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Relevant bibliographies by topics / Internship programs

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Academic literature on the topic 'Internship programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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Journal articles on the topic "Internship programs"

1

Benavides, Abraham D., Lisa A. Dicke, and Amy C. Holt. "Internships Adrift? Anchoring Internship Programs in Collaboration." Journal of Public Affairs Education 19, no. 2 (June 2013): 325–53. http://dx.doi.org/10.1080/15236803.2013.12001736.

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Crowell, Tara L. "Academic Internships: To Take or Not to Take? Students’ Assessments of Public Health Fieldwork." Pedagogy in Health Promotion 4, no. 1 (December 30, 2016): 19–34. http://dx.doi.org/10.1177/2373379916684850.

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While academic internships can play irreplaceable roles by providing students hands-on learning opportunities, allowing them to collaborate with faculty, and strengthening ties between colleges and their communities, continued assessment of these experiences is still imperative. An academic internship has been described as a three-way partnership among a college or university, the internship site, and the student, but the role the institution plays can differ significantly. Several years ago, the Association of Schools of Public Health included field experience (such as internships) as a Critical Components Element of an Undergraduate Major in Public Health. Hence, this study investigates not only how Public Health students evaluate their internship site but also their experience with their school during the internship process. Survey data from 219 undergraduate students, on completion of their internships from Fall 2012 to Spring 2016, were collected. Results posit that public health students report the academic institution provided support and guidance, while their internship site provided a valuable learning experience both interpersonally and professionally. Also, students recommend this experience and provide valuable feedback for future internship partnerships. Considering internships are integral parts of many preprofessional degree programs, it is imperative that programs develop and implement systematic ways to assess these programs. This study provides valuable insight into this process along with identifying students’ perceptions of the academic internship and the role that both the site and the institution played in facilitating their learning.

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Schnoes, Alexandra M., Anne Caliendo, Janice Morand, Teresa Dillinger, Michelle Naffziger-Hirsch, Bruce Moses, Jeffery C. Gibeling, et al. "Internship Experiences Contribute to Confident Career Decision Making for Doctoral Students in the Life Sciences." CBE—Life Sciences Education 17, no. 1 (March 2018): ar16. http://dx.doi.org/10.1187/cbe.17-08-0164.

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The Graduate Student Internships for Career Exploration (GSICE) program at the University of California, San Francisco (UCSF), offers structured training and hands-on experience through internships for a broad range of PhD-level careers. The GSICE program model was successfully replicated at the University of California, Davis (UC Davis). Here, we present outcome data for a total of 217 PhD students participating in the UCSF and UC Davis programs from 2010 to 2015 and 2014 to 2015, respectively. The internship programs at the two sites demonstrated comparable participation, internship completion rates, and overall outcomes. Using survey, focus group, and individual interview data, we find that the programs provide students with career development skills, while increasing students’ confidence in career exploration and decision making. Internships, in particular, were perceived by students to increase their ability to discern a career area of choice and to increase confidence in pursuing that career. We present data showing that program participation does not change median time to degree and may help some trainees avoid “default postdocs.” Our findings suggest important strategies for institutions developing internship programs for PhD students, namely: including a structured training component, allowing postgraduation internships, and providing a central organization point for internship programs.

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Suhartanta, Suhartanta, Ngatman Soewito, Hiryanto Hiryanto, Nunik Sugesti, Yosep Efendi, Siti Perdi Rahayu, and Yusri Bin Kamin. "Evaluation of student internship programs to support the sustainability of vocational education institutions and industrial cooperation programs." Jurnal Pendidikan Vokasi 14, no. 1 (March 30, 2024): 63–73. http://dx.doi.org/10.21831/jpv.v14i1.63585.

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The internship program is an annual routine activity in all faculties at Universitas Negeri Yogyakarta (UNY). This program implements a link and match between educational institutions and industry but has not been evaluated comprehensively. Therefore, conducting program evaluation research using the Context, Input, Process, and Product (CIPP) model is important. The type of research used is program evaluation research with the CIPP model. Data collection techniques in this research used questionnaires, interviews, and focus group discussions. The research subjects were UNY students who were grouped into four groups. Data were analyzed descriptively and quantitatively. The results showed that the context aspect of the internship program (goals and objectives) was in accordance with the graduate profile set at UNY. However, the general policy for organizing internships during the pandemic still needs to be developed. The systems and procedures of the academic community support the internship program, but there is still a need to improve cooperation documents and internship information systems for all faculties. The implementation of the internship program is in accordance with the activity plan set at UNY, but SIPKL needs to be developed to equalize the perception of field supervisors. The product of the internship program is in accordance with the goals and objectives set at UNY, but some students (34.16%) still have not received a job offer from the internship site. The results of this research can contribute to developing a quality-oriented internship program, which will then positively impact the cooperation relationship between universities and industry. Thus, a good working relationship will benefit both parties and potentially develop cooperation in other programs.

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Chouinard, Norm. "Some Insights on Meaningful Internships in Sport Management: A Cooperative Education Approach." Journal of Sport Management 7, no. 2 (May 1993): 95–100. http://dx.doi.org/10.1123/jsm.7.2.95.

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Sport management programs at the undergraduate and graduate levels have proliferated over the past 2 decades. In most if not all of these programs, the internship course component has been identified as a vital element in professional preparation programs. Teacher/coordinators of sport management programs that include an internship component must be highly skilled to meet student needs. Equally important in the effective delivery of these programs is the need for the university to fully endorse the value of student internships through proper financial, technical, and human resources. The purpose of this paper is to examine, through a review of the literature, the goals and objectives of student internships, program characteristics of meaningful internships, and future implications for teacher/coordinators of sport management programs. Professors of sport management must act as change agents to further enhance the quality of student internships in professional preparation programs.

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Sestrick, Timothy, and Lina Terjesen. "Changing Lives, One Note at a Time: Library Internships for Undergraduate Students." Pennsylvania Libraries: Research & Practice 2, no. 1 (May 2, 2014): 38–47. http://dx.doi.org/10.5195/palrap.2014.50.

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Library internships can be valuable learning opportunities for undergraduate students and excellent examples of the rich learning environment of college and university campuses. This article examines undergraduate academic library internships through the lens of an internship for music majors and discusses ways to create engaging, high-impact educational experiences that complement traditional academic settings and programs. Examples are taken from the internship programs in music, reference, and special collections and include former interns' reflections on the life-changing nature of their experiences.

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Widaningsih, Mimin, Elis Mediawati, Nor Aishah Mohd Ali, Rozaiha Ab. Majid, and Salina Abdullah. "Problems and Challenges of the Internship Program during the pandemic Covid-19: The perspective of Accounting Student in Indonesia." Jurnal ASET (Akuntansi Riset) 14, no. 1 (July 31, 2022): 125–34. http://dx.doi.org/10.17509/jaset.v14i1.44483.

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This study aims to find out the problems and challenges faced by accounting students who carried out internship programs during the Covid-19 pandemic and find solutions to the problems faced. The survey was conducted by distributing questionnaires to 92 accounting students who carried out internship programs in Indonesia. Problems and challenges faced by accounting students carrying out internship programs during the COVID-19 pandemic, including difficulty communicating with colleagues or other staff, experiencing lack of social interaction with supervisors, inadequate infrastructure, difficulty focusing on work due to family commitments, as well as challenges in carrying out tasks assigned by supervisors due to poor internet connection. As one solution that can be implemented is to carry out a mixed internship program.This research was conducted on students majoring in accounting and because research on perceptions would allow for a subjective explanation. This research provides input to students, educational institutions, alumni, professional association institutions, and partner institutions to improve the quality of internships in the accounting department. This research was conducted on accounting students who carried out internships during the COVID-19 pandemic.

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Tan, Wai Kian, and Minoru Umemoto. "International Industrial Internship: A Case Study from a Japanese Engineering University Perspective." Education Sciences 11, no. 4 (March 30, 2021): 156. http://dx.doi.org/10.3390/educsci11040156.

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In this globalization-focused era, the demand for globalized engineers in the creation of borderless societies is increasing. Despite the initiatives by the Japanese government to promote internalization through increasing the intake of foreign students, the exposures gained by the Japanese students from these programs are minimal. For years, internship has been used globally as a platform for training and educating future engineers, but only a few studies have examined the proactive transformation from domestic to international internship. International internships overseas offer a completely new dimension of experiences when carried out in multicultural environments. This article reports and offers evidence of a Japanese engineering university’s rapid global internship reform strategy toward the expansion of international internships in Malaysia. This paper provides insights into the process, from initial setup to implementation of the internship program covering all the necessary preparation and support. From the establishment of an overseas collaboration base and rapport building with hosting industries, the systematic steps taken are reported. Regarding the internship program, feedback from Japanese engineering students who completed their internships show improved satisfaction due to continuous improvement of the internship program with progressing years. It was also discovered that the low participation rate in overseas internship by Japanese students is not due to their inward-looking temperament, but due to the lack of internship program availability that is administered with sufficient preparation enabling them to challenge themselves in a new environment. The challenges encountered in the program, and the sustainable improvements made in alignment with sustainable development goals toward equitable quality education and promotion of lifelong learning are also stated. In this paper, the future perspectives and outlook of internships are also described considering today’s rapid technological advancements and the fast-changing needs of industries, which require future internship programs to have flexible approaches and ideologies.

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Karji, Ali, Stuart Bernstein, Mohammadsoroush Tafazzoli, Arash Taghinezhad, and Arefeh Mohammadi. "Evaluation of an Interview-Based Internship Class in the Construction Management Curriculum: A Case Study of the University of Nebraska-Lincoln." Education Sciences 10, no. 4 (April 16, 2020): 109. http://dx.doi.org/10.3390/educsci10040109.

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Internships have been shown to be impactful tools to connect students’ learning in academia with real-world industrial needs. To help the students to get more out of their internship experience, some universities provide a summer internship class in which students do class assignments based on their experiences during their internship. There have been numerous studies on the benefits of internships. However, the benefits of a potential internship class for students in construction management (CM) programs at universities have not yet been investigated. This paper demonstrates the structure of an interview-based internship class and investigates its effectiveness. We have focused on the CM program at the University of Nebraska-Lincoln (UNL) as a case study. We sent online questionnaires to the intern students who took the class, students’ mentors, and the professors who taught the class. The results indicate that despite some challenges to meet the requirements of the class, the students, their mentors, and the professor found the class beneficial. The results of this paper are expected to help CM programs with the establishment and improvement of internship classes in their curriculum.

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Tang, Baohua, and Liu Yang. "Application of Job Safety Analysis in the Safety Management of Off-Campus Internship in Environmental Geological Engineering." Scientific and Social Research 5, no. 8 (August 28, 2023): 1–6. http://dx.doi.org/10.26689/ssr.v5i8.5160.

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Off-campus internship is an important part of the training in environmental geological engineering. The main difference of internship for environmental geological engineering major compared to internship programs is that these internships are usually in the field and there are safety risks due to natural, social, biological, and other factors. The purpose of this study is to summarize the safety risks through work safety analysis and propose corresponding preventive measures, so as to make the internship program safer.

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Dissertations / Theses on the topic "Internship programs"

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Meier, Gordon F. "Church planting summer internship program." Theological Research Exchange Network (TREN), 1996. http://www.tren.com.

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Millwater, Jan. "Learning to teach: An internship." Thesis, Queensland University of Technology, 1999. https://eprints.qut.edu.au/36610/1/36610_Digitised%20Thesis.pdf.

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This study examined "internships", in order to foster and facilitate their development in schools in an Australian context. Specifically, it explored an introductory program of internship called practernship, generated at the Queensland University of Technology. Practernship is the name applied to the particular period of ten weeks that the participants spent at one Brisbane school, in the final year of their undergraduate preparation. Essentially, -there were two levels of research. First, the narrative of the university-based teacher educator's facilitation of the practemship; and second, the case studies of the partnership of the preservice teachers and school-based teacher educators. In the first instance, the research explored and refined the model proposed for practernship by reviewing the literature on internship, professional development, learning to teach, and supervision. It ascertained the partnership arrangements that facilitate effective micro-level development and made recommendations to foster the ongoing professional development of the preservice teachers, the school-based teacher educators and the university-based teacher educators. In the second instance, the research focussed on the implementation and exploration of the professional partnership between the six preservice teachers and their respective school-based teacher educators during the practemship; it evaluated the practemship in terms of, (I) the learning outcomes of the preservice teachers that emerged during the practemship and, (ii) its impact on the participating school-based teacher educators; and, it identified the key issues that contribute to, or hinder, the achievement of the desired outcomes for both preservice teachers and school-based teacher educators so that recommendations could be made for the future. In doing this the study tested, through the practernship, the validity of the posited principles of internship in an Australian context. These principles, which should be regarded as linked to the each other, are collaboration rather than separation, horizontal partnership rather than hierarchical supervision, critical reflectivity rather than self evaluation, professional development rather than preservice teachers' development, tripartite focus rather than a singular class focus, and holistic experience rather than fragmented experiences. The principles were tested, within the framework of the practemship, to detect if they provided a basis for investigating how to achieve the goals and outcomes. The significance of the attainment of these goals/outcomes meant that the implementation of the practernship was monitored so that teachers' professional development could be interpreted through the lenses ofleaming to teach and supervision. VI In doing this, the study clarified theories of practice regarding professional development, learning to teach and supervision, within the context of professional collaboration and school-based development sessions. The practernship provided parameters of partnership arrangements to be made by both schools and universities. It detailed the extent of the collaboration, not only between system interests but also at the preservice teacher/school-based teacher educator/university-based teacher educator level. The study adds to an emerging literature on internships and the working relationships in the participating dyads in the classroom.

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Hager, Cassandrea Jane. "Developing standards for undergraduate university construction education internship programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/2294.

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Personally observed variability among construction education internship programs prompted this investigation. The schools of construction that form the Associated Schools of Construction (ASC) encourage its members to provide curricula that produces qualified professionals for the construction industry. There is agreement within ASC that a practical component along with classroom curriculum is needed for construction students?? education (Senior, 1997). Although construction programs have different ways of accomplishing this experiential component, most do have some sort of internship or cooperative program (Chapin, et al., 2003). Construction internships vary greatly from one program to the next ?? in length, supervision, academic deliverables, and whether credit is earned. No common set of internship field experience standards or best-practices guidelines have been developed for construction education. This study was divided into three subproblems. Subproblem One describes the status of construction internship programs currently administered in selected American undergraduate universities. Subproblem Two identifies elements that students, companies and schools perceive to support valuable, satisfying internship experiences. And, Subproblem Three incorporates findings from Subproblems One and Two to identify common elements to provide a structure for construction internship programs, in order to develop a set of guidelines for construction education internship programs. Three constituencies were surveyed: 1) university undergraduate construction programs, 2) construction companies, and 3) students of the respective construction programs. The school survey utilized ASC membership rosters to survey 91 schools, with 56 participating (62%). The company survey randomly sampled 200 of the Top 400 U.S. Construction Companies listed in Engineering News Record??s ENR Sourcebook 2003, with 75 participating (37.5%). The student survey had 31 students from eleven schools in nine different states voluntarily participate. Univariate analyses on only one variable at a time served to describe the survey population, and by extension, the population from which the sample was selected. The data were analyzed utilizing frequency percentages and summary averages including mode and mean. Based on the findings of this study, it was concluded that a set of ??best-practices?? guidelines were needed for construction education internship programs. A set of best practices guidelines for developing construction education internship programs are provided.

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Deuster, Jay. "A perspective on manager and student internship experiences." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009deusterj.pdf.

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Domholt, Kimberly. "Internship Participation: Impacts on Career Outcomes and Starting Salaries." Thesis, North Dakota State University, 2018. https://hdl.handle.net/10365/29006.

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Internships are a great way for college students to gain real-world work experience. Students who participate in an internship should learn valuable skills, build a network and gain professional confidence. Employers want to see prior, relevant work experience when deciding who to hire and an internship can provide that. This quantitative research study examined the impacts on career outcomes and starting salaries for college graduates who participated in a paid internship, unpaid internship or no internship and in a structured internship program for which they receive college credit, a non-credit internship and no internship. The results clearly showed that students who completed any type of internship were employed at a higher rate than those who did not complete an internship. There was also a substantial impact on higher starting salaries for those who completed a paid internship.

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Abdullah, Mohammad. "An examination of the perceived need and recommended body of knowledge for architectural internship programs in Kuwait." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5925.

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This study stresses and reflects a professional concern for the state of architecture in Kuwait, with a specific emphasis on the development of competence of architectural students and recent graduates on professional knowledge areas/skills. Professional practice in Kuwait is perceived as a recent phenomenon that reflects the development of architecture and architects in the country. The apparent problem of the evolution of a professional base for the education and practice of architecture in Kuwait is the lack of professional development systems. Internship (being one professional development system) is not a requirement for graduation from the architectural program at Kuwait University or to practice architecture in Kuwait and to earn professional status. No formal internship model exists within the architectural field (education and practice) in Kuwait. Therefore, this study assesses the importance (perceived value, perceived need, and recommended time period) of internship programs in Kuwait and proposes recommended knowledge areas/skills for this architectural internship experience, before and after graduation from college. For the purpose of this study, the internship experience during college is defined as academic internship and the internship experience after graduation as practical training. The knowledge areas/skills recommended in this study could act as a base of information for designing local curricular guidelines for the initiation of future internship programs in Kuwait as integral parts of a professional architectural practice model. The study utilizes a descriptive survey design, which was quantitative in nature (utilizing a self-administered questionnaire) with an introduction of elements of qualitative research procedures (follow-up interviews) to support the objective data in a subjective manner. Based on the results of the study, four conclusions were drawn: (1) internship programs are perceived to be of value for students and recent graduates, (2) a perceived need exists for internship programs in Kuwait, (3) the recommended time period for an academic internship program ranges from 2-10 months and the recommended time period for a practical training program ranges from 1-2 years, and (4) agreement exists among the surveyed population on several knowledge areas/skills necessary for architectural internship programs in Kuwait.

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Smith, Deborah-Anne. "St. Gregory's School profile, an internship report." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0027/MQ34230.pdf.

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Dharod, Vishal. "Web based internship management system: A collaborative coordinating tool." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2575.

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Medina, Martin. "A public safety high school internship program for Riverside Community College." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1976.

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The purpose of this thesis was to address the need to develop a public safety internship academy program for high school students and at risk youths who may have a desire to explore careers in public safety. Many students dream of pursuing a career in public safety but lack the knowledge or skills to realize their dream.

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Cheong, Peng Niouk Ping. "Workplace supervision of interns : roles, responsibilities & effects." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=23712.

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Following survey of the literature on the subject of internship, this study reports the findings on a Canadian-wide survey of organizations providing internship to cooperating educational institutions. The findings point clearly to the high degree of importance these organizations attach to internship and the high level of attention and resources that they commit to supervision of interns. They also point to an absence of full understanding of the role of internship and what it can potentially accomplish for both the interns and the participating organizations. In order to fully realize these potentials, the study proposes suggestions to coordinate internship amongst the cooperating institutions as well as interns.

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Books on the topic "Internship programs"

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Illinois. Office of Secretary of State. Internship programs. [Springfield, Ill.]: Office of the Secretary of State, 1990.

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Illinois. Office of Secretary of State. Internship programs. [Chicago, Ill.]: Secretary of State's Office, Summer Internship Program, 1991.

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United States. Dept. of Education, ed. Internship opportunities. [Washington, D.C.?]: U.S. Dept. of Education, 1994.

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Illinois. Office of Secretary of State. Secretary of State internship programs. [Springfield, Ill.]: Jim Edgar, Secretary of State, 1985.

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Calligan, Jennifer. ESCI 498b internship report. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2005.

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Skerbeck, Kimberly A. Clallam County Streamkeepers internship. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2006.

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Samer, Hamadeh, and Princeton Review (Firm), eds. The internship bible. New York: Random House, 1996.

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G, Salem Richard, American Sociological Association, and ASA Teaching Resources Center, eds. The internship handbook. 2nd ed. Washington, D.C: American Sociological Association, 2005.

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Cary, Jamie. Internship at RE sources. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2005.

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Paul, Chad. [RE Sources internship report]. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2006.

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Book chapters on the topic "Internship programs"

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Hanada, Shingo. "International Internship Programs." In International Higher Education in Citizen Diplomacy, 157–76. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95308-9_8.

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Krishnan, Shankar M. "Embedding Internship Programs to Augment BME Education." In IFMBE Proceedings, 761–64. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-11128-5_189.

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McDoniel, Leticia T. "9. Internship Programs: A Platform for Locally-based Cultural Immersion Programs." In Creating Experiential Learning Opportunities for Language Learners, edited by Melanie Bloom and Carolyn Gascoigne, 160–80. Bristol, Blue Ridge Summit: Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783097326-011.

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Dwianika, Agustine, Edi Purwanto, Irma Paramita Sofia, Fitriyah Nurhidayah, Sila Ninin Wisnantiasri, Rudi Harianto, and Farhan Ady Pratama. "How Entrepreneurship and Internship Programs Attracted Millenial Students." In Proceedings of the 3rd International Conference on Business and Engineering Management (IConBEM 2022), 217–28. Dordrecht: Atlantis Press International BV, 2023. http://dx.doi.org/10.2991/978-94-6463-216-3_17.

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Chu, Samuel Kai Wah. "Setting Up Online Social Media Platforms to Help Manage Internship Programs." In Social Media Tools in Experiential Internship Learning, 101–11. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-1560-6_7.

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Covrig, Mihaela, Simona Irina Goia, Ramona Ștefania Igreț, Cristian Virgil Marinaș, Ana Alexandra Olariu, and Monica Roman. "The Quality of Internship Programs in Romania. The Employers’ Perspective." In Digital Economy and the Green Revolution, 93–106. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-19886-1_7.

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Tsai, Wei-Pen, Shang-Chi Gong, Mei-Tzu Chiang, and Chen-Fon Lin. "Internship Programs of Higher Education in Taiwan: Cases from Fu Jen Catholic University." In Technology and Workplace Skills for the Twenty-First Century, 185–98. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137491923_15.

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Johnston, Sheila. "Interpreter internship program." In The Critical Link 4, 263–71. Amsterdam: John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/btl.70.29joh.

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Jang, In Chull. "Institutionalized Volunteerism in Language Tourism: Volunteer Internship Programs for South Korean Young Adults Studying English in Toronto." In Voluntourism and Language Learning/Teaching, 189–216. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-40813-7_7.

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Yudantoko, Afri. "The Potential Benefits of a Metacognition-Based Platform for Guiding Projects in Educational Practicum and Industrial Internship Programs." In Proceedings of the 9th International Conference on Education Research, and Innovation (ICERI 2021), 208–18. Paris: Atlantis Press SARL, 2022. http://dx.doi.org/10.2991/978-2-494069-67-1_23.

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Conference papers on the topic "Internship programs"

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Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "To Mandate or Not To Mandate: Internships in Industrial Design Education." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1002980.

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Internships are widely valued with students, educators, and professionals believing they support student success and improve readiness for entry into the profession. Students who participate in an internship related to their profession are more likely to find employment in their field. (Binder, Bagueley, Crook, and Miller, 2014). However, it is unknown how a mandated internship experience in industrial design education impacts student experiences, the rate of participation, and the perceived quality of the internship. Through internships, students are immersed in work culture, processes, and a variety of industrial design settings while also gaining a highly valued line on their resume. While their academic coursework focuses on learning core skill sets and theory, soft skills, professional expectations, and understanding of the realities of the field are often learned through an internship. Some postsecondary institutions have created a mandate for participating in at least one internship prior to graduation, yet little is known about the impact of a required internship in comparison to programs that prioritize internships but do not have a mandatory internship requirement for graduation. This study of two 4-year comprehensive universities in our country aims to assess various considerations around internships, including obstacles to participation, the impact of a mandate on when students participate in their internships, and how students obtained their internships. The study also investigates the legitimacy and quality of internships, and if demographics such as gender or race are a factor in participation. This study employed quantitative methods for data collection and analysis. A survey was administered at two separate 4-year industrial design programs in our country and included current 3rd year, 4th year, and graduated students from the prior year. The sample for the survey included (n=78) students, (n=43) from a program with a mandated internship program, and (n=35) from a program with no internship mandate. This study also included semi-structured interviews of 8 students, 4 from each institution to understand application rates, internship experiences, hiring process, and perception of value for their education and for their preparation for employment. This initial investigation is a model for further investigations involving a broader range of institutions and internship experiences.

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Serreqi, Martin, Brunilda Kosta, and Ledjon Shahini. "Analyzing the Effectiveness of Internship Programs from Students’ Perspectives: A Non-parametric Approach." In 7th International Scientific Conference – EMAN 2023 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2023. http://dx.doi.org/10.31410/eman.s.p.2023.169.

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This article assesses the difference between economics students’ expectations and actual internship experiences. Non-parametric statistical analysis was used to examine the variations. This research was divided into two phases. During the first stage, students’ expectations for internships were evaluated. The faculty selected a group of students to participate in an experiment, which was an internship program that was thoroughly thought out. Both students and host organizations received support from the faculty throughout the entire process. Pre- and post-internship results showed substantial differences. This article concludes with a discussion of research limitations and conclusions.

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Barnhart, Betsy, Carly Hagins, and Katherine Tierney. "Beyond the Classroom: A Case Study of Higher Education Internship Support for Industrial Design Students." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1005391.

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This paper presents a case study that investigates the organizational structure and support mechanisms provided by industrial design programs at three comprehensive universities for student internship placements. The ultimate goal of the study is to evaluate the success of each program. Internships serve as a pivotal component in preparing students for the professional landscape, offering a practical bridge between academic knowledge and real-world application. Existing research suggests that students engaged in internships are more likely to secure employment in their chosen field (Binder, Bagueley, Crook, and Miller, 2014). However, the strategies and institutional support contributing to high participation rates in quality internships remain inadequately understood.Internships are valuable for students’ resumes because they offer an immersive experience of work culture, design methods, and a range of professional environments. While academic coursework primarily focuses on core skill sets and theoretical knowledge, internships play a pivotal role in cultivating soft skills, fostering an understanding of professional expectations, and providing insights into the practical realities of the field. Internships bridge the gap between academic learning and professional expectations, equipping students with a holistic skill set for their future careers.The study focuses on three 4-year comprehensive universities in our country, aiming to assess the range of strategies employed by each institution in supporting their students in securing internships. The variables under scrutiny include the impact of institutional support structures, the maturity of the industrial design program, availability of mentorship programs, access to alumni in the field, prioritization of internships in the program, and level of faculty engagement. A mixed-methods approach was used in this research to evaluate the success of internship structures at the three institutions. Quantitative data was collected through a survey administered at three separate 4-year industrial design programs in our country, including current 2nd year, 3rd year, 4th year, and graduated students from the prior year (n=117). Qualitative data was gathered through semi-structured interviews of 9 students, representing 3 from each institution. These interviews focused on how institutions did or did not participate in students' search for an industrial design internship. This investigation serves as a model for subsequent research involving a broader range of institutions and internship experiences.

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Ali, Azad, and David T Smith. "An Internship Program at a Computer Science Department –Theoretical Foundation and Overall Coordination." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2139.

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Internship courses, unlike others, are multi-pronged because they require coordination at different levels. Typically, a faculty coordinates the communication and implementation at these multiple levels to lead the completion of internship courses. We call the position that this faculty holds and does all this communication/coordination the “internship coordinator”. For the work of the internship coordinator to be successful, he/she must synchronize the work of the internship with all parties involved. Failure to coordinate at one level or another may affect the work of other parties involved in completing the internship for the students. This paper explains the experience of an internship program at the computer science department (COSC) at Indiana University Indiana University of Pennsylvania (IUP). We focus on the work on the internship coordinator for this program and his work to communicate and coordinate to successfully implement the internship experience for the students. We first present in this paper the theoretical foundation that has led to the development of internship programs in academia. We also elaborate at the multiple levels and their role in completing the internship experience for the students. A revised version of this paper was published in the journal Issues in Informing Science and Information Technology Volume 12, 2015

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Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.

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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.

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Adams, Andrea, and Anthony Mazza. "The Impact of COVID-19 Restrictions on Internship Processes." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.1.

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Researchers in different disciplines worldwide have documented the direct impacts of the COVID-19 virus (COVID). Along with the direct effects, the impact of COVID restrictions has changed how students use traditional career readiness programs. Moreover, COVID restrictions act as a "career shock" for student job-seekers. Career shocks are extremely disruptive events that cause individuals to rethink career choices and reflect on their career plans. The global implementation of COVID restrictions has arguably created a "universal" career shock beyond the career shock theory's original foci. Expanding the career shock analysis to include universal disruptions requires a reevaluation of job-seeking methods and opportunities. As a part of rethinking job search methodology through a career shock theoretical lens, this paper focuses on how academic program professors and career center personnel collaborate to support job-seeking students. This research initiated an educational innovation due to the decline in internship availability impacting external interview placement. A non-placement pilot will assist students in completing traditional internship requirements while providing an in-class experiential learning opportunity. This Pilot Course was created as a direct response to the Federal Workforce Development Strategy announced in November 2020. It will use the success factors of adding a non-placement Work-Integrated-Learning (WIL) opportunity within the Practicum course and employ an androgogical, "Differentiated Instruction" design. The study concludes by discussing the future implications of practicum-based internships.

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Schneider, Anakin, and Patricia Iglesias. "Five Key Attitudes for a Successful Co-Op: the Value of Cooperative Education Within an Undergraduate Program." In ASME 2022 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/imece2022-94608.

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Abstract Cooperative education programs (Co-ops) and internships are becoming increasingly popular within undergraduate engineering curriculums and with students who participate in them. These programs provide real-world experience and practical applications of key concepts that students learn in the classroom. In a recent internship, both the academic knowledge of basic engineering principles and preconceived knowledge of workplace attitudes were challenged and evaluated. The internship involved facilitating numerous projects focused on streamlining production and working with various levels of management to complete them. In reflecting on the overall internship experience, five key attitudes were realized as being important to both personal and professional successes as an engineering intern. The attitudes are “Respect the Workday,” “Be Confident, Be Humble,” “Respect the Work Environment,” “Let Go of Things You Cannot Control,” and “Make the Experience Your Own!” This paper will act as a friendly guide to any undergraduate engineering student as they proceed with their first co-op experience and provide important key takeaways and pragmatic examples from this experience that either exemplify or misrepresent the attitudes. The paper will also outline a framework for engineering industry leaders on how to standardize and promote positive work environments that will realize success for students willing to learn fundamental engineering competencies. It will also call for the creation of more undergraduate engineering programs to require cooperative education experiences, which are key to a student’s application of classroom knowledge. The conclusion of this paper is simple — follow the advice, put it into practical use, and enjoy the experience.

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Sanchis, P., A. Lopez-Martin, G. Perez-Artieda, E. Gubia, D. Astrain, J. Lopez-Taberna, E. Barrenechea, A. Ursua, and I. R. Matias. "New organizational and assessment frameworks for company internship programs." In 2017 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2017. http://dx.doi.org/10.1109/educon.2017.7942951.

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Russo-Nixon, Kelsey, Anika Knight, Heather Thiry, and Donna Charlevoix. "SUPPORTING THE WHOLE STUDENT WITH MULTI-LEVEL MENTORING IN SUMMER INTERNSHIP PROGRAMS." In GSA Connects 2022 meeting in Denver, Colorado. Geological Society of America, 2022. http://dx.doi.org/10.1130/abs/2022am-382849.

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Chans, Guillermo Manuel, Santa Tejeda, Maritza Peña Becerril, and Claudia Camacho-Zúñiga. "Assessing TEC21 Educational Model's Impact on Transversal Competencies among Undergraduates in Internship Programs." In 2024 IEEE Global Engineering Education Conference (EDUCON). IEEE, 2024. http://dx.doi.org/10.1109/educon60312.2024.10578325.

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Reports on the topic "Internship programs"

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

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Hunter, Lisa. Akamai Internship Program. Fort Belvoir, VA: Defense Technical Information Center, April 2015. http://dx.doi.org/10.21236/ada621878.

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Holtkamp, Derald J., Christine L. Mowrer, and Tiffany K. Yoder. Swine Veterinary Internship Program: Enhancing the Value of the Veterinary Internship. Ames (Iowa): Iowa State University, January 2012. http://dx.doi.org/10.31274/ans_air-180814-742.

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Smith, Hinekura, Aotea Frandi, Danielle Squire, Irene Farnham, Eruera Morgan, Dan Keepa, and Piripi Morunga. Growing Kaupapa Māori Research Capabilities and Confidence Through Whanaungatanga as Research Mentorship. Unitec ePress, September 2022. http://dx.doi.org/10.34074/ocds.098.

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The Ngā Wai a Te Tūī – Hiringa Hauora Summer Research Mentorship is a kaupapa Māori collaboration to increase hauora Māori (Māori wellbeing) research capacity. The idea of research internships is not new, nor is a focus on hauora Māori. What is distinctive about this summer mentorship is its kaupapa Māori approach to support a diverse range of Māori into research that is by Māori, for Māori, and holds Māori values, beliefs and aspirations at its centre. Holding fast to our ways of being throughout the programme has produced a set of learnings and experiences amongst six ‘interns’ that we suggest offers a useful example of how to grow kaupapa Māori research in the hauora space, and beyond. Like many great Māori ideas, this mentorship programme was enabled through whanaungatanga (relationships) – in this case an email from one colleague to another that went something like, “Hey mete I have an idea I want to run past you.” A senior researcher at Te Hiringa Hauora, an evidence-based health-promotions organisation, approached her colleague, co-author Hinekura Smith, a senior lecturer and researcher at Unitec’s Ngā Wai a Te Tūī Māori and Indigenous Research Centre, with a funding opportunity to develop and facilitate a summer internship programme.

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Wiser, Ralph S., and Matthew John Valencia. Internship Progress Summary: Fall 2016. Office of Scientific and Technical Information (OSTI), December 2016. http://dx.doi.org/10.2172/1337054.

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DUKE UNIV BEAUFORT NC MARINE LAB. ONR High School Internship Program - 1988. Fort Belvoir, VA: Defense Technical Information Center, January 1988. http://dx.doi.org/10.21236/ada283242.

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Kirby-Smith, William W. ONR High School Internship Program - 1992. Fort Belvoir, VA: Defense Technical Information Center, January 1992. http://dx.doi.org/10.21236/ada255621.

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Budden, Brent Scott. NDFOM Description for DNDO Summer Internship Program. Office of Scientific and Technical Information (OSTI), December 2017. http://dx.doi.org/10.2172/1411364.

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Zavarin, Mavrik. 2017 LLNL Nuclear Forensics Summer Internship Program. Office of Scientific and Technical Information (OSTI), December 2017. http://dx.doi.org/10.2172/1418912.

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Appelbe, William. Summer Internship Program For Socioeconimically Disadvantaged Undergraduates. Fort Belvoir, VA: Defense Technical Information Center, December 1998. http://dx.doi.org/10.21236/ada357750.

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