Internships

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Internships Integrative Learning
Colloquium presented by the Division of Business
Engineering November 13, 2006
Cynthia WoodInstructor in Business
Administration Bob TrumpbourAssistant Professor
of Communications Mike ArterAssistant Professor
of criminal Justice Thomas Shaffer Academic
Internship Coordinator
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Internships Integrative Learning

• I. Context and goals of academic internships
• Community-based learning ? Goals
• Features
• II. Integrative Learning
• Knowledge/discipline-based learning
• Self-directed learning
• III. Why academic internships?
• IV. Summary and questions

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Internships Integrative Learning
I. Context and goals of academic internships

• Community-based Learning and Internships

• Non Academic
• Employment
• Volunteering

• Academic
• Service Learning
• Internships

Performance and guided reflection
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Internships Integrative Learning
I. Context and goals of academic internships

• Characteristics of Internships
• Partnership between a community organization and
  the college
• Learning Agreement
• Local, Regional, National, International
• Increased student responsibility
• Faculty member as facilitator

• Goals Integrative Learning
• Knowledge/discipline-based
• Self-directed

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Internships Integrative Learning
II. Integrative Learning, or . . . Tales from
the Field

• Knowledge/Discipline-based learning
• Digging Deeper Business
• Going Native and The Enforcer Criminal
  Justice
• The Gadget of the Moment Communications

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Internships Integrative Learning
II. Integrative Learning, or . . . Tales from
the Field

• Self-directed learning
• The Value of Muddling Through
• Read and Take Head
• Grab the Bull by the Horns

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Internships Integrative Learning
III. Why academic internships?

• The AH HA! factor
• A Fresh Perspective
• Students curricular insights from their
  internships
• What concepts were critical?
• What did you fell unprepared for?
• Host sites gain valuable information through
• midpoint visits
• midterm and final evaluations
• What goes around . . .

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Internships Integrative Learning
IV. Summary

• Learning that Lasts Making knowledge
  meaningful
• Self-directed learning
• Active and focused dialogue throughout
• What can WE learn?
• Internships as Opportunity
• for our students
• for our program
• for our college

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Internships Integrative Learning
Colloquium presented by the Division of Business
Engineering November 13, 2006
Cynthia Wood Instructor in Business
Administration Bob Trumpbour Assistant Professor
of Communications Mike Arter Assistant
Professor of criminal Justice Thomas Shaffer
Academic Internship Coordinator
10
(No Transcript)
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Upper-division Internships and Degree Program
Requirements
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(No Transcript)
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Internships Integrative Learning
Standards of Excellence For Community-Based
Learning1

• What is the place of internships in the
  major/program curriculum?
• Successful internships are less likely if they
  are treated as an appendage to the rest
  of the curriculum
• How is the internship experience structured?
• Host site selection
• Framing the experience learning agreement
• Facultystudent interaction
• Assessing Learning

1 See, e.g., NSEE, The Internship as Partnership
(1995), and Peter Parilla and Gary Hesser,
Liberal Learning and Internships in Sociology,
in The Internship Handbook (2005).
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Performance
INTERNSHIPS
Reflection