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ANDREWS UNIVERSITY***
SCHOOL OF LEADERSHIP***
HIGHER EDUCATION ADMINISTRATION***
MY PORTFOLIO ***
My portfolio committee
Dr. Bordes Henry-Saturné (Chair)
Dr. Jay Brand (member)
2022
Table of Contents
Part I: The Journey
A. Introduction to Your Portfolio
All portfolios have a 2-3 page, double-spaced guiding explanation of the table of contents and the main organization of portfolio.
B. Self-Evaluation and Reflection Paper with Inventories from LEAD 630 Orientation. This 5-10 page paper is the candidate’s entering pre-assessment of themselves in relationship to (a) related self-assessment inventories done in class, and (b) the Higher Education Administration outcomes.
C. Mentoring/Internship
1. Introduction and reflection on internship
2. Incorporate material from the internship into this section
3. Related evaluation of mentoring/internship work
D. Career Material (completed in EDAL680)
1.Vita
2.Letter of application for new administrative position
Part II: Competency-based Student Learning and Development Outcomes
Introduction to Each Outcome
A double-spaced 2-3 page report of growth in the outcome and explanation of how each artifact in this section shows specific outcome sub-competency. This essay also details continued weaknesses and future plans to improve or deal with these lingering weaknesses even after graduation.
Each introductory essay needs to state confidently and clearly (in specifics) how the critique, personal reflection or review, and the collected notes show a developing competence in the given outcome.
The Portfolio must demonstrate theoretical knowledge and practical application in the following core competencies:
1. Self-Development Competencies: This cluster of competencies focuses on the self-awareness, intellectual growth, and the personal and professional identity required for inspiring and supporting the development of college students.
a. Philosophical foundations—Higher Education Administration functions within the context of multiple perspectives and a personal belief system and worldview that influence their practice. (CAS 15)
b. Ethics, values, and spirituality—Higher Education Administration functions from a set of principles and personal values that guide their work, promote healthy behavior, and influence decision-making and their relationships with others. (CAS 5, 8, 13)
c. Human development and career choice—Higher Education Administration is committed to continuous learning and personal development, articulating career choices based on assessment of interests, values, skills and abilities resulting from formal education, work experience, community service and volunteer experiences. (CAS 3, 4, 6, 16)
2. Interpersonal Development Competencies: This cluster of competencies focuses on the interpersonal aspects of Higher Education Administration that promote growth and development of others and challenge students to learn and develop in holistic ways.
a. Effective communication—Higher Education Administration fosters effective communication in all internal and external interactions, to establish and maintain cooperative relationships. (CAS 2, 11)
b. Appreciating diversity—Higher Education Administration values one’s own identity and culture and articulates the advantages and challenges of a diverse society, promoting multicultural awareness and positive regard for differences. (CAS 9, 14)
c. Social responsibility—Higher Education Administration is accountable to others and endeavors to see that family, community, and environmental needs are met in local and in global ways, as appropriate (CAS 12).
3. Leadership and Organizational Development Competencies: This cluster of competencies addresses the organizational aspects of Higher Education Administration, focusing on the achievement of goals and programs that make colleges and universities an educational enterprise. (CAS 7)
a. Resource development; human and financial—Higher Education Administration appropriately develops, allocates and manages human and financial resources for promoting change and fostering healthy and strategic outcomes. (CAS 10)
b. Legal and policy issues—Higher Education Administration applies and understands the scope of a legal and policy structure appropriate for their field.
c. Organizational behavior, development, and culture—Higher Education Administration understands personal, group, and inter-group behaviors, and how they impact organizational history, needs, and goals (CAS 11)
4. Research Development Competencies: Research skills are necessary for engaging in organizational development, assessment and evaluation, and other Higher Education Administration projects.
“Conducting, evaluating and reporting research—Higher Education Administration understands the logic and processes of scientific inquiry, explains major research methodologies, formulates empirically-driven research problems, selects appropriate research designs, conducts basic data collection and analysis and adequately communicates research findings and implements the findings in the workplace.”
For the MA, you will have to document your general knowledge of the research processes and overview of your understanding of research methods. EDRM505 should provide document creation that will assist you this. At the advanced levels, EdS, EdD and PhD there are more courses that will provide you with the ability to show the level of research ability required. A few of these courses are EDCI636, EDRM505, EDRM605, EDRM611, EDRM712, HIST650, and LEAD637. In these courses you will produce artifacts like a program evaluation, article critiques, research proposals, qualitative research projects, collaborative descriptive and inferential statistics research projects and literature reviews. Doctoral students will also have the additional material from their dissertation.
The central requirement will be that EdS participants show the same general knowledge as the Masters plus ONE basic research method. The EdD must in addition show research experience in TWO basic research methods. The PhD must show in addition to the EdD work, thorough knowledge of ONE advanced research method.
Part III: The Synthesis Paper
Synthesis of Overall Development in the Program. Each level (MA, EdS, EdD, PhD) must use this synthesis to review their overall development in the program and link that development to the following six SED core values:
A. Worldview
B. Human Growth and Change
C. Group, Higher Education Administration, and Change
D. Communication and Technology
E. Research and Evaluation
F. Personal and Professional Growth
For the MA, this synthesis paper needs to be about 5-7 pages indicating a thoughtful and reflective overview of the development of the outcomes.
For the EdS, the synthesis paper needs to be about 10-12 pages, indicating a thoughtful and reflective overview of the development of the outcomes, with reference to key works and ideas from the literature explored in the program.
For the EdD and PhD, the synthesis paper needs to be about 15-20 pages, indicating a thoughtful and reflective overview of the development of the outcomes, with a heavy inclusion of research based perspectives and conceptual literature that helped frame this development.
The synthesis paper must include a reference list, APA style, reflecting the six cores values and the ten competencies.
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