SITE SUPERVISORS MANUAL FOR HESA FIELD EXPERIENCE & CAPSTONE€¦ · · 2015-02-17Site Supervisors Manual_HESA Field Experience & Capstone_WMU working draft-updated 3-2014 pg.1

Site Supervisors Manual_HESA Field Experience & Capstone_WMU working draft-updated 3-2014 pg.1

This document is a working draft; we encourage feedback and comments directed to [email protected].

SITE SUPERVISORS MANUAL FOR HESA FIELD EXPERIENCE & CAPSTONE

HIGHER EDUCATION AND STUDENT AFFAIRS LEADERSHIP DEPARTMENT OF EDUCATIONAL LEADERSHIP, RESEARCH & TECHNOLOGY

WESTERN MICHIGAN UNIVERSITY

This Handbook is a work in progress and is updated on a yearly basis in the summer. If you have feedback, ideas, or suggestions please contact the HESA Faculty Coordinator, Dr. Ramona Lewis, [email protected].

Educational Leadership, Research and Technology 3571 Sangren Hall

Western Michigan University Kalamazoo MI 49008-5283 USA

(269) 387-3896 | (269) 387-3696 Fax [email protected]

WORKING DRAFT--Updated 3-2014 Adapted from The University of Iowa, University of Maryland, Bowling Green State University, and Eastern Michigan University.

mailto:[email protected]





SITE SUPERVISORS MANUAL FOR HESA FIELD & CAPSTONE EXPERIENCE What is HESA? ....................................................................................................................................................... 3 Higher Education and Student Affairs (HESA) Leadership Concentration .................................... 3

HESA Mission ......................................................................................................................................... 4 HESA Description .................................................................................................................................. 4 HESA Learning Outcomes/Objectives .............................................................................................. 4 HESA History .......................................................................................................................................... 5 HESA Statement on Equity & Access ................................................................................................. 5

What is the HESA Field Experience? ............................................................................................... 6 EDLD 6580_Field Experience ............................................................................................................. 6 EDLD 6792 Capstone Experience and Portfolio Development .................................................. 6

What is expected of me as a Field Experience Site Supervisor? ........................................... 7 The Field Experience or Capstone Site Supervisor should be willing to: ................................. 7 What kinds of learning activities/projects are appropriate to ask students to complete? .. 8 Professional Competency Areas for Student Affairs Professionals ............................................... 8 Are there any specific guidelines I should use to decide the amount and/or type of work I assign Field Experience students? .................................................................................................... 9 What role does the faculty member play? ....................................................................................... 9 What is expected of the student? ...................................................................................................... 9

How can I help the Field Experience student get the most from their Field Experience? ........................................................................................................................................... 10

1.Develop a learning goals/objectives document with your intern ........................................ 10 2. Provide the student an introduction/orientation the Field Experience Site .................... 10 3. Provide the student clear expectations about their position ............................................... 10 4. Provide ongoing feedback ............................................................................................................ 11 6. Provide written evaluation of the student’s performance .................................................... 11 7. Other suggestions for building a positive relationship with the Field Experience student include: .................................................................................................................................................. 11

Frequently asked Questions ............................................................................................................ 12 General Timeline of Supervisor Activities ................................................................................. 13 Student Affairs Graduate Student Supervision Resources .................................................. 13 Top Ten List- Best Practices for Supervision ............................................................................ 15 Helpful Tips/Suggestions: What students want their Supervisors to know: ................. 16 Academic Reflections after HESA Students first semester of classes ............................... 16 FORMS/APPENDICES .......................................................................................................................... 17

Site Supervisors Evaluation of Field Experience/Capstone Student .......................................... Student Learning Goals & Objectives for Field Experience/Capstone ........................................ HESA Masters Student Course Descriptions ..................................................................................... HESA Masters Suggested Rotation of Courses for Students ..........................................................




SITE SUPERVISORS MANUAL FOR HESA FIELD & CAPSTONE EXPERIENCE

HIGHER EDUCATION & STUDENT AFFAIRS LEADERSHIP WESTERN MICHIAGAN UNIVERSITY

We are excited that you have decided to supervise one of the Higher Education and Student Affairs (HESA) Leadership master’s students. We know that the Field Experience and Capstone Experience practical learning experiences are integral to the success of our students; and we hope that this is a mutually beneficial experience for you, the student, and your department. The HESA Field Experience follows the recommended national guidelines of Council for the Advancement of Standards (CAS) for Masters-Level Student Affairs Professional Preparation Programs (2012). This manual is intended for anyone who supervises a HESA student in Field Experience and/or Capstone but is also relevant and helpful to GA Supervisors. Please feel free to contact any of the HESA faculty with questions, comments, or concerns:

• Dr. Ramona Lewis, Faculty Coordinator for HESA, [email protected], 269.387.3883

• Dr. Donna Talbot, [email protected], (269) 387-3891, What is HESA? To learn more about the HESA program visit: http://www.wmich.edu/leadership/edleadership/hesa/ Higher Education and Student Affairs (HESA) Leadership Concentration The Higher Education and Student Affairs Leadership concentration is one of four concentrations in the Master of Arts Performance Driven Leadership program in the Department of Educational Leadership, Research, and Technology in the College of Education and Human Development at Western Michigan University. Information about courses and the typical course rotation can be found at our webSite. Higher Education and Student Affairs (HESA) Leadership Concentration The Higher Education and Student Affairs Leadership concentration is one of four concentrations in the Master of Arts Performance Driven Leadership program in the Department of Educational Leadership, Research, and Technology in the College of Education and Human Development at Western Michigan University. The master’s degree concentration in higher education and student affairs (HESA) leadership program:

• has a broad-based higher education and student affairs leadership focus. • emphasizes attention to historically marginalized and/or underserved student

populations through a required and individually designed diversity cognate.



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http://www.wmich.edu/leadership/edleadership/hesa/

http://www.wmich.edu/leadership/edleadership/hesa/courses.html



• meets CAS Standards for student affairs graduate programs with a curriculum of 39 credit hours and two distinct site-based field experiences.

• offers students the flexibility to be full or part- time with the majority of courses taking place in the evening on WMU’s Kalamazoo campus.

• provides opportunities for networking, professional development, mentoring and social activities through the Higher Education Master’s Student Association (HMSA).

HESA Mission The Higher Education and Student Affairs (HESA) Leadership concentration at Western Michigan University prepares practitioner-scholars who:

• Have knowledge and skills to enhance student learning and development in a variety of higher education environments;

• Recognize the centrality of diversity and inclusiveness to higher education; • *Are able to effectively and ethically lead and serve in a dynamic educational

culture. HESA Description The Master of Arts in Educational Leadership, Higher Education and Student Affairs (HESA) concentration at Western Michigan University focuses on developing reflective practitioners for entry and mid-level positions in higher education. The program emphasizes a scholar-practitioner model to combine a broad-based student development and leadership theory core with required individualized field experiences. Distinctive to HESA is an emphasis on the centrality of diversity and inclusiveness in higher education: one of the ways this is actualized is through a required and individually designed Diversity Cognate. The HESA curriculum meets CAS Standards for Masters-Level Student Affairs Preparation Programs. Students also develop Professional Competency Areas for Student Affairs Practitioners through the 39-credit hour coursework including 2-distinct, site-based field experiences, and completion of the Performance Driven Leadership Portfolio. The HESA program promotes innovative learning, discovery, and service through our emphasis on professional development, engagement in scholarly practice and research, and an emphasis on leadership in the profession. HESA Learning Outcomes/Objectives Through the successful completion of coursework and supervised practice graduates of the Higher Education and Student Affairs (HESA) Leadership concentration will be able to:

• Describe the dynamic roles and functional areas of higher education and student affairs work.

• Articulate the influence of the philosophical foundations and historical documents on current and future issues of professional practice.

• Integrate awareness and knowledge of historically marginalized and/ or underserved student populations in all areas of professional practice.

• Engage in managerial and administrative functions with an ethical framework/ethic of care.

• Apply theory-to-practice as it relates to student development and student success.




• Formulate a professional leadership philosophy incorporating the values of the profession.

• Perform the functions of program design, evaluation, and assessment within the context of higher education.

• Engage in and reflect upon one’s professional competencies and the value of continuous professional development.

HESA History The Higher Education and Student Affairs (HESA) Leadership program is one of the oldest student affairs preparation programs in the United States. The Department of Educational Leadership was originally formed in 1969. A new Department of Educational Leadership, Research, and Technology (ELRT) was established in August 2007, combining two program units with Educational Leadership; Educational Technology and Evaluation, Measurement and Research. In Fall 2010 a new Certificate in Student Affairs in Higher Education started and provides theoretical and administrative knowledge of higher education and student affairs. HESA Statement on Equity & Access As an academic program dedicated to the importance of inclusion and access in professional practice, HESA demonstrates the values espoused in the university principles of equity and access. To further this appreciation and understanding, the department provides educational opportunities to demonstrate, reflect, and identify those issues that our student population and the students we may work with in the future experience. The HESA program at WMU sets itself apart with the inclusion of a diversity cognate, and students of the program support this educational opportunity and apply themselves at all times with these concepts in mind.




What is the HESA Field Experience? The Master’s program in Higher Education and Student Affairs Leadership (HESA) concentration requires experiential coursework in the form of Field Experience (300 clock hours) and a Capstone Experience (100 clock hours). The HESA Field Experiences emphasize practical application of the student’s area of specialized interest within higher education and student affairs. Student affairs administrative experiences are provided in selected supervised settings so that students can apply knowledge and skills acquired during previous studies. It is strongly recommended that a portion of the Field Experience be devoted to “direct service” to or with students. As stated within the mission of the HESA program, we value the learning opportunities present in diverse settings and with diverse clientele or populations. It is the student’s responsibility to research and seek Field Experiences and discuss them with the Supervisors. All Field Experience placements must be approved by the Faculty Advisor. Students document each of their experiences through a reflective log that tracks hours, tasks, and learning moments. They also write culminating papers about their experiences.

EDLD 6580_Field Experience is a 3-credit hour course (pass/fail) that is part of the HESA Leadership concentration program of study. It should include 300 hours of experiential learning in student affairs/higher education related work under the supervision of a qualified Site Supervisor. This course is graded on a credit/no credit basis. The Field Experience course involves faculty supervision; in addition, students will engage in coursework which includes ongoing dialogue with their Faculty Instructor about their experience. As part of the course students document their 300 hours, submit weekly reflective logs, hours log, and final paper about their learning and evaluations.

EDLD 6792 Capstone Experience and Portfolio Development is a 2-credit hour graded course to include 100 hours of experiential learning in student affairs/higher education related work under the guidance of a qualified Site Supervisor. The Capstone course involves faculty supervision and students will engage in coursework and ongoing dialogue with their Faculty Instructor about their experience. As part of the course, students will attend monthly class meetings, document their 100 hours, submit weekly reflective logs, a final paper about their learning, and evaluations. During the course students also complete several assignments associated with the Performance Driven Leadership (PDL) Portfolio through iWebfolio.




What is expected of me as a Field Experience Site Supervisor? The HESA program utilizes the Council of Advancement of Standards (CAS) for Masters-Level Student Affairs Professional Preparation Programs as a guiding framework for standards for Field Experiences including hours, supervision, and skills development. CAS (2012) outlines:

Supervision must be provided by on-Site by a competent professional working in cooperation with qualified program faculty members. On-Site supervisions must provide direct regular supervision and evaluation of students’ experiences and comply with all ethical principles and standards of the ACPA-College Student Educators International, NASPA-Student Affairs Administrators in Higher Education recognized professional associations (p.356).

The general requirements for the HESA Field Experience Site Supervisors are:

• A master’s degree in student affairs or related area of professional study; • at least 3 years of professional experience; • and, at least 1-year of experience at their institution .

If Supervisors have any concerns about these requirements they should feel free to with the HESA Faculty coordinator. The Field Experience or Capstone Site Supervisor should be willing to:

• Supervise students for 300 (Field Experience) or 100 (Capstone) hours of work. • Work with the student to complete individualized learning goals/objectives. The

student will contact you about this and set up a one-on-one meeting to establish these goals and objectives. A form outlining these guidelines is provided to the students.

• Provide ongoing feedback and evaluation to discuss students’ progress and learning (through regular one-on one-meetings, feedback meetings, evaluations, etc).

• Complete a final evaluation of your student intern and plan to have a closing conversation/exit interview with them about their performance. You may use the form Field Experience Site Supervisor Evaluation of Student Form provided by HESA or you may you an evaluation of your own. This document is intended to help you guide your closing meeting with the student. The evaluation must be completed and returned to the Faculty Supervisor no later than 2 weeks at the close of the student’s experience. The student cannot receive a final grade until this evaluation is complete.

• Complete the HESA Program Evaluation. This document is an evaluation of the HESA program based on your interactions with the HESA intern and is conducted through an online Survey Monkey feedback form. We utilize this Program Evaluation as a way of gathering ongoing feedback about the program to comply with CAS Standards reviews. An email link to this form will be emailed to you by HESA.

• Comply with all ethical principles and standards of the ACPA-College Student Educators International (http://www2.myacpa.org/ethics/statement.php) and the NASPA-Student Affairs Administrators in Higher Education




(http://www.naspa.org/about/standards.cfm) and/ or other related professional associations.

What kinds of learning activities/projects are appropriate to ask students to complete? There are a wide range of experiences appropriate for students. You may want to start by asking students if there is a particular competency they would like to focus on in order to “round out” their graduate education. The requirements for the Field Experience, in accordance with the CAS Standards are below:

• students must gain exposure to both the breadth and depth to the student’s professional experience;

• and students must gain exposure in one or all of the following areas during their experience:

o developmental work with individual students and groups of students in: program planning, implementation, or evaluation; staff training, advising, or supervision; and administration functions or processes.

o HESA also strongly recommends that a portion of the Field Experience be devoted to “direct service” to or with students;

o and offer students the opportunity to work with diverse clientele or populations.

Professional Competency Areas for Student Affairs Professionals In the HESA Leadership program we utilize the Professional Competency Areas for Student Affairs Professionals (ACPA/NASPA) (http://www2.myacpa.org/images/about-acpa/docs/acpa_competencies.pdf)as a basis for the skills we think are important for students to develop. We recommend that you review this document and/or keep it handy during meetings with the student. The Professional Competency Areas are listed below and can help provide a framework for thinking about activities/projects you may have for student to complete.

o Advising and Helping o Assessment, Evaluation and Research o Equity, Diversity and Inclusion o Ethical Professional Practice o History, Philosophy, and Values o Human and Organizational Resources o Law, Policy and Governance o Leadership o Personal Foundations o Student Learning and Development

There are a wide variety of possibilities, a few examples are to: develop an evaluation or assessment; work with a student group; conduct benchmarking study; develop a training manual; serve as an advisor; develop a new program or service; supervise a group of student workers; serve on a search committee; and the list goes on! Talk to any of our current HESA students for more ideas.


http://www.naspa.org/about/standards.cfm

http://www2.myacpa.org/images/about-acpa/docs/acpa_competencies.pdf)as

http://www2.myacpa.org/images/about-acpa/docs/acpa_competencies.pdf)as



Are there any specific guidelines I should use to decide the amount and/or type of work I assign Field Experience students? Although the Field Experience Site Supervisor and the student are given discretion in determining appropriate activities, the Field Experience should be a) 100 or 300 hours of work; b) should be a combination of administrative, hands on student experience and theoretical (or preparation, thought time); c) be appropriately challenging for master’s level students; d) should meet the guidelines listed above. Also, as you are determining the workload and scheduling work hours, please keep in mind the student’s academic commitments. For example, in addition to the time spent at the Field Experience Sites, all students are simultaneously enrolled EDLD 6580 or 6792 seminars, and are likely enrolled in other courses. What role does the faculty member play? All experiences associated with EDLD 6580 Field Experience and EDLD 6792 Capstone are coordinated and supervised by HESA faculty. We believe in a teamwork approach. HESA faculty work collaboratively with Field Experience Site Supervisors and with students to obtain Sites, assist practicum Site Supervisors as needed, meet with students and Site Supervisors during the course, plan and implement the seminar, and to evaluate the students. The Faculty Advisor approves the initial Field Experience. Sometimes the person teaching the course (EDLD 6580 or 6792), the Faculty Instructor, will be an individual other than the student’s Faculty Advisor. Please feel free to contact any of the HESA faculty members about positive progress and/or issues of concern about students. We will work with you on how to best handle these situations. In-person, telephone, video conferencing and email correspondence is encouraged between the Site Supervisor and HESA faculty. We consider you, the Site Supervisor, the functional area expert and we know our students learn from you. The Site Supervisor facilitates the experiential curriculum and helps guides the reflective experience helping the student develop the knowledge, skills, and abilities needed in practice. The faculty member will supervise the student’s coursework and encourage students to link theory to practice, think critically about their Field Experience Site, and also insure that they are completing all the curricular components. We encourage you to infuse your own supervision techniques and insights into this experience. We utilize the ACPA/NASPA Professional Competency Areas as a basis for the skills we think it is important for our graduates to develop. We recommend that you review this document and/or keep it handy during meetings and one-on-ones. What is expected of the student? The primary responsibility for Field Experience communication lies on the HESA student; thus they should be contacting you, arranging meetings, and making sure all deadlines and timelines are met. The student is expected to work with you to complete the tasks and duties you have established together; the student is expected to be ethical, responsible, and professional. At the same time the student is working with you on the Field Experience, they are enrolled in an experiential learning course. In this course students reflect on their




learning and are completing practical items related to their graduate program. The students are asked to keep a log that includes a record of their hours as well as well as their reflections about learning moments. The students have also been provided a manual. How can I help the Field Experience student get the most from their Field Experience? The following are suggestions about supervising your student. There is also an excellent article titled: Advancing Supervision: Supporting Graduate Students by Strengthening Supervisory Relationships. Craig M. Zywicki & Ryan Hoffman, Spring 2005.

1. Develop a learning goals/objectives document with your intern. Your Field Experience student should bring you a document which will guide the student in developing learning goals/objectives for the Field Experience. This form should be completed within two weeks of starting the Field Experience and will be submitted to the faculty instructor for the course. Because clear goals are as important as clear expectations, we ask the students to work with the Supervisors to develop Field Experience/Capstone Student Learning Goals and Objectives within the first 2 weeks. The student’s goals should identify specific learning outcomes and objectives, and provide clear means to achieve those outcomes.

2. Provide the student an introduction/orientation the Field Experience Site.

Orientation normally encompasses a description of the organization's mission and goals, administrative structure, and policies and procedures. The student should be introduced to the staff members and their roles and duties. Please understand that this is a graduate student in a professional preparation program as well as a staff member. T he student's lines of reporting and authority should be clarified. It is helpful if the Field Experience student is taught how the department/program fits into the larger organizational “picture,” as well as the institutional mission. The student should be directed to literature, manuals, and other resources that will help in assimilating this new role and understanding the Field Experience Site. As a Supervisor, you play an important role in conveying perspectives regarding the Site’s present role in the community, identifying future trends affecting office/department policy, and sharing insights regarding other professional issues.

3. Provide the student clear expectations about their position. Early in the

student/Supervisor relationship expectations should be discussed. This involves defining expectations of both student and Supervisor, and describing department rules, procedural guidelines, and expectations regarding work hours, dress, time-reporting, issues of confidentiality, etc. The practical matters of availability of office space and assignment of a desk also should be addressed. Other staff members might need clarification of their responsibilities concerning the Field Experience student, particularly with regard to reporting and supervision. We hope the staff will be encouraged to interact with the student as a colleague and that Supervisory




lines are clear to everyone involved. Please feel free to invite the student to staff meetings.

4. Provide ongoing feedback. Putting the Field Experience into action once

expectations have been established requires supporting the student by providing access to information and giving feedback and challenging the student with new tasks and responsibilities. Additional input should be given by the Supervisor to complement written material and to provide ongoing guidance.

5. Feedback provided through regular one-on-one meetings as well as emails, and

informal conversations are essential aspects of the Field Experience. These are opportunities to discuss the student's progress towards his/her objectives and revise goals or experiences as needed; to talk about conflicts or problems he might have in the Field Experience setting; and/or to address concerns of the student and the Supervisor. Most important, these are opportunities to provide current and on-going feedback to the student about his or her performance in light of expectations and goals, her accomplishments, and areas/skills in need of additional development and improvement.

6. Provide written evaluation of the student’s performance. Minimally the

required assessment is the Field Experience/Capstone Site Supervisor Evaluation of Student Form which is due no later than two weeks after the student’s clock hours of Field Experience have been completed. Given that many of you may develop your own evaluations in your offices, we are open to Site Supervisors using alternative evaluation forms than the one we provide. The Site Supervisor should consult with the student about this document, complete the final Evaluation, and submit it to the faculty course instructor. This evaluation will be shared with the student. We also recommend that the Site Supervisor consider conducting a mid-term review with the student. For the mid-term review you could review the Field Experience Student Learning Goals and Objectives or the final Evaluation and discuss the student’s progress towards those goals. You may also decide to utilize a performance evaluation that you use with your own staff to help the student understand how professional evaluations are done.

At the conclusion of the student’s experience we also ask that you complete the Complete the HESA Program Evaluation. This document is an evaluation of the HESA program based on your interactions with the HESA intern and is conducted through an online Survey Monkey feedback form. We utilize this Program Evaluation as a way of gathering ongoing feedback about the program to comply with CAS Standards reviews. A link to this form will be emailed to you by HESA.

7. Other suggestions for building a positive relationship with the Field Experience student include: • Include the student in appropriate events, activities, trainings (i.e. staff meetings,

etc.).




• Provide a current copy of your resume. Review the students resume with them and make suggestions for improvement.

• Ask students to share with you what they are learning and how it relates to course content.

• Encourage professional development on your functional area in terms of readings, webinars, professional conferences, etc. Offer students advice about professional organizations.

• Encourage students to present and or discuss “hot topics” at department meetings or encourage them to host a departmental brown bag lunch /or round table discussions.

Frequently asked Questions

Are student’s paid for their Field Experience? Field Experiences can be both paid and unpaid. While not all students are paid some departments have offered student support through financial professional development funds for a conference or webinar, or offering a small stipend. Do I have to keep track of the student’s hours? No. Students are expected to keep track of their own hours and activities, although you might have a particular format for noting hours. The HESA Field Experience/Capstone Site Supervisor Evaluation of Student should be completed at the end of the students service. This will serve as verification that the student has completed the hours necessary. Should I assign reading material to a Field Experience or internship student? This is up to you. Assigned reading materials can be a useful tool – particularly if the reading is supported by some discussion with you. In some cases, such readings are necessary for the student to be effective in the practicum. For instance, if legal guidelines (e.g., FERPA) undergird your work with students, the Field Experience student should know and understand those guidelines. What if I have a concern about a Field Experience student? The Field Experiences student should be prepared to assume normal staff duties by first attempting them under supervised conditions. Again, challenge and support go hand in hand. When ready to do so, students should be allowed to tackle problem-solving situations as would other staff members. As with most supervision experiences we also recommend contacting the student/employee/supervisee first. Engage in a dialogue and give them the opportunity to respond to your concerns. If this does not improve the situation, please contact the Faculty Advisor right away if you have concerns about a student’ performance. The faculty Supervisor is also there to help you through difficult situations, so you may feel free to reach this individual as a sounding board or for a consultation.




General Timeline of Supervisor Activities Below is a typical timeline of activities for Site Supervisor over the course of the semester Weeks 1-2

• Review Site Supervisors Handbook for any questions or contact the HESA Faculty Coordinator.

• Provide student an orientation to the Site; review expectations, guidelines, job description .

• Student should meet with Site Supervisor to complete Student Learning Goals and Objectives. Student will submit to Faculty Instructor within two weeks of starting Field Experience.

Weeks 3-15 /Ongoing

• Regular and ongoing meetings with student about their learning and performance. • Schedule a mid-semester evaluation/review with student .

Weeks 14- 15

• Schedule an exit meeting with student to review their evaluation and provide feedback about strengths and needed areas of improvement.

• Complete the HESA MA_Field Experience/Capstone Site Supervisors Evaluation of Student and submit to HESA

• Complete the HESA Program Evaluation and submit to HESA Student Affairs Graduate Student Supervision Resources

• WMU HESA Site Supervisors Handbook for Field Experience & Capstone • ACPA/NASPA Professional Competencies -

http://www2.myacpa.org/au/governance/Joint_Task_Force_of_Professional_Competencies.php

• CAS Standards – The Human Resources section contains info for most of the functional areas on the supervision and management of student employees

• ACPA Statement of Ethical Principles & Standards - http://www2.myacpa.org/ethics/statement.php

• NAPSA Standards of Professional Practice - http://www.naspa.org/about/standards.cfm

REFERENCES Tull, A., Hirt, J. B., & Saunders, S. A. (2009). Becoming socialized in student affairs administration: A

guide for new professionals and their Supervisors. Stylus Publishing (VA).




http://www2.myacpa.org/ethics/statement.php




Winston, R. B., & Creamer, D. G. (1997). Improving staffing practices in student affairs. first edition.

the jossey-bass higher and adult education series Jossey-Bass Inc., Publishers, 350 Sansome St., San Francisco, CA 94104.

Winston, R. B., & Creamer, D. G. (1998). Staff supervision and professional development: An

integrated approach Retrieved from http://search.proquest.com/docview/62477255?accountid=15099

Winston, R. B., & Hirt, J. B. (2003). Activating synergistic supervision approaches: Practical suggestions.

Supervising new professionals in student affairs. New York: Brunner-Routledge.




Top Ten List- Best Practices for Supervision (Zywicki and Hoffman, 2005)

1. Reflection - What do I do well, in what ways can this experience be beneficial to my professional growth?

2. How do I define my Supervisory relationship with my students?

3. How does your supervision style compliment the goals of the institution, your office, and the HESA leadership concentration?

4. How do I teach my students about the culture of my office/ department/ institution?

5. What ways can Supervisors advance supervision strategies through orientation programs?

6. What are best practices for assigning unique and intentional responsibilities for my field experience and/or GA students? How do they differ depending on role?

7. How do I proactively implement professional development opportunities? What resources are available to me?

8. What are best practices for providing feedback for students? How can HESA assist in terms of feedback and support?

9. How can I create opportunities to evaluate my students? How will these efforts feed into the class and program evaluations?

10. Professional practice is key to the success of the HESA leadership program, thank you for your partnership and dedication.

List derived from: Zywicki, C. M., & Hoffman, R. J. (2005). Advancing supervision: Supporting graduate students by strengthening Supervisory relationships. American College Personnel Association. Retrieved from http://www.myacpa.org/sc/scgsnp/docs/Advancing_Supervision.pdf


http://www.myacpa.org/sc/scgsnp/docs/Advancing_Supervision.pdf



Helpful Tips/Suggestions: What students want their Supervisors to know: • Have a list for them of “things to learn, do, projects” or list of ideas you had in mind • Be ready for them – even if it means setting aside an hour or two or setting up

meetings with individuals in the office on their first day. • Let them shadow you or an office member (front desk operations, etc) • They need help getting introduced to a new University environment (if applicable).

o ID o Parking o Computer Labs o Campus Tour o Banner Orientation or Training o Housing/places to live o What to bring, how to dress

Academic Reflections after HESA Students first semester of classes in answer to “What do I wish I would have known my first few weeks of school that I know now?” • I wish I would have worked ahead. While part of the semester seemed to be heavy in

my GA, the second half seemed to be heavy in academics. Learning to balance these things differently would have helped.

• This program and career in my whiteboard, and it is up to me to color and fill it in however I like.

• How to use ELearning • Say “No”! Too much is too much! (Balance!) It’s only as hard as you make it. • Talk less; listen more. • Speak up & learn to say no. • No specific knowledge. I loved learning everything. I wish I would have prepared for

assignments sooner. You must learn to organize!! • A real definition of Student Affairs! • The history of Student Affairs and how it has impacted the field. • How to prioritize & what to focus my attention on in the beginning. • The importance of collaborating w/ other departments on campus. • That I need to quit being so shy. I have knowledge, intellect, and skill to offer. • My classmates are awesome and can be a very valuable tool. • How to balance graduate assistantship and classes • Time management a little better. More direction sometimes in the beginning, especially

with APA. • Don’t be afraid to ask questions, we aren’t expected to know how to do everything yet. • APA needs work! • That I would fall in love with HESA and Student Affairs.




FORMS/APPENDICES • Site Supervisors Evaluation of Field Experience/Capstone Student • Student Learning Goals & Objectives for Field Experience/Capstone • HESA Masters Student Course Descriptions • HESA Masters Suggested Rotation of Courses for Students


HESA Field_Capstone Eperience_HESA_Approval & Registration Form updated March 2014

FIELD EXPERIENCE (6580) & CAPSTONE (6792) HESA Application & Registration Form

Higher Education & Student Affairs Leadership (HESA) Masters Department of Educational Leadership, Research & Technology

College of Education & Human Development Western Michigan University

Students, please submit the following information to your Faculty Advisor to ensure that the Field Experience or Capstone site will be approved. Once you are approved this form will be forwarded to the HESA Department to register you for the appropriate course. Date: Student Name: Student Email Address: Site of Experience, University Name, and Department: Site Supervisor Name: Site Supervisor Phone Number: Supervisor Email Address: Is this: a ____ Field Experience? or ______a Capstone? What semester /s to will you be enrolled in Field Experience/Capstone (the semester/s will the majority of work take place; this is the semester you will be enrolled for an pay for the course. Provide explanation for exceptions or considerations.) Have you reviewed the basic guidelines of a Field Experience/Capstone with the Site Supervisor and are do they meet the criteria and are willing to supervise you. See: What is a HESA Field Experience/Capstone document? ___YES ____NO Will this provide you the opportunity to: Provide “direct service” to or with students Have the opportunity to work with diverse clientele or populations. gain exposure to both the breadth and depth of student affairs work;

Will this help you to gain exposure in one or all of the following areas? developmental work with individual students and groups of students program planning, implementation, or evaluation; staff training, advising, or supervision; and administration functions or processes.

What do you hope to learn, gain, from this experience and/or why did you select this site? What is your plan for completing your hours of FE? Address the following very briefly below. In what type of work will you be engaging? Where will you conduct your work? When will you start & end?

HESA Field_Capstone Eperience_HESA_Approval & Registration Form updated March 2014

What Professional Competencies do you plan to gain from this experience? http://www2.myacpa.org/au/governance/Joint_Task_Force_of_Professional_Competencies.php Professional Competency Areas for Student Affairs Professionals

Advising and Helping Assessment, Evaluation and

Research Equity, Diversity and Inclusion Ethical Professional Practice History, Philosophy, and Values

Human and Organizational Resources

Law, Policy and Governance Leadership Personal Foundations Student Learning and

Development Please set up a start date and an initial meeting with your Site Supervisor. Try to target a

specific date to meet with your Site Supervisor so that you complete the Student Learning Goals/Objectives with your Site Supervisor.

Once your Field/Capstone is approved, please be sure to provide your Field Experience Site

Supervisor a copy of the Site Supervisors Manual. Notes for Site Supervisors: The student must be placed at a site where there is on-site competent professionals working in conjunction with the Faculty Instructor. A Site Supervisors Manual is available for more information. The Field Experience Site Supervisor should be willing to: 1. Supervise students for 300 (Field Experience) or 100 (Capstone) hours of experience. 2. Willing to work with the student to complete individualized learning goals/objectives. The

student will contact the Site Supervisor to set up a meeting to complete Student Learning Goals and Objectives form; this form will be turned into the faculty instructor.

3. Provide ongoing feedback and evaluation to discuss students’ progress and learning (through regular one-on one-meetings, reflective logs, etc).

4. Complete a final evaluation of student’s experience, the Site Supervisor Evaluation of Student and submit to the Faculty Instructor.

5. Complete the HESA Program Evaluation. 6. Comply with all ethical principles and standards of the ACPA-College Student Educators

International (,http://www2.myacpa.org/ethics/statement.php) and the NASPA-Student Affairs Administrators in Higher Education (http://www.naspa.org/about/standards.cfm) recognized professional associations.

Questions about Field Experience/Capstone are welcome and can be submitted to the HESA Faculty Coordinator.



Student_Learning_Goals_Objectives_HESA_FieldExp_Capstone updated March 2014

STUDENT LEARNING GOALS & OBJECTIVES HESA MA FIELD EXPERIENCE (6580) & CAPSTONE (6792) Department of Educational Leadership, Research & Technology

Western Michigan University This form should be submitted after your Field Experience/Capstone Site has been approved. See the Field Experience/Capstone Approval and Registration Form for more information. *Please meet with your Field Experience/Capstone Site Supervisor during the first two week of your Field Experience/Capstone to complete this form. Submit an electronic copy of this completed form within two weeks of the start of your Field Experience/Capstone to your Course Faculty Instructor (typically this will be submitted through Elearning). Student Name: Student Email Address: WMU ID # Semester Completing Field Experience/Capstone: ____ EDLD 6580 Field Experience ____ EDLD 6792 Capstone Experience Site of Field/Capstone Experience, University Name, and Department: Site Supervisor Name: Site Supervisor Phone Number: Supervisor Email Address: Please list your Learning Objectives/Goals of this Field Experience/Capstone: Please identify one or two specific product/s to be completed: What are some activities you will undertake to achieve these learning goals/objectives? Please review the ACPA/NASPA Professional Competency Areas and consider what Professional Competencies will be the focus of this Field Experience/Capstone. http://www2.myacpa.org/img/Professional_Competencies.pdf

☐Advising and Helping ☐Assessment, Evaluation and Research ☐Equity, Diversity and Inclusion ☐Ethical Professional Practice ☐History, Philosophy, and Values

☐Human and Organizational Resources ☐Law, Policy and Governance ☐Leadership ☐Personal Foundations ☐Student Learning and Development

**This document should be submitted to your Faculty Instructor and Site Supervisor.

http://www2.myacpa.org/img/Professional_Competencies.pdf

HESA_Courses__and_Descriptions_Fall 2014_1-29-2014

Higher Education & Student Affairs (HESA) Leadership Department of Educational Leadership, Research and Technology

Western Michigan University The Master of Arts in Educational Leadership, Higher Education and Student Affairs (HESA) concentration at Western Michigan University focuses on developing reflective practitioners for entry and mid-level positions in higher education. This can include positions in admissions, academic advising, residence life, student activities, career services, and offices designed to support and retain historically underserved student populations. The program emphasizes a scholar-practitioner model to combine a broad-based student development and leadership theory core with required individualized field experiences. Distinctive to HESA is an emphasis on the centrality of diversity and inclusiveness in higher education: one of the ways this is actualized is through a required and individually designed Diversity Cognate. The HESA curriculum meets CAS Standards for Masters-Level Student Affairs Preparation Programs and includes two distinct site-based Field Experiences. Students also develop Professional Competency Areas for Student Affairs Practitioners through 39 credit hours of coursework, Field Experiences, and the Performance Driven Leadership Portfolio. The HESA program promotes innovative learning, discovery, and service through our emphasis on professional development, engagement in scholarly practice and research, and leadership in the profession. For more details including the admissions process visit:www.wmich.edu/coe/elrt/or contact [email protected]. Applications should be submitted to HESA program by December 15 annually to ensure full consideration for admissions and Grad Assistant (GA) positions.

** New Curriculum -Beginning Fall 2014** I. Leadership Core EDLD 6791: Educational Leadership Master’s Seminar 1 EDLD 6020: Educational Leadership 3 EMR 5400: Intro to Research 3 Section Total 7 II. Student Affairs & Higher Education Core EDLD 6510: Foundations of Student Affairs 3 EDLD 6530: The College Student 3 EDLD 6545: Higher Education Environments and Administration 3 EDLD 6548: Assessment and Accountability in Higher Education and Student Affairs 3 EDLD 6550: Intervention Skills for Higher Education Professionals 3 EDLD 6590: Higher Education Law 3 EDLD 6570 Equity and Diversity in Higher Education 3 Section Total 21 III. Field Experience EDLD 6580: Field Experience in Higher Education & Student Affairs (300 clock hours) Total 3

IV. Diversity Cognate [Select 2 with approval of advisor; this is not an exhaustive list] EDLD 6890: Special Topics in Higher Education Seminar (diversity related only) 3 CECP 6860: LGBT Issues in Counseling & Development 3 FCS 5680: Gender, Culture, and Families 3 COM 6700: Seminar in Interpersonal Communication (diversity related only) 3 SOC 5220: Social Psychology of Prejudice 3 [See HESA advisor or list of courses for more information] Section Total 6 V. Capstone Experience & Portfolio Development EDLD 6792: Capstone Experience (100 hrs. Field Experience + Online Seminar+ Portfolio) Total 2 PROGRAM TOTAL 39 All courses should be approved by Faculty Advisor.

http://www.wmich.edu/leadership/edleadership/hesa/

http://www.wmich.edu/coe/elrt/




Students should work with Faculty Advisor to lay out a plan of study. Updates and announcement to program changes will be made via HESA program email announcements. Students should view the HESA Handbook for more information. EDLD 6791: Educational Leadership Master’s Seminar. This course provides an overview of the Master’s Degree program including instruction on how to create an electronic on-line portfolio. This will be accomplished through the use of classroom discussion, writings, presentations and on-line discussions. Students will gain understanding of effective educational leadership strategies as reflected in the standards set forth by their professional disciplines. Please register for 1-credit HESA section only in Fall. EDLD 6020: Educational Leadership. This course is an introduction to educational leadership and leadership theory and practice. It provides the foundation for leadership in educational programs and institutions. Students will be required to demonstrate an understanding of transformational leadership and other leadership theories, effective communication and problem solving, motivation and decision-making, organizational change and renewal, and consensus building and conflict resolution. 3 hours EMR 5400: Intro to Research. This course is designed to develop skills in the fundamentals of research design and the uses and interpretations of research findings. Each student is expected to prepare a review of literature and a design for a research study. EDLD 6510: Foundations of Student Affairs. This course is designed to introduce students to: (a) the history and development of U.S. higher education; (b) history and philosophical foundation of the student affairs profession; (c) the college and university settings where the profession is practiced; (d) professional development and professional organizations in the field; and (e) the skills and competencies necessary to be a successful professional in student affairs. EDLD 6530: The College Student. This course examines the theoretical and research literature on contemporary college students from a variety of perspectives: demographic changes, patterns of growth and change during the college years, and the educational needs of diverse student groups. The impact of campus environments and various institutional contexts on students is explored, particularly focusing on the design of administrative and educational policy and practice. EDLD 6545: Higher Education Environments and Administration. This course examines leadership, management, and administrative practices in a variety of higher education environments. Topics may include: environment theory, campus ecology, campus culture, institutional types, organizational culture, ethical issues in administrative practices including supervision, human resource management, budget and finance, facilities management, accessibility in higher education, issues of sustainability and technology. EDLD 6548: Assessment and Accountability in Higher Education and Student Affairs This course provides an overview of accountability and professional standards in higher education and student affairs administration and an introduction to assessment best practices in higher education and student affairs. Utilizing student development models of assessment, students will explore a variety of topics, techniques, and methods and apply their learning in real-world assessment case/s. Topics addressed may include: accountability, accreditation, professional standards, outcomes based assessment, program evaluation, higher education databases, student learning outcomes, college impacts, benchmarking, needs assessment, and satisfaction surveys.


EDLD 6550: Intervention Skills for Higher Education Professionals. This theory-to-practice course teaches basic interpersonal skills necessary for successful higher education professionals, as well as individual, group, and organizational interventions; crisis management skills, referral skills; and approaches to handling difficult students, parents, colleagues, and others in the higher education environment. EDLD 6570: Equity and Diversity in Higher Education. This course is designed for students to develop an understanding of the individual and organizational issues of diversity and multiculturalism in U.S. higher education. A broad definition of diversity will be utilized in an effort to capture the range of populations served by higher education in this country. Through the integration of relevant information from history, law, interpersonal development, organizational development, and philosophy, this course will attempt to develop a complex, comprehensive understanding of equity and diversity. EDLD 6580: Field Experience in Higher Education. This course emphasizes practical experience in the student’s area of specialized interest within higher education and student affairs. Student affairs administrative experiences are provided in selected supervised settings so that students can apply knowledge and skills acquired during previous studies. Graded on a credit/no credit basis. Prerequisite EDLD 6510/6530 and 6570 highly recommended. Must have Faculty Advisor approval of Field Experience site. EDLD 6590: Higher Education Law. This course studies the number of legal areas that intersect on college campuses has made knowledge of legal issues related to liability, contracts, hiring and firing, free speech, disabilities, discrimination, and many other topics necessary for effective college administrators. Legal issues, legal enactments and precedents, constitutional provisions, court decisions and case law that impact higher education will be the focus of this course. Current legal issues affecting higher education will be monitored and discussed throughout this course. EDLD 6792: Capstone Experience. This course provides students a final opportunity to reflect upon merging educational leadership theory with best practices. This will be accomplished through the completion of field-based assignments, completion of a Performance-Driven Leadership Electronic Portfolio and interaction with leaders in educational or other institutions. This final course in the Performance-Driven Leadership Master of Arts program has as a major theme the development of transformational leaders who understand and have the will to create effective relationships within their institutions. Prerequisites: Students must have completed all but one of their required classes in their Master of Arts in Educational Leadership prior to registering for EDLD 6792. EDLD 6890: Field Experience must be completed before enrolling in 6792. Register for HESA 2-credit section only in Spring. Must have Faculty Advisor approval of Capstone site. Diversity Cognate. The WMU HESA program was founded on and continues to emphasize issues of inclusion and access to higher education for historically marginalized and/or underserved student populations. One way this is actualized is through a required and individually designed diversity cognate (6 credit hours selected by the student with help from an advisor). Students may utilize suggested DC course list offered by HESA, browse through WMU course offerings to find a class that may fit, or students may choose a course on another campus—this is particularly helpful to know in case you are completing a Field Experience outside of the local area. Courses for the Diversity Cognate should meet the stated goals: helping to work with “historically marginalized and/or underserved student populations in higher education” and must be pre-approved by the Faculty Advisor for the particular student.

Western Michigan University - Department of Educational Leadership, Research and Technology HESA Masters Suggested Rotation of Courses Fall 2014

• Students who have GA positions that start in the Summer semester, typically take EDLD 6020, EDLD 6570, or a Diversity Cognate the summer before their “official” Fall start.

• Bold faced courses are typically only offered one time a year and should be followed closely. Courses with a * have some flexibility for when you can take them. See the HESA 5-Year Course Rotation for further details.

• Please note: To be eligible for EDLD 6792 Capstone students should have generally be in their final semester and have completed EDLD 6580. • The Diversity Cognates, Field Experiences, and Capstone should be approved by the Faculty Advisor prior to registration.

For Full-Time Students Fall Semester Spring Semester Summer

Year 1 EDLD 6791: Seminar (1 cr. HESA section) EDLD 6510: Foundations EDLD 6530: College Student

(7 credits)

EDLD 6550: Interventions *EDLD 6570: Equity & Diversity *EMR 5400: Research (or substitute) *Diversity Cognate For many students, Spring of the first year of HESA is the best time to take EMR

(9 credits)

EDLD 6580: Field Experience and 1 additional course *Diversity Cognate *EDLD 6020: Ed. Leadership Systems *EDLD 6570: Equity & Diversity (every summer; location varies) *EDLD 6590: Higher Ed Law (even year summers in GR)

(3-6 credits) Year 2 EDLD 6545: Environments &

Administration EDLD 6548: Assessment & Accountability *EDLD 6020:Ed. Leadership Systems *EMR 5400: Research (or substitute) *Diversity Cognate

(9 credits)

EDLD 6792: Capstone (2 cr. HESA section; must complete EDLD 6580 prior to 6792) *EDLD 6590: Higher Ed Law *EMR 5400: Research (or substitute) *EDLD 6020: Ed. Leadership Systems *Diversity Cognate

(5-8 credits)

(Total 39 credit hours) Part-time students should review course offerings and design a program with their Faculty Advisor to best meet individual needs.

Semester Course Offerings Fall Semester Spring Semester Summer

EDLD 6791 Seminar (1 cr. HESA section) EDLD 6510 EDLD 6530 EDLD 6545 EDLD 6548 EDLD 6020 Diversity Cognates EMR 5400

EDLD 6550 EDLD 6792 Capstone (2 cr. HESA section) EDLD 6570 (or summer; location varies) EDLD 6590 (or even year summer in GR) EDLD 6020 Diversity Cognates EMR 5400

EDLD 6580 Field Experience (typically in Summer; but can be taken any semester) EDLD 6570 (every summer; location varies) EDLD 6590 (even years summers in GR) EDLD 6020 Diversity Cognates EMR 5400

Updated 2-18-2014

Documents

SITE SUPERVISORS MANUAL FOR HESA FIELD EXPERIENCE & CAPSTONE€¦ · · 2015-02-17Site Supervisors Manual_HESA Field Experience & Capstone_WMU working draft-updated 3-2014 pg.1