Drexel University School of Education Goodwin College of Professional Studies Master of Science in Higher Education EDUC 520: STUDENT

DEVELOPMENT Contacts List: Course Instructor(s) Graduate Advisor SoE Technical Support Drexel e-Learning Dr. Rebecca Clothey Maria Lanza-Gladney Help Desk 24/7 Help Desk 215-895-5931 215-895-2243 215-571-3944 866-425-8410 rac52@drexel.edu mel57@drexel.edu helpnet@drexel.edu (US Toll Free)

Course Description: A focused study on student development in the college setting provides new and existing higher education professionals the necessary philosophical and theoretical underpinnings from which to best understand and work with college students. Given that core characteristics and traits of each generation of college students change, understanding generational attributes of todays college cohort is also appropriate. Appreciating how to best serve todays college students while balancing their needs and expectations- commensurate with increasing costs for attending- and the priority to teach and educate is critical. These are the basic tenets of this course. This course examines the academic support and student life services that must be provided by the university from a student development and customer satisfaction perspective. Units providing academic support services include admissions and enrollment management, orientation, advising, financial aid, student records, and registration/registrar. Units providing student services include dining, residential life, leisure and recreation, student health and counseling services, student unions and fraternity and sorority life (among others). This course introduces students to student development theory, as well as higher educations best practices in customer service management. It also covers the policy and legislation related to admissions, international students, and student support services, including those associated with diversity and disability. Learning Objectives: After completing this course, students will be able to: Understand current foundations of psychosocial, identity development, cognitive, moral, learning, and environmental theories of student development, particularly as they relate to customer service. Develop an awareness of integrative and social identity developmental theories Understand and identify how campus environments impact student development and customer service. Be able to critique the appropriateness of various customer service models and their use in the college/university setting. Understand how to assess program quality, as well as minimum customer service needs and the gap between these needs and service delivery. Understand foundational concepts of Customer Relationship Management relative to the college/university environment. Describe best practices and approaches for managing the tension between providing good customer service/meeting service level goals and being student-centered in terms of promoting student development/meeting student development goals. Required Texts & Materials: Student Development in College: Theory, Research, and Practice. (2010). Nancy J. Evans, Deanna S. Forney, Florence Guido, Lori D. Patton, & Kristen A. Renn ISBN: 978-0-78797809-9, Jossey-Bass.
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Publication Manual of the American Psychological Association (2009). th ISBN: 1-43380-561-8 (6 edition) Chronicle of Higher Education. You can access The Chronicle online for FREE through the Drexel University WW Hagerty Library. Everything you need for the Chronicle of Higher Education related to the course can be done through the Drexel Librarys account. Off campus users may go to the Libraries' home page (http://www.library.drexel.edu/) and type "Chronicle of Higher Education" into the search box. The online access is the 4th option in the list, specifying Electronic Resource. If you wish to bookmark a page, please use the link below, which will connect you via the Libraries' site and allow you access even when you're off-campus: http://records.library.drexel.edu/record=b1979831~S9. You are welcome to order your own hard copy subscription as well, directly from the Chronicle, but it is not required nor needed as everything can be accessed through the library. Note: Students will refer to one of the books from their first quarter for Week 1: American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges (2005). Edited by Philip G. Altbach, Robert O. Berdahl, and Patricia J. Gumport. ISBN: 0nd 8018-5889-51 (2 edition)

Library Resources: The Drexel University Libraries provide services to Drexel's distance learning community equivalent to those available on the physical campuses. Our extensive collections of online databases, books, journals, etc. will provide many of the research tools that you will need to be successful in this course. With very few exceptions, all online resources in our collections are available to students regardless of whether they are oncampus or not. For a complete guide to services for distance learners, see: http://www.library.drexel.edu/services/distancelearners. Tim Siftar, our Education reference librarian, has also created a research guide for higher education, see: http://www.library.drexel.edu/resources/guides/educationguides/higher-education/ Chronicle of Higher Education. You can access it online for FREE through the Drexel University Library. Everything for the Chronicle of Higher Education related to the courses can be done through the Drexel Librarys account. Off campus users may go to the home page (http://www.library.drexel.edu/) and type "Chronicle of Higher Education" into the search box. You will find the Chronicle of Higher Education Electronic Resource, which will provide you with online access.

Required Technology All students need to purchase microphones to use with their computers throughout the entire program for projects and Live Classroom sessions. Prerequisites: Bachelors degree in any content area. Course Requirements: Attendance/Participation: As a student in this course, it is expected that you will actively participate in the weekly online discussion boards (a minimum of two postings a week) and complete assignments on time. Assignments are due no later than the assigned due date. Exceptions to this policy will require explicit permission of the instructor in writing. Faculty Office Hours Faculty will respond to inquiries from students submitted via email or voice message within 24-36 hours. In addition, students may schedule a conference with the instructor by phone or via Wimba Live Classroom. Course Procedures: Changes in the Course Syllabus: The instructor may make changes in the course syllabus and graded assignments if approved by the MSHE Program Director. Any change in the
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course syllabus will be communicated to the students via an announcement through the Blackboard course management system. Dropping a Course: The end of the 2nd week is the last day for dropping a course. You may withdraw from a course until week 6. Disability: Students with disabilities requesting accommodations and services at Drexel University need to present a current accommodation verification letter (AVL) to faculty before accommodations can be made. AVL's are issued by the Office of Disability Services (ODS). For additional information, go to the ODS website at http://drexel.edu/disability/. Following is the ODS contact information: Physical Address Mailing Address Phone TTY Fax 3201 Arch Street, Suite 210, Philadelphia, PA 19104 3141 Chestnut Street, 81-210, Philadelphia, PA 19104 215-895-1401 215-895-2299 215-895-1402

Academic Honesty Policy: All students are expected to abide by Drexel Universitys policies. If an act of academic dishonesty is determined to have occurred, for a first offense, one of the following sanctions will be imposed, depending on the severity of the offense: Reduction of a course grade An F for the assignment or exam Failure for the entire course with the inability to withdraw, or Other action deemed appropriate by the faculty member. Examples include, but are not limited to, requiring the student to re-take the exam, re-complete an assignment, or complete an assigned exercise. The decision of the faculty member and the department head shall be reported to the Office of Judicial Affairs, which is responsible for maintaining student conduct records. The incident will result in an official disciplinary record for the student(s). Any academic honesty infraction beyond a first offense is subject to the sanctions described above, as well as to disciplinary sanctions that may be imposed through the University judicial process, administered through the Division for Student Life and Administrative Services/Office of Judicial Affairs. These sanctions may include suspension or expulsion from the University. Drexel University Student Handbook http://www.drexel.edu/studentlife/studenthandbook/Handbook.html

Professionalism: During this course you will be given assignments that will involve observing and interviewing professional administrators. Adherence to the following guidance is particularly important to a professional code of behavior: Treat all those you meet with courtesy, respect and sensitivity to the events occurring within the learning environment. When describing your experience use general identifying descriptors (do not identify administrators/professors/students by name). Be prepared to cite evidence (not just opinions) as you write up your findings. The discussion board is our community for intellectual discourse. It needs to be a safe place to share, probe, challenge and inquire in a respectful way so we all grow as learners.

Course Expectations: Students in this course are expected to be active learners and participants, requiring all students to take an active role in their own learning and to share the learning process with the class. Evidence of active learning includes: Attending all weekly lectures, which is critical to promoting a learning community within the class.
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Reading and watching all assigned materials and making note of questions, areas of interest, and connections you find to other readings. Active participation in weekly discussions, allowing each student to test his or her own assumptions about student development as well as expand the worldview of others in the class. Each member has an equally important story to share based on his or her own experiences and student will benefit from the viewpoints of their classmates. To earn the maximum discussion board points for each week, students will be expected to contribute an equal number of postings as other classmates (beyond the minimum required postings). Posting Key Learning Points, sharing with your colleagues and the faculty what you learned with the weekly lectures throughout the quarter.

Grading & Assignments:

Assignment Value 30% 20% 27% 3% 20% 100 Grading Scale
1

Assignment Class Contribution Individual Assignment #1 Individual Assignment #2 part 1 Individual Assignment #2 part 2 Group Assignment Total Points

Due Date (See Course Schedule) Weeks 1-10 Week 4 Week 7 Week 8 Week 10

A = 100-93 A- = 92-90 B+ = 89-87 C+ = 79-77 C = 76-73 C- = 72-70

B = 86-83 B- = 82-80 F = 62 and below

Evaluation: All graded activities will require students to perform against the standard of professionalism, which implies (at least): accuracy, neatness, correct written and spoken form and style, punctuality, resourcefulness, creativity and other criteria specified for the assignment. Online Postings/Discussions: All course materials will be posted on Wednesdays at 7:00AM EST with the exception of the first and last class (Weeks 1 & 10), which will be posted the first Monday of those weeks. Students are required to participate in weekly online discussions as part of their attendance. The online discussions will involve providing your opinion on a specific topic, debates, role plays, research, etc. Each week students are required to post a minimum of two postings. Your first posting for each week must be posted no later than Monday at 11:00 pm EST. You are then expected to post at least one response to a classmate on a different day following your first posting to receive credit for the response. For example, if you post your first posting on Monday, you will only get credit for a response to a classmate posted on Tuesday, Wednesday, or Thursday. You can post replies on the same night as your first posting, but this would be supplemental to the response you post on another day. You can post your first posting before Monday, which would allow you to post your graded response any day after your initial posting (e.g., first post on Friday, graded response on Sunday). Students are encouraged to respond to more than one classmate. Students should only respond to the discussion board pertaining to each weeks lecture and not jump ahead to future lectures. Students will not receive credit for second postings after 11:00 pm EST on Thursdays. Please note that we encourage students to post their second postings earlier in the week to add to the online dialogue and flow of the weekly lectures. Students will be required to post Key Learning Points (KLP) no later than Thursday at 11:00pm EST of Weeks 5 and 10. For the KLPs, students will have two minutes to verbally

Note: Students must have a cumulative 3.0 GPA to graduate from the MSHE program. Drexel University Page 4 of 12

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summarize the key points that they learned during the first five and last five weeks of the quarter. We encourage students to get involved in all online discussions early in the week. We want to create a classroom atmosphere where students are actively engaged in dialogue similar to that in a traditional classroom. Faculty will also participate in the weekly discussions. Class contribution is 30% of your grade, so your active participation is very important. You will be graded on your weekly activity and quality of participation. Students can find examples of quality postings and responses under the Orientation tab in the Blackboard toolbar. Graded Assignments and APA: All graded assignments must include a cover page with your name, course number, title of the assignment, and date. Students must save files as indicated in each project description below or points will be taken off the final grade. All submitted papers must be double-spaced, 12-point font and in proper APA style. Students th are required to follow the Publication Manual of the American Psychological Association, 5 edition (2001). Assignment Due Dates: Assignments are due the end of the week (e.g., Tuesday evening, 11:00 PM EST) listed on the syllabus unless otherwise announced by the course Instructor. Late assignments will receive a point penalty equivalent to one letter grade. After one week the assignment will not be accepted and a zero grade will be recorded.

Course Outline: Week 1 2 3 4 5 6 7 8 9 10 Final Exam Week Topics Introduction to Student Development and Customer Service Management Introduction to Student Development Theory Student Development Theory: The Four Schools Student Development and the Environment; How College Affects Student Development Integrative Theories Social Identity Theories Organizational Structures & Student Services An Overview of Student/Customer Service in Higher Education Current Topics in Student Affairs: International Students Current Topics in Student Affairs: Mental Health; and Course Summary Final paper

Course Schedule:
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Class/Date Week 1 January 9

Topics

Introduction to Student Development and Customer Service Management

Week 2 January 18

Introduction to Student Development Theory Student Development Theory: The Four Schools Student Development and the Environment; How College Affects Student Development

Reading Assignment Pages 1-40 of Student Development in College (Evans, Forney, Guido, Patton & Renn, 2010). American Higher Education in the Twenty-First Century: Social, Political, and Economic Challenges (Altbach, Berdahl & Gumport, 1999), Eds., pp. 315-337, College Students in Changing Contexts). Other assorted readings. Pages 41-81 of Student Development in College (Evans, Forney, Guido, Patton & Renn, 2010).

Submitted Assignment Readings for this week are not due until end of Week 2

Online Discussion

Week 3 January 25

Pages 82-118 of Student Development in College (Evans, Forney, Guido, Patton & Renn, 2010). Pages 157-174 (Evans, Forney, Guido, Patton & Renn, 2010). Online articles Read Kurt Lewins Field Theory at http://www.wilderdom.com/theory/FieldTh eory.html

Online Discussion

Week 4 February 1

Online Discussion Individual Assignment #1 Due Thursday, February 2, 11:00 PM EST KLPs

Week 5 February 8

Integrative Theories

Pages 176-226 of Student Development in College (Evans, Forney, Guido, Patton & Renn, 2010). Spirituality in Higher Education (available in podcasts/documents tab) Pages 227-346 of Student Development in College (Evans, Forney, Guido, Patton & Renn, 2010).

Week 6 February 15

Online Discussion

Social Identity Theories

Week 7 February 22

Assorted readings and online articles

Online Discussion Individual Assignment #2, part 1 Due Monday, February 27 11:00 pm EST

Organizational Structures & Student Services

Week 8 February 29

Assorted readings and online articles

Online Discussion Individual Assignment #2, part 1 Due Tuesday, March 6 11:00 pm EST

An Overview of Student/Customer Service in Higher Education

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Week 9 March 7

Current Topics in Student Development: International Students

Assorted readings and online articles

Online Discussion or LIVE WIMBA CLASSROOM! Thurs., March 8 at 8:30 pm EST KLPs Group Assignment Due Monday, March 19 11:00 pm EST Please note that Week 10 will be available on Monday March 12, and your KLPs are due no later than Monday, March 19 at 11:00 pm EST

Week 10 March 12

Assorted readings and online articles Pages 359-372 of Student Development in College (Forney, Evans, Guido, Patton & Renn, 2010).

Current Topics in Student Development: Mental Health; and Course Summary

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Additional Guidance on Graded Assignments All graded assignments must include a cover page with your name, course number, title of the assignment, and date. INDIVIDUAL PAPER #1: DUE WEEK 4 Student Affairs, Student Services, Student Development and Student Development Theory Interview with Student Affairs Professional Goal: Often terminology relative to the field of Student Affairs is misused and inappropriately interchangeable. As an introduction to the study of Student Development, students must first have a working familiarity with the differences between various fundamental concepts. The goal of this assignment is for students to articulate their understanding of four disparate concepts: Student Affairs, Student Services, Student Development and Student Development Theory. Assignment: Read the assignment instructions first, and then read the first chapter of Student Development in College and the Lecture Notes for Week 1 and make note of the different definitions of the above four concepts. Then interview a student affairs professional from an institution other than the one you work at or are attending. Follow the below listed template for your interview, and then write a paper demonstrating your understanding of these four concepts. Template: (Please use subheadings for each section of the paper) 1. Preliminary Knowledge (one-two paragraphs/half page) Before reading chapter one as noted above, in your own words and without discussing the assignment with others, define Student Affairs, Student Services, Student Development and Student Development Theory. 2. Definitions (one paragraph/half page) Using the textbook and lecture materials, define Student Affairs, Student Services, Student Development and Student Development Theory. 3. Web Search (1 page) Search and locate online three different colleges/universities philosophy of student development as it pertains to the student services provided, and cite how each school defines the four concepts. Comment on whether the schools you located provide definitions similar to or different from those you initially listed before reading the text and those you found in the text. 4. Interview (2 pages) Interview a student affairs professional from a school other than the one you are working at or attending, and ask the professional to define each of the four concepts in his or her own words. Then describe to the professional how these concepts are defined in the text and among those you found on line. Document the interesting aspects of your conversation with the student affairs professional relative to how these four definitions are understood and misunderstood. Include the title and school of the person you interviewed. 5. Application (1 page) Based on what you have learned from the readings, your interview, and your own experiences, describe how principles of student development and student development theory could be used to enhance students experiences in college. This section should include a few concrete examples. 6. Conclusion (1 page)
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Discuss your overall observations about what you learned from the assignment. How different were your initial definitions from what you read in the text and from the perspectives of the person you interviewed? What was most surprising to you? Technical Instructions: This paper should be typed, double-spaced, 12 pt font, and no longer than 6 pages in length. After you have completed the paper, submit it to a classmate who must proofread and make editorial (grammar, spelling, punctuation and APA style) corrections. Cite any and all references. APA guidelines must be used. Note: Save your document as follows: MSmith_1Paper520.doc (just use your first initial, last name then underscore, and the title 1Paper520). Submit your paper through Blackboard. Evaluation Criteria: Adherence to instructions for assignment and good writing will be highly valued. APA style and accuracy in terms of grammar, spelling, etc., will be highly valued. Ability to synthesize and analyze the materials Ability to follow technical as well as general instructions. INDIVIDUAL ASSIGNMENT #2 (PART 1): DUE WEEK 7 Environmental Assessment Exercise (includes a site visit) Goal: This assignment will require students to visit an unfamiliar college or university of their choice in order to analyze the total campus environment. You cannot choose an institution where you have worked or gone to school. The purpose of this assignment is to provide you an opportunity to apply the four sets of environmental components you learned about in the Week 5 lecture. Assignment: Submit a Voicethread presentation demonstrating your ability to enact an environmental assessment of a campus based on a site visit and its web resources using the four sets of environmental components discussed in the Week 4 lecture (physical, human aggregate, organizational and constructed). Use the following as the basis for your presentation, constructed as a Strength, Weakness, Opportunity, and Threats (SWOT) analysis of the total campus environment: In addition to visiting the campus in person, check the institutions written and online information, including mission and goals, marketing approach, promises (like Stranges & Bannings Mid-Rocky Universitys slogan- A learning University with a college feel). After visiting the campus online, do its promises live up to what you observed? Include in your report as appendices links to the campus pages that include informational material, admissions and visitors center brochures, photographs, and other documentation that helps support your analysis. Attempt to interact directly, by phone or via email, with a few students, faculty and staff regarding their perspective on the suitability of the campus environment, using the four environmental components as a guide. How committed is the university to student development and growth? What evidence is there (in documents, buildings, resources, relationships, etc.) that the institution has this commitment, and that they put students first? Are there sufficient opportunities, organizations, programs, and events for students to get involved in? Does the institution reach out to all groups of students and all student interests? Based on what you observed, comment regarding the signage around and on campus. Would campus signage help or hinder new students and families from locating campus and having a successful first visit? What do you surmise regarding campus aesthetics, colors and beautification efforts? Is it more concrete or green? What are the artistic and cultural cues?
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Identify any ethnic, racial or gender issues overtly or covertly demonstrated by the campus environment (signage, art, campus climate, etc.) Comment on the location of primary administrative offices (Admissions and Visitors Center). Are they student and family friendly, including accommodations for those with disabilities? Access Clery Act statistics for the campus for your analysis and for inclusion in the paper (http://www.securityoncampus.org/).

Note: You can use digital photos, tables, charts, etc. to support your research. Also, this link will provide you with excellent information for assessing the website: http://studentaffairs.com/ejournal/Spring_2001/will1.html After the above research has been conducted, construct your VoiceThread as a SWOT analysis of the total campus environment. What are its strengths (what did you like, what works well in terms of student development) and weaknesses (areas of perceived or actual failure), opportunities (what would you change if you were in charge there, particularly in terms of the environments impact on student development?) and threats (future challenges, political pitfalls, limitations, and liabilities). Remember to focus your analysis in terms of how student development is impacted (accelerated, neutralized, retarded) by the total campus environment. Technical Instructions: The VoiceThread should be no longer than 15 slides, including any references. You need to include separate Appendices. For information about using VoiceThread, go to voicethread.com. Technical instructions for using VoiceThread and uploading it will be provided. For more information on SWOT analysis, go to: http://en.wikipedia.org/wiki/SWOT_analysis http://www.marketingteacher.com/Lessons/lesson_swot.htm http://scholar.lib.vt.edu/ejournals/JVTE/v12n1/Balamuralikrishna.html http://www.admin.mtu.edu/admin/nca/report/ch3/ch3p5.htm http://douglyon.com/Fort%20Lewis%20College/SOBA%20Vision/Fall%202003%20SOBA%20AA CSB%20project%201.htm Evaluation Criteria: Clarity of writing and use of APA guidelines. Slides (including text and graphics) are well designed. Ability to successfully apply your understanding of Strange and Bannings work, evidenced by your report of your site visit. Ability to assess a new campus environment (one you havent worked at nor attended before) in terms of student development. Proper use of SWOT analysis to report your study of the campus, your experiences and findings based on your tour. Effectiveness in using evidence (e.g., text, pictures, quotes) to support your conclusions INDIVIDUAL ASSIGNMENT #2 (PART 1): DUE WEEK 8 For part two of the individual assignment, you are required to view the VoiceThread presentation of at least one of your classmates and comment on it via VoiceThread technology. To do so, you should ask a question about the presentations content from the perspective of a parent of a prospective student. You are encouraged (but not required) to comment on more than one presentation. GROUP ASSIGNMENT: DUE WEEK 10 Student Development/Customer Service Model for Millennial University Goal:
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Based on the description of Millennial University below (as a case study created by the instructors), design a customer service model that provides improved service at a higher education institution while taking into consideration the need to focus on student development. Possible constituents to consider in your model include students (undergraduate, graduate, professional), parents, alumni, faculty, researchers and community members. How will you measure the current levels of service and satisfaction of these constituents (in a needs assessment), how will you choose the best model appropriate for Millennial University based on your findings, how will you implement the new model, and when/how will you measure its effectiveness? Assignment: You will be assigned a small group by the instructors to complete this assignment. It is expected that all group members will contribute equally to the research and writing of the assignment. All students will complete a short reflection exercise for the assignment that asks them to evaluate what they have learned from this assignment, as well as provide evaluations of their own contributions and the contributions of their group members throughout the group assignment. The major part of the assignment is a written group paper, and each group will have the option of providing a PPT presentation. Note: The PPT would be completed in addition to the paper. For this project, you can either focus on conducting assessments, making improvements and developing a model for the institution as a whole, or you can focus on a specific division, department or sub-group of students (e.g., the Division of Student Affairs, the Student Leadership and Service Center, Disability Services, veteran students, international students, or many other options). The decision regarding the area of focus should be made in consultation with the professor. Technical Instructions: Submit your paper typed, double-spaced, 12 pt font, and no longer than 10-12 pages in length. The paper must be well-organized under the following six headings: Introduction (including statement of the problem); Measurement of Current Service Levels and the Universitys (or Unit Areas) Focus on Student Development; Selection of New Service/Student Development Model; Implementation Strategy; Measurement of New Model, and the Conclusion. Evaluation Criteria: Clarity of thought and good writing will be highly valued. Ability to combine the best practices and principles discussed in the class with your own ideas Ability to articulate your groups research, and description of factors that influenced the model you selected. Appropriate citations and use of APA. Note: Save your document as follows: Group1_Final520.doc (just use your Group Number, then underscore, and the title Final520). Only one person will submit the assignment for your group through Blackboard. Millennial University Case Study Millennial University is a medium sized public, four-year institution of higher learning in the Midwest, with approximately 8,000 undergraduates, 3,000 masters students and 1,000 doctoral students. It is its states oldest, flagship institution with a faculty-to-student radio of 15:1. Millennial has prided itself on having a small town feel, given it is tucked at the base of a mountain community where most faculty and staff live near campus, and many were themselves previous students at the University. The tuition is modest, and the expectations for performance by faculty and staff were historically measured by whether students spoke highly of you or not. But times are changing
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Given the current budget challenges, this year the legislature of the state is demanding its public institutions to provide performance enhancement results based on student satisfaction, with metrics specifically geared toward measuring in and out-of-class student learning and achievement. The Universitys president is being pressured to increase applications, increase the freshmen and transfer classes, build new residence halls to accommodate more students, market and accept students with higher high school graduate rates and higher SAT scores, and track and measure student satisfaction of their experience in hopes that the reputation of the school will improve and alumni giving will also increase. While the student services areas of Millennial seem to be serving the students needs, the Student Affairs Division has many staff members who have been at the school for 10-20 years, and who dont necessarily value student development theory. Theyre mostly concerned with making sure students have fun and leave with a degree. However, the new president has clear expectations around measuring the growth of student development while providing exceptional customer service. Both facets must be enhanced and measured within the coming academic year. This not only applies to student development for the entire student body, but can also apply to specific subgroups within the university, including students with disabilities, students of color, transfer students, veteran students, etc. You have been charged with serving on a Task Force to design a new student development/customer service model as outlined in this group assignment. This model can focus on the university as a whole, or on a specific unit area or sub-group of students. This will involve drawing upon many of the theories and principles that we have discussed in this class, and synthesizing them into a coherent model that also incorporates creativity. In addition to encouraging you to use what you have found to be the most useful ideas from the class, I also recommend that you use additional ideas that you find in your research that can applied to fostering students development. Finally, I suggest that you carefully consider the best practices from our discussion of assessment and case studies as you work on this assignment.

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