Student Roles and Responsibilities Stage 1 Pre-Internship Planning
The SILP should be thoughtfully and carefully completed as early in the process as is reasonable once a site is determined.
A SILP is complete only after the faculty internship coordinator and the site supervisor have signed off on the contract and approved its content.
A signed SILP is required before you are authorized by the College to begin the internship.
Students who fail to submit their signed SILP to their faculty internship coordinator prior to the start of the fall or spring semester will automatically be administratively de-registered from their internship cours e.
Contact site supervisor a few days before you begin
Notify your internship coordinator when you start your hours
Attend host site orientation (as required)
Maintain analytical field learning journal
Maintain regular contact with internship coordinator
Attend campus seminars (if required)
Arrange for internship coordinator to visit site
Have an exit strategy: bring your internship to a smooth conclusion: say goodbyes, give thanks; contact faculty coordinator about next steps
Student Roles and Responsibilities Stage 2 The Internship
Be a five year old: not literally but exhibit–in a professional manner-- the insatiable curiosity and inquiring nature of a young child trying to figure out the rules and behaviors of this strange new world into which he/she has been thrust. Ask the what, how, when, where, and why questions!
Be an anthropologist: keeps your mind and senses alert at all times, seek to learn as much as possible about the native inhabitants of the culture you’ve just entered as an outsider: observe phenomenon, take notes, ask questions. Try to analyze and decode the environment both intellectually and emotionally. Attempt to learn all you can about the beliefs, behaviors, values, attitudes, customs, rituals, and institutions of the natives.
Tour Buffalo neighborhood experiencing a housing and economic renewal and meet with recognized community leaders. (CE)
Interview a citizen leader about his/her role in the neighborhood’s renaissance; use questions from leadership readings and films to create a portrait of the individual’s leadership traits, behaviors, and style. (RO)
Apply leadership theories from course textbook or other research sources to construct a case study of the person’s leadership approach (style, traits, behaviors). (AC)
Test out your new understanding of citizen leadership in your neighborhood or campus community. (AE)
Reflective Thinking and Meaning-Making Some Final Quotes
Experience is not what happens to you, it’s what you do with what happens to you. --Aldous Huxley
We don’t learn from experience. We learn from reflecting on experience. --John Dewey
The only kind of learning which significantly influences behavior is self-discovered or self-appropriated learning—truth that has been assimilated in experience. --Carl Rogers
A weekly (or daily) field journal represents an opportunity to create meaning from internship experiences through systematic reflection and critical analysis (see journal resources in your orientation packet)
Four Cs of Reflection
Connected to academic learning
Challenging to assumptions, knowledge, perspectives
Contextual (dependent on setting and learning design)
Post Internship Assessment of Student Performance and Learning