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My education with the Kent State University Higher Education Administration and Student Personnel Graduate Program has been an academically rigorous undertaking with practical experience steeped in a theoretical foundation. As a secondary educator I believe strongly in the value of education and view my continued academic growth not only as a career transition, but a personal investment. I chose Kent State University largely for its location in northeast Ohio. When I began the program I had no expectations other than to increase my professional capacity as an administrator. Now that I near graduation I recognize the unique opportunity I have had to grow personally and professionally. The Kent State University program in higher education administration is an excellent program that attracts high achieving students to be taught by intrinsically motivated and institutionally proud professors. Looking back on my experience at Kent State University I can identify three recurring themes that are central to the Higher Education Administration and Student Personnel program. They are; a focus on theory based decision making, practical application of knowledge, and diverse ways of knowing. These thematic points have enriched my education and built the foundational skills I need to enter into the field of higher education administration and student personnel. Theory Based Decision Making ** The concept of theory as a lens through which to view an encounter is a fixed theme that resonated in all classes. My first course, student development, challenged me to broaden my worldview by considering situations from different perspectives. Dafina Lazarus Stewart (2002) in her article on faith development commented on the trend for people to act in certain specific manners, "Individuals accentuate those facets of themselves with which they are most comfortable or that they have more fully developed," (p. 171). As humans we tend to become single minded and must allow ourselves opportunities to acknowledge various ways of knowing. Accepting and using diverse viewpoints allows us to fully integrate all aspects of our own identity and therefore better analyze those situations with which we are faced. Knowledge of theory allows institutional administrators and student affairs practitioners a foundation from which to better understand constituent behavior. Every person with whom you interact will reason from an individually unique perspective. Since it is not possible to anticipate other‟s thoughts, one must base decisions on past experiences or prior knowledge. Theory provides the lens through which one can begin to comprehend another‟s ideas and actions. Practical Application & Experience Higher education administration and student personnel practitioners are faced daily with a myriad of questions and problems requiring solutions. Theory is an excellent base from which to begin considering all aspects involved in the case. However, everything in life is not constant and the application of theory can only work so far as to provide possible solutions. The application of theory in practice allows for greater integration of the knowledge into the students‟ professional repertoire, "To be of any utility, theory must be related to practical situations found in real-life settings," (Evans, Forney, & Guido-DiBrito, 1998, p. 19). One may call this model "students as co-producers" or acknowledge the constructivist background of the higher education program. Based on the theories of Piaget and Vygotsky, constructivism deals with the belief that learning is individually created and interpreted. I have viewed the higher education program as placing a large amount of importance on the opportunity for students to interact with knowledge through extensive practica and in-class case analysis. These activities are in compliance with a constructivist theory of learning, "Windschitl (1999) goes on to note that „such experiences [constructivist based] include problem-based learning, inquiry activities, dialogues with peers and teachers that encourage making sense of the subject matter, exposure to multiple sources of information, and opportunities for students to demonstrate their understanding in diverse ways‟ (752)," (Gordon, 2009, p. 40). Some of my most invaluable learning experiences were in my first practicum in the Gerald H. Read Center for International and Intercultural Education. As an intern I was challenged to handle situations involving individuals across campus, within the community, and visiting from abroad. I applied lessons from class in a real-life situation while being mentored by a practicing administrator. Learning through doing cements the lesson in the learners mind and provides a base for handling similar situations that arise in the future.
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Diverse Paths  My experience with graduate professional programs is that some departments try to steer their students towards focusing on a specific area of the field. The acceptance of diverse career paths by professors in the Kent State University Higher Education Administration program is a stark contrast to other more narrowly tailored degrees. When I began my search for a graduate institution the first aspect of Kent State University to which I was attracted was the combination of administration and student personnel promoted in the program. This promised me a well-rounded experience and a diversified skill set upon graduation. While engaging in coursework I experienced professors with a multitude of backgrounds, all willing to assist students develop their own personal niche in higher education. Two courses, Leadership in Educational Organizations and Student Affairs in Higher Education, challenged me to reflect upon my career path and personal preferences. The professors encouraged me to delve into my past coursework and experiences while engaging in dialogue with current practitioners to fully understand where I will be most successful in higher education. According to John L. Holland (1997), seminal theorist in vocational typology, "The choice of a vocation is an expression of personality," (p.7). Therefore, choosing a specialty in higher education is not simply looking for an area in which one feels they are most proficient. Selecting a specific department of employment is a reflection of where one feels most compatible, a professional home. By pushing students to truly analyze their own wants and needs, professors in the higher education program were encouraging a successful fit between student and career. Focusing on diverse career paths also worked to create a vibrant, diverse cohort. In each course I was exposed to a plethora of student experiences, viewpoints, and opinions. All of these various ways of knowing challenged me to broaden my perspective. The emphasis on discussion and collaboration in the program allowed students opportunities to learn from each other. Without this diverse experience, I would not have received such a rich education that will provide me with an excellent foundation for future employment. **Personal Reflection ** Each individual institution of higher education is a unique microcosm that both marches with and against trends seen in the greater field of higher education. Insomuch, it is impossible to prepare one for a specific position at a specific institution. Instead, graduate programs must present a holistic curriculum based in a set of generalized skills higher education practitioners must have to be successful. Kent State University‟s program provided those generalized skills and allowed sufficient opportunity to practice and fine tune application skills in realistic settings. I feel comfortable entering any department on any higher education campus and being able to make an impact. In conjunction with generalized skills needed for higher education, Kent State University offered comprehensive electives and individualized opportunities. Students with precise interest in specific functions were able to pursue these academic goals through critical analysis papers, specialized courses, and self chosen practicum experiences. The education I received at Kent State University taught me universal skills applicable in all professional sectors. I originally chose Kent State University for its location and quickly found I had enrolled in an up-and-coming program with outstanding faculty, diverse course offerings, and a rigorous curriculum. Perhaps it was luck or fate, but earning my graduate degree in Higher Education Administration and Student Personnel from Kent State University was an extremely successful professional choice. References: ** Evans, N.J., Forney, D.S., & Guido-DiBrito, F. (1998). //Student Development in College: Theory, Research, and Practice. //San Francisco, CA: Jossey-Bass.
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Gordon, M. (2009, February). Toward A Pragmatic Discourse of Constructivism: Reflections on Lessons from Practice. //Educational Studies //, //45 //(1), 39-58. Retrieved February 7, 2009, doi:10.1080/00131940802546894

Holland, John L. (1997). //Making Vocational Choices. //Lutz, FL: Psychological Assessment Resources, Inc.

Lazarus, Dafina Lazarus (2002). The Role of Faith in the Development of an Integrated Identity: A Qualitative Study of Black Students at a White College. In M.E. Wilson & L.E. Wolf- Wendel (Eds.), //Ashe Reader on College Student Development Theory //(1st ed., pp. 163- 176). Boston, MA: Pearson Custom Publishing.