The document summarizes the learning and experiences of a student in the Higher Education Administration program at the College of Education. It discusses the importance of applying theory in practice when working with diverse students, treating students equitably based on their unique experiences and backgrounds, maintaining dedication to professional development, and engaging in self-care to avoid burnout. It relates these lessons to the 5 standards of the program which are that graduates are knowledgeable leaders who can lead ethically while acknowledging student diversity, facilitate positive programs, promote research and technology, communicate and collaborate effectively, and manage resources efficiently.

1. COLLEGE OF
EDUCATION
Higher Education
Administration MEd

2. 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.

3. 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.

4. 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.

5. 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.

6. 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.