Texas Tech University: Course Analysis

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.

During the time between September 2015 and May 2016 I will be exposing myself to the different environments on collegiate campuses in California and Nevada. These experiences will teach me how to communicate more effectively with my peers, promote mental and physical wellness, and influence ethical decision-making among undergraduate, collegiate men.

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.

The three purposes and missions of higher education are education, research, and public service. The first one to be addressed is education. In his paper, “Goals: The Intended Outcomes of Higher Education,” author Bowen (1977) has stated education is “not only the academic curricula, classes, and laboratories, but also all those influences upon students flowing from association with peers and faculty members and from the many and varied experiences of campus” (p. 24). Educating students is an important mission for higher education, but educating students is not limited to their academics. The mission for higher education involving education can be categorized as cognitive learning, affective development, and practical competence (Bowen, 1977, p. 27). While cognitive learning is based on expanding on students’ knowledge, affective development and practical competence are based on the overall being of the student. The intent of affective development is to help enhance

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.

Going to college and being in a university setting was the first time my perspectives and ideas were broadened. I was able to see the world outside my small suburb, and learned harsh realities, which I was sheltered from my whole life. Social justice advocate, Bryan Stevenson, expounds the idea of getting proximate to issues that one cares about. For me, getting proximate was accomplished by being on a university campus, and learning from the ideas of others, as well as new, first-hand experiences. As I was supported and encouraged in my growth at Loyola, I want to provide the same assistance for other students. Through my years I have excelled at organization and coordination, skills that I hope to apply in order to help students in a university setting. More so, I want to help support students who enter college, those who wish to expand their knowledge, viewpoints, and minds. Higher education would offer me a unique opportunity where I would be able to support students in their growth as a person, while offering encouragement and assistance to students throughout their college

As a Napa Valley College student, I’ve successfully taken several business-related courses in accounting, economics, business law, public speaking, and computer systems that are similar to courses I will be taking at the University of California. Despite rigorous course loads (16 units on average), I’ve found success in my courses using resources such as “Google Calendar” to help me time manage, forming study groups with classmates, and forming connections with instructors whom I’ve received academic support from. In addition, by experiencing success in my courses and grasping the concepts taught, I began using my knowledge to serve other students by volunteering to tutor in math, accounting and economics courses. By doing so, I’ve strengthened my understanding of the different concepts in those subjects and have successfully retained the information by reviewing it with others. Furthermore, I’ve taken

At the Family Crisis Center, I worked with my colleagues to create a safe and supportive environment, which helped families to transition into a new environment. I have worked as a team member and a team leader at the Family Crisis Center. As a team member, I have designed and taught lesson plans for children; which were academically based on child development research. The lesson plans I designed and/or taught centered around three themes: healthy self-esteem, healthy expression of feelings, and healthy life management (including stress management, diet, and exercise). As a team leader, I trained and supervised other college students on how to properly interact with mothers and children; by primarily using helping skills techniques and modeling positive and nurturing behavior. My work at the Family Crisis Center has changed both my personal understanding and social view of intimate partner violence. And I would love

The leadership project in course EL-7235, Workforce and Economic Development consisted of identifying a problem, trend, issue or innovation related to the workforce and economic development that affects community colleges. The problem, trend, issue or innovation was to be discussed in detailed, connecting to theory, policy and or practice used in the community college setting to address the selected topic. In addition, conducting a comprehensive review of literature concerning the topic and enhancing the review of literature with field research at a community college were included. Moreover, a presentation of the problem, trend, issue, or innovation research combined with the theory, policy, or findings on how research dealt

Endless homework, an abundance of AP classes, countless hours spent studying complex subjects, and numerous sleepless nights, all in an effort to meet the seemingly endless list of requirements needed for a child to achieve success through academia. This is the crude reality of many young students who aspire to attend prestigious universities, most of which make various personal sacrifices that limit them in terms of experience and personal growth. It seems as though our society’s morals have evolved into a Machiavellian plot for a spot into a top-tier college. This mindset is the root of our problems regarding this new era of academic dishonesty and extreme academic competitiveness.

San California Online Colleges is likewise San Francisco’s second-biggest superintendent — drawing in capable workforce and staff who mirror the vitality and entrepreneurial soul of the Bay Area. The most energizing part of being at San California Online Colleges is its differing group of individuals who independently add to changing the norm with their various foundations, encounters and points of view. Our capacity to enlist top ability prompts a consistent inundation of new thoughts and methodologies over each of our missions: research, patient consideration and

Coming from a mid-size predominately white institution in a small town in Indiana, I have been fortunate to gain some great experience working with students of all kinds. During my second year at Indiana State University, I found my passion to work heavily with college students; so I immediately got involved with the Office of Residential Life at ISU. It challenged, created room for growth as a professional, and the ability to work students that are different from myself. One thing that challenged me the most is the different perspectives that my first year students brought to my floor community, although it may have not been pleasant one-hundred percent of the time, but it open of doors to build healthy, long-lasting relationship, not only

The first two chapters of this book set the background for student development and how theory has evolved over the years. As time passed and college student demographics changed, new ideas and views were developed to understand the ever changing student body. Theorists realized that the college experience was different between demographic groups. Being able to develop student affairs practices and activities that can reach the different student groups is probably the biggest challenge a student affairs professional will tackle. It is said that student development is most achieved by involvement by the students. This means that these activities must be designed to accommodate students from all walks of life.

Upon identifying programs available on various college campuses as they relate to first year students; it has become noticeable that university leaders are concerned with the retention of students within their first and second year of college. Therefore many universities have developed programs that are focused on the success of the freshman student and ensuring that group of students’ matriculations throughout their degree programs. As quoted in “The Dynamics of Organization in Higher Education (Kuh, 1996) “the frequent and increasingly predictable accusation that institutions of higher education operate in “silos” is based on their various schools, colleges, and athletic programs operating in parallel with one another, more focused on promoting than on adhering to or accomplishing broader institutional

Student personnel point of view encompasses the student as a whole. The concept of education is broadened o the student’’s well rounded development- physically, socially, emotionally and spiritually as well as intellectually. (sppv) Student affairs not only emphasize on academic excellence but to shape each individual as a unique human by providing a holistic learning and living environment. Student Affairs professionals play a pivotal role in the development of the students. By applying different theories in student development, they can foster student learning to help them shape their identity. Student affairs staff members must view themselves as educators to refute the belief that learning is held only in the classroom. (contested issue, 29). Learning does not only occur in the classroom but through out of class activities as well. Student affairs staff should talk about student learning and development to enhance the multiplicity of growth areas for students in higher education. These learning and development experiences do not simply happen to students. They happen with their active involvement. There are numerous branches of fields in student affairs that attend to the unique needs of each individual. Residence Director trains Residence assistance to cater to the needs of first year students who are new to the college environment. RA plays a major role of introducing the life of college through building relationships and community to help them develop their sense of