Assessing the undergraduate intern experience

Stone, W. E.; McLaren, John

doi:10.1080/10511259900084521

Cited by 36 publications

(31 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although the use of internships dates back to medieval times (Ross & Elechi, 2002), it is a controversial pedagogy (Stone &McLaren, 1999). The core of the debate surrounding the use of internships focuses on the purpose of a university education.…”

Section: Internships In Criminal Justicementioning

confidence: 99%

“…The core of the debate surrounding the use of internships focuses on the purpose of a university education. "Academic purists view the university as a place where people are taught to think" (Stone & McLaren, 1999, p. 171) and are concerned that internships will not contain sufficient academic content (Sgroi & Ryniker, 2002), while professionally oriented academic programs endorse internships and potential employers believe universities should help prepare young people for employment (Stone & McLaren, 1999). Historically, the debate on the use of internships in academics has, perhaps, been more common in criminal justice, as a discipline struggling to attain legitimacy as a social science rather than as a "cop shop" (Durham, 1992).…”

Section: Internships In Criminal Justicementioning

confidence: 99%

See 1 more Smart Citation

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

View full text Add to dashboard Cite

PrefaceThis volume contains the proceedings of the First International Conference on Higher Education Advances (HEAd'15), which was held in Valencia, Spain during 24-26 June 2015. HEAd aims to become a forum for researchers and practitioners to exchange ideas, experiences, opinions and research results relating to the preparation of students and the organization of educational systems. The conference was hosted by the Faculty of Business Administration and Management of the Universitat Politècncia de València.The conference featured three invited speakers who overviewed important and actual topics: John Kalu Osiri (Washington State University) delivered the presentation on the indispensable role of educators in shaping a nation, Ana Muñoz-Miquel (Universitat Jaume I) on how to bridge the gap between professional practice and university education, and José V. Benlloch-Dualde (Universitat Politècnica de València) on effective ways to enhance collaboration in the classroom.Following the call for papers, HEAd'15 received 165 submissions with authors representing 41 different countries. Papers went through a rigorous review process. Each paper was reviewed by at least two program committee members. Finally, 50 submissions were selected as full papers (representing an acceptance rate of 30%) and 22 submissions were selected as short papers. Additionally, 20 papers were selected to be presented as posters.I would like to thank all the people and institutions who contributed to the success of the HEAd'15 conference: the authors, the members of the program committee as well as the additional reviewers, the invited speakers, the members of the organizing committee, and the sponsors. I am also grateful to Abstract: The international accreditation for the Master and Bachelor degrees offered at our university, together with the demands of the employers, have made it clear that the students' curricula should specify not only what they have studied, but also what they are actually able to do. Although the competence based curricula approach has been used in the development of the new programmes for the Master and Bachelor degrees within the European Higher Education Area in recent years, the assessment of these competences is still a pending task. This work presents an 'outcomes' approach for the assessment of the oral and written communication skills within subjects related to mechanical and materials engineering. In particular, this paper proposes some rubrics developed in order to quantify the level of achievement. These rubrics are based on the evaluation of some learning outcomes that can be observed by using different strategies during the course. Conclusions about preliminary results and the difficulties found in order to create these tools are also described here.

show abstract

Section: Internships In Criminal Justicementioning

confidence: 99%

Section: Internships In Criminal Justicementioning

confidence: 99%

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Poza

Domènech

Lloret

et al. 2015

HEAd'15. Conference on Higher Education Advances

View full text Add to dashboard Cite

show abstract

“…Employers and community partners also have the opportunity to influence and train future employees, thus creating a better prepared workforce. Similarly, Stone and McLaren (1999) noted that host agencies may use internships as a means for screening and recruiting future employees. In the current example, a brief "Guide for Internship Preceptors" is available to help potential internship sites consider the benefits of having an intern, as well as guiding them away from the "free help" mind-set.…”

Section: Agency Perspectivementioning

confidence: 99%

“…and "How will internship outcomes be evaluated?" (Henry, Rehwaldt, & Vineyard, 2001;Stone & McLaren, 1999). Similarly, "What practices will be in place (e.g., seminars, assignments, etc.)…”

Section: Academic Program Perspectivementioning

confidence: 99%

“…Checks may look for criminal histories, current substance abuse, or other related concerns. Although some sites have the ability to complete such checks fairly rapidly, Stone and McLaren (1999) noted that lengthy background checks (e.g., for the U.S. Secret Service) can take several months. In addition to preparing students to plan ahead for the time such checks may take, it is also important to educate students as to the possible ramifications of a negative background check, such as the potential ineligibility for certain internships and forms of future employment in the field.…”

Section: Academic Program Perspectivementioning

confidence: 99%

See 1 more Smart Citation

Maximizing the Potential of Internships in Gerontology and Geriatrics

Karasik

2009

Gerontology & Geriatrics Education

View full text Add to dashboard Cite

Internships and similar applied opportunities have long been valued for providing students with opportunities for practical experience, career preparation, and personal growth. The need for applied experiences in gerontology and geriatrics is particularly salient. Creating and sustaining effective internship experiences, however, requires careful attention to a variety of concerns. Using examples and illustrations from an ongoing gerontology internship component (undergraduate and graduate) this article examines ways to anticipate and address the challenges that are common to a broad range of internship experiences, as well as those that are unique to applied learning in gerontology and geriatrics.

show abstract

How Do You Use Experiential Learning to Bridge the Classroom and the Real World?

Beck

Boys

Haas

et al. 2017

New Drctns for Teach & Learn

View full text Add to dashboard Cite

Historically, a liberal arts education was thought to “liberate” students from the narrow perspective of experiential learning. Paradoxically, experiential learning is increasingly being used to broaden a liberal arts education. This chapter provides a discussion on three signature experiential learning practices, and suggests these practices can be implemented across disciplines to enrich the learning experience.

show abstract

Assessing the undergraduate intern experience

Cited by 36 publications

References 4 publications

HEAd'15 - International Conference on Higher Education Advances - Proceedings

HEAd'15 - International Conference on Higher Education Advances - Proceedings

Maximizing the Potential of Internships in Gerontology and Geriatrics

How Do You Use Experiential Learning to Bridge the Classroom and the Real World?

Contact Info

Product

Resources

About