APPENDIX 6

Wright State University

Department of Leadership Studies
Student Affairs in Higher Education Administration
SAA 7650 Internship I

or

SAA 7670 Internship II

Site Supervisors Evaluation of Intern

The internship experiences in the SAHE graduate program are expected to provide students with a
professional experience in a functional area of student affairs/services and contribute to their ability to
gain professional competency from working with seasoned professionals. The competencies areas
described below are those outlined by ACPA and NASPA as expected of those in our profession. While
it is not expected that each of the competencies listed below are a part of every internship, many will
apply. Please evaluate the interns performance on a scale of 1-5 with 1 being low and 5 being high. If
a particular competency area is not a part of the internship please indicate NA.
Your evaluation is a critical part of the students grade for the course and represents between 50
and 60% of the grade calculation.
Student Affairs Competency Areas
1. The Personal Foundations competency area involves the knowledge, skills, and attitudes to
maintain emotional, physical, social, environmental, relational, spiritual, and intellectual
wellness; be self-directed and self-reflective; maintain excellence and integrity in work; be
comfortable with ambiguity; be aware of ones own areas of strength and growth; have a passion
for work; and remain curious.
Rating

5 X

NA

Comments: Carine is bright, mature, intellectually curious and thoughtful. Within all of the
projects we engaged in whether developing tools and resources for students on academic alert
and probation, conducting some personalized outreach to such students, or critically reviewing
the academic progress surveys we have been sending to these students Carine exhibited
investment, curiosity, thoughtfulness and a zeal to contribute.
2. The Ethical Professional Practice competency area pertains to the knowledge, skills, and
attitudes needed to understand and apply ethical standards to ones work. While ethics is an
integral component of all the competency areas, this competency area focuses specifically on the
integration of ethics into all aspects of self and professional practice.
Rating

5 X

NA

Comments: Carine clearly cares deeply about student success and is willing and able to
thoughtfully and respectfully engage with students and as well work with colleagues in a team on
endeavors related to developing tools to serve students and as well directly serving students.

Site Supervisors Evaluation of Intern (continued)

3. The Equity, Diversity, and Inclusion (EDI) competency area includes the knowledge, skills,
and attitudes needed to create learning environments that are enriched with diverse views and
people. It is also designed to create an institutional ethos that accepts and celebrates differences
among people, helping to free them of any misconceptions and prejudices.
Rating

5 X

NA

Comments: Carine has had a range of life experiences, course work that relates to diversity and
as well service work at Wright State. She draws well on all of these areas. For example, when we
were discussing the specifics of some of the on-line tools we developed this summer as well as
resources drawn upon for such tools, Carine had a keen sense of what may or may not reach
students and was open to sharing her perspectives in a collegial as well as confident manner.
Here contributions have been very valuable and her knowledge as well as life experience around
diversity play a big part in her contributions.
4. The Advising and Helping competency area addresses the knowledge, skills, and attitudes
related to providing counseling and advising support, direction, feedback, critique, referral, and
guidance to individuals and groups.
Rating

5 X

NA

Comments: My sense is that Carine most directly applied these skills in the work she did at
orientations with my colleague Michela Buccini. However, Carine capably engaged in some
phone outreach early in summer to students on academic alert and probation. Her comfort, care,
competency and capability in engaging with students is evident.
5. The Leadership competency area addresses the knowledge, skills, and attitudes required of a
leader, whether it be a positional leader or a member of the staff, in both an individual capacity
and within a process of how individuals work together effectively to envision, plan, effect
change in organizations, and respond to internal and external constituencies and issues.
Rating

5 X

NA

Comments: Carine is both a strong and reflective listener, a willing and curious learner and a
confident contributor in a team setting. The project that we engaged in this summer was a
somewhat fledgling and organic one in that we had not as of yet developed on-line tools for
students on academic alert and probation. Therefore, engaging in the endeavor required a
capacity to deal with some ambivalence, engage in some stops and starts, switch gears in
different directions as new materials were found or obstacles encountered, etc. Carine engaged in
both a patient as well as capable and thoughtful manner in this project. We are now very close to
having a final product ready for Fall 2015 yet a product that will be further developed.
Carines contributions were very valuable. And in the process of engaging, Carine capably
interacted with myself as well as colleagues in our Writing Center (including our study skills

specialist) to identify resources that were drawn upon for our initial modules and as well can
be drawn upon going forward for this particular effort as well as our FYE efforts.
6. The Student Learning and Development competency area addresses the concept and principles
of student development and learning theory. This includes the ability to apply theory to improve
and inform student affairs practice, as well as understanding teaching and training theory and
practice.
Rating

5 X

NA

Comments: We did not specifically and intentionally discuss theory as we were engaging in
projects. That said I could infer that Carine was well familiar with the logic and rationale behind
why we would proceed as we were. For example, Tintos theories would inform why we were
conducting highly personalized phone as well as One Call and e-mail outreach to students with
academic standing issues, and Perry or Chickering would inform the relatively modest level of
sophistication that we were choosing to align to in our on-line modules. We are well aware that
our students have wonderful potentials yet are at certain developmental levels and thus we need
to move them though successive levels of sophistication in how we do what we do. We did not
discuss such matters explicitly but Carine was very much attuned to why we were doing things
as we were doing them and how this relates to our students current developmental levels and
explicitly to the needs of students with academic standing issues.

Site Supervisors Evaluation of Intern (continued)

7. The Human and Organizational Resources competency area includes knowledge, skills, and
attitudes used in the selection, supervision, motivation, and formal evaluation of staff; conflict
resolution; management of the politics of organizational discourse; and the effective application
of strategies and techniques associated with financial resources, facilities management,
fundraising, technology use, crisis management, risk management, and sustainable resources.
Rating

NA

Comments: This was not an area that was specifically addressed in our activities. That said,
Carine and I did often discuss that the intervention we were working on was a practical as
opposed to ideal one in that it was being launched in a context of less than optimum adviser to
student ratios and as well a context of students who do not always spend maximal time on site
and thus may benefit from on line tools that are easily navigable and efficient in their time
demands.
8. The Assessment, Evaluation, and Research competency area (AER) focuses on the ability to use,
design, conduct, and critique qualitative and quantitative AER analyses; to manage organizations using
AER processes and the results obtained from them; and to shape the political and ethical climate
surrounding AER processes and uses on campus.
Rating

5 X

NA

Comments: Carine was quite eager to look at surveys, make suggestions for tweaking and
improving them and as well look at data. Carine made some very keen suggestions about the
academic progress survey that we send to students with academic standing issues, and we
incorporated these suggestions into survey.
9. The Law, Policy, and Governance competency area includes the knowledge, skills, and
attitudes relating to policy development processes used in various contexts, the application of
legal constructs, and the understanding of governance structures and their impact on ones
professional practice.
Rating

5 X

NA

Comments: As indicated in #7 above, we often discussed how structural matters informed the
scope (and to some extent lack thereof) of the relatively modest intervention we developed this
summer. These structural factors included budget constraints, the multiple projects in which
various colleagues were engaged (and how they affect intensity of time that can be devoted to
this population), and as well the time and economic challenges that our students encounter (and
how this affects likelihood of engaging in certain types of interventions). My hope as well as
belief is that Carine got a first-hand look at the complexity even chaos of the range of issues
and projects that any given colleague is involved in and how this complexity affects any
particular intervention.

10. The History, Philosophy, and Values competency area involves knowledge, skills, and attitudes that
connect the history, philosophy, and values of the profession to ones current professional practice.
This competency area embodies the foundations of the profession from which current and future
research and practice will grow. The commitment to demonstrating this competency area ensures that
our present and future practices are informed by an understanding of our history, philosophy, and
values.
Rating

NA

Comments: I have no doubts as to Carines capability in these areas and yet I would report in all
candor that the bulk of our work was applied and as such these items were highly implied in
everything we did but not necessarily explicitly discussed on a consistent basis.

Site Supervisors Evaluation of Intern (continued)

Summary
1. How would you evaluate the interns projects at the work site based on: creativity, accuracy,
quality/depth, clarity, and benefit to the SAHE profession? Please explain.
Everything Carine did was done with zeal, thoughtfulness and professionalism. Specifically, she
made important contributions to our fledgling (but now taking clear shape) project of developing
on-line support modules for students with academic standing issues, looking at the surveys we
send to such students (and results) and directly calling students to urge engagement with the
surveys as well as with information they were being sent. I think Carine has the knowledge base,
the disposition, the maturity and ethical foundation to be an outstanding student affairs
professional in whatever specific niche she may choose.
2. How would you assess the interns potential for future work in this profession? Leadership,
problem solving, tact, civility. Please explain.
See above I think Carine brings a keen intellectual curiosity, a great sense of ethics, a capacity
to organize projects and participate in teams, and a strong life experience to her work. I would
not hesitate to endorse Carine to any institution or team and I am highly appreciative of the
contributions that Carine has made to UC Blue Ash this past summer.

3. Additional Comments
Thanks to Carine and thanks to Wright State!

Site Supervisors Signature and Date

Students Signature and Date

Gregory Metz Ph.D. Assistant Dean of

Academic Affairs