The Yogurt Company and Security. Review Action Time 3.1: The Yogurt Company and Security (found in Chapter 3 of the text). In 200-300 words, identify a potential cause of the thefts and provide two recommendations to the management of The Yogurt Company on how they can eliminate this problem. Respond to at least two of your classmates’ posts.
Demand Methodology. Review Table 2.1 “Comparisons of dependent and independent demand” in Chapter 2 of the text. Now consider your present organization (or past organization) and identify one of the demands that the organization utilizes. In 200-300 words, describe how your organization uses that demand methodology, and provide an additional demand methodology that you could recommend to your current or former organization. Respond to at least two of your classmates’ posts.
Value Chain. Review the “Value Chain” section in Chapter 1 of the text. Now consider your present position (or past position) and draw a simple value chain to include both primary activities and support activities. Do you have any recommendations to make your value chain more efficient or effective? Respond to at least two of your classmates’ posts.
Student Development Training Session
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.
For the Final Project, you will present the academic advisor training session material that focuses on one of the two options based on the university’s philosophy for student development:
a. Student individual identity development
b. Student social identity development
Schedule for component submissions:
a.Week Two- Student Development Philosophy Presentation
b.Week Three- Training Objective & Advisor Reading List
c.Week Four- Student Development Principles Checklist
d.Week Five- Academic Advisor Training Syllabus (50-minute training session)
e.Week Six- Student Development Training Session Revise, assemble, and submit all Final Project components and include the URL to your recorded training introduction. The recorded introduction should be at least five minutes in length. You may use Jing, a free screencapture software, or another multimedia software application of your choice. If you need a guide, please refer to the Jing Instructions.
The Final Project will not require a title page, but all references consulted for the presentation, theoretical justification, and training design should be included and formatted using proper APA style.
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
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
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?
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
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
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
The reference papers provided by Writerbay.net serve as model papers for students and are not to be submitted as it is. These papers are intended to be used for research and reference purposes only.
