Practicum
Supervisor
Handbook
Revised December 21, 2006
Indiana State University SAHE Practicum Supervisor Handbook
Table of Contents
Program Introduction ....................................... 1
Program Mission .............................................. 1
Program Philosophy ........................................ 1
SAHE Commitment to Diversity ....................... 2
Faculty Contacts .............................................. 2
Prerequisites and Eligibility Requirements of
Practicum......................................................... 2
Practicum Program Goals................................ 2
Practicum Expectations ................................... 3
Student ......................................................... 3
Faculty .......................................................... 3
Site Supervisor ............................................. 3
Information for Students with Disabilities ......... 3
Practicum Policies ........................................... 4
Attendance Policy ............................................ 4
Ethics and Confidentiality ............................. 4
Practicum Termination ..................................... 4
Procedures for Termination .......................... 4
Requesting a Reassignment ........................ 4
Obtaining a Practicum Site .............................. 5
Student Responsibilities and Deadlines ....... 5
Approval of a Practicum Site ........................ 5
Current Employment as a
Practicum Placement.................................... 5
Liability Insurance ............................................ 5
Supervision in Student Affairs and
Higher Education ............................................. 6
Roles of the Supervisor ................................ 6
Coach........................................................ 6
Mentor ....................................................... 6
Organizational Advocate ........................... 6
Employee/Student Advocate ..................... 6
Requirements of Supervisors........................... 7
Dimensions of the Supervisory
Relationship .....................................................7
Trust ..........................................................7
Security .....................................................7
Creativity and Constraint ...........................7
Imitation and Integration ............................8
Dependence and Growth ..........................8
Questions and Issues for Supervision .......8
Models of Supervision......................................9
Integrated Development Model (IDM) ...........9
Level One ..................................................9
Level Two ..................................................9
Level Three ...............................................9
Level Four ...............................................10
Discrimination Model ..................................10
Three Foci of Supervision........................10
Three Roles of the Supervisor .................10
Adaptive Counseling and Therapy (ACT) ...10
Importance of Decision Making ......................11
Decision Making Model...............................11
Recognizing the Problem ........................11
Defining the Problem ...............................11
Developing Solutions...............................11
Choose a Solution ...................................11
Reviewing the Process ............................11
Implementing/Evaluating the Decision ....12
Continued Reflection ...............................12
Practicum Forms ........................................13
Student Affairs Practicum Application .........14
Site Supervisor Information ........................15
Site Supervision Agreement .......................16
Learning Contract Examples ......................18
Professional Ethical Statements ....................19
ACPA Guidelines ........................................19
NASPA Guidelines .....................................26
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The Practicum in Student Affairs and Higher Education
Program Introduction
Indiana State University's graduate program began educating M.A., M.S., and Ph.D. students in
1966, first as College Student Personnel, then as Student Affairs Administration, and now as
Student Affairs and Higher Education. The strength of our graduate preparation program lies in
its integration of a traditional content-based curriculum with a challenging performance-based
curriculum.
On-Campus Education - Through salaried assistantships, challenging course-work and out-ofclass activities ISU offers professional preparation for entry and mid-level careers in the student
affairs area of higher education.
Distance Education - For students who are time and place bound, current professionals working
in student affairs and others seeking to develop new skills, our Internet based distance education
program brings the education to your desktop. Our guiding concepts are: Availability,
Practicality and Accessibility.
Program Mission
The mission of Indiana State University's Student Affairs and Higher Education program is
three-fold:
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Educational - to provide a forum for students where learning, educational discussions
and development can occur.
Experiential - to promote leadership opportunities and experiences for our students
through assistantships, Field Work classes, volunteer work, and interaction with student
affairs professionals.
Personal - to promote an environment where students have the opportunity to explore
individual interests, self analyze, and develop personal strategies to manage one's own
strengths.
Program Philosophy
The Student Affairs and Higher Education program is dedicated to helping students toward
“Becoming a Complete Professional.”
We have developed the following objectives in accordance with the CAS Standards for master’slevel graduate programs for student affairs professionals.
The student affairs professional as an expert or mediator of learning
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Demonstrates knowledge of student affairs practice, including history, philosophy, ethics,
theory, applications, and assessment
Demonstrates knowledge of learning
The student affairs professional as a person
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Demonstrates multicultural competence.
Indiana State University SAHE Practicum Supervisor Handbook
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Abides by the ethical standards of ACPA and NASPA as well as standards applicable to
specific units where the students hold assistantships or practicum placements.
Uses effective communication skills.
Demonstrates professional demeanor.
The student affairs professional as a member of communities
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Understands the role of student affairs within the university community.
Builds productive relationships with peers, students, faculty, supervisors, and other
university colleagues.
Promotes collaboration and cooperation across multiple communities.
SAHE Commitment to Diversity
The faculty and students of the Student Affairs and Higher Education program believe in the
value of all voices. Recognizing the contributions of individual and group differences in areas
such as ethnicity, race, gender, sexual orientation, social class, culture, and personal experience
enhances our professional and educational environment. Explicit recognition and affirmation of
diversity in the teaching and learning process promotes our effectiveness as professionals,
educators, citizens, and full partners in our local, national, and global societies.
Faculty Contacts
Dr. Denise Collins, SAHE Program Coordinator
Assistant Professor of Educational Leadership and Women’s Studies
Phone: 812-237-2868
Email: dcollins@indstate.edu
Dr. Will Barratt
Associate Professor of Educational Leadership
Phone: 812-237-2869
Email: willbarratt@indstate.edu
Prerequisites and Eligibility Requirements of Practicum
Students wishing to begin practicum must be either concurrently enrolled in or have completed
Techniques of Interpersonal Interaction (SAHE 533) or Techniques of Counseling (COUN 533)
and must have obtained consent from the practicum coordinator.
Practicum Program Goals
The three practicum experiences in the curriculum are designed to provide students with a
breadth of supervised professional practice in a variety of settings. The first practicum is
designed to be an introduction to student affairs and higher education practice, to serve as an
opportunity for students to develop professional skills, and to serve as an opportunity for
students to understand an office or department in depth. The second practicum is designed to
have students gain experience in a different area, enhance their professional skills, and take on
increasing levels of responsibility in a work setting. The third practicum is designed for students
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Indiana State University SAHE Practicum Supervisor Handbook
to work in depth in an office or department. We encourage students to seek practicum
opportunities on different campuses.
Practicum Expectations
Student
Each practicum requires a minimum of 100 hours at the practicum site. During the fall and
spring semesters, this amounts to eight hours per week. This can be done as one 8-hour day or
can be shorter blocks of time spread over two or more days. Summer practicum requires about
10 hours per week because of the shortened term. One hour each week is to be spent in on-site
supervision.
Students are expected to attend class regularly whether on campus, held as a virtual chat, or
using some other format. Therefore, the student should plan for three hours of time in class
weekly. Class assignments and readings are expected to add another three to six hours per week
to class time.
The student is also expected to complete all class-based assignments related to the practicum
experience. This includes in-class group supervision in which students discuss their practicum
experiences. Finally, all students are expected to adhere to the ethical standards of ACPA and
NASPA.
Faculty
Supervising faculty are expected to provide the students with close supervision and evaluation of
professional practice, instruction related to practice in student affairs, and group supervision. It is
also expected that faculty will provide orientation, assistance, consultation, and professional
development opportunities to site supervisors.
Site Supervisor
It is expected that on-site supervisors will possess at least a Master’s degree in student affairs or
a related field, or possess appropriate professional experience. Also, it is expected that the
supervisor will have a minimum of two years of pertinent professional experience in the area in
which the student is completing the practicum. The site supervisor is expected to be
knowledgeable of the program’s expectations, requirements, and evaluation procedures as they
pertain to the practicum student. In addition, site supervisors are to help the student develop and
articulate appropriate learning goals for practicum, provide one hour per week of direct
supervision to the student, provide feedback to both the student and supervising faculty regarding
the student’s performance, and arrange for appropriate work space, work related resources, and
work schedule.
Information for Students with Disabilities
Any student possessing a special need for accommodation should feel free to meet with the
supervising faculty at any time during the semester. If the student has a documented disability, it
is imperative that he or she registers with Disability Support Services. The student may either
call 237-2301 or visit Gillum Hall Room 202A to begin the process.
The practicum supervisor must also be made aware of student's documented special needs should
there be any need to make appropriate accommodations.
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Indiana State University SAHE Practicum Supervisor Handbook
Practicum Policies
Attendance Policy
As practicum is both experiential and interactive, it is important that students regularly attend
both their scheduled hours at their practicum placement and class. However, it is understood that
events may occur that prevent the student from attending either class or the practicum. If this
does occur, it is imperative that the student contact the faculty supervisor, for both types of
absences, and the site supervisor, for placement absences, immediately. Students are expected to
make up practicum hours as necessary to reach the 100-hour minimum commitment.
Ethics and Confidentiality
Clear professional ethics are essential. Students will seek out and read the professional codes of
ethics for their specific work site, and should seek out and read the institutional codes of ethics
contained in handbooks, catalogs, etc.
Confidentiality is a key to free and frank discussions. Matters discussed in class which stem from
events in practicum sites will be held in confidence and not discussed outside of class. It is vital
that on-site supervisors be aware that matters stemming from work in practicum sites will be
discussed in class under the supervision of the instructor, and that these matters will be kept in
confidence.
Practicum Termination
Procedures for Termination
Although it is not expected that a practicum placement will need to terminate, it is understood
that this event may occur. For that reason, it is imperative that the initiator of the termination
(student or supervisor) keep close documentation regarding the events that transpire within the
practicum setting. By reviewing such documentation, the faculty supervisor, the student, and the
site supervisor can determine where issues arose and how they could have been or could be
resolved. The student or site supervisor should schedule a meeting with the faculty supervisor
immediately. When meeting with faculty, the student or supervisor should bring the
aforementioned documentation and be prepared to discuss the reasons that termination is
necessary. If termination is to occur, the student or supervisor must write a letter stating the
reason for termination and when termination is to occur. This letter must be given to all parties.
Requesting a Reassignment
At times, an assignment is not a good fit for the student and a reassignment to another practicum
placement is warranted. It is expected that even though a student may not like everything about a
site, he or she fulfills the commitments agreed to in the initial contract before exploring other
sites. In the event that a student does switch sites, the student must meet with the faculty
supervisor to discuss such a transition. The student must also write a letter to the current
practicum site explaining that services will be terminated.
As emerging professionals, it is expected that all practicum students will act in a professional and
competent manner. Therefore, reports of failure to fulfill obligations or responsibilities will be
taken seriously. Through the evaluation and feedback provided by both site supervisors and the
faculty supervisor, students should have a good working knowledge of whether or not they are
meeting expectations. If at any time, students suspect that their evaluations are not actually
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Indiana State University SAHE Practicum Supervisor Handbook
reflective of their work at the setting, they should meet with the faculty supervisor to discuss the
issue. If the on-site supervisor is not meeting expectations or failing to provide the student with
feedback regarding performance, the student should meet with the faculty supervisor to discuss
the issue.
Obtaining a Practicum Site
Student Responsibilities and Deadlines
Students are encouraged to find practicum sites providing a broad range of experiences and
campuses. For on-campus practicum experiences the practicum coordinator will provide
coordination to enable all students to have equal access to appropriate practicum sites. Distance
education students will make arrangements for their own practicum, in close consultation with
the practicum coordinator. The student must complete the Practicum Application and the Site
Supervisor Information form in conjunction with the site supervisor. Within these forms, the
student must provide information regarding what the responsibilities and duties will be within
the practicum placement and the site supervisor’s name and educational information. All of this
information should be submitted to the practicum coordinator at least three weeks prior to the
start of the semester.
Practicum in the summer is designed for students to acquire experience on a campus away from
ISU. Students are actively encouraged to seek experiences on other campuses and in other states
or through internships sponsored by professional associations.
Approval of a Practicum Site
Approval of a practicum site is provided in writing by the practicum coordinator or course
instructor through a signature on the Practicum Application.
Current Employment as a Practicum Placement
A student may not use his or her current employment in fulfillment of the practicum requirement.
However, a student may engage in a practicum placement in the same office/organization where
he or she is employed as long as the practicum duties are vastly different from employment
obligations. For example for a student who has an assistantship in residential life as an assistant
hall director, working in residential life in the area of budgeting might be an appropriate
practicum setting. Students are allowed to do this for only one of the three practicum placements;
the other two placements must be in an external office.
Liability Insurance
The student is not required to obtain liability insurance for the purpose of practicum. Students are
covered by the ISU policy. If students desire to obtain professional liability insurance it is readily
available from ACPA or NASPA and is relatively inexpensive.
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Indiana State University SAHE Practicum Supervisor Handbook
Supervision in Student Affairs and Higher Education
Supervision is considered vital for student development and learning. The 2003 NASPA article
by Susan R. Stock-Ward and Mary E. Javorek is recommended for everyone in student affairs
engaged in supervision. Every supervisor is encouraged to follow a developmental model when
supervising students in our practicum experiences.
Supervision is a powerful tool in fostering both personal and professional development in
supervisees. Through the supervision process, supervisees are afforded the opportunity to
incorporate organizational goals and enhance professional development. Therefore, supervision
is an essential element in training competent and productive student affairs professionals.
Stock-Ward, S. R., & Javorek, M. E. (2003). Applying theory to practice: Supervision in student
affairs. NASPA Journal, 40(3). For NASPA members this is available on-line at
http://publications.naspa.org/naspajournal/vol40/iss3/art6
Roles of the Supervisor
Coach
Coaching involves working with the supervisee to establish reasonable goals, action plans, and
timelines. As a result the supervisor delegates and provides continuous guidance and support so
that the supervisee may accomplish their action plans. This at times becomes precarious since the
supervisor may be confronted with walking a narrow line between being a supervisor and the
supervisee’s confidant.
Mentor
Due to experience, the supervisor is bound to understand both the organization and the
profession better than the supervisee. As a result the supervisor is in a unique position to provide
advice to the supervisee regarding professional concerns. Due to the experience of the supervisor
they are frequently looked upon by supervisees as a model for both direction and professional
development.
Organizational Advocate
Frequently the supervisor is the first individual to inform supervisees of new policies and
programs. Often this new information confuses and/or frustrates supervisees. Supervisors then
must clarify and support their supervisees as they attempt to understand the new information.
This tedious procedure can be quite challenging for the supervisor. However, it is their
responsibility to respond to the challenge by being authentic and tactful.
Employee/Student Advocate
Acting as a liaison between supervisees and management is a frequent expectation of
supervisors. Therefore supervisors may frequently find themselves walking a thin line between
what a supervisee needs or deserves and what management will allow. As a result it is imperative
that supervisors realize their primary role and not allow personal feelings to overly complicate
the supervisory relationship.
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Indiana State University SAHE Practicum Supervisor Handbook
Requirements of Supervisors
The supervisee will benefit most from a training and development plan which provides him or
her with ownership. Plan ownership is accomplished by collaborating with the supervisee in plan
development. It is important to remember that professional development encompasses more than
just gaining job knowledge and skills. Therefore a thorough development plan would include not
only job knowledge and skills but also knowledge about one’s strengths and weaknesses.
Even when things are going well it is important for the supervisor to check in with the
supervisee on a regular basis. Some supervisees will not feel comfortable asking for assistance
and as a result may not be reaching their full potential or completely benefiting from the
practicum experience.
By utilizing feedback provided by the supervisee’s peers the supervisor is afforded more
information on the supervisee’s strengths and weaknesses. This will allow for more constructive
feedback during times of supervision. By continuously assessing the supervisee’s performance
the supervisor will have more information to assist the supervisee in professional development
during their weekly supervision meetings.
Dimensions of the Supervisory Relationship
Trust
In order for growth to occur within the supervisee it is imperative that trust be mutually obtained.
The supervisee is often feels a sense of awe for the supervisor during the initial stages of
supervision. To adequately develop a trusting and mutually beneficial relationship based on trust,
the supervisor must provide information, be concrete in their expectations of the supervisee, and
establish a holding environment for the supervisee.
Security
In order for the supervisee to develop a sense of security, it is necessary that the supervisor be a
trusted individual who was available during a time of need. During this stage, it is not
uncommon for a supervisee to lack confidence in their skills and knowledge base. The student
may idealize their supervisor due to their lack of confidence. Due to decreased self-confidence, it
is not uncommon for a supervisee to ask numerous how to questions. To assist the supervisee in
overcoming feelings of self-doubt the supervisor should provide support, empathy, and
instructive critiques. By helping the supervisee anticipate issues or concerns, organize their
action plans, and plan necessary strategies the supervisor can assist the supervisee in developing
greater professional confidence.
Creativity and Constraint
Once trust and security have been established the supervisee feels free to release the creative
process needed to explore feelings and conflicts actively and with optimism. However, if trust
and security are not established then the supervisee will feel constrained. During this stage the
supervisee may over or underestimate their capabilities. They may also still remain dependent on
the supervisor and return to supervision in crisis. Through tolerance, patience, acceptance, and
stability the supervisor can assist the supervisee in developing a more consistent professional
identity.
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Indiana State University SAHE Practicum Supervisor Handbook
Imitation and Integration
By building on the trust and security developed in the supervisory relationship the supervisee is
able to move beyond they stage of imitating the supervisor to integration of their own ideas. This
leads the supervisee to feel exuberant and confident in their ability to form their own
professional identity. The supervisor needs to resist being overly involved and controlling of the
supervisee at this point. Instead supervision should begin to take a more consultative and
intellectually challenging prospective.
Dependence and Growth
Continuing to build on the trust and security that has developed in the supervisory relationship,
the supervisee will feel free to utilize the supervisor as a resource and grow more professionally
and personally. Power struggles may develop between the supervisor and supervisee as the
supervisee begins to assert professional judgment and competencies. The supervisee may begin
to engage in more selective sharing of supervision issues and question the knowledge of the
supervisor. More peer and collegial consultation may take place. To assist with the process, the
supervisor must accept the supervisee’s newfound autonomy and freedom by being supportive
and affirming competencies. Although it may be difficult, it is a necessity that the supervisor
remains non-defensive.
Questions and Issues for Supervision
The following is a list of questions and issues the supervisor should consider when providing
supervision.
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What does the supervisee want from supervision?
What is the supervisee's preferred learning style?
What personality strength and challenges does the supervisee bring to the relationship?
How does the supervisee work best?
What has worked for the supervisee in previous supervision sessions?
What is the supervisor’s supervision style?
What can the supervisee expect from the supervisor?
What is important to the supervisor in supervision?
What is the supervisor’s policy regarding meeting with a supervisee?
What is the supervisee’s experience level?
What are the supervisor and supervisee’s expectations regarding the supervisee’s
experience?
Why did the supervisee pursue their current career choice?
How will this experience assist the supervisee in achieving future career plans?
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Indiana State University SAHE Practicum Supervisor Handbook
Models of Supervision
Integrated Development Model (IDM)
Originally developed by Stoltenberg and Delworth the model has four levels of development
with the supervisee progressing across three structures that encompass eight domains. When the
supervisee is faced with a new or ambiguous task, they may temporarily lapse into a lower level
of development which offers more comfort and familiar territory.
Level One
This is the beginning level professional. They tend to focus on how to perform skills and when
those skills should be utilized. They possess a high degree of motivation but are often anxious
and self-doubting with regard to capabilities. Finally they appear very dependent on the
supervisor and take very few professional chances.
The primary role of the supervisor is one of instructor. The supervisor must focus on the
supervisee as a budding technician and therefore adopt and educational approach to supervision.
This may include teaching necessary skills and ethics. Modeling is a key component to effective
skill acquisition. As the supervisor models necessary skills, they must also observe and monitor
the supervisee’s ability to incorporate the skills.
Level Two
This is the more advanced professional. The focus of the supervisee is on the client’s served. As
a result, the supervisee may over identify or become overly involved with the client. The
supervisee’s motivation may vacillate during this stage as they begin to struggle with accepting
all aspects of supervision. A struggle also ensues regarding the supervisee’s autonomy. The
supervisor’s role during this level is that of facilitator. It is imperative to focus on the supervisee
as a person and facilitate self-awareness and growth.
By adopting a process approach and utilizing a supportive atmosphere, the supervisor can
confront the supervisee’s behavior and assist them in exploring feelings and personal issues
related to professional endeavors. Throughout the process, the supervisor must highlight the
supervisee’s strengths and assist them in building confidence.
Level Three
This is the experienced professional. The supervisee is able to focus on both themselves and the
client. Mutual influences and impacts are able to be noticed in the self-client relationship. The
supervisee feels competent in their knowledge and skills. Motivation increases as the
professional seeks to form a more concrete professional identity based on more collegial
relationships. Independence is high in the supervisee but they are willing to seek consultation
when needed. These individuals are also aware of their strengths and limitations as they pertain
to their chosen profession. The supervisor acts as a consultation to the supervisee. They assist in
maintaining client focus and should adopt an exploratory approach when interacting with the
supervisee.
The goal of supervision is skill refinement which can be achieved through brainstorming
alternative approaches and fostering decision making. The supervisor may also assist in
addressing the professional needs of the supervisee.
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Indiana State University SAHE Practicum Supervisor Handbook
Level Four
This is the master professional. This individual is a fully functioning professional who is able to
integrate all their knowledge and skills into practice. This is a rare level that few professionals
reach. Supervision would take the form of consultation and reflection only.
Discrimination Model
This model was developed by Bernard to be an eclectic model that allows supervisors to tailor
their responses to the individualized needs of their supervisees. At any time during the
supervisory relationship, the supervisor could be working across any of the three foci or roles
resulting in a total of 9 different supervisory combinations.
Three Foci of Supervision
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Intervention - focus is on what the supervisee is doing with regard to their work. This should
be observable behaviors.
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Conceptualization - focus is on how the supervisee understands what is occurring in their
work environment.
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Personalization - focus is on how the supervisee interfaces a personal style with job duties
while keeping the work environment uncontaminated by personal issues.
Three Roles of the Supervisor
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Teacher - The supervisor assumes responsibility for determining what the supervisee needs
to learn in order to become more competent.
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Counselor - The supervisor addresses the interpersonal and intrapersonal realities of the
supervisee and therefore asks the supervisee to reflect on the meaning of an experience.
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Consultant - The supervisor assumes the resource role and invites the supervisee to share in
their learning.
Adaptive Counseling and Therapy (ACT)
Developed by Howard, Nance, and Myers, this theory of supervision contends that there must be
a match between the interventions of supervision and the needs of the supervisee. The
supervisee’s readiness for supervision must be assessed by determining their willingness or
motivation towards supervision, their ability or competence level, and their degree of selfconfidence. The supervisor then takes one of four supervisory styles.
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Style A- this is the telling style which is hallmarked by high direction and low support. This is
useful for new professionals who need to learn and practice their skills. The supervisor
provides all direction.
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Style B- this is the teaching style hallmarked by high direction and high support. The
supervisee is given direction but also provided with support in trying new things or
modifying directions.
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Style C- this is the supporting style hallmarked by low direction and high support. The
supervisor gives helpful hints but the supervisee is in charge of direction. The focus of
supervision shifts from what one is doing to how one is engaging in professional activities.
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Indiana State University SAHE Practicum Supervisor Handbook
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Style D- this is the fostering of autonomy which is hallmarked by low direction and low
support. The supervisor is an observer and the supervisee is in charge of what is discussed in
supervision. This is usually the end stage of the supervisory relationship.
Importance of Decision Making
A great deal of supervision involves assisting supervisee’s in making appropriate professional
decisions. Whether these decisions are of an ethical nature or surround professional
competencies, it is useful for the practicing professional to have a model from which to work
when making such decisions. Utilizing such a model can assist the supervisee in making better
professional decisions rather than responding in an emotionally fueled manner.
Decision Making Model
Recognizing the Problem
At this stage it is necessary to determine whether or not an issue actually exists. The individual
may experience some uncertainty on how to proceed or respond with regard to the issue.
Identification of what is getting in the way may be difficult. When this occurs, it is important for
the individual to consult.
Defining the Problem
During this phase of the model the individual must determine what the conflict is, who is
involved, whether relevant standards exist for resolution, what personal characteristics the
individual possesses that may influence their decision, how other parties define the problem, and
what personal characteristics the consultant brings to the process. The individual must also
determine if there are other factors contributing to their discomfort surrounding the problem at
hand, what their feelings are about the problem, what they are most concerned about, how others
feel about the problem, and how the consultant’s personal characteristics may affect them.
Developing Solutions
A cost benefit analysis must be conducted to ascertain that the most feasible solutions are
developed. It is also important that values are prioritized so that solutions are developed that are
not in conflict with personal or professional values. Assessing reactions to the various solutions
is a useful tool in determining the most befitting solution.
Choose a Solution
The chosen solution should possess the most rational fit to solving the problem at hand. In
determining which solution to use, it is useful to determine whether the solution meets
everyone’s needs and whether the individual will be comfortable with the effects of the solution.
Reviewing the Process
During this phase the individual should determine whether the solution is universalizable and
whether it would stand up to peer review. In doing this it is important to assess how power is
being utilized, whether other’s perspectives have been taken into account, whether the decision
feels right to the individual, whether time has been given for reservations to arise, and whether
the means necessary for carrying out the solution fit the individual’s style.
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Implementing/Evaluating the Decision
During this phase the decision is carried out. Consequences are observed and the decision is
reassessed. In reassessing the decision the individual should look at whether the decision was the
best they could do and whether the outcome continues to feel right.
Continued Reflection
Here the goal is to reflect on what was learned from the situation and what would be done
differently should the situation arise in the future. An important part of this phase is determining
whether one has changed as a result of the process and how the experience may affect the
individual in the future.
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Practicum Forms
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Indiana State University SAHE Practicum Supervisor Handbook
Student Affairs Practicum Application
Student Affairs and Higher Education
Indiana State University
All Student Affairs students must complete and submit this form at least three weeks before beginning
practicum placement.
Name:
Address:
ISU ID Number:
Phone:
Practicum #: _______________
Semester/Term: ____________
Year: ______________
Indicate the semester you took, or are taking, the prerequisite class SAHE 533 or COUN 533, or their
equivalent for transfer to ISU. Semester:
Year:
Practicum Site Information
In addition to the information below have your site supervisor complete the Site Supervisor Information
Form and return it with this application to the Practicum Coordinator.
Site Name:
Site Supervisor:
General description of the work, project, or program:
Weekly work schedule, including the weekly supervision hour:
Students are expected to participate eight hours (one work day) each week in the practicum site.
The student will follow the ethical guidelines of the American College Personnel Association and the National
Association of Student Personnel Administrators. Work-related information will be discussed in classes and will be
treated as confidential. Any conflicts between the student and the supervisor which cannot be resolved will be
referred to the course instructor.
I agree to the terms of this preliminary agreement. Further details about the practicum will be discussed at the
beginning of the term and may be renegotiated at any time during the practicum by agreement of the site supervisor,
practicum student, and instructor.
__________________
Signed:
Site Supervisor
__________________
Student
________________________
Practicum Coordinator
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Site Supervisor Information
Student Affairs and Higher Education
Indiana State University
The purpose of this form is to gather a better understanding of the experiences of on-site supervisors. This
information is also intended to assist in keeping communication fluid between university faculty and the
practicum site. In addition, this serves as an audit of the practicum site supervisor’s qualifications for
SAHE departmental assessment. Thank you for all of your assistance.
Name:
Title:
Name of Organization:
Address:
Work Phone:
E-Mail:
Best means by which to reach you:
Best time to reach you:
Degrees
Bachelor's Degree:
Year:
Master's Degree:
Year:
Doctoral Degree:
Year:
Major:
University:
Major:
University:
Major:
University:
Professional Student Affairs and Higher Education Experience
From:
To:
Campus:
Position and Brief Description:
From:
To:
Campus:
Position and Brief Description:
From:
To:
Campus:
Position and Brief Description:
Please read and sign below: I have been made aware of Indiana State University’s Student Affairs
Program’s expectations, requirements, and procedures as they pertain to site supervisors.
____________________________________________
_______________
Signature
Date
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Site Supervision Agreement
Practicum in Student Affairs and Higher Education
Indiana State University
Each on-site supervisor is responsible for providing on-site orientation, direction and
supervision, making sure that hours are completed according to the agreement. The supervisor
also needs to make sure that necessary resources are made available to the student.
Regular supervisory meetings should be scheduled weekly in addition to meetings directly
involving the practicum project(s). It is a good practice to work out specifically the student's
learning goals and objectives, the supervision goals and objectives, the supervision schedule,
what work performance (specific or overall) will be reviewed on what schedule.
I agree to provide the following as a Practicum Supervisor
 I will provide weekly supervision meetings with the practicum student of no less than one
hour weekly in order to enhance and support student learning.
 I will provide an orientation to the practicum setting and to the organizational
environment.
 I will provide the student with appropriate work space.
 I will develop, with the student, projects for the practicum experience.
 I will provide specific duties for the practicum student each day.
 I will provide a written evaluation of the student's performance at the end of the semester.
 I will provide information and resources as appropriate to help the student complete the
practicum experience.
 I will make suggestions for reading related to the practicum area when appropriate.
 I will encourage the student to be ethical at all times.
With the student, I will create:
 A statement of the student's learning goals and objectives to be accomplished through the
practicum experience.
 A list specific activities to be engaged in to meet the goals and objectives.
 A work schedule including days, times, and special dates/events.
 A statement of supervision goals and objectives.
 A statement on professional ethics and confidentiality for the student.
Practicum Supervisor:______________________________
Student:_____________________
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Indiana State University SAHE Practicum Supervisor Handbook
Indiana State University
Department of Educational Leadership, Administration, and Foundations
SAHE 634 – Practicum in Student Affairs & Higher Education
Learning Contract
Note: This is to be completed during the class, in consultation with the faculty instructor.
Name
Practicum Site
Using your skills analysis as a guide, develop five learning goals for the semester. Make them
SMART – Specific, Measurable, Action-Oriented, Realistic, and Timely. For each one, include
an outcome measure and a list of action-steps or objectives with timelines for completion.
STUDENT GOALS AND LEARNING OUTCOMES
1. Goal:
Outcome Measure:
Action Steps:
2. Goal:
Outcome Measure:
Action Steps:
3. Goal:
Outcome Measure:
Action Steps:
4. Goal:
Outcome Measure:
Action Steps:
5. Goal:
Outcome Measure:
Action Steps:
Discuss these with your site supervisor and sign below to indicate agreement with the goals.
__________________________________________Student Signature
______Date
__________________________________________Supervisor Signature ______Date
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Learning Contract Examples
Example I. This goal addresses the skill areas of applying student development theory and
conducting fair and effective discipline of student misconduct.
Goal: To use Kohlberg’s theory of moral development to implement an effective intervention in
a conduct hearing.
Outcome Measure: During a follow-up meeting with my supervisor, she or he will evaluate my
performance.
Action Steps:
a. Review Kohlberg’s theory. January 26.
b. Read an incident report, gathering evidence of Kohlberg level and stage from description.
January 30.
c. Prepare alternative responses to student, based on different stages possible. January 30.
d. Meet with student. February 6.
1. Listen to student’s presentation of the incident.
2. Decide which stage is most evident from discussion with student.
3. Respond to student in a stage-matching manner.
4. Challenge the student to consider a view that is one stage higher (plus-one).
e. Meet with supervisor. February 13.
1. Discuss the student hearing.
2. Disclose my action and sanction.
3. Receive feedback on appropriateness of these.
f. Report my learning through the weekly reflective journal. February 14.
Example II. This goal addresses the skill areas of designing and implementing a
paraprofessional training program and articulating the concerns of other campus populations to
students.
Goal: To develop and implement a training program for resident assistants on GLBTQ issues.
Outcome Measures: Evaluation survey completed at the end of the program.
Action Steps:
a. Gather information on GLBTQ issues:
1. Collect printed information from campus and web sources (e.g. Counseling
Center, www.glbt.org) January 19.
2. Meet with students and/or advisor of LGBTQ Alliance at ISU to determine what
issues are most salient for ISU students and to invite a representative to
participate in the training program. January 26.
b. Schedule presentation, reserve room, notify participants. January 26.
c. Develop outline for presentation. January 30.
d. Develop activities and handouts for presentation. February 3.
e. Develop evaluation survey for presentation. February 3.
f. Present program. February 17.
g. Compile evaluations. February 20.
h. Report evaluation results and my learning through the weekly reflective journal. February 20.
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Indiana State University SAHE Practicum Supervisor Handbook
Professional Ethical Statements
ACPA Guidelines
Preamble
The American College Personnel Association (ACPA) is an association whose members
are dedicated to enhancing the worth, dignity, potential, and uniqueness of each individual within
post-secondary educational institutions and thus to the service of society. ACPA members are
committed to contributing to the comprehensive education of the student, protecting human
rights, advancing knowledge of student growth and development, and promoting the
effectiveness of institutional programs, services, and organizational units. As a means of
supporting these commitments, members of ACPA subscribe to the following principles and
standards of ethical conduct. Acceptance of membership in ACPA signifies that the member
agrees to adhere to the provisions of this statement.
This statement is designed to address issues particularly relevant to college student affairs
practice. Persons charged with duties in various functional areas of higher education are also
encouraged to consult ethical standards specific to their professional responsibilities.
Use of this Statement
The principal purpose of this statement is to assist student affairs professionals in
regulating their own behavior by sensitizing them to potential ethical problems and by providing
standards useful in daily practice. Observance of ethical behavior also benefits fellow
professionals and students due to the effect of modeling. Self-regulation is the most effective and
preferred means of assuring ethical behavior. If, however, a professional observes conduct by a
fellow professional that seems contrary to the provisions of this document, several courses of
action are available.
-Initiate a private conference. Because unethical conduct often is due to a lack of
awareness or understanding ethical standards, a private conference with the professional(s) about
the conduct in question is an important initial line of action. This conference, if pursued in a
spirit of collegiality and sincerity, often may resolve the ethical concern and promote future
ethical conduct.
-Pursue institutional remedies. If Private consultation does not produce the desired
results, institutional channels for resolving alleged ethical improprieties may be pursued. All
student affairs divisions should have a widely-publicized process for addressing allegations of
ethical misconduct.
-Contact ACPA Ethics Committee. If the ACPA member is unsure about whether a
particular activity or practice falls under the provisions of this statement, the Ethics Committee
may be contacted in writing. The member should describe in reasonable detail (omitting data that
would identify the person(s) as much as possible) the potentially unethical conduct or practices
and the circumstances surrounding the situation. Members of the Committee or others in the
Association will provide the member with a summary of opinions regarding the ethical
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appropriateness of the conduct or practice in question. Because these opinions are based on
limited information, no specific situation or action will be judged unethical. The responses
rendered by the Committee are advisory only and are not an official statement on behalf of
ACPA.
-Request consultation from ACPA Ethics Committee. If the institution wants further
assistance in resolving the controversy, an institutional representative may request on-campus
consultation. Provided all parties to the controversy agree, a team of consultants selected by the
Ethics Committee will visit the campus at the institution's expense to hear the allegations and to
review the facts and circumstances. The team will advise institutional leadership on possible
actions consistent with both the content and spirit of the ACPA Statement of Ethical Principles
and Standards. Compliance with the recommendations is voluntary. No sanctions will be
imposed by ACPA. Institutional leaders remain responsible for assuring ethical conduct and
practice. The consultation team will maintain confidentiality surrounding the process to the
extent possible.
-Submit complaint to ACPA Ethics Committee. If the alleged misconduct may be a
violation of the ACPA Statement of Ethical Principles and Standards, the person charged is
unavailable or produces unsatisfactory results, then proceedings against the individual(s) may be
brought to the ACPA Ethics Committee for review. Details regarding the procedures may be
obtained by contacting the Executive Director at ACPA Headquarters.
Ethical Principles
No statement of ethical standards can anticipate all situations that have ethical
implications. When student affairs professionals are presented with dilemmas that are not
explicitly addressed herein, five ethical principles may be used in conjunction with the four
enumerated standards (Professional Responsibility and Competence. Student Learning and
Development. Responsibility to the Institution. Responsibility to Society) to assist in making
decisions and determining appropriate courses of action.
Ethical principles should guide the behaviors of professionals in everyday practice.
Principles, however, are not just guidelines for reaction when something goes wrong or when a
complaint is raised. Adhering to ethical principles also calls for action. These principles include
the following:
-Act to benefit others. Service to humanity is the basic tenet underlying student affairs
practice. Hence, student affairs professionals exist to: [a] promote healthy social, physical,
academic, moral, cognitive, career, and personality development of students; [b] bring a
developmental perspective to the institution's total educational process and learning
environment; [c] contribute to the effective functioning of the institution; and [d] provide
programs and services consistent with this principle.
-Promote justice. Student affairs professionals are committed to assuring fundamental
fairness for all individuals within the academic community. In pursuit of this goal, the principles
of impartiality, equity, and reciprocity (treating others as one would desire to be treated) are
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basic. When there are greater needs than resources available or when the interests of
constituencies conflict, justice requires honest consideration of all claims and requests and
equitable (not necessarily equal) distribution of goods and services. A crucial aspect of
promoting justice is demonstrating an appreciation for human differences and opposing
intolerance and bigotry concerning these differences. Important human differences include, but
are not limited to, characteristics such as age, culture, ethnicity, gender, disabling condition, race,
religion, or sexual/affectional orientation.
-Respect autonomy. Student affairs professionals respect and promote individual
autonomy and privacy. Students' freedom of choice and action are not restricted unless their
actions significantly interfere with the welfare of others or the accomplishment of the
institution's mission.
-Be faithful. Student affairs professionals are truthful, honor agreements, and are
trustworthy in the performance of their duties.
-Do no harm. Student affairs professionals do not engage in activities that cause either
physical or psychological damage to others. In addition to their personal actions, student affairs
professionals are especially vigilant to assure that the institutional policies do not: [a] hinder
students’ opportunities to benefit from the learning experiences available in the environment; [b]
threaten individuals' self-worth, dignity, or safety; or [c] discriminate unjustly or illegally.
Ethical Standards
Four ethical standards related to primary constituencies with whom student affairs
professionals work--fellow professionals, students, educational institutions, and society--are
specified.
1. Professional Responsibility and Competence. Student affairs professionals are
responsible for promoting students' learning and development, enhancing the
understanding of student life, and advancing the profession and its ideals. They possess
the knowledge, skills, emotional stability, and maturity to discharge responsibilities as
administrators, advisors, consultants, counselors, programmers, researchers, and teachers.
High levels of professional competence are expected in the performance of their duties
and responsibilities. They ultimately are responsible for the consequences of their actions
or inaction.
As ACPA members, student affairs professionals will:
1.1
1.2
1.3
Adopt a professional lifestyle characterized by use of sound theoretical principles
and a personal value system congruent with the basic tenets of the profession.
Contribute to the development of the profession (e.g. recruiting students to the
profession, serving professional organizations, educating new professionals,
improving professional practices, and conducting and reporting research).
Maintain and enhance professional effectiveness by improving skills and
acquiring new knowledge.
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1.4
1.5
1.6
1.7
1.8
1.9
1.10
1.11
1.12
1.13
1.14
1.15
1.16
1.17
1.18
1.19
1.20
Monitor their personal and professional functioning and effectiveness and seek
assistance from appropriate professionals as needed.
Represent their professional credentials, competencies, and limitations accurately
and correct any misrepresentations of these qualifications by others.
Establish fees for professional services after consideration of the ability of the
recipient to pay. They will provide some services, including professional
development activities for colleagues, for little or no remuneration.
Refrain from attitudes or actions that impinge on colleagues' dignity, moral code,
privacy, worth, professional functioning, and/or personal growth.
Abstain from sexual harassment.
Abstain from sexual intimacies with colleagues or with staff for whom they have
supervisory, evaluative, or instructional responsibility.
Refrain from using their positions to seek unjustified personal gains, sexual
favors, unfair advantages, or unearned goods and services not normally accorded
those in such positions.
Inform students of the nature and/or limits of confidentiality. They will share
information about the students only in accordance with institutional policies and
applicable laws, when given their permission, or when required to prevent
personal harm to themselves or others.
Use records and electronically stored information only to accomplish legitimate,
institutional purposes and to benefit students.
Define job responsibilities, decision-making procedures, mutual expectations,
accountability procedures, and evaluation criteria with subordinates and
supervisors.
Acknowledge contributions by others to program development, program
implementation, evaluations, and reports.
Assure that participation by staff in planned activities that emphasize selfdisclosure or other relatively intimate or personal involvement is voluntary and
that the leader(s) of such activities do not have administrative, supervisory, or
evaluative authority over participants.
Adhere to professional practices in securing positions: [a] represent education and
experiences accurately; [b] respond to offers promptly; [c] accept only those
positions they intend to assume; [d] advise current employer and all institutions at
which applications are pending immediately when they sign a contract; and [e]
inform their employers at least thirty days before leaving a position.
Gain approval of research plans involving human subjects from the institutional
committee with oversight responsibility prior to initiation of the study. In the
absence of such a committee, they will seek to create procedures to protect the
rights and assure the safety of research participants.
Conduct and report research studies accurately. They will not engage in
fraudulent research nor will they distort or misrepresent their data or deliberately
bias their results.
Cite previous works on a topic when writing or when speaking to professional
audiences.
Acknowledge major contributions to research projects and professional writings
through joint authorships with the principal contributor listed first. They will
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1.21
1.22
1.23
1.24
1.25
acknowledge minor technical or professional contributions in notes or
introductory statements.
Not demand co-authorship of publications when their involvement was ancillary
or unduly pressure others for joint authorship.
Share original research data with qualified others upon request.
Communicate the results of any research judged to be of value to other
professionals and not withhold results reflecting unfavorably on specific
institutions, programs, services, or prevailing opinion.
Submit manuscripts for consideration to only one journal at a time. They will not
seek to publish previously published or accepted-for-publication materials in
other media or publications without first informing all editors and/or publishers
concerned. They will make appropriate references in the text and receive
permission to use if copyrights are involved.
Support professional preparation program efforts by providing assistantships,
practica, field placements, and consultation to students and faculty.
As ACPA members, preparation program faculty will:
1.26
1.27
1.28
1.29
1.30
1.31
Inform prospective graduate students of program expectations, predominant
theoretical orientations, skills needed for successful completion, and employment
of recent graduates.
Assure that required experiences involving self-disclosure are communicated to
prospective graduate students. When the program offers experiences that
emphasize self-disclosure or other relatively intimate or personal involvement
(e.g., group or individual counseling or growth groups), professionals must not
have current or anticipated administrative, supervisory, or evaluative authority
over participants.
Provide graduate students with a broad knowledge base consisting of theory,
research, and practice.
Inform graduate students of the ethical responsibilities and standards of the
profession.
Assess all relevant competencies and interpersonal functioning of students
throughout the program, communicate these assessments to students, and take
appropriate corrective actions including dismissal when warranted.
Assure that field supervisors are qualified to provide supervision to graduate
students and are informed of their ethical responsibilities in this role.
2. Student Learning and Development. Student development is an essential purpose of
higher education, and the pursuit of this aim is a major responsibility of student affairs.
Development is complex and includes cognitive, physical, moral, social, career, spiritual,
personality, and educational dimensions. Professionals must be sensitive to the variety of
backgrounds, cultures, and personal characteristics evident in the student population and
use appropriate theoretical perspectives to identify learning opportunities and to reduce
barriers that inhibit development.
As ACPA members, student affairs professionals will:
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2.1
2.2
2.3
2.4
2.5
2.6
2.7
2.8
2.9
Treat students as individuals who possess dignity, worth, and the ability to be
self-directed.
Avoid dual relationships with students (e.g., counselor/employer, supervisor/best
friend, or faculty/sexual partner) that may involve incompatible roles and
conflicting responsibilities.
Abstain from sexual harassment.
Abstain from sexual intimacies with clients or with students for whom they have
supervisory, evaluative, or instructional responsibility.
Inform students of the conditions under which they may receive assistance and the
limits of confidentiality when the counseling relationship is initiated.
Avoid entering or continuing helping relationships if benefits to students are
unlikely. They will refer students to appropriate specialists and recognize that if
the referral is declined, they are not obligated to continue the relationship.
Inform students about the purpose of assessment and make explicit the planned
use of results prior to assessment.
Provide appropriate information to students prior to and following the use of any
assessment procedure to place results in proper perspective with other relevant
factors (e.g., socioeconomic, ethnic, cultural, and gender related experiences).
Confront students regarding issues, attitudes, and behaviors that have ethical
implications.
3. Responsibility to the Institution. Institutions of higher education provide the context for
student affairs practice. Institutional mission, policies, organizational structure, and
culture, combined with individual judgment and professional standards, define and
delimit the nature and extent of practice. Student affairs professionals share responsibility
with other members of the academic community for fulfilling the institutional mission.
Responsibility to promote the development of individual students and to support the
institution's policies and interests require that professionals balance competing demands.
As ACPA members, student affairs professionals will:
3.1
3.2
3.3.
3.4
3.5
3.6
3.7
Contribute to their institution by supporting its mission, goals, and policies.
Seek resolution when they and their institution encounter substantial
disagreements concerning professional or personal values. Resolution may require
sustained efforts to modify institutional policies and practices or result in
voluntary termination of employment.
Recognize that conflicts among students, colleagues, or the institution should be
resolved without diminishing appropriate obligations to any party involved.
Assure that information provided about the institution is factual and accurate.
Inform appropriate officials of conditions that may be disruptive or damaging to
their institution.
Inform supervisors of conditions or practices that may restrict institutional or
professional effectiveness.
Recognize their fiduciary responsibility to the institution. They will assure that
funds for which they have oversight are expended following established
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3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16.
procedures and in ways that optimize value, are accounted for properly, and
contribute to the accomplishment of the institution's mission. They also will
assure equipment, facilities, personnel, and other resources are used to promote
the welfare of the institution and students.
Restrict their private interests, obligations, and transactions in ways to minimize
conflicts of interest or the appearance of conflicts of interest. They will identify
their personal views and actions as private citizens from those expressed or
undertaken as institutional representatives.
Collaborate and share professional expertise with members of the academic
community.
Evaluate programs, services, and organizational structure regularly and
systematically to assure conformity to published standards and guidelines.
Evaluations should be conducted using rigorous evaluation methods and
principles, and the results should be made available to appropriate institutional
personnel.
Evaluate job performance of subordinates regularly and recommend appropriate
actions to enhance professional development and improve performance.
Provide fair and honest assessments of colleagues' job performance.
Seek evaluations of their job performance and/or services they provide.
Provide training to student affairs search and screening committee members who
are unfamiliar with the profession.
Disseminate information that accurately describes the responsibilities of position
vacancies, required qualifications, and the institution.
Follow a published interview and selection process that periodically notifies
applicants of their status.
4. Responsibility to Society. Student affairs professionals, both as citizens and practitioners,
have a responsibility to contribute to the improvement of the communities in which they
live and work. They respect individuality and recognize that worth is not diminished by
characteristics such as age, culture, ethnicity, gender, disabling condition, race, religion,
or sexual/affectional orientation. Student affairs professionals work to protect human
rights and promote an appreciation of human diversity in higher education.
As ACPA members, student affairs professionals will:
4.1
4.2
4.3
4.4
Assist students in becoming productive and responsible citizens.
Demonstrate concern for the welfare of all students and work for constructive
change on behalf of students.
Not discriminate on the basis of age, culture, ethnicity, gender, disabling
condition, race, religion, or sexual/affectional orientation. They will work to
modify discriminatory practices.
Demonstrate regard for social codes and moral expectations of the communities in
which they live and work. They will recognize that violations of accepted moral
and legal standards may involve their clients, students, or colleagues in damaging
personal conflicts and may impugn the integrity of the profession, their own
reputations, and that of the employing institution.
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4.5
Report to the appropriate authority any condition that is likely to harm their
clients and/or others.
NASPA Guidelines
Professional Services
Members of NASPA fulfill the responsibilities of their position by supporting the
educational interests, rights, and welfare of students in accordance with the mission of the
employing institution.
Agreement with Institutional Mission and Goals
Members who accept employment with an educational institution subscribe to the
general mission and goals of the institution.
Management of Institutional Resources
Members seek to advance the welfare of the employing institution through
accountability for the proper use of institutional funds, personnel, equipment, and other
resources. Members inform appropriate officials of conditions which may be potentially
disruptive or damaging to the institution's mission, personnel, and property.
Employment Relationship
Members honor employment relationships. Members do not commence new
duties or obligations at another institution under a new contractual agreement until
termination of an existing contract, unless otherwise agreed to by the member and the
member's current and new supervisors. Members adhere to professional practices in
securing positions and employment relationships.
Conflict of Interest
Members recognize their obligation to the employing institution and seek to avoid
private interests, obligations, and transactions which are in conflict of interest or give the
appearance of impropriety. Members clearly distinguish between statements and actions
which represent their own personal views and those which represent their employing
institution when important to do so.
Legal Authority
Members respect and acknowledge all lawful authority. Members refrain from
conduct involving dishonesty, fraud, deceit, and misrepresentation or unlawful
discrimination. NASPA recognizes that legal issues are often ambiguous, and members
should seek the advice of counsel as appropriate. Members demonstrate concern for the
legal, social codes and moral expectations of the communities in which they live and
work even when the dictates of one's conscience may require behavior as a private citizen
which is not in keeping with these codes/expectations.
Equal Consideration and Treatment of Others
Members execute professional responsibilities with fairness and impartiality and
show equal consideration to individuals regardless of status or position. Members respect
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individuality and promote an appreciation of human diversity in higher education. In
keeping with the mission of their respective institution and remaining cognizant of
federal, state, and local laws, they do not discriminate on the basis of race, religion,
creed, gender, age, national origin, sexual orientation, or physical disability. Members do
not engage in or tolerate harassment in any form and should exercise professional
judgment in entering into intimate relationships with those for whom they have any
supervisory, evaluative, or instructional responsibility.
Student Behavior
Members demonstrate and promote responsible behavior and support actions that
enhance personal growth and development of students. Members foster conditions
designed to ensure a student's acceptance of responsibility for his/her own behavior.
Members inform and educate students as to sanctions or constraints on student behavior
which may result from violations of law or institutional policies.
Integrity of Information and Research
Members ensure that all information conveyed to others is accurate and in
appropriate context. In their research and publications, members conduct and report
research studies to assure accurate interpretation of findings, and they adhere to accepted
professional standards of academic integrity.
Confidentiality
Members ensure that confidentiality is maintained with respect to all privileged
communications and to educational and professional records considered confidential.
They inform all parties of the nature and/or limits of confidentiality. Members share
information only in accordance with institutional policies and relevant statutes when
given the informed consent or when required to prevent personal harm to themselves or
others.
Research Involving Human Subjects
Members are aware of and take responsibility for all pertinent ethical principles
and institutional requirements when planning any research activity dealing with human
subjects. (See Ethical Principles in the Conduct of Research with Human Participants,
Washington, D.C.: American Psychological Association, 1982.)
Representation of Professional Competence
Members at all times represent accurately their professional credentials,
competencies, and limitations and act to correct any misrepresentations of these
qualifications by others. Members make proper referrals to appropriate professionals
when the member's professional competence does not meet the task or issue in question.
Selection and Promotion Practices
Members support nondiscriminatory, fair employment practices by appropriately
publicizing staff vacancies, selection criteria, deadlines, and promotion criteria in
accordance with the spirit and intent of equal opportunity policies and established legal
guidelines and institutional policies.
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References
Members, when serving as a reference, provide accurate and complete
information about candidates, including both relevant strengths and limitations of a
professional and personal nature.
Job Definitions and Performance Evaluation
Members clearly define with subordinates and supervisors job responsibilities and
decision-making procedures, mutual expectations, accountability procedures, and
evaluation criteria.
Campus Community
Members promote a sense of community among all areas of the campus by
working cooperatively with students, faculty, staff, and others outside the institution to
address the common goals of student learning and development. Members foster a
climate of collegiality and mutual respect in their work relationships.
Professional Development
Members have an obligation to continue personal professional growth and to
contribute to the development of the profession by enhancing personal knowledge and
skills, sharing ideas and information, improving professional practices, conducting and
reporting research, and participating in association activities. Members promote and
facilitate the professional growth of staff and they emphasize ethical standards in
professional preparation and development programs.
Assessment
Members regularly and systematically assess organizational structures, programs,
and services to determine whether the developmental goals and needs of students are
being met and to assure conformity to published standards and guidelines such as those of
the Council for the Advancement of Standards for Student Services/Development
Programs (CAS). Members collect data which include responses from students and other
significant constituencies and make assessment results available to appropriate
institutional officials for the purpose of revising and improving program goals and
implementation.
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