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What I had heard about the Kent State University master’s program of Higher Education and Student Personnel (HIED) was that it was “practical” and treated higher education as a business, as opposed to other higher education programs that focused mainly on the study of theories. I do not know who told me that, but I know that I heard it right after I applied to graduate school and the notion stuck with me, probably because after I took out loans, I was looking for any bit of information that indicated I was doing the right thing. My very first class, Law and Higher Education, indicated that perhaps this was a correct assumption, because I had also heard that most other higher education programs do not require any type of law course. So it seemed very early on that Kent State would prepare me to be a good administrator. But as the first few weeks in the semester went by, then the first few months and finally the first year it occurred to me many times the true value of education, something I had not quire grasped as a fun-loving undergraduate. In the midst of all this practicality I was actually learning. I began a shift in perception about topics in which I never even knew I had an opinion. I began to speak differently, to write better and became a more polished, professional version of myself. I began to see parallels in the classroom and in my graduate assistantship. I noticed topics we discussed in class were in the media, because I (subconsciously, even) had my eye out for it. I felt like a true adult, completely in the loop. To me one of the neatest things about school is the feeling of being included in current events, feeling like I am not just existing in modern times, but creating it. So while the Kent State HIED program does focus on the practicalities of beginning and maintaining a career in higher education, there are also prevalent themes and concepts that exist to encourage personal development. To me, they include leadership, critical analysis, understanding diversity and articulating personal philosophies. Leadership We started out with a required course in leadership theory, but the idea of leadership within this program extends much beyond that. I feel I have been prepared in many unique ways first to be my own leader and then a leader to others. Throughout my courses, I received a great deal of freedom to write and express myself with minimal interference from course instructors. I never felt I had to write a paper in a certain way to get a certain grade or that I could not speak my mind in class. My courses felt like discussion between colleagues, and many of them actually were, especially as we advanced in our graduate work. This type of academic freedom allowed me to develop my own idea and opinions, and to become assured that I can be a good leader as I advance within my profession. Critical Analysis Even if as a HIED student I felt I had all the academic freedom in the world, it does not mean my courses were easy. In every class, we were encouraged to think critically about difficult situations that often had no right answers, and then we had to articulate those thoughts – and most importantly, back up our logic. “Just because” does not exist, and I think this has been one of the most significant lessons I have taken from the program. Even if we do reach an answer, we should know what we think and why we think it and then we should be able make our case. This is something I feel is so important in any career and in any avenue in life. Does the ability to critically analyze lead to a smoother existence? I am not inclined to think so, but it does lead to a more complete existence, one that gives me the power to take action and make change in society, my career and my personal life. Understanding Diversity This rightfully has a place among the major concepts within the HIED program because as professionals in the higher education field, we will be dealing with diversity that comes in all categories – race, gender, ethnicity, sexual orientation, socioeconomic status, age and more. From coworkers to university students to the outside community, I expect to be dealing with people from all corners, so to speak, on a daily basis. The courses in the HIED program did not simply define diversity and then tell me how to tolerate it; instead I feel my courses taught me how to relish the diversity surrounding me, and how to stand up to the challenges that come with maintaining an open, inclusive environment. Because of my experience in the HIED program, the word //diversity// carries much more weight with me than it had previously. Articulating Personal Philosophies In the leadership course my first semester, one of our final assignments was to write a paper on our personal leadership philosophy. This activity proved to a running theme within most of my courses within the HIED program. More than a “what would you do,” we were encouraged to write and speak about what we believed, and this is evident on the many journals I had to keep in various courses. My journals and even the research-based papers serve as markers for professional and personal growth. I think if I read each paper back-to-back, I would see an improvement in conviction and self-assuredness that will serve me in my career. Graduate work has not been particularly easy. I often tell people, “I’m not sure I like school, but I love my education.” Yet the hard work, stress and sometimes frustrating experiences have always made me a better person at the end of the day. Because of my graduate education, I feel like a more complete individual that has everything to offer.