Abstract
Given the opportunity to create a summer version of an existing capstone internship experience, our goals included maintaining the rigor of the program despite the shortened duration and improving supervision for interns placed at a substantial distance from the campus. This presentation will describe our internship program and the changes we made for the summer internship, using the framework of internship as a high-impact teaching and learning practice. Student outcomes suggest that student performance in the summer internships was generally consistent with performance in the school-year internships. New procedures adopted with the summer program were associated with the reversal of a pattern in which interns placed at sites furthest from campus had poorer performance (though small sample sizes meant that statistical significance was not achieved). Interaction with the audience will emphasize applications to their own internship, student teaching, and other field experience programs. By the conclusion of this program, attendees will be able to 1) describe the characteristics of a high-impact internship program, 2) evaluate the effectiveness of the redesigned internship program, and 3) apply strategies used in the example program to field-based learning experiences in their own setting.
Location
Room 2005
Recommended Citation
Dobbs-Oates, Jennifer, "Internship as High-Impact Practice: How to Make a Better Internship in Half the Time" (2014). SoTL Commons Conference. 51.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2014/51
Handout
Internship as High-Impact Practice: How to Make a Better Internship in Half the Time
Room 2005
Given the opportunity to create a summer version of an existing capstone internship experience, our goals included maintaining the rigor of the program despite the shortened duration and improving supervision for interns placed at a substantial distance from the campus. This presentation will describe our internship program and the changes we made for the summer internship, using the framework of internship as a high-impact teaching and learning practice. Student outcomes suggest that student performance in the summer internships was generally consistent with performance in the school-year internships. New procedures adopted with the summer program were associated with the reversal of a pattern in which interns placed at sites furthest from campus had poorer performance (though small sample sizes meant that statistical significance was not achieved). Interaction with the audience will emphasize applications to their own internship, student teaching, and other field experience programs. By the conclusion of this program, attendees will be able to 1) describe the characteristics of a high-impact internship program, 2) evaluate the effectiveness of the redesigned internship program, and 3) apply strategies used in the example program to field-based learning experiences in their own setting.
