MASTER OF HIGHER EDUCATION
ADMINISTRATION
CHOSEN WORK TO REFLECT MASTERY OF LEARNING OUTCOMES
1. Critical reading proficiencies from scholarly journal articles to deal effectively with theoretical, empirical, and policy material in higher education.
For this learning outcome, I chose my Department Chair Paper from class HI-ED 840 because it addresses the complexities of developing an assessment plan for problem-solving and validate quality and evidence of being in compliance with accreditation standards. It also highlights the need for implementing strategic planning to develop appropriate performance measurements and more cost-effective approaches.
ARUTTLER-HIED 840-Department Chair Paper
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2. Critical writing proficiencies gained in order to analyze problems of practice, draw upon and apply concepts studied, and synthesize ideas into relevant and useful conclusions.
For this learning outcome, I chose my Leadership Analysis: Governance Crisis Dilemma at Burlington College paper from my class HI-ED 552 because it gave an overview about how most crises called for institutional change improvements, adjustments of policies to suit immediate needs, changes of organizational structure, and especially those related to the financial impacts. It also highlights the importance of pursuing data-driven decision making that is inclusive within stakeholders and knowledgeable leadership to fulfill the needed roles within an organization.
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Aruttler-Leadership Analysis - Governance Crisis Dilemma
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3. Critical thinking skills that require suspended judgment and the application of relevant theory to varied areas of practice, both in written material and oral communications.
For this learning outcome, I chose my Metaphor for Organizational Change in Higher Education paper from my class HI-ED 552 because it provides an in-depth creative reflection analysis of different enriching perspectives about perceptions of organizational change considering similarities and different perspectives as an administrator. It also draws upon various concepts learned to allow me to voice my understanding of applications and theories while being aware of the complexity of organizational structures, internal and external stakeholders, and how the environment can influence institutional leaders’ approaches to sustain organizational change, and how to identify the factors that make organizational change so difficult.
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4. Becoming a responsible, proactive, reflective, life-long learner.
For this learning outcome, I chose The Organization History Personal Reflection paper from my class HI-ED 545 because it showcases the unusual leadership in a conservative cultural organization that produced improvements, goals, and results through an extreme unethical behavior leadership.
Aruttler-Organization History Personal Reflection
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5. Collaborate with others, solve problems, make decisions and engage in reflective practice.
For this learning outcome, I chose my group project Evaluation of Master of Higher Education Program from my class HI-ED 490 because it comprises three different aspects, reviews, and updates of student learning outcomes, identification of competencies related to student learning outcomes, designing of direct and indirect measures such as assignment descriptions and rubrics, including rationale for using the desired measures, and description of the assessment data collection process. This project also illustrates the ability to work in a group collaboration presentation that involved numerous decision-making steps and constant reflective practices while providing an informative overview of the area of Academic Affairs.
Delamore-Jimenez-Ruttler-HI ED 840-Group One-Part one
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DELAMORA-JIMENEZ-RUTTLER-HIED 840-Assessment Plan Part 2-GROUP ONE Assignment
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DELAMORA-JIMENEZ-RUTTLER-HIED 840-Assessment Plan Part 3-GROUP ONE Assignment
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6. Understanding of purpose, audience, and context for written communication and oral presentations.
For this learning outcome, I chose The Campus Free Speeches Poster Presentation from my class HI-ED 560 because it validated important aspects and recommendations regarding campus free speeches. It displayed a visual, oral, written communication context with a specific purpose, and addressed a specific audience while essentially recognizing the significance of educating students to accept opposing perspectives and how to adequately protest.
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Aruttler & Pguthrie-HI ED 560-Poster
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7. Competency and understanding of the appropriate and effective use of information and communication technologies.
For this learning outcome, I chose The Student Information Systems Technology Change for Metropolitan State University from my class HI-ED 552: Administration in Higher Education because it comprised of three different artifacts, a PowerPoint presentation, a poster, and a paper that addressed a step by step strategic plan to develop two distinctive communication strategies addressing two particular stakeholders, (internal and external constituents) that will be affected by a major technological change, as MSU is scheduled to undergo a conversion from an established student information system called Moodle to a brand new third-party system called Web Advisor.
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8. Draw upon key theories, concepts and research findings to assess current issues and challenges facing higher education.
For this learning outcome, I chose my paper The inter-office memo addressed to the President of Midwestern Metropolitan University with Insight and Recommendations Regarding the Athletic Programs from my class HI-ED 552 because it illustrated how I was able to assist in the analysis of the challenges faced by the MMU athletic program. It also examined and explored understandings and relationships of research findings, including different cultures of decision-making while taking into account MMU institutional goals and the different types of governance structures that exist in today’s higher education.
9. Collect and analyze data to improve practice in particular administrative areas of higher education.
For this learning outcome, I chose my paper The National Survey for Student Engagement (NSSE) Survey Report done for my class HI-ED 840 because it provided and executed a summary outlook analysis with recommendations for the President Executive Council and senior administration of Volkwein University. It also collected and analyzed data identifying areas of institutional strength, as well as areas in need of improvement to help guide institutional decisions to further generate learning opportunities that helped increase student participation in activities linked to academic learning and development. In addition, it included findings that focused specifically on senior students’ results from the Academic Challenge Engagement Indicators (EI’s) and High-Impact Practices (HIP’s).
ARUTTLER-HIED 840-NSSE Survey Report-Part 1
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ARUTTLER-HIED 840-NSSE Data Visualization Report Infographic Link-Part 2
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https://infograph.venngage.com/ps/r8vQas9gtjY/vu-nsse-report-part-2-infographic
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10. Clarify values and apply the standards of professional and ethical practice as a future leader in this field.
For this learning outcome, I chose my paper The Position Paper: Analysis of Privatization Proposal from my class HI-ED 545 because it analyzed how institutions can fulfill compliance, transparency, innovation focus on student outcomes, success, and graduation rates by clarifying values, and apply the standards of professional and ethical practice. It also addressed the benefits and disadvantages of higher education privatization.
Aruttler-Position Paper-Ananlysis of Privatization
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