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EDU 654

EDU 654 NEW

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 movem..
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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 year..
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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. Di..
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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 readjustme..
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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..
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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). ..
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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 sup..
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EDU 654 Week 3 Training Objective & Advisor Reading List NEW (2 Papers)
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EDU 654 Week 3 Training Objective & Advisor Reading List NEW 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..
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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 l..
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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 sc..
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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 pr..
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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 o..
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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 ..
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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..
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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 o..
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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 bring..
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