EDU 654 Invent Yourself/newtonhelp.com

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EDU 654 Invent Yourself/newtonhelp.com
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 1 DQ 1 Historical Perspective For
more course tutorials visit www.newtonhelp.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  
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 1 DQ 2 Critical Paradigms For more
course tutorials visit www.newtonhelp.com     Crit
ical 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
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 2 DQ 1 Student Development
Challenges to Persistence For more course
tutorials visit www.newtonhelp.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  
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 2 DQ 2 Life Stress and Student
Development For more course tutorials
visit www.newtonhelp.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.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 2 Student Development Philosophy
For more course tutorials visit www.newtonhelp.co
m     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.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 3 DQ 1 Student Individual Identity
Development For more course tutorials
visit www.newtonhelp.com     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). Select one of the key
issues facing todays college freshmen from the
list below and use any individual identity theory
(or combination of theories) to justify your
discussion as to how the issue may influence a
students college persistence and/or academic
success
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 3 DQ 2 Emergent Student Identities
For more course tutorials visit www.newtonhelp.co
m     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.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 3 Training Objective Advisor
Reading List For more course tutorials
visit www.newtonhelp.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).
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 4 DQ 1 Student Social Identity
Development For more course tutorials
visit www.newtonhelp.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 todays
college freshmen from the list below and use any
social or socio-cultural identity theory (or
combination of theories) to justify your
discussion of how college student development
issues may reflect current social or cultural
constructs
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 4 DQ 2 Social Media and Student
Social Identity For more course tutorials
visit www.newtonhelp.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 that has
addressed the relationship between social media
ornetworking and a college students emerging
social identity from a theoretical perspective.
Share a summary of the articles main points and
your reactions to them. Make sure to include the
link to your article. X
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 5 Academic Advisor Training
Syllabus For more course tutorials
visit www.newtonhelp.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.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 5 Academic Advisor Training
Syllabus For more course tutorials
visit www.newtonhelp.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.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 5 DQ 1 Student Affairs as Student
Support For more course tutorials
visit www.newtonhelp.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 Schlossbergs adult learning
theory in combination with other theories to
support your project training objective.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 5 DQ 2 Student as Self For more
course tutorials visit www.newtonhelp.com     Stud
ent 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?
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 6 DQ 1 The Student Affairs
Professional For more course tutorials
visit www.newtonhelp.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 session.
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EDU 654 Invent Yourself/newtonhelp.com
EDU 654 Week 6 DQ 2 Student Affairs Professional
Practice For more course tutorials
visit www.newtonhelp.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.
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EDU 654 Invent Yourself/newtonhelp.com