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The Higher Education Administration and Student Personnel program at Kent State University provides a unique balance of theory and practical experience. This is one common theme that runs throughout the course of study. Each individual class provides a basis of information in the form of concepts and theories coupled with assignments that produce a practical component. In addition, the requirement of at least two practica or internship experiences and the option of working through a graduate assistantship challenge individuals in the program to use this knowledge and relate theory (or more abstract ideas) to the day to day career of a student affairs administrator. As a student in the program, I have had this unique experience and it is also the main reason I initially chose the program and one that I have found to be beyond beneficial. Not only have I received knowledge through discussion and examination of key issues and topics related to the field of student affairs, but I have been given the opportunity to further explore those issues and apply them on a daily basis with my graduate assistantship and through intensive practicum experiences. These are opportunities in which I have been, in every true sense of the word, a co-producer of my own education. In these practica, we are challenged to first pick and pursue our interests, then form a concrete and thought-out plan and execute that plan with the aid of a supervisor. These are key moments for us to use theory and then put them into action.  Another common theme in this program is the constant exploration and in essence, re-examination of one’s personal identity through a variety of lens and contexts. I began this journey the moment I started the program. My first semester, I took three courses that involved an in-depth investigation of my identity, perspective, and development: College Student Development, Leadership in Higher Education, and Administration in Multiculturalism and Diversity in Higher Education Institutions. In each instance, I gained a greater understanding of my personal and professional growth; the discovery of which has proven to be beneficial to my residents and student staff through the increased knowledge of my competencies and skills. Both the student development and multiculturalism courses brought to light the point that you must first know your identity before you can be of help to your students and their development. This can be termed as multicultural competence or one’s ability to understand their identity and role in a larger context, whether that be society or a college campus. Also included in this process was the consideration of my leadership philosophy. Specifically in the leadership course, I was realizing my qualities as a leader and what theories I most identified with. This probably plays out most in my practica experiences and my graduate assistantship where I am challenged to supervise and lead a staff as well as produce a mission and ask others in the community to contribute to that mission. These ideas have been reiterated and explored in many other classes throughout my two years in the program; namely, The Independent (Private) Liberal Arts College, Athletics Administration, Students and the College Environment, Career Development and Guidance, History of Higher Education and Business Administration. In each of these classes, I added to my understanding of my professional goals, my identity as it relates to how I interact with students and provide educational opportunities, and how my environment plays a central role in my perspective of higher education. It is important to note that this exploration is a continuous journey that I will revisit time and time again as I grow as an individual and as a student affairs administrator (one other point that I have gained throughout my time in this program).  A third program theme in my experience is the importance of historical context. In fact, in every course I have taken, the historical basis for theories, events, policies, laws and regulations, and concepts have been a necessary and irreplaceable component to understanding the purpose and mission of student affairs and higher education. In addition, acknowledging and learning about historical context overlaps with the exploration of one’s identity as I have described above. Probably the most salient point on this subject was the discussion of the structure of power, privilege, and oppression and the significance of defining and making sense of the story that has led our society (including me and you individually) and the field of education to its present state. These aspects of my learning continue to prove their relevance in each course I take and in my work as a student affairs professional.  In each course, the examination of current issues and challenges is also a common theme. With each concept, it is important to recognize and study the topics at hand—this is another instance where the program molds theory and practice together. Looking at how the concepts we are learning relate to what we can do for our students on a daily basis and what news worthy subject matter may affect higher education are a necessary step to providing the best practices possible. Another theme I have noticed is the value of understanding campus culture as an administrator in order to make sound decisions for an institution and its students. In fact, culture is really the foundation on which we base our work and goals for higher education. Culture is every-changing and yet also difficult to influence. More specifically, campus culture has a profound effect on each student’s connection to an institution and how they perceive their college experience. This also bridges back to the role of the environment from physical space to individuals, which are all responsible for creating a sense of community and overall mission or philosophy. One thing I definitely learned, but did not expect, was how each courses ties together to formulate a full understanding of the field of higher education. The overlap is incredible. It is exciting to see that I can be learning about the Higher Education Act in one course and then learning about multicultural competence in another and yet I find the same principles exist in each. With each assignment I feel I am reminded what is important when developing myself as a student affairs professional and I feel confident that this program has provided me with the best opportunities and the strongest collection of resources and knowledge available.