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Becoming an Academician After My Graduation - Paper Example

3 pages
663 words
Boston College
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Interminably since I was a child, I have always wanted to be a professional, preferably an academician or researcher in higher institutions of study. The decision to continue with my higher education accrues directly from my passion for becoming an academician. By 9th grade, I had made it my goal to become a professor, specifically in language. My arrival at this goal was not a simple task but involved a culmination of reflection about what I wanted to do and enjoy doing throughout my professional life. Being an academician according to me is one of the most critical functions that a society can ever perform. I believe that being an academician would enable me to not only change the world but to make it a better place.

My choice of becoming an academician was majorly influenced by excellent teachers who I encountered during my prior educational experiences. These teachers collectively acted as my role models and to some extent my heroes. I craved to be like them someday, and as such, I made it my goal to learn the skills that are required for me to become an academician. During my studies, I realized that excellent teachers were firm but patient with students, set high expectations for their students, used appropriate humor, had an excellent command for language and were always fair (Blackwell & Pinder, 2014). Achieving all these qualities became my long-term educational objective. To achieve them, I have to pursue continued education.

I believe that focusing on becoming an academician will give me an opportunity to create a safe and conducive learning atmosphere for my students. Self-esteem is what has made me a better student throughout my studies. Therefore, one of my objectives in life is to build high self-esteem among students and vulnerable groups to help them accomplish and strive for any goals that they set in life. As an academician, I will have an enormous opportunity to play a part in helping vulnerable groups gain increased self-esteem.

An individual may wonder why I consider being an academician such a big deal. To me, becoming an academician is getting a direct opportunity of changing the future or making a substantial difference (Peters, 2015). Usually, my peers and parents told me that I am an idealist and as such, I have always wanted the best out of everyone I have an encounter with. Therefore, this quality will best be utilized when I focus on training young people to grow into exceptional members of the community. To ensure this, I pursue my further education to acquire skills that would enable me to be the best academician in the field.

Inspiring people have normally been my ability as long as I can remember. Therefore, when I become an academician, I will be able to go an extra mile while training my students. I believe that other than academic content, training morals and character are essential in producing integral members of the society. Having such qualities can at times be considered to be more valuable than knowledge (Peters, 2015). I want that someday I am capable of nurturing such conditions in people. This is one of the reasons I set my goal to become an academician. My objective is, one day inspire the young population which is the representation of our future great nation.

Being an academician is one of the most critical functions that a society can ever perform. I, therefore, believe that being an academician would enable me to not only change the world but to make it a better place. When I become an academician, I will be able to set high expectations for the students, use appropriate humor, have an excellent command for language and inspire students to enable them to achieve their goals in life.


Blackwell, E., & Pinder, P. (2014). What are the motivational factors of first-generation minority college students who overcome their family histories to pursue higher education? College Student Journal, 48(1), 45-56.

Peters, R. S. (2015). Ethics and Education (Routledge Revivals). Routledge.

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