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EDU 657 Perfect Education/uophelp.com

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• EDU 657 Entire Course
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• EDU 657 Week 1 Colonial Higher Education,
  1636-1784
• EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
• EDU 657 Week 1 DQ 2 Colonial Revival Colleges
• EDU 657 Week 1 Reflective Journal
• EDU 657 Week 2 DQ 1 Creating the American Way
• EDU 657 Week 2 DQ 2 Resilience in American Higher
  Education
• EDU 657 Week 2 Higher Education, 1785-1890

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EDU 657 Perfect Education/uophelp.com

• EDU 657 Week 1 Colonial Higher Education 1636 -
  1784 (Ash Course)
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• Business - General Business
• Colonial Higher Education, 1636-1784. In Chapter
  One, Thelin (2011) described the influences of
  several topics and issues in higher education
  during the Colonial era. Choose a historical,
  political, ethical and/or economic issue under
  one of the following topics
• Governance and structure
• College finances
• Religion and the college
• Philanthropy
• The curriculum

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• EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
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• EDU 657 Week 1 DQ 1 Colleges in the Colonial Era
• Business - General Business
• Colleges in the Colonial Era. In Chapter One,
  Thelin (2011) mentioned nine surviving colleges
  founded before 1781 Harvard, William and Mary,
  Yale, Princeton, Columbia, Brown, Dartmouth,
  Rutgers, and Pennsylvania. Many feel that these
  colleges stand out as quality higher education
  institutions that have acquired prestige and
  longevity. Do you agree with these viewpoints?
  Consider how these colleges influenced
  perceptions of higher education today.

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• EDU 657 Week 1 DQ 2 Colonial Revival Colleges(Ash
  Course)
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• EDU 657 Week 1 DQ 2 Colonial Revival Colleges
• Business - General Business
• Colonial Revival Colleges. Thelin (2011) noted
  that the English universities Oxford and
  Cambridge greatly influenced early American
  higher education. In addition, Oxford and
  Cambridge were autonomous, privately endowed and
  linked to a federation. The collegiate system
  of combining learning and living was a seminal
  plan for higher education that college founders
  tried to capture for the American colonies.
  Discuss the various ways in which early American
  Colonial colleges did "not" emulate or resisted
  replicating the Oxford-Cambridge ideal.

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• EDU 657 Week 1 Reflective Journal (Ash Course)
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• EDU 657 Week 1 Reflective Journal
• Business - General Business
• Reflective Journal. Critically reflect on the
  personal impact of the foundations of education.
  Reflect on a time when you studied about the
  history of the Colonial Era in grade school,
  middle school, high school or college. What
  surprised you to discover about higher education
  during the Colonial era? Have your perceptions
  changed as a result of examining a few of the
  historical, political, ethical and/or economic
  foundations of higher education during this
  timeframe?

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• EDU 657 Week 2 DQ 1 Creating the American Way
  (Ash Course)
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• EDU 657 Week 2 DQ 1 Creating the American Way
• Business - General Business
• Creating the American Way. Medical schools during
  this time represented a good example of American
  societys enchantment for education without the
  overly strict rules and standards. Reflect on the
  role of Medical Colleges in higher education
  during the first half of the nineteenth century.
  Consider the educational preparation and
  requirements for medical doctors during this era.
  How do you feel that differs today? What
  influences are still impacting higher education
  today with regards to new educational programs
  and innovations?

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• EDU 657 Week 2 DQ 2 Resilience in American Higher
  Education (Ash Course)
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• EDU 657 Week 2 DQ 2 Resilience in American Higher
  Education
• Business - General Business
• Resilience in American Higher Education. Large
  scale philanthropy contributors who offered
  substantial gifts such as foundations, trusts,
  and estates were necessary to higher education
  budgets in order to pay for salaries, services
  and the construction of new buildings. The
  transformation of philanthropy in American higher
  education was the coming together of industry and
  religion in what was termed the Protestant work
  ethic. Discuss why this was important to wealthy
  entrepreneurs.

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EDU 657 Perfect Education/uophelp.com

• EDU 657 Week 2 Higher Education, 1785-1890
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• EDU 657 Week 2 Higher Education, 1785-1890

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• EDU 657 Week 3 DQ 1 Captains of Industry (Ash
  Course)
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• EDU 657 Week 3 DQ 1 Captains of Industry
• Business - General Business
• Captains of Industry. The wealth and energy
  between 1880 and 1910 was a unique and dynamic
  period in higher education. During this time the
  stock market was volatile and the rules that
  governed higher education were mostly absent. In
  addition, there was an abundance of industrial
  wealth, and a new level of philanthropic
  generosity toward higher education. Uncertainty
  and diversity were characteristics of this time
  period.
• Discuss the dynamics of university-building in
  the formative decades between 1880 and 1910.
  Reflect on the actions and influences of
  Slossens book Great American Universities

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• EDU 657 Week 3 DQ 2 America Goes to College(Ash
  Course)
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• EDU 657 Week 3 DQ 2 America Goes to College
• Business - General Business
• America Goes to College. The age of
  university-building was also the golden age of
  the college. Attending college was popular and
  fashionable during 1890 through 1920. Obtaining a
  bachelors degree was a way for newly affluent
  families to enhance their social position.
• Summarize the concept of the Collegiate Ideal
  during 1890 -1920. Consider how the college man
  and/or college woman was becoming an imposing
  figure in American higher education at the end of
  the nineteenth century. How did this collegiate
  ideal help the undergraduate college population
  increase?

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• EDU 657 Week 3 Higher Education 1880 1920(Ash
  Course)
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• EDU 657 Week 3 Higher Education, 1880-1920
• Business - General Business
• Higher Education, 1880-1920. For this assignment
  you will explore several topics about the Age of
  University Building and the Golden Age of
  colleges. Using the free website Timeglider
  (http//www.timeglider.com/) or Microsoft Word
  (http//www.microsoft.com/education/en-us/teachers
  /how-to/Pages/creating-timeline.aspx), create a
  timeline of five or more significant events
  and/or topics that you find interesting and that
  influenced higher education from 1880 - 1920.

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• EDU 657 Week 3 Reflective Journal (Ash Course)
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• EDU 657 Week 3 Reflective Journal
• Business - General Business
• Reflective Journal. Critically reflect on the
  impact of topics, trends, and events of
  historical eras on higher education and the
  dynamics surrounding the university-builders in
  the formative decades between 1880 -1920. Think
  about what it would have been like to be a
  college student during this time. Then reflect on
  the time when you first enrolled in your graduate
  program. What was your experience? Where you
  excited about the prospects of one day teaching
  at the higher education level?

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• EDU 657 Week 4 DQ 1 Success and Excess (Ash
  Course)
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• EDU 657 Week 4 DQ 1 Success and Excess
• Business - General Business
• Success and Excess. Thelin (2011) mentioned that
  from World War I to World War II, university and
  college enrollments increased dramatically.
  However, the retention of students presented a
  challenge during this time period. College
  administrators had some difficulty managing
  students because of the expanded number of
  students being enrolled. Discuss the role and
  responsibilities of faculty members during this
  time. How have these roles and responsibilities
  changed today? How have these stayed the same?

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• EDU 657 Week 4 DQ 2 Cost of College, 1920
  1945(Ash Course)
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• EDU 657 Week 4 DQ 2 Cost of College, 1920-1945
• Business - General Business
• Cost of College, 1920-1945. Summarize the changes
  in the price of going to college from 1920-1945.
  Consider student employment opportunities and
  positive influences of the various relief work
  programs such as the public work projects during
  this time. How did colleges and universities
  benefit from them? Do you feel that a similar
  type of public work project(s) could work today?
  Why or why not? What are some options that
  students have today to pay for college? Give your
  perspectives on how college education could be
  funded. 

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EDU 657 Perfect Education/uophelp.com

• EDU 657 Week 4 Higher Education, 1920 1945(Ash
  Course)
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• EDU 657 Week 4 Higher Education, 1920-1945
• Business - General Business
• Higher Education, 1920-1945. From 1920-1945,
  there was significant expansion and reforms in
  higher education. Reflect upon the opportunities
  to attend college for women during this time
  period. Women made up about 40 of the
  undergraduate enrollments in 1940. This was
  remarkable considering that women were not
  permitted to earn a bachelors degree just 60
  years prior to 1940. Also of significance were
  the womens colleges of the privileged elite such
  as Wellesley, Radcliffe, Smith, Vassar, and
  Barnard to name a few.

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EDU 657 Perfect Education/uophelp.com

• EDU 657 Week 4 Reflective Journal (Ash Course)
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• EDU 657 Week 4 Reflective Journal
• Business - General Business
• Reflective Journal. Critically reflect on the
  impact of topics, trends, and events of
  1920-1945. Have you met or do you know of anyone
  who taught during this time? If so, what do they
  say about the advantages and disadvantages of
  teaching during this time period? As a future
  higher education educator do you feel that your
  opportunities have increased as compared to what
  you read about opportunities for faculty from
  1920 -1945? What did faculty do as far as
  furthering their careers with regards to
  scholarship and teaching?

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• EDU 657 Week 5 DQ 1 Gilt by Association (Ash
  Course)
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• EDU 657 Week 5 DQ 1 Gilt by Association
• Business - General Business
• Gilt by Association. From 1945-1970, a new set of
  problems helped to transform higher education.
  After 1949 there was an explosion of enrollments
  due to governmental agencies that recognized that
  higher education had been proven effective, even
  during the war. This led them to create public
  policies at both the state and federal level. 

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• EDU 657 Week 5 DQ 2 Coming of Age in America (Ash
  Course)
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• EDU 657 Week 5 DQ 2 Coming of Age in America
• Business - General Business
• Coming of Age in America. From 1970 -2000, most
  higher education institutions encountered various
  challenges and issues. Although higher education
  made an effective transition to mass education
  access, it was more difficult to transition to
  universal education access. In addition, because
  of the diversity of students who were entering
  college higher education, higher education
  institutions required tailoring. Discuss the
  impact of topics, trends, and events of 1970-2000
  era on higher

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EDU 657 Perfect Education/uophelp.com

• EDU 657 Week 5 Higher Education, 1970 2000(Ash
  Course)
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• EDU 657 Week 5 Higher Education, 1970-2000
• Business - General Business
• Higher Education, 1970-2000. Your readings
  described the influences of several topics about
  the challenges and issues in higher education
  from 1970-2000. Discuss one topic that addresses
  the institutional, societal, student, faculty,
  curriculum, governance or financial issues that
  were significantly impacted from 1970 -2000.
  After viewing Dr. Hannah Holborn Greys
  presentation, Uses (and Misuses) of the
  University Today (http//www.youtube.com/watch?),
  incorporate one of her suggested uses and one of
  her noted misuses of the university today in your
  paper.

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EDU 657 Perfect Education/uophelp.com

• EDU 657 Week 5 Reflective Journal(Ash Course)
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• EDU 657 Week 5 Reflective Journal
• Business - General Business
• Reflective Journal. Critically reflect on the
  impact of topics, trends, and events of
  1970-2000. Reflect on yourself as a graduate
  student who may one day teach in higher
  education. How can you avoid some of the mistakes
  faculty made from 1970-2000? What teaching
  approaches and/or strategies worked? In addition,
  how do you feel higher education will change in
  the next five years?

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• EDU 657 Week 6 DQ 1 Reconfiguring American Higher
  Education in the Twenty first Century (Ash
  Course)
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• EDU 657 Week 6 DQ 1 Reconfiguring American Higher
  Education in the Twenty-first Century
• Business - General Business
• Reconfiguring American Higher Education in the
  Twenty-first Century. Using ProQuest, locate two
  articles about the emergence of global
  universities (online education). Provide a
  summary of your articles and the reference links.
  Discuss the critical findings related to two of
  any of the following topics
• a. Demographics and student diversity
• b. Availability and access

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• EDU 657 Week 6 Final PPT
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• EDU 657 Week 6 Final Paper
• Business - General Business
• Higher Education, 2000-Present
• In this course, we have examined various topics
  about the reconfiguration of American Higher
  Education from 1673 to the present. After
  watching the short video Complex Change in Higher
  Education by Fred Buining (http//www.youtube.com/
  watch?), reflect on various changes that have
  influenced the reconfiguration of American higher
  education in the 21st century. Reflect on the
  topics listed below and select two that you feel
  have made the greatest impact on higher
  education. Critically analyze the influences of
  past eras on present-day higher education.

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EDU 657 Perfect Education/uophelp.com

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