COMPETENCIES
101.4.3 : Academic Expectations
The learner identifies the expectations regarding academic progress for a WGU student in good standing to ensure compliance.
101.4.4 : Success Strategies
The learner identifies specific strategies for success at WGU.
101.4.5 : Technology Requirements
The learner identifies hardware and software used to support academic success.
101.4.6 : Faculty and Communication
The learner identifies appropriate interactions with faculty members at WGU to foster strong support.
101.4.7 : Student Resources
The learner identifies WGU tools and resources used to support academic success.
101.4.8 : WGU Support Centers
The learner identifies types of help available from various support services to improve success.
101.4.9 : Practical Application
The learner understands next steps and required actions to successfully begin a program.
INTRODUCTION
This task is a reflective exercise in which you will prepare thoughtful responses to each of the given prompts. Read each prompt and associated rubric aspect carefully, as each prompt and rubric aspect are required. Record your responses to the following prompts within the provided template, found under “Supporting Documents” at the bottom of the page.
REQUIREMENTS
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect.
A1. Your Why
Your decision to attend WGU shows your courage and determination to realize your potential. What is your “why” for attending WGU at this time?
A2. Your Future State
Imagine your life when you have completed your program. How have you, your family, or your career been changed for the better?
B1. Your WGU Program
Name and describe your WGU program.
B2. Program Requirements
Identify at least two (2) specific requirements that your degree has for completion. How will these program requirements help you achieve your career goals?
C1. WGU Support
C1-A
Describe one scenario in which you will turn to your Program Mentor for support. Consider what you might be working on, what type of support you might be looking for, and how you might reach out for help.
C1-B
Describe one scenario in which you will turn to your Instructor for support. Consider what you might be working on, what type of support you might be looking for, and how you might reach out for help.
C2. Momentum Building Actions
Your determination to succeed early is important to build momentum toward your goals at WGU. Reflect on and identify at least two (2) actions or behaviors you will engage in to positively impact your first term.
D. Time Management
No matter what your personal goal is for completing your program, time management will be an important component in achieving your goals. This section has two required elements:
Describe your plan for implementing your study schedule.
Use the table in the provided template to create a schedule for yourself.
To complete a program at a standard, full-time pace (8 CUs for graduate students, 12 CUs for undergraduate students), your schedule should include 15-20 hours of study time per week.
If you are enrolled less than full-time, create a schedule that will allow you to complete your course according to your personal goal.
You may find that adding time required for sleep, work, your commute, family time, meals, etc. to the calendar helps you identify time available for study.
*Note: WGU understands that your schedule may change in the future.
*Note: If you are not sure if your program is full-time, please reach out to your enrollment counselor.
File Restrictions
File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ‘ ( )
File size limit: 200 MB
File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z
RUBRIC
A1:YOUR WHY
NOT EVIDENT
The submission does not include or makes no reference to your “why”, related to attending WGU.
APPROACHING COMPETENCE
The submission does not include discussion of your “why”, related to attending WGU, or the discussion is illogical or poorly supported.
COMPETENT
The submission includes discussion of at least two core values (your “why”) related to the student’s education.
A2:FUTURE STATE STUDENT
NOT EVIDENT
The submission does not include, or makes no reference to the ways you, your family or your career have been changed for the better by earning your WGU degree.
APPROACHING COMPETENCE
The submission does not include at least two (2) ways that you, your family or your career have been changed for the better by earning your WGU degree, or the discussion is illogical or poorly supported.
COMPETENT
The submission identifies at least two (2) ways that you, your family or your career have been changed for the better by earning your WGU degree.
B1:YOUR WGU PROGRAM
NOT EVIDENT
The submission does not include the name or description of the WGU Program.
APPROACHING COMPETENCE
The submission includes the name or description of the WGU Program.
COMPETENT
The submission includes the name and description of the WGU Program.
B2:PROGRAM REQUIREMENTS
NOT EVIDENT
The submission does not identify at least two (2) program requirements or describe how they relate to the student’s career goals.
APPROACHING COMPETENCE
The submission identifies at least two (2) program requirements or describes how they relate to the student’s career goals.
COMPETENT
The submission identifies at least two (2) program requirements and describes how they relate to the student’s career goals.
C1:WGU SUPPORT
NOT EVIDENT
The submission does not include identification of a scenario in which you will turn to your Program Mentor for support or identification of a scenario in which you will turn to your Instructor for support.
APPROACHING COMPETENCE
The submission does not include identification of at least one scenario in which you will turn to your Program Mentor for support and at least one scenario in which you will turn to your Instructor for support, or the identification is illogical or poorly supported.
COMPETENT
The submission includes identification of at least one scenario in which you will turn to your Program Mentor for support and at least one scenario in which you will turn to your Instructor for support.
C2:MOMENTUM BUILDING ACTIONS
NOT EVIDENT
The submission does not include discussion of actions or behaviors that could be put into place to build momentum toward goals at WGU your first term, or makes no reference to actions or behaviors that could be put into place.
APPROACHING COMPETENCE
The submission does not include discussion of at least two actions or that could be put into place to build momentum toward goals at WGU your first term, or the discussion is illogical or poorly supported.
COMPETENT
The submission includes discussion of at least two actions or behaviors that could be put into place to build momentum toward goals at WGU your first term.
D:TIME MANAGEMENT
NOT EVIDENT
The submission does not include a description of a study plan or study schedule.
APPROACHING COMPETENCE
The submission includes a schedule with an appropriate amount of study time based on program OR a description of a study plan.
COMPETENT
The submission includes a schedule with an appropriate amount of study time based on program and a description of a study plan.
