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Higher Education Student Affairs

Practicum Handbook

Introduction

The practicum serves as an opportunity to develop and practice skills to see theory in action, it is also a means of facilitating the transition to the next step in the student’s professional employment. The practicum provides the opportunity for the student to apply the theories and skills gained from course work in a practical setting as well as integrate that experience into a conceptual frame of reference. A successfully completed practicum increases the student’s competence and marketability upon graduation. To ensure that this purpose is upheld, students should not conduct a practicum where they hold their Graduate Assistant position or where they are currently employed. In addition, students should not conduct a practicum in the same office twice unless each practicum is done at a different participating/ approved institution. Practicum Sites can be either internal (within Fort Hays State University) or external at another accredited Higher Education institution or professional association. However, this external institution, must agree to the guidelines, procedures and goals set forth in this Practicum Handbook. Practicum Students considering external practicums should consult the Practicum Coordinator.

General Process for Obtaining a Practicum:

1. Students should review this handbook in its entirety while putting great thought into which offices they feel they would experience the best professional development. Part of this process should be to set-up and attend exploratory visits with potential sites.

2. Students should meet with the Practicum Coordinator the semester before the practicum will begin to review Practicum Handbook, discuss the Self- Assessment Application, and consider sites the Practicum Student could most benefit.

3. Students will complete the Self-Assessment Application (included in this handbook) and submit it with a resume to the Practicum Coordinator the semester before the practicum begins.

4. The Practicum Coordinator will deliver Self-Assessment Applications and resumes to the appropriate Practicum Supervisors.

5. Practicum Supervisors’ will review applications and resumes of students who desire to be in their areas and determine which student(s) will be the best fit for their needs in that semester. Practicum Supervisors will interview those who have applied to their office; this process will be at the Practicum Supervisor’s discretion.

6. The Practicum Supervisor will then notify the Practicum Coordinator a list of the placements.

7. Practicum Coordinators will notify Practicum Students of the selections.

8. Week #1 of the practicum semester, Practicum Students are to make contact with their Practicum Supervisors to schedule a meeting to review the information in this handbook, complete the Practicum Agreement and Professional Competency Areas Form.

9. Copies of the completed Practicum Agreement and Professional Competency Areas Form are to be returned to the Practicum Coordinator by the Practicum Student.

Standards of Practicum Experience

1. A practicum should offer the opportunity to observe or participate in all those activities and responsibilities that are considered to be the major function(s) of the office in which the practicum is located.

2. The Practicum Supervisor should provide at least one hour per week of individualized supervision and feedback for each Practicum Student. This should include review of the Practicum Agreement and Professional Competency Areas set forth for the experience.

3. Practicum Students are expected to attend 3 meetings with the Practicum Coordinator over the course of the semester. The 1st meeting will be at the beginning of the semester, the 2nd will be at mid-term, and the 3rd will be at the conclusion of the semester. The 1st and 2nd meetings will be all Practicum Students together with the Practicum Coordinator. The 3rd meeting will be a closed meeting with each Practicum Student, the Practicum Coordinator, and the student’s Practicum Supervisor.

4. The student should have the opportunity to undertake at least one major independent project, which will be of benefit to the site as well as a learning experience for the student.

5. A practicum should offer the opportunity for development of skills in one or more of the following NASPA Professional Competency Areas:

a. Personal and Ethical Foundations (PEF)

b. Values, Philosophy and History (VPH)

c. Assessment, Evaluation and Research (AER)

d. Law, Policy and Governance (LPG)

e. Organizational and Human Resources (OHR)

f. Leadership (LEAD)

g. Social Justice and Inclusion (SJI)

h. Student Learning and Development (SLD)

i. Technology TECH)

j. Advising and Supporting (A/S)

6. Students should be encouraged to learn how various philosophical and theoretical perspectives apply to the functional area in which they are working.

7. Students should be encouraged to develop their own philosophical perspective and to reflect on the activities in which they are engaged.

8. On average a practicum should require 8-10 hours per week divided between meetings, office interaction, evaluations, and project work.

Grading Policy

Upon completion of the practicum the Practicum Supervisor and Practicum Coordinator evaluate students on a letter grade basis. The criteria for determining grades include the following:

1. Degree of achievement of internship goals, learning outcomes, and competency areas.

2. Assessment by Practicum Supervisor of Practicum Student’s contributions and success.

3. Quality and timeliness of Practicum Student’s forms.

Role of Practicum Instructor-Coordinator

1. Meets with Practicum Student the semester before they are planning to participate in a practicum to:

a. Review the Practicum Handbook.

b. Consult on potential sites and areas of interest.

c. Review the Self-Assessment Application form and answer Practicum Student’s questions.

2. Collects Self-Assessment Applications from Practicum Students and consults with students on their selections.

3. Sends Self-Assessment Applications to the potential Practicum Supervisors.

4. Inform Practicum Students of their site for the coming semester.

5. Collect & review a copy of the Practicum Agreement and Professional Competency Areas form.

6. Maintain contact with Practicum Supervisors to clarify departmental expectations regarding practicums and assist in development and maintenance of practicum experience.

7. Maintain contact with Practicum Students through three meetings with all Practicum Students during the semester of their participation.

8. Collect and file evaluations and grade reports.

Role of Practicum Supervisor

1. Review all Self-Assessment Applications submitted.

2. Inform Practicum Coordinator of preferences for Practicum Student(s).

3. Meet with Practicum Student to complete the Practicum Agreement and Professional Competency Areas form.

4. Meet with Practicum Student on a weekly basis to review assignments, assess progress, and reflect on how their work is aligning with the predetermined learning outcomes and competency areas.

5. Support the Practicum Student’s work, assuring necessary resources are available for the Practicum Student to accomplish his/her objectives.

6. Facilitate the Practicum Student’s networking within the office, department, division, and university.

7. Inform Practicum Student and/or Practicum Coordinator of any problems or concerns related to the student’s performance or the practicum arrangements.

8. Evaluate the student’s performance through the Mid-Term Evaluation and the Final Evaluation.

9. Discuss evaluation with Practicum Student. Mid-term Evaluations will be discussed one-on-one with the Practicum Student. Final Evaluations will be discussed at a meeting with the Practicum Coordinator and the Practicum Student.

10. Submit Feedback Form to the Practicum Coordinator.

Role of Practicum Student

1. Review Practicum Handbook and begin researching sites of interest.

2. Set up a meeting with Practicum Coordinator semester prior to the practicum semester to:

a. Review the Practicum Handbook.

b. Review the Self-Assessment Application.

c. Discuss possible placement opportunities and assignments.

d. Schedule exploratory meetings with sites.

3. Complete Self- Assessment Application and return to Practicum Coordinator along with an updated resume.

4. Upon notification of site assignment set-up a meeting with his/her Practicum Supervisor.

5. With the Practicum Supervisor, complete the Practicum Agreement and Professional Competency Areas Form.

6. Meet weekly with the Practicum Supervisor to review assignments, discuss progress, and reflect on how work is aligning with the pre-determined learning outcomes and competency areas.

7. Carry out activities and assignments as set forth in the Practicum Agreement and Professional Competency Areas forms.

8. Fulfill agreed time commitments.

9. Raise concerns with the Practicum Supervisor and/or the Practicum Coordinator if the objectives for the practicum are not being met or if supervision is inadequate.

10. Complete Feedback Form to be returned to Practicum Coordinator.

Practicum Outline

Tasks

Responsible Individual(s)

Prior Semester

Meeting with Practicum Coordinator

Practicum Student & Practicum Coordinator

conduct exploratory visits

Practicum Student

Submit Self-Assessment Applications & resume to Practicum Coordinator

Practicum Student

Participate in interviews

Practicum Student & Practicum Supervisors

Practicum Supervisors inform Practicum Coordinator of selections

Practicum Supervisor

Practicum Coordinator informs Practicum Students of placement

Practicum Coordinator

Week 1

Initial Meeting (2hours) to:


*Complete Practicum Agreement Professional Competency Areas Form

Overview of Department/ office (1 hour)


* Tour office

* Introductions to staff

* Explain successes and challenges of office

* Goals of department

* Structure of department

Beginning Weeks

1st Meeting (1-2 hours) Practicum Coordinator and all Practicum Students

Practicum Coordinator & Practicum Students

Week 2-14

Weekly meeting of Practicum Student & Practicum Supervisor (1 hour)


Attend office staff meetings (1-2 hours)

Practicum Student

Work on Project (2-3 hours)

Practicum Student

Meetings (1-2 hours) Practicum Supervisor invites Practicum Student to attend


Mid-term

2nd Meeting (1-2 hours) Practicum Coordinator and all Practicum Students

Practicum Student & Practicum Coordinator

Week 5

Submit Practicum Evaluation to Practicum Supervisor

Practicum Student

Week 7

Evaluation (1 hour) Discuss Practicum Evaluation


Week 12

Submit Practicum Evaluation to Practicum Supervisor

Practicum Student

Week 14

3rd Meeting (1-2 hours) Individual Practicum Student, Practicum Coordinator, and Practicum Supervisors. Practicum Evaluation and Feedback Form are to be submitted at the meeting.


Note: A summer appointment will alter the weekly schedule.

Self-Assessment Application

Student’s Name: ______________________________________________

Date: ___________________E-mail: _________________________________

Phone Number: __________________________________

Requested Practicum Area: ________________________________

Semester Practicum will be conducted (Semester/Year): _____________________________

Please type answer to the following questions and attach them to this sheet. Please do not exceed one page.

1. Why does this particular area of Student Affairs interest you?

2. What knowledge and/or skills do you hope to gain from this practicum site?

3. How will the knowledge and skill you gain from this practicum experience aid you in achieving your career goals?

4. What projects, event, or tasks do you have in mind to assist with at this site?

5. Share how you will be able to make time for this practicum and any considerations that you would like to be made to enable you to be successful.

Please submit this form and answers to the Practicum Coordinator. You will be contacted if there are any questions regarding your applications. After decisions are made you will be notified of your assigned practicum area as well as contact information for your Practicum Supervisor.

Students are allowed to submit up to three Self-Assessment Applications for different practicum sites (not applicable if using an external site). Please list all sites you have requested (including this one) and list your order of preference (1- most desired, 3-less desired). For external placements please contact the Practicum Coordinator.

Site Preference

1. _______________________________________________

2. _______________________________________________

3. _______________________________________________

Attach resume to this form before submitting to the Practicum Coordinator.

Practicum Agreement and Professional Competency Areas

TO:Practicum Coordinator, Higher Education Student Affairs

FROM:FILL IN THE FOLLOWING INFORMATION

Student Name

Practicum Supervisor Name

Practicum Site Location

DATE: ______________________Semester/ Year:____________

Practicum Supervisors are encouraged to include Practicum Students in the Practicum Site as much as possible. Please include the Practicum Student & Coordinator weekly meeting, as well as, any office, department, or division meetings the student will be expected to participate.

Event

Purpose

Day/Time

Repeated? (Weekly?)

1.

2.

3.

Weekly Work Hours:

Practicum Students are expected to commit 10 hours per week to their practicum site.

Day

Start Time

End Time

Total Hours

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Please describe any major projects the Practicum Student will be expected to complete as part of his/her practicum experience.

Professional Competency Areas & Learning Outcomes

At least four different Professional Competency Areas should be improved through this practicum experience. Learning outcomes should be designed, discussed, agreed upon, and approved by the Practicum Coordinator prior to the beginning of the practicum.

This next portion of this handbook is designed to assist HESA graduate assistants and supervisors in developing learning outcomes that are strategically linked the student’s practicum experience. The information below may assist in thinking critically about learning outcome development and the relationship with HESA program outcomes, NASPA Professional Competency Areas, and learning outcomes and assessment.

HESA Program Learning Outcomes

This set of program learning outcomes is intended to define the broad set of knowledge and skills expected of HESA graduate students upon completion of the program. Keep these in mind as you design the learning outcomes for your practicum experience, as you will relate them to your chosen competency areas and learning outcomes.

1. The candidate employs higher education history, foundations, and leadership in student affairs through theory & application.

2. The candidate analyzes and conducts research appropriate to the student affairs discipline.

3. The candidate designs appropriate programs, services, & experiences regarding human / individual diversity.

4. The candidate articulates an awareness of personal values and practices with a personal and professional code of ethics aligned with established, professional association guidelines.

5. The candidate chooses appropriate counseling theories and principles and applies them to individuals and groups in the higher education workplace.

6. The candidate demonstrates the ability to operate effectively in the context of higher education through practical experiences in student affairs settings.

7. The candidate evaluates & applies higher education policy, legal constructs and governance structures.

8. The candidate exhibits leadership capacities needed to collaborate with higher education stakeholders to initiate and sustain organizational improvement.

9. The candidate appropriately applies student development theories and articulates their impact on student learning in the higher education workplace.

NASPA Professional Competency Areas

This set of Professional Competency Areas is intended to define the broad professional knowledge, skills, and, in some cases, attitudes expected of student affairs professionals regardless of their area of specialization or positional role within the field. Choose at least four different competency areas to improve during this practicum experience.

The NASPA Professional Competency Area(s) most closely linked to this practicum experience are (check all that apply):

☐ PPF

☐ LEAD

☐ VPH

☐ SJI

☐ AER

☐ SLD

☐ LPG

☐ TECH

☐ OHR

☐ A/S

Writing Learning Outcomes

Learning outcomes examine cognitive skills that students develop through department interactions. They are statements indicating what a student will know, think, or be able to do as a result of an event, activity, program, etc. When writing your learning outcomes for your practicum experience, use the ABCD method.

· Audience/Who

· Who does the outcome pertain to? (Hint: the HESA student)

· Behavior/What

· What do you expect the student to know/be able to do? (This needs to include an action verb to describe the learning. Hint: Use Bloom’s Taxonomy.)

· Condition/How

· Under what conditions or circumstances will the learning occur?

· Degree/How much

· How much will be accomplished, how well will the behavior need to be performed, and to what level?

Example:

Students who attend advising sessions will choose courses that fulfill their chosen degree requirements.

Choosing Assessment Measures

How to measure the success of an outcome can take several methods of assessment. Based on the activities you choose to do (to accomplish your overall learning outcome), you will need to measure whether you succeeded at those activities. There are two types of assessment methods: direct and indirect.

Direct Methods - any process employed to gather data, which requires students to display their knowledge, behavior, or thought processes.

Examples: quiz, rubric, document analysis, observation, portfolio, visual methods, one-minute assessments, and/or case study

Indirect Methods - any process employed to gather data, which asks students to reflect upon their knowledge, behaviors, or thought processes.

Examples: survey, focus group, document analysis, and/or one-minute assessments.

*The major difference between these types of assessments is whether the student shows what they learned (direct) or simply stated that they learned something (indirect).

Learning Outcomes

(exemples have been completed for reference)

#1

NASPA Professional Competency Area

e.g. Advising and Helping

Practicum Experience Student Learning Outcome

e.g. As a result of participating in the Kelly Center practicum experience, the student will know and use referral sources.

Activities

To accomplish the learning outcome, the student will (do what):

Assessment Measures

How will you measure whether the student’s activities helped them achieve the outcome above?

e.g. Research referral sources at the FHSU campus, in Hays community, and on the web for students exhibiting high anxiety, depression, and high stress levels.

e.g. Present the sources to a FY-Seminar course during the coping with stress unit. Director to evaluate presentation with rubric.

e.g. Create a onesheet guide for victims of sexual assault about where to seek assistance.

e.g. Director to review with rubric.

Related HESA Program Learning Outcome(s)

e.g. #2

#2


e.g. Ethical Professional Practice


e.g. As a result of participating in the Kelly Center practicum experience, the student will identify ethical issues in the course of one’s job.

Activities


Assessment Measures


e.g. Read the functional area’s code of ethics handook.

e.g. Write a reflection of most common ethical issues encountered in one’s job. Director to review reflection with rubric.

e.g. Observe counseling sessions

e.g. Discuss with counselor ethical situations encountered in the counseling sessions; counselor to report on achievement with a rubric.


e.g. #4

#3



Activities


Assessment Measures



#4



Activities


Assessment Measures



Practicum Supervisor SignatureDate

_____________________________________________

Practicum Student Signature

_____________________________________________

Practicum Reflection and Evaluation

Timeline and Process for Mid-Term

The Practicum Student is to complete and submit a reflection to his/her Practicum Supervisor three weeks prior to mid-term. Upon receipt, the Practicum Supervisor will review the student’s reflections and add comments (attach comments to this document). The Practicum Student and Supervisor are to have a joint meeting to review the reflections/evaluations and discuss. Both parties should sign the document at the conclusion of the meeting and submit the form to the Practicum Coordinator prior to the week before mid-terms.

Timeline and Process for Finals

The Practicum Student is to complete and submit a reflection to his/her Practicum Supervisor three weeks prior to finals week. Upon receipt, the Practicum Supervisor will review the student’s reflections and add comments (attach comments to this document). The Practicum Student, Supervisor, and Coordinator should meet the week of finals to discuss and review. All three parties should sign the document at the conclusion of the meeting.

Instructions for Writing Reflections

For each learning outcome listed in the practicum agreement, write a thorough reflection of how the activities have helped you achieve the proposed outcome (for mid-terms, note how much you have achieved by that point). These reflections should exhibit the knowledge you have gained as a result of the activities to date, and whether you feel confident in your abilities at that point. Include your strengths and weaknesses in regard to each competency area, and devise an action plan to improve your skills where necessary. Below is a rubric to guide your reflection writing. Appendix A contains examples of reflections.

Reflection Rubric

1 - Poor

3 - Satisfactory

5 - Exemplary

Required Components

The outcome from the practicum agreement is addressed minimally, but is missing a majority of components including personal strengths and weaknesses exhibited during the experience, as well as, an action plan for improvement where necessary.

The outcome from the practicum agreement is addressed, but does not thoroughly address an action plan for improvement where necessary.

The outcome from the practicum agreement is addressed thoroughly, including:

· A reiteration of the agreed outcome assessment plan

· Strengths and weaknesses exhibited during the experience to date

· Action plans for improvement where necessary

Evidence and Practice

Response shows no evidence of insights gained throughout the experience. No implications for the respondent's overall practice are presented, as applicable.

Response shows a fair amount of insights gained throughout the experience. Few implications of these insights for the respondent's overall practice are presented, as applicable.

Response shows strong evidence of insights gained throughout the experience. The implications of these insights for the respondent's overall practice are thoroughly detailed, as applicable.

Student Reflections

Learning Outcome #1

MID-TERM:

General comments on other projects and professional performance:

FINAL:


Learning Outcome #2

MID-TERM:


FINAL:


Learning Outcome #3

MID-TERM:


FINAL:


Learning Outcome #4

MID-TERM:


FINAL:


MID-TERM


_______________________________________________

Practicum Student SignatureDate

_______________________________________________

FINALS


_______________________________________________

Practicum Student SignatureDate

_______________________________________________

Feedback Form

(Practicum Supervisor & Practicum Student)

Please complete this form for the future benefit of the HESA program. The responses submitted in this form will have no bearing on class grade. Please submit this form to the Practicum Coordinator at the third and final meeting of the practicum experience.

1. What did you like bets about this practicum experience?

2. What did you like the least about this practicum experience?

3. What is something you wish you had known going into this semester?

4. What advice would you give future Practicum Students, Practicum Supervisors, or Practicum Coordinators?

5. Do you have suggestions for improving the HESA Practicum Experience?

6. Additional comments, questions, or feedback:

Thank you for making the Fort Hays State University Higher Education Student Affairs program a rewarding and enriching experience!

APPENDIX A

Student Reflection Examples

1 - Poor

3 - Satisfactory

5 - Exemplary

The first professional competency area I chose to focus on is Advising and Helping. My learning outcome for this area was “As a result of participating in the Kelly Center practicum experience, the student will know and use referral sources.” While performing my first activity—research referral sources—I was able to identify 15 total sources a student could visit or utilize to help them cope with anxiety, depression, or high levels of stress. As it is mid-term, I have yet to begin my work on creating a one sheet with the campus SARA regarding resources for victims of sexual assault.

The first professional competency area I chose to focus on is Advising and Helping. My learning outcome for this area was “As a result of participating in the Kelly Center practicum experience, the student will know and use referral sources.” While performing my first activity—research referral sources—I was able to identify 15 total sources a student could visit or utilize to help them cope with anxiety, depression, or high levels of stress. The in-depth research helped me realize where the Kelly Center is currently addressing these sources in their documentation and where they are not; I made recommendations to the director on where to add this new list of sources. The presentation made to the students went well as I was able to share my knowledge. After presenting, I assessed the students on their knowledge of the sources and all reported they would be able to locate these courses if necessary. As it is mid-term, I have yet to begin my work on creating a one sheet with the campus SARA regarding resources for victims of sexual assault.

The first professional competency area I chose to focus on is Advising and Helping. My learning outcome for this area was “As a result of participating in the Kelly Center practicum experience, the student will know and use referral sources.” While performing my first activity—research referral sources—I was able to identify 15 total sources a student could visit or utilize to help them cope with anxiety, depression, or high levels of stress. The in-depth research helped me realize where the Kelly Center is currently addressing these sources in their documentation and where they are not; I made recommendations to the director on where to add this new list of sources. I still feel a little unconfident in the ability to actually refer students to these sources (i.e. talking with a student in general), but I think overtime, with more exposure, I will be okay. The presentation made to the students went well as I was able to share my knowledge. After presenting, I assessed the students on their knowledge of the sources and all reported they would be able to locate these courses if necessary. As it is mid-term, I have yet to begin my work on creating a one sheet with the campus SARA regarding resources for victims of sexual assault. At this moment, I feel comfortable talking to students about these sources of assistance, but would like to share this information with more classes.

1 - Poor

3 - Satisfactory

5 - Exemplary

The second professional competency I chose to improve through my practicum experience is Ethical Professional Practice. My outcome focused on identifying ethical issues in the course of one’s job in the Kelly Center. After reading the codes of ethics for university counseling programs, I really learned a lot about what ethical issues may come into play in a counseling center. It was very informative.

The second professional competency I chose to improve through my practicum experience is Ethical Professional Practice. My outcome focused on identifying ethical issues in the course of one’s job in the Kelly Center. After reading the codes of ethics for university counseling programs, I learned a lot of information about what ethical issues exist in the profession. So far, I believe I am making the connections very well. Observing the counseling sessions has certainly helped me in identifying where the ethical issues come into play during the work.

The second professional competency I chose to improve through my practicum experience is Ethical Professional Practice. My outcome focused on identifying ethical issues in the course of one’s job in the Kelly Center. After reading the codes of ethics for university counseling programs, I was astonished of the things I didn’t know. Particularly the section about multicultural counseling. Considering I would like more experience in Diversity Affairs, this was very valuable information. After reading the codes, however, I was still a little unsure of how I would be able to identify these items during the course of my job. Then, I started to observe counseling sessions with the Director and counselors in the center. It soon became clear why these codes are in place. I would still like some more experience observing the counseling sessions, but in addition to identifying ethical issues, I’d like to focus on how to actually counsel the students; perhaps I can enhance my Advising and Helping competency through additional session observation and identifying the appropriate counseling techniques with students who may be struggling with stress or fear of the future.

Resources

Thank you to all university staff, which allowed the use of their resources for the compilation of this handbook. Information for this handbook has been adapted from the following universities’/company’s documents:

· Indiana University

· Higher Education and Student Affairs Practicum Manual

· Lesley University

· Master’s Program in Intercultural Relations: Internship Manual

· Missouri State University

· Student Affairs in Higher Education Practicum Handbook: Guidelines for Masters Students and Practicum Supervisors 2010-2011

· Campus Labs

· Writing Learning Outcomes Worksheet

· Direct Measures of Learning (support article)

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HESA Practicum Handbook

Last Updated: 8/30/2016

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