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Table of Content
Introduction..2
Career Trajectory..3
Field Observation..10
Multicultural Environment Paper13
Midterm Reflection14
Summary of Standards..16
Reflection Summary.17
Words of Encouragement..17
COE Disposition Rubric18

Introduction
Each course in the program is designed to expose professionals in higher education to their field and is valuable in advancing
professionally. All course are 3 credit hours and are offered on a rotation. Topics of course include law and policies in higher
education, multicultural education, history of higher education, and technology etc. Students in the program take a practicum course
the last semester, giving them experience in an area in high education. This portfolio is outline of what students can anticipate to learn
for the duration of the Masters in Higher Education program at Georgia Southern University.

Career Trajectory: Analyst of Johnny Bernard Green Jr.


EDLD 7430
Johnny B. Green Jr.
Georgia Southern University

Overview
In order to entertain the conversation of our future, it is highly important to understand where we come from. One would be led to
believe and African American male, whom comes from a single parent home, with no relationship with his father, who struggled with
literacy in his youth, should be dead or in prison (Thompson, 2014). A young gentleman of this background should not have gone on
to be senior class president, win student leader of the year at a comprehensive university, make the deans list, or be a masters in
education candidate.
Current Employment
My current efforts are utilized towards my position of an enrollment counselor at Abraham Baldwin Agricultural College. My duties
are to recruit quality students, assist student through the enrollment process, effectively articulate admission standards of the college,
and be the first means of contact for prospective students. Also, my secondary responsibilities are the academic advisor for Lambda
Sigma Upsilon and Brother to Brother; this is a gradation retention program for African American male students.

I have served in the position for the capacity of a year; nevertheless, my confidence and the short time frame of holding this position
assures me Im in the right spot. My title is Enrollment Counselor but it is equivalent to a college recruiter. Thus, traveling has become
a close friend of mine. My institution participates in the Georgia PROBE. It is extensive travel during the Fall Semester, in order for
colleges to have the opportunity to recruit and encourage high school students to pursue higher education. This last for approximately
for three months and a vast amount of time is spent following-up with the students who we encounter during this time. Mass mail outs,
social-media, private visit, and open campus days are a few outlets used to counter our efforts in traveling.
By working in the Office of Enrollment Management, we have the complex job of keeping data on campus visits of prospective
students, those who attend open campus days, and all other methods of communication used to attract students. The Spring Semester is
used to evaluate applications of scholarship candidates, host multiple open campus days and scholarship events, and focus heavily on
generating general applications for admission.
Future Goals and Aspirations
In the near future, my goal is to attain a position as Associate Director of Admission. Im confident this conference will provide a
wealth of information to help me to reach this goal. From participation in professional organization, being involved across campus,
and remaining active in the local community, I believe this would be a springboard to becoming Dean of Students in the distant future.
My ultimate goal is to become President of a comprehensive university. I have a passion for leadership and serving others. Most
people would see this as a hierarchal role but I think it requires an individual to exalt servant leadership. A college president must be
transparent, diverse, knowledgably on various subjects and law. The most important trait is to be able to have compassion for students,
faculty, and staff.
As a recent graduate of Georgia Southern University, I headed various projects as Vice President of the NAACP chapter at the
institution. My peers elected me to serve as a Senator, where I was in the forefront of topics surrounding the future of student life on
campus. Giving back was a key focus of mine as well. Therefore, I assisted with various projects in Bulloch County, such as Relay For
Life and multiple events at the Boys and Girls Club of America. The Minority Advisement Program was another instrument where I
showcased my abilities. Mentor was a second name given to me by freshmen students who participated in the program. By pouring
energy out, I gained so much back by these ventures at Eagle Nation. It is my belief we should all leave the world in better shape than
we inhabited it. Education is the best way to leave an impression on the life of someone.
After completions of my Masters in Higher Education Administration, I plan to enroll into a Doctor of Philosophy program in
Leadership at Vanderbilt University, Syracuse University, or University of Georgia. I believe in striving for excellence and the
attainment of the highest degree available to man is a piece of the puzzle leading down that path. I never believe anyone will reach

complete excellence; however, it is a constant journey. Furthering yourself academically, sharpening acquired skills, and professional
development are just a few ways of advancing for excellence. It is my belief a Doctorate of Philosophy is needed in order to become a
university president, although it is not always required. I recently looked at websites from a range of colleges and universities and all
of the presidents attained a Ph.D (Lyons, 2011).
This program is a building block to my future positions in higher education. I felt the program had a variety of classes that touched on
essential subjects a professional in higher education should be familiar with, especially if they desire to advance. The required
practicum at the end was appealing as well. I plan to do my practicum through the Dean of Students Office at my institution. This will
allow me to see the daily function of the possible future career Im seeking to go into.
Although Im confident in my leadership abilities, Im fully aware of some of my shortcomings. Selfless and compassionate are words
sometimes used to describe my character. This transpires over into my professional life. It is often to my own doing, I find myself
taking on too much. In addition to this being my first semester of graduate school, I also was getting a leadership certification, a new
member in a local civic organization, instructor for SAT/ACT preparation, and working a fulltime job. This semester was my first
travel season as a recruiter so I was not sure how extensive it would be or how taxing all the roles I play would become physically. My
career as an enrollment counselor is my primary focus so I had to make sure my job performance was up to par. An incentive for
working in the University System of Georgia is TAP (Tuition Assistance Program). This allows for the school to cover most of my
educational cost for attending graduate school. In order for me to receive this incentive, I must maintain at least a 3.0 GPA. Therefore,
it was important for me to stay afloat academically in my classes to meet the grade point average required to maintain TAP. My
participation in a local civic organization was another commitment of mine. PLIGHT Inc, is a nonprofit organization that focuses on
building the youth of the community. I head the education committee for the organization so it causes for me to meet regularly with
the high school students we target to pursue higher education. Working with the young people is a passion of mine and I spent time
trying to inspire and uplift the ones I came in contact with, through my organization. Considering these facts, I sometimes forget about
myself. Juggling all of these roles leaves me burned out and is a strong weakness of mine. Im a different person when Im burned out.
I become forgetful, get lost in thought, and unenergetic.
Its never too far after Im rejuvenated and can pour myself out again. Mainly due to the fact of the hard work starts to pay off. It may
be a simply job well done from my boss, a kid telling me I changed their life, or a parent letting me know how much of an influence I
was in their child selecting my institution. It has been said that I have strong interpersonal and persona skills. I lead my office as the
recruiter with the most prospects, applicants, and the most students who have been accepted come from my territory. Constituents of
my leadership class elected me to be president for the duration of the program. I was flabbergasted since I was the youngest person

participating in the program by eighteen years. I constantly try to better myself and strive for excellence; nevertheless, I know Im far
from perfect.
A Developing Professional
As professionals, we should always seek ways to grow and develop. I felt the need to model myself after someone who is in the
position I aspire to hold one day. Dean Patrice Buckner-Jackson is the Dean of Students at Georgia Southern University. I admired her
passion and dedication towards being an advocate for the students. Her willingness to help other made her stand out from other staff
members. Short, sweet, with a kick is how I would describe Dean Jackson. We have had numerous conversation about goals I had for
myself and objectives she would like for me to complete in order to reach those goals.
Joining professional organization also helps one develop and advance. I plan to join the National Association for Equal Opportunity in
Higher Education (NAFEO) and the Accredited Online Schools and Colleges (AOSC). Networking is one of the reasons I feel this
would help me as a professional. It is a great chance to meet other professional, some who may have more experience and could help
guide my career. Thus, being an asset to me, to help better my work environment and the community at large. It would even be in my
interest to go up the ranks and be an executive office in one of these organizations after years of membership. NAFEO would give me
the chance to work with those who see equal opportunity as a top priority. A great number of institutions have minority related offices,
dealing with diversity and retention. This organization serves the community at large and to increase the active participation of blacks
at every level in the formulation and implementation of policies and programs in American higher education (About NAFEO, 2014).
AOSC deals with the surveying online learning and the level of their accreditation. Online learning is trending so this would give me a
wealth of knowledge. A lot of institutions provide online learning, even if it not a completely virtual institution. The organizations
website allows students to select the state, program, and degree level they are seeking (Complete Directory of Featured Accredited
Online Schools, Online Colleges and Online Universities of 2014, 2014). It offers students insight on the quality of education they will
receive by the accreditation status of the institution.
A Major Critique of Higher Education
No system or organization is perfect, otherwise, we would live in a utopia. Unfortunately, we live in the real world. I have noticed a
revolving issue within higher education, since becoming employed in the University System of Georgia. This issue is specific to my
institution and common across the board. No one can say politics does not exist in higher education; one may make this statement if
they are juvenile.
Across the board, no one has been given a raise at my institution of Abraham Baldwin Agricultural College in the past six years. We
have been constantly told there is no funding to put this into place. However, certain individuals have been given adjustments for

various reasons. Some have been given eighteen thousand dollars adjustments at one time. Others have been promoted without proper
experience or educational background. My institutions has also brought in individuals at extremely high salaries. Some supervisors
make more combine than everyone in their office. Yes, experience matters but I notice a common trend of all of those individuals. It
should be noted, all of these individuals are of the same gender. None of them hold a doctoral level degree and only one has a masters.
Furthermore, all of them are of the same race.
If I had to describe the working environment at my institution, it would be plain and simple. I think of several old western TV shows
with a horse and wagon. Often, the person steering the horse would have a whip and use that to encourage them to keep on moving.
The horse carries its owner all through the mountains and valley, no matter the weather condition. Thats my institution! Only
difference is just substitute people instead of horses. We are the ones working extremely hard without being compensated. Our work is
tiresome but a few people at the top benefit from our efforts.
There are an influx of problems with this situation I have tried to aluminate. Subsequently, none of the worker bees have incentives to
continue working at a high level. Sometimes we will get a mass email, complementing us for our work. The knowledge and
information I have gathered does not make this sit well with me. It amazes me how no one has made strides to combat the
administrations. All women were slowly removed from the presidents cabinet. It has been over ten years since a minority has held a
spot at the cabinet level. I think the administration should be reflective of the campus. If there is diversity among the student
population, the administration should be reflective of it. Students need to able to have administrators advocating for them, who can
relate to their situations.
Conclusion
Considering all of these facts, observations, analysis, higher education is where I want to remain. I will continue to perform
and strive for excellence in my field; I have no need to feed into only the negative. There are a number of students who need someone
to advocate for their rights. A greater number of students just need guidance while they learn about life and themselves. Nothing worth
having is going to come easy; hence, this is my motivation to remain on the battle field

References
About NAFEO. (2014, 12 03). Retrieved from National Association for Equal Opportunity in Higher education :
http://www.nafeo.org/community/index.php
Banks, J. A., & Banks, C. A. (2010). Multicutural Education; Issues and Perspectives. Hoboken: John Wiley & Sons, Inc.
Complete Directory of Featured Accredited Online Schools, Online Colleges and Online Universities of 2014. (2014,
December 1). Retrieved from Accredited Online Schools & Colleges: http://www.accreditedonlinecolleges.org/
Cragg, P. J. (2012). Organization and Adminstration in Higher Education. New York: Routledge.
Lyons, J. (2011, September 9). What Qualifications Should Your College President Have? Retrieved from Educational
Portal: http://education-portal.com/articles/What_Qualifications_Should_Your_College_President_Have.html
Plato. (2015, October 5). The History Guide. Retrieved from Lectures on Modern European Intellectual History:
http://www.historyguide.org/intellect/allegory.html

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Team, A. A. (2014). Top 10 Higher Education State Policy Issues for 2014. Ploicy Matters, 4.
Thompson, T. (2014, March 26). Fact Sheet: Outcomes for Young, Black Men. Retrieved from Tavis Smiley Reports :
http://www.pbs.org/wnet/tavissmiley/tsr/too-important-to-fail/fact-sheet-outcomes-for-young-black-men/

Field Observation
Faculty Meeting of the School of Science and Mathematics; Abraham Baldwin Agricultural College
Johnny Bernard Green Jr.
Georgia Southern University
EDLD 7431
OVERVIEW
In response to the School of Science and Mathematics faculty meeting at Abraham Baldwin Agricultural College, it is evident for one to be able to
forecast the future goals of the department, how it will strategically meet goals, and the critical issues still needing to be addressed. The meeting
was led by Dr. Johnny Evans, Dean of the School of Science and Mathematics. He was captivating in his deliverance to the faculty and was
welcoming to their thoughts and concerns, as the leader of this esteemed group of educators. Dr. Evans discussion on the past of the school set the
tone for his meeting. His view of the future for the department was clear and concise. He was transparent in how he was going to lead them into
the future and was highly supportive in assisting them. Finally, he charged them in making it clear of how it is up to them to lay grounds for the
future success of the School of Science and Mathematics.
OUR PAST
In years past, ABAC (Abraham Baldwin Agricultural College) was viewed as a Community College. Until the year 2009, this viewpoint was true
and students only saw this institution as a two year option while pursuing their degree. However, ABAC then offered a Bachelor of Science in
Diversified Agriculture, which was the start of more four year degrees. The institutions status changed to a State College, becoming more

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marketable to the public with its offering of four-year degree programs. Dr. Evans made it clear, how numerous of students transferred in the past,
since it was the only option. The schools focus was only to get students the basic core classes and transfer them to major colleges and universities.

OUR FUTURE
Regarding the School of Science and Mathematics, it offers a Bachelors of Science in Biology. This is currently the only four-year degree
program that falls under this department. It is the fastest growing degree at ABAC; nevertheless, its the second largest when looking at the number
of students enrolled in the program. Dr. Evans informed the faculty of the various students in the program who were conducting research and
presenting at conferences. A large population of students were seeking internships and needing assistance from the department from the growth
occurring. As dean of the school, Dr. Evans wants the faculty to distinguish themselves as a college of excellence. Faculty must encourage students
and set strong expectations in order to make this a reality. He was direct and firm when he stated how they cant do business as usual. Faculty
members of the School of Science and Mathematics were attentive to each word he uttered, coming from his mouth like the voice of God.
HOW WILL WE DO THIS
Dr. Evans gave faculty the task of becoming better teachers, nonetheless, he gave them the puzzle pieces to successfully complete this task. First,
he wanted them to adapt their teaching models and honestly assess their teaching. The only way to improve is to evaluate the negatives and turn
them around. He wants them to engage students and become mentors to them outside of the classroom. This will make the students feel valuated
and rise to the standards set before them. Dr. Evans stated he will not support faculty who inflate grades and those who do so will be terminated,
even if they are tenured. These goals and objectives cant only be his mission but must be the mission of faculty and staff of ABAC. This showed
his philosophy of them being a team and one single unit.

MATTERS AT HAND
The highest failure rate at ABAC comes from NURS 1108, in which the failure rate is 83%. However, not too far behind is MATH 1111, which has
the second highest rate of 71%. Dr.Evans mention nine out of twenty-one courses with DFW (Drop/Failed/Withdrew) comes from the School of
Science and Mathematics. He pulled this data to make faculty aware of what obstacles they face and reflected on ways to improve, leading back to
how they were going to make changes.

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Funding was an issue arising outside of the School of Science and Math, however, still having an impact on them being able to complete their
objectives. The attainment of funds for the institution is moving to a private model. Schloss and Craig (2012) states this is an issue occurring all
over the University System of Georgia and across the nation. The schools main money sources is derived from tuition and money raised. Less
money comes from the State and Federal Government; thus, this puts more pressure on the school. The institution is lacking in the number of
faculty, which means more students in classes. More students in classes means a harder work load on the faculty. Nonetheless, ABAC has a late
registration deadline. There is a correlation between the quality for students and late admission Dr. Evans stated. Most of the high achieving
students apply and are accepted into their college of choice way in advance.
Since being awarded the biology degree, ABAC was approved for funding of a new facility. Various students have been successful while being
science majors at ABAC so this was one justification of getting funds from the State. They have sent students to medical schools across the State
of Georgia and other parts of the United States. However, the amount allotted dropped from 10 million down to 7.5 million .The decrease in the
amount allocated is a common trend for colleges and universities at large This building will contain classrooms and labs that will be used to
accommodate students and their needs (Team, 2014).

RESPONSE
After such a mind-blowing meeting, I had to get further insight from Dr. Evans. He felt learning outcomes were necessary in order to measure how
much a student is learning, therefore, test should be a reflective assessment of what was learned. Dr. Evans mention that academic freedom means
a professor has the free will to teach how they want but does not give them to teach what they want. In our one-on-one conversation after the
meeting, he said he felt like college professors should have some pedagogy classes prior to teaching. Knowing your content does not make you a
successful teacher. Pedagogy classes are not required and most college professors first experience teaching comes from they take on their position.
This model is different from that of K-12 education.

CONCLUSION
A wealth of knowledge was gained from my attendance of the faculty meeting of the School of Science and Mathematics at Abraham Baldwin
Agricultural College. It gave me the opportunity to see the challenges of the department and institution at large. My focus was on Academic
Affairs since Im under the Division of Student Affairs. This gave me a different standpoint-of-view and expanded my mind. Also, I truly believe
in the leadership of Dr. Evans and what his vision is for the individuals he supervises.

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Administration Implementation of Higher Education


Johnny B. Green Jr.
Georgia Southern University

A Prospective New Trend


In order for an academic institution to meet its full potential, cohesion across all boarders must be functioning at a high level. Strength is found in
numbers, thus, it is important for all individuals to come together to achieve a goal. This means individual of various backgrounds, ethnic groups,
genders and cultures. Difficulty arises due to the fact of division when we are challenged to face and branch out to unknown water. The academic
world is always plagued with this challenge, hindering the college experience of the student. It is up to college administrators to meet the demands
of the multicultural world we live in and supply the knowledge in order make this possible.
Switch It Up
It is up to college administrators to change the climate at their institution and create an environment for multiculturalism. Bridging the gap takes
much strategic planning to be the most effective. Enlightening activities can be put on to engage students and raise awareness. For example, upper
level mangers on a college campus decide to launch a campus wide unity function. The mangers display hot topics relating to gender, race, and
religion on tables inside of eateries across the campus for one designated day. On this day, students are supposed to eat with other students who
they are not acquainted with and discuss the hot topics on the table. Facilitating the conversations would be faculty members in disciplines relating
to the topics.

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An activity as such allows others to see life from a perspective that is different from their own. Most people never try to step outside of their
comfort zone and get to know others. Having faculty to moderate discussions would create a safe atmosphere for all individuals to express
themselves. This is a key component in making sure this event is successful and to ensure no one takes the discussion to an unsafe zone for
participants. Faculty should be aware of how students of different backgrounds feel and view life as college student. This will be a tool of bettering
the learning environment in their classes (Banks & Banks, 2010).
Pedagogy Training
Being a sponge and soaking up information is critical to learning an enhancing skills we gain over time. Understanding others who are different
from us can challenges us to look at life differently. In the classroom, educators have to be able to instruct students of all nationalities (Banks &
Banks, 2010). Therefore, administrators should feel pedagogy courses are a necessity to further enrich the learning experience. Platos Allegory of
the Cave alludes to being in the cave as ignorance. The more a person comes out of the cave, the more aware of their own ignorance they become
(Plato, 2015). Pedagogy training can truly enlighten educators on their own ignorance.
Most college professors have terminal degrees that never expose them on how to teach are not acclimated to the classroom environment until day
one on the job. They are already scholars in their field but pedagogy training will further sharpen their skills. As ones of the academy, educators
should be open to the continuous learning opportunities. This will allow them to richen the learning experience for their students.
Conclusion
Multicultural education is an important asset in higher education so implementation across the nation is crucial to the success of an academic
institution. We live in a world that is become more divers and where students of various backgrounds are pursing degrees to advance in an
economy that requires a more skilled labor force. In order to meet these demands, implementation of multicultural initiative should be created.

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Higher Education Practicum


Johnny Bernard Green Jr.
Georgia Southern University
EDLD 8735

Completing my practicum under the division of New Student Orientation at The University of Georgia, Alton Standifer has served as my mentor. It
has been an engaging experience to learn all the facets of orientation. Orientation at UGA is supervised by a director, assistant director, a graduate
assistant, two interns, and twelve orientation leaders. As a unit, these individuals serve the newly enrolled students and their parents. A lot of the
first week was spent observing and getting acclimated to the environment and structure of orientation. No formal introduction was given, however,
I was able to chat with all members of the office one on one. It was preferable for me to be able to do it this way since a good amount of work was
in progress before my practicum officially started.
It has been a pleasure to work with the orientation staff and have Alton Standifer as a mentor. Rating my experience thus far, a score of four would
be given out of five. A meeting to discuss expectations and goals took place prior to starting. I was able to have input in what my outcomes would
be and no concerns have risen since the start of the practicum. Clear instructions and responsibilities have been given from my mentor. He is
always open to discuss questions I have and extremely flexible with meeting the demands of my work schedule. During my practicum, it would be
great to sit-in on a management meeting, surrounding orientation. However, I think most of the administrative meeting happened in advance.

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My portfolio discusses the desire to advance into an administrative role in higher education. Considering my practicum experience and completion
of this graduate program, the possibility of advancing into a leadership role is attainable. A lot of knowledge within student affairs comes from
experience. Courses in my graduate program and the practicum experience have expanded my knowledge of higher education. Combine this with
previous internships, undergraduate involvement, current role and duties in admission, and you have a solid foundation to build a great
understanding of student affairs.
Ive been involved with orientation at a previous institution, therefore, I know how extensive the preparation process is to produce a quality event.
Being involved from an administrative standpoint has caused me to realize there is no word in the dictionary to define how involved professional
staff members must be in the process. Orientation and some institutions are only one day; however, The University of Georgia has a two day long
orientation. Most of the informative session are during the day and in the morning. The social session occur during the night, still requiring
professional staff to be involved.
Its easy for the orientation staff to work at least sixty to seventy hours during the season of orientation. This continuation can cause the staff and
students involved to become exhausted easily so keeping the moral up is a responsibility. It seems as the weekend is the only time the staff can
recuperate from the long week. Nevertheless, it starts all over soon after they have recuperated.
Professionalism seems to be a common factor between my mentor and me. There is a clear line of respect and distance that is kept between the
professional staff and the staff that are students. This maintains cohesion because even though my mentor is not too far removed from his student
staff members, the division shows that he is still in charge. For example, he has certain days that he eats with the student staff. Some days he uses
lunch to discuss important issues so those days, lunch with the student staff does not take place.
Much information is given during orientation, especially since UGA is such a large institution. Things change on a regular bases and
communication is key. Im big about being transparent so I differ from my mentor in that sense. I have not seen where meetings on a regular bases
have been conducted to explain changes that occur. A group messaging system is in place, however, that is not a method to properly address all
issue and changes. I think communicating precisely and clearly is an essential.
One area which I never encountered during the program is budgeting. From my observation, this is a requirement for most mangers in higher
education. I know there is a course offered on financing but it should probably be a requirement since most people seeking this degree aspire to be
in a managerial role. A great amount of apparel, budgeting for food, and other expenses are accumulated for orientation. More knowledge on this
subject would be beneficial. Otherwise, I have gain a wealth of knowledge form the program and from my practicum experience

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Summary of Standards:

Standard 1: In EDLD 8431, Higher Education Law, we examined the various unethical practices of institutions. Thus, students were required to
give insight on how the unethical practices were violating State and Federal law. This was done through discussion, written responses of each
chapter, and case studies.
Standard 2: In EDUF 7235, Multicultural Education, we were required to define what multicultural education means and were exposed to the
multiple aspects of multiculturalism, come up with ways to incorporate multicultural practices in educational settings, read chapters on the subject
matters. The subjects related to race, gender, sexual orientation, religion etc.
Standard 3: In COUN 7132, Contemporary College Student, a field observation exposed students to an educational setting at a designated
postsecondary institution. My experience was at Abraham Baldwin Agricultural Colleges Academic Achievement Center. I was able to apply
Chickerings Seven Vectors of Student Development Theory of achieving competence. The environment in the AAC provided students with access
to technology, cooperative learning, and small group learning.
Standard 4: In EDLD 7431, Higher Education Administration, I was able to observe a faculty meeting of the School of Science and Mathematics
at Abraham Baldwin Agricultural College. This observation allowed me to learn of the challenges facing the institution and also the department. I
was able to learn more of how the department went about installing a new four-year degree program and how the institution raised funds to
construct a new building, after meeting with the dean of the school once the faculty meeting was over. The dean informed me how a capital
campaign help generate funds, which came from the local community.
Standard 5: In EDLD 8735, Higher Education Practicum, I was able to learn the administrative practices the Director of New Student Orientation
at University of Georgia, by observation of the management and organization process of the program. Over a hundred hours were dedicated to
assisting with daily task, meeting one on one with the director, assess the program, and observing the overall orientation process.

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Reflection Summary:
As a professional staff member in higher education for going on three years, the Masters of Higher Education Administration program has been
monumental in shaping my view of the role faculty and staff members play, as leaders in advancing the world. We studied the birth of high
education to dissecting the challenges facing institutions in the 21 st century. The online learning feature was essential due to my fulltime role as a
professional staff member. However, the setup of the program allowed me to receive a world class advanced degree. Visual recordings, campus
observations, online discussion, and the field experience allowed me to attain the traditional classroom intricacies. Overall, this program provided
a unique educational opportunity.
Word of Advice to Future Candidates:

This program is flexible and allows candidates to become aware of the multiple spectrums in higher education. I recommend this program for
students who are vested in maintain a healthy work-life balance. Thus, it is designed for working professionals. You will be challenged to discuss
key issues in higher education, research, and be engaged by exploring education practices in America. A number of assignments will allow
students to go out in their field, becoming more aware of higher education institutions. The overall purpose of the program is to shape leaders of
tomorrow in the world of higher education.

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Dispositions Rubric for College of Education Graduate Programs

Candidates Name: Johnny Bernard Green Jr. Course/Semester/Year: Spring 2016

Evaluator: Self and Dr. Toby S. Jenkins

Evaluation Interval: #1

____

#2X

Program: Med. Higher Education Administration

Other: End of Program

This instrument is used to rate each element relative to expectation levels of students within their
current program. These expectations may differ among programs due to different contexts and
graduate levels.
Score using whole numbers 1, 2, or 3.

Unacceptable: Score of 1

Acceptable: Score of 2

Candidate demonstrates the


behavior below 70% of the time.
When given feedback, the
candidate continues the
behavior below 70% of the time.

Candidate demonstrates the


behavior between 70% and 89%
of the time due to self-initiative
and/or feedback.

Descriptor: rarely

Descriptor: regularly

Target: Score of 3
Candidate demonstrates behavior
90% or more of the time due to
self-initiative and/or feedback.

Descriptor: consistently

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1. Commitment to Knowledge, Skills, and Dispositions of the Profession
Unacceptable (1)
(3)

Acceptable (2)

Target

Score

a
.

Candidate rarely uses and applies


current educational research and theory
related to inform discipline specific
educational practice.

Candidate regularly uses and applies current


educational research and theory to inform
discipline specific educational practice.

Candidate consistently uses and


applies current educational research
and theory to inform discipline specific
educational practice.

b
.

Candidate rarely demonstrates


professionalism in decision making,
rarely uses input from others, and rarely
is decisive when needed.

Candidate regularly demonstrates


professionalism in decision making, regularly
uses input from others, and regularly is
decisive when needed.

Candidate consistently demonstrates


professionalism in decision making,
consistently uses input from others,
and is consistently decisive when
needed.

Comments:

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2. Commitment to Diversity
Unacceptable (1)
(3)

a
.

b
.

Acceptable (2)

Target

Score

Candidate rarely plans educational


practices that demonstrate awareness,
sensitivity, and expression of fairness
related to the commitment that all
students can learn regardless of
differences (e.g. ethnicity, gender, race,
socioeconomic status, exceptionalities,
language, religion, sexual orientation,
and geographic area.)

Candidate regularly plans educational


practices that demonstrate awareness,
sensitivity, and expression of fairness related
to the commitment that all students can
learn regardless of differences (e.g.
ethnicity, gender, race, socioeconomic
status, exceptionalities, language, religion,
sexual orientation, and geographic area.)

Candidate consistently plans


educational practices that
demonstrate awareness, sensitivity,
and expression of fairness related to
the commitment that all students can
learn regardless of differences (e.g.
ethnicity, gender, race, socioeconomic
status, exceptionalities, language,
religion, sexual orientation, and
geographic area.)

Candidate rarely implements educational


practices that demonstrate awareness,
sensitivity, and expression of fairness
related to the commitment that all
students can learn regardless of
differences.

Candidate regularly implements educational


practices that demonstrate awareness,
sensitivity, and expression of fairness related
to the commitment that all students can
learn regardless of differences.

Candidate consistently implements


educational practices that
demonstrate awareness, sensitivity,
and expression of fairness related to
the commitment that all students can
learn regardless of differences.

Comments: Various written assignment were created by the candidate, surrounding diversity and generating way to implement it in educational
settings

21

3. Commitment to Technology

Unacceptable (1)
(3)

a
.

Candidate rarely integrates technologies


as appropriate to maximize learning
opportunities for all students.

Acceptable (2)

Target

Score

Candidate regularly integrates technologies


as appropriate to maximize learning
opportunities for all students.

Candidate consistently integrates


technologies as appropriate to
maximize learning opportunities for all
students.

Comments:

4. Commitment to the Practice of Continuous Reflection and Assessment


Unacceptable (1)

Acceptable (2)

Target (3)

22
Score

a
.

Candidate rarely engages in systematic


self-assessment and reflection.

Candidate regularly engages in systematic


self-assessment and reflection..

Candidate consistently engages in


systematic self-assessment and
reflection..

b
.

Candidate rarely accepts and responds


to feedback in a professional manner.

Candidate regularly accepts and responds to


feedback in a professional manner.

Candidate consistently accepts and


responds to feedback in a professional
manner.

Comments:

5. Commitment to Professional Conduct


Unacceptable (1)

Acceptable (2)

Target (3)

Score

a
.

Candidate rarely honors academic and


professional commitment (e.g., class
meetings & assignments, advisement
meetings, scheduled chats & discussion
boards, field and/or clinical experiences).

Candidate regularly honors academic and


professional commitment (e.g., class
meetings & assignments, advisement
meetings, scheduled chats & discussion
boards, field and/or clinical experiences).

Candidate consistently honors


academic and professional commitment
(e.g., class meetings & assignments,
advisement meetings, scheduled chats
& discussion boards, field and/or clinical
experiences).

b
.

Candidate rarely takes responsibility for

Candidate regularly takes responsibility for

Candidate consistently takes

23
his or her actions.

his or her actions.

responsibility for his or her actions.

c
.

Candidate rarely acts professionally


appropriate in all settings (e.g. in person,
email, phone calls, online). This includes
communication, appearances, the
sharing of personal information, and
relationships within the professional
environment.

Candidate regularly acts professionally


appropriate in all settings (e.g. in person,
email, phone calls, online). This includes
communication, appearances, the sharing of
personal information, and relationships
within the professional environment.

Candidate consistently acts


professionally appropriate in all
settings. (e.g. in person, email, phone
calls, online). This includes
communication, appearances, the
sharing of personal information, and
relationships within the professional
environment.

d
.

Candidate rarely presents information


that relates to the profession and
individual actions in an honest and
forthcoming manner.

Candidate regularly presents information


that relates to the profession and individual
actions in an honest and forthcoming
manner.

Candidate consistently presents


information that relates to the
profession and individual actions in an
honest and forthcoming manner.

Comments

Overall Total: __30____ / 33

Unacceptable (1): 22 or below

Overall Score: ___3___

Acceptable (2): 23 29

Target (3): 30 33

24

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