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Georgia Southern University

College of Education

Syllabus

EDLD 8735: Higher Education Practicum


Ralphel Smith, Ph.D.

ralphelsmith@georgiasouthern.edu

Fall 2017

8/3/13
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COURSE TITLE / DESCRIPTION

Description: Participants complete a supervised field experience under the direction of a


practicing higher education administrator or supervisor.
RATIONALE
The internship provides the student with the opportunity to gain experience relating to career
goals in an office or program within a higher education setting. The integration of academic
coursework and experiential learning helps prepare students through practical application of
theory, research, and concepts. It also aids the student in his or her career development.
Conceptual Framework for Practicum and Portfolio Outcomes:

1. Commitment to the Knowledge and Dispositions of the Profession. Candidate uses his/her
knowledge of higher education administration during the practicum experience and to
produce a Portfolio that encompasses the knowledge, skills and dispositions needed by
current and future higher education administrators.

2. Commitment to Diversity. During the practicum experience candidates will reflect upon
diversity issues and the Portfolio must address concepts of diversity, which are addressed
during program (course and practicum) participation. All courses incorporate diversity as
a program component.

3. Commitment to Technology. The candidate must present elements of the Practicum and
Portfolio in electronic format and must give evidence that various technologies were used
in compiling the Portfolio.

4. Commitment to the Practice of Continuous Reflection and Assessment. Completion of the


Practicum and Portfolio offers the candidate an opportunity to assess and to reflect upon
the experiences of the candidate during program participation.

Higher Education Standards addressed:

1. Candidates who complete the program are competent and knowledgeable educational leaders who
can define and demonstrate the theoretical and practical foundational basis of informed, ethical
leadership behavior in diverse and complex post-secondary institutions.

2. Candidates who complete the program are competent and knowledgeable educational leaders who
facilitate positive and effective instructional programs incorporating the rights and varied needs of all
students in diverse and complex post-secondary institutions.

3. Candidates who complete the program are knowledgeable and competent educational leaders who
can develop and implement policies that promote research, scholarship, professional development,
and technology utilization as appropriate in diverse and complex post-secondary institutions.

4. Candidates who complete the program are competent and knowledgeable educational leaders who
have the skills and ability to effectively communicate in both written and verbal formats and
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collaborate with the institution's constituents, and stakeholders to respond to community needs and
interests as appropriate in diverse and complex post-secondary institutions.

COURSE GOALS/OBJECTIVES
The student must take the initiative to create the practicum opportunity by contacting potential
practicum mentors. The Mentor Agreement form must be signed by the practicum mentor and
approved by the practicum supervising instructor. Evaluations of the practicum must be
submitted to the practicum supervising instructor from the practicum mentor.
Practicum opportunities may be available in a number of areas such as Residence Life, Greek
Affairs, Student Development, Career Services, the Community and Technical Colleges, to name
only a few. These practicum opportunities listed by no means constitute an exhaustive list. Most
postsecondary institutions offer opportunities for a rich practicum experience.
1. Reflect on insights and challenges encountered during the internship experience
2. Integrate classroom theory with career-related work experience(s)
3. Utilize reflection to describe various internship experiences
4. Facilitate collaborative learning and problem solving
5. Utilize self-reflection regarding the internship experience
6. Create a research paper
7. Develop an internship portfolio
8. Develop a course portfolio or Education Specialist (Ed.S) Project

PRACTICUM GOALS/OBJECTIVES
Depending on the nature of the practicum experience, the student intern will:

1. Negotiate an approved practicum agreement


2. Assist in administrative supporting duties
3. Develop supporting materials for the unit (internal or external use)
4. Evaluate current administrative unit policies/procedures
5. Provide student support
6. Engage in reflective teaching/training and evaluation
7. Exhibit professional behavior
8. Exhibit ethical behavior
9. Utilize prior knowledge and coursework knowledge to draw logical conclusions
10. Cooperate with others and support colleagues
11. Allocate materials and resources appropriately
12. Think creatively, make decisions, and solve problems independently
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COURSE OUTLINE

Practicum work will proceed throughout the semester based on the requirements of the Practicum
supervisor and location. Students will meet periodically with the Practicum Course Instructor
online through Folio.

Due Dates Activity/Schedule


Week 1 Review Practicum Materials and Post Questions or concerns (If
8/14/17 no questions or comments, post NQNC): Due by 8/16/17,
11:59pm.
Week 2 Finalize Practicum Site and submit Mentor Agreement.
8/21/17 Due by 8/25/17, 11:59pm
Week 3 Stay on Task
8/28/17
Week 4 Labor Day Holiday
9/4/17
Week 5 Discussion Participation Posts: Due by 9/13/17, 11:59pm.
9/11/17 Describe your internship assignment and experience. Post a
comment to one of your peers.
Week 6 Stay on Task
9/18/17
Week 7 Stay on Task
9/25/17
Week 8 Midterm Email Reflection: Due by 10/4/17, 11:59pm
10/2/17
Week 9 Stay on Task
10/9/17
Week 10 Stay on Task
10/16/17
Week 11 Discussion Participation Posts: Due by 10/25/17, 11:59pm.
10/23/17 Describe areas in which you discovered your strength and/or
weakness within your practicum experience. How does this inform
your future practice? Post a comment to one of your peers
Week 12 Stay on Task
10/30/17
Week 13 Stay on Task
11/6/17
Week 14 Portfolios: Due 11/17/17 by 11:59 pm. Email in Folio or to
11/13/17 ralphelsmith@georgiasouthern.edu, or send web link, wiki link,
etc.
11/20/17 THANKSGIVING! ENJOY!
Week 15 Mentor Evaluations: Due by 12/1/17. Mentor supervisors must
11/27/17 email evaluations to ralphelsmith@georgiasouthrn.edu.
Course Evaluations: Due by 12/1/17
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Exam Week Course Feedback


12/4/17

REQUIRED/OPTIONAL TEXTS

There are no required texts for the practicum but supplemental readings may be provided by the
practicum instructor via Folio. Students are advised to consult with textbooks from previous
coursework as necessary to support their practicum experience and reflection.

INSTRUCTIONAL STRATEGIES/ACTIVITIES/TECHNOLOGY

The practicum and portfolio are designed to provide the learner with the opportunity to reflect on
insights and challenges encountered during the practicum experience and integrate classroom
theory with career-related work experience(s). To facilitate linkages among theoretical issues and
the learners practicum experience, student interns will:

Participate in their higher education administration internship experience


Engage in dialogue on questions and topics generated by the instructor and peers
Actively engage in class and online discussions and problem-solving activities
Complete written assignments
Present synthesis of practicum experience to instructor and peers
Integrate the use of technology into learning and research efforts

Electronic communications between the instructor and student interns serve as one of the
primary means of communication outside of the classroom setting and particularly in terms of
any concerns related to the practicum experience, mentor/supervising instructor ongoing
communications, submission of assignments, and coordination of the class sessions.

The instructor may communicate directly with the mentor during the semester as necessitated.
The mentor will complete an evaluation form that will be submitted directly to the practicum
supervising instructor and shared on an individual basis with the practicum participant.

EVALUATION/ASSESSMENT

Each practicum participant must complete the appropriate practicum Mentor Agreement. You
will work with a supervisor for a minimum of 100 hours during the semester. Practicum
participants are expected to participate in online discussions if scheduled, and submit related
requested materials as reflected in this syllabus. The following will be used to determine the
awarding of credit for the practicum experience and portfolio:

Week 1 Syllabus/Course/Questions Post Review the syllabus, practicum materials, portfolio


information and post any questions or concerns. If there are no questions or concerns, respond
accordingly, with NQNC. This post also serves as your attendance verification. 5 points

Mentor Agreement Submit a detailed agreement describing the objectives you hope to
accomplish, the activities you will complete to enhance your professional growth, and the
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products or outcomes from the practicum experience (What will you produce? What evidence
will be left when you are gone?). 10 points
Discussion Participation Posts Because we do not have a face-to-face weekly course meeting,
you are expected to visit the discussion board regularly and engage in discussion as assigned.
You are expected to offer a posting that is reflective, thought-provoking, or provides a significant
piece of information that benefits your peers regarding your practicum experience. A minimum
of one response to a peers post is required. (10 points each Total = 20 points).

Midterm Email Reflection (50 points) - You are to email your midterm reflection through Folio
(send to your Practicum Professor only) on or before October 4, 2017, reflecting on your
experience thus far. All information contained within will not be disclosed by the instructor.
Reflect upon the followingeach bulleted item is worth 10 points:

Describe your practicum environment. Identify your mentor, other employees, clients
served, and the organization itself. Identify some ways you initially tried to orient
yourself to and gain acceptance within the organization. Rank your practicum experience
thus far on a scale of 0-5 with 0= poor and 5= outstanding. Explain your response - two
paragraph minimum.
Discuss/reflect upon at least one of the components of your portfolio and its application
to your practicum experience and/or a work experience one
paragraph each minimum.
What has been the biggest eye-opener from your experience thus far? Explain your
response two paragraph minimum.
How is your and your mentors administrative philosophy the same? How is it different?
Explain your responses one paragraph minimum for each part.
Identify areas in which you wish you had more content knowledge or skills to better
perform within your practicum experience. Explain the areas and the reasons one
paragraph minimum.

*Program Portfolio (150 points) FOR M.Ed STUDENTS Each Master of Education student
in the Higher Education Administration program is exempted from a written comprehensive
examination at the end/completion of his/her program. Each student is alternatively required to
submit a portfolio of work from the Higher Education Administration program. You are to
design, develop, and submit an electronic portfolio. The portfolio is due by November 17, 2017
by 11:59 pm. Your portfolio will include the followingremember your portfolio is to be a
professional collection of your entire Higher Education program experience:

A table of contents 10 points


An introduction to the portfolio that discusses how the courses have been useful to your
professional development as a higher education administrator 25 points
Samples of work produced for each course organized chronologically, from the first
course taken in the program to the last course. 45 points
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A reflection/synthesis of program related to each of the program standards (see below)


40 points
What advice or words of encouragement do you have for future student interested in the
program? 20 points
Portfolio Rubric and COE Dispositions Rubric please complete the rubrics included in
this document; this is your self-assessment. These documents should be completed as
Word documents and submitted at the same time the portfolio is submitted. 10 points

Mentor Evaluation Provide the mentor evaluation to your practicum mentor/supervisor at the
beginning of the semester for familiarity and again at the end of the semester for completion.
This document must be completed by the mentor/supervisor and sent via email (or fax) by the
mentor/supervisor. It is my hope that you will discuss the evaluation to further your professional
growth. Due on or before December 1, 2017 by 11:59pm. 5 points

TOTAL POSSIBLE POINTS = 240

*Ed.S or Specialization STUDENTS WILL COMPLETE AN ASSIGNMENT


CONSTRUCTED WITH THE COURSE INSTRUCTOR

Field Experience Survey Response Requirement

State and national accreditation agencies require field experiences for all College of Education
academic programs, including graduate programs. The COE uses TaskStream to maintain a
required data-base of these field experiences. Since this course has an assignment or project
that is identified as a field experience, you will be sent a field experience survey via TaskStream
after spring break. You are required to complete and submit the field experience survey by the
deadline provided on the survey. Failure to do so will result in a hold on your academic record.

Take charge of your own learning. Raise questions, probe, explore, go after what you
need.
Be open. Use your imagination, consider new possibilities, and create something new for
yourself.
Give as well as receive. Give liberally to co-learners and be prepared to receive a great
deal from them.
Have fun. Plan to thoroughly enjoy this opportunity to learn and to grow in your
professional competence and satisfaction.
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Higher Education Administration MEd Program Standards

Standard 1: Candidates who complete the program are competent and knowledgeable
educational leaders who can define and demonstrate the theoretical and practical foundational
basis of informed, ethical leadership behavior in diverse and complex post-secondary institutions.

Standard 2: Candidates who complete the program are competent and knowledgeable
educational leaders who facilitate positive and effective instructional programs incorporating the
rights and the varied needs of all students in diverse and complex post-secondary institutions.

Standard 3: Candidates who complete the program are competent and knowledgeable
educational leaders who can develop and implement policies that promote research, scholarship,
professional development, and technology utilization as appropriate in diverse and complex post-
secondary institutions.

Standard 4: Candidates who complete the program are competent and knowledgeable
educational leaders who have the skills and ability to effectively communicate in both written and
verbal formats and collaborate with the institutions constituents, and stakeholders, to respond to
community needs and interests as appropriate in diverse and complex post-secondary institutions.

Standard 5: Candidates who complete the program are competent and knowledgeable
educational leaders who have the ability to manage the organization, resources, and operations
for the efficiency and effectiveness of diverse and complex post-secondary institutions.
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Georgia Southern University


Higher Education Administration Program
Assessment #1 End of Program
Rubric: Portfolio

Student Name:___________________ Eagle ID:______________________


Evaluator:_______________________ Date:_________________________

Program Learning Outcome Does Not Meet Expectations Meets Expectations Exceeds Expectations Points Earned
Rating 1 2 3
1. Candidate is able to Candidate provides fragmented Candidate provides proficient All aspects of Meets Comments:
demonstrate the ability to or incomplete reflection on analysis of program Expectations proficiency in this
reflect on program participation program participation. participation. Learning Outcome are
by compiling an introduction. demonstrated, plus the
Candidate provides fragmented Candidate can clearly and following:
or incomplete report of succinctly incorporate program
participation in program participation within the context Interconnections between
activities. of overall program activities program participation and
and requirements. program activities are clearly
articulated.
Candidate provides a well-
developed reflection on
program participation
2. Candidate is able to Candidate fails to include the Candidate presents the three All aspects of Meets Comments:
document participation in three key assessments (Self- key assessments in the Expectations proficiency in the
program assessment by reflection, Professional Portfolio. Learning Outcome are
inclusion of key assessments in Development Plan, and demonstrated, plus the
the Portfolio. Historical Monograph) in the Key assessments are clearly and following:
Portfolio. logically presented within the
context of the Portfolio. Candidate demonstrates the
interconnections between the
key assessments and other
elements of the program.
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3. Candidate is able to identify, Candidate fails to identify any Candidate clearly identifies All aspects of Meet Comments:
develop and articulate a plan to reported deficiencies. reported professional Expectations proficiency in this
correct any reported or deficiencies. Learning Outcome are
perceived deficiencies and to Candidate fails to identify any demonstrated, plus the
improve any incomplete or incomplete or underdeveloped Candidate identifies incomplete following:
underdeveloped skills skills. or underdeveloped skills.
demonstrated in the Portfolio. Candidate us able to
Candidate fails to articulate a Candidate presents a logical demonstrate the
plan for improvement. plan for improvement of skills interconnectedness of the plan
that were identified during for improvement and
program participation. candidates participation in the
key assessments.
4. Candidate is able to Candidate fails to present Candidate presents a Portfolio All aspects of Meets Comments:
demonstrate program sufficient examples of program that contains numerous Expectations proficiency in this
completion by developing and participation. examples of work completed Learning Outcome are
writing a summary. during program matriculation. demonstrated, plus the
Summary is fragmented or following:
incomplete. Candidate presents a Portfolio
that contains examples of multi- Candidate is able to
Summary does not contain all media presentation. demonstrate an understanding
the specified elements. of the program activities and
Candidate includes all specified the candidates assessment of
Summary is not clearly written elements of the summary. the benefits of program
or needs editing participation.
Summary is clearly written and
demonstrates candidates
writing ability.

Rating Scale:
Score Rating Grade
4 Does not Meet Expectations 65
5-7 Does not Meet Expectations 75
8-10 Meets Expectations 85
11-12 Exceeds Expectations 95

Overall Rubric Score out of 3 __________


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Dispositions Rubric for College of Education Graduate Programs

Candidates Name: ____________________________________ Course/Semester/Year: _____________________________

Evaluator: ___________________________________________ Program: ________________________________________

Evaluation Interval: #1 ____ #2 __ Other

This instrument is used to rate each element relative to expectation levels of students within their current program. These expectations may
differ among programs due to different contexts and graduate levels.
Score using whole numbers 1, 2, or 3.

Unacceptable: Score of 1 Acceptable: Score of 2 Target: Score of 3

Candidate demonstrates the behavior Candidate demonstrates the behavior Candidate demonstrates behavior 90%
below 70% of the time. When given between 70% and 89% of the time due to self or more of the time due to self
feedback, the candidate continues the initiative and/or feedback. initiative and/or feedback.
behavior below 70% of the time.
Descriptor: rarely Descriptor: regularly Descriptor: consistently

1. Commitment to Knowledge, Skills, and Dispositions of the Profession


Unacceptable (1) Acceptable (2) Target (3) Score

a. Candidate rarely uses and applies current Candidate regularly uses and applies current educational Candidate consistently uses and applies current
educational research and theory related to inform research and theory to inform discipline specific educational research and theory to inform
discipline specific educational practice. educational practice. discipline specific educational practice.

b. Candidate rarely demonstrates professionalism in Candidate regularly demonstrates professionalism in Candidate consistently demonstrates
decision making, rarely uses input from others, and decision making, regularly uses input from others, and professionalism in decision making, consistently
rarely is decisive when needed. regularly is decisive when needed. uses input from others, and is consistently
decisive when needed.
Comments:
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2. Commitment to Diversity
Unacceptable (1) Acceptable (2) Target (3) Score

a. Candidate rarely plans educational practices that Candidate regularly plans educational practices that Candidate consistently plans educational
demonstrate awareness, sensitivity, and expression demonstrate awareness, sensitivity, and expression of practices that demonstrate awareness, sensitivity,
of fairness related to the commitment that all fairness related to the commitment that all students can and expression of fairness related to the
students can learn regardless of differences (e.g. learn regardless of differences (e.g. ethnicity, gender, commitment that all students can learn regardless
ethnicity, gender, race, socioeconomic status, race, socioeconomic status, exceptionalities, language, of differences (e.g. ethnicity, gender, race,
exceptionalities, language, religion, sexual religion, sexual orientation, and geographic area.) socioeconomic status, exceptionalities, language,
orientation, and geographic area.) religion, sexual orientation, and geographic
area.)

b. Candidate rarely implements educational practices Candidate regularly implements educational practices Candidate consistently implements educational
that demonstrate awareness, sensitivity, and that demonstrate awareness, sensitivity, and expression practices that demonstrate awareness, sensitivity,
expression of fairness related to the commitment of fairness related to the commitment that all students and expression of fairness related to the
that all students can learn regardless of differences. can learn regardless of differences. commitment that all students can learn regardless
of differences.

Comments:

3. Commitment to Technology
Unacceptable (1) Acceptable (2) Target (3) Score

a. Candidate rarely integrates technologies as Candidate regularly integrates technologies as Candidate consistently integrates technologies as
appropriate to maximize learning opportunities for appropriate to maximize learning opportunities for all appropriate to maximize learning opportunities for
all students. students. all students.

Comments:

4. Commitment to the Practice of Continuous Reflection and Assessment


Unacceptable (1) Acceptable (2) Target (3) Score

a. Candidate rarely engages in systematic self- Candidate regularly engages in systematic self- Candidate consistently engages in systematic self-
assessment and reflection. assessment and reflection.. assessment and reflection..
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b. Candidate rarely accepts and responds to feedback Candidate regularly accepts and responds to feedback in Candidate consistently accepts and responds to
in a professional manner. a professional manner. feedback in a professional manner.

Comments:

5. Commitment to Professional Conduct


Unacceptable (1) Acceptable (2) Target (3) Score

a. Candidate rarely honors academic and professional Candidate regularly honors academic and professional Candidate consistently honors academic and
commitment (e.g., class meetings & assignments, commitment (e.g., class meetings & assignments, professional commitment (e.g., class meetings &
advisement meetings, scheduled chats & discussion advisement meetings, scheduled chats & discussion assignments, advisement meetings, scheduled
boards, field and/or clinical experiences). boards, field and/or clinical experiences). chats & discussion boards, field and/or clinical
experiences).

b. Candidate rarely takes responsibility for his or her Candidate regularly takes responsibility for his or her Candidate consistently takes responsibility for his
actions. actions. or her actions.

c. Candidate rarely acts professionally appropriate in Candidate regularly acts professionally appropriate in all Candidate consistently acts professionally
all settings (e.g. in person, email, phone calls, settings (e.g. in person, email, phone calls, online). This appropriate in all settings. (e.g. in person, email,
online). This includes communication, appearances, includes communication, appearances, the sharing of phone calls, online). This includes
the sharing of personal information, and personal information, and relationships within the communication, appearances, the sharing of
relationships within the professional environment. professional environment. personal information, and relationships within the
professional environment.

d. Candidate rarely presents information that relates to Candidate regularly presents information that relates to Candidate consistently presents information that
the profession and individual actions in an honest the profession and individual actions in an honest and relates to the profession and individual actions in
and forthcoming manner. forthcoming manner. an honest and forthcoming manner.

Overall Total: ______ / 33

Unacceptable (1): 22 or below Acceptable (2): 23 29 Target (3): 30 33 Overall Score: ______

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