Functional Areas and Institution Types Project
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Functional Areas and Institution Types Project
This assignment will give students the opportunity to increase their familiarity with Student Affairs functional areas as they exist at various institution types and to develop their practitioner thinking skills.
Students will select three different functional areas and investigate how each of these functional areas are organized and serve students at a community college, a four-year institution, and a distance education institution. Compare and contrast how these areas are organized across these three institution types and how they provide services to students at each of these different campuses. If the functional area does not exist at an institution, explain how these services are otherwise provided to students. If the services are not provided at all, then devise and recommend ways that these “services” could be provided to students. The professor must approve the selected functional areas and institutions during week 2. Produce 20-minute presentation on your findings and recommendations. NOTE: There will be NO ADDITIONAL 10-page paper for this assignment.
Functional areas from which to select three units are:
Counseling and Psychological Services
Residence Life
Recreation
Student Conduct
Athletics
Admissions
Financial Aid
Orientation
Student Activities
Student Government
Health Services
Campus Safety
Disability Services
Greek Life
Multicultural Affairs
Veteran Resources
The LGBTQ Center
Career Services
Academic Advising
The Women’s Center
Be sure to research the institutions’ websites and even email and/or call the departments’ administrators for information so plan accordingly to complete this assignment in timely manner.
These headings should be covered in your presentation:
Discussion of why you selected the three functional areas and the three sets of institution types (community colleges, four-year institutions, and distance education institutions) for each area for your project.
Descriptions of each of the functional areas, the students they serve, their purpose, and how they contribute to the missions of these institutions and to student learning and success.
Demonstration of how social justice and inclusion is recognized and addressed in culture of the functional area and institutions and the impact is has on the learning environments.
If an institution does not have a selected functional area then devise and recommend a way these “services” could be provided to students, either directly or indirectly.
References, at least 10, should be listed on the final slide using accurate American Psychological Association (APA) formatting. Research references should be included throughout the presentation and should follow accurate American Psychological Association (APA) formatting. (Due: Week 7)
Functional Areas and Institutional Types Project
Exemplary
Accomplished
Developing
Beginning
Did not attempt
Criterion Score
Student Affairs Practice
25 points
Candidate demonstrates superior level knowledge of the concepts and principles of student development and learning theory and the conditions and practices that facilitate holistic development.
21.25 points
Candidate demonstrates an average level knowledge of the concepts and principles of student development and learning theory and the conditions and practices that facilitate holistic development.
18.75 points
Candidate demonstrates a developing level knowledge of the concepts and principles of student development and learning theory and the conditions and practices that facilitate holistic development
16.25 points
Candidate demonstrates a beginning level knowledge of the concepts and principles of student development and learning theory and the conditions and practices that facilitate holistic development.
0 points
Does not attempt this aspect of assignment.
Score of Student Affairs Practice,/ 25Criterion score has been overridden
Institutional Types & Practice Area
25 points
Candidate demonstrates superior knowledge, skills, and dispositions to articulate the historical contexts of institutional types and functional areas within higher education and student affairs.
21.25 points
Candidate demonstrates an average level knowledge, skills, and dispositions to articulate the historical contexts of institutional types and functional areas within higher education and student affairs.
18.75 points
Candidate demonstrates a developing level knowledge, skills, and dispositions to articulate the historical contexts of institutional types and functional areas within higher education and student affairs.
16.25 points
Candidate demonstrates a beginning level knowledge, skills, and dispositions to articulate the historical contexts of institutional types and functional areas within higher education and student affairs.
0 points
Does not attempt this aspect of assignment.
Score of Institutional Types & Practice Area,/ 25Criterion score has been overridden
Grammar
10 points
Paper is written in a professional style, is well-organized using headings and sub-headings to guide the reader, and is free of grammatical and spelling errors.
8.5 points
Paper is written in a professional style, is well-organized using headings and sub-headings to guide the reader, and contains only minor and infrequent grammatical and spelling errors.
7.5 points
Paper contains some instances of colloquial, non-professional writing, is moderately lacking in organization, and contains a moderate number of grammatical and spelling errors.
6.5 points
Paper contains instances of colloquial, non-professional writing and/or grammatical and spelling errors sufficient to detract from communication of ideas
0 points
Does not attempt this aspect of assignment.
Score of Grammar,/ 10Criterion score has been overridden
Social Justice and Inclusion
20 points
Candidate demonstrates superior knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power.
17 points
Candidate demonstrates average level knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power.
15 points
Candidate demonstrates a developing level knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power.
13 points
Candidate demonstrates a developing level knowledge, skills, and dispositions needed to create learning environments that foster equitable participation of all groups while seeking to address and acknowledge issues of oppression, privilege, and power.
0 points
Does not attempt this aspect of assignment.
Score of Social Justice and Inclusion,/ 20Criterion score has been overridden
APA Style
10 points
Document is presented in accurate APA style. In-text citations are used where needed and formatted appropriately. Reference list is provided with all items in accurate APA format. Overall format of assignment includes well- developed introduction, paragraphs, and conclusion. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence
8.5 points
Overall APA style is accurate, but minor errors exist in in-text and reference list citation formatting. Learner demonstrates a good skill level in formatting and organizing material in assignment. Learner presents an above average level of preparedness, with few formatting errors.
7.5 points
There are a moderate number of errors in overall APA style and in-text and reference list citation formatting. Learner uses a variety of formatting styles, with some inconsistencies throughout the paper. Assignment does not have a continuous pattern of logical sequencing.
6.5 points
There are major errors in overall APA style and in-text and reference list citations formatting. Assignment reveals formatting errors and a lack of organization. Learner presents an incomplete attempt to provide linkages or explanation of key terms.
0 points
Does not attempt this aspect of assignment.
Score of APA Style,/ 10Criterion score has been overridden
Evaluation, and Research
10 points
Candidate demonstrates superior ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education.
8.5 points
Candidate demonstrates average ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education.
7.5 points
Candidate demonstrates a developing ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education.
6.5 points
Candidate demonstrates a beginning level of the ability to design, conduct, critique, and use various AER methodologies and the results obtained from them, to utilize AER processes and their results to inform practice, and to shape the political and ethical climate surrounding AER processes and uses in higher education.
0 points
Does not attempt this aspect of assignment.
Score of Evaluation, and Research,/ 10Criterion score has been overridden
Rubric Total ScoreTotal
Score of SAHE510 Functional Areas and Institutional Types Project 6/26,/ 100
Overall Score
Overall Score
Exemplary90 points minimum
Accomplished80 points minimum
Developing70 points minimum
Beginning60 points minimum
Did not attempt0 points minimum
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