EDUC 655/656: Internship I and II in Student Affairs and College Counseling

Professor George T. Williams, EdD, NCC

The Citadel Graduate College

Zucker Family School of Education

Division of Counselor Education

EDUC 655-81: Internship I in Student Affairs and College Counseling
EDUC 656-81: Internship II in Student Affairs and College Counseling
Fall Semester 2016
Instructor:George T. Williams, EdD, NCC
/ Class Meetings: Thursday
Office:Capers 308 / Class Hours: 8:30 – 10:30 am
Telephone: 843.953.2205 / Meeting Room:Capers 323
Email: / Office Hours: By appointment.
Credit Hours: 3 (for each Internship)

Prerequisites:EDUC 537: Student Development Services in Higher Education

EDUC 538: Student Development Theory

EDUC 634: Practicum in Student Affairs and College Counseling

Required Materials: Field Experiences Manual for Counselor Education (2015).

Student Information: This course is a core requirement for the Certificate in Student Affairs and the Counselor Education M.Ed. degree with a concentration in Student Affairs and College Counseling.

Memberships associated with the Profession of Counseling and Student Development:

American Counseling Association (ACA)

American College Personnel Association (ACPA)

National Association Student Affairs Administrators (NASPA)

Southern Association College Student Affairs (SACSA)

South Carolina College Personnel Association (SCCPA)

National Association Student Affairs Professionals (NASAP)

Learning and Developmental Goals:The Internship course gives students the opportunity to implement what they have learned in higher education settings. Internship is taken after successful completion of Student Development Services in Higher Education, Student Development Theory, and Practicum in Student Affairs and College Counseling. The primary goal of the Internship experience is to provide students with a supervised opportunity to perform the activities typically identified with the profession of student affairs. The Internship is a learning experience, and the intern is viewed as a student affairs practitioner-in-training. Hence, training and learning is focused on the needs of the student affairs practitioner-in-training. Although not an employee of the higher education institution, the intern is expected to demonstrate behavior consistent with practicing student affairs practitioners. Successful completion of Internship completes the student’s initial exposure to the field based environment of student affairs professionals.

Course Description: Supervised experience in which student serves as a student affairs professional in a higher education setting for a minimum of 300/600 clock hours.

Instructional Strategies: The course consists of primarily faculty staffing of the student’s field based experience. In addition, special topics will be addressed utilizing audio/visual resources, readings from texts and journal articles, classroom discussions, online discussions and technology-mediated interactions, guest speakers, and small in-class group activities.

Conceptual Base of the Zucker Family School of Education:

Developing Principled Educational Leaders for P-20 Schools – The Citadel’s Professional Education Unit prepares principled leaders to be knowledgeable, reflective, and ethical professionals. Candidates completing our programs are committed to ensuring that all students succeed in a learner-centered environment.

The Citadel’s Professional Education Unit is committed to the simultaneous transformation of the preparation of educational leaders and of the places where they work. Specifically, The Citadel’s Professional Education Unit seeks to develop principled educational leaders who:

1have mastered their subject matter and are skilled in using it to foster student learning;

2know the self who educates (Parker J. Palmer) and integrate this self-knowledge with content knowledge, knowledge of students, and in the context of becoming professional change agents committed to using this knowledge and skill to ensure that all students succeed in a learner-centered environment; and

3exemplify the highest ethical standards by modeling respect for all human beings and valuing diversity as an essential component of an effective learner-centered environment.

The Citadel’s Professional Educational Unit is on the march, transforming itself into a Center of Excellence for the preparation of principled educational leaders. Through our initial programs for teacher candidates for P-12 schools and our advanced programs for professional educators in P-20 schools, The Citadel’s Professional Education Unit transforms cadets and graduate students into principled educational leaders capable of and committed to transforming our schools into learning communities where all children and youth succeed.

The Citadel’s Professional Education Unit has identified 15 performance indicators for candidates to demonstrate that they are principled educational leaders who are knowledgeable, reflective, and ethical professionals:

KnowledgeablePrincipled Educational Leaders…

  1. Have mastered the subject matter of their field of professional study and practice;
  2. Utilize the knowledge gained from developmental and learning theories to establish and implement

an educational program that is varied, creative, and nurturing;

3. Model instructional and leadership theories of best practice;

4. Integrate appropriate technology to enhance learning;

5. Demonstrate a commitment to lifelong learning;

ReflectivePrincipled Educational Leaders…

6. Develop and describe their philosophy of education and reflect upon its impact in

the teaching and learning environment;

7. Develop and manage meaningful educational experiences that address the needs

of all learners with respect for their individual and cultural characteristics;

8. Construct, foster, and maintain a learner-centered environment in which all

learners contribute and are actively engaged;

9. Apply their understanding of both context and research to plan, structure,

facilitate, and monitor effective teaching and learning in the context of continual

assessment;

10. Reexamine their practice by reflectively and critically asking questions and seeking

answers;

EthicalPrincipled Educational Leaders…

11. Demonstrate commitment to a safe, supportive learning environment;

12. Embrace and adhere to appropriate professional codes of ethics;

13. Value diversity and exhibit a caring, fair, and respectful attitude and respect toward all cultures;

14. Establish rapport with students, families, colleagues, and community;

15. Meet obligations on time, dress professionally, and use language appropriately.

Relationship of this course to the conceptual base:

The overall goals of the Internship experience are to develop and demonstrate the ability to interact with students individually and in groups in a manner that is helpful and to ensure that there is readiness to enter the more extensive internship experience subsequent to completion of practicum. Specific course objectives include:

  1. become actively involved in the roles and activities of the student development specialists in a higher education setting (CF: 1-14)

Goal / Evaluation Methods
(e.g., portfolios, benchmark tests, projects)
Course Objectives 1 through 5 / Site Supervisor Midterm Evaluation through LiveText
Course Objectives 1 through 5 / Faculty Midterm Evaluation through LiveText
Course Objectives 1 through 5 / Site Supervisor Final Evaluation through LiveText
Course Objectives 1 through 5 / Faculty Final Evaluation through LiveText
  1. demonstrate an ability to provide additional student development services to a more inclusive and diverse clientele (CF: 1-7)
  2. demonstrate an ability to develop extended counseling/consulting/coordinating role relations with clients served (CF: 2, 5, 7, 8, 10, 14-15)
  3. demonstrate an ability to work effectively with professionals from higher education institutions (CF: 1-15)
  4. design and complete a service and/or research project relevant to the field setting (CF: 1-10)

Course Goals with Evaluation Methods:

Instructional Units and Assessments

Course Schedule for EDUC 655/656:

Schedule subject to change based upon student’s needs. Additional reading/activities will be assigned as the course develops.Internship will meet for eight two-hour sessions over the course of the term.

Unit Topic or Title / Correlated Standards/Expectations / Date / Assessment(s)
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 8/25
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 9/1
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 9/8
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 9/15
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 9/22
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 9/29
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 10/6
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 10/13
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 10/20
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 10/27
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 11/3
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 11/10
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 11/17
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 11/25 / Thanksgiving Fall Break!
No Class
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 12/1
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 12/8
Group Supervision / CF 1-15 & CACREP Standards III.F.1-5 / 12/15

Assessment Process:

Grades for Internship are on a pass/fail basis. A grade of P indicates that in addition to completing all course requirements in a timely, professional manner, strong counseling skills, above average standards of professional and personal behavior, a willingness to learn and a commitment to the counseling profession are demonstrated. A grade of F will be awarded when the site and The Citadel requirements have not been accomplished in an acceptable and timely manner. The faculty supervisor in consultation with the site supervisor assigns grades.

Class Expectations:

Attendance

This is a professional preparation program and consistent attendance and promptness are expected. Since this course is a core foundation course in the program no absence is acceptable unless in extreme circumstances beyond one’s control. The expectation is a professional commitment to attending all classes and one's work and personal schedule should evolve around class and not vise-versa. The college policy will be followed. Attendance will be taken and reported daily via The Citadel’s Class Absence System.

More than one absence or late arrival/early departure may affect a student’s grade in the course. The instructor recognizes there are valid reasons for being tardy or absent, such as serious illness. Professional courtesy requires that you notify the instructor prior to class.

Informed Participation

Counselor-trainees will be prepared to actively participate in class discussions and activities. Participation assumes that the counselor-trainee has prepared the material before class and has completed related individual/group assignments, and has thoughtfully prepared to be involved in her/his own and other’s learning. The instructor reserves the right to reduce a student affairs-trainee’s grade for consistent lack of informed participation.

Disability Disclosure

Students needing accommodations because of a disability must register with The Citadel Academic Support Center (ASC) located in Room 117 Thompson Hall. Appointments may be made via email at or calling (843) 953-1820. This office is responsible for reviewing documentation provided by students requesting academic accommodation and for accommodation in cooperation with students and instructors as needed and consistent with course requirements. Please see me privately, either after class or in my office, to let me know how I may best assist your special needs.

Honor Statement

As a professional educator, integrity is an expectation. Students of the Zucker Family School of Education at The Citadel are expected to meet the standards set forth in the Citadel Code. Available at:

Cheating and plagiarism violations will be reported and a failing grade will be assigned for the work in question. This class will follow The Citadel Honor Manual regarding plagiarism: "Plagiarism is the act of using someone else's words or ideas as your own without giving proper credit to the sources:

1When you quote another's words exactly you must use quotation marks and a footnote (or an indication in your paragraph) to tell exactly where the words came from, down to the page number(s). When you mix another's words and ideas with your own in one or more sentences, partially quoting the source exactly and partially substituting your own words, you must put quotation marks around the words you quote and not around your own. Then you cite the source, down to the page number(s).

2When you paraphrase another's words or ideas, that is, when you substitute your words for another's words, but keep their idea(s), you do not use quotation marks, but you must cite the source, down to the page number(s).

3When you use only another's idea(s), knowing that they are the other's ideas, you must cite the source of that idea or those ideas, down to the page number(s).

4Citing the source means giving, as a minimum, the author, the title of the book, and the page number. (The Citadel Honor Manual)

Faculty and Student Department responsibilities

The Citadel’s Counseling Program is charged with the task of preparing professional counselors and student service professionals in a variety of settings and to assume positions of leadership in the field. To meet these responsibilities, faculty must evaluate students based on their academic, professional, and personal qualities. The Citadel’s Counseling Program seeks to promote a learning community where students can develop professionally. We do this by providing an environment in which students’ rights and responsibilities are respected and by respecting the dignity and worth of each student. A student’s progress in the program may, however, be interrupted for failing to comply with academic standards or if a student’s interpersonal or emotional status interferes with education/training-related requirements for self or others. For example, to ensure proper clinical training and client care, a student-in-training must abide by relevant ethical codes and demonstrate professional knowledge, technical and personal skills, professional attitudes, and professional character. These factors are evaluated based on one’s academic performance and one’s ability to convey warmth, genuineness, respect, and empathy in interactions with clients, classmates, staff, and faculty. Students should demonstrate the ability to accept and integrate feedback, be aware of their impact on others, accept personal responsibility, and be able to express feelings appropriately.

Student Responsibilities/Course Requirements:

  1. The Internship experience requires a minimum of 300/600 hours of on-site activity; 120/240 hours of this must be in individual and group counseling. The remaining 180/360 hours may be in other student affairs related activities. Students participate in group supervision sessions with their Citadel instructor. Students are required to attend a minimum of 20 hours per week in their higher education setting. It is recognized that experience is an important factor in the development of skills; thus, students are encouraged to think of the 300 hour requirement as a minimum. Some sites may require that you spend more time in the setting than the minimum. This time should be spent conducting the following activities:
  2. Reading mission statements, annual reports, budgets, assessment statements, policy manuals and other departmental materials that explain the structure and purpose of the organization
  3. Reviewing position descriptions of key administrative staff positions. Please know that some staff may be sensitive about releasing this information; please respect their need for privacy and do not demand this information
  4. Conducting short interviews with the administrative staff to gain an understanding of the roles and duties
  5. Attending departmental meetings, when possible hear about current departmental issues and concerns
  6. Conducting at least one program/project/activity – the student is required to conduct this program within his/her setting. The program must have prior approval from the course instructor and the on-site supervisor. The program should include the following elements:
  7. Written program proposal, including the rationale and goals for the program and its contribution toward the mission and goals of the department of placement
  8. The program should be planned, implemented, and evaluation during the course of the practicum
  9. The programs should require hands-on participation by the Internship student – examples might include conducting a workshop, teaching a class, making a presentation, leading discussions, conducting research, or producing a significant publication
  10. The program must have practical value to the department
  11. Where possible, programs and activities should directly target students
  12. A written summary report (1-2 pages, double-spaced) evaluation of the program/project/activities
  13. Students are expected to comply with all site supervisor expectations as if they were employed by the institution
  14. Post 5 measurable goals for the Internship experience.
  15. 2 goals focused on institution focused projects
  16. 2 goals focused on your improving student development skills
  17. 1 goal to gain new professional knowledge
  18. Log/Journal of Internship Experience: The student will keep a weekly log/journal of the Internship experience documenting his/her responses to the issues which arise, general observations about the placement setting, notes form staff interviews, and questions he/she would like to explore further. The log should also document how much time is spent on various activities. Each log entry should be a detailed, though concise, discussion of what the student has accomplished for the time period specified. Each entry should begin with the day, date, hours worked. At the conclusion of each log entry indicate the cumulative total hours worked. Logs should reflect the following: main responsibilities for the week; success and struggles experience; personal reactions; analysis of activities; insights gained; and student’s communications with the class (group), site supervisor, and faculty supervisor.
  19. In-class discussion of a fieldwork situation: Students will give a 10-minute informal overview of his/her field experience
  20. Class Discussion/Facilitation: In four groups of two students; each student will be a part of one presentation centered on an article. The topic of this article should be approved by the instructor and should be distributed in the class preceding the discussion. Student groups should work with instructor to structure article discussion so as to enhance class discussion.
  21. Suggested format:
  22. Introduction of article and why selected topic
  23. Discussion/review of main points
  24. Discussion of relevance to field of Student Affairs and to higher education
  25. Application to other discussion in other classes or class meetings
  26. Conclusion of discussion

*Bring to the 2nd Group Supervision Session:

  1. A signed original copy of the Instructional Agreement completed by student and site supervisor

Supervision

Each student will meet with the Internship instructor for individual supervision 1.5 hours per week. In these sessions the student will have individual time to address placement issues, review taped sessions with the instructor, and receive feedback.