Running head: COURSEWORK SUMMARIES

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Coursework Summaries Jessica N. Ramsey Kent State University

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Fall 2012 Research in Educational Services (EDUC 65511 3 credits) Dr. Jason Schenker, Assistant Professor Course Description, excerpted from course syllabus: This course provides an introduction to the purposes and practices of research related to educational services. The focus of this course will be on understanding the elements research of research methods used in the field and using the products of research to support and enhance practice. Authentic research examples will be used throughout the course as illustrations of the many different methods of conducting research related to educational services. It is designed to allow students to become informed consumers of all forms of research used in the social sciences and allied health fields. Students will be able to identify various research approaches and the strengths and limitations associated with different approaches. Personal Description of course: This course is meant to help new Education professionals in their journey to understanding and preforming research. Not only did the class focus on identifying the variables in research articles, but it also provided an opportunity to apply the concepts of validity and reliability to research. It encouraged students to evaluate previously conducted research, in order to produce a higher quality of independent research. Topics ranged, but the critical concepts included the steps in the research process, how to most effectively find and utilize sources, and understanding the basic principles of sampling, data collection, and data analysis. Course Reflection: This course provided me an opportunity to practice and improve my research skills. Since this was my first semester of graduate school and I had recently completed my undergraduate degree in a Social Science field, I was already familiar with the various research methods discussed. That being said, this course provided me with a chance to expand that knowledge, along with an opportunity to understand it specifically from the perspective of an Education professional. While this was an online course, I was able to participate in meaningful dialog via electronic discussion boards and through email correspondence with the professor. Dr. Schenker was professional, and took a genuine interest in his students. He provided detailed feedback on every assignment, which was pivotal in ensuring my learning and personal growth in this course. The skills I honed in this setting have assisted me in not only completing my graduate coursework, but will also prove useful upon entering the workforce. My ability to proficiently conduct research and record findings (thanks in part to this course) has already allowed me to present at a national conference, an accomplishment I would not have considered prior to enrolling at Kent State.

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Fall 2012 Law & Higher Education (HIED 66652 3 credits) Dr. Stephen B. Thomas, Professor Course Description, excerpted from course syllabus: Selected principles of constitutional, statutory, case, and common law affecting the administration of colleges and universities are studied. Personal Description of course: This course is designed to provide a comprehensive overview of relevant laws influencing institutions of Higher Education. Not only are students expected to be familiar with legal terminology, but they are also expected to understand key laws such as the 1st amendment, the 14th amendment, Title VI, Title IX, and ADA. In addition, students learn which situations these laws apply to, and the likely outcomes to such cases. In order to tie this information to relevant examples, the course demands knowledge of major court decisions involving these laws. Course Reflection: Looking back, I believe this may be one of the most impactful courses I have taken at Kent State. Prior to this class, I had a very limited knowledge of law and the legal process. As a result of this course, I can competently describe legal issues relating to Higher Education. I am confident that this knowledge will prove itself to be useful during my career in Student Affairs. This course was very practical. Too often, I heard professionals talk about the legal impacts of an action without understanding the law. Dr. Thomass class lectures provided relevant information and examples of cases; this helped me to master the content more effectively. For example, while FERPA is a commonly used term, I doubt that the average person could describe it in their own words. Personally, while I knew it involved confidentiality of student records, I did not understand the process to file suspected violations or know that there is no private right to action under the law. By understanding the law, I feel more equipped as a new professional in the field. I am prepared to prevent myself and the institution from breaking laws whenever possible. I also am prepared to seek the advice of university legal counsel when in doubt about issues regarding possible violations.

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Fall 2012 College Student Development: Theory and Practice (HIED 66653 3 credits) Dr. Tracy M. Lara, Assistant Professor Course Description, excerpted from course 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. Personal Description of course: This course exists to assist students in understanding the different student development theories. Not only are the different theoretical perspectives presented, but students are also able to practice applying these frameworks (inside and outside the classroom). This course provides an opportunity for reflection and learning which will benefit young professionals preparing to enter the workforce. Course Reflection: This course was my first exposure to student development theory. Theory is the foundation upon which the Higher Education profession has been built. Without the ability to proficiently use theory, it would be very difficult to succeed in the field. I am thankful that this course allowed me the opportunity to learn about some of the key student development theories. This information is useful not only in the remainder of my graduate program, but also for my future career. Not only did I learn theory, but I learned how it could be applied. For example, in this class I became extremely comfortable using Schlossbergs transition theory. This theoretical perspective will be particularly useful for me, because coming to college is a major transition in a persons life. Using the four tenets of Schlossbergs theory, I can plan effective programs to foster students comfortability and success on campus. Given that I plan on entering Academic Support or Academic Advising, this should provide me indispensable insight when working with incoming students (who are particularly susceptible to low retention rates).

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Spring 2013 Leadership in Education Organizations (HIED 66657 3 credits) Dr. Martha C. Merrill, Associate Professor Course Description, excerpted from course syllabus: By learning to appraise their own leadership styles, students improve their leadership effectiveness and explore the relationship between leadership and college and university effectiveness. [Note that the description says styles in the plural if you have only one style, you will have difficulty being effective in rapidly-changing higher education environments, in different contexts (Would you use the same style at a professional conference that you would in advising a student?), and in working with people from a variety of cultures. The concept of leadership itself has changed substantially in the last decade, as you will see from the class readings. Many commentators consider the concept of style itself to be out of date.] Personal Description of course: This course provides a more comprehensive overview of the field of Student Affairs. Not only does it provide a forum for learning about various leadership styles, but it also illuminates the various approaches taken and environments created by universities globally. Important issues such as MOOCs, the Lumina Foundations Degree Qualifications Profile, the Bologna Process, and massification of Higher Education are discussed in order to illustrate the evolving nature of leadership. In an ever-changing world, leadership must constantly be redefined to stay relevant and effective. Course Reflection: This course made me think differently about Higher Education. While the title of this course centers on the concept of leadership, I quickly realized that leadership is difficult to define. The traditional leadership theories are too simplistic to account for every context. Instead, Dr. Merrill helped me realize that it is crucial to understand the culture of the profession. Throughout my time in this course, I was offered several opportunities to reflect on my experiences in Higher Education. It helped me not only understand my chosen profession more thoroughly, but it also helped me narrow down the specific path I wish to take. It was at this time that I decided my interests lie in Academic Support and Academic Advising. Over the course of the semester we researched various institution types and how they influence your professional experience. While I was determined to work at a small liberal arts college prior to this experience, I realized that a large public institution may be a more appropriate fit for me upon graduation. Overall, I left this class with a sense of purpose and direction for the remainder of my graduate program. I am also more confident in the direction I will take my job search.

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Fall 2013 Business Administration in Higher Education (HIED 66667 3 credits) Dr. Mark Kretovics, Associate Professor Course Description, excerpted from course syllabus: 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. Personal Description of course: This course is meant to provide an introduction to business practices in Higher Education. Students analyze current economic trends in order to understand the complexities of the fiscal side of the university. Not only do students learn vital processes such as fundraising, budgeting, and basic accounting, but they are also exposed to the organizational structures of institutions. Throughout the course, students have the opportunity to share current events in order to facilitate dialog concerning the fiscal repercussions of actions taken by institutions of Higher Education. Course Reflection: I believe this course will prove to be indispensable for my success as an aspiring Student Affairs professional. I feared this class because I have never considered myself good with numbers; however, the information gained from this experience has given me a basic, working knowledge of business practices in Higher Education. I found learning about the search process helpful because I am a second-year in the program and am currently undergoing the job search process. I believe that by learning about the HR process for executing searches and practicing thinking like a search committee member, I have been able to improve my personal resume and approach to interviews. It is my hope that I will now be able to not only gain employment, but also be able to transition into an effective committee member as a new professional in the field. Increasing my knowledge of the budgeting process was also essential to my future success. Dr. Kretovics continually reminded our class that at some point all of us will need to manage a budget. This makes the topic extremely relevant. While I have had some limited experience with the budgeting process, I had not personally created one until taking this course. The design of the curriculum, allowing each member of the course to practice responding to difficult situations when budgeting (through the business simulations), provided me with great practice for future career responsibilities.

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Fall 2013 Administration of Multiculturalism and Diversity in Higher Education Institutions (HIED 66671 3 credits) Dr. Tameka Rashid, Assistant Professor Course Description, excerpted from course syllabus: This course addresses issues related to multiculturalism and diversity that affect students and the administration of colleges and universities. 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. The course focuses on race, ethnicity, socioeconomic status, sex/gender, sexuality, disability and other identity differences in the U.S. higher education. is designed to introduce students 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 successful student in this course will be able to describe and analyze historical and contemporary issues related to diversity and equity, discuss current trends and challenges in educational research, theory, policy, and practice as well as identify best practices in the development of multicultural/diversity programming. Personal Description of course: This course requires that students have an open mind. It is meant to explore the tensions and injustices in our society based upon social identity groups. While multiculturalism is generally thought of in terms of race, this course also examines ethnicity, social class, gender, sexual orientation, and religion. Students will be expected to challenge their beliefs about privilege and oppression in modern society. They will also learn the basic functions of a Multicultural Student Services (MSS) office, in order to help students in any way possible. Promoting the mission of diversity and inclusion is not only the job of MSS officers; it is the responsibility of all institutional employees. Course Reflection: This course provided me with a new perspective on the society around me. Coming from the background of a majority-Caucasian, low-income area, I did not think about the complexities of socially constructed ideas such as race and religion growing up. The people around me were similar to each other and I did not know about white privilege or oppression because I did not see it. Due to the learning in this course, I became very familiar with these ideas and now realize that I am less-likely to be held back by my race/ethnicity. Because I have this advantage, other people are oppressed. Prior to this class I believed in color-blindness; I did not think race/ethnicity/etc. defined who we are as people. However, I now acknowledge that the world is more complex, and that injustices still occur. I will take the knowledge I have gained in this course and use it to be more sensitive to my students needs. It is impossible to know what each student has lived through; I can only listen and try to understand. I will no longer fool myself into believing that equity already exists in the university setting; instead, I will fight to promote diversity.