Relevant bibliographies by topics / Internship – united states

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Internship – united states'

Author: Grafiati
Published: 26 July 2024
Last updated: 27 July 2024

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Journal articles on the topic "Internship – united states"

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Yoon, Tai Young, Jong Keun Lee, and In Hwan Oh. "Changes in the Clerkship in Korean Medical Schools: The Prospect of a Student Internship." Korean Medical Education Review 15, no. 2 (June 30, 2013): 75–81. http://dx.doi.org/10.17496/kmer.2013.15.2.075.

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The subinternship (student internship), a subtype of bedside and clinical training was first developed in the United States. Currently, some medical schools conduct a student internship and many other universities are considering the implementation of a student internship in Korea. If the intern system is abrogated beginning in 2016 as in the United States, then the importance of the student internship will be greatly emphasized for clinical training. To produce good and competent medical doctors, members of medical schools and affiliated hospitals must acknowledge the role of the educational hospital and support student internships. In addition, the effort of the medical community to develop and apply a standard curriculum to the student internship is also required. Above all, the attention of society and the nation is essential to make legal policy changes regarding the conducting of student internships and enhance understanding about the authorized practices in university hospitals. The medical community’s effort to draw attention to this issue is greatly required to implement a student internship at this time.
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Shandra, Carrie L. "Internship Participation in the United States by Student and School Characteristics, 1994 to 2017." Socius: Sociological Research for a Dynamic World 8 (January 2022): 237802312211210. http://dx.doi.org/10.1177/23780231221121058.

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College internships have become seemingly ubiquitous, yet evidence of when and for whom participation has changed over time remains limited. This visualization uses data from the College Senior Survey, an annual nationwide exit survey of baccalaureate graduates, to document internship participation by student and school characteristics between 1994 and 2017. Recent graduates are more than twice as likely to participate as those from the mid-1990s; however, the results indicate significant and sustained inequalities for lower income students, first-generation students, public school students, and students from less selective schools. These ongoing participation gaps for students with less individual and institutional privilege underscore the need to consider internship access as a form of educational and labor market disadvantage.
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Bailey, Sarah F., Larissa K. Barber, and Videl L. Nelson. "Undergraduate Internship Supervision in Psychology Departments: Use of Experiential Learning Best Practices." Psychology Learning & Teaching 16, no. 1 (October 5, 2016): 74–83. http://dx.doi.org/10.1177/1475725716671234.

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This study examined trends in how psychology internships are supervised compared to current experiential learning best practices in the literature. We sent a brief online survey to relevant contact persons for colleges/universities with psychology departments throughout the United States ( n = 149 responded). Overall, the majority of institutions offered academic credit for internships through letter grading and had one faculty member supervising all psychology interns. The top three academic requirements for internship courses included: completing a reflection paper; completing a work diary; and individual meetings with the faculty supervisor. Although these practices promote experiential learning, one opportunity for improvement is promoting students’ professional development. Psychology departments can use these findings to inform their institution’s internship course design.
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Clements-Cortes, Amy. "A Sequential Mixed-Methods Study of Pre-Professionals’ Understanding of the Undergraduate Music Therapy Internship." Journal of Music Therapy 56, no. 3 (2019): 209–39. http://dx.doi.org/10.1093/jmt/thz006.

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Abstract Despite the importance of the clinical music therapy internship, little research has been conducted to understand the perspectives, perceived musical, clinical, and personal skills, concerns, challenges, and anxieties of pre-professionals prior to and upon completion of the internship. This sequential mixed-methods study aimed to assess the perspectives and experiences of undergraduate students in the United States at two stages in the internship in music therapy practice. In total, 177 pre-professionals from the United States participated in this two-part study: (1) an online survey and (2) individual interviews with 25% (n = 44) of the participants. Survey results indicate statistically significant increases in clinical, musical, and personal skill development from pre- to post-internship. Six broad categories emerged from the interviews: confidence, anxiety, role clarity, professional suitability, loneliness, and boundaries/ethics. The results are encouraging, showing that the internship is a valued clinical experience that fosters improvement in the clinical, musical, and personal skills needed to work as a music therapist. This paper concludes with recommendations and suggestions for educators and supervisors on preparing and supporting pre-professionals in their skill development prior to and during internship.
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Woller, John, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker, and Amit Pahwa. "Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States." Journal of Educational Evaluation for Health Professions 18 (June 22, 2021): 12. http://dx.doi.org/10.3352/jeehp.2021.18.12.

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We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.
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Umeda, Livia S. "Student Satisfaction with Music Therapy Education Programs in the United States of America." Dialogues in Music Therapy Education 2, no. 1 (January 13, 2022): 54–89. http://dx.doi.org/10.18060/24747.

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Music therapy education is unique in that it includes academic coursework, practicum, and internship. Due to the gap in the literature regarding students’ satisfaction, this is an important topic that must be assessed to improve future music therapy education. The purpose of this exploratory survey study was to investigate the educational satisfaction of final year undergraduate music therapy students, music therapy students who have finished undergraduate coursework but not started internship or are in a master’s equivalency music therapy program one or two semesters immediately before internship in the United States of America. The aspects of students’ satisfaction studied include academic experiences (e.g., coursework, practicum, internship), interactions with faculty/supervisors, and available resources (e.g., information, financial aid, availability of instruments). Findings showed that students were satisfied with their university experience, especially with the diverse client experiences and clinical work-related coursework. The largest concerns were excessive non-music therapy related courses, limited practicum supervision, and overabundance of outside work which led to students feeling overwhelmed. As the COVID-19 pandemic may have affected the level of participation and respondents’ responses, I will use this study as a baseline by which to compare the results of a future replication study. Educators may be able to use the findings when creating or making changes to educational policies, which may lead to higher students’ satisfaction.
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Smythe, Jamie A., Julie R. Schumacher, Robert W. Cullen, and Yoon Jin Ma. "Personal Attributes of Successful Interns as Perceived by Dietetic Internship Directors and Preceptors from Varying Generations." Open Nutrition Journal 9, no. 1 (February 27, 2015): 28–34. http://dx.doi.org/10.2174/1876396001509010028.

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Personal attributes of students and employees are increasingly important to educators and employers. This study determined the personal attributes perceived by Dietetic Internship Directors and Preceptors from varying generations that lead to success in Dietetic Internships. Internship Directors and Preceptors throughout the United States participated in this 2012 study. A mixed methods approach was utilized. The results from a preliminary web-based survey of Preceptors and Dietetic Internship Directors local to the researchers were used to develop a list of personal attributes. The final survey provided participants the opportunity to rate 35 personal attributes. Usable data for analysis was received from 311 responders. The top ten reported personal attributes included: motivation, completion of tasks, dependability, respectful, positive attitude, flexible, listening skills, asks questions, open minded, and professional. Dietetic Internship Directors perceived flexibility (M=9.53) and punctuality (M=9.34) to lead to success significantly (p=0.017) more than Preceptors (M=9.30; M=9.04). Results showed significant differences in success-associated attributes of Interns among the primary setting, generation, and Registered Dietitian status of Directors and Preceptors. The Behavioral category of personal attributes was perceived to be more important than Communication or Interpersonal. This study suggests that some personal attributes are more highly valued by Dietetic Internship Directors and Preceptors than others. Knowledge of these attributes can help guide allied health educators in preparing future interns and employers in selecting potential employees.
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Saviz, Camilla M., Abel A. Fernandez, and Elizabeth A. Basha. "Formal Service Learning Opportunities: Engineering Internships in Social Entrepreneurship Organizations." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 7, no. 1 (May 30, 2012): 40–52. http://dx.doi.org/10.24908/ijsle.v7i1.4238.

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Over the past three years, a collaboration between the School of Engineering and the ABC Center for DEF at the University of the XYZ has provided students with internship opportunities at five different social entrepreneurship organizations distributed among six countries. The summer internship program administered by the ABC Center seeks to provide an enriching experience for participants, to raise awareness of the broad application of social entrepreneurship across different disciplines, and provide qualified student assistance to organizations seeking specific help. Working with the socially entrepreneurial organization, students were required to apply problem-solving skills in environments where language, culture, technical support, and supervision were very different from levels experienced during their more ‘traditional’ internships in the United States. These internships in social entrepreneurship allowed students to learn first-hand that successfully implementing projects in other countries requires strong technical skills and a fundamental understanding of local cultural, political, and contextual factors. At the institutional level, lessons learned included the importance of forming strategic partnerships to increase opportunities and capitalize on limited resources, and the need to use existing frameworks to facilitate student involvement in such service-learning opportunities.
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Dockry, Michael J., Sonya S. Sachdeva, Cherie L. Fisher, Laura S. Kenefic, Dexter H. Locke, and Lynne M. Westphal. "Student trainee and paid internship programs have positive results but do little to influence long-term employee diversity in the USDA forest service." PLOS ONE 17, no. 11 (November 28, 2022): e0277423. http://dx.doi.org/10.1371/journal.pone.0277423.

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Women and Black, Indigenous, and People of Color (BIPOC) employees are underrepresented in science and natural resource management institutions. Student and recent graduate trainee and internship programs have been used to try to address this in United States federal agencies over the last few decades. Our study evaluates how effective such programs are at improving U.S. federal workforce diversity. We used a comprehensive employee dataset from the United States Department of Agriculture (USDA) Forest Service–which has the largest natural resource management workforce in the country–to analyze the demographic characteristics and career paths of paid interns from 1996–2017. We found that a majority of employees who started as interns later converted to permanent employment with the USDA Forest Service. In addition, Black and Hispanic interns were, respectively, 5 and 3 times more likely than White interns to work for the agency in permanent positions after their internships. However, people who started as interns had significantly shorter USDA Forest Service careers than those who started in permanent positions. White women entering directly into permanent positions typically advanced to higher pay grades through promotion faster than White women who entered as interns. Finally, male BIPOC interns involuntarily separated (i.e., were fired) at significantly higher rates than all other employees. Our study suggests that while internship employment programs can be an effective tool for hiring a diverse workforce, they are not sufficient to close the overall workforce diversity gap. In addition, only a small percentage of new hires every year are interns. To achieve a level of representation that mirrors the civilian labor force, our study suggests that internship programs need to focus on long-term employee retention and be of significantly larger scale.
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Williams, Heather R. "Structure May Be Key to Incorporating Library School Interns in Academic Library Environments." Evidence Based Library and Information Practice 6, no. 3 (September 14, 2011): 59. http://dx.doi.org/10.18438/b8rw42.

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Objective – To evaluate the effectiveness of the San Jose State University Library internship program. Design – Focus group; single point in time; qualitative design. Setting – Large academic library in the United States of America. Subjects – Nine former interns of the San Jose State University (SJSU) Library. Methods - Nine former interns of the SJSU Library internship program participated in a single 90-minute session. No inducements for participation were offered. A moderator asked a series of 10 questions designed to gather feedback in three areas: 1) “the internship as part of the Masters program,” 2) “the internship’s role in the realization of personal objectives and professional development,” and 3) “the experience of working in team based activities.” A digital voice recorder captured the participants’ responses, allowing for detailed analysis of the responses after the session. Main Results – The interns deemed their overall experience successful, as all indicated they achieved their professional development objectives for the internship. However, the interns also indicated their experience could have been improved by the appointment of a single dedicated coordinator for recruitment and oversight, as well as more feedback on the quality of their work, especially for course-related instruction. Conclusion – The SJSU Library determined that the internship program was advantageous to both the Library and the interns. All of the interns who participated in the focus group achieved their profession development objectives for the internship. Additionally, the Library received valuable feedback for improving the program. Suggestions included appointing a dedicated internship coordinator, allowing interns more of an opportunity to choose their projects, and ensuring that interns are offered frequent feedback about the quality of their work.
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Dissertations / Theses on the topic "Internship – united states"

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Heslop, Brian C. Barton Matthew. "Internship for the United States Embassy Brasilia." [Cedar City, Utah : Southern Utah University], 2009. http://unicorn.li.suu.edu/ScholarArchive/Communication/HeslopBrian.pdf.

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Thesis (M.S.)--Southern Utah University, 2009.
Title from PDF title page. "April 16, 2009." "In partial fulfillment of the requirement for the degree [of] Master of Arts in Professional Communication." "A capstone internship portfolio presented to the faculty of the Communication Department at Southern Utah University." Dr. Matthew H. Barton, Capstone Internship Supervisor Includes bibliographical references (p. 44-45).
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Richardson, Mark A. "Developing a certified public horticulture internship program in the United States." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 105 p, 2009. http://proquest.umi.com/pqdweb?did=1885755671&sid=2&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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Kramer, Elizabeth S. "AN INTERNSHIP AS A GRADUATE ASSISTANT AT THE UNITED STATES ENVIRONMENTAL PROTECTION AGENCY." Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1291815338.

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Hricik, Laurel Brooke. "AN INTERNSHIP WITH THE UNITED STATES ENVIRONMENTAL PROTECTION AGENCY PACIFIC SOUTHWEST REGION WASTE MANAGEMENT DIVISION." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1200069965.

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Blackburn, Taylor. "An assessment of the impact of an internship on the social emotional competence of communication students." Scholarly Commons, 2011. https://scholarlycommons.pacific.edu/uop_etds/796.

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The purpose of this study was to examine the relationship between internships and Social and Emotional Competence (SEC). SEC was conceptualized as the combination of Emotional and Social Intelligence. Increasingly, areas of SEC have become the subject of research, because SEC enables people to use emotions advantageously to achieve desired outcomes. Measures of seven components of SEC (self-awareness, selfperception, self-regulation, self-motivation, self-ownership, empathy, and social awareness) were evaluated. Qualitative phone interviews were conducted with 21 undergraduate and graduate Communication students whom had recently served as interns. All interviews were recorded and transcribed. Research questions sought to evaluate the effect of internships on (1) self-awareness and self-perception; (2) self-regulation and self-management; (3) self-motivation and career development; and (4) empathy, social awareness and relationship skills. The majority of subjects reported increases in all areas of SEC after the internship process. In addition, a formal survey of members of the Educators Academy of Public Relations Society of America (PRSA) was conducted to compare internship guidelines by professors at other universities. Eleven professional educators responded. Results found that interns from University of the Pacific's Communication program were being held to the highest standard, in terms of supervision and guidance.
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Chiang, Linda Hsueh-Ling. "A comparative study of impacts of the beginning teacher internship program on self concepts and career orientations of beginning teachers." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720293.

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The main purpose of the study was to explore the relationships between self concepts of beginning teachers as measured before and after an internship year. The second purpose of the study was to examine whether there were significant differences between beginning elementary teachers' expectations/experiences, attitudes and views before and after a year of participation in the Beginning Teacher Internship Program. A comparison of differences in perceptions between the findings obtained from the beginning elementary teachers and their cooperating principals was also conducted.The populations for the study included 138 beginning elementary teachers and 120 cooperating principals.Nine research questions were developed and tested using the data from participants who responded to this research. The t test at the .05 level of significant difference was administered in this study.The following results were obtained:1. There were no significant differences in the self concepts of beginning teachers from before participation in comparison to those self concepts held after a year's participation in the Beginning Teacher Internship Program as measured by the Self-perception Inventory. Within the instrument, three items of 36 yielded significant differences.2. There were significant differences before the start of the internship year between the expectations (7 of 12 items), attitudes (6 of 10 items), and views (3 of 3 items) held by beginning teachers and those held by their cooperating principals. Beginning teachers held more positive expectations, attitudes and views than did their cooperating principals.3. There were significant differences in 11 of 12 items after a year's experience with BTIP between the reported experiences of beginning teachers and the observed experiences of beginning teachers as reported by their principals. Beginning teachers reported more positive experiences than their principals.4. There were significant differences between the expectations/experiences (11 of 13 items), and attitudes (6 of 10 items) held by beginning teachers before and after participation in the BTIP.The educational implications of these findings were presented. Recommendations for further research and replication were also presented.
Department of Educational Leadership
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Wagner, Cory J. "OUTREACH COORDINATOR FOR THE UNREGULATED CONTAMINANT MONITORING REGULATION: AN INTERNSHIP WITH THE UNITED STATES ENVIRONMENTAL PROTECTION AGENCY." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1073403309.

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Abdelaty, Ahmed, and Joseph Shrestha. "Current Practices of Experiential Learning in the United States Construction and Technology Programs." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5470.

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Construction education is dynamic and practice oriented. As such, effective construction programs require significant collaboration with the construction industry. This collaboration, in the form of internship or cooperative programs, increase the student readiness for the job market by providing valuable field experience. Construction programs in the United States (US) established several internship requirements that range from being optional to multiple required internships. This study focuses on scanning the current internship requirements set by construction and engineering technology programs in the US by gathering information including; 1) Number and length of required internships, 2) Internship prerequisites, 3) Internship deliverables, 4) assessment method. The outcome of this study is expected to help construction programs improve their internship or cooperative requirements by considering the prevailing practices developed by other schools. Additionally, the study provides recommendations to enhance the effectiveness of internship for positive experiential learning.
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Pirring, Andrew Thomas. "AN INTERNSHIP IN ENVIRONMENTAL POLICY WITH THE UNITED STATES ENVIRONMENTAL PROTECTION AGENCY IN THE OFFICE OF SOLID WASTE AND EMERGENCY RESPONSE OFFICE." Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1344180835.

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Kite, Jeremy Keith. "A Biological science technican (wildlife) internship with the United States Forest Service Region 6 Umpqua National Forest Diamond Lake Ranger District Idleyld Park, Oregon." Miami University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=miami1366877106.

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Books on the topic "Internship – united states"

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Estes, J. D. [United States Forest Service internship report]. Bellingham, Wash: Huxley College of the Environment, Western Washington University, 2002.

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Malcolm Grow USAF Medical Center. and United States. Dept. of the Air Force. Nutritional Medicine Service., eds. United States Air Force dietetic internship. [Washington, DC]: Nutritional Medicine Service, 1986.

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United States Holocaust Memorial Museum. United States Holocaust Memorial Museum internship program. Washington, D.C: The Museum, 1997.

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United States. National Archives and Records Administration., ed. 1995-96 internship announcements. College Park, MD: National Archives, 1995.

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Roberts, Kara. GIS internship report: U.S. Environmental Protection Agency, Region 10. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2007.

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Schindler, Michael Andrew. Internship with the American Mountain Foundation and the United States Forest Service. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 1996.

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B, Yeldell Stanley, ed. Criminal justice internship manual. 2nd ed. Dubuque, IA: Kendall/Hunt Pub., 2010.

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Henderson, Kari. National Oceanic and Atmospheric Administration 2007 Gulf of Alaska bottom trawl survey internship report. Bellingham, WA: Huxley College of the Environment, Western Washington University, 2007.

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A, King Mary, ed. The successful internship: Transformation and empowerment. Pacific Grove: Brooks/Cole Pub., 1999.

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Maestretti, Nichole. U.S. Army Corps of Engineers environmental compliance: Internship report, summer 1999. Bellingham, WA: Huxley College of Environmental Studies, Western Washington University, 2000.

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Book chapters on the topic "Internship – united states"

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Mulcahy, Candace A., Andrea N. Decker, and Matthew L. McConn. "Teaching Internship in the United States." In Teacher Education, 170–80. London: Routledge India, 2023. http://dx.doi.org/10.4324/9781003253242-11.

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Dressler, Jay, and Jonathan Wilcoxen. "Intersecting Identities." In The Oxford Handbook of Queer and Trans Music Therapy, C19P1—C19N17. Oxford University Press, 2023. http://dx.doi.org/10.1093/oxfordhb/9780192898364.013.19.

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Abstract Queer interns are impacted by their internship’s workplace culture, clinical supervision style, and society’s acceptance of evolving gender expression, gender identity, and sexual orientation. Music therapy internship directors can implement inclusive practice standards based on micro, mezzo, and macro considerations found in social work methodologies. By implementing allyship principles, supervisors can create safer spaces which allow queer interns to explore their sense of self as a music therapist. Workplace cultures should be evaluated for acceptance and inclusivity of queer individuals and promote baseline knowledge of queer terminology, concepts, and best practices. Internship policies and procedures provide expectations of how interns will interact with clients and co-workers, how they can report issues through a chain of command, and how supervisors will provide equitable training. This chapter will explore our experiences as a queer music therapy intern and a queer music therapy supervisor in the United States.
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Lane, Nancy E., and Daniel J. Wallace. "I Have Osteoarthritis." In All About Osteoarthritis, 197–202. Oxford University PressNew York, NY, 2002. http://dx.doi.org/10.1093/oso/9780195138733.003.0024.

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Abstract Twenty-three million people in the United States have osteoarthritis. Most have mild or localized symptoms, some have none. Other patients are crippled by the degenerative process. Many different physicians and allied health professionals manage osteoarthritis. Sometimes the cast of characters can be confusing. Who should be consulted and what is the optimal process? Physicians Physicians are medical doctors who have completed four years of medical school after an undergraduate education. In order to be licensed to practice in the United States, all physicians have to complete a postgraduate year or internship, and pass the National Board Exams. A physician who stops their training at this point is a general practitioner, or GP. A GP usually has had, at best, a few weeks of training in arthritis.
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Kalesnik, Yury, and Valentina Vasicheva. "The Implementation of Best Practices of International Projects as the Way of Enhancement of Higher and Business Education in Belarus." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.111403.

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The development of education around the world is facilitated by the exchange of experience and interaction between education providers from different countries and regions. International programs and projects have become one of the drivers to improve the quality of education, the development of information and communication educational technologies, as well as the dissemination of innovative educational programs at Belarusian universities. Among them, there are the projects of the European Union ERASMUS+ CBHE program, as well as projects and exchange programs of the United States. In this publication, the authors share the experience of implementation of the best practices at universities in the European Education Area (Sweden, Britain, Germany, Italy, Spain, Latvia, Turkey) and the results of the United States experience application, which enabled the improvement of the educational process at the Sukhoi State Technical University of Gomel (Belarus). Also, it is shown how the implementation of the Detroit experience gained at the international internship contributed to the development of ties between Belarusian communities, including formation of inclusive business education and the development of skills for employment and social entrepreneurship of people in Belarus.
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Fuertes, Jairo N., Arnold R. Spokane, and Elizabeth Holloway. "Competence in Supervision." In Specialty Competencies in Counseling Psychology, 143–60. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780195386448.003.0008.

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Chapter 8 discusses competence in supervision, which is a relational approach to teaching the highly complex skills of therapeutic practice, and it focuses on training, those practice hours that are required to be supervised by a licensed psychologist in order to complete training for professional psychology licensure. It also discusses how supervision is a method of teaching practice that links the foundational knowledge and skills of the field to professional activities and guides the individual supervisee through the learning progression from neophyte practitioner to entry-level professional, and that although the requirement for supervision ends at the completion of the postdoctoral internship in the United States, in the European Union and Australia/New Zealand, consultative supervision is required throughout one’s professional career.
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Gershon, Sara, Brandon Mastromartino, and James J. Zhang. "Internships, practicum, and professional marketability." In Sport Business in the United States, 229–44. Routledge, 2020. http://dx.doi.org/10.4324/9781003058625-11.

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Quirke, Phil, and Aysha Saeed AlShamsi. "Perspective Chapter: Peer Observation of Teaching in Phygital Communities of Inquiry." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2023. http://dx.doi.org/10.5772/intechopen.109380.

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The disruptions caused by the COVID-19 pandemic have affected many aspects of teacher training programs, which are crucial for informing research in higher education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in a new phygital environment. This chapter describes the implementation of a phygital community of inquiry (CoI) by preservice teachers in an undergraduate early-years education program in the United Arab Emirates. This chapter presents the authors’ observations of preservice teachers’ practices during their internship to describe them against the experience of higher education in the United Arab Emirates. Incorporating the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs should provide adequate instructional support, materials, and training for preservice teachers to allow their optimal investment of POT in phygital spaces.
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Purkayastha, Saptarshi, Akshita Venkat Patri, and Vedasree Yerrabandi. "A Skills Assessment Pathways-Based Program Assessment Approach in Multidisciplinary Graduate Health Informatics." In Studies in Health Technology and Informatics. IOS Press, 2024. http://dx.doi.org/10.3233/shti231153.

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Multidisciplinary graduate education programs are hard to assess because of interdependent competencies. Students in these programs come with diverse disciplinary undergraduate degrees, and it is critical to identify knowledge gaps among these diverse learner groups to provide support to fill these gaps. Health Informatics (HI) is a multidisciplinary field in which health, technology, and social science knowledge are foundational to building HI competencies. In 2017, the American Medical Informatics Association identified ten functional domains in which HI competencies are divided. Using pre/post-semester knowledge assessment surveys of graduate students (n=60) between August 2021 to May 2022 in one of the largest graduate HI programs in the United States, we identified courses (n=9) across the curriculum that help build HI-specific competencies. Using statistical analysis, we identified three skills pathways by correlating knowledge gained with course learning objectives and used this to modify the curriculum over four semesters. These skills pathways are connected through one or two courses, where students can choose electives or, in some instances, course modules or assignments that link the skills pathways. Moreover, there is a statistically significant difference in how students gain these skills depending on their prior training, even though they take the same set of courses. Gender and other demographics did not show statistical differences in skills gained. Additionally, we found that research assistantships and internships/practicums provide additional skills not covered in our HI curriculum. Our program assessment methodology and resulting curricular changes might be relevant to HI and other multidisciplinary graduate training programs.
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Ballester, Benoit, Frédéric Bukiet, and Jean-Charles Dufour. "ECHO: An Information System for the Monitoring and Evaluation of Dental Student Activity in a Pre-Doctoral Clinic." In Studies in Health Technology and Informatics. IOS Press, 2022. http://dx.doi.org/10.3233/shti220581.

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The main goal of dental education is to develop health professionals who will maintain and improve the oral health of patients. This requires the quantitative and qualitative assessment of dental student activity. The aim of this work is to describe the ECHO information system that was developed at Timone Hospital (France) for the monitoring and evaluation of dental student activity and to present the results of a qualitative evaluation of student perceptions of this system. According to the analysis of the UML model of care-related procedures and data, the pre-existing process of student evaluation was characterized by redundancy between administrative and educational data. ECHO was developed in PHP/MySQL and designed to centralize the two types of data in a unified computerized process. The qualitative evaluation of dental student perceptions of ECHO was performed using an anonymous online Google Form questionnaire. Among the respondents (102/254 students), 96% stated that ECHO is easy to use, 86% that it saves time, and 81% that it gives them a better overview of their activity. After several years of use, ECHO has solved many of the difficulties related to the use of internship paper booklets, while also providing a documentary database of the activities of our dental department. The student activity data stored in ECHO are directly accessible by faculty members and can be reused to facilitate departmental management and research and to improve patient follow-up.
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Key, Kent. "Addressing the Under-Representation of African American Public Health Researchers: The Flint Youth Public Health Academy." In Leading Community Based Changes in the Culture of Health in the US - Experiences in Developing the Team and Impacting the Community. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.98459.

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In order to meet the health needs of a culturally diverse population, the United States public health workforce must become ethnically diversified to provide culturally competent care. The underrepresentation of minority, specifically African American public health professionals may be a contributing factor to the high rates of preventable health disparities in the African American community. Studies have shown that racial/ethnic communities bear the highest disparities across multiple health outcomes. African Americans, when compared with European Americans, suffer the greatest rates of health disparities, thus providing the justification to increase minority public health professionals. In addition, studies suggest that minorities are more likely to seek medical and health services from individuals of the same ethnicity. This will assist in decreasing language and comprehension barriers and increase the cultural competence of the health providers who serve populations from their ethnic/cultural origin. This chapter will highlight a 2014 study designed to explore and identify motivators for African Americans to choose public health as a career. African American public health professionals and graduate students were engaged to discuss their career and educational trajectories and motivators for career choice. Using qualitative research methods, this study was guided by the following research question: what are the motivating factors to engage African Americans into careers in public health? The study was approved by the Walden University Institutional Review Board and was conducted in 2014. The results of this study have served as the blueprint for the creation of the Flint Public Health Youth Academy (FPHYA). Coincidently the 2014 study was wrapping up at the genesis of the Flint Water Crisis (FWC). The FWC impacted residents of all ages in Flint. Specifically, the youth of Flint were exposed to lead (a neuro-toxin) and other contaminants through the water system which impacted them physically and cognitively. National media outlets disseminated headlines across the world that Flint youth would have behavioral (aggression) issues and struggle academically as a result of their exposure to lead. The FPHYA was designed to provide positive messages to and about Flint youth. It is an introduction to careers in public health, medicine, and research for Flint Youth. It creates a space for Flint youth to work through their lived experience of the FWC while learning the important role public health and research plays in recovering from an environmental public health crisis. More importantly, it is a pathway to public health careers providing didactic sessions, local mentors and internships.
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Conference papers on the topic "Internship – united states"

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Tetrick, Dan E., Daniel Farley, Golnaz Arastoopour, Michael Zinn, David Williamson Shaffer, and Naomi C. Chesler. "RescuShell: A Biomechanical Design Epistemic Game for First-Year Engineering Education and Potentially Increased Retention of Women." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14069.

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The American engineering workforce lacks the size and diversity needed to maintain its place as the world leader in science and technology. Across the United States, academic institutions are attempting to retain men and especially women in engineering degree paths by providing introductory coursework that motivates them to persist to graduation. Epistemic games provide students with an authentic engineering experience that may increase their persistence towards engineering degrees. This authentic experience, which we refer to as a virtual internship, helps students create an engineering epistemic frame, in which their skills and knowledge are linked a developing engineering identity, values, and epistemology. RescuShell is an epistemic game that was developed to provide this virtual internship experience for first-year engineering students and increase the persistence of women. In RescuShell, students complete a biomechanical engineering design project in which they create an arm joint for a human enhancement suit. Students research the joint’s actuators, control sensors, power sources, types of articulation, and materials. Completed designs are assessed by the company’s various stakeholders for their ability to meet thresholds for safety, agility, payload, work capacity, reliability, and cost. We anticipate that RescuShell will motivate more men and women to persist to engineering degrees and future careers in the engineering profession than traditional first-year engineering coursework.
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Fant, Daniel B., and Lawrence P. Golan. "AGTSR: A Unique Gas Turbine Consortium." In ASME 1997 International Gas Turbine and Aeroengine Congress and Exhibition. American Society of Mechanical Engineers, 1997. http://dx.doi.org/10.1115/97-gt-047.

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This paper discusses the nationwide impact of the Advanced Gas Turbine Systems Research (AGTSR) consortium which supports the advanced development of land-based gas turbines for future power generation systems. In particular, the paper emphasizes the educational and research missions of AGTSR. The educational program consists of undergraduate fellowships and graduate-level industrial internships at sponsoring company sites. To date, AGTSR has placed twenty interns at some of the major gas turbine facilities throughout the United States. This experience motivates engineering students to pursue gas turbine careers and allows them to gain valuable hands-on experience in an industrial setting. The research arm of AGTSR nurtures collaborative R&D with universities and industry. All the research issues identified by AGTSR are defined by the Industry Review Board (IRB) which is made up of representatives from seven gas turbine/component manufacturers. AGTSR currently supports over thirty research projects covering research needs in the area of combustion, heat transfer, materials, aerodynamics, sensors, alternative fuels, and advanced cycles. This paper highlights the status of the AGTSR consortium and the feedback received from both industry and universities on the effectiveness and impact of the educational and research components of AGTSR.
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Rouser, Kurt P., Caitlin R. Thorn, Aaron R. Byerley, Charles F. Wisniewski, Scott R. Nowlin, and Kenneth W. Van Treuren. "Integration of a Turbine Cascade Facility Into an Undergraduate Thermo-Propulsion Sequence." In ASME Turbo Expo 2013: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/gt2013-94744.

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The Department of Aeronautics at the United States Air Force Academy utilizes a closed-loop, two-dimensional turbine cascade wind tunnel to reinforce a learning-focused undergraduate thermo-propulsion sequence. While previous work presented in the literature outlined the Academy thermo-propulsion sequence and the contextual framework for instruction, this current paper addresses how the Academy turbine cascade facility is integrated into the aeronautical engineering course sequence. Cadets who concentrate in propulsion are to some extent prepared for each successive course through their contact with the cascade, and ultimately they graduate with an exposure to experimental research that enhances their grasp of gas turbine engine fundamentals. Initially, the cascade is used to reinforce airfoil theory to all cadets in the Fundamentals of Aeronautics course. Aeronautical engineering majors take this course during the first semester of their sophomore year. The next semester all aeronautical engineering majors take Introduction to Aero-thermodynamics. In this course, the closed-loop aspect of the cascade facility is used to reinforce concepts of work addition to the flow. Heat transfer is also discussed, using the heat exchanger that regulates test section temperature. Exposure to the cascade also prepares cadets for the ensuing Introduction to Propulsion and Aeronautics Laboratory courses, taken in the junior and senior year, respectively. In the propulsion course, cadets connect thermodynamic principles to component analysis. In the laboratory course, cadets work in pairs on propulsion projects sponsored by the Air Force Research Laboratory, including projects in the cascade wind tunnel. Individual cadets are selected from the cascade research teams for summer internships, working at an Air Force Research Laboratory turbine cascade tunnel. Ultimately, cadet experiences with the Academy turbine cascade help lay the foundation for a two-part senior propulsion capstone sequence in which cadets design a gas turbine engine starting with the overall cycle selection leading to component-level design. The turbine cascade also serves to integrate propulsion principles and fluid mechanics through a senior elective Computational Fluid Dynamics course. In this course, cadets may select a computational project related to the cascade. Cadets who complete the thermo-propulsion sequence graduate with a thorough understanding of turbine engine fundamentals from both conceptual and applied perspectives. Their exposure to the cascade facility is an important part of the process. An assessment of cadet learning is presented to validate the effectiveness of this integrated research-classroom approach.
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Quintana Guerrero, Ingrid. "Dattiers Andinos y la Búsqueda Paciente en Rue de Sèvres, 1948-1959." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.548.

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Resumen: Con la Unidad de Habitación marsellesa, el Atelier Le Corbusier transformaba su personal y métodos. Recurrentemente, se ha denominado a ésta como la fase del Grand Atelier, en cuyo ocaso surgieron nuevos desafíos y elementos para un “espacio inefable”. De límites imprecisos, esa Búsqueda Paciente implicaba un estado de ánimo transicional que confrontaba a Le Corbusier con sus propios métodos y con algunos de sus colaboradores, a los que peyorativamente atribuyó el apodo de dattiers (datileras), debido a su presunta arrogancia y baja productividad. Este trabajo reconstruye los principales aspectos del paso de algunos colaboradores suramericanos de Le Corbusier por París entre 1948 y 1959. Su participación fue larga e intensa, alcanzando en ocasiones el estatus de coordinadores y abordando obras en todas las escalas. Aún cuando, entre ellos, sólo Augusto Tobito fue directamente calificado como dattier, sus colegas colombianos compartían algo de su rebeldía, autonomía o destreza; de ahí que les hagamos extensivo ese apelativo. Así pretendemos construir un relato que contrarreste las abundantes narrativas sobre proyectos e influencia del franco-suizo en territorio andino. Abstract: With Marseille Housing Unit, the Atelier Le Corbusier began a transformation of its staff and methods. Frequently, this phase is known as Le Grand Atelier, receiving new challenges during its ending, and conceiving new elements for an “ineffable space”. With undefined boundaries, the Patient Research involved a transitional frame of mind opposing Le Corbusier to his own proceedings and to some of his collaborators. Pejoratively, the master named them as dattiers (datepalms), due to their alleged arrogance and low productivity. This work reconstructs several aspects of the internship of some South American collaborators on Le Corbusier at Paris between 1948 and 1959. Their participation was extended and intense, allowing them to reach, in some cases, the status of coordinators, and engaging works in all the scales. Even though just Augusto Tobito was directly called as dattier, his Colombian coworkers shared his rebellion, autonomy or skills. That is why we also use that adjective for them. We intend to create a complementary story for plenty of narratives about projects and influences of the French-Swiss architect in the Andes territory.Palabras clave: Le Corbusier; arquitectos modernos suramericanos; planes urbanos; proyectos de habitación. Keywords: Le Corbusier; South American Modern architects; urban plans; housing project. DOI: http://dx.doi.org/10.4995/LC2015.2015.548
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A Bohler, Jeffrey, Benjamin Larson, Steven Sherman, and Hugh Mills. "Using Registration Timing as an Early Indicator of At-Risk Students in an Online Stem Course." In InSITE 2023: Informing Science + IT Education Conferences. Informing Science Institute, 2023. http://dx.doi.org/10.28945/5151.

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Aim/Purpose. Early identification of students at risk of not achieving course learning objectives enables instructors to intervene earlier to help students succeed. One of the first student course engagement activities is registration. This study aims to determine if registration timing correlates with student success in an online STEM course. Background. Student success is based on achieving course learning outcomes. Students who register very late may have a lower probability of successfully passing challenging courses, adversely impacting student retention. Earlier instructor intervention with at-risk students may improve student academic achievement. Methodology. This study analyzed historical data of 193 student numerical course scores and registration timings for a recently updated introductory management information systems and data analysis course at a university in the south-east United States. The course was delivered online over nine-week periods, by two different instructors, over two calendar years comprising one academic year. The response variable, overall course score, was evaluated based on the student’s course registration timing relative to the course start date. Contribution. We examined the relationship between registration timing relative to course start date and academic performance as measured by overall course score and letter grade. At a statistically significant level, we found that students who registered very late earned, on average, one letter grade lower than students that registered earlier in the registration window. Findings. The analysis reveals that registration timing correlates to course scores. Also, 45% of students that registered after the course start date failed the course, and the overall course scores of late registrants were lower, indicating that very late registration may identify at-risk students. Recommendations for Practitioners. For students, carefully consider the decision to register for a STEM course late and understand why you delayed registering. Can you purchase the text and access codes to catch up on the first week’s assignments? Will you have the time to work harder in the first few weeks of the course to catch up? For instructors, be aware that students that register late for a course are at risk of not doing well and intervene if you observe the student falling behind the rest of the class or not engaging with the course. Administrators should carefully consider policies allowing late registration for STEM courses and its effects on student success and retention. What might seem like a promising idea in the short term (allowing a student to register late) may have deleterious long-term effects on student success and retention. Recommendation for Researchers. Researchers may consider the relationship between course registration timing and learning outcomes. Additional data collection on registration timings and course outcomes combined with data collected from students through surveys could shed light on the decision-making behavior of students that register for courses late in the registration window. Impact on Society. Improved student academic performance enables better use of academic resources. Students with higher academic performance qualify for scholarships, internships, and better job opportunities. For teachers, less time spent on low-performing students allows the instructor to challenge students academically to achieve higher levels of understanding. Finally, universities may enjoy higher student retention, and society will benefit from better use of financial resources dedicated to higher education. Future Research. Expanding the dataset to include other schools, courses, and learning modalities may provide additional insight into students’ registration behavior. Research on intervention strategies’ effectiveness based on student characteristics could be beneficial. Additional research on factors affecting students’ course registration decision-making process is required. Finally, a longitudinal study considering student registration timing throughout a degree program could identify chronic late registration behavior. Further study of the relationship between late registration and degree completion could provide valuable insights.
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