EDU 654 Entire Course NEW

UOP EDU 654 Week 1 DQ 1 Historical Perspective
NEW
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EDU 654 Week 1 DQ 1 Historical Perspective NEW
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

UOP EDU 654 Week 1 DQ 2 Critical Paradigms NEW
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EDU 654 Week 1 DQ 2 Critical Paradigms NEW
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

UOP EDU 654 Week 2 DQ 1 Student Development
Challenges to Persistence NEW
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EDU 654 Week 2 DQ 1 Student Development
Challenges to Persistence NEW
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

UOP EDU 654 Week 2 DQ 2 Life Stress and Student
Development NEW
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EDU 654 Week 2 DQ 2 Life Stress and Student
Development NEW
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

UOP EDU 654 Week 2 Student Development
Philosophy NEW
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EDU 654 Week 2 Student Development Philosophy
NEW
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.

UOP EDU 654 Week 3 DQ 1 Student Individual
Identity Development NEW
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EDU 654 Week 3 DQ 1 Student Individual Identity
Development NEW
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

UOP EDU 654 Week 3 DQ 2 Emergent Student
Identities NEW
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EDU 654 Week 3 DQ 2 Emergent Student Identities
NEW
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

UOPEDU 654 Week 3 Training Objective & Advisor
Reading List NEW
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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).
In this assignment, you will first design the
training objective for the training session. Your
training objective will be based one of two choices:
a. Student individual identity development
b. Student social identity development
Keep in mind that your training session is limited
to 50 minutes, so focus the objective on one

concrete issue that the academic advisors will
commonly encounter in their first term of service.
Secondly, you will develop an annotated
bibliography to share with the advisors prior to
the training that includes at least three to four
sources that you feel are essential as background
information for the training session focus. You will
expect that the advisors have read these sources in
advance of your training.X

UOP EDU 654 Week 4 DQ 1 Student Social Identity
Development NEW
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EDU 654 Week 4 DQ 1 Student Social Identity
Development NEW
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

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

UOP EDU 654 Week 4 Student Development
Principles Checklist NEW
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EDU 654 Week 4 Student Development Principles
Checklist NEW
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

UOP EDU 654 Week 5 Academic Advisor Training
Syllabus NEW
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EDU 654 Week 5 Academic Advisor Training
Syllabus NEW
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
EDU 654 Week 5 DQ 1 Student Affairs as Student
Support NEW
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

UOP EDU 654 Week 5 DQ 1 Student Affairs as
Student Support NEW
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EDU 654 Week 5 DQ 1 Student Affairs as Student
Support NEW
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

UOP EDU 654 Week 5 DQ 2 Student as Self NEW
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EDU 654 Week 5 DQ 2 Student as Self NEW
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?

UOP EDU 654 Week 6 DQ 1 The Student Affairs
Professional NEW
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EDU 654 Week 6 DQ 1 The Student Affairs
Professional NEW
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

UOP EDU 654 Week 6 DQ 2 Student Affairs
Professional Practice NEW
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EDU 654 Week 6 DQ 2 Student Affairs Professional
Practice NEW
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

EDU 654 Entire Course NEW

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