Doctoral Journey Summary And Analysis

Abstract This paper is separated into two parts that are connected. The first part will cover my beliefs about higher education focusing on my Student Affairs philosophy while integrating theories and work from current or previous successful Student Affairs professionals. The second part will also discuss my beliefs, foundation of my faith, my strengths, my challenges, my beliefs, my values, and my goals.

As the newly promoted director of student achievement for Washington, D.C Public Schools, I am fully committed to the expansion of current program offerings as well as the creation of additional programs. To achieve this, I will make use of the principles learned in my graduate budgeting course to assess the current financial situation, plan the department’s future direction, create and implement the new annual budget, and lastly, evaluate the success of the programs and the budget in preparation of repeating these steps.

Book Reflection Introduction After reading Sonja Ardoin’s (2014) “the strategic guide to shaping your student affairs career” book, I read a variety of important content that has allowed me to reflect not only in my fieldwork position, as an Advising Assistant for the Puente Program, but also my current status as a graduate student in the Educational Counseling program.

From my experience in overcoming barriers, as a past first-generation college student, appreciative advising is important for my work with students. According to recent literature, appreciative advising means “establishing meaningful rapport between students and advisors, and co-creating paths toward success” (Bloom et al., 2008, p. 18). Advising undergraduate students and graduate students is a two-way learning experience for both the advisor and the student. Hence, I am an expert in improving student persistence, and narrowing the achievement gap for underrepresented students (as specified in Goal 2 of the strategic plan implemented by President Mildred Garcia). As the new Educational Leadership and Ed Doctorate Advisor, I can focus on closing the achievement gap for underrepresented master’s degree students and doctoral students. Respectively, I can use the methods of appreciative advising while working with students in the College of Education (COE). For instance, I will communicate with COE faculty and manage assessments to learn the challenges graduate students

CPQS III: Principals demonstrate school culture and equity leadership. A: Intentional and Collaborative School Culture - Principals articulate, model and positively reinforce a clear vision and values of the school’s culture, and involve students, families and staff in creating an inclusive and welcoming climate that supports it. W. Edwars

To conclude, Miami Dade College offers innumerable opportunities, not only to its valued students, but also to its employees. Miami Dade College is a family of change makers and enthusiasts who always aim for greatness. Miami Dade has been the catalyst in my synthesis as a competitive student who refuses to stand still and watch innovation from a distance. This school has taught me to embrace change and adapt to quickly changing situations, since that is what constitutes life. My life has been a chain of events that lead to bigger events, and my stay in the college has been the biggest event that culminated in the fusion of a hardworking, perseverant, competitive, indebted young person with the right tools to flourish. I’m successful because

The PEVPAA must make certain that faculty, staff, administrators, and students have the resources they need to be successful. This means that the PEVPAA must actively seek out resources from within and outside the university to support the success of the members of the university community. The PEVPAA is also the chief spokesperson and advocate for the university’s academic programs and faculty to internal and external stakeholders. It is the PEVPAA’s responsibility to inspire academic excellence and commitment through visionary leadership and comprehensive strategic planning. As the university’s leading academic planner, the PEVPAA should actively engage students, staff, faculty, chairs, and deans in the planning process to ensure ongoing improvement in all aspects of the university. The development of excellent and innovative academic programs and initiatives should be a prime goal for the PEVPAA, deans, department chairs, and faculty. The PEVPAA must advocate the centrality of excellence in the academic program and provide a clear model of servant

I am a dedicated educator who has devoted her life to educating low-income families in New Orleans, Louisiana. By pursuing my doctorate at Argosy University, I believe that the rigorous course of study will enhance my knowledge and productivity in the workplace. Argosy University Educational Leadership program is compatible with my career goals. My career goals are to obtain higher education, teach adult learners and to start a non-profit organization. The non-profit organization will focus on low-economics families while giving needed educational services to students who attend the charter schools of Orleans parish. As I researched Argosy University curriculum and conversated with an admission counselor I am convinced the University gives a supportive learning environment for student’s lives and careers.

Most of the students who take remedial courses spend at least two additional semesters in college to finish the coursework and over 47% of these students are not able to complete the required Math or English coursework sequence. It is the duty of the leaders at YSCC to get beyond the coursework and develop a plan to help all students succeed. To be successful with this change, the Dean of Academic Affairs must be able to “connect with the values, beliefs, and anxieties of the people” (Heifetz, Grashow, & Linsky, 2009, p. 38). One of the most important processes will involve the Dean educating the entire campus community about the need for change. He will need to use concepts from Scharmer and Senge (2016), and teach all stakeholders to stop downloading and shut down the voice of judgement to be able to view this problem and solution with a new set of eyes. Furthermore, he will need everyone to be open to change and open their heart, mind, and will for the success of this project.

Second, Starratt (2004) suggests that the moral challenge presented to all educational leaders is embodied in the two sides of moral responsibility: avoid the bad, but perhaps more importantly, do the good. Indeed, educational leaders are granted the power and authority to do either or both, yet I do not believe they fully recognize the impact of the power and authority that they are permitted to wield. Throughout my career,

The Board of Directors of Taylor International Academy (hereinafter the “Academy”) established a reauthorization committee prior to the expiration of our charter agreement with Central Michigan University. Tom West and I served on the committee, and after Tom West’s resignation, Dr. Renita Clark served on the committee with me. On or about October 28, 2014, Barbara Zeile of Central Michigan University sent the Academy a letter indicating that “Academy’s academic performance over the course of the initial five-year Contract has remained persistently and unacceptably low.” Any objective board member that reviewed the data with respect to the Academy’s academic performance would agree with Central Michigan University’s assessment. Accordingly, the Academy was tasked with providing Central Michigan University with a plan as to how the academic performance of the school would be improved. My “agenda” was not one of “power”, but rather to create a plan that would improve the academic performance of the school as the academic success of the students of the Academy has always been my top priority. Without such a plan, the Academy risked not having its charter renewed and/or having the charter renewed on less favorable terms to the Academy.

Evaluation is based on expected outcome or goals. Effective goals should be measurable and specific (Blankstein, 2004). As we make our way along the doctoral journey, other than completing one course and moving on the next, one has to evaluate that there is recorded growth as a learner and as a scholar through his or her expected outcome evaluated through set goals. In attaining growth, there should be a monitored evidence to assess growth (Blankstein, 2004). In my opinion the first step towards the doctoral end goal is without expected challenges and rigor associated with taking a higher academic challenge. I will evaluate myself based on my mastery and understanding of my goal. I will also evaluate my growth throw feedback received from

It is my absolute pleasure to recommend Wangari Gichiru for the Excellence in Teaching Award at Central Connecticut State University. I am currently enrolled in Professor Gichiru’s EDF 516: School and Society course, while trying to obtain my Masters in Educational Leadership.

When I was a kid, school for me was waking up early in the morning. I also have to study a lot in school, then after school I have to do homework. I remember my first day at school. My mom and dad, both were so happy and prepared but I was so nervous and cheerless. I didn’t like to wake up early in the morning for school , but as time flew by I started loving school which made me wake up with energy instead of tiredness. I began to enjoy the school as I made new friends and I got to know how it is like when you meet people out of your neighborhood. With my friends I had lunch together and study together. I started to understand what the purpose of the education system. Based on what I understood I think the purpose of education is really aimed at helping students get to the point where they can learn to be on their own. In this journey of education I had a lot of positive and few negative experiences,but the negative experiences also helped me growing. Positive experiences are my teachers helping me improve, and I improved more when I moved to the United States.

My passion towards working with students every day has led me to the decision of pursuing a doctoral degree in Student Affairs in Higher Education at Miami University. I have chosen this program to prepare myself for a future role as a professor or a senior level college administrator. This program will allow me to become more proficient within the students’ educational experience and therefore better engage students in active learning.