Summer 2012

Core Courses Completed Towards M.Ed. EVAL 65511 - Research in Educational Services HIED 66652 - Law & Higher Education HIED 66653 - College Student Development: Theory and Practice Certificate Courses Completed Towards College Teaching Certificate HIED 66658 - The Community College

EVAL 65511 Research in Educational Services

Dr. Jason Schenker Course Description This course provided an introduction to the purposes and practices of research related to educational services. The focus of this course was on understanding the elements of research methods used in the field and using the products of research to support and enhance practice. Authentic research examples were used throughout the course as well as illustrations of the many different methods of conducting research related to educational services. The course was designed to allow students to become informed consumers of all forms of research used in the social sciences and allied health fields. By the end of the course I was able to identify various research approaches and the strengths and limitations associated with different approaches. Learning Outcomes At the conclusion of the course, I was able to: Formulate questions that can be tested with appropriate research designs. Identify the variables in research articles that appear in research articles, such as those contained in the professional literature. Apply the concepts of validity and reliability to research. Identify the threats to validity inherent in various empirical studies. Identify the limitations inherent in various empirical studies. Competently evaluate previously conducted research. Distinguish among the basic research designs. Understand the basic principles of sampling, data collection, and data analysis. Use the library to search the literature for research articles. Use other research databases, such as Google scholar to search for research articles. Reflection This online course helped me to put research into perspective with the many different applications to help answer questions as well as developing further questions to the answers. This course helped me to understand and be aware that basic research is a way to gain more knowledge across a broader spectrum of a subject where applied research is used to solve an immediate or practical problem. I also was able to work ahead at my own pace and completed the course with a great deal of satisfaction that I met the expected objectives of the course.

M.Ed. Higher Education Administration and Student Personnel Course Work

HIED 66653 College Student Development: Theory and Practice

Dr. Tracy M. Lara Catalog Description
Study of theories concerning the development of college students and principles for translating theory

into practice. Course Description This course provided an overview of theories related to the development of college students. Through reading, discussion, reflection, and research, I was able to co-construct knowledge and increase my understanding of the complexities of student development and the application of these theories in post-secondary education. Specific attention was given to consider how sex, gender, racial-ethnic heritage, sexual orientation, age, ability, disability, and social class contribute to the identity development of college students. Course Design This web course was designed around problem based learning to engage me in applying the course content. In my learning I was able to engage in individual reading, reflection, and writing, as well as in group discussion and problem solving. During the five weeks of the course I was assigned to a team working to develop a strategic plan for the Office of Student Development. In addition to contributing to the development of the strategic plan, I had to complete other assigned individual and group tasks. Learning Outcomes Upon completion of the course, I was able to: Demonstrate an understanding of psychosocial, cognitive-structural, personenvironment, and integrative/ecological, and career development theories related to student development in higher education. Understand a diversity of identity dimensions contributing to the development of college students (i.e. race, age, sexuality, social class, dis/ability, gender). Analyze the application of diverse developmental theories to student affairs practice in colleges and universities. Analyze my own development in relation to theory. Apply developmental theory to student interactions and program development in higher education. Reflection This asynchronous online course was challenging in that I had to work with a group of people who I did not know who met challenges and deadlines differently than I am accustomed to. The lack of online communication between group members made this course much more difficult. The material was rewarding to learn but the course design left room for improvement due to unmotivated students who did not put forth the effort to communicate issues and ideas. I met the objectives of the course and was rewarded with an excellent feeling of satisfaction that I can work with disjointed members of a group to get the job done.

M.Ed. Higher Education Administration and Student Personnel Course Work

HIED 66652 Law & Higher Education

Dr. Stephen B. Thomas, Professor Course Description Selected principles of constitutional, statutory, case and common law affecting the administration of colleges and universities are studied. Course Design, Content, and Learning Outcomes There were two lengthy and very comprehensive exams and one case summary paper composed of researching Supreme Court cases from 2006 to date. The court cases could only be rulings that involved higher education cases. I researched several areas of higher education law; race discrimination in admissions, sports, speech, and sexual harassment involving college students. I had to find 20 total cases, averaging three to four cases per page to complete the final composition. Extra credit was offered by viewing and reporting on a video tape on Legal Research for the 21st Century essential to deepening my knowledge for this course. Topics included: The overview of higher education law, legal planning and dispute resolution, College Trustees, legal status of students, admissions and financial aid, the campus community, the student, institution relationship, academic policies and concerns (grades and degrees), the disciplinary process, student records, access to university records (data and information), students freedom of expression, student organizations and their members, athletics, and tort liability. Reflection This online course was very demanding on the amount of required reading per day. The exams were not indicative of my true ability to deal with legal situations as the amount of material needed to comprehend was almost overwhelming. To take this course in a normal 15 week, instead of the five week summer semester, would have resulted in higher grade and increased retention of knowledge. My expectations for the course were met in that I was exposed to a greater level of law encountered in higher education while enhancing my knowledge of laws I already knew about from previous courses and real-life situations.

HIED 66658 - The Community College

Dr. Jane L. Schaefer Catalog Description A study of the foundations, structure, programs, and issues of community college education in the United States Course Description This course focused on the history, mission, role, and issues of the American community college. In this course, I examined issues related to access, persistence, and institutional culture as well as the needs and composition of diverse student bodies. The varied roles of student affairs professionals, administrators, and faculty as related to the organization, administration, and governance of the community college were considered. To be successful in this course I needed to be able to discern, research, and conceptualize approaches to seizing opportunity and mitigating challenges for the American community colleges.

M.Ed. Higher Education Administration and Student Personnel Course Work Learning Outcomes Upon successful completion of this course, I was expected to be able to: Examine the history and development of the American community college. Describe the purpose, mission, goals, and role of the American community college. Describe the needs and the composition of diverse community college students. Assess and examine personal leadership qualities. Develop plan of action addressing a contemporary issue faced by community colleges

Course Requirements This course was conducted as an online seminar where the primary focus of interaction was thoughtful discussion of the required readings as well as the recommended readings we choose to explore individually and collectively. Learning was facilitated through selfreflection, reading, speakers, written analyses, and discussions. The following requirements were intended to enhance learning and further prepare we for my own scholarly inquiry and professional work in higher education Keeping with the pedagogical philosophy of this course, I had to engage and interact with the course material through reading, discussion, case studies, kitchen tables, conversation and small group, course and focused analysis assignments. My reward was that I learned and acquired the knowledge of a professional. I was encouraged to bring in real world examples, additional reading and current events to reinforce and to challenge conventional orthodoxy, ideas, information, and data that I encountered during the course. Active participation and motivation were keys to my ability to successfully meet the learning goals. Course Philosophy & Pedagogy Interaction and preparation was expected. As leaders, the class engaged in thoughtful discussions of the required and recommended readings. Learning was facilitated through selfreflection, reading, written analyses, small-group analysis assignments, course-level analysis and the development of a community college portfolio. I was expected to engage in scholarly inquiry in this course as it aimed to strengthen my research and deepen scholarship. Additionally, this course expanded my professional knowledge of the challenges and opportunities facing an important contemporary sector of higher education. Reflection This course was online and was very interesting in that I was able to research community colleges from a different perspective than I had viewed them as a student. I was able to reach out to a large California institution and acquired vital information on that states ideas about public higher education.

M.Ed. Higher Education Administration and Student Personnel Course Work

Fall 2012
Core Courses Completed HEID 66492 - Internship Higher Education Administration #1 HEID 66671 - Administration of Multiculturalism and Diversity in Higher Education Certificate Courses Completed HIED 66654 Students and the College Environment HIED 66660 Faculty Roles and Responsibilities HIED 66672 International Students and American Colleges Elective Courses Completed HIED 66595 Trends and Issues

HEID 66492 Internship HIED Administration #1

Upward Bound Thomas Jefferson Catalog Description Field-based internship requiring a separate project as designated by the program area faculty. Specific topics are outlined and shared at meetings prior to beginning internship. Description of the Purpose of the Practicum Program The purpose of this practicum program enabled me to learn about the operations of the Upward Bound program at Kent State University. The following is a list of projects that was discussed and agreed upon that needed to be completed during the internship. All projects were designed and completed with the idea that anyone would be able to pick up the material and put on the workshops or seminars that I designed; even without prior knowledge of the subject matter. Projects and Goals Met Planned various workshops and seminars to reach out to High School students and student athletes. Workshops and seminars should include topics to make sure the students stay motivated and connected to their school as well as the Upward Bound program. One specific seminar was for senior athletes on how to apply for the NCAA Eligibility Center. Planned a writing workshop. Planned a resume workshop. Planned a Public Health workshop on the importance of mental awareness, nutrition, and physical activity. How On-going Tasks were related to Projects/Goals and Specific Skills Needed The on-going tasks, mentioned immediately above, was related to the projects/goals in that they enabled me to learn more about the value of the Upward Bound program and ways that he can have a lasting input for the future of the program. Specific skills also included; organization, teamwork, creativity, initiative, enthusiasm, presentation abilities, promptness, and a commitment to excellence in work ethics.

M.Ed. Higher Education Administration and Student Personnel Course Work

Reflection This practicum experience gave me, through planning and delivering presentations to High School students, further experience in bridging the gap between high school students and their first year of college. I was also exposed to and integrated useful skills and knowledge in dealing with under-represented secondary school students on the importance of the connection with their school and the Upward Bound program at Kent State University. The exposure to diversity and inclusion issues also enhanced my abilities and knowledge in his field of study of Higher Education Administration.

HEID 66671 Administration of Multiculturalism and Diversity in Higher Education Institutions

Dr. Susan V. Iverson Catalog Description This course addresses issues related to multiculturalism and diversity that affect students and the administration of colleges and universities. Course Introduction This graduate seminar focused 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 identitieswas discussed from a historical perspective, providing a context for contemporary experiences described by and about students, staff, faculty, and administrators. In this course, I examined contemporary issues related to access, participation, climate, curriculum, policy, outcomes, and benefits. The course was designed to introduce me to theories, concepts, policies, controversies, challenges and possibilities related to gender, racial, ethnic, sexual orientation, socio- economic, ability, and religious differences among students, faculty, administrators, and other employees in postsecondary settings. The aim of this course, and its identification as a core course in the program, was to prepare me to work in an increasingly pluralistic society and to have multicultural competence for engaging with diverse groups. Learning Outcomes Upon successful completion of this course, I was expected to be able to: Describe key concepts and salient theoretical perspectives on oppression, difference and identities in U.S. society with particular attention to race, ethnicity, social class, sex/gender, sexuality, religion, and disability. Understand how power and privilege shape these perspectives. Articulate and think critically about how the historical and contemporary socio-cultural context can influence various aspects of U.S. higher education including access, structure, funding, curriculum, leadership, policy, and student experiences. Describe how ones own identity formation has shaped her/his higher education experiences and continues to influence ones professional practice in educational leadership. Analyze problems related to difference and diversity, and complicate (takenfor-granted) assumptions about the given-ness of these problems.

M.Ed. Higher Education Administration and Student Personnel Course Work Take action for social change regarding multicultural and diversity issues. Value ones acquired knowledge and understand how to continue to learn about and engage with the subject.

Reflection This course offered small group that allowed me to challenge myself to listen and learn from others who were not as exposed to as many experiences as I have been. The small group work was rewarding in that I was able to listen to many interpretations of the topic being discussed. My final Taking Action project was most rewarding as I have been asked to present the material at the Kent State University Graduate Symposium in April of 2013.

HIED 66595 Special Topics in Higher Education Administration Trends and Issues Major Issues in U.S. Higher Education Current Challenges for Higher Education Administrators
Dr. Paul L. Gaston

Catalog Description Specialized offerings in response to emerging or selected program needs. The Course Priorities Higher Education Administration has always been a challenging profession, but the issues confronting leaders in higher education in the second decade of the 21st century may be unprecedented in their variety and complexity. Because of the scope of this seminar, we were not able to examine any issue in great depth. For instance, accountability and assessment, the subject of a semester-long seminar, was our focus for one week only! But I was able to become acquainted with many of the major issues in higher education. I had the opportunity to exercise my scholarly skills in investigating them and my leadership skills in framing responses to them. Greater knowledge of the complex environment of higher education was one of the courses priorities. The other was to gain further experience in thinking like a higher education administrator. Because an administrator must be able to frame a complex issue in order to understand it more clearly, members of the seminar assumed responsibility for defining at least some of the assignments. At the conclusion of this seminar, I was able to: Speak with knowledge and conviction on a broad range of important issues confronting higher education. Describe the development of these issues and their current status using the appropriate vocabulary, Divide complex topics into manageable assignments that lead cumulatively to coherent understanding. Investigate such assignments so as to gain command of essential elements and to lead others to share your awareness. Approach analytically and judiciously issues that may bear eventually on your professional assignment.

M.Ed. Higher Education Administration and Student Personnel Course Work

Course Design The subjects of this course proved as timely as the daily reports of The New York Times, Inside Higher Ed and The Chronicle of Higher Education. As a member of the seminar, I shared a commitment to everyones knowledge and understanding. Either individually or in small groups, I had to pursue nearly every week a reporting assignment or brief case study related to the topic being considered. During the subsequent meeting of the seminar, I provided a succinct, substantive report and then responded to questions. Reflection This course was most rewarding as I was exposed to a dozens of topics that affect and change higher education in America. Dr. Gaston is a treasure trove of knowledge and led me on a journey into many unexplored areas of higher education I only had a small grasp of. This class was vital in forming new opinions and interests in many aspects of the collegial world.

HIED 66654 Students and the College Environment

Janice J. Gerda, Ph.D Catalog Description Study of the impact of different types of students and college environments on each other within the
context of a changing society.

Overview This course introduced me to the role of environments in higher education. Using environmental theories, I was able to consider different types of environments and characteristics of successful environments. Application of theory to practice included using the theories to view environments, assess environments, and envision environments from the perspective of student populations. The feasibility and implications of shaping environments was also discussed. Learning Outcomes By the end of this course I was able to: Identify, describe, and contrast the types of environments on a campus, and the characteristics of environments that foster educational success. Apply environmental concepts to specific college or university settings and students. Understand the role of environments in a students life. Consider the challenges and responsibilities of shaping environments. Think about types of environments, and how they might or might not fit well with professional goals and beliefs. Complete tasks and projects as a member of a group, learning from both the assignment and the group process. Begin or continue to develop a professional identity. Listen, discuss, read, challenge, imagine, contribute, present, write, and laugh.

Reflection This course allowed me to explore the physical side of colleges and universities that I saw but did not necessarily think twice about. The physical attributes of a campus can be seen but not

M.Ed. Higher Education Administration and Student Personnel Course Work

truly comprehended by a visitor. My physical survey of Oberlin College was a wonderful trip to discover what a liberal college looks like. This course also helped me develop a much more critical eye for needed changes at Kent State University based on needs of students with disabilities.

HIED 66660 Faculty Roles and Responsibilities

Dr. Susan V. Iverson Catalog Description Issues related to the professorate will be examined. Topics range from preparation for the professorate to retirement. Course Description This course provided me with an opportunity for in-depth study of faculty roles and work environments. The main goal of this course was to help me acquire a basic understanding of the academic workplace, the types and characteristics of academic institutions, the multifaceted roles of faculty, and the diversity of faculty experiences and perspectives through readings, discussions, and assignments that will enhance awareness of academic career issues and the complexity of faculty roles and responsibilities in the academy.
Learning Outcomes

Upon successful completion of the course, I was able to: Demonstrate an understanding of the variety in expectations and functional realities that exist at different higher education institutions. Understand how identity dimensions (i.e. gender, race, class) and organizational cultures contribute to the diversity of faculty experiences. Articulate understanding of the multifaceted roles of faculty. Reflect on ones personal career aspirations and beliefs related to teaching and research. Demonstrate skills associated with faculty roles and responsibilities, including presentation skills, collaboration, professional writing, self-reflection, and critical evaluation. Enhance my readiness to seek/start a faculty position. Reflection This course brought in outside speakers ranging from instructional faculty to the Dean of the college to speak on the topic of teaching at the collegial level. The speakers added an element to the course that could not have been gained as readily from just reading and group discussion. To be able to interact with the speakers was integral to gaining further knowledge of the area of teaching at the university level.

HIED 66672 International Students and American Colleges

Ted R. McKown, II Catalog Description

M.Ed. Higher Education Administration and Student Personnel Course Work

Bringing theory and application with an emphasis on the latter. The course begins with a national perspective and then concentrates on the various aspects and best practices of recruiting and supporting international students at the institutional level. Course Description Bridging theory and application with an emphasis on the latter. The course begins with a national perspective and then concentrates on the various aspects and best practices of recruiting and supporting international students at the institutional level. Learning Outcomes By the end of the course, I was able to: Understand the various aspects/elements of international education. Become double-minded. Apply strategic planning to international education. Define international student. Understand basic marketing concepts and their application to international recruitment. Understand basic immigration terminology. Understand basic principles of student advising and how they apply to international students. Attain a basic understanding of acculturation and related terms. Acquire best practices for international admissions and international student advising. Learn the basics of credential analysis. Grasp how law interfaces in international settings as it applies to contracts and immigration. Develop an understanding of education abroad and university partnerships. Have an understanding of international finance. Develop an awareness of creative international initiatives currently in the field and on the horizon. Reflection This course introduced me to a deeper understanding of the international student and the complex challenges they face in leaving home to attend a higher education institution in America. My final project presentation was designed as a true professional asking for monies to travel oversees to recruit students to attend Kent State University.

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Spring 2013
Core Courses Currently Taking HEID 66492 - Internship Higher Education Administration #2 HIED 66655 - Case Studies in Higher Education Administration HIED 66657 - Leadership in Education Elective Courses Currently Taking HIED 66656 - Higher Education Curriculum

HEID 66492 Internship Higher Education Administration #2

Intercollegiate Athletics Tala Drummer Catalog Description Field-based internship requiring a separate project as designated by the program area faculty. Specific topics are outlined and shared at meetings prior to beginning internship. Description of the Purpose of the Practicum Program The purpose of this practicum program was to enable me to learn how to educate studentathletes on how to become better organized, gain enhanced time management skills, and complete assignments in a timely manner. Projects and Goals Provided one-on-one organization and time management assistance to student-athletes to help them utilize their time more productively and to become more effective at taking care of their academic responsibilities. Met regularly with twelve Mens Basketball student-athletes; model and promote specific organization, time management, and other defined educational strategies; document sessions; and report progress and problems of each assigned student-athlete to Tala Drummer, supervisor of the organizational specialists and intern programs. Served as an additional point of communication/support liaison to the organizational specialist for Athletic Academic Counselor. Description of Tasks Instructed student-athletes in organization and time management skills and strategies, including preparation of weekly and semester calendars, organization of class materials by course, and review of course materials to identify time-saving opportunities (i.e. chapter summaries, textbook practice tests, websites designed to coordinate with textbooks, printing Power Point slides). Required student-athletes to demonstrate skills and strategies introduced in # 1. Collected and review course syllabi; ascertain that student-athletes understand how they are graded, what they have to do to achieve their grades, and when they have to do it. Provided orientation to necessary academic software programs, including how to navigate an on-line course, use Vista/Blackboard, and schedule PERC, Writing

M.Ed. Higher Education Administration and Student Personnel Course Work

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Commons, and Academic Success Center appointments. Asked student-athletes to demonstrate that they have required course materials, such as textbooks, laboratory workbooks, and Wordsmith packets; advise Athletic Academic Counselor immediately when a student-athlete does not have required course materials. Documented each session with a student-athlete and prepare required reports. Created weekly reports of assignments, which will be distributed to Learning Specialist, Athletic Academic Counselors, and Academic Interns as deemed appropriate. Reviewed r ules for using the ARC with each student-athlete. Attended weekly meeting with T al a D r um m e r, Athletic Academic Counselor for football. Referred student-athletes to Learning Specialist and tutors for academic assistance, problems, and concerns. Referred student-athletes to their Athletic Academic Counselor for academic reasons including scheduling, concerns with professors, progress reports, traveling conflicts and other appropriate academic concerns. Provided no tutoring, writing assistance, or interpretation of assignments to student- athletes. Followed NCAA rules and regulations. Performed other duties as assigned. Kept daily journals of work, experiences, and personal reflections. Served as liaison between Tala Drummer and organizational specialists Conducted weekly meeting with organizational specialists and report back to Tala Drummer. Distributed weekly scholastic plans to Kyra Kendrick (Mens Basketball) and Tala Drummer (Football).

Reflection This practicum experience gave me the opportunity to work with Mens Basketball student athletes who are freshman, sophomores, and juniors and are required to maintain a level of study and discipline to graduate from college while facing the added pressures of playing intercollegiate sports. The direct contact with the students added to my skills in dealing with the students issues in staying focused and directed to their success.

HIED 66655 Case Studies in Higher Education Administration

Dr. Susan V. Iverson Catalog Description Study of management responsibilities and leadership issues of student affairs administrators. Course Overview and Rationale This capstone 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

M.Ed. Higher Education Administration and Student Personnel Course Work 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. I am expected to share responsibility for collaborative problem solving involving complex issues in higher educational leadership by involving others in discussing ideas, problems, strategies, and assisting them in clarifying their thinking and emotions. Through the use of cases and participant-dominated discussions, this course will challenge me 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.

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Learning Outcomes At the end of this course I was be able to: Identify focal problems to be addressed within a presented set of circumstances. Differentiate important facts from peripheral facts and determine their importance in a particular context. Identify, integrate, and use for analysis pertinent research, scholarship, and theoretical frameworks relevant to the problem under consideration. Articulate ideas in a manner that includes sensitivity to diverse perspectives and audiences. Demonstrate increased facility in analysis of the complex, technical, and adaptive problems and issues which higher education administrators face. Develop an action strategy and defend it cogently and concisely both orally and in writing, appropriate to completion of a graduate program in Higher Education. Synthesize and reflect upon the components of and experience in ones graduate program. Describe the events of May 4, 1970 in order to speak coherently and instructively in professional contexts outside of KSU. Reflection This course required me to compile and review all of my graduate course work into a final eportfolio. In designing an electronic portfolio of my work I can document for future employers in an easy to use format what they wish to review on my educational knowledge. The higher education professionals who came to our classroom to give their thoughts after presentations was an excellent example of using all available assets to help us learn more about what can happen once in a career situation.

HIED 66657 Leadership in Education

Dr. Martha C. Merrill Catalogue 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

M.Ed. Higher Education Administration and Student Personnel Course Work effectiveness.

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Learning Outcomes By the end of the course I was able to: Explain and critique classic and contemporary leadership theories that have been applied in higher education institutions in the US, including: Trait theory, Behavioral theories, Power and influence theories (including transformational leadership), Contingency theories, defined narrowly (situational variables) and broadly (processual leadership) (including different ideas of what the problem is, or even if there is a problem), Cognitive theories (including organizational learning), Cultural and symbolic theories (including analysis of cultural contexts), Complexity and chaos theories, and Collaborative leadership and the work of teams; relational leadership Explain why analysts think that classic theories may not apply in changing higher education and social environments, and why new conceptions of leadership are needed. Explain and critique the paradigms in which leadership theories are embedded, including: Functionalist, social constructionist, critical, and postmodern Explain and be able to apply the ethical paradigms which may influence leaders decisions: The ethic of justice, the ethic of critique, the ethic of care, and the ethic of the profession Describe and reflect on the roles of values, ethics, and spirituality in leadership. With regard to values, reflect on the purposes of higher education: Whats the point? Explain how and why the organizational and governance structures of higher education Institutions in the US developed, and reflect on their appropriateness for 21st century contexts. Describe the organizational characteristics of colleges and universities in the US that make them different from other kinds of complex organizations, and reflect on the implications of those differences for the leadership and governance of higher education organizations. Explain both the public good and the private good functions of higher education, and consider appropriate emphases on each one in the context in which you are planning to work. Describe the effects of the following trends on the leadership of US higher education institutions, and understand current events in higher education in terms of those trends: o Massification o Institutional diversification in higher education systems o Privatization of services and functions o Changes in technology and in communication systems o Student and staff diversity o Globalization and institutional internationalization as a response to it (and, some would suggest, a contributor to it) o The shift from quality assessment (measurement) to quality assurance (assuring the people who need to be assured of various elements of quality)

M.Ed. Higher Education Administration and Student Personnel Course Work Explain turbulence theory and reflect upon the ways in which different levels of turbulence in an organization call for different kinds of responses. Describe how different responses can be analyzed in terms of their ability to increase or decrease turbulence in an organization. Apply relevant theories, paradigms, and ideas to practical contexts, including ones own career. Have skills in analyzing events in academe and in society at large for their implications for change and their potential effects on your planned career. Listen respectfully to peers with different ideas and understand what can be gained by networking with colleagues within and outside of the HIED program.

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Reflection This course allowed me to lead discussions on I am very familiar with, listen to presentations from fellow students on subjects that I have not experienced or know little about, and learned a great deal from Dr. Merrill about international issues as well as domestic issues concerning higher education.

HIED 66656 Higher Education Curriculum

Dr. Alicia Crowe Graduate Catalog Course Description Introduces perspectives on curriculum development, implementation and assessment in higher education and addresses theoretical, historical, political and contemporary perspectives on higher-education curriculum. Learning Outcomes By the end of this course I was able to: Define curriculum for myself and explain how others define curriculum. Explain a wide variety of influences on curriculum in higher education (e.g. internal, external, macro, micro). Explain debates about and critiques of college curriculum and develop your own position on some of these. Describe and account for issues that may arise when conducting curricular change in a college or university. Plan for curriculum change taking into account many stakeholders, influences, issues, learning theories, and a specific context. Summarize and plan for systematic curriculum evaluation within a specific context (e.g., your program, your department/school, your college, your institution). Support and push the learning of yourself and others in positive and active ways. Reflection This online course posed challenges in that the instructor opened up every available blog and discussion that created a time management issue for discovering who posted in a blog or discussion group. The content was reminiscent of what I was exposed to by Dr. James Henderson while enrolled in Teacher Education course work.

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Fall 2013 Core Courses to be Taken

HIED 66492- Internship in Higher Education Administration #3 HIED 66667 - Business Administration in Higher Education

Certificate Courses to be Taken

HEID 66594 College Teaching Internship

HIED 66667 Business Administration in Higher Education

(Fall 2013) 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, insurance matters, personnel administration, purchasing, and facility management (Kent State University Fall 2012 Catalog, pg. 219).

HIED 66592 Internship in Higher Education Administration #3

(Fall 2013)

Kent State University Stark Campus Advising Services Venecia Alexander Catalog Description Field-based internship requiring a separate project as designated by the program area faculty. Specific topics are outlined and shared at meetings prior to beginning internship. Projects, Goals, and Expected Outcomes Specific projects will vary depending on the time of the academic year buy may include, but are not limited to, the following: Advise new students in First Step Orientation program Develop my own projects based upon my interests Participate in bi-monthly academic advisor staff meetings as schedule allows Participate in weekly supervisor meetings Participate in advisor training as schedule allows Learn how to use a number of functions in FlashFast, as well as develop GPS curriculum plans and audits Assist with group advising sessions, registration and graduation clearance Gain hands-on experience with various functions within Enrollment Management and Student Services (including, but not limited to, admissions, advising, programming, etc) within a regional campus setting Develop program assessments to be utilized by Enrollment Management and Student Services Enhance presentation skills

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HEID 66594 Internship in College Teaching

(Summer or Fall 2013) Catalog Description Application of course and lesson planning; instructional and evaluation skills under faculty supervision; lecturing, guiding group performance and evaluating performances. Reflection This internship will be designed to provide me with experiences on how to conduct a college level class so that my students are beneficiaries of the content and my ability to deliver it in a manner that is receptive and retainable.