COLLEGE OF EDUCATION

Higher Education Administration MEd Program Standards

Throughout my matriculation in the Higher Education Administration program I had the

great fortune to engage in rigorous intellectual discourse of the theoretical framework that guides our day to day work in servicing the today’s student and observe the practical

application of those theories both inside and outside the classroom. Through my practicum and assistantship I was able to observe how

strict application of theory does not always allow for the inevitable nuances that occur when

working with people, particularly, young adults.

Standard 1: Candidates who complete the program are competent and

knowledgeable educational leaders who can define and demonstrate the theoretical and practical foundational

basis of informed, ethical leadership behavior in diverse and complex post-secondary institutions.

In my coursework and personal work experience, I learned the importance of seeing

each student as a unique set of experiences and, consequently, needs that makes it

impossible to treat every student the same or equal. Rather, I learned to treat all student

equitably meaning as a student affairs practitioner I must acknowledge a student’s race, socioeconomic status, education level, gender, sexual orientation, and a number of

other points of diversity paint the landscape for that student’s experience and must influence

how I service that student.

Standard 2: 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.

It is paramount that student affairs professionals match our academic affairs

counterparts in our dedication to our craft. We must never become complacent in

understanding today’s student, technology, and best practices. We must maintain a

steadfast devotion and passion for our chosen profession seeking opportunities to enhance our skillset concerning programming, new

student development theories, and ways to be more competitive and innovative in our day to

day work. It is important that supervisors support and encourage the research and professional development opportunities

afforded practitioners in a given functional area.

Standard 3: Candidates who complete the program are competent and knowledgeable educational leaders who can develop and implement policies that promote research, scholarship, professional development, and technology utilization as appropriate in diverse and

complex post-secondary institutions.

During my time at Georgia Southern University, I have had the opportunity to act a community organizer for various conferences sponsored by the Multicultural Student Center. Had it not been for the knowledge I

gained from courses such as Ethical and Professional Issues and Student Services in Higher Education, I may

not have understood the value of inviting the local community to attend and assist in the planning of these

events. I had the opportunity to participate in CAS Reviews of other departments, assist in cross functional

event planning such as Weeks of Welcome, and numerous committees specific to a given event.

Throughout these collaborations I learned the importance of generating buy in and ways to uniquely communicate the benefits of collaborating to all the

university stakeholders.

Standard 4: Candidates who complete the program are competent and knowledgeable educational leaders who have the skills and ability to effectively communicate in both written and verbal formats and collaborate with the institutions constituents, and stakeholders, to respond to community

needs and interests as appropriate in diverse and complex post-secondary institutions.

Student affairs can be very time consuming and all-encompassing career filled with long

hours, low pay, and constant change; however it is important as professionals that we are the managers of our time, energy, and resources.

While it is important to operate in excellence in terms of the quality of services rendered,

dedication, and efficiency, we must engage in self-care and awareness to avoid burn out and

frustration.

Standard 5: Candidates who complete the program are competent and knowledgeable educational leaders who have the ability to manage the organization, resources, and operations for the efficiency and effectiveness of diverse and complex post-secondary institutions.