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					Counselor Education Site Supervisor and Employer Survey Up to Spring 2005 (First survey Spring 2005)
Question 1: What would you say are the strengths of the Clemson Counselor Education students' you have supervised in a practicum or internship? *They are flexible and willing to take on tasks assigned *They are excited about working within the field of Student Affairs. They look forward to starting their career and that says a great deal. *Student was willing to do anything asked of her. She was enthusiastic and expressed genuine concern for the children. *The hours of supervision required better prepare the students. The course content has improved over the years. *Commitment to the program. Enthusiasm. Fresh ideas. *Typically-they are willing to do whatever needed-even if not always listed in their "official" paperwork. *Their professionalism, their excitement about working in a different environment and setting, and learning about different services we offer to students. *Over the last few years, I have worked with 3 students from Clemson's Counselor Education program, and I have been impressed by all of them. They have been professional, reliable, and very hard-working as well as caring and compassionate when working with our students. They have all seemed to have a good knowledge of counseling theory and the family stressors and dysfunction that affect children, and the Clemson students just need the opportunity to learn to apply that knowledge to working with students. *The CCE students posses the ability to develop the rapport with the undergraduate students that are employed with our department. They use their experiences from other settings and class to grow and develop during their practicum/internship experience. Of the two students that I have supervised, they have been eager to learn and use their knowledge from course work to get the most out of their experience at Clemson University. *They are strong in the counseling skills and theory. They have been creative in working with the students. They are also good at using the individual's strengths and interests to build rapport and help the client make necessary changes in their life. *There are a number of strengths that I have witnessed with the practicum students. Just to name a few: critical thinking, an awareness of ethical standards, desire to accurately assess the needs of a client, knowledge of counseling approaches and theories, ability to work effectively with our specific population (traditional college students). *I have had very motivated students that ask what they can do to help and are willing to learn. They do understand comprehensive guidance model. It would be great if employed counselors were able to implement it. At my school, guidance is very loaded down with paperwork. We do talk to students individually but it is very difficult to get into the classroom and/or have small groups. I like having a practicum student because they can do that specific task. *Students seem to be knowledgeable in counseling theory and fundamentals of guidance. *Their knowledge and ability to work well with students. *Outstanding communication skills and dedication to student success. *The students are confident and well prepared to work with children. *What I have seen is an eagerness to learn and not afraid to accept their challenges. They become more confident with time. *Motivated, interested, willing to work and learn, responsible. *Good supporters of their peers. Good listeners.

Question 1: What would you say are the strengths of the Clemson Counselor Education students' you have supervised in a practicum or internship? *Self-sufficient, confident, willing to learn and ready to respond to the needs of children; understand the comprehensive guidance model; understand the necessity of time on task and the verification of hours. Excellent group skills. Fully aware of the dynamic of group work. *Knowledge of counseling requirements. *Willingness to be involved, Desire to learn, willingness to do anything, new ideas *What I have seen and experienced with the 3 student interns that I have worked with is that they: seem to have a basic foundation of knowledge concerning the Std. Affairs theories, philosophies, etc. The students are also very eager to work-to put some of the classroom knowledge to use in the field-the hands-on application part of the experience. They also have knowledge of the organization of the Std. Affrs. Division. They are aware of the different depts, services, etc which helps in using resources and referrals and knowing who plays what role on campus. *Exposure to the real setting of counselors. *The student I worked with had an excellent academic background. She had many resources to pull from. *Knowledge of techniques and theories. *Most are very willing to work and have some ideas about what they would like to get out of their classroom experience. They do seem to understand theories of student development, etc and can relate them to practice when asked to do so. Most are good written and oral communicators. Most seem to enjoy being part of the program and view themselves as connected to others in the program. In the past, I would say they seemed to be our diversity champions. *Well organized, energetic, willing to thin outside the box, professional *Knowledge of the counseling process, communication skills. *Great support with feedback on counseling tapes and ideas for students. Student was very knowledgeable of what her requirements were, for instance, direct hours needed. Student came willing to work and learn about all jobs involved. *Their desire to work with students, learn a variety of student services and alumni services and their willingness to get dirty and work in the front lines.

Counselor Education Site Supervisor and Employer Survey Up to Spring 2005 (First survey Spring 2005)
Question 2: What would you say are the weaknesses of the Clemson Counselor Education students' you have supervised in a practicum or internship? *Lack of familiarity with the referral process we use. *Maybe protocol issues would be an issue with some. (This may be only with me for I truly believe they are all professionals when they get out and should hit the ground running. Being a professional to some may differas it does with all practitioners. *Stress of time management. Working a full-time job and trying to also complete the practicum was very stressful and difficult to manage. *Nothing really stands out-Maybe do more observations/site visits. *Ability to focus and follow through. Conflicts with other commitments. *Sometimes communication can be a problem-always knowing what they are doing-ahead of time. I *really didn't come across any weaknesses. *I am aware that other counselor supervisors have had the experience with students that were not as dependable as the ones with whom I have worked. In that situation, I do not think that the site supervisor received much assistance from the university in working with that student. The only area I have noticed students being hesitant in is communication with parents. They seem to need a lot of encouragement to get them to make contact with parents and communicate with them about a child's progress. At the elementary level, I think it is especially important, and it might be helpful to even add that as a requirement to their practicum responsibilities to help them become more comfortable with talking to parents. *The only weakness was not having an education background for school counselors. Although student was quick to learn, there was a lot I had to teach her about a school setting rather than focus completely on the counseling aspect. There is a lot involved with school counseling (classroom management, understanding curriculum, consultation, etc) and building a rapport with the teachers is much easier when you are familiar with being in the classroom. *It would have been more beneficial for the students if they would have taken more initiatives to perform independently. Also, prior experience in a professional setting before joining our department could have helped the students learning curve. For example...coordination, consulting, and management/administration (i.e., budget, supervision) skills would have made the students even more of an asset to our office. *It depends on the nature of the student. If a practicum student is a hard worker and willing to learn then they will learn. I have had weak interns only because they were lazy and unwilling to do what they needed to do here at school. *A counselor should have teaching experience prior to becoming a school counselor. Classroom management very poor. *Not having enough time! *Some of the counseling techniques don't work well with elementary age students. *Relating to the staff in working with the client. They are more comfortable in reviewing with me. In the future, I will assign them a mentor when I am away from the office. *Some have great demands in their lives in the form of assistantships, etc. On occasion, some are in need of counseling themselves. *Dealing with adverse situations. Promptness.

*Having graduated from Clemson in 1998, I am stating this from experience as well as the overseer of a practicum student. I do not feel that there are weaknesses in the program. There are certain skills that can only be gained from experience and having the knowledge prepares one to step into a position and gain the valuable experience needed for confidence. if any weaknesses occur, it is that the person is gaining experience in Clemson but practicing in Spartanburg and the community resources are not well known. Again, only experience would give one the confidence to work with community resources. Question 2: What would you say are the weaknesses of the Clemson Counselor Education students' you have supervised in a practicum or internship? *Too much emphasis on counseling. Lack of specific needs at the elementary level, such as guidance services, service learning, testing, ESOL, to mention a few. *Some need a lot of hand-holding, no initiative, not following through. *The number of hours required-it seems the amount of time that is required is important and I think they have difficulty when many of them also work 30 plus hours a week and take a full load of classes. Some of the seem more "in the Know" and connected with campus resources-those who have graduate assistantships seem to have an advantage and some like to use their position-they're the g.a. of "..." Also, after a semester with each other it is nice when they can return and do another semester. By then, we're familiar and comfortable and know how/what we want to do. I know variety is important though for growth. Perhaps add a component to the experience that allows the faculty member to have a site visit or at least a scheduled phone session with the site supervisor. This would provide more accouintability and lets the students know that they will be checked on and that we are concerned about how they are doing, progress.... I realize that this would take some time but it would provide more and better communication between the depts and keep us updated on expectations, responsibilities, and perhaps enhance/improve the experience for everyone involved. There has been one concern in the past that I believe needed to be addressed by a panel or group *The students are unprepared for the reality of what goes on in the guidance department. The colleges are training students for counseling. Group counseling, etc are hard to do in a high school setting. Teachers are very protective of their time due to standards being met. *Classroom experience-this is a definite requirement at the elementary level b/c the children can't learn if they aren't under control. *Some are a little immature in that they think like undergraduates as far as thinking about whether they themselves would like to live with a policy or engage in a program rather than whether the students with whom they work could grow and develop as a result of changing policies or beginning a new program. *Needs to understand that in a professional setting it is not good practice to talk to other employees regarding salary. Students need to understand that is private and in no way should they be discussing with other employees who may be making less. *In one situation, a weakness was being overly concerned about counting time rather than gaining the true experience as a guidance counselor. *I think that having the elementary, middle and high school counselors having supervision together is a weakness. There is such a dramatic difference in guidance jobs at these different levels. My student had no prior knowledge of guidance curriculum, at least at the elementary level...I was able to show her state and national standards and how I plan to implement the program using various books and programs. *Sometimes they have so much going on it is hard for them to focus on their learning work experience.

Counselor Education Site Supervisor and Employer Survey Up to Spring 2005 (First survey Spring 2005)
Question 3: How do Clemson University practicum/internship student(s) compare to other practicum/internship students you have supervised? *I have supervised only a few outside of Clemson during the summer months. CU students compare very favorably with others. *About the same. *Students from Clemson compare very well with students from other institutions. *They compare very well! *Students are at a much higher maturity level. *I can only reflect that each student brings their own special skills and I have always enjoyed each one. *Very competitive. *I have had a student from the University of South Carolina Upstate and there is no comparison. The confidence that came from Clemson to practice and to know that they are competent is completely different from USCU. I felt that your student came ready and fully engaged with the concept of guidance and what requirements she would need to fulfill. I did not see this with the other student. *They certainly rate in the top portion of the "pack". *These are only grad level std interns I've had in the field of Std. Affairs. Compared to other academic fields they are the most appropriate as it relates to my area resposibilities-it’s a good match. To compare them to a PRTM grad student intern the skills and theories that the Education background brings/provides is appropriate for this level of administration/supervision despite the fact that this is a recreational setting. On a side note- One of our current dept ga's/staff members said that he will never use his Std Affairs degree/education in the recreation setting. This is absurd and ridiculous and embarrassing as a professional with 25 plus years. I believe his comment/feeling is premature and he has a lot to learn. With some time I believe he will change his view/attitude.... The duties and responsibilities of working/supervising people and having the knowledge of what this particular age group needs/wants is crucial in the development of programs and services no matter what department it is within the Std. Affairs Division. The only other academic area that I could utilize as it directly applies to my specific area of responsibilities is if we offered Health Science or Exercise Science graduate programs but again the skills you learn with Std. Affrs./ *They have more classes to complete for the degree program. *They are more intellectually talented than those I have supervised as summer interns from other universities. *Excellent *They have been wonderful and strong comparatively.

Counselor Education Site Supervisor and Employer Survey Up to Spring 2005 (First survey Spring 2005)
Question 4: How did the practicum/internship student(s) add to, improve, or compliment you department/workplace? *The interns gave us fresh ideas and are able to do classroom guidance and small groups to an extent that we often times are not able to do. *Most all students enhance the findings from their research or special projects done with the division. Many specified projects add to our workings within the division. *Student was a great help to me because she was willing to do anything she possibly could to help in our guidance program here at our school. *If the student was strong enough in skills, it enhanced my program by adding services such as group counseling and classroom guidance. If not, it was very time consuming but workable. *Her enthusiasm and delight in the work encouraged and sustained me. Reminded me of why it is important to keep me going. *This semester-great! Filled in for me when necessary-very responsible. *Everyone comes with a different talent and expertise, and we enjoyed them all. The most recent one made us a directory of all Greek organizations with the information we can use to contact and network with. *The students with whom I have worked have added tremendously to the counseling program at my school. They have taken on challenging students and worked diligently to assist them at school. They have also been an added set of hands for assisting with other components of our counseling program such as preparing students to present on our news show; recognizing students who are considered "Polite Pups" and coordinating existing programs. *The two students that I have supervised were already a part of our department. However, during their practicum/internship, they developed new student developmental techniques and strategies to make our work environment more fun and exciting to our undergraduate employees. These strategies and techniques are still in place. *They were both wonderful! It was like having 2 of us here. The children benefited from this the most. We worked well together and it was nice to have someone to share ideas with. The other faculty got along well with both students and welcomed their input about student behavior and performance. *The practicum students helped the department by diluting the work load of our staff members. They did this by covering counseling blocks, facilitating workshops, participating in event planning, etc. She was very helpful and willing to jump in and get busy. She volunteered extra time and did not hesitate to do what she could to help. I do think students need more practice talking with children. I think they are generally intimidated by them at first. Their counseling skills (paraphrasing, reflecting) tend to be weak. *The intern assisted the guidance department very well using computer skills and organizational skills. *Helped with very demanding tasks. Good relationships with students. *Outstanding performance in teaching young men and women who learned a strong lesson in leadership. *The students definitely add to school's counseling program. They are able to focus only on guidance activities- no non-guidance activities. *They gave special attention to clients that needed more one on one C&G. The consistency of their connections was helpful in assisting the clients to move forward. *Allowed me to do programming that I would not have had time to do, to carry out new interviews, have the student's perspective included in the planning and activity. *Their presence complimented what we were already doing in the athletic training room. They were able to do this by adhering to our policy and procedures that were already in place and by helping us improve on them.

Question 4: How did the practicum/internship student(s) add to, improve, or compliment you department/workplace? *She was willing to assist in all areas of guidance. Her group work was exemplary and she never hesitated about coming and seeking advice about children she felt needed more or she felt something was not up to par for the child. Her presence in guidance flowed easily and was well received. *We reached more students through classroom guidance and small groups. I improved my organization of materials. *They come in with new ideas, their experiences and enthusiasm to sometimes very mundane projects. Also, we look at it as everything has to be done so it is always great to have help. *It provides the dept with additional assistance since we're understaffed and have many projects/events. The students offer a freshness and new perspective to things. They seem to serve as a go-between the students and the professional staff-they relate well. I have utilized them which compliments the role of my are g.a. and provides a team approach to assignments and support. *He helped with small group counseling, which is hard to do time wise in the real world. He did a great job. *She was excellent. She took initiative and carried through to completion everything we worked on. She had great rapport with the students. I would take an intern like her every year. I honestly thought this would be a burden on me this year, but I was surprised by her excitement and knowledge. I told her I did not want to lose her. She was a great asset to the entire department and school. *Brought a little relief to my position-helped out when she was here. *They offered themselves as co-workers with the rest of us. They are quick to take advantage of any travel or professional development opportunity I invite them to join me in away from Clemson. They bring fresh eyes and ears to the discussion about how to improve student life. Most of the time, the things they come up with are not "new" but they are new to these students and are reminder that some innovations come, go and come back again! *He came in with great ideas and willing to share ideas to help the center grow. *The first experience with an intern was wonderful. She was eager to help in any way and to take in as much of the experience as she could. She did an outstanding job as a team player. *My intern was very enthusiastic to get right in and learn. She helped me by taking over many classes, and planned for them as well. My intern was a former teacher-which helped. She was able to provide counseling to several students. *Aided us in completing special projects; provided a youthful energy; asked us good questions that made us consider what we were doing and why we do it.

Counselor Education Site Supervisor and Employer Survey Up to Spring 2005 (First survey Spring 2005)
Question 5: What do you think practicum/internship student(s) will take with them from their experience at your site? *A realistic view of working with students, teachers, and parents and the many hats a school counselor is expected to wear. In our case, a realization of how familiar one has to be with special education laws and paperwork, statewide testing, ESOL, and other laws, etc. *They will leave knowing that our office is busy, fun and always seeing there is a time to have fun and a time to be serious. I think they will learn how important confidentiality is in working in administration. For those who work directly with me, will learn that VP's even have a fun side and that you do not have to be something you are not. I hope they learn as much as I learn from them. *Hopefully, student has gained a knowledge of many practical ideas that she will be able to implement when she becomes a guidance counselor. *Hands-on experiences are enlightening. It also opens their eyes to the diverse range of services a school counselor addresses in a day/year. Seeing the needs of children is also a valuable experience because so many are somewhat sheltered from the lives of traumatized children. *The difficulties of getting a new program up and running. The continual pressures of keeping it going. The myriad of tasks that need doing. *Flexibility and ability to take charge (or initiative) when necessary. *Some enjoyed presenting a health topic for a group of student; some took a whole project like the Great American Smoke Out, and did a great job. They all learned planning implementing and evaluating a whole project. *I hope that students take from this site many ideas for establishing a school-wide, comprehensive developmental counseling program. I think the school counselor has many opportunities to help set the tone in a school for how students are treated by teachers, how students treat each other, and how to relate to one another in a caring, professional manner. I hope the students recognize the value in a healthy, counseling program and the contributions we make to the education of students through our program. *In the area that I work in, there is a fine line between advising and supervising students. We work directly with 15 student employees. The majority of the time the CoE student would serve as a cosupervise for these employees. However, there are times when the student employee would want to talk about issues outside of the workplace. It is at this point that the CoE student would have to put on their advisor hat. The students in this setting get the best of both worlds- supervising and advising. *I hope they take an excitement to do this job. Both were very motivated and creative in their plans for the classroom as well as individual counseling. I think they both left with the confidence to know they CAN make a difference in the life of a child, even if its only the 6.5 hours a day that we see them. *The students will take with them a better understanding of organizational procedures and culture. The students also had the opportunity to practice their counseling, presentation, and event planning skills. Lastly, the students had exposure to a professional work setting and the appropriate and inappropriate demeanor that goes along with it. *A real idea of what counseling is really all about. It truly depends on your school as to how much counseling is taking place. I have worked in both types of environments in which one allows lots of developmental guidance and this one does not allow so much. We do work with the students daily but more could be done to truly implement the development comprehensive guidance model. I allow my practicum students to watch me all the time and eventually jump in feet first. I like for them to practice their skills as much as they can.

*You must respect all employees even if you disagree with them and some issues should be addressed by a parent of a student. Classroom management is a must. *More knowledge about the real world of counseling, things not found in the books. Question 5: What do you think practicum/internship student(s) will take with them from their experience at your site? *Strong lesson in what it takes to mentor and instruct young men and women in academic and life. *I hope the students feel confident in working with students, faculty, and parents. They should be able to develop a comprehensive guidance program at their school. Also, they have been exposed to many good books and materials. *They were exposed to different populations of disabilities and how their disability affects their overall life (family, work, and socialization). They learned to deal with clients fears. *I try to allow them to plan and carry out a program so they can say, "This is what I did" and it is really true. Offer activities that become resume builders and help them land a job upon completion. *Better work habits and ways to deal with new situations that they faced while working with us. *Confidence. She will also take with her community resources and how to communicate with outside resources. She will also take with her the feeling of success with groups as students showed improvement on their awareness of self and that of others. *I believe they will see it is difficult to meet all demands placed on a guidance counselor and how hard it is to implement a comprehensive program. *Varied experiences, flexibility, better understanding of student issues. *Hopefully the experience/better idea of a real work setting and all that it offers-the positive and negative stuff…. Also, an inside view of what its really like-it depends on how much you allow them to do though… The interaction among professional staff, the resources, support and to shadow with a seasoned professional/veteran. Possibly a better way of doing things if they actually experience and learn from it-thats real education. Perhaps the specifics/particulars of a certain dept and the services that each contribute to the overall developmenal mission of Std Affairs. I think it will also prompt how they listen and apply classroom knowledge/information-they can relate it to the work setting-an example might be risk mgt, etc, but again it depends on how much effective the site supervisor allows/provides for them-is it just assignments or really working through the day to day stuff to see it all (within reason). I definitely believe that the students learn and take with them the program and service development skills. The experience I've had with the students allows them to improve/utilize/learn the how to's of program development. *Personal satisfaction for helping students in real life situations. *A working knowledge of what goes on behind the scenes, the ability to make informed decisions, the self confidence to take on the responsibilities of a guidance counselor in a large high school. The ability to multitask and collaborate with teachers and students. *Real experience-things you can't learn in class. *An understanding of how important it is to be able to think from the perspective of what is good for the student body as a mass as well as to think from the perspective of what is good for an individual student. Sometimes the two conflict, so you have to consider both. I think they will understand more of the administrative side of Student Affairs and they will see how counseling and advising individuals helps a professional make better administrative decisions. They will also see that professionals in Student Affairs always have lots more to do than can be done in the time that they have to give, and there are always more things we could do better if we had more money. But I hope they learn that planning and setting priorities are key to accomplishing goals, and improvements can be made even with no more money. *He will understand how to manage people, not to micro manage and to be able to resolve conflict. *Hopefully an understanding of a counselor's role and wisdom and to know how to handle day to day tasks as well as those crisis situations.

*I believe the student will take with them an appreciation for all the different hats elementary school guidance counselors wear. She was able to see some very hard parts of my job, for instance, we had several physical/sexual abuse cases that she was able to see the legal process and steps involved with these situations. *That student services in a dynamic work. It requires physical labor to make events successful; that it is fun and teamwork is crucial.

Counselor Education Site Supervisor and Employer Survey Up to Spring 2005 (First survey Spring 2005)
Question 6: Do you feel you have sufficient knowledge about what the practicum/internship student(s) was to accomplish? If not, what other information would you have liked to known or had access to? *yes *I felt very comfortable in my task. *It would have been good to have more direct contact with student's university supervisor, especially prior to the beginning of her practicum. Yes *I had no idea what a "practicum/internship" was. I really needed some hand-out on what the program was about and what the expectations were. She would mention various categories of hours but I had no idea what the categories really consisted of or how many hours were expected over all. Since I was really unfamiliar with the program, some explanation would have helped a lot. *Would like to know if it should be more student contact or professional responsibilities-or both? *Yes, I do, and I always met with them first, went over their paperwork and we planned the semester-long project. *For the most part, yes. It might be helpful for sight supervisors to have access to a recommendation/background reference from a university professor to make sure the students are ready for the responsibility of practicum/internship. I have asked students for this myself, and I have had a good experience with the students with whom I have worked. *As a graduate from the program, I do feel as if I had a good idea of the expectations of the practicum/internship experience. I have retained all my old materials from class and they are kept in my office to as resources for my graduate assistants. *Having been through the program myself, I felt I knew what was expected. The students were good about telling me what their requirements were but it would have been nice to have some sort of list from the university as well. *With the previous practicum students, the projects contract mirrored more of a position descriptions that listed job duties. For future practicum students, I plan on outlining the contract to show more from a measurable outcomes stand. I hope this will assist with determining how well projects were accomplished. *I think it would be good for the CU coordinator to contact us earlier. I only really knew what my responsibilities were based on what my intern said was required. It would be helpful for us to receiver information directly to us about expectations. *Yes *Yes *Yes. The handouts with the responsibilities for students and supervisors were helpful. *Yes, the student and I discuss the program and actively plan a course of action to reach their hours and other goals. *The students were able to explain their time commitment. Perhaps it would be good to prepare for them a one page description of the program and examples of outcomes that would be possible. It might help to encourage more participate in the program. *Yes. The handouts with the responsibilities for students and supervisors were helpful. *Yes

*The last student was good about meeting once a week with me, however, the student before her did not make much attempt to keep me informed of her requirements and I had to corner her to set up meeting times. I would prefer to meet with the Clemson supervisor prior to beginning the supervision with any practicum/intern student. Question 6: Do you feel you have sufficient knowledge about what the practicum/internship student(s) was to accomplish? If not, what other information would you have liked to known or had access to? *Yes, I was knowledgeable about the experience expectations and responsibilities. I've learned through experience that it helps to have the student "buy into it" too through setting some of their personal goals and projects-whether its to highlight their strengths and interests or develop skills they don't have or want to grow on and improve on. There are a few items on the evaluation form that don't apply to this particular setting and we adjust to accommodate and provide a similar opportunity. *Yes. The handouts with the responsibilities for students and supervisors were helpful. *Yes *Yes, b/c I had gone through the same program at Clemson myself. I know there's been a great deal of faculty turnover but more or less same requirements. *Yes, I think I did. *He had sufficient knowledge. *Mostly, yes. *Yes. Before she came to the school as an intern we met and talked about what she needed to accomplish. Very good job in this area. *Yes, I talked with each one personally often.

Counselor Education Site Supervisor and Employer Survey Up to Spring 2005
Question 7: Was this practicum/internship student(s) a person you would hire for your area/office? Why or why not?

*Yes. She was teachable and attempted to improve her experience through self study and observation. *I have had many that I would hire and only a small few that I would pass on. I had one that I was concerned about and remain concerned. We talk privately if we need to do later BUT nothing to do now. *Student is definitely a person I would hire. She is extremely knowledgeable, willing, and would be an asset to any school. *Most definitely-She was capable, skilled, and works well with children and staff. *I don't have an area or an office, but I would hesitate to hire, I think, because there just wasn't enough consistency and follow-through on things. *Yes-these two were very flexible and willing to do whatever needed! *I would love to hire her, she was super. *I would definitely hire the students with whom I have worked, and one of them was hired by my principal when she completed her counseling degree at Clemson. *As I stated earlier, both of the students that I supervised were my graduate assistants. I would have hired either of them to work in a full-time capacity. They were both eager to work with students and had the ability to develop strong, working relationships with the students in our area. It was sad to see them graduate, but I know that they will succeed Student Affairs because of the COE program. *Yes, I would hire both the students I had. They demonstrated good counseling skills, creativity, motivation, and most of all a commitment to the children. Both were able to build the trust and relationship that is necessary to help the kids. *Based on our weekly conversations, I gathered that the student actually prefers to work with younger clients and in a more traditional counseling role that what occurs at Career Center. *Yes, she was a hard worker and willing to learn. She worked well with faculty and students. *Yes, with more experience. *Yes-good students and would make a good worker. *With no exception, yes. I* have been so impressed with all of the practicum/internship students from CU. Each one has been wellequipped to walk right in to a job. In fact, 3 of them have done just that! *This student's strength was in her one on one sessions, as she was a good listener and sought out assistance when the need arose. Yes, I would consider her because of the attributes she exhibited. *I have had students that I would hire and some that I would not. One this year had poor organization skills and I would have hoped that this kind of issue would not be a problem. It led to some frustration on my part. That one I would not hire but the student did show some growth over time. *When she first started, I would have said no to this question, but after she settled down and adapted to what we were doing and how we do things, then I can say yes to that question now. *Yes, I would hire her. I truly wish that we could have a third counselor in our office and she would be a perfect fit. She is self driven, confident, competent, and most of all, genuine in her concern for children. She sees the issues and deals with them from a professional point of view as well as a compassionate one. Yes, I would certainly hire She. *The last intern student will make a great guidance counselor anywhere. I would recommend her to my own school and to anyone else.

Question 7: Was this practicum/internship student(s) a person you would hire for your area/office? Why or why not? *Yes, I would hire any and all three I have supervised over the past year. They have been terrific and graduate students and pre-professionals. They all have a genuine interest in Std. Affrs. They were committed to the mission and accomplished goals while working with our dept. They have energy and enthusiasm for the field and work well with others. They applied their classroom knowledge to hands-on application here in the field work site. Each of them would fit in fine in any Std. Affrs Related dept/service. They were adaptable and flexible in their interactions and assignments and knowledgeable about the developmental needs as it related to college students. *Yes-he was very knowledgeable and well-equipped to handle the job of counselor. He related well to the students and teachers. *Most definitely. *Yes, if her classroom management style improves. She has great ideas but poor delivery b/c so quiet and unassertive at times. I think it will improve in the fall, when she is here more often and can be here from the start to help establish expectations. *The people I have worked most closely with this semester are student x and y. I would hire both of them *Yes and I did. He is well-organized, hard working, and an excellent communicator. *One intern I would hire and one I would not. I don't think the one I would not hire had anything to do with the program, rather it was a lack of responsibility to get things done. *I would hire her any day of the week. She was very self-motivated and willing to help out in all situations. I wish we could hire her. Please rally to get the ratio of students to elementary guidance counselors to a reasonable number. We are 1:750!!!!!!!!!!!! We could be really effective if we had two guidance counselors at this school. *Yes, our last one is working for Clemson and I am so happy about it.


				
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posted:11/28/2009
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Description: 2005-siteemployer-survey---Homepage--Clemson-University