EDU 654 help A Guide to career/Snaptutorial

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. 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 Week 1 DQ 2 Critical Paradigms

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:
a. Effective Performance
b. Collaboration
c. Diversity and Inclusion
d. Identity
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EDU 654 Week 2 DQ 1 Student Development
Challenges to Persistence

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 Week 2 DQ 2 Life Stress and Student
Development

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
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EDU 654 Week 2 Student Development
Philosophy
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.
You will prepare a five- to seven-slide Microsoft PowerPoint
presentation that will be used to introduce the new advisors to the
Student Affairs department’smission and goals and student development
philosophy at your university. In addition to the five to seven content
slides, the last slide should be a References slide that is formatted
according to APA style.
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EDU 654 Week 3 DQ 1 Student Individual Identity
Development

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 the key issues facing today’s
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 student’s college persistence and/or academic
success:
a.Academic preparedness
b.Family-related issues
c.Job-related issues

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EDU 654 Week 3 DQ 2 Emergent Student
Identities
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
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EDU 654 Week 4 DQ 1 Student Social Identity
Development

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 your discussion of how
college student development issues may reflect current social or cultural
constructs:
a. Sense of belonging
b. Diversity (gender, race/ethnicity, sexuality, religion, etc.)
c. Oppression

d. Privilege
Include an example, from your own experience or from history, that
illustrates how a social issue could affect student development. Suggest
interventions that may facilitate learning
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EDU 654 Week 4 DQ 2 Social Media and Student
Social Identity

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 student’s emerging
social identity from a theoretical perspective. Share a summary of the
article’s main points and your reactions to them. Make sure to include
the link to your article. X
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EDU 654 Week 4 Student Development Principles
Checklist

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.
In this assignment, your goal is to prepare a one-page student
development principles checklist for the group of new academic advisors
that you will be training. Your checklist will consist of an itemized list
of 12 to 15 tenets or principles that underscore the student development

philosophy in the PowerPoint presentation you prepared in Week Two.
Think of the checklist as a handout that you will share with the advisors
to accompany the presentation. Ensure that your handout includes an
adequate balance of principles from foundational student development
theory to contemporary perspectives. These are the working principles
that will serve as a foundation for new academic advisors’ understanding
of the university’s student development philosophy. (Note: For purposes
of this assignment, you will assume that no such list of principles
currently exists for your institution, so you are creating one.)
No title page for the checklist is required, but any sources consulted
should be included on a separate References page in your submission
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EDU 654 Week 5 Academic Advisor Training
Syllabus

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.
As you have read in your Final Project instructions, one of the
components of your project will include a one-page training syllabus
that outlines the 50-minute training session on one, focused objective
that is related either to student individual identity development or social
identity development.

For your Week Five submission, you will begin with the training
objective and reading list you completed in Week Three to develop the
one-page training syllabus. The training should be focused on one key
issue that the academic advisors will commonly encounter in their first
term of service as related to the training objective. Be sure to keep in
mind that your training session is limited to 50 minutes, and time at the
beginning of a new term in a busy academic setting is valuable, so the
focus of the session is essential. X
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EDU 654 Week 5 DQ 1 Student Affairs as Student
Support

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 training objective. First, present the training objective that you
will use to develop the training syllabus. Next, follow this with at least a
100-word justification as it relates to student development theory and
adult learners X
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EDU 654 Week 5 DQ 2 Student as Self
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?

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EDU 654 Week 6 DQ 1 The Student Affairs
Professional

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. Next, post your memorandum to the discussion forum
for your peers to review and include a justification statement as to why it
is essential for student affairs professionals to ensure their practice
remains grounded in student development theory. X
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EDU 654 Week 6 DQ 2 Student Affairs
Professional Practice

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 existing or potential role in higher education student affairs
and offer at least two priorities you have learned in this course that now
you will engage in to bridge student development theory with the daily
priorities of student affairsX
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