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The Higher Education and Student Personnel Program at Kent State University is quite unique. While many programs in this profession focus on theoretical concepts and ideas, the KSU program integrates those concepts into practical experience and application, allowing the students to get a well-rounded educational and professional experience. The program can be divided into two major theme areas, theoretical knowledge and practical experiences, and reflection on those two areas, in addition to my personal growth and development, are outlined below. // Program Theme: Practical Experience // The practical experiences that are gained while in the Higher Education program at Kent set the program apart from its counterparts. The program requires students to complete a two-year assistantship at a higher education institution, as well as two or three additional semester long practicum experiences. These varied opportunities allow the student an insider look at the higher education field in many ways. First, students can see up to four different institutional types and environments, as well as learn how these institutions views, missions and values differ (and why they might). These views can also assist a student in deciding what type of institution is a good fit for them when they begin job searching. Secondly, these opportunities give students a chance to figure out which student affairs area is their passion and strength. Building on this point, the assistantship gives students a chance to develop depth in one given area, and the practicum courses allow an opportunity to compliment this depth with breadth in other areas. These experiences give students a chance to apply the theories they are learning in class to the field, as well as giving the students a chance to network with program alumni and other professionals in the field. // Program Theme: Theoretical Knowledge // In addition to the practical experience gained while enrolled in the Higher Education program, students also gain a wealth of theoretical knowledge. These areas span several topics, and serve as a practical starting ground for new professionals when dealing with campus crisis situations; these topics include student development theories (including cognitive, psychosocial, racial/multicultural and gender), legal theories and laws, leadership and organizational theory (including leadership styles and group dynamics), and diversity and multiculturalism (including knowledge on international education and special issues faced by this population). These different themed areas are discussed all the courses in the program, and are considered when discussing many different aspects of the profession. // Expectations Going into the Higher Education Program // Coming into this program directly out of my undergraduate career, I expected a much higher workload then that to which I was accustomed. I expected the professors to push me intellectually and emotionally to succeed, as well as push my peers to succeed. I hoped to not only learn about myself, but what area(s) of higher education make me happy and where my passion and strengths lie. Additionally, I wanted to gain the knowledge and skills needed to think on my feet in a crisis situation involving students, and the knowledge needed to work with students in diverse populations. // What I Learned in the Higher Education Program // Upon reflection of my time in the Higher Education program, I feel like I succeed my goals and expectations for both the program and myself. I learned what specific area of Higher Education makes me happy and where I feel fit. I can see myself working with first-year student, specifically in an Orientation setting, and I learned the tools and skills needed to succeed when working with that population. Additionally, I learned about sub-populations within a class of first-years (Greeks, athletes, first-generation college students, students with disabilities, and minority or international students) and how those sub-groups interact with each other to comprise a first year class. I learned how to work with student leaders in a vast array of settings and how to help further them in both their personal and leadership development. I learned through involvement in my practicum and graduate assistantship how to think on my feet in a situation and gained valuable, practical knowledge. I was able to deal with dilemmas and apply the theories I was learning in the classroom to real life scenarios. In addition, I learned and was able to hone a variety of skills, including patience, flexibility, and compassion, that are needed with working with students in a college setting. I also learned that the professors in the Higher Education Program at Kent truly care about each student’s success. They push us more then we understand, but do that because they see our full potential and what we are capable of becoming. The students in the program also want to see one another succeed, and are always willing to help another with a project or situation. I learned that while the program is competitive on the admission end, once classes begin, we become one large family with one common goal. // What Did I Learn About the Higher Education Profession? // I learned that the Higher Education field is quite small; I kept seeing the same people at conferences and meetings. While this can be damaging to someone who makes a catastrophic mistake in the profession, it is nice for a new professional because we are able to network and make ourselves known. In addition, I learned that the field is much more then residence life, Greek life and student activities. Through my Student Affairs Functions course, I developed a knowledge of the breadth and depth that exists within the profession. Additionally, I learned there is much more planning that goes into a student or residence hall program; administrators must take into account different developmental theories and the audience they are targeting with their program. There are budget and building restrictions to consider, as well as the time of the program during the semester and whether student turn out with be greater during a different time. // How Did This Program Serve me? // First and foremost, the Kent program gave me a strong theoretical base to build upon. Professors allowed students to not only learn and study these theories, but the practicum experiences allowed me put them into practice and see first-hand how they work in different college environments and settings. Those same practicum experiences allowed me great networking opportunities with professionals and alumni in the field and gave me a chance to learn about what I want out of a career in student affairs. The Case Studies course served me in several different ways. This course studied areas that span all disciplines in Higher Education and the different case scenarios that can occur in these areas. This not only tied all areas of Higher Education together, but showed how they work together and in what ways. This course also gave me a chance to decide how I would respond to a case and why, and allowed me a chance to justify those conclusions. The cases also incorporated many different theories; this gave me a chance to put the theories into practice and learn which worked best together and why. The program offered me a chance to work with students and professors alike who adore what they do each day. The professors offer a wealth of knowledge of Higher Education as a whole as well expertise in a given area, which is beneficial to have in your professional network. My peers in the program have given me a chance to voice my opinions and thoughts in a safe, welcoming environment and allowed me to learn through my mistakes. They have offered support and assistance in classes and pushed me to understand my own ethical thoughts and feelings to become a stronger administrator.