Student affairs program partnership philosophy

Graduate students, faculty, and site supervisors of assistantships and field experiences recognize:

• graduate education requires students to welcome, take ownership, and make the most of their theoretical and practical learning experiences and embrace connections to future opportunities

• students’ holistic well-being is of the utmost priority followed by coursework then assistantships

• faculty design courses, assignments, discussions, etc. to increase knowledge, promote discussion and reflection, and encourage application in a practical setting

• assistantships support students pursuing their degrees full-time while receiving tuition reduction and compensation as they acquire necessary, practical experience in the University community

• site supervisors design assistantships and field experiences to complement coursework and provide similar responsibilities to those of full-time staff to support students’ career preparation

• unless unforeseen circumstances arise, assistantships are two-year commitments of 20-28 hours per week to promote increased knowledge, skills, responsibilities, etc. over time

• field experiences are one semester with fewer hours per week to promote the exploration of functional areas, institutional types, supervisory styles, and other aspects of student affairs work

By supporting these commitments and integrating the ACPA/NASPA professional competencies and functional area-specific competencies into all experiences, it is a joint effort to intentionally support graduates becoming:

• Informed Practitioners who apply research and scholarship to individual contexts and broader learning environments.

• Active Practitioners who engage in service and professional development at the campus, local, state, regional, and national levels.

• Introspective Practitioners who make ethical and critical decisions in pursuit of just and equitable experiences and environments.

• Collaborative Practitioners who create, implement, and support equitable opportunities and environments to address emerging issues in community with others.

Graduate students, faculty, and site supervisors of assistantships and field experiences are encouraged to have intentional, ongoing conversations to discuss the commitments outlined above and in assistantship descriptions to avoid misunderstandings and assumptions. To support learning and expectation-focused conversations, faculty provide and require specific documents to construct field experiences.  Since assistantships exist across the University in a variety of departments and divisions, the Coordinating Committee recently created and shared these strategies for assistantship supervisors to support proactive communication and intentional experiences.  

• Create assistantship position descriptions and opportunities that:

  • Build knowledge and skills beyond administrative tasks that would support:

    • being qualified for entry-level/master’s required roles

    • other areas in higher education/student affairs

  • Account for building on or expanding responsibilities from previous semesters

  • Allow for interaction with a variety of groups (students, faculty, staff, identities, etc.)

  • Support theory to practice/ensure application of course material in a practical setting

• Develop an intentional onboarding process

• Provide adequate workspace with access to telephone, computer, and necessary supplies

• Schedule and keep weekly one-on-one meetings to discuss topics including but not limited to:

  • Setting mutual expectations

  • Connecting assistantship to ACPA/NASPA and functional area competencies

  • Discussing progress towards projects, tasks, etc.

  • Discussing how the assistantship is preparing graduates to be informed, active, introspective, and collaborative practitioners

  • Discussing integrity and ethics

  • Connecting topics covered in academic courses to assistantship

  • Connecting course syllabi or assignments to assistantship

  • Identifying ways assistantship can directly and/or indirectly prepare a GA for roles of interest after graduation

  • Brainstorming field experiences or other opportunities that can prepare a GA for roles of interest after graduation

• Provide regular, concrete, and formal feedback beyond one or two formal evaluations per year to support GAs building competency and confidence in their knowledge, skills, and abilities

• Facilitate and discuss an intentional transition process

To learn more about the academic program and supplemental support, the following resources are available:

• One-page Overview of the Program

• Student Affairs, M.Ed. webpage (includes admissions requirements, courses, and more)

• Student Affairs Program Handbook

• Field Experience Handbook

• Clemson University Graduate School Policy and Procedures

• Graduate Student Resources

• Employee Assistance Program - Graduate Assistants May Use

• Graduate Student Tuition and Fees

• Resources for our LGBTQ+ Graduate Students and Allies

• Resources for Student Veterans and Military-Connected Students

• Graduate Student Orientation