1. Introduction
Research supports experiential learning models,
focusing on career exploration, as one of the
best ways college students can clarify their
interests and determine future goals (Orndorff &
Herr, 1996). Some of the reported goals of
career related experiential learning are to gain
information about a specific job or industry,
build a professional network, talk to employers
about industry trends and opportunities, and
gain experience to be better qualified for future
experiences (Orndorff & Herr, 1996). Typically,
sophomore students need but rarely receive this
special attention, since they statistically have the
highest withdrawal rates (Tobolowsky, 2008).
This capstone explores the existing literature on:
fundamental career development theories,
experiential learning’s connection to career
preparation, student populations needing
additional career preparation, and ways to
address these needs.
Methodology and Implementation
I conducted a mixed methods pragmatic
methodological assessment of the development and
implementation of Merrimack College’s Externship
Experience. Following their experience students and
employers both received an 11 question survey
evaluation., made up of likert scale and open ended
questions. I also developed a 16 question protocol
and asked students to come in for a 30-45 minute
exit interview after their Externship Experience.
Quantitative Findings
Student Survey Findings:
3 types of Q s: satisfaction with experience, influence on major/career goals and perception of externship
• 14/18 students completed the survey
• When asked about their satisfaction with the experience,
students either responded ‘excellent’ (9) or ‘good’ (5)
• 100% were able to identify skills and abilities needed to be successful in this field
• Almost 100% reported that they would recommend this experience to their peers
Employer Survey Findings:
3 types of Q s: satisfaction with experience, influence on students, and perception of externship
• 8/14 supervisors completed the survey
• 100% reported satisfaction as either ‘excellent’ (4) or ‘good’ (4)
• 100% reported sharing industry knowledge and personal experiences
• A few suggested that students come with more information about site
• 100% said they would host a future extern
Recommendations
Recommendations from the first implementation
were taken into consideration for the second round
implantation (March), and will guide the
development and expansion of the program moving
forward:
① Start employer outreach earlier in summer and go
in person to meet and recruit employers
② Moving forward externships will be required for
all MC students as graduation requirement:
• Procedure for students to place themselves
• Online e-learning model to orient and prepare
students before their externship
① Continue to expand and find best employer-
student fit
As the literature suggests (McCarthy & McCarthy,
2006), this out of class experience is immensely
beneficial to student success and career preparation
by making students more marketable and
competitive. This capstone contributes to the
understanding of population specific and career
needs of college students, and offers an example of
programming that can fill the gap in sophomore
career preparation.
Alexandra
D.
Finney
Merrimack
College
Higher
Educa3on
Program
Work Cited
"
Orndorff, R.M. & Herr, E.L. (1996). A comparative study of declared and
undeclared college students on career uncertainty and involvement in career
development activities. Journal of Counseling & Development, 74, 632-638.
Tobolowsky B.F. (2008). Sophomores in transition: The forgotten year. New
Directions for Higher Education 2008, 59–67. doi: 10.1002/he.326
The Externship Experience: Developing a Short-Term Experiential
Learning Opportunity to Enhance Career Development"
Qualitative Findings
3 types of Q s: perception of experience, effects of experience, and future career goals post-experience
• 17/18 students came in for the exit-interview
• Hands on experience was the most common response for greatest impact.
• “If I didn’t do the externship I probably would not have known [career goal] yet, but I just know what I want to do now.”
• Two participants are changing their major because of their externship experience.
• “…while I was there I just realized as I shadowed them around and saw some of the elements of their day I realized that that
isn’t something I really want to be doing everyday for the rest of my life.”
• Most students were able to relate their major to the position they shadowed.
“ It was awesome. Just to see how the field really does work, and what you’re actually going to apply your knowledge to.”
• For many externs this experience greatly increased their confidence level.
• “I definitely want to stay in this field now, now I am concrete convinced that I am doing that I want to do.”
• “So after the first day [of the externship] I went right home and emailed Sarah [career advisor] and was like what are the steps I
need to do to change my major because I’m in this. I really want to do this now…I was so exited!”
• When asked about their perception of their externship, many students talked about how great their experience was.
• “I feel that it gave me great insight to how it could be if I did this job and I was just speechless. It was just an amazing
opportunity and experience to be able to do.”
• In terms of areas of improvement there was a slight trend of some difficulty understanding or relating to concepts because of a lack in
upper level class exposure (mostly freshman stated).
Acknowledgement
"
Research Question
What can be done in terms of career
development, for populations who need
additional programming and support at
Merrimack College?
The Externship Experience
Fall
• The program was developed and marketed on
campus, employers and students were
recruited to participate, students attended a
Pre-Externship Orientation session, and
employers received a thorough Host
Handbook.
Winter
• Over winter break the program was
implemented with 18 undergraduate externs
placed at nine host sites, with 14 host
supervisors.
• Externships lasted 1-day, 2-days, 5-days, or
two weeks.
Table 1. Employer- Post Externship Evaluation Survey
Overall Satisfaction N (%)
Excellent 4 (50%)
Good 4 (50%)
Marginal 0 (0%)
Satisfactory 0 (0%)
Total 8 (100%)
Interested in hosting another extern
Yes 8 (100%)
No 0 (0%)
Total 8 (100%)
Able to share knowledge and experience
Yes 8 (100%)
No 0 (0%)
Total 8 (100%)
Table 2. Student- Post Externship Evaluation Survey
Overall Satisfaction N (%)
Excellent 9 (64%)
Good 5 (36%)
Marginal 0 (0%)
Satisfactory 0 (0%)
Total 14 (100%)
Recommend experience
Definitely 13 (93%)
Probably 1 (7%)
Maybe 0 (0%)
No 0 (0%)
Total 14 (100%)
Host provided knowledge of field
Strongly Agree 9 (64%)
Agree 5 (36%)
Neutral 0 (0%)
Disagree 0 (0%)
Strongly Disagree 0 (0%)
Total 14 (100%)
Identified needed skills/abilities
Strongly Agree 7 (50%)
Agree 7 (50%)
Neutral 0 (0%)
Disagree 0 (0%)
Strongly Disagree 0 (0%)
Total 14 (100%)