Challenges Of Non-Traditional Student Analysis
One of the greatest challenges of higher education administration systems today is meeting the needs of non-traditional students. Our global economic recession has created a competitive job market, compelling people back to school from all walks of life. Today’s student bodies comprise young parents, professionals seeking a career change, non-English speakers, international students, and traditional, collegiate 18-22 year-old American students. While such variegated student bodies add great depth to American universities, most of the current administrative paradigms have yet to accommodate for these demographic and socioeconomic diversities. As such, I believe it is incumbent upon public administration professionals to address the needs of non-traditional students at the policy level. It is
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my intention to earn a master’s in public administration so that I may affect change at this level. Applying for this degree is my current step towards that goal.
My interest in academic administration was first piqued at the Fullerton College International Student Center, where I worked as an administrative assistant from March 2007 until June 2009.
Of all my duties there, it was counseling students that I found most compelling. Through assisting them with the college enrollment process and providing support for international students to meet strict requirements for arrival, immigration, and visa processing, I found parts of the bureaucratic system antiquated and abstruse. Flawed though the system was however, I learned how to work within it to help move my students more fluidly into full and part-time student status. My work at Fullerton resulted in increased enrollment, illuminating me to my innate talent for business management. This job also gave me pause to realize how much I enjoy working with people. I was inspired not only by the progress of the students, but by the dedicated staff, especially my supervisor, Pailer Ellis. Ellis’ work reflected a deep integration of knowledge, passion, and experience in academic management. To this day, I refer to her in my mind’s eye when I wish to re-focus and dedicate myself to new
projects.
Since earning my bachelors of arts in economics at the City College of New York, I have worked in finance as an associate at Manhattan Global Finance, LLC., and as a financial analyst at MUFG Union Bank N.A. I appreciate how these positions nurtured my natural ability to think analytically and maintain organization within a system. Through this work I have learned to assimilate disparate information to make clear, logical decisions for the betterment of the organizations I worked for. Above all, however, my interactions with clients have been the most moving aspect of my work. I value what I have learned about the nature of the human mind even more than what I have learned about the dollar. However, as the nature of the work itself exclusively surrounds finances, I find that it lacks a depth I require to be content in my career. It is for this reason that I am now actively seeking work in higher education and pursuing this degree. At this time I wish to both work in the field of academic administration and garner a better understanding of the system itself, specifically the business management aspect of academia. Synthesizing my talent with business and non-profit management and my inclination to be of assistance to students needing direction will engender a greater contentment about my career. I am confident I can be of better service to my community this way than by remaining in finance. Ultimately, satisfying these existential-level needs is my greatest priority. As such, I am drawn to a graduate-level course of study in this field.
Baruch College offers an exciting opportunity for me to learn from both an esteemed staff of professors and a diverse student body. My observations of the system itself will add to my course of study, and being a part of that system as a graduate student will allow me to experience my field from multiple perspectives; as both the student and the one being studied. This is a fascinating notion that I believe will impel me to ask more nuanced questions and add dynamism to my own research. Baruch College also offers flexibility as I would be able to attend classes as a part-time student. As a full-time employee, I sincerely appreciate this and will work with great enthusiasm to maintain high grades and make important contributions to the classroom. Given this opportunity, I plan to study the basics of the standard post-secondary education system in the United States, including its history and current philosophical underpinnings. Being knowledgeable in the background of higher education systems will enable me to be a more well-rounded professional. I am confident I will effect change with greater wisdom this way, helping to create a more balanced system for non-traditional students currently comprising the student bodies at American universities across the county.
my intention to earn a master’s in public administration so that I may affect change at this level. Applying for this degree is my current step towards that goal.
My interest in academic administration was first piqued at the Fullerton College International Student Center, where I worked as an administrative assistant from March 2007 until June 2009.
Of all my duties there, it was counseling students that I found most compelling. Through assisting them with the college enrollment process and providing support for international students to meet strict requirements for arrival, immigration, and visa processing, I found parts of the bureaucratic system antiquated and abstruse. Flawed though the system was however, I learned how to work within it to help move my students more fluidly into full and part-time student status. My work at Fullerton resulted in increased enrollment, illuminating me to my innate talent for business management. This job also gave me pause to realize how much I enjoy working with people. I was inspired not only by the progress of the students, but by the dedicated staff, especially my supervisor, Pailer Ellis. Ellis’ work reflected a deep integration of knowledge, passion, and experience in academic management. To this day, I refer to her in my mind’s eye when I wish to re-focus and dedicate myself to new
projects.
Since earning my bachelors of arts in economics at the City College of New York, I have worked in finance as an associate at Manhattan Global Finance, LLC., and as a financial analyst at MUFG Union Bank N.A. I appreciate how these positions nurtured my natural ability to think analytically and maintain organization within a system. Through this work I have learned to assimilate disparate information to make clear, logical decisions for the betterment of the organizations I worked for. Above all, however, my interactions with clients have been the most moving aspect of my work. I value what I have learned about the nature of the human mind even more than what I have learned about the dollar. However, as the nature of the work itself exclusively surrounds finances, I find that it lacks a depth I require to be content in my career. It is for this reason that I am now actively seeking work in higher education and pursuing this degree. At this time I wish to both work in the field of academic administration and garner a better understanding of the system itself, specifically the business management aspect of academia. Synthesizing my talent with business and non-profit management and my inclination to be of assistance to students needing direction will engender a greater contentment about my career. I am confident I can be of better service to my community this way than by remaining in finance. Ultimately, satisfying these existential-level needs is my greatest priority. As such, I am drawn to a graduate-level course of study in this field.
Baruch College offers an exciting opportunity for me to learn from both an esteemed staff of professors and a diverse student body. My observations of the system itself will add to my course of study, and being a part of that system as a graduate student will allow me to experience my field from multiple perspectives; as both the student and the one being studied. This is a fascinating notion that I believe will impel me to ask more nuanced questions and add dynamism to my own research. Baruch College also offers flexibility as I would be able to attend classes as a part-time student. As a full-time employee, I sincerely appreciate this and will work with great enthusiasm to maintain high grades and make important contributions to the classroom. Given this opportunity, I plan to study the basics of the standard post-secondary education system in the United States, including its history and current philosophical underpinnings. Being knowledgeable in the background of higher education systems will enable me to be a more well-rounded professional. I am confident I will effect change with greater wisdom this way, helping to create a more balanced system for non-traditional students currently comprising the student bodies at American universities across the county.