------------------------- Acrostic Poem Instructions: Create an Acrostic Poem about your characteristics/personality using the FIRST letters of your first. An example is provided. Click and write in the Box. 10 points Instructions: Write a letter to a relative or close friend of your choice who you consider a Role Model. Inform the person of the characteristics you admire about him/her and the qualities they possess that you would like to develop. Write in the Box. Use the established format of letter writing. Minimally 3 paragraphs (5-7 sentences for each paragraph). Do not use terms such as “Hey Friend” (20 points) Instructions: Briefly Describe a problem you encountered sometime in your life (academic, personal, family, friendship etc.) or an important decision you had to make. Review and the Six (6) Strategies for Creative Problem Solving and Decision Making. 20 points 1. DESCRIBE THE PROBLEM? 2. BRAINSTORM – LIST SOME POSSIBLE SOLUTIONS 3. EVALUATE THE POSSIBILITIES 4. DESCRIBE OR LIST YOUR SPECIFIC PLAN 5. HOW WILL YOU PUT YOUR PLAN INTO ACTION? 6. EVALUATE YOUR PLAN MY FAMILY – Who Are They? Instructions: Describe your immediate Family - Who are they? What do they enjoy doing? What’s their favorite food? Games? What are their beliefs? How have they influenced your life, if any? If you could change anything about your family, what would that be and why? Who has been the most influential family member in your life? Why? [You can include pictures of your family if you so choose. Write in the Box below.] 20 points Instructions: Read the questions below and provide your answers. 10 points 1. You saw your roommate cheating in an Online exam. What would you do? 2. You are a Chef at a Restaurant and is planning a Birthday Party for your 16 year old. Would you use items from your workplace to lower the cost you will have to spend preparing the meals? State the reason(s) for your response. 3. You are working in the University Bookstore. A student is short $5 for a Textbook which cost $395. What would you do? 4. You went to Burger King and gave the Cashier $10 to purchase a #1. She returns $10 more than what you should have received as change for your purchase, however, you did not realize that until you were back in your dorm room. What would you do? 5. You and your roommate went shopping. While in the store you notice your roommate going to the bathroom with a pair of Brand Name Sneakers. He returns with it on his feet and a big grin on his face. As you both depart the store you are greeted by two Police Officers. Your roommate decides to run. One Office goes after him and the other places a handcuff on you and told you that you will both be charged for stealing. What would you do? Instructions: Describe how you plan to stay connected as an Alumni of Tuskegee University. How will you contribute to the University: Service, In-Kind Gift and/or Monetary Contributions? 10 points Future TU Alum In structions: If you were on the Administration Council at Tuskegee University what activities would you recommend that would help to increase students’ academic success at Tuskegee University. 10 points Leadership Style Assessment Instructions: Respond to each item according to the way you would be most likely to act as the leader of a work group. Highlight whether you would be likely to behave in the described way: always (A); frequently (F); occasionally (O); seldom (S); or never (N). 25 points If I were the Leader of a work group . . . A F O S N 1. I would most likely act as the spokesperson of the group. A F O S N 2. I would encourage overtime work. A F O S N 3. I would allow members complete freedom in their work. A F O S N 4. I would encourage the use of uniform procedures. A F O S N 5. I would permit the members to use their own judgment in solving problems. A F O S N 6. I would stress being ahead of competing groups. A F O S N 7. I would speak as representative of the group. A F O S N 8. I would needle members for greater effort. A F O S N 9. I would try out my own ideas in the Group. A F O S N 10. I would let members do their work the way they think best. A F O S N 11. I would work hard for a promotion A F O S N 12. I would be able to tolerate postponement and uncertainty. A F O S N 13. I would speak for the group when visitors were present. A F O S N 14. I would keep the work moving at a rapid pace. 1 A F O S N 15. I would turn the members loose and let them go to it. A F O S N 16. I would settle conflicts when they occur in the group. A F O S N 17. I would get swamped by details A F O S N 18. I would represent the group at outside meetings. A F O S N 19. I would be reluctant to allow the members any freedom of action A F O S N 20. I would decide what shall be done and how it shall be done. A F O S N 21. I would push for increased production. A F O S N 22. I would let some members have authority that I could keep. A F O S N 23. Things would usually turn out as I predict. A F O S N 24. I would allow the group a high degree of initiative. A F O S N 25. I would assign group members to particular tasks. A F O S N 26. I would be willing to make changes A F O S N 27. I would ask the members to work harder. A F O S N 28. I would trust the group members to exercise good judgment. A F O S N 29. I would schedule the work to be done. A F O S N 30. I would refuse to explain my actions. A F O S N 31. I would persuade others that my ideas are to their advantage. A F O S N 32. I would permit the group to set its own pace. A F O S N 33. I would urge the group to beat its previous record. A F O S N 34. I would act without consulting the group. A F O S 35. I would ask the group members to follow standard rules and regulations Scoring Key To find your leadership style: 1. Highlight the item numbers for items 8, 12, 17, 18, 19, 30, 34, & 35. 2. Write a “1” in front of the highlighted items to which you responded S (seldom) or N (never). 3. Write a “1” in front of the items not highlighted to which you responded A (always) or F (frequently). 4. Highlight the “1’s” which you have written in front of the following items: 3, 5, 8, 10, 15, 18, 19, 22, 24, 26, 28, 30, 32, 34, and 35. 5. Count the highlighted “1’s.” This is your score for concern-for- people. 6. Count the un-highlighted “1’s.” This is your score for concern-for- task. 7. Refer to the Diagram on the next page. · Find your score for concern- for-task dimension on the left-hand arrow. · Next, move to the right-hand arrow and find your score on the concern-for-people dimension. · Draw a straight line that intersects the two scores. · The point at which that line crosses the shared leadership arrow indicates your score on that dimension. Source: Verma, V. K. (1996). Human Resource Skills for the Project Manager. Newtown Square, PA; Project Management Institute, pp. 261-262. Authoritarian Leadership High Productivity Shared Leadership High Morale and Productivity Laissez-Faire Leadership High Morale High II Concern for Task Concern for People Source: Based on information from A Handbook of Structural Experiences for Human Relations Training, Vol. 1, University Associates, Inc., 1974. INTERPRETING YOUR RESULTS: Consider your Leadership style and the project Team you will likely be working with. How might your style impact team performance? What can you do to flex your natural style that would have a more positive influence on team performance? Provide your interpretation in the text box below: My Leadership Style is: My Leadership style will impact Team performance in the following ways: I can do the following to change my natural style so as to have a more positive influence on Team performance: Instructions: Think about the degree you are currently pursuing as a future Career. What major is it? Why did you choose it? What are goals do you hope to achieve in this particular Career? What skills do you need to be success in this Career? What challenges do you anticipate you will experience in this area when you enter the world of work? How will you deal with these challenges? 25 points APPENDIX