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EDU 654 Massive Success / snaptutorial.com
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EDU 654 Massive Success / snaptutorial.com
EDU 654 Week 1 DQ 1 Historical Perspective For
more classes visit www.snaptutorial.com   Historic
al 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?
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EDU 654 Week 1 DQ 2 Critical Paradigms For more
classes visit www.snaptutorial.com   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.
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EDU 654 Week 2 DQ 1 Student Development
Challenges to Persistence For more classes
visit www.snaptutorial.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)
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EDU 654 Week 2 DQ 2 Life Stress and Student
Development For more classes visit www.snaptutor
ial.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
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EDU 654 Week 2 Student Development Philosophy
For more classes visit www.snaptutorial.com   Stu
dent 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
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EDU 654 Week 3 DQ 1 Student Individual Identity
Development For more classes visit www.snaptutor
ial.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
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EDU 654 Week 3 DQ 2 Emergent Student Identities
For more classes visit www.snaptutorial.com   Eme
rgent 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
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EDU 654 Week 3 Training Objective Advisor
Reading List For more classes
visit www.snaptutorial.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 Week 4 DQ 1 Student Social Identity
Development For more classes visit www.snaptutor
ial.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
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EDU 654 Week 4 DQ 2 Social Media and Student
Social Identity For more classes
visit www.snaptutorial.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
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EDU 654 Week 4 Student Development Principles
Checklist For more classes visit www.snaptutoria
l.com   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.
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EDU 654 Week 5 Academic Advisor Training
Syllabus For more classes visit www.snaptutorial
.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
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EDU 654 Week 5 DQ 1 Student Affairs as Student
Support For more classes visit www.snaptutorial.
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
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EDU 654 Week 5 DQ 2 Student as Self For more
classes visit www.snaptutorial.com   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 For more classes
visit www.snaptutorial.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
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EDU 654 Week 6 DQ 2 Student Affairs Professional
Practice For more classes visit www.snaptutorial
.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
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