Running head: Coursework Summaries

Audrey Batista Coursework Summaries Kent State University

Running head: Coursework Summaries

Fall 2011 Semester

Research in Educational Services EVAL 65511 Dr. Mark Kretovics Course Description: Introduction to purposes and practice of qualitative and quantitative research related to educational services. Emphasis on elements of doing research and using products of research to support and enhance practice. Authentic examples used as illustration. Course Reflection/Personal Course Description: I believe the purpose of this course was to review the foundation of commonly used research methods and how to practice the application of those methods in education research. One of the most valuable things I learned from this course was that not all educational research should be taken as truth and that research is the most useful tool in discovering best practices in student affairs. Actually conducting and presenting research in the course was very helpful. The research that my group and I conducted sought out to seek a positive correlation between student involvement at the undergraduate level and the pursuit of a graduate degree. My group members and I were surprised to learn that no strong correlation exists between the two. This was a learning experience for me as a general stereotype styled hypothesis was proved wrong. I intend to continue to stay up-to-date on the best research practices and utilize the knowledge received in this course to pursue best practices throughout my career. Additionally, I was able to utilize the skills received from this class to conduct research almost all of my courses throughout the past year and a half. Leadership in Education Organizations HIED 6/76657 Dr. Martha Merrill Course Description: By learning to appraise their own leadership styles, students improve their leadership effectiveness and explore the relationship between leadership and college and university effectiveness. Course Reflection/ Personal Course Description: I believe this course was designed to explore leadership in its most contemporary form while exploring the foundation of the meaning of the word. Through this course, I learned that there are numerous theories that play a role in the make-up both personal and organizational leadership. A few of theories I was able to take away from this class were trait, behavioral and culture/symbolic theories. The aforementioned theories along with additional course objectives such as understanding ethical paradigms and the role of spirituality in leadership allowed me to reflect on the values I hold as an individual and as an aspiring student affairs professional and as a result, reflect upon my goals on a fundamental

Running head: Coursework Summaries

level. Course work such as the essay which allowed for students in the class to explore their context was something I found very helpful in the reflection process. I look forward to continuing my education in this subject through literature and practice. Overall, I believe this course proved to be very beneficial and provided me with knowledge and information relevant to my goals and future career aspirations.

Spring 2012 Semester

College Student Development: Theory and Practice HIED 6/76653 Dr. Tracy Lara Course Description (Excerpted from Syllabus): This course provides an overview of theories related to the development of college students. Through reading, discussion, reflection and research, students will co-construct knowledge and increased understanding of the complexities of student development and the application of these theories in post-secondary education. Specific attention will be given to considering how sex, gender, racial-ethnic heritage, sexual orientation, age, ability/disability and social class contribute to the identity development of college students. Course Reflection/Personal Course Description: I believe this purpose of this course was to educate students on the existing fundamental theories in Higher Education and how to recognize and utilize those theories in the academic and professional environment. This course was very useful to me throughout a majority of my classes as I was often able to make connections between the content learned in this course and its relation to the most basic functions in a higher education environment. A few of the theories I took away included Astins theory of student involvement and Schlossbergs transition theory. I would like to continue the research and practice of these particular theories as I have found that they can apply not only to first-year students but to nontraditional and upper class students as well. As I continue my journey in the world of higher education and student affairs, I know that I will be able to draw back on the material learned throughout this course to aid in the assistance of students. Internship, Practicum, and Field Experience HIED 6/76492 Dr. Tracy Lara Kristen Summers, Assistant Director International Admissions Course Description (Excerpted from Syllabus): The Internship Program has been designed to provide a structure for the planning and implementation of internships, and to ensure highquality experiences for students and other participants. Students enrolled in the Higher Education Administration and Student Personnel Program are provided with opportunities to participate in supervised, professional settings, in addition to those associated with a graduate assistantship or

Running head: Coursework Summaries fellowship. These experiences provide for the integration and practical application of theory and methods gained through the formal program of study and allow for development of professional competencies that enhance personal and professional growth. Also, the internship provides onthe-job experiences of reasonable depth and length to strengthen qualifications and broaden the range of career alternatives for the student.

Course Reflection/Personal Course Description: I believe purpose of the practicum course is to allow students to gain experiences outside of their current graduate assistantships in an effort to develop a useful skill set and practical application experience in a department that may be at the forefront of the students career aspirations. I partnered with the International Admissions Department for my practicum and was surprised to learn that the department I had dreamed of pursuing a career in was something I now choose to avoid as I begin my professional job search. Throughout my experience I learned that a vast amount of tedious administrative work must be performed in the international admissions environment. I performed countless credential evaluations and observed many Skype and phone conversations during my time in this office. I learned that to work in an international admissions department requires skills in patience and administrative compliance and that the opportunity for international travel opportunities for recruitment purposes are very seldom. I gained a strong respect for the individuals who choose this profession and am appreciative for the time spent in the department during my practicum.

Summer 2012 Semester

Internship, Practicum, and Field Experience HIED 6/76492 Dr. Stephen Thomas Andrew Crawford, Assistant Director of Student Success Programs Course Description (Excerpted from Syllabus): The Internship Program has been designed to provide a structure for the planning and implementation of internships, and to ensure highquality experiences for students and other participants. Students enrolled in the Higher Education Administration and Student Personnel Program are provided with opportunities to participate in supervised, professional settings, in addition to those associated with a graduate assistantship or fellowship. These experiences provide for the integration and practical application of theory and methods gained through the formal program of study and allow for development of professional competencies that enhance personal and professional growth. Also, the internship provides onthe-job experiences of reasonable depth and length to strengthen qualifications and broaden the range of career alternatives for the student.

Running head: Coursework Summaries

Course Reflection/Personal Course Description: I believe purpose of the practicum course is to allow students to gain experiences outside of their current graduate assistantships in an effort to develop a useful skill set and practical application experience in a department that may be at the forefront of the students career aspirations. I partnered with the Student Success Programs Office as the Flashguide Supervisor for the Destination Kent State summer orientation program. Upon interviewing for the position I wasnt sure what to expect but soon found that working in Student Success and Orientation is my true passion and my career of choice in the field of student affairs in higher education. Throughout the course of the summer I had the opportunity to directly supervise 11 Flashguides made up of an outstanding group of student leaders. Additionally, I oversaw the daily functions of each orientation session and even had the opportunity to present on a daily basis. Through this experience I interacted with hundreds of incoming Kent State freshmen and their families and even had the opportunity to introduce the President of the University. I was given a lot of trust and leadership through this position and felt that I was making a difference on a daily basis. During my time with the Destination Kent State program I woke up each day with genuine excitement to get to work despite the work day going from 6:00am to 11:00pm. This experience showed me that it is possible to truly love what you do and that it is important to find a good fit for a career. I have continued to practice the optimism displayed during the DKS program throughout my recent job search and plan to continue my efforts to make an impact on students every day.

Fall 2012 Semester

Law in Higher Education HIED 66652/76652 Dr. Stephen Thomas Course Description: Selected principles of constitutional, statutory, case, and common law affecting the administration of colleges and universities are studied. Course Reflection/Personal Course Description: I believe the purpose of this class was to provide students with a general understanding of legal knowledge as it pertains to higher education. I was initially hesitant to take this course as law generally has a stigma of being very difficult. What I found is that this course was one my favorite learning experiences. I realized that many of the laws we learned about in the course are things we deal with everyday in student affairs. As an Assistant Hall Director I often work with search and seizure laws and have even run into situations regarding FERPA and financial aid. I believe the knowledge provided in this course was very practical and I intend to remain up-to-date on laws as they pertain to higher education throughout the duration of my time here at Kent State and in future career endeavors as I believe it is necessary to maintain knowledge of the law in an effort to allow for superior job

Running head: Coursework Summaries performance. Overall, I was very happy with this course and believe it has been relevant and resourceful in other courses as well. Business Administration in Higher Education HIED 66667/76667 Dr. Mark Kretovics Course Description: This course introduces students to the administrative and business management of institutions of higher education. The course covers topics such as institutional planning, space management, budgeting, human resource administration, purchasing, and organizational management. Course Reflection/Personal Course Description: I believe the purpose of this course was to explain the impact of business principles in higher education and allowed students to demonstrate and understanding of the staffing process and budget creation in higher education departments. I felt this class was very beneficial because I learned that there is an entire side to higher education that often goes unnoticed by students. Through the course simulations I was able to apply the lessons learned in class to creative a mission and goal set for a university in addition to coming up with a job search process and a budget. I feel I got the most out of the job search process and the budget because those are two items I did not have previous experience with and now feel comfortable discussing or even putting together in a future career. I intend to further my education on this subject throughout future careers in an effort to maintain best practices for efficient job performance.

Administration of Multiculturalism and Diversity in Higher Education Institutions HIED 66671 Dr. Susan Iverson Course Description (Excerpted from Syllabus): This graduate seminar focuses on race, ethnicity, socioeconomic status, sex/gender, sexuality, disability and other identity differences in the U.S. higher education. Diversitya collective label for the plurality of our identitiesis discussed from a historical perspective, providing a context for contemporary experiences described by and about students, staff, faculty, and administrators. In this course, we examine contemporary issues related to access, participation, climate, curriculum, policy, outcomes, and benefits. The course is designed to introduce students to theories, concepts, policies, controversies, challenges and possibilities related to gender, racial, ethnic, sexual orientation, socioeconomic, ability, and religious differences among students, faculty, administrators, and other employees in postsecondary settings. The successful student in this course will be able to describe and analyze historical and contemporary issues related to diversity and equity, as well as discuss current trends and challenges in educational research, theory, policy, and practice. The aim of this course, and its identification as a core course in the program, is to prepare graduates to work in

Running head: Coursework Summaries

an increasingly pluralistic society and to have multicultural competence for engaging with diverse groups. The goal of multicultural competence seems unarguable; students should have awareness (of self and the impact it has on others), knowledge (of diverse cultures and groups), and skills (ability to openly discuss differences). However, in this course, we will draw upon a critical perspective in our readings and discussion in order to interrogate our (taken-for-granted) assumptions about the goodness of multicultural competence. How might practitioners be falling short in enacting a commitment to social justice or developing critical consciousness? How might the development of multicultural competencies serve to maintain the status quo more than inspire creative thinking about the root of social problems and taking action to combat inequities? These questions and more will be investigated in this course Course Reflection/Personal Course Description: I believe the purpose of this course was to educate students on prevalent issues such as privilege, oppression, race, gender and additional in issues in the realm of multiculturalism and diversity. One of the things I enjoyed most about this course was the opportunity to discussion and the respect that was given to students who shared personal stories. I felt I was given the opportunity to reflect on my own cultural identity and gain a wider prospective on the privileges I may enjoy or may not have. One of the topics that stood out to me the most in this course was the class lesson related to poverty. The video we watched in class was very powerful and I believe that poverty is a major issue being faced that often goes unnoticed. I was able to take this lesson outside of the classroom when I encountered a situation in which I was able to have a conversation with a young woman who shared her diverse lifestyle with me and to my surprise involved many of the things we had talked about in class. This class made such an impact on me that I have chosen to further my own education in the subject and share the subject with others as a graduate intern for the same course being taught this semester. Overall, I believe I was provided with a valuable learning experience in this course and look forward to addressing the issues surrounding this subject in the future.

Spring 2013 Semester

Case Studies in Higher Education Administration: HIED 66655 Dr. Susan Iverson Course Description (Excerpted from Syllabus): This course integrates concepts and skills developed throughout the M.Ed. program in Higher Education Administration and Student Personnel (HIED). It affords students the opportunity to improve decision-making skills and to increase understanding of concepts and current practices in student affairs and higher education administration. The class aims to assist in clarifying thinking and values about individual and collective actions in higher education and to polish ones ability to communicate that analysis both orally and in writing. Students are expected to share responsibility for collaborative problem-solving involving complex issues in higher educational leadership by involving others

Running head: Coursework Summaries

in discussing ideas, problems, strategies, and assisting them in clarifying their thinking and emotions. According to Lang (2011), case studies present students with real-life scenarios that they might face in their chosen fields, and then ask them to use what they have learned in their coursework to analyze the problem and recommend solutions. Through the use of cases and participant-dominated discussions, this course challenges students to address the complex reality which an administrator faces, presents an opportunity to develop analytical skills, and provides a setting to critique and develop a personal administrative style. The course draws on a range of salient topics including leadership, student development, diversity, law, and business administration, as they relate to various groups in colleges and universities including higher education staff, administrators, faculty, and students, among other constituents. Course Reflection/Personal Course Description: I believe this course served many purposes for students. This course gave students the opportunity to reflect upon theories and educational pieces taken away from previous courses taken throughout the duration of the program. Additionally, this course allowed students to learn how to analyze difficult situations as they arise in the workplace. The cases that were analyzed covered a vast array of situations ranging from Greek life and student organizations to LGBTQ issues and social remembrance. I would say that this course was one of the most difficult courses I have taken but was also a unique learning experience. Working in case groups allowed students the opportunity to work with individuals who brought different perspectives to the table while working together to develop a solution. This was very useful as this will be similar to what the workplace will look like postgraduation. We will be expected to work in diverse environments that share a common mission or set of goals. One of my favorite aspects of this course was the integration of professionals in the field after the case presentation. This was useful in providing students with a real world perspective and allowed students to reflect on things that we would do the same or differently. Overall I believe this experience was very educational.