Washington internship institute bonner presentation fall directors
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The Washington Internship Institute is a nonprofit organization based in Washington DC and a national Bonner Partner. Its mission is to foster students' intellectual, personal, and professional development through individually tailored, quality internships and challenging academic coursework that take full advantage of the opportunities available in the nation's capital and reflect the best practices of experiential learning and liberal education.
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Washington internship institute bonner presentation fall directors
- 1. www.wiidc.org Integrated, Experiential Learning in the Nation’s Capital Gregory M. Weight President Washington Internship Institute
- 2. High-Impact Practices Positively associated with student success and engagement, according to the National Survey of Student Engagement. They are: • Learning Communities • Service Learning • Research • Internships • Study Abroad • Culminating Senior Experience
- 3. Creating a Quality CE Experience: Connecting HICEPs to HIPs • Integrated • Deep • Developmental • Collaborative • Reflection • Learning And how do you do that?
- 4. National Society for Experiential Education: “Eight Principles of Good Practice for All Experiential Learning Activities” Creating a Quality Internship Experience • Intention • Authenticity • Reflection • Mentoring and continuous improvement • Acknowledgement And how do we do that?
- 5. NSSE 2017 The Danger of Not Integrating HIPs • Decreased student participation, particularly among certain populations Service Learning Internships Asian 64% 45% Black or AfrAm 65% 41% Hispanic or Latino 63% 42% White 59% 53% Service Learning Internships Female 64% 50% Nontraditional Age 55% 45%
- 6. NSSE 2017 The Danger of Not Integrating HIPs • Decreased student participation, particularly among certain populations Service Learning Internships Traditional Age 63% 58% Nontraditional Age 55% 48% Service Learning Internships Not First-Generation 59% 55% First-Generation 61% 42%
- 7. NSSE 2017 The Danger of Not Integrating HIPs • Decreased student participation, particularly among certain populations Service Learning Internships Arts & Humanities 55% 42% Biological Sciences 55% 52% Physical Sciences/Math 41% 45% Social Sciences 60% 46% Business 54% 42% Communications 66% 59% Education 81% 67% Health Professions 78% 50% Social Services Prof. 70% 50%
- 8. The Danger of Not Integrating HIPs • Poor preparation • Regarding them not as learning opportunities
- 9. www.wiidc.org Our Mission The mission of the Washington Internship Institute is to foster students' intellectual, personal, and professional development through individually tailored, quality internships and challenging academic coursework that take full advantage of the opportunities available in the nation's capital and reflect the best practices of experiential learning and liberal education.
- 10. www.wiidc.org Program Components • Internships • Classes • Activities • Advising & Support
- 11. Program Structure • Intern four days a week • Classes one day a week • Fall and Spring – 15 weeks – Students arrive before Labor Day and MLK Day • Summer – 10 weeks – Students arrive before Memorial Day
- 12. www.wiidc.org Internships • The Washington Internship Institute helps students find internships suited to their individual interests. • Internships are available in a variety of fields. can you intern? – Government – Embassies – Nonprofits, think tanks, lobbying groups
- 13. Sample Internships • Criminal Justice – Alliance for Justice – Brady Campaign to Stop Gun Violence – The Protection Project – US Attorney’s Office • The Environment – The Climate Institute – Environmental Defense Fund – National Wildlife Federation – Sierra Club – The Wilderness Society
- 14. Sample Internships • Women and LGBT Individuals – Center for Women Policy Studies – Family Equality Council – Feminist Majority Foundation – Human Rights Campaign – RAINN • Race and Ethnicity – League of United Latin American Citizens – NAACP – Pan American Health Organization – Partners of the Americas
- 15. Sample Internships • Social Justice – The Advocacy Project – Bread for the City – Drug Reform Coordination Network – National Coalition for the Homeless – National Network for Youth
- 16. www.wiidc.org Classes • Internship Seminar – Reflection and writing seminar • Core Course – Inside Washington: Politics & Politics – International & Foreign Policy – Special Topics • Entertainment and Culture Policy • Global Health Policy Studies • Global Women’s Leadership Development • Environmental Law & Policy Studies
- 17. www.wiidc.org Housing • Apartments shared with other students in the program • 2Br/2Ba and large shared living space • Located in Crystal City • Safe, secure, convenient to Metro and amenities
- 18. www.wiidc.org Daily Life in DC • Intern 4 days/week • Take classes 1 day/week • Explore DC
Editor's Notes
- Integrated Does the community engagement include both the student development insights of cocurricular experience and the contextualization of academic learning? Are the positions through which we partners involve students and faculty leveraging the academic knowledge and skills available? Relevant structures: faculty members with long-term relationships to partner sites and teams of students; placements that are embedded in coursework. Depth (Deep) Is the community engagement embedded within a structure of strategic developmental sustained partnerships? Have the organization and the college agreed to build and implement a multiyear, developmental partnership? Relevant structures: multiyear partnership agreements; strategic plans with partners; detailed job descriptions for VISTAs (Volunteers in Service to America); community learning agreements; and positions that involve multisemester evolution for students. Development (Developmental) Is the community engagement developmentally appropriate for the stage of the undergraduate (or graduate) student or other volunteer? Is the organization able to specify the developmental needs of each position and able to match volunteers appropriately? Relevant structures: developmental placements; outcome-oriented job descriptions for volunteers who also show growth over time. Teams (Collaborative) Is the community engagement structured to maximize the effective use of student learning, collaboration, and leadership (i.e., site/issue teams)? Can the organization integrate team-based management and student leadership such that the positions offer developmental work and opportunities? Relevant structures: site- or issue-based teams; management approaches that involve student leadership or VISTAs at sites; volunteer management strategies that engage volunteers at multiple levels. Reflection Does the community engagement involve structured (and unstructured) rigorous reflection? Do the volunteers participate in reflection through which they understand the community context? Relevant structures: structured and unstructured reflection opportunities; trainings and facilitation that support ongoing reflection; blogs; vlogs; journaling; e-portfolios; course-based reflection assignments. Learning Is there an intentional opportunity for stakeholders (faculty, staff, students, and partners) to reflect on, share, and articulate their own learning (learning approaches and outcomes) as they engage in collaborative community-based initiatives, reflect upon and assimilate content, meaning, and action? Is the learning process co-constructed; is it inclusive of both community and campus constituents as authentic collaborators as teachers, learners, and scholars? Relevant structures: engaging partners as coeducators; engaging partners in helping students process their learning and growth through reflection; partners teaching in classroom contexts
- Intention: All parties must be clear from the outset why experience is the chosen approach to the learning that is to take place and to the knowledge that will be demonstrated, applied or result from it. Intention represents the purposefulness that enables experience to become knowledge and, as such, is deeper than the goals, objectives, and activities that define the experience. Authenticity: The experience must have a real world context and/or be useful and meaningful in reference to an applied setting or situation. This means that is should be designed in concert with those who will be affected by or use it, or in response to a real situation. Reflection: Reflection is the element that transforms simple experience to a learning experience. For knowledge to be discovered and internalized the learner must test assumptions and hypotheses about the outcomes of decisions and actions taken, then weigh the outcomes against past learning and future implications. This reflective process is integral to all phases of experiential learning, from identifying intention and choosing the experience, to considering preconceptions and observing how they change as the experience unfolds. Reflection is also an essential tool for adjusting the experience and measuring outcomes. Mentoring and Continuous Improvement: Any learning activity will be dynamic and changing, and the parties involved all bear responsibility for ensuring that the experience, as it is in process, continues to provide the richest learning possible, while affirming the learner. It is important that there be a feedback loop related to learning intentions and quality objectives and that the structure of the experience be sufficiently flexible to permit change in response to what that feedback suggests. While reflection provides input for new hypotheses and knowledge based in documented experience, other strategies for observing progress against intentions and objectives should also be in place. Monitoring and continuous improvement represent the formative evaluation tools. Acknowledgment: Recognition of learning and impact occur throughout the experience by way of the reflective and monitoring processes and through reporting, documentation and sharing of accomplishments. All parties to the experience should be included in the recognition of progress and accomplishment. Culminating documentation and celebration of learning and impact help provide closure and sustainability to the experience.