Goals: Where am I going?
|
As I near the end of my doctoral studies, I am often asked what I want to do next. I usually answer something to the effect of, "Whatever comes my way," and I often continue answering in terms of why I am not qualified for this that or the other position. But that isn't really an answer to the question of what I WANT to do, and I know I find ways of circumventing goals I don't really believe I can achieve. On the other hand, I firmly believe the journey is as important -- maybe even more important -- than the markers we call goals, and that timing is everything.
The most recent leg of my journey has taken me into a new arena, that of accessibility in education. My goals have shifted somewhat, in that my immediate goals have to do with creating instructional materials for students and faculty in navigating the software programs used to manage various types of academic and non-academic accommodations, further developing processes I put into place last year for coordinating and tracking the implementation of approved accommodations, and relinquishing some of my previous responsibilities to others.
These are the urgent and immediate goals. My overriding goals continue to be to finish my dissertation, to contribute to the body of analysis of children's and young adult literature, and to contribute in other ways to the fields of education, journalism, and communication.
The most recent leg of my journey has taken me into a new arena, that of accessibility in education. My goals have shifted somewhat, in that my immediate goals have to do with creating instructional materials for students and faculty in navigating the software programs used to manage various types of academic and non-academic accommodations, further developing processes I put into place last year for coordinating and tracking the implementation of approved accommodations, and relinquishing some of my previous responsibilities to others.
These are the urgent and immediate goals. My overriding goals continue to be to finish my dissertation, to contribute to the body of analysis of children's and young adult literature, and to contribute in other ways to the fields of education, journalism, and communication.
|