EDU 654 A Guide to career/newtonhelp.com

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EDU 654 A Guide to careernewtonhelp.com
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EDU 654 Week 1 DQ 1 Historical Perspective

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• 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.

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EDU 654 Week 1 DQ 2 Critical Paradigms

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• 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.

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EDU 654 Week 2 DQ 1 Student Development
Challenges to Persistence

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• 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.

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EDU 654 Week 2 DQ 2 Life Stress and Student
Development

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• 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.

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EDU 654 Week 2 Student Development Philosophy

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• 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.

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EDU 654 Week 3 DQ 1 Student Individual Identity
Development

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• Student Individual Identity Development. As Evans
  et al. (2010) noted, Chickering argued that the
  college environment has a tremendous influence
  over a college students development (Chickering,
  1969 Chickering Reiser, 1993).

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EDU 654 Week 3 DQ 2 Emergent Student Identities

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• 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 students
  evolving individual identity. Choose one common,
  emergent identity that surfaces for traditional,

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EDU 654 Week 3 Training Objective Advisor
Reading List

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• 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).

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EDU 654 Week 4 DQ 1 Student Social Identity
Development

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• 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 todays college freshmen from the
  list below and use any social or socio-cultural
  identity theory (or combination of theories)

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EDU 654 Week 4 DQ 2 Social Media and Student
Social Identity

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• 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.

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EDU 654 Week 5 Academic Advisor Training
Syllabus

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• 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,

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EDU 654 Week 5 Academic Advisor Training
Syllabus

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• 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,

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EDU 654 Week 5 DQ 1 Student Affairs as Student
Support

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• 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.

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EDU 654 Week 5 DQ 2 Student as Self

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• 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.

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EDU 654 Week 6 DQ 1 The Student Affairs
Professional

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• 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).

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EDU 654 Week 6 DQ 2 Student Affairs Professional
Practice

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• 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.

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EDU 654 A Guide to careernewtonhelp.com