Category Archives: EDU 654 latest

UOPEDU 654 Week 3 Training Objective & Advisor Reading List latest

UOPEDU 654 Week 3 Training Objective & Advisor Reading List latest

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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 6 DQ 1 The Student Affairs Professional latest

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

 

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EDU 654 Week 6 DQ 1 The Student Affairs Professional latest

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 5 DQ 2 Student as Self latest

UOP EDU 654 Week 5 DQ 2 Student as Self latest

 

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EDU 654 Week 5 DQ 2 Student as Self latest

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?

 

EDU 654 Week 5 DQ 1 Student Affairs as Student Support latest

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

 

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EDU 654 Week 5 DQ 1 Student Affairs as Student Support latest

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 Academic Advisor Training Syllabus latest

UOP EDU 654 Week 5 Academic Advisor Training Syllabus latest

 

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EDU 654 Week 5 Academic Advisor Training Syllabus latest

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 latest 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 latest 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 latest

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 4 Student Development Principles Checklist latest

UOP EDU 654 Week 4 Student Development Principles Checklist latest

 

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EDU 654 Week 4 Student Development Principles Checklist latest

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 latest 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 latest 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 4 DQ 2 Social Media and Student Social Identity latest

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

 

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EDU 654 Week 4 DQ 2 Social Media and Student Social Identity latest

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 DQ 1 Student Social Identity Development latest

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

 

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EDU 654 Week 4 DQ 1 Student Social Identity Development latest

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

 

 

EDU 654 Week 3 DQ 2 Emergent Student Identities latest

UOP EDU 654 Week 3 DQ 2 Emergent Student Identities latest

 

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EDU 654 Week 3 DQ 2 Emergent Student Identities latest

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

 

EDU 654 Week 6 DQ 2 Student Affairs Professional Practice latest

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

 

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EDU 654 Week 6 DQ 2 Student Affairs Professional Practice latest

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