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I entered Kent State University’s Higher Education Administration and Student Personnel program following a year of professional experience with Hillel Foundation at Miami University. My undergraduate academic experience was heavily laced with community service and Greek life involvement. These experiences led me to pursue a degree in higher education with the thoughts that I could help students have the transformative, life altering college experience that I had. I had many expectations and preconceived notions upon entering the graduate program. This paper explores these expectations and how they have changed or stayed the same. Hillel Foundation is most basically described as Jewish campus services. With this in mind, my experience at Miami University was predominantly focused on diversity initiatives. I was very much involved with university administrators working to expand diversity awareness and acceptance at a homogenous university. When I arrived at Kent State University, I expected the university and program to be as focused on diversity as Miami was. I see Kent State and the higher education program making attempts of exploring diversity and multiculturalism but lacking to reach a global perspective. Diversity extends beyond race and the issues of Black versus White. I was extremely fortunate to enroll in the section of Multicultural Diversity Administration which offered the class a survey of many aspects of diversity. College students are coming from increasingly diverse and different backgrounds ranging from socioeconomic status to religion. Embracing and recognizing all forms of diversity is extremely important to all aspects of our lives. By intensely examining diversity throughout our coursework, it better prepares administrators to serve diverse demographics of students. Diversity is an important and growing theme within the field of higher education, at Kent State University and the higher education program. The most major theme of the higher education program is its emphasis on practical experience which is reflected in two, one semester required internships. Upon entering the program, I was excited to have the opportunity to gain experience in unknown, new areas to me. I did not learn how emphasized this concept was until I completed a non-credit internship at the University of California, Santa Cruz. My cohort peers represented graduate programs from the Midwest and allowed me to learn more about their very different curricula. While our experiences were generally similar, I found the Kent State program offering and encouraging the most practical experience out of the comparable programs. I very much appreciate this aspect of the program but think that some components are weak. In a program that places heavy emphasis on practical experience, it does a poor job of emphasizing summer internships and diverse geographic experiences. Spending the summer at UCSC was one of the best experiences of my life both professionally and personally. I am disappointed for my cohort peers that did not take advantage of the tremendous national summer internship opportunities. Linking back to my thoughts about diversity and summer internships, the program boasts strength in preparing global graduates. I chose not to pursue the International Certificate option but acknowledge that it is something that sets Kent State's higher education apart from most other programs. To me, Kent State was always a regional institution. I grew up approximately 45 minutes down the street from Kent State (literally). When I was told during the interview about this global perspective, I expected to be only one of a few Northeast Ohio natives. I was mistaken. I appreciate the experiences of my peers; I personally have explored every region of Ohio but I was hopeful for more diversity within the program. I believe that as the program continues to grow, it will be able to draw upon more regions of the United States and really contribute to this global theme. Kent State's higher education program also allows students to tailor the program to explore personal academic interests. I have very much enjoyed the opportunity to choose several electives such as career guidance, students and the college environment, and disability law. These electives have helped me hone in on my academic and professional interests as well as have assisted me in determining career paths I would like to explore. My knowledge of higher education was narrow before I entered the program. Looking back on my interests prior, I recall a desire to be an academic advisor or work within Greek life. The classes and practica have opened up my horizons and have encouraged me to take a look into other avenues of higher education. Without the encouragement of the faculty and flexibility in selecting courses, I never would have been able to hone in on these interests. As I prepare to graduate this semester, I feel confident in the knowledge and experiences I have gained through the duration of the program. I have enjoyed the opportunities that I took advantage of and know that many of the experiences I have had resulted from encouraging faculty. I feel as though I have grown professionally and personally from the time I began the program and from semester to semester. In reflecting over this program as I near its completion, the most major theme, to me, is one of personal growth. Because of the higher education program at Kent State University, I have had very meaningful experiences that I would not have had otherwise. My education and experience at Kent State has taught me about myself, helped me develop new skills and strengthen old ones, and tune into my professional, personal and geographic interests. Overall, my experience at Kent has been one in which I feel prepared and excited to take the next step.