EDU 654 Knowledge is divine / snaptutorial.com

1. EDU 654 Knowledge is divine / snaptutorial.com

2. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 1 DQ 1 Historical Perspective For more classes visit www.snaptutorial.com Historical Perspective. Based on the historical perspectives on student development, offer a justified definition for student development and a description of how the definition is grounded in the historical evolution of the student development movement. Does your own understanding of student development align with your definition? How did the changes in student development affect your educational experience? Support your response with references to the readings. X

3. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 1 DQ 2 Critical Paradigms For more classes visit www.snaptutorial.com Critical Paradigms. Evans et al (2010) noted that foundational student development theories have continued to shift over time. In spite of these paradigmatic shifts, student affairs principles have remained grounded in common tenets for more than 70 years. A tenet is a belief or supposition that maintains relevance over time. In your initial post, present a personal student affairs philosophy statement that is justified by the readings, and addresses these four tenets:

4. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 2 DQ 1 Student Development Challenges to Persistence For more classes visit www.snaptutorial.com Student Development Challenges to Persistence. Identify specific barriers to student persistence that could be the area of focus for your Final Project training assignment. Explain your choice and provide real-life examples. Discuss the related student development theory (or theories) that could be used to best address this challenge and what strategies you would use to implement them. Be sure to support your discussion with references from the readings. X

5. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 2 DQ 2 Life Stress and Student Development For more classes visit www.snaptutorial.com Life Stress and Student Development. Review the table of significant life events found under “Life Events” in Smith (2001) and offer your reflections as to how one of the life events listed in the table can cause a significant readjustment period within student development. Provide an example from your own experience that demonstrates a time when a life event caused a readjustment period for you. How could you use your experience to provide support for others? Support your discussion with the relevant references to Evans et al. (2010). X

6. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 2 Student Development Philosophy For more classes visit www.snaptutorial.com Student Development Philosophy. Be sure to read the instructions for the Final Project prior to starting the Week Two written assignment, and assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare a training session for a new team of academic advisors that that will be hired and onsite by the next semester.

7. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 3 DQ 1 Student Individual Identity Development For more classes visit www.snaptutorial.com Student Individual Identity Development. As Evans et al. (2010) noted, Chickering argued that the college environment has a tremendous influence over a college student’s development (Chickering, 1969; Chickering & Reiser, 1993). Select one of

8. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 3 DQ 2 Emergent Student Identities For more classes visit www.snaptutorial.com Emergent Student Identities. As Evans et al. (2010) described, in the real-world application of several of the identity development theories, great care is needed by higher education leadership in the development of programs or services that support a college student’s evolving individual identity. Choose one common, emergent identity that surfaces for traditional, undergraduate college students that need such support, and offer at least two recommendations for direct or indirect services that student affairs departments should be responsible for in upholding within both an online and traditional university setting. X

9. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 3 Training Objective & Advisor Reading List For more classes visit www.snaptutorial.com Training Objective & Advisor Reading List. The Student Affairs department you presented in Week Two will serve as the setting for the academic advisor training session designed to focus on student individual identity development or student social identity development (see Final Project instructions).

10. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 4 DQ 1 Student Social Identity Development For more classes visit www.snaptutorial.com Student Social Identity Development. Evans et al. (2010) noted that historically, college student development issues have mirrored the social constructs of the time. Select one of the key issues facing today’s college freshmen from the list below and use any social or socio-cultural identity theory (or combination of theories) to justify y

11. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 4 DQ 2 Social Media and Student Social Identity For more classes visit www.snaptutorial.com Social Media and Student Social Identity. Much has been studied and written in this decade on the influence of social media or networking on traditional-aged college students. Conduct an internet or library search and discuss one scholarly article

12. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 4 Student Development Principles Checklist For more classes visit www.snaptutorial.com Student Development Principles Checklist. In Week One, you explored the historical literature that led to various tenets and principles that founded the contemporary field of student development.

13. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 5 Academic Advisor Training Syllabus For more classes visit www.snaptutorial.com Academic Advisor Training Syllabus. Project Scenario: Assume the hypothetical role of a Student Affairs professional within a university setting. You have been asked by your supervisor to prepare one 50-minute training session for a new team of academic advisors, who will be hired and onsite by the next semester, and an advance reading list that they will have read prior to the training. Your goal is to train the team of academic advisors on one learning objective that you will develop with an individual identity focus or a social identity focus as justified by student development theory.

14. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 5 DQ 1 Student Affairs as Student Support For more classes visit www.snaptutorial.com Student Affairs as Student Support. Evans et al. (2010) advocated that Transition Theory should be used for ongoing support and intervention, especially for graduate learners, but cautioned against “pigeon-holing” student support systems solely based on Schlossberg et al. (1989) or other single theories related to the adult learner. In your initial discussion post, present an argument for the use of Schlossberg’s adult learning theory in combination with other theories to support your project

15. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 5 DQ 2 Student as Self For more classes visit www.snaptutorial.com Student as Self. For this discussion, draw on your own experiences as a graduate learner and reflect on the various support relationships that have been important to your own academic success. What are the roles you consider critical to your own progression within a graduate program, especially as related to student development, support, or student affairs?

16. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 6 DQ 1 The Student Affairs Professional For more classes visit www.snaptutorial.com The Student Affairs Professional. As Evans et al. (2010) states, “Models designed to connect theory to practice can be helpful in the intentional structuring of programs and interventions to facilitate student development” (p. 353). Using one of the models presented in the text or one that you have found in an internet search, draft a memorandum to your supervisor that explains why the model supports the training objective and training materials you have developed for your advisor training

17. EDU 654 Knowledge is divine / snaptutorial.com EDU 654 Week 6 DQ 2 Student Affairs Professional Practice For more classes visit www.snaptutorial.com Student Affairs Professional Practice. Since time is a premium commodity for Student Affairs professionals, setting aside time for reflection may be a luxury. However, it is essential that time is scheduled for reflection when bringing student development theory to a professional practice. In this final discussion, take a few moments to reflect on an

18. EDU 654 Knowledge is divine / snaptutorial.com