Higher Education & Student Affairsm.A. (Student Affairs Track) Student Evaluation

HESA MA SITE EVAL 2017-2018Page 1

Higher Education & Student AffairsM.A. (Student Affairs Track) Student Evaluation

The professional competency outcomes sought for graduates of the HESA M.A. align with the Professional Competency Areas for Student Affairs Practitioners established by ACPA and NASPA.

Site supervisors of HESA students should engage in ongoing formative evaluation of the student’s professional performance and learning through regular supervisor/student meetings. Additionally, site supervisors are required to complete an end-of-year (GA or internship) or end-of-semester (practicum) summative evaluation of the student using a personalized version of this form and discussing it directly with the student. Students will also complete a self-evaluation using the personalized form and bring that to their evaluation meeting with the supervisor.

This form is flexible and should be personalized to the professional competency areas available for development at each site. If your functional area uses another set of competencies (e.g., NODA, AFA), supervisors and students are welcome to modify this document to include the competencies that best fit with the experience. The HESA program does not expect our students’ practical experiences to incorporate learning across all professional competency areas. Each student and supervisor pair should work together to personalize the evaluation document to construct an evaluation that best meets the experience. For example, if the experience does not allow for the student to improve zir competency in “law, policy, and governance,” simply type “not applicable” in that section of the evaluation.

Please use the publication,ACPA/NASPA Professional Competencies Rubrics, to assist in your evaluation of the HESA student’s competencies. Identify the student’s strengths in each applicable competency area, and also ways the student can continue to develop in each applicable area. As lifelong learners who are early in their professional development, master’s students should strive for the foundational outcomes of each competency area.

Assistantship/internship supervisors will complete this formal evaluation twice for each HESA student: once at the end of the student’s first year (including a supervisor/student meeting) and once at the end of the student’s second year (including a supervisor/HESA faculty/student meeting). A copy of each evaluation should be sent to Jodi Linley, HESA Program Coordinator, for the student’s program file.

Practicum supervisors will complete this formal evaluation once for each HESA student at the end of the semester during which the student completes the practicum. Supervisors should meet 1-on-1 with their practicum student to review the evaluation prior to the HESA faculty/supervisor/student meeting. A copy of the evaluation should be sent to Jodi Linley, HESA Program Coordinator, for the student’s program file.

Thank you for your investment in HESA students’ professional development!

DETAILS OF THE EXPERIENTIAL LEARNING SITE

Type of Experience (circle/highlight):

Year 1 Assistantship/Internship
Year 2 Assistantship/Internship
Practicum
Advanced Practicum

Site/Office of Experience:

Site Supervisor Name:

Site Supervisor Signature:

Student Name:

Who completed this particular evaluation? Supervisor or Student

Date of evaluation meeting:

PROFESSIONAL COMPETENCY GOALS

Students: In this section of the document, please copy and paste the goals you established in consultation with your supervisor for this experience. Your goals should align with the ACPA/NASPA Professional Competencies and reflect your plans for professional development and preparation for a career in higher education and student affairs.

GOALS (copy/paste from document prepared early in the semester/year):

Each Competency Area has multiple Skill Areas. For each Skill Area, identify the student’s level of competency based on theACPA/NASPA Professional Competencies Rubrics. Again, our expectation is that master’s students strive for foundational outcomes. Evaluations of ‘intermediate’ and ‘advanced’ should be reserved for only those skills and areas where supervisors observed exceptional development. Please elaborate when possible whenever students display “Not Demonstrated,” “Intermediate,” or “Advanced.” The ACPA/NASPA publication linked above includes descriptions of outcomes at each competency level.

Use the following competency levels:

Not Demonstrated
Foundational
Intermediate
Advanced

Competency Area: Advising and Supporting

Skill Area / Not Demonstrated / Foundational / Intermediate / Advanced / Not Applicable
Interpersonal Skills
Professional Development
Group Dynamics
Partnering with Others
Conflict & Crisis Situations

Strengths within this competency area (please reference specific skill areas where possible):