College experience can sometime be extremely challenging and at times baffling. The best we can get out of it is a feeling of fulfillment when we feel equipped with the right kind of accomplishments. When such accomplishments are fetching considerable intellectual attainments and promoting greater stimulation, we naturally advance from college into careers unperturbed. The contrary scenario occurs when we feel the whole effort expended in college was merely to work the body and less to develop the mind and advance our socialization in society (Adelman, 2006). Each individual must take stock of their experiences at one stage or another and undertake some critical evaluation to determine their best path of progression. In all these, the time is always scarce, the resources are limited and we find that useful opportunities are fleeting rather than waiting. In a nutshell, if one finds themselves in the right places through college, with the right people under the right circumstances, it is something to be cherished for a long time (Bailey, 2005). The rewards of such an experience can bring a whole difference to ones career progression and eventual quality of life and position in society.
My personal progression has been a good one and through all the stages, I have been placed in the good places and done what makes me ideally satisfied. Whereas I underwent dual-credit classes at other institutions, my experience through those stages was superfluous because they instilled in me a perfect understanding of what failure sometime means. I made the best of the experiences and have advanced progressively and steadily thereafter. My reading and comprehension have been so much improved over the time and the outcome is always excellent. As a consequence, my communication ability has been progressively advanced to excellent heights in both verbal and written accounts.
It is noteworthy that college grades are the most useful reflection of the levels of attainment of student abilities. Other aptitudes are equally meaningful and useful (Grow, 2003). It is very useful to attain a high social rating from college for better chances of gainful progression to higher levels or to joining the job market. If one performed very dismally in college on the social outcomes, one might as well suffer the brunt of such a progression trend later in the society. The necessity to keep with the best groups and among the appropriate sections is an absolute necessity (Evans et al, 2009). In the increasingly dynamic life today, one needs to form affiliations with the job market through college to be very relevant. It is also useful to keep seeking scholarship positions and opportunities so that the forward progression is channeled in the appropriate trends and conditions. It means that one must build good relationships with colleagues and lecturers to be on the right trend of personal development.
I have always been most successful on the academic pursuits and sometime made very little attainment with fellow colleagues in social demands. This was due in part to my personal view of life that one must be extremely disciplined and self seeking and self promoting rather than becoming a regular popular personality. Somehow it paid to give me unparalleled chance to advance with personal studies and preoccupation. I have always never lost the chance to indulge in sporting activities where I also excelled. The two were my best engagements in college and the other social demands at least suffered considerably as a consequence. In conclusion, there had always been something to learn at every stage along the way. I made some mistakes which were worthwhile occasionally and corrected myself when I learnt that they were injurious to my progress.
References:
Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion From High School Through College. US Department of Education.
Bailey, T. R. (2005). Paths to persistence: An analysis of research on program effectiveness at community colleges.
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2009). Student development in college: Theory, research, and practice. John Wiley & Sons.
Grow, G. O. (2003). Teaching learners to be self-directed. Adult education quarterly, 41(3), 125- 149.
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