IDS 104 MODULE FOUR ACTIVITY GUIDELINES AND RUBRIC
Overview
Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.
Directions
In this activity, you will create a Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.
Specifically, you must address the following rubric criteria: IDS 104 Module Four Activity
- Identify a personal, academic, or professional change you’ve experienced or are currently facing.
- As a reminder, this change will be the foundation for your flexible goals.
- Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:
- Can this goal change based on new information or experiences?
- Does this goal encourage trying or improving rather than achieving a specific result?
- Is it written using process-focused, growth-oriented language?
- Will I revisit this goal and potentially revise it? IDS 104 Module Four Activity
- Does it reflect something real that I am experiencing?
- Describe what makes each goal flexible. Consider the following:
- What tools or habits can help you remain open-minded?
- Discuss one example of an obstacle that might require you to be flexible. Include the following:
- What obstacles can you predict might impact you achieving your goal?
- How would you adjust your goal based on the situation you described?
- Reflect on how you might monitor progress on your goals. Include the following:
- What signs might tell you it might be time to pivot your goal?
- What signs might tell you that you have accomplished the goal?
What to Submit
Using the Module Four Activity Template, create a flexible goal map and submit it for grading. IDS 104 Module Four Activity
Module Four Activity Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
|---|---|---|---|---|
| Change | Identifies a personal, academic, or professional change they’ve experienced or are currently facing | Shows progress toward meeting
Note: Full answer to this question is available after purchase.
|
Does not attempt criterion | 18 |
| Goals | Outlines at least two goals that support the change identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include outlining goals that specifically support the change identified | Does not attempt criterion | 18 |
| What Makes Each Goal Flexible | Describes what makes each goal flexible | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing what makes each goal outlined flexible IDS 104 Module Four Activity | Does not attempt criterion | 18 |
| Obstacle | Discusses one example of an obstacle that might require them to be flexible, including predicting obstacles that might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing an example of an obstacle that might require flexibility, predicting obstacles that might impact achieving the goal, or might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Does not attempt criterion | 18 |
| Monitor Progress | Reflects on how they might monitor progress without being rigid, including signs it might be time to pivot their goal and signs that they have accomplished the goal | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on how they might monitor their progress without being rigid, identifying signs that indicate it might be time to pivot the goal, or identifying signs that indicate that the goal has been accomplished | Does not attempt criterion IDS 104 Module Four Activity | 18 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience IDS 104 Module Four Activity | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% | |||
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