Candidates who complete the program are competent and knowledgeable educational leaders who facilitate positive and effective instructional programs incorporating the rights and the varied needs of all students in diverse and complex post-secondary institutions. – M.Ed. in Higher Education Administration, Standard Two
This program effectively prepared me to create instructional programs for all students, respecting their rights and needs. However, five courses stand out in their specific preparations. These courses are Contemporary College Students, Learning Theories and Applications, Higher Education Law, Instructional Technology Foundations, and my Practicum.
In Contemporary College Students, we studied the psychosocial needs of different types of students and how to cater to those needs in the classroom. Specifically, with our group projects, Dr. Parks challenged us to discover the behavioral and social needs of a specific type of student. Each group presented their findings to the other students in the course, and thus we learned the social and behavioral needs to different types of students. For example, my group discovered that millennial students perform better when given external motivation, such as a high grade or verbal praise. This is because millennial students have come to expect an external reward for positive behavior. When millennial students do not receive this kind of praise, their performance suffers. However, not all college students today are millennial students so not all college students need this type of reinforcement. In reviewing other presentations, I have learned that some students need the exact opposite, so creating an effective learning environment for all students can be challenging. I have used this specific knowledge in my day-to-day work in my office, as well as my practicum classroom.
In Learning Theories and Applications, we studied the ways the brain stores and retrieves information, as well as different theories of learning as applied to many different students. I learned that while many students have different motivations for learning, the physiological process of learning is similar, if not the same, for all students. For example, scientists have proven that there are six different processes used for knowledge construction. Information is constructed in one of six ways, and if it is constructed, then it can be stored in long term memory, or remembered. I have used this knowledge extensively in my admissions presentations and interviews, as well as in my practicum. Using this knowledge, I can effectively facilitate any instructional program for all types of students.
In Higher Education Law, we studied extensively the rights of all college students, as well as how to cater to those rights. We studied all case law, as well as legislatively drafted law, that affects higher education. One assignment, in particular, challenged me to apply case law to an issue that I face in my daily work in higher education. I chose to review the use of race in admissions policies. I learned the legal boundaries in which the use is constitutional and cases in which the use is unconstitutional. Admissions practices have long been contended in a courtroom, and through this legal commentary I used higher level thinking to apply the legal knowledge gathered in this course to the practical consequences in higher education settings and classrooms.
In Instructional Technology Foundations, we discovered many different ways to successfully incorporate technology in the classroom to meet the varied needs of our diverse students. In 2015, technology is an integral part of society, and therefore must be an integral part of the classroom. It also has many practical implications, and can assist in the classroom in a number of ways. In one particular lesson, we discussed the use of technology as a way to assist students in the classroom. In particular, I always have an electronic visual aid, usually in the form of a PowerPoint, when I give presentations regarding graduate admissions processes. Using knowledge learned in the course, I now incorporate active links to things such as the application, GRE website, and registrar’s website to visually show students how to apply, request GRE scores, and request transcripts. This visual technology aid helps students see the steps they need to take rather than just hear about them. We also discussed ways in which technology can be useful in the classroom, using Web 2.0 tools. Specifically in a college classroom, I have recommended a number of networking sites to help with group work. In my practicum, I have suggested these sites and students have used them. This course has helped me use technology to effectively create academic programs to satisfy the needs and rights of my students.
In my practicum, I have taken a culmination of my education and applied it to the instructional setting in which I am working. I am facilitating three courses in a senior seminar setting, providing students with the same opportunities that I was afforded through this program – allowing them to use their knowledge in an applicable, real-world scenario. We have students create resumes, practice interviewing, network, and many other useful skills needed in the workplace. My experience in this program has taught me that experiential learning is more useful when combined with theoretical knowledge. My mentor and I provide a realistic, safe, and effective learning environment catering to the needs and rights of all students. One way in which we cater to each students’ rights is that we provide a safe learning environment. This semester, our classroom has been under construction. I have learned that sometimes, providing a safe learning environment means insisting that students do not meet in a classroom where the ceiling is missing and tools are falling out. However, we also cater to the learning needs to each student. We provide extensive one-on-one coaching as far as interviewing, resume writing, and other learning goals depending on the students major, goals, and current situation. My education, through this program, has taught me the necessity and practicality of individualized instruction.
This program in its entirety has not only prepared me to be an effective facilitator in a classroom, catering to all students needs and rights, but allowed me to be an effective facilitator while still enrolled. The program has provided the knowledge needed to accomplish these goals, but also the opportunities to take the initiative and apply the knowledge to real situations. Through assignments, discussions, and real life experiences, I have become an effective leader and facilitator in the classroom and office, increasing my awareness of the needs and rights of all students.
In Contemporary College Students, we studied the psychosocial needs of different types of students and how to cater to those needs in the classroom. Specifically, with our group projects, Dr. Parks challenged us to discover the behavioral and social needs of a specific type of student. Each group presented their findings to the other students in the course, and thus we learned the social and behavioral needs to different types of students. For example, my group discovered that millennial students perform better when given external motivation, such as a high grade or verbal praise. This is because millennial students have come to expect an external reward for positive behavior. When millennial students do not receive this kind of praise, their performance suffers. However, not all college students today are millennial students so not all college students need this type of reinforcement. In reviewing other presentations, I have learned that some students need the exact opposite, so creating an effective learning environment for all students can be challenging. I have used this specific knowledge in my day-to-day work in my office, as well as my practicum classroom.
In Learning Theories and Applications, we studied the ways the brain stores and retrieves information, as well as different theories of learning as applied to many different students. I learned that while many students have different motivations for learning, the physiological process of learning is similar, if not the same, for all students. For example, scientists have proven that there are six different processes used for knowledge construction. Information is constructed in one of six ways, and if it is constructed, then it can be stored in long term memory, or remembered. I have used this knowledge extensively in my admissions presentations and interviews, as well as in my practicum. Using this knowledge, I can effectively facilitate any instructional program for all types of students.
In Higher Education Law, we studied extensively the rights of all college students, as well as how to cater to those rights. We studied all case law, as well as legislatively drafted law, that affects higher education. One assignment, in particular, challenged me to apply case law to an issue that I face in my daily work in higher education. I chose to review the use of race in admissions policies. I learned the legal boundaries in which the use is constitutional and cases in which the use is unconstitutional. Admissions practices have long been contended in a courtroom, and through this legal commentary I used higher level thinking to apply the legal knowledge gathered in this course to the practical consequences in higher education settings and classrooms.
In Instructional Technology Foundations, we discovered many different ways to successfully incorporate technology in the classroom to meet the varied needs of our diverse students. In 2015, technology is an integral part of society, and therefore must be an integral part of the classroom. It also has many practical implications, and can assist in the classroom in a number of ways. In one particular lesson, we discussed the use of technology as a way to assist students in the classroom. In particular, I always have an electronic visual aid, usually in the form of a PowerPoint, when I give presentations regarding graduate admissions processes. Using knowledge learned in the course, I now incorporate active links to things such as the application, GRE website, and registrar’s website to visually show students how to apply, request GRE scores, and request transcripts. This visual technology aid helps students see the steps they need to take rather than just hear about them. We also discussed ways in which technology can be useful in the classroom, using Web 2.0 tools. Specifically in a college classroom, I have recommended a number of networking sites to help with group work. In my practicum, I have suggested these sites and students have used them. This course has helped me use technology to effectively create academic programs to satisfy the needs and rights of my students.
In my practicum, I have taken a culmination of my education and applied it to the instructional setting in which I am working. I am facilitating three courses in a senior seminar setting, providing students with the same opportunities that I was afforded through this program – allowing them to use their knowledge in an applicable, real-world scenario. We have students create resumes, practice interviewing, network, and many other useful skills needed in the workplace. My experience in this program has taught me that experiential learning is more useful when combined with theoretical knowledge. My mentor and I provide a realistic, safe, and effective learning environment catering to the needs and rights of all students. One way in which we cater to each students’ rights is that we provide a safe learning environment. This semester, our classroom has been under construction. I have learned that sometimes, providing a safe learning environment means insisting that students do not meet in a classroom where the ceiling is missing and tools are falling out. However, we also cater to the learning needs to each student. We provide extensive one-on-one coaching as far as interviewing, resume writing, and other learning goals depending on the students major, goals, and current situation. My education, through this program, has taught me the necessity and practicality of individualized instruction.
This program in its entirety has not only prepared me to be an effective facilitator in a classroom, catering to all students needs and rights, but allowed me to be an effective facilitator while still enrolled. The program has provided the knowledge needed to accomplish these goals, but also the opportunities to take the initiative and apply the knowledge to real situations. Through assignments, discussions, and real life experiences, I have become an effective leader and facilitator in the classroom and office, increasing my awareness of the needs and rights of all students.