In the beginning...
This journey officially began in the fall semester 2015 when I decided it was time to return to school to pursue an advanced degree.
At the commencement of this degree program, I had worked in a higher education setting for almost ten years. These positions brought me into contact with a wide variety of people (students, faculty, deans, executives) associated with higher education. My most recent position provided me with an opportunity to work more closely with students, and I realized that working with students was something I wanted to pursue further. There are many options when it comes to working with students in higher education, so I was unsure where to begin other than knowing I would need a master’s degree. I began combing through programs and having career-specific conversations with a colleague in Academic Advising. These conversations, along with my years of experience in higher education, led me to this program.
It is important to understand how I arrived at this program because my progress through the degree process has been a continuation of that journey, as will be my direction after graduation. My reflection on the path that brought me to this point is also important because it allows me to see some of my strengths and weaknesses. For example, I see that I would benefit from more in-person student interactions since I have limited experience in working directly with them and various student supporting programs. However, having a better understanding of adult education will better prepare me for working in any student-focused positions.
This portfolio, as mentioned before, represents my academic journey that I will share with professors and fellow students. It serves as a measurement tool for me as I reflect on various artifacts from over the past two-and-a-half years. The artifacts I have selected to reflect upon are mostly formal papers that were either major projects or final papers from my classes. The project and paper topics vary because some were pre-determined by the course; whereas others were more flexible, and I was able to choose my own topic. Either way, these formal assignments show growth throughout the program. Because I like a little variety, I have also picked a few smaller pieces that are less formal. I like to look at the differences between formal and informal assignments. These informal pieces are, I believe, equally important to reflect upon because they show more of the raw thought processes before they are completely polished and pretty. I have ordered these pieces in chronological order to provide the best progression picture. Hopefully, readers will be able to see the changes, subtle or overt, from the beginning to the end of the program.
Since I consider my e-portfolio as a measurement tool to aid in reflection, I think it is equally important to consider its role as I move beyond this program. I would like to think this portfolio represents a major academic (even life) milestone. Creating such a detailed mile marker, it will be easy to refer back to this stage and have something to use as a comparison for new work. Also, the process of creating this portfolio (collecting artifacts and intentionally reflecting) serves as a template that can be repeated or built upon every two to three years. This continually developing portfolio will not only be beneficial to me, personally, but may potentially be of interest to future students and employers.
At the commencement of this degree program, I had worked in a higher education setting for almost ten years. These positions brought me into contact with a wide variety of people (students, faculty, deans, executives) associated with higher education. My most recent position provided me with an opportunity to work more closely with students, and I realized that working with students was something I wanted to pursue further. There are many options when it comes to working with students in higher education, so I was unsure where to begin other than knowing I would need a master’s degree. I began combing through programs and having career-specific conversations with a colleague in Academic Advising. These conversations, along with my years of experience in higher education, led me to this program.
It is important to understand how I arrived at this program because my progress through the degree process has been a continuation of that journey, as will be my direction after graduation. My reflection on the path that brought me to this point is also important because it allows me to see some of my strengths and weaknesses. For example, I see that I would benefit from more in-person student interactions since I have limited experience in working directly with them and various student supporting programs. However, having a better understanding of adult education will better prepare me for working in any student-focused positions.
This portfolio, as mentioned before, represents my academic journey that I will share with professors and fellow students. It serves as a measurement tool for me as I reflect on various artifacts from over the past two-and-a-half years. The artifacts I have selected to reflect upon are mostly formal papers that were either major projects or final papers from my classes. The project and paper topics vary because some were pre-determined by the course; whereas others were more flexible, and I was able to choose my own topic. Either way, these formal assignments show growth throughout the program. Because I like a little variety, I have also picked a few smaller pieces that are less formal. I like to look at the differences between formal and informal assignments. These informal pieces are, I believe, equally important to reflect upon because they show more of the raw thought processes before they are completely polished and pretty. I have ordered these pieces in chronological order to provide the best progression picture. Hopefully, readers will be able to see the changes, subtle or overt, from the beginning to the end of the program.
Since I consider my e-portfolio as a measurement tool to aid in reflection, I think it is equally important to consider its role as I move beyond this program. I would like to think this portfolio represents a major academic (even life) milestone. Creating such a detailed mile marker, it will be easy to refer back to this stage and have something to use as a comparison for new work. Also, the process of creating this portfolio (collecting artifacts and intentionally reflecting) serves as a template that can be repeated or built upon every two to three years. This continually developing portfolio will not only be beneficial to me, personally, but may potentially be of interest to future students and employers.
At the end...
My e-portfolio can be summarized as the visual representation of my educational journey through the MSEd in Adult Education program. This portfolio shows a collection of works gathered from my very first class through my last classes and tells an important story of both personal and academic growth. When I began this journey in the Fall 2015 semester, I thought I was only going to gain knowledge in a specific area of education that I could apply to a career working with students. However, I was surprised to see how this program affected me personally. The acquisition of new knowledge led to a sort of personal transformation…a journey from uncertainty to self-empowerment. I believe this personal transformation is connected to some of the concepts that I have learned along the way. Critical and Feminist theories were two major ideas that were a real turning point for me. Questioning and challenging knowledge from historical, cultural, sociological, economic, political, racial, and gender perspectives allows for deeper understanding and a chance to help make changes in our communities. These two theories inspired me to become involved in a local activist group that supports women and their rights. This activism is not something I would have become involved with prior to this program. In addition to critical and feminist theories, I discovered the importance of reflection. Unfortunately, its importance did not take hold until the last semester of my journey, but it is a concept from which I will continue to benefit.
Even though this educational journey appears to be reaching its destination, the full journey is far from over. My plan is to take what I have learned in this program and apply it to a career in student services. Ideally, I would like to work with non-traditional students in online programs. Having worked with online programs before and experiencing distance education first-hand, I see how beneficial it can be for people both personally and professionally. Of course, this plan calls for a change in my career, but I am hopeful I will be able to transition into a career for which I am passionate. Although, a new career is not the end of my journey. Once I am in a new position, I plan to continue to learn as much as I can and seek out conferences or new training programs that would benefit me and the students with whom I work.
Through much reflection I have learned that I should not settle for anything less then what I really want. It may seem like a trivial revelation, but all too often we settle for things because they are “good enough.” I started this educational journey because I was tired of a job that was good enough. I wanted more out of a career. I wanted to learn more and be able to make a difference in people’s lives. This revelation began its own journey from academic to professional and ended with personal changes. I thought my educational journey was going to be…simply academic; however, I took a few detours, ended up on the road less traveled, and it has made all the difference.*
Thank you for joining me through my educational journey.
*The Road Not Taken – R. Frost
Even though this educational journey appears to be reaching its destination, the full journey is far from over. My plan is to take what I have learned in this program and apply it to a career in student services. Ideally, I would like to work with non-traditional students in online programs. Having worked with online programs before and experiencing distance education first-hand, I see how beneficial it can be for people both personally and professionally. Of course, this plan calls for a change in my career, but I am hopeful I will be able to transition into a career for which I am passionate. Although, a new career is not the end of my journey. Once I am in a new position, I plan to continue to learn as much as I can and seek out conferences or new training programs that would benefit me and the students with whom I work.
Through much reflection I have learned that I should not settle for anything less then what I really want. It may seem like a trivial revelation, but all too often we settle for things because they are “good enough.” I started this educational journey because I was tired of a job that was good enough. I wanted more out of a career. I wanted to learn more and be able to make a difference in people’s lives. This revelation began its own journey from academic to professional and ended with personal changes. I thought my educational journey was going to be…simply academic; however, I took a few detours, ended up on the road less traveled, and it has made all the difference.*
Thank you for joining me through my educational journey.
*The Road Not Taken – R. Frost