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Using Multiple Methods to Gauge Success in an Internship Experience

Using Multiple Methods to Gauge Success in an Internship Experience. Karen Kopera-Frye Jeanne Hilton Human Development and Family Studies University of Nevada . Goals of the Presentation. Background on the academic program Mission Vision Programs

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Using Multiple Methods to Gauge Success in an Internship Experience

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  1. Using Multiple Methods to Gauge Success in an Internship Experience Karen Kopera-Frye Jeanne Hilton Human Development and Family Studies University of Nevada

  2. Goals of the Presentation • Background on the academic program • Mission • Vision • Programs • Overview of our undergraduate program of assessment to date • Challenges faced in revising and implementing an internship experience for seniors • We will be sharing examples of internship materials…sign up if you want copies

  3. HDFS Department…Mission • Demonstrate knowledge of the bio-psycho-social elements of the human lifespan, with in-depth expertise in at least one developmental stage • Demonstrate knowledge and application of the interplay of issues and processes in diverse family systems • Critically evaluate and apply theory to the contexts of research and practice in the field

  4. Areas of Focus in the Department • Early Childhood Education Program • Human Development and Family Studies Program • Child and Adolescent Development • Adult Development and Aging • Family Studies • Certified Family Life Educator • Masters in HDFS

  5. Vision of the Department • Focus HDFS programs on a theme such as prevention and resilience • Strengthen the HDFS master’s program • Participate in an interdisciplinary doctoral program that serves the needs of HDFS majors

  6. Overall assessment of undergraduate program • Senior online exam to evaluate knowledge gained • Mosaic focus groups with graduating students to evaluate their view regarding the relevance of the curriculum in their educational experience • Internship supervisor ratings to evaluate application of theory and knowledge in the real world setting • Alumni and employer survey to evaluate the effectiveness of the program in preparing students for professional roles

  7. Preliminary assessment findings… • Senior online exam • suggests that students (77%) retain knowledge from core courses across a 4-5 year span • Mosaic focus group • students were mostly positive about their experience, however • Two course needed modification • More career advisement • More consistency in classes taught by LOAs • Internship • was disorganized and needed to be revised before data could be collected • Alumni survey • Over 90% of students were pleased with the program and currently employed in their field of expertise

  8. Assessment of graduate program • The graduate assessment plan was submitted in May, 2003 • The master’s program is under major revision based on the latest strategic plan • Will add a prevention track that includes collaboration with CASAT • Will add a research track for students who want to enter a terminal degree program • Will reconsider the professional paper option • Plan to recruit aggressively • To date, the primary method of assessment is a mid-program review of each student by the graduate faculty • Data collection will begin this spring • Other assessment tools will be developed as the program evolves

  9. The HDFS Internship Experience Then and now…

  10. History of the HDFS Internship • Formal process was in place with contracts, site visits and evaluation • Over time, LOAs taught the class and the original procedures and intents were lost • This became evident when we first attempted to use the internship for assessment in 2002 • So…we first had to revise the internship before we could collect data

  11. Challenges we faced • Many students did not get started in the field until half-way through the semester • No site visits were done • Scheduled campus meetings with students were erratic (at best) • Minimal guidelines and instructions, and unclear expectations were provided to the students • Sites were not necessarily relevant to career goals, and students often just did busy work

  12. Revision of the Internship • The leading professional organization for family studies is the National Council on Family Relations (NCFR) • NCFR is implementing a certification process for family life educators (CFLE) • CFLE found similar problems with internships across the country and is in the process of developing a standardized handbook for internships • We were involved with the development of the CFLE handbook and adopted many of the preliminary forms and procedures for the HDFS handbooks • Preliminary copies of the CFLE internship materials…pass around

  13. In November 2003, HDFS was given official designation as a CFLE program • Therefore we are in the process of further refining the internship experience to meet CFLE guidelines • Current goals for the student include… • Apply the knowledge and theory gained in the program to the internship experience • Comply with accepted ethical and professional standards in the field • Demonstrate expertise and experience in at least one of the 10 substance areas required for the CFLE

  14. Goals for assessment are to evaluate students’… • Application of knowledge/theory • Professional growth and integrity • Ability to network for future career opportunities • Revisions thus far… • Handbooks and standardized assessments have been implemented • A directory of potential sites has been developed • Site partnerships are being developed based on career opportunities and the fit of the experience with student-employer needs • Students prepare formal proposals and contracts for their internship • Pre-screening and orientation of the student takes place the semester before the internship begins • An ongoing internship coordinator has been assigned who works closely with the department chair to oversee the quality of the program

  15. Assessment tools • Handout…Site Supervisor’s Handbook • Student orientation • Roles and responsibilities (expectations • Mid-term Supervisor Ratings (quantitative) • Final Evaluation (qualitative) • Explanation of the competency matrix • Competency matrix • Ten substance areas listed across top • Competencies are listed down the side

  16. Preliminary Findings • Mid-term supervisor ratings on 13 students • Almost all rated the student above average or outstanding • Comments were extremely positive, suggesting that most students were an asset to the organization • Only one concern was voiced… • The supervisor was concerned because the student did not submit a contract until mid-term • The LOA teaching the class did not provide any of the other data to the coordinators • She has since been replaced with a permanent internship coordinator who will be collecting the data this spring for the first time

  17. Future Directions • The internship assessment is still being refined • To comply with the strategic plan • To comply with CFLE standards • To find a data collection process that ensures reliable and consistent data from the sites • We would like to add student feedback and anonymous aggregate site supervisor feedback about the experience to our process • Discussion…how does our assessment of the internship process compare with what your unit is doing?

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