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The Higher Ed. Internship Manual - Nyu - New York University


									             Internship Manual

     New York University
Higher Education Administration

  Internship in Student Affairs
                 This manual was prepared by
Moses Davis, Brian Guerrero, Dominick Usher, and Marissa Valdez

                          Higher Education Administration
                          Internship/Assistantship Manual

Welcome to the Higher Education Administration Program at New York University and welcome
to your internship! An internship is a supervised practical experience in an area of student
affairs. The internship is regarded as a valuable experience that complements your graduate
studies. As an intern, you will have the opportunity to link theory to practice. It is also a time
when you are able to adopt a professional style and approach to working with college students.
As you embark upon this journey, allow yourself to continually develop professionally and
personally so that you can become a successful and ethical student affairs practitioner.

Purpose of the Internship Manual
The purpose of this manual is to provide you, the intern, with guidelines for the internship
experience. It has been developed to communicate the procedures and requirements relative to
the internship. The intent is also to help facilitate a symbiotic relationship between you and your
internship site and supervisor. It is our hope that this manual will serve as a resource for
internship logistics as well as to help you identify and achieve your internship goals and

Higher Education Administration Program
Contact Information

Questions and comments regarding the internship experience should be directed to:

Professor Frances K. Stage
239 Greene St., Suite 300, New York, NY 10003-6674
Tel: (212) 998-5520; Fax: (212) 995-4041

Questions and comments regarding the required Internship Seminar should be directed to:

Associate Professor Patrick Love
239 Greene St., Suite 300, New York, NY 10003-6674
Tel: (212) 998-5520; Fax: (212)-998-5524

Higher Education Administration Program Mission

New York University's Higher Education program views as its primary mission the development
of knowledgeable and skilled leaders for positions throughout higher education such as
administrators, researchers and professors of higher education. Graduates of the Master of Arts

program in Student Personnel Administration are currently employed in leadership positions in
colleges and universities throughout the country. They hold such positions as assistant deans,
directors, and assistant directors in a broad spectrum of areas within student affairs and

Full Time Students

Full time students take nine credits per semester (36 credits total), along with a 20 hour per
week internship commitment. During the fall semester of your first year, one of the courses you
will take is the Internship Seminar. A one-year internship commitment is required although most
full-time students choose to do a second internship or stay at their internship for two years.
There are internship sites on the NYU campus as well as on other college campuses throughout
the metropolitan New York area.

The Internship Experience

An appropriate internship site is one where the student can become familiar with a variety of
student affairs services and activities including direct work with the student population. The
faculty of the Higher Education Program must approve all internship sites. The internship allows
you to obtain supervised experience in the higher education department of your choice. It also
allows for interaction with clientele appropriate to your program area (i.e., current students,
prospective students, parents, alumni, faculty, staff, outside agencies, etc.). Finally, your
internship provides you with opportunities for participation in a wide range of professional
resources and activities.

Samples of the internship sites offered through the Higher Education Administration Program at
NYU include:

       NYU Office of Housing and Residence Life
       NYU Office of Student Activities
       NYU Office of Fraternity and Sorority Life
       NYU Production Office
       Baruch College Office of Student Life
       Pace University Office of Housing and Residence Life

       NYU Office of Lesbian, Gay, Bisexual, and Transgender Student Services
       NYU Office for International Students and Scholars
       NYU Office of Drug and Alcohol Education
       NYU Gallatin School of Individualized Study
       NYU Office for African American, Latino, and Asian American Student Services

       NYU Office of Undergraduate Admissions
       NYU Law School Office of Admissions
       NYU Financial Aid Office
       NYU Study Abroad Office
       NYU College of Dentistry

Preparing for Your Internship
Start Dates

Before you accept a position, you want to ask prospective internship supervisors what they
expect of their interns, including start dates as well as training dates/times for your prospective
position. The starting dates of an internship will give you insight into the time commitment
needed prior to starting classes. After accepting a position, ask about dates for training, what
might be discussed during training, and any information or materials that you would need to
prepare yourself for training. This will assist you in preparing mentally and logistically before
you start your internship. When you find out when your start dates are, you should also ask if
you will need to hold office hours and begin to schedule them as soon as possible. Use this as a
tool to create a view of what your weekly commitments will look like. In addition, we recommend
that you visit your internship site before you start your position. This is a great opportunity to
obtain materials on current programs and projects being worked on as well as observing the
office environment.

Time Commitment

All field experience internship sites require twenty hours of work from their Graduate Assistants,
Graduate Hall Assistants and Interns. Many times, interns may find themselves with an
overwhelming amount of projects and responsibilities resulting in working more than the twenty-
hour commitment. The responsibility to adhere to the twenty-hour commitment does not lie
solely with your supervisor. All interns should make sure that a set of clear guidelines are made
when you first meet with your supervisor and that they are mutually agreed upon. This may
include office hours and time commitments that may not encompass the time you spend in your
office. For example, a Graduate Assistant within the Office of Student Activities may be
required to do fifteen hours of office responsibilities and another five hours of attending club
meetings or supervising club events. Although it is important to be flexible in an internship
position, interns are responsible for advocating for their needs as paraprofessionals and
graduate students with a full-time course load.

Graduate Student Union

Various internship positions are overseen by the Graduate Student Union and therefore have
certain guidelines that must be met by the intern and the supervisor. If you are not sure if your
position is part of the Graduate Student Union, either ask your supervisor or contact the
Graduate Student Union directly at: or (212) 387-0220.

For more information regarding the details of the Graduate Student Union, please refer to the
NYU Human Resources website:

Internship Site Learning Contract

An internship site learning contract is an effective tool to promote a quality internship
experience. At the beginning of your internship position, you should meet with your site
supervisor to fill out the Internship Site Learning Contract. This contract sets out the guidelines

and expectations of both you and your supervisor. This is a great time to discuss the skills you
should be developing as well as discuss mutual expectations with your supervisor. The contract
may be used to outline anything from resources needed to have a fulfilling internship
experience, structure within your duties and responsibilities, as well as goals you would like to
accomplish before you leave your internship site. In addition, this contract may be referenced
as a guide to track your own progression or areas for improvement during your learning
experience. Not only will this give you a sense of purpose, but it can be beneficial in creating a
clearer line of communication between you and your site supervisor.

Fall Internship Seminar

As indicated above, during the fall semester of your first year, all full-time students are enrolled
in the Internship Seminar. The purpose of this seminar is to serve as an opportunity to process
the experiences of the internship and to link theory to practice, in other words, to integrate the
content and information presented in formal classroom settings with the practical field
experience acquired through the internship experience. Reflection is an integral component of
the course and aids students in developing a healthy and effective internship.

Structure, Design and Development of the Internship

The first couple of weeks of your internship can be exciting, busy and stressful. You are
probably still trying to figure out what exactly it is that you are doing, where the supply cabinet
is, who to go to for questions and trying to remember everyone’s name. Don’t worry, this is
normal. Hopefully during these first few weeks you are becoming more comfortable with your
new surroundings and responsibilities. This section of the manual was written to assist you in
creating the foundation for your new position. Suggestions are provided to help ease your
transition and assist you in creating a beneficial and supportive work environment.

The first week . . .

After you’ve been hired for your internship, you should speak with your site supervisor and
negotiate expectations that each of you has for the position. You need to make sure that you
have a clear understanding of what your supervisor expects of you during the internship. By the
same token, your supervisor needs to understand what your goals and expectations are for the
position as well as what you expect from him/her as your supervisor. The first week is a perfect
time to begin to establish a healthy, professional and communicative relationship with your
supervisor. Topics to cover during this week are…

      Professional expectations- what time should you be in the office, flexible hours, the office
       dress code, etc?

      Weekly Meetings. It is noted that not all interns want weekly meetings with their
       supervisors. Some interns may not need a weekly meeting, depending on their position.
       However, if you keep in mind that your internship is an extension of the classroom
       experience, weekly meetings are an excellent opportunity to discuss your professional
       development with your supervisor. It should also be a time where you have your

       supervisor’s full attention. Try to schedule it for the same time every week so that you
       and your supervisor expect it and don’t schedule anything else during that time block.

      Weekly Progress Form (Appendix A). Prepare for your meetings with your supervisor by
       bringing an agenda. We have provided a sample Weekly Progress Form in the
       appendix. This will communicate to your supervisor by letting her/him know that you are
       prepared. Remember, this meeting is an exchange, not just a time for them to tell you
       information. During these meetings you can discuss current and future projects, ask
       questions, and talk about your classes and assignments. This is also the time to build a
       positive interpersonal relationship with your supervisor. You may even want to ask your
       supervisor for a suggested reading list that you can discuss at these meetings.

      Become familiar with your surroundings. Get to know the people in your department.
       Stop in and say hello to various offices around you. Definitely get to know the support
       staff and the secretaries. They know everything about the office. Find out the titles of
       the other individuals who work with you. Ask your supervisor if there is an organizational
       chart that you can look at so you know where everyone fits in.

      Get a calendar, date book, PDA (personal digital assistant, such as a palm pilot), or
       whatever you need to keep your notes and dates together. If you need to, schedule a
       time for yourself to meet with the other key people in your area. In addition, having a
       date book will help keep you organized, which is a must.

The second week . . .

During your second week you should feel a little more at ease. You should be more familiar
with your roles and responsibilities. You should already have clearly defined expectations from
your supervisor. Remember to ask questions. This is the time when you can really get away
with asking a lot of questions. Keep in mind, it’s better to ask a lot of questions now, while you
are still new, than to ask elementary questions after you have been working there for a
semester, e.g. where’s the copy room?

The third week . . .

By this week you should feel more comfortable and pretty much be off and running on your job.
You should be familiar with your colleagues around you and know what their general job
responsibilities are. If you haven’t done so already, you should allot time in your schedule to
walk around the campus and visit various departments that your department works with. For
example, if your internship position is in the Office of Campus Housing and Residential Life, it
may useful for you to get to know the Office of Drug and Alcohol Abuse, University Events,
Student Activities office, and the Judicial Affairs offices. This is an excellent way to start
creating and enhancing your networking skills as well as become better acquainted with other
higher education professionals at your institution. Finally, remember to keep asking those

Ethics & Professional Standards
   As a representative of the Higher Education Administration program, internship students are
   expected to conduct themselves in a professional and ethical manner. Interns may be
   providing services to students, staff, faculty, the surrounding community, and parents. The
   following seven principles are outlined in Blimling & Whitt’s (1999) Good Practice in Student
       Good Practice in Student Affairs:
       1. Engages Students in Active Learning
       2. Helps Students Build Coherent Values and Ethical Standards
       3. Sets and Communicates High Expectations for Student Learning
       4. Uses Systematic Inquiry to Improve Student and Institutional Performance
       5. Uses Resources Effectively to Help Achieve Institutional Missions and Goals
       6. Forges Educational Partnerships that Advance Student Learning
       7. Builds Supportive and Inclusive Communities

In addition, interns are expected to abide by the National Association of Student Personnel
Administrators (NASPA) Standards of Professional Practice as well as the American College
Personnel Association (ACPA) Statement of Ethical Principals and Standards. These can be
accessed at and

Evaluating your Internship Experience

Throughout your internship it will be essential for you to spend some time assessing your
performance and growth, and evaluating the experience. This assessment can help you identify
areas of development as well as strengths and attributes. In addition, the evaluation process
can help you clearly and constructively articulate any concerns or ideas that you might want to
share with your site supervisor and foster better communication with him/her. The evaluation
process is also critical in enhancing the optimal functioning of any office. It is important to
recognize that the evaluation process should be on going and occurring with regularity to ensure
the greatest potential outcomes.

Attached to the end of this manual are various types of evaluation and assessment forms that
you might want to consider using if your office does not currently provide pre-established forms.
These forms include an Internship Weekly Progress form, a Mid-Year/Final Year Intern Student
Evaluation, and an Internship Site Supervisor Evaluation. These forms can be used to evaluate
your internship throughout your experience and are excellent tools for tracking progress. Listed
below are sample questions and items to reflect on as you are evaluating your experience.

Internship Site and Supervisor Evaluation (Appendix C)

The Internship Site and Supervisor Evaluation should be written by you and submitted to the
Internship Seminar Faculty member or to your advisor at the end of each semester. It is
important to share this information with the Internship Seminar Faculty member or your advisor
so that they are aware of any challenges that you are experiencing with your internship site or
supervisor and help you find appropriate solutions to address these challenges.

      What aspects of your internship site helped you grow professionally?
      What aspects of your internship site hindered your ability to achieve certain goals?
      Was the setting of your internship site a good fit for you? Why, or why?
      How did your internship site supervisor help or impede your ability to develop as a
       student affairs professional? How did your supervisor assess your overall work
       performance and progress? Did you meet or exceed your supervisor’s expectations? If
       so, why? If not, why not?
      Did your supervisor regularly make his/her expectations clear?
      Did your supervisor regularly offer feedback about your performance? If so, what did you
       learn from your supervisor’s feedback about your strengths and weaknesses?
      With what feedback did you agree? With what feedback did you disagree? Why?


      Did you achieve the goals that you set for yourself? If so, to what extent?
      What personal strengths helped you excel in your internship?
      What personal attributes contributed to making your internship experience difficult? What
       could you have done differently to alleviate some of this difficulty?
      What tools did you utilize to assess your overall work performance and progress? Were
       they effective?

Assessing Acquired Skills and Identifying Skills to Develop

      What new skills were developed as a result of the internship experience?
      What skills could still be developed further? What are some strategies to develop these
       skills in the future?
      What are some things that you learned not to do again?
      What experiences provided you with the most helpful learning tools?

Seeking Feedback and Closure

      Identify all of the projects that you have worked on and completed at your internship site.
       Review and assess with your supervisor the level of success for each project. What
       worked well? What could have been done better, and how?
      Identify all of the projects that you worked on that have yet to be completed. Review and
       assess with your supervisor what the next steps of each project are, and identify
       individuals that will take responsibility for the completion of these projects.
      Review the goals and objectives identified at the start of your internship. Assess the
       level of achievement of these goals and objectives.
      Review the evaluation instrument that your supervisor will use to rate your performance.
       Use the same instrument to measure your performance for yourself. Compare his/her
       assessment with your own. Assess discrepancies and similarities.
      Identify for your supervisor what you learned and what skills you acquired from your
       internship experience.

Planning for the Future
    Review your assessment of the skills you utilized and developed in your internship. Pay
      close attention to those that are not as strong.

     For each skill determine whether or not it will be useful or necessary in future endeavors.
      If not, consider whether or not you will invest your time in developing it.
     Create a list of skills that you want to develop for the enhancement of future career
      goals. Prioritize the list.
     Identify professional development opportunities that might help enhance each skill on
      the list.
     Seek out opportunities, and set realistic goals and objectives for enhancing desired

   Appendix A: Internship Weekly Progress Form

   Appendix B: Mid-Year/Final Intern Student Evaluation

   Appendix C: Internship Site Supervisor Evaluation

                                       Appendix A

                            Supervisor-Intern Weekly Review
                             Intern Weekly Progress Form
                                        Fall 2003

Form completed for the week of: __________________________________________________

Department __________________________________________________________________

Activities/Tasks Accomplished:

      ______________________________________________________________________

      ______________________________________________________________________

      ______________________________________________________________________

Activities/Tasks in Progress:

      ______________________________________________________________________

      ______________________________________________________________________

      ______________________________________________________________________

Questions/Concerns/Discussion Items:

      ______________________________________________________________________

      ______________________________________________________________________

      ______________________________________________________________________

Supervisor Feedback:

      ______________________________________________________________________

      ______________________________________________________________________

      ______________________________________________________________________

                                            APPENDIX B

                           Mid-Year and Final Evaluation of Intern

Student:                                                                   Date:
Supervisor:                                                                Title:
Internship Site:                                                 Institution:

1 = below expectations          2 = almost meets expectations             3 = meets expectations
4 = above expectations          5 = exceeds expectations

Supervisors: Please circle the response that best fits the student’s performance in meeting the set
expectations. Feel free to add comments for each category:

Professionalism: Appropriate dress, timeliness, contributed to meetings/discussions, and ability
to present oneself and be received in a professional manner.
1                      2                      3                     4                    5

Professional Knowledge: Depth and breadth of knowledge about student affairs theories and
1                    2                    3                     4                       5

Responsibility: Willingness to accept responsibility for tasks and new assignments.
1                      2                     3                       4                         5

Initiative: Ability to suggest or engage in tasks or projects.
1                         2                     3                         4                    5

Flexibility: Ability to change plans or adapt responsibilities; open to trying out new approaches.
1                         2                     3                       4                     5

Administrative Skills: Organized and clear in planning and implementing tasks and filling out
1                      2                      3                    4                       5

Counseling/Student Development Skills: Ability to communicate and connect with students.
1                    2                      3                    4                     5

Overall Performance:
1                    2                        3                      4                      5

Student’s Strengths:

Student’s Areas of Growth:

Your insight about the appropriateness of a career in student affairs for this graduate student:

Supervisor Signature: ________________________________               Date: _________________

                                               APPENDIX C

                             Internship Site Supervisor Evaluation

Student:                                                                   Date:
Supervisor:                                                                Title:
Internship Site:                                                 Institution:
1 = below expectations          2 = almost meets expectations             3 = meets expectations
4 = above expectations          5 = exceeds expectations

Please circle the response that best fits your experience of working with your site supervisor.
Space has been left after each response for comments. This evaluation should be submitted to
the Internship Seminar Faculty member. No action will be taken on negative evaluations without
first discussing it with you.

1. Explains his/her expectations of me as an intern
       1                2               3                  4              5

2. Helps me clarify my goals and objectives.
       1                2               3                  4              5

3. Commends me when I have performed a task well.
      1            2               3                       4              5

4. Provides me with constructive feedback in areas where I need improvement.
        1               2                3                 4              5

5. Is timely, dependable, and attends all of our supervision meetings.
         1              2                3                4               5

6. Emphasizes the development of my strengths and capabilities.
      1               2              3               4                    5

7. Invites me to brainstorm solutions, responses, and techniques that would be helpful in future
         1               2                3              4              5

8. Displays competence in the field.
        1              2                 3                4                5

9. Can accept feedback from intern.
        1              2                 3                4                5

10. Recognizes and adheres to professional ethical guidelines
       1              2               3                4                   5

11. Demonstrates commitment to ongoing professional development
      1              2               3               4                     5

12. Recognizes and supports various cultural dimensions (gender, age, race, religion, ethnicity, ability,
class, sexual orientation)
        1                2            3               4                5

Other areas:

Overall comments:

Student Signature: _______________________________________                         Date:______________


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