Browsing by Subject "internships"

Now showing 1 - 6 of 6
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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication and Integrative Learning VALUE Rubrics
    (2021-08-18) Hahn, Thomas
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL) for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2020-2021. The IEL Assessment Workgroup assessed written reflection artifacts of 124 students from 14 co-curricular programs. Using selected rows from the Written Communication and Integrative Learning VALUE Rubrics, the raters assessed the Communicator and Problem Solver Profiles of Undergraduate Learning. For Written Communication, overall results indicate that all of the student reflection artifacts at least met the benchmark for Control of Syntax and Mechanics. Nearly all (123 of 124) of the student reflection artifacts at least met the benchmark for Content Development. Overall, 99.6% of the scores for Written Communication met the benchmark. For Integrative Learning, nearly all of the student reflection artifacts (122 of 124) at least met the benchmark for Connections to Experiences. Likewise, nearly all of the student reflection artifacts (123 of 124) at least met the benchmark for Reflection and Self-Assessment. Overall, 98.8% of the scores for Integrative Learning met the benchmark.
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    Assessing the Profiles through Written Reflections of Engaged Learning Experiences Using the AAC&U Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics
    (2022-11) Hahn, Thomas W.
    This report describes an assessment activity within the IUPUI Institute for Engaged Learning (IEL)for students participating in IEL programs and the Life Health Sciences Internship (LHSI) Program during AY 2021-2022.The IEL Assessment Workgroup assessed written reflection artifacts of 100students from 10co-curricular programs. Using selected rows from the Written Communication, Integrative Learning, and Civic Engagement VALUE Rubrics, the raters assessed the Communicator, Problem Solver, and Community Contributor Profiles of Undergraduate Learning.
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    Graduate School Archives Internships: High Impact or High Barrier? Preliminary Results
    (2024-07-24) Rayman, Denise; Spotts, Lydia C.
    This presentation reports on a SAA Foundation-funded study of the efficacy of archival internships in improving career success in the profession. While variables are vast and complex, our study is limited to identifying the relationship between internship completion and post-graduate employment. While there are studies on the efficacy of internships in undergraduate education, our study is the first research on the efficacy of internships as a component of graduate education for the archival profession. Part one of the study, a survey, is complete and analysis of part two, qualitative interviews, is in progress. We will share preliminary results, including how outcomes differed among surveyed archival science program graduates who completed internships, students who worked in archives, and students who had no experience in archives upon graduation. Internships have a notable impact on emergent archives professionals who are the future of archival work. Formally or informally requiring internships, often unpaid or for only nominal compensation, as a part of education is a significant barrier to entry in the profession for people from historically excluded and persistently underrepresented backgrounds. Per A*CENSUS II, the profession remains majority white (84%). If we continue with the current model, how can graduate programs and the archives profession reduce barriers for students? If ineffective, can we remove the barrier?
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    IEL Assessment Workgroup Report - Assessing Written Reflections
    (2020-08-16) Hahn, Thomas
    This report describes a pilot assessment activitywithin the IUPUI Institute for Engaged Learning (IEL). As part of the strategic planning process within Division of Undergraduate Education (DUE), IEL articulated an assessment plan that included direct assessment of student learning within itsengaged learning programming. Specifically, the focusis on the “Communicator”profile within the Profilesof Learning for Undergraduate Success. To that end, this assessmentappliedthe AAC&U Written Communication VALUE Rubrictodirectly assess104students’written reflection artifactsof their experiences in AY 2019-2020.The learning outcome assessed was the following: By participating in engaged learning, students will: convey ideas effectively and ethically in oral, written, and visual forms across public, private, interpersonal, and team settings, using face-to-face and mediated channels.
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    The Role of Mentorship Programs in LIS Education and in Professional Development
    (Association for Library and Information Science Education, 2013-05) Lacy, Meagan; Copeland, Andrea J.
    Although mentoring is widely valued and encouraged within librarianship, it has been conceived mostly as a professional relationship that occurs after one has obtained a position. Thus, mentoring among LIS students is not customary – largely because internships and field experiences are not universally required. To address this problem, the investigators wanted to distinguish the kind of education a mentorship program provides. This study identifies the kinds of knowledge academic librarians and LIS students gained after participation in a semester-long mentorship program. Data was collected through two focus group interviews, which were transcribed, analyzed, and compared for inter-coder agreement. The mentees gained knowledge related to the work life of academic librarians, job seeking, and workplace expectations. The mentors valued the experience because it promoted currency in the field, self-awareness, and reflection on practice. This research supports the need to emphasize internships and mentoring within the LIS curriculum.
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    When Your Boss Supports You During Your Internship: The Impact Co-op Supervisor Support on Engineering Students’ Attitudes and Career Outlook
    (Office of the Vice Chancellor for Research, 2014-04-11) Egan, Toby; Carden, Lila; Greer, Tomika
    The final steps in the undergraduate engineering education process often involve 'field education,' 'clinical experience' or 'co-op’ assignments. In many cases, engineering students rate the capstone engineering practicum experience as the most important aspect of their engineering professional preparation. Based on social learning and organizational support theories, we used a sequential exploratory mixed methods research approach to explore the experiences of 181 engineering students, attending two large public US universities, and participating in their co-op experiences. In interviews, co-op students identified support, coaching, sponsorship and challenging work tasks as important aspects of successful co-op experiences. After identifying and amplifying these key themes through a qualitative research process, we used a survey to examine issues identified in interview settings, in relation to these novice engineers’ attitudes and career outlook. Supervisors’ perceptions of the engineering students’ motivation, commitment, and performance were also measured. Study findings indicated that very early career engineers are often strongly influenced by their experiences with their co-op supervisors. The implications for the study emphasized that, when supported their supervisors, engineering co-ops (and similar engineering capstone experiences) facilitated by supported supervisors, can impact students’/employees’ performance, career outlook (regarding their long-term interest in the engineering profession) and overall attitudes regarding engineering as a college major and as a profession and life-long career. Methods used: exploratory mixed-methods—interviews and survey Analysis used: constant comparative analysis and structural equation modeling