Competencies
7092.1.1 : Applies Self-Directed Strategies
The learner applies self-directed strategies to advance organizational skills and lifelong learning.
7092.1.4 : Applies Professionalism to Problem-Solving Strategies
The learner applies professionalism to problem-solving strategies in a given context.
Introduction
During your academic career and beyond, you will need to apply strategies that will help you accomplish your goals and advance lifelong learning.
You will encounter some problems or questions that will require you to identify sources of information and find solutions. You will also need to communicate professionally with your instructors and other staff members who will assist you throughout your learning and professional journey.
For this task, you will respond to a given scenario demonstrating a student problem, where you will be asked to apply problem-solving strategies and professional communication strategies. Then, you will be asked to describe some steps the student could take and strategies the student could use to overcome the problem.
To complete part A of this task, you will need to refer to the WGU Student Policy Handbook, provided in the Web Links section at the bottom of the page, as a source of information for problem-solving for the student in the scenario. You will also write an email to a staff member to demonstrate professional communication in an academic context.
You will be required to acknowledge sources for all examples, in-text citations, and references. You should review the resources provided in the course of study and the Academic Coaching Center for support with in-text citations and references.
Note: All references used must be current; published within the last five years.
Scenario
Note: You will find the WGU Student Policy Handbook helpful when completing this task. Scroll down to find a link to the handbook under the Web Links section.
A WGU student just started a course that has an objective assessment (OA) with a pre-assessment. The student is confident they have knowledge about the course because they are currently working in the field of study. The student opens the course materials and skims through the topics and decides to take the pre-assessment. The student passes the pre-assessment and immediately schedules the OA for the following day. The student does not take any additional steps to prepare.
The student signs into the testing environment the next day. The online proctor checks the student’s ID and performs the initial checks needed before the OA begins. The proctor asks the student to remove all the loose papers on the desk, adjust the placement of the external webcam, and cover a second monitor screen with a sheet of blank paper. The student begins to feel anxious and frustrated that the setup is taking so long. After 30 minutes, the proctor allows the student to begin the assessment. The student rushes through the assessment because they just want it to be over.
The student does not pass the OA. The student immediately requests to retake the OA, and the course instructor (CI) denies the request. The course instructor sends the student an email requesting a 30-minute appointment to discuss the study plan. The student is frustrated and upset that they are required to meet with the CI and complete additional work to retake the OA. The CI directs the student to the multiple attempt policy and online proctoring policy in the WGU Student Policy Handbook.
Requirements
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The similarity report that is provided when you submit your task can be used as a guide.
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. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc., unless specified in the task requirements. All other submissions must be file types that are uploaded and submitted as attachments (e.g., .docx, .pdf, .ppt).
Use the information in the given scenario to complete the following:
Note: You will find the WGU Student Policy Handbook helpful when completing this task. A link to the handbook is provided in the Web Links section.
A. Describe two actions the student in the given scenario could have taken before the assessment that would have prevented their frustration and resolved their concerns. The actions must be appropriate in an academic setting and demonstrate professionalism. Support your descriiption using information from the WGU Student Policy Handbook provided in the Web Links section at the bottom of the page.
Note: You must acknowledge the sources used for all examples, in-text citations, summarized information, and references.
B. Describe self-directed learning strategies a student could use in the future to prepare for an Objective Assessment that includes the following information:
1. Describe one effective note-taking technique from the course materials that the student could use to take notes as they prepare to retake the assessment.
2. Describe one effective study method from the course materials that the student could use to study and retain the information needed to prepare to retake the assessment. Refer to your course materials.
3. Describe two effective time-management strategies from the course materials that the student could use to help them prioritize what they need to get done.
Note: You must acknowledge the sources used for all examples, in-text citations, summarized information, and references.
C. Compose an email that the student in the given scenario could send to their academic program mentor that demonstrates academic professionalism and professional communication by doing the following:
1. Explain two to three of the student’s initial frustrations.
2. Describe two things the student learned about the OA proctoring setup from the WGU Student Policy Handbook.
Note: You must acknowledge the sources used for all examples, in-text citations, summarized information, and references.
D. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.
E. Demonstrate professional communication in the content and presentation of your submission.
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
A:TWO ACTIONS
Not Evident
The descriiption of 2 actions the student could take to resolve their concerns in the given scenario is not provided.
Approaching Competence
The descriiption includes fewer than 2 actions the student could take to resolve the concerns in the scenario, or 1 or both actions are not relevant to the given scenario or are inappropriate in an academic setting. Or the descriiption does not demonstrate professionalism or is not supported by information from the WGU Student Policy Handbook.
Competent
The descriiption includes 2 actions the student can take to resolve the concerns in the scenario, and both actions are relevant to the scenario and in an academic setting. The descriiption demonstrates professionalism and is well supported by information from the WGU Student Policy Handbook.
B1:NOTE-TAKING TECHNIQUE
Not Evident
A descriiption of a note-taking technique is not provided.
Approaching Competence
A descriiption of 1 note-taking technique is provided but is not from the course material.
Competent
A descriiption of 1 effective note-taking technique from the course material is provided.
B2:STUDY METHOD
Not Evident
A descriiption of a study method is not provided.
Approaching Competence
A descriiption of 1 study method is provided but is not from the course material.
Competent
A descriiption of 1 effective study method from the course material is provided.
B3:TIME MANAGEMENT STRATEGIES
Not Evident
A descriiption of time-management strategies is not provided.
Approaching Competence
The descriiption includes fewer than 2 effective time-management strategies, or the strategies are not from the course material.
Competent
The descriiption includes 2 effective time-management strategies from the course material.
C1:STUDENT FRUSTRATIONS
Not Evident
An explanation of the student’s initial frustrations is not provided.
Approaching Competence
The explanation includes fewer than 2 of the student’s initial frustrations, or the explanation is inaccurate or irrelevant to the scenario.
Competent
The explanation of 2–3 of the student’s initial frustrations identified in the scenario is accurate and relevant to the scenario.
C2:PROCTORING SETUP
Not Evident
A descriiption of things the student learned about the OA proctoring setup is not provided.
Approaching Competence
The descriiption includes fewer than 2 things the student learned about the OA proctoring setup, or the things described are not from the WGU Student Policy Handbook, or the explanation is not accurate or is irrelevant to the scenario.
Competent
The descriiption of 2 things the student learned about the OA proctoring setup from the WGU Student Policy Handbook is accurate and relevant to the scenario.
D:SOURCES
Not Evident
The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.
Approaching Competence
The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.
Competent
The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.
E:PROFESSIONAL COMMUNICATION
Not Evident
This submission includes professional communication errors related to spelling, grammar, punctuation, and sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions. If you need additional assistance preparing your submission, please contact your Instructor.
Approaching Competence
This submission includes professional communication errors related to spelling, grammar, punctuation, and/or sentence fluency. For best results, please focus on the specific Correctness errors identified by Grammarly for Education to help guide your revisions.
Competent
This submission demonstrates correct use of spelling, grammar, punctuation, and sentence fluency. You have demonstrated quality professional communication skills in this submission.
Web Links
Assessment Policies
Assessment policy linked from the WGU Student Policy Handbook
Being Successful with Online Proctoring
Online proctoring policy linked from the WGU Student Policy Handbook
WGU Student Policy Handbook
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