This document provides guidelines for the graduate internship program for Instructional Technology degree and certification programs offered jointly by East Stroudsburg University and Kutztown University. It outlines the objectives, application process, requirements, and procedures for completing the required 90-hour internship experience. Students work with an academic advisor to identify an internship site, complete an application, and register for the internship course. Requirements include weekly logs, a portfolio, on-site visits, and on-campus meetings. The document provides guidance for students on interviewing, expectations during the internship, and questions to consider when planning their internship semester.
Cc597 598 seminar sylllabus fall 2014 updated 27 august 13 (autosaved)believes7
This document outlines the requirements and expectations for Practicum & Internship Seminar I (CC 597) and Internship Seminar II (CC 598) courses taken at The Chicago School. The courses are 3 credit hours and taken over the fall and spring semesters concurrently with a clinical training field placement.
Key aspects include:
- Students must complete a minimum of 700 supervised clinical hours including 280 direct client hours.
- Students must pass a Clinical Competency Exam assessing their skills.
- Requirements include maintaining confidentiality, completing evaluation forms, a theory presentation, and a self-appraisal paper.
- The seminar focuses on developing students' competencies in areas like assessment,
The document provides guidelines for a Summer Internship Programme (SIP) for MBA students. It outlines the objectives of the SIP which include experiencing the organization in its entirety, developing the ability to innovate, developing strategies to evaluate processes and products/services, and using skills like observation and analysis for reflection. It describes the timeline, roles of supervisors, components like planning, learning, reflection journals, and a research assignment. Assessment criteria for each component is also provided along with expectations around attendance, presentation, and submission of documentation.
Specific topics, assignments, and activities are outlined for each of the 8 weekly sections. The course aims to help students gain skills to obtain employment through projects, discussions, and assessments. Accessibility standards and faculty training are also addressed.
The document outlines the training and development policy, goals, objectives, and categories for postal employees. It states that training and developing employees is a key strategy to ensure individual and organizational success. It discusses formal and informal learning experiences. Responsibility is shared between the employee, their supervisor, and the organization. The main categories of training are job training, self-development training, and job experiences.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
Mba course (revised scheme) 2007 day schemegirishyallur
The document outlines the revised regulations for the two-year MBA program. Key points include:
1) The objective is to impart knowledge, skills, attitudes and competence to prospective managers through multi-disciplinary and IT-enabled learning.
2) Eligible candidates must have a 10+2+3 or 10+2+4 undergraduate degree with a minimum of 50% marks.
3) The program consists of four semesters over two years with foundational courses in the first year and functional/sectoral specializations in the second year.
4) Students will be evaluated through internal assessments worth 25% and end-semester exams worth 75% conducted by the university. Internal assessments include
This document provides guidance on preparing teaching and learning materials (TTLM) for technical and vocational education and training (TVET) programs. It discusses that TTLM should include a teachers' guide, learning guide, and assessment packet. The teachers' guide outlines the competencies, session plans, assessments and reference materials. The learning guide tells trainees what to learn, activities, and the teachers' expectations. It can be self-contained or resource-based. The assessment packet includes demonstration checklists, formative and summative evaluations to check trainees' mastery of the competencies. Trainers should have relevant qualifications and experience to effectively impart the required skills and knowledge to trainees.
The document outlines the scheme and syllabus for the MBA (Full Time/Part Time) program at the University of Kerala from 2009 onwards.
Key details include:
1) The 2-year program consists of 4 semesters with 16 instructional weeks per semester.
2) Eligibility requires a minimum 50% aggregate in bachelor's degree for full-time and 2 years work experience for part-time.
3) Assessment includes internal exams (40%) and end-of-semester exams (60%). Students must maintain 75% attendance to sit for exams.
4) In the 4th semester, students undertake a project and comprehensive viva voce exam worth 100 and
Cc597 598 seminar sylllabus fall 2014 updated 27 august 13 (autosaved)believes7
This document outlines the requirements and expectations for Practicum & Internship Seminar I (CC 597) and Internship Seminar II (CC 598) courses taken at The Chicago School. The courses are 3 credit hours and taken over the fall and spring semesters concurrently with a clinical training field placement.
Key aspects include:
- Students must complete a minimum of 700 supervised clinical hours including 280 direct client hours.
- Students must pass a Clinical Competency Exam assessing their skills.
- Requirements include maintaining confidentiality, completing evaluation forms, a theory presentation, and a self-appraisal paper.
- The seminar focuses on developing students' competencies in areas like assessment,
The document provides guidelines for a Summer Internship Programme (SIP) for MBA students. It outlines the objectives of the SIP which include experiencing the organization in its entirety, developing the ability to innovate, developing strategies to evaluate processes and products/services, and using skills like observation and analysis for reflection. It describes the timeline, roles of supervisors, components like planning, learning, reflection journals, and a research assignment. Assessment criteria for each component is also provided along with expectations around attendance, presentation, and submission of documentation.
Specific topics, assignments, and activities are outlined for each of the 8 weekly sections. The course aims to help students gain skills to obtain employment through projects, discussions, and assessments. Accessibility standards and faculty training are also addressed.
The document outlines the training and development policy, goals, objectives, and categories for postal employees. It states that training and developing employees is a key strategy to ensure individual and organizational success. It discusses formal and informal learning experiences. Responsibility is shared between the employee, their supervisor, and the organization. The main categories of training are job training, self-development training, and job experiences.
Awareness on outcome based education and accreditation processDrSreeLatha
The document discusses accreditation by the National Board of Accreditation (NBA) in India. It provides information on:
1. What NBA is and its goals of developing a quality-conscious technical education system.
2. The benefits of accreditation for institutions, including demonstrating accountability, commitment to excellence, and facilitating continuous quality improvement.
3. The shift from an input-output based accreditation process to an outcome based process focused on evaluating student outcomes.
Mba course (revised scheme) 2007 day schemegirishyallur
The document outlines the revised regulations for the two-year MBA program. Key points include:
1) The objective is to impart knowledge, skills, attitudes and competence to prospective managers through multi-disciplinary and IT-enabled learning.
2) Eligible candidates must have a 10+2+3 or 10+2+4 undergraduate degree with a minimum of 50% marks.
3) The program consists of four semesters over two years with foundational courses in the first year and functional/sectoral specializations in the second year.
4) Students will be evaluated through internal assessments worth 25% and end-semester exams worth 75% conducted by the university. Internal assessments include
This document provides guidance on preparing teaching and learning materials (TTLM) for technical and vocational education and training (TVET) programs. It discusses that TTLM should include a teachers' guide, learning guide, and assessment packet. The teachers' guide outlines the competencies, session plans, assessments and reference materials. The learning guide tells trainees what to learn, activities, and the teachers' expectations. It can be self-contained or resource-based. The assessment packet includes demonstration checklists, formative and summative evaluations to check trainees' mastery of the competencies. Trainers should have relevant qualifications and experience to effectively impart the required skills and knowledge to trainees.
The document outlines the scheme and syllabus for the MBA (Full Time/Part Time) program at the University of Kerala from 2009 onwards.
Key details include:
1) The 2-year program consists of 4 semesters with 16 instructional weeks per semester.
2) Eligibility requires a minimum 50% aggregate in bachelor's degree for full-time and 2 years work experience for part-time.
3) Assessment includes internal exams (40%) and end-of-semester exams (60%). Students must maintain 75% attendance to sit for exams.
4) In the 4th semester, students undertake a project and comprehensive viva voce exam worth 100 and
This study focused on the Enhancement of Immersion Program in the Business Process Outsourcing (BPO). Using the content knowledge of the teacher as the framework of analysis, this study examined the possible improvement, required skills, appropriate learning environment, issues and concerns needed to address, and validated the need of initiating an immersion program. Through the perception of respondents, this study has established the position of educators that new experiences will enhance their teaching and learning strategies, and that the participants’ experience may be integrated academically with Business Management education specifically. In addition, being innovative will intensify their techniques to prepare their student for standardized programs as part of the latter’s learning.
Enhancing employability of final year health promotion students using iportfolioePortfolios Australia
Curtin University developed an electronic portfolio called iPortfolio for students and staff in 2009. It was introduced university-wide in 2010 and has since grown to include portfolios from approximately 27,000 students and staff. iPortfolio is used for formal assessment across all faculties, including in the health sciences. It provides a way for students to evidence authentic learning and development of skills over their entire course of study. While iPortfolio has faced some challenges, it offers benefits such as enabling reflection, creativity, and consolidation of learning that prepares students for future careers.
1. To be qualified to deliver accredited training in Australia, one must have a Certificate IV in Training and Assessment and relevant industry experience. Staying current is important through continuing practice, networking, and involvement in industry bodies.
2. When developing a training program, the unit of competency guide from training.gov.au must be consulted to understand requirements and develop a proper assessment tool. The tool includes a program, student guide, and assessable tasks addressing requirements.
3. After developing the tool, the assessments should be contextualized to the relevant industry, candidate level should be considered, and guides for students and instructors should be created documenting the program and assessment of skills.
The document outlines a capstone project analyzing a proposed Credit for Prior Learning (CPL) program at Portland State University. It discusses the goals of establishing an effective CPL structure, gaining faculty support by demonstrating academic quality and compensation for their time, and having the program ready by Fall 2015. It also notes the need to determine fair student fees that help fund the program. The BA 495 capstone team was tasked with researching models for a sustainable CPL program and making a recommendation.
The document provides an overview of the training programs and services offered by Westford School of Management. It discusses their academic degrees, professional courses, executive education, and corporate training programs. It also outlines their methods of facilitating learning, including experiential activities, assessments, and feedback loops. Core topics covered include communication, leadership, customer relationship management, and human resources. Bespoke and tailor-made training programs can be customized based on clients' specific needs across various domains like sales, marketing, leadership, and project management.
green_MGT581_Mod8-PortfolioProject_final_9.28.14Green Tina
This document explores establishing an unpaid undergraduate trainee program in a pediatric hematology/oncology department. It discusses the benefits of internship programs for skill development but also the liability risks of unpaid positions. Research found that 81% of interns improved academic and professional skills, and 87% improved critical thinking. The purpose is to provide guidelines for a program that offers journal clubs, presentations, and mentor evaluations while mitigating legal risks. Recommendations include creating a mission statement and setting research objectives in a learning plan agreed upon by the mentor and trainee.
The document provides an overview of topics to be covered in two sessions on internships. Session I will cover process definition, benefits of internships, how to get an internship, objectives, types of programs, interview skills, and preparations. Session II will discuss roles and responsibilities, etiquette, expectations, making the most of the internship, what companies expect, learning beyond the role, outstanding interns, and completing the program.
This learning outcome covers determining learner's training requirements. Trainees' current competencies are assessed and compared to the competencies outlined in curriculum documents and standards to identify any gaps. A data gathering tool is also developed to collect information on trainees' characteristics to help plan training. Determining requirements includes validating needs with relevant stakeholders and documenting the results.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
Outreach Training Requirements 2017 newJohn Newquist
This document outlines new requirements for OSHA authorized outreach trainers effective January 2017. Key changes include:
- Trainers must complete a trainer update course every 4 years to maintain authorization.
- Trainers can only be affiliated with one authorizing training organization per industry.
- Trainers must sign a statement of compliance and adhere to standards of professional conduct.
- Strict limits are placed on class duration, breaks, contact hours per day, and time to complete training.
- Attendance for the full class is required to receive course completion cards.
The document outlines the syllabus for a 3-year Bachelor of Science in Hospitality Studies program. It includes:
1) Course details and credit distribution over 6 semesters, with 32 total courses covering topics like food production, F&B service, rooms division, and hospitality management.
2) Requirements for industrial training in the 4th semester and a project report.
3) Guidelines for faculty qualifications, facilities, examinations, assessments and student eligibility.
The aim is to provide students with knowledge and skills for hospitality industry careers through a balanced curriculum incorporating theory, practical skills, and professional experience.
This document outlines the requirements and guidelines for Work Immersion, a course requirement for Senior High School students in the Philippines. Students must undergo Work Immersion in an industry related to their postsecondary goals to gain practical skills. They are expected to observe workplace behaviors, business processes, and apply their school learning. Evaluation involves creating a portfolio with documentation of their experiences, reflections, and an updated resume. The portfolio is presented and experiences are discussed to assess how Work Immersion enhances students' competence for future employment or education.
This document outlines the academic regulations for taught awards at the University of Greenwich. It discusses the university's mission, powers and responsibilities in awarding degrees. It describes the academic framework, including definitions of undergraduate, graduate and postgraduate awards. It covers regulations around student admission, assessment, progression and awards. It also discusses external examiners, conferment of awards and appendices covering topics like extenuating circumstances, academic appeals and collaborative programmes.
This document provides guidelines for instructors regarding grading policies and procedures for a course on advertising management. It recommends that grades be based on a variety of assignments, with an A reflecting outstanding work. It also defines letter grades and policies for incomplete grades, repeating courses, and grade appeals. The goal is to ensure grading is fair, consistent, and understood by students.
This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.
The document summarizes the 2013 internship program for the Kraft Nabisco Championship golf tournament. It describes 8 internship positions related to operations, special events, sales, marketing, and ticketing. The internships run from February 15th to April 15th and require a minimum of 40 hours per week. Interns will play a major role in executing the tournament and gain experience in sports and event management.
An Internship Program to Develop Small System SustainabilityJennifer Wilson
Lessons learned from a pilot program that placed a new operator at several water/wastewater systems over the summer to assist with developing managerial capacity through asset management and emergency response planning.
This document provides guidelines for undergraduate and postgraduate students at the University of Asia Pacific for writing internship reports. It outlines the formatting requirements, sections to include, and content for each section. The main sections are the preliminary pages (title page, approval page, etc.), executive summary, main text organized by chapter, and references/appendices. The main text chapters typically include an introduction, industry/company overview, methodology/findings/discussions, and conclusions/recommendations. Specific guidelines are provided for tables, figures, and references. The goal is to standardize report structure and compliance for students and supervisors.
The document provides guidelines for students on preparing and presenting their project reports at AIMS Institute of Management Studies. It outlines the structure and formatting requirements for the report, including sections like the title page, table of contents, methodology, analysis, conclusions and recommendations. Technical specifications around font, spacing, pagination and plagiarism are also covered. The guidelines aim to help students understand the framework and requirements of the project so they can assure success in its completion.
This study focused on the Enhancement of Immersion Program in the Business Process Outsourcing (BPO). Using the content knowledge of the teacher as the framework of analysis, this study examined the possible improvement, required skills, appropriate learning environment, issues and concerns needed to address, and validated the need of initiating an immersion program. Through the perception of respondents, this study has established the position of educators that new experiences will enhance their teaching and learning strategies, and that the participants’ experience may be integrated academically with Business Management education specifically. In addition, being innovative will intensify their techniques to prepare their student for standardized programs as part of the latter’s learning.
Enhancing employability of final year health promotion students using iportfolioePortfolios Australia
Curtin University developed an electronic portfolio called iPortfolio for students and staff in 2009. It was introduced university-wide in 2010 and has since grown to include portfolios from approximately 27,000 students and staff. iPortfolio is used for formal assessment across all faculties, including in the health sciences. It provides a way for students to evidence authentic learning and development of skills over their entire course of study. While iPortfolio has faced some challenges, it offers benefits such as enabling reflection, creativity, and consolidation of learning that prepares students for future careers.
1. To be qualified to deliver accredited training in Australia, one must have a Certificate IV in Training and Assessment and relevant industry experience. Staying current is important through continuing practice, networking, and involvement in industry bodies.
2. When developing a training program, the unit of competency guide from training.gov.au must be consulted to understand requirements and develop a proper assessment tool. The tool includes a program, student guide, and assessable tasks addressing requirements.
3. After developing the tool, the assessments should be contextualized to the relevant industry, candidate level should be considered, and guides for students and instructors should be created documenting the program and assessment of skills.
The document outlines a capstone project analyzing a proposed Credit for Prior Learning (CPL) program at Portland State University. It discusses the goals of establishing an effective CPL structure, gaining faculty support by demonstrating academic quality and compensation for their time, and having the program ready by Fall 2015. It also notes the need to determine fair student fees that help fund the program. The BA 495 capstone team was tasked with researching models for a sustainable CPL program and making a recommendation.
The document provides an overview of the training programs and services offered by Westford School of Management. It discusses their academic degrees, professional courses, executive education, and corporate training programs. It also outlines their methods of facilitating learning, including experiential activities, assessments, and feedback loops. Core topics covered include communication, leadership, customer relationship management, and human resources. Bespoke and tailor-made training programs can be customized based on clients' specific needs across various domains like sales, marketing, leadership, and project management.
green_MGT581_Mod8-PortfolioProject_final_9.28.14Green Tina
This document explores establishing an unpaid undergraduate trainee program in a pediatric hematology/oncology department. It discusses the benefits of internship programs for skill development but also the liability risks of unpaid positions. Research found that 81% of interns improved academic and professional skills, and 87% improved critical thinking. The purpose is to provide guidelines for a program that offers journal clubs, presentations, and mentor evaluations while mitigating legal risks. Recommendations include creating a mission statement and setting research objectives in a learning plan agreed upon by the mentor and trainee.
The document provides an overview of topics to be covered in two sessions on internships. Session I will cover process definition, benefits of internships, how to get an internship, objectives, types of programs, interview skills, and preparations. Session II will discuss roles and responsibilities, etiquette, expectations, making the most of the internship, what companies expect, learning beyond the role, outstanding interns, and completing the program.
This learning outcome covers determining learner's training requirements. Trainees' current competencies are assessed and compared to the competencies outlined in curriculum documents and standards to identify any gaps. A data gathering tool is also developed to collect information on trainees' characteristics to help plan training. Determining requirements includes validating needs with relevant stakeholders and documenting the results.
This document provides guidelines for implementing outcome-based education at an engineering institute in India. It outlines the institute's vision, mission, and quality policy. It then discusses key aspects of OBE including the revised Bloom's taxonomy, guidelines for writing course outcomes, mapping course outcomes to program outcomes, assessing student competency through rubrics, and using activity-based learning. The document provides examples and templates for developing course outcomes, mapping them to assessments and program outcomes, calculating attainment levels, and facilitating continuous improvement.
The document provides an overview of outcome-based education and assessment. It discusses key concepts like formative and summative assessment, norm-referenced vs criterion-referenced assessment, direct and indirect assessment, and different assessment methods like tests, essays, projects, and rubrics. The goal is to help participants understand outcome-based assessment and how to design effective assessments aligned with learning outcomes.
Outreach Training Requirements 2017 newJohn Newquist
This document outlines new requirements for OSHA authorized outreach trainers effective January 2017. Key changes include:
- Trainers must complete a trainer update course every 4 years to maintain authorization.
- Trainers can only be affiliated with one authorizing training organization per industry.
- Trainers must sign a statement of compliance and adhere to standards of professional conduct.
- Strict limits are placed on class duration, breaks, contact hours per day, and time to complete training.
- Attendance for the full class is required to receive course completion cards.
The document outlines the syllabus for a 3-year Bachelor of Science in Hospitality Studies program. It includes:
1) Course details and credit distribution over 6 semesters, with 32 total courses covering topics like food production, F&B service, rooms division, and hospitality management.
2) Requirements for industrial training in the 4th semester and a project report.
3) Guidelines for faculty qualifications, facilities, examinations, assessments and student eligibility.
The aim is to provide students with knowledge and skills for hospitality industry careers through a balanced curriculum incorporating theory, practical skills, and professional experience.
This document outlines the requirements and guidelines for Work Immersion, a course requirement for Senior High School students in the Philippines. Students must undergo Work Immersion in an industry related to their postsecondary goals to gain practical skills. They are expected to observe workplace behaviors, business processes, and apply their school learning. Evaluation involves creating a portfolio with documentation of their experiences, reflections, and an updated resume. The portfolio is presented and experiences are discussed to assess how Work Immersion enhances students' competence for future employment or education.
This document outlines the academic regulations for taught awards at the University of Greenwich. It discusses the university's mission, powers and responsibilities in awarding degrees. It describes the academic framework, including definitions of undergraduate, graduate and postgraduate awards. It covers regulations around student admission, assessment, progression and awards. It also discusses external examiners, conferment of awards and appendices covering topics like extenuating circumstances, academic appeals and collaborative programmes.
This document provides guidelines for instructors regarding grading policies and procedures for a course on advertising management. It recommends that grades be based on a variety of assignments, with an A reflecting outstanding work. It also defines letter grades and policies for incomplete grades, repeating courses, and grade appeals. The goal is to ensure grading is fair, consistent, and understood by students.
This document outlines an agenda for a course development kick-off meeting. The agenda includes introductions, discussions around big questions in course design, course mapping, available course development resources, an overview of the Quality Matters standards, and the peer review process. It also provides examples of course development projects and a schedule of events for the course development process.
The document summarizes the 2013 internship program for the Kraft Nabisco Championship golf tournament. It describes 8 internship positions related to operations, special events, sales, marketing, and ticketing. The internships run from February 15th to April 15th and require a minimum of 40 hours per week. Interns will play a major role in executing the tournament and gain experience in sports and event management.
An Internship Program to Develop Small System SustainabilityJennifer Wilson
Lessons learned from a pilot program that placed a new operator at several water/wastewater systems over the summer to assist with developing managerial capacity through asset management and emergency response planning.
This document provides guidelines for undergraduate and postgraduate students at the University of Asia Pacific for writing internship reports. It outlines the formatting requirements, sections to include, and content for each section. The main sections are the preliminary pages (title page, approval page, etc.), executive summary, main text organized by chapter, and references/appendices. The main text chapters typically include an introduction, industry/company overview, methodology/findings/discussions, and conclusions/recommendations. Specific guidelines are provided for tables, figures, and references. The goal is to standardize report structure and compliance for students and supervisors.
The document provides guidelines for students on preparing and presenting their project reports at AIMS Institute of Management Studies. It outlines the structure and formatting requirements for the report, including sections like the title page, table of contents, methodology, analysis, conclusions and recommendations. Technical specifications around font, spacing, pagination and plagiarism are also covered. The guidelines aim to help students understand the framework and requirements of the project so they can assure success in its completion.
The document provides information about a summer internship proposal at Siemens Corporate Technologies (SCT) India. It discusses SCT's focus areas of renewable energy, medical devices, and healthcare delivery. The proposal outlines a project to analyze the market landscape and emerging technologies for a given Indian industry over the next 10 years. It also describes the applicants' backgrounds and expectations for learning about strategic management, consulting practices, and gaining experience working in a corporate research team environment.
This document outlines the work plan for Component 3 of a project aimed at improving knowledge management related to climate-adaptive land management. It identifies several key issues to focus on, including those relevant to sustainable land management adoption and of interest across participating countries. The plan involves enhancing knowledge through literature reviews and analyses of policies, land rights, and other issues to inform policy recommendations. It also establishes methods for stakeholder engagement and policy dialogues to facilitate adoption of sustainable practices based on evidence-based advice.
AIESEC is a global student-run organization that provides leadership development and internship opportunities for young people in over 110 countries. Their global internship program allows over 10,000 people each year to have work experiences in different countries and cultures. Internships range from 6 weeks to 78 weeks in various fields including management, development, technology, and education. To apply, applicants pay a fee and are assisted in finding an internship placement, where they gain international work experience while developing leadership skills and a global perspective.
This document summarizes an internship presentation given by Nurul Syafiqah Binti Mohd Najib. The presentation covered:
1. An overview of Siemens Malaysia, including its divisions and business areas.
2. Details about the internship program, including a 5-month placement in the office followed by 1.5 months on-site.
3. The internship project, which involved retrofitting synchronization and generator protection systems at the TNB Putrajaya Power Station. The project exposed the intern to various electrical and commissioning tasks.
This is meant to be an audio and visual preparation guide for students seeking an internship, but the audio doesn't work through slideshare. There will be a full version on our website at http://new.ipfw.edu/offices/career/students/internships.html
It is tailored for IPFW students, but there is good information for all students. It guides students through the process of finding an internship including resumes, contacting employers, interviews, accepting/declining an offer, and more.
This document provides employers with guidance and resources for developing internship programs. It discusses key aspects of internships including what they are, their importance, legal issues, and how to structure an effective program. The main points covered are:
- Internships can be unpaid learning experiences for students or paid employment opportunities depending on the structure. They typically last 3-9 months.
- Developing an internship program is a 5-step process: setting goals and policies; writing position descriptions; recruiting qualified candidates; managing interns; and conducting evaluations and follow-up.
- Legal requirements for unpaid interns include educational training components and ensuring interns do not replace regular employees. Paid interns are subject to
This document summarizes an internship at Abu Dhabi EHS (Abu Dhabi Environment Health and Safety Center) where the intern engaged in tasks like writing emails and calls, creating PowerPoints and proposals, research, design work, translation, and more. The internship helped them learn about asking questions when unsure, being professional, organizing work, learning through observation, and presentation techniques. The environment and employees were described positively and the intern believes the experience will help them get a job in the future. Suggestions are made for Zayed University to provide more internship preparation and job application support.
The document provides information about an internship manual for a nonprofit leadership program including an internship course syllabus, requirements, forms, checklists, and evaluation materials. The internship is designed to be a hands-on learning experience for students to gain professional skills. Students are expected to apply classroom knowledge, develop management skills, and demonstrate competencies in areas like governance, communication, cultural competence, and
The document outlines guidelines from the All India Council for Technical Education (AICTE) regarding internship policies and procedures for technical education institutions in India. It discusses the importance and benefits of internships for students, institutions, and industries. It provides guidelines on organizing internships, including recommended duration, credit frameworks, roles of training and placement cells, and evaluation procedures. The document aims to enhance the employability of graduates by exposing them to real-world work experiences through internship opportunities.
The Career Center is introducing ProfessioNole Ready, a program to teach students nine professional competencies desired by employers. Students will complete modules and activities to display skills to employers. They can earn digital badges - ProfessioNole Ready Black, Garnet, or Gold - to showcase their skills. Instructors are encouraged to incorporate the Black badge into courses by having students complete introductory modules on topics like career management, communication, and networking.
The American TESOL Institute Comprehensive Plan outlines their certification programs which aim to provide teachers with an understanding of TESOL history and theory, improve lesson planning skills, build confidence, and prepare teachers for practical TESOL instruction. The plan details needs assessments of education stakeholders to determine program needs, a prior approval process for professional learning credits, course components, completion requirements including attendance, demonstrated competencies and a plan of action, and record keeping and appeals processes.
This document discusses guidelines for arranging, monitoring, and evaluating mandatory student internships. It provides details on the roles of the internship coordinator, intern supervisor, and intern. It also describes how to identify targets and create a written plan for internships. Suggested places to find internships include LinkedIn, Internshala, Internships.com, and state employment agencies. Examples are given of internship selection reports and statistics for students from Guru Nanak Institute of Technology who received multiple paid internship offers.
This document provides employers with guidance on developing an effective internship program. It outlines key steps like establishing goals for the internship, recruiting interns through various channels, completing a learning contract that outlines expectations for both the employer and intern, providing training and supervision for interns, conducting evaluations, and considering legal requirements. The checklist ensures employers have prepared for logistics, supervision, projects, and insurance before hosting interns. Overall, the guide advises creating a clear, structured program to maximize benefits for both interns and employers.
This document provides an overview and guidance for students completing an internship program. It discusses the benefits of internships for both students and employers. For students, internships provide experiential learning opportunities to apply classroom knowledge, explore career options, and increase employment opportunities. For employers, internships provide a low-cost way to evaluate potential employees and access qualified temporary resources. The document provides tips for students on various aspects of securing and making the most of an internship, such as preparing resumes and cover letters, securing placement and necessary approvals, and maintaining professional conduct. It also outlines expectations and responsibilities of both students and host organizations during the internship period.
Most of the outstanding faculty members join the institution. They need mentors to clarify the doughts and provide guidance to establish new programs and undertake research and development projects..
This course provides students with a minimum 75-hour internship in homeland security or emergency management with a sponsor organization. Students will complete a project for their internship and be evaluated midway and at the end of the internship by the instructor and sponsor. The goal is to give students practical experience in the field and hours that can be applied toward emergency management certification. Prerequisites include being enrolled in the homeland security certificate program and completing five core courses.
This course provides students with a minimum 75-hour internship in homeland security or emergency management with a sponsor organization. Students will complete a project for their internship and be evaluated midway and at the end of the internship by the instructor and sponsor. The goal is to give students practical experience in the field and hours that can be applied toward emergency management certification. Prerequisites include being enrolled in the homeland security certificate program and completing five core courses.
This document provides guidelines for developing an instructional technology portfolio required for a Master's degree and/or Instructional Technology Specialist Certification. It outlines the components of the comprehensive portfolio, including artifacts demonstrating mastery of program outcomes/certification standards. It also describes the process for submitting both a programmatic portfolio prior to internship and an internship portfolio after completion of the internship. Students can submit an optional portfolio to demonstrate prior coursework or experience for credit or standard compliance.
IIPM is a respected institution in South Asia established in 1973 that provides management education, project work, training programs, and research. It has 18 centers across India covering over 200,000 square feet. IIPM offers undergraduate and postgraduate programs in various management fields to meet corporate needs. The PhD program aims to improve research skills and take academic standards to higher levels. It will have January and July intake batches and lasts 3 years. Students must have a master's degree or equivalent with over 55% marks to apply for the entrance exam and interview.
The document summarizes the Postgraduate Consulting Program at George Brown College. The 1-year graduate certificate program provides hands-on consulting training and focuses on developing consulting skills through client projects in the second semester. The program aims to prepare students for careers in consulting firms, independent consulting, or business development roles. It consists of 7 mandatory courses over 2 semesters, covering topics like introduction to consulting, project management, and strategic analysis. Graduates will be qualified for positions as internal consultants, external consultants, or independent consultants.
Faculty Contact
Jennifer Webster [email protected]
Course Description
(Not open to students who have completed HRMD 621, HRMD 652, or HRMD 660.) An investigation of the
foundations of team development and performance from a Human Resource Management and Organizational
Behavior perspective. Focus is on maximizing the effectiveness and efficiency of global and virtual teams in
organizations. Topics include the impact of global diversity and use of technology on inter-group development,
communication, and outcomes. Scholarly research and field literature are examined and the implications of the
findings for applied management are discussed.
Course Introduction
To do well in this graduate-level course, you should expect to spend 15-20 hours per week reading the course
materials, interacting with your professor and classmates, and preparing your assignments.
The last day to withdraw may be found online at:
http://www.umuc.edu/current-students/course-registration/academic-calendar/graduate.cfm
(http://www.umuc.edu/current-students/course-registration/academic-calendar/graduate.cfm)
Course Outcomes
At the end of this course, students should be able to:
1. Align virtual and global teams with the strategic and HR objectives of the organization;
2. Articulate the basic principles of team development and evaluate how cultural, demographic, and
technological differences impact team functioning;
3. Identify and explain the core competencies needed by business leaders and HR professionals to successfully
manage virtual and global teams, and identify techniques to effectively utilize human capital to optimize
team performance;
4. Analyze general trends in virtual and global team development, and discuss how these factors impact HR
processes and procedures, such as: the selection, retention, and development of diverse populations of
employees; and
5. Anticipate and diagnose problems, and identify possible solutions for managing virtual and global teams.
Course Materials
Click to access your course materials information (http://webapps.umuc.edu/grcmBook/BPage.cfm?
C=HRMD%20665&S=9041&Sem=2188)
Class Guidelines
Please see the How to Get Started in This Class document. It is located in the Course Content-
Orientation to This Class section.
University of Maryland University College • Adelphi • Syllabus •
HRMD 665 9041 MANAGING VIRTUAL AND GLOBAL
TEAMS (2188) HRMD-665
Fall 2018 Section 9041 3 Credits 09/10/2018 to 12/02/2018
http://www.umuc.edu/current-students/course-registration/academic-calendar/graduate.cfm
http://webapps.umuc.edu/grcmBook/BPage.cfm?C=HRMD 665&S=9041&Sem=2188
Student Membership in SHRM
As a UMUC student, you may be eligible to join the Society for Human Resource Management (SHRM) at a
reduced rate.* By joining UMUC’s student chapter of SHRM, you will be part of a group of more than 430
affiliated student chapters and nearly 11,000 student members. Benefits of membership include: 1) invitations.
This document discusses professional practices in software engineering. It outlines several key practices including infrastructure control, source code control, defect/feature tracking, automated regression testing, and release planning. It emphasizes applying these practices can help avoid missed dates, poor quality software, badly-designed features, and other issues. The document also discusses defining a profession through the interlinking of discipline, practice, and profession. It provides some general provisions for professional practice requirements including duties of students, institutional supervisors, and company supervisors during internships.
Hea enhancement event london oct2014_professional recognition writing consult...Rajesh Dhimar
Writing retreat: Associate Fellow or Fellow
This writing retreat is for staff who are relatively new to teaching and learning in higher education, or support staff with substantive learning and teaching responsibilities such as technicians, librarians, and consultants who teach, will find this full-day writing retreat of interest.
Attaining professional recognition can play a key part of career development. This event will give you the time to reflect on and write about your professional practice in higher education. Through group discussions and one-to-one support from HEA academics you will identify evidence sources on which to draw as you begin to write your application.
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Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
This document provides competency-based learning materials for estimating materials for multiple plumbing units. It outlines two learning outcomes: [1] studying an approved plumbing plan to determine measurements, identify plumbing symbols and specifications, visualize layouts, and estimate costs; and [2] estimating and finalizing a materials take-off by quantifying materials, listing consumables, summarizing results, and presenting a bill of materials and cost estimate. Assessment methods may include observation, simulations, role plays, and oral/written questions to evaluate skills and underpinning knowledge in a real or simulated workplace environment.
The document summarizes a learner's profile in the computer lab, highlighting how they care for their computer, express ideas as a communicator, are not afraid of mistakes as a risk taker, cite sources as principled, conduct research as an inquirer, check work as reflective, are open-minded to different perspectives online, are balanced in computer use, know how to find and organize information as knowledgeable, think critically about information validity, and use Study Island to practice and assess PYP concepts.
General Case Analysis for an Individual with Severe Disabilities AssignmentBlair E
The purpose of this assignment was to investigate and perform in multiple ways the community was the use of a microwave oven based on the General Case Method. The general case method, or general case programming, has proved to be one of the most successful methods for promoting generalization by persons with severe disabilities. The strategy requires that the practitioner under take a process to ensure that the skills acquired can be demonstrated in any environment or under any condition in which they are needed.
An instructional program must be written for every behavioral objective for students with severe disabilities. This program is a comprehensive description of the plan of instruction for a particular objective. It begins with the behavioral objective (and task analysis or functional routine, if appropriate) and the material and setting used to teach the skills. This includes a statement of the skill acquisition training procedures with the levels of prompting if they are part of the procedure, the reinforcement procedure and the error correction procedure.
Ecological assessment/inventories can be used to collect information about the unique communicative demands and opportunities of the environments that the student will encounter. This information will assist the interventionist in understanding the communicative needs of the student, what modes of communication may be needed and how the learner currently functions in these situations. In addition, to information on the activities and skills needed in various sub-environments, information should also be collected on the communicative demands and opportunities of various environments and the communicative functions, vocabulary and modes needed by the learner to communicate effectively in these environments.
The document describes observations of students with severe disabilities in two special education classrooms. It provides details about the students, teaching strategies, and the observer's reactions. Some key points include using songs and daily routines to teach concepts, collecting data on student objectives, and addressing unwanted behaviors through positive reinforcement and communication prompts rather than punishment.
Testing Miss Malarkey: Storybook was created into a power point presenation for the use of a talking book.
Could also be used for a workshop for educators before PSSA or any state assessments.
This lesson plan aims to teach students about geometric shapes, visual arts elements, and safe/unsafe practices. Students will identify geometric shapes in Spanish and English. They will create photographs using visual arts principles and elements to identify shapes. Students will also recognize safe and unsafe practices in homes, schools, and communities. To demonstrate their understanding, students will create a multimedia presentation identifying shapes through photos and demonstrating safe and unsafe practices.
The document provides a checklist for persuasive writing that includes an introduction with an attention grabbing topic sentence stating an opinion, 3 supporting reasons, and a conclusion. The body has 3 paragraphs, one for each supporting reason, with the strongest reason last. Each paragraph has an attention grabbing topic sentence, details and facts supporting the reason, and a concluding sentence. The conclusion restates the opinion and 3 supporting reasons with a memorable concluding sentence.
The document provides information about an essay contest assignment for 5th and 6th grade students. The assignment asks students to write a 250-350 word essay addressing what they would like to accomplish in their lifetime and why it is important. It outlines the goals, objectives, content, materials, modifications for students with disabilities, and evaluation criteria for the assignment.
This document provides a specially designed instruction grid for 5th grade language arts that outlines individualized supports for 7 students (Students A-F). The grid lists reading, math, language arts, science and social studies and specifies testing accommodations and instructional supports for each student, such as small group instruction, extended time, repetition, positive reinforcement, and modifications to assignments and tests.
The document discusses curriculum plans for Stroudsburg Middle School's 5th and 6th grade learning support language arts program. It will use direct instruction programs such as the SRA Direct Instruction and Corrective Reading Program to teach language arts. These direct instruction programs will provide textbooks and teacher materials for the curriculum.
This document lists 5 textbooks and teacher materials for a 2nd grade inclusionary classroom, including books for mathematics, English, spelling, maps/graphs, and handwriting. The books are for grade/level 2 and are published by various companies such as Houghton Mifflin, Zaner-Bloser, and Sitton.
The Mock Case Study team activity consisted of students breaking into groups and going through the entire process of working together to effectively evaluate a very real, and tricky, situation. As part of group three, we examined the former case of a blind student who needed a plethora of modification in the inclusionary classroom to succeed at the same rates and levels as the other students. As a group, we met and discussed the student's situation, and worked together to come up with ways to solve potential problems or to just outright prevent the problems from ever arising.
Accessibility Study- Field Trip Location of the Spectrum. After completing the checklist for existing facilities version 2.1, The American with Disabilities Act Checklist for Readily Achievable Barrier Removal, Aug 1995 wrote a letter to the company observed.
This document provides a summary and review of the children's book "My Friend Isabelle" by Eliza Woloson. It discusses both positive and concerning points about the book. Positively, it teaches acceptance, inclusion, and friendship. However, it could have better addressed Isabelle's Down syndrome earlier and shown her looking physically different from the boy. It also seems at times to portray Isabelle as inferior. Despite these concerns, the book promotes important messages and includes suggested classroom activities.
UbD (Unit by Design). This integrated unit is designed to teach a third grade class about three biomes, Wetlands, Temperate Forest, and Mountains. It is filled with diverse learning activities that will offer students hands-on experiences as they explore these biomes. The students will have an opportunity to express what they learned in writing, using technology, and creating works of art. They will also be using many different resources such as a field trip, the Internet and books. The unit is designed across the curriculum so the students will have a rich learning experience and walk away with a vast knowledge of the biomes. The final project, our ‘museum’ allows students to showcase their work, while teaching other students about what they’ve learned.
The goal is to create many beautiful books with your class. Creating beautiful books combine with visual and verbal language in a personal, meaningful way. The purpose of this project is to utilize Book Arts as an integrated learning tool in your classroom. Book making can enhance learning in any discipline, particularly science and social studies. The type of book and the resulting writing and art choices should complement the students' development level, abilities and curriculum content.
The purpose of this assessment was to create an attractive, informative, and/or interactive bulletin board to complement current Health education as related to Social Studies.The topic was on the importance of Fire Safety procedures for when clothes caught on fire. The learning goal was for students to be able to recognize emergency situations and demonstrate appropriate responses.
The purpose of this interview was to research, collect data and analyze results of educators' thoughts and perspectives of art within the classroom and curriculum. Overall, integration of arts within the curriculum has been extremely difficult for teachers.
French angelfish. Completing the Art Exploration Assignment 2 has been an interesting learning experience. By completing my coral reef fish research illustration & 3D model I have learned to practice observation skills, noting the lines, shapes, colors and textures and drawing skills to match my coral reef fish exactly as in the photograph.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
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1. Graduate Internship Guidelines
Instructional Technology Degree
and Certification Programs
Department of Media, Communication and Technology
at East Stroudsburg University
and the
Deparment of Instructional Technology
at Kutztown University
Created May 28, 2002
Revised June 6, 2002
Revised June 8, 2005
2. Internship Handbook
Table of Contents
Topic Page
Degree Programs of the Department 3
General Information about the Internship 3
Internship Objective 3
Application Process 3
Internship Requirements 4
Meeting Requirements 4
Internship Procedures 4
Questions by the Intern for Planning the Internship Semester 4
Interview 4-5
During the Internship 5
Agency Visitation 5
Forms
• Internship Application 6-7
• Non-Classroom Credits Sample 8
Appendices
• MCOM 585 Course Description, Objectives, and Outline 9
• Instructional Technology Programs Requirements 10
• Letter of Eligibility 11
2
3. INSTRUCTIONAL TECHNOLOGY DEGREE AND CERTIFICATION PROGRAMS
The joint degree and/or certification prepares students as Instructional Technologists for positions in the
education and business/industry fields. These programs integrate a strong hands-on approach with a theoretical
basis to give students a firm understanding of the subject matter.
GENERAL INFORMATION ABOUT THE INTERNSHIP
The Instructional Technology graduate internship is 3 credits. This represents part of the minimum of 33 credits
for the degree, or 24 credits and/or compliance with state standards for certification needed to complete the
respective program’s requirements. The internship is a culmination experience. Intersnhip candidates should
complete the degree coursework or have complied with the certification standards prior to the internship.
The student and their academic advisor plan the internship experience. Additionally, each student will design
and develop a portfolio that is representative of the activities and experiences of their intersnhip. This portfolio
must be presented to their advisor within two weeks after the completion of the internship. Requests for an
extension of time must be submitted in writing, and requests for extensions should only be considered due to
extenuating circumstances. Prior to enrolling in the internship, candidates:
• must either satisfiy degree and/or certification program requirements or have written permission from
their advisor,
• must have their programmatic portfolio approved, and
• may not have an incomplete in the major.
INTERNSHIP OBJECTIVE
The objective of the Internship is to give the student experiences in a professional setting where the
competencies the student has gained through course work can be applied and further developed.
APPLICATION PROCESS
The Internship experience is a 4-stage process. When an Instructional Technology major completes sufficient
credits, they must notify the department faculty advisor of their application for internship. The advisor will
evaluate the student's qualifications. The second step in the process is to actually find an Internship. The third
stage is to submit an internship application form to the advisor. Application forms may be obtained from either
the advisor, the front desk area, or copied from the form in this packet. The advisor will review the application
and decide on approval. The foruth step is after internship is approved. A letter of agreement is exchanged
between the faculty coordinator of intership and the agency internship representative. The Intern may begin their
internship.
INTERNSHIP REQUIREMENTS
A. 90 hours of internship experience is required.
B. The student prepares a weekly log which outlines the activities that were undertaken each
week. The log is to be appropriately prepared and submitted weekly. It should have a professional
appearance and be signed by the agency internship supervisor. The log should be mailed at the end of
each week to the faculty coordinator of intership.
C. The student is to design, develop, and submit a portfolio. The format and appearance of the portfolio are
given in the PORTFOLIO DEVELOPMENT GUIDELINES document.
D. Every intern will be visited on-site by a department faculty supervisor.
E. Near the end of the internship, the faculty coordinator of intership will send an evaluation form to the
agency supervisor. The agency supervisor must complete and return the evaluation before the internship
is considered completed.
3
4. MEETING REQUIREMENTS
A. Two on-campus meetings are designed to provide students the opportunity to formally share their
internship experiences with other interns and/or faculty.
B. There are to be presentations showing results of the internship to the East Stroudsburg University
faculty member. There could be oral or written reports, media produced, etc., depending upon the
student's experience and the faculty member's requirements.
C. The intern will receive a letter from the faculty coordinator of intership which will list the on-campus
meeting dates and assignments for the semester. Coordiantion with the intern and faculty for mutual
agreed upon dates and times will be attempted.
D. The on-campus meetings are considered to be an integral part of the internship experience and
attendance is mandatory.
INTERNSHIP PROCEDURES
In planning for an internship, students are advised to discuss career goals, qualifications and potential
internships with their academic advisor and department faculty. Students are discouraged from considering
internships in fields where they have little or no preparation. In most cases, students should have completed
courses in the area in which they plan to intern.
A. The student initiates contact with an agency in education or business/industry to explore internship
possibilities. The student is expected to inform the agency of their particular interests for the internship
as well as the university requirements. Discussion with a potential agency should include an
understanding of the specific types of experiences the intern will have at the agency.
B. The student prepares an INTERNSHIP APPLICATION and submits it to their academic advisor. The
advisor will determine the student's eligibility. After approving the application, the advisor may seek the
approval by the department.
C. The East Stroudsburg University internship supervisor prepares a letter of agreement for the
participating agency to sign before the beginning of the internship experience. The signed letter must be
returned before the internship is official.
D. When the intern receives notice that the internship is approved, they must register for internship by
completing a REQUEST FOR NON-CLASSROOM CREDIT card. This card requires multiple
signatures and should be completed promptly.
E. No credit will be granted to interns for time served before registration is completed and fees are paid.
All business office and financial aid accounts must be in order.
QUESTIONS BY THE INTERN FOR PLANNING THE INTERNSHIP SEMESTER
Several general questions prospective interns might ask of themselves are:
• What do I want to learn from this experience?
• What qualities am I looking for in a sponsor?
• At what type of agency can I learn the most?
• Do I have a range of experiences appropriate for a K-12 certification and/or utilization?*
THE INTERVIEW
During the interview with the sponsor some suggested issues to discuss are:
• Your objectives for the internship period
• The prospective sponsor's objectives for an intern
• Current activities and priorities of the prospective agency and the role the intern might have
• Your specific strengths and experiences and how you might contribute to the agency
• Logistics, money, office/working space near the Sponsor(s), secretarial support, traveling, housing,
moving, and support by the agency. i.e. materials, computer software, etc.*
*Adapted with permission from the American Council on Education Fellows Handbook, 1990-91, Center for Leadership Development,
pages 6-8, 17-19. EC/93
THE INTERVIEW (continued)
4
5. One of the most important factors in selecting an agency is the Sponsor. Devote substantial time and effort
during the interview to understand the prospective sponsor's attitudes about interns, interest in serving as a
sponsor, and their willingness to allot the necessary time and resources to your internship experience.
DURING THE INTERNSHIP
At times, the intern may experience frustration with the pace and degree of their substantive involvement in the
daily operation of the agency. This varies enormously as some interns may find themselves in the middle of
things very quickly, but often there is an initial period of relative inactivity. Make good use of this time by
meeting a wide variety of people and inquire about/read as much as you can about the agency.
Here are several other hints to ease your transition into your placement:
• Schedule regular meetings with Sponsors to discuss specific questions, issues, or concerns you may
have.
• Build relationships with members of the staff. It is likely that they will have tremendous amounts of
information and can be very helpful.
• Accept and seek projects which utilize your skills and help you acquire new skills. Incremental progress
is much better then a gigantic leap that backfires.
• Study the organizational structure and learn the names of people in each position as soon as possible.
• Make use of the interns network to share information, secure advice, and handle problems.
• Confidentiality and trust once broken is difficult or sometimes impossible to reestablish.*
AGENCY VISITATION
The East Stroudsburg University faculty coordinator of intership will visit each student intern at their internship
location. He/she will visit the intern at least once during the period of the internship. Additional visits may be
required and will be arranged if deemed necessary.
The purpose of this visit is to:
a) assess the progress of each student,
b) establish a relationship between the agency and the faculty coordinator of intership, and
c) clarify any question the intern and/or his/her agency supervisor might have.
To accomplish this, the faculty coordinator of intership expects each intern and agency supervisor to arrange the
following:
a) a tour of the major agency facilities
b) a private conference with the intern
c) a private conference with the agency supervisor
d) a combined conference with both the intern and his/her supervisor
e) observations of the program / other agency highlights that the intern and agency supervisor believe to
be important
f) any other information deemed important
Each visit will last approximately 1–2 hours. The faculty coordinator of intership will arrange his/her visits in
advance. It is the responsibility of the student intern to arrange with his/her agency supervisor a block of time
for the intended visit. During the visit, the intern should also be prepared to discuss his/her progress.
*Adapted with permission from the American Council on Education Fellows Handbook, 1990-91, Center for Leadership Development,
pages 6-8, 17-19. EC/93
5
6. MCOM 585 Media, Communication and Technology
Internship Application
Parts A, C, D and E of this application and the permission to enroll card are to be completed by you. After
completion, meet with your advisor for review. Your advisor will then complete part B of this form. If your
application is approved a letter of agreement between East Stroudsburg University's Department of Media,
Communication and Technology and the internship agency will be sent to complete the arrangements.
You cannot begin your internship before you have completed registration and the agreement letter is signed
and returned to East Stroudsburg University.
Register for MCOM 585 Internship (3 credits)
Part A Part B
Name____________________________________ To be completed by advisor:
ESU Address______________________________ MCOM Grade Average ___________
_________________________________________ Incompletes in major _____________
ESU Phone _______________________________ ESU Grade Average ______________
Student ID #: ______________________________ Signature _______________________
Address while interning: _____________________ Date __________________________
_________________________________________
_________________________________________
Phone ____________________________________
Internship starting date _______________________
Internship completion date ____________________
Daily work hours ____________________________
Part C: Internship Agency
Name ____________________________________________________________________________________
Address ___________________________________________________________________________________
Phone __________________ Fax _____________________ Email ____________________________________
Supervisor's name ___________________________________________________________________________
6
7. Part D
1. Briefly describe the agency where you are proposing to intern by describing the type of agency, number of
employees and years of operation.
2. Give background information of your proposed supervisor such as education, experience, and years with the
agency.
3. Give succinct directions as how to get from East Stroudsburg University to where you would be interning, the
estimated travel time, parking instructions, and visitor registration, if any.
Contract sent ________________________
Contract received _____________________
Part E (Please attach to this application.)
On a separate sheet of paper prepare a detailed typewritten paragraph job description of your internship that the
internship agency has developed for you. This description must be professional in appearance and correectly
typed, with no spelling or grammatical errors. It will be sent to the agency supervisor and should be a reflection
of your best writing abilities.
On a second page prepare a typewritten paragraph describing the qualifications that you possess for applying for
this internship.
10/94, Revised 6-04-02/EC
7
8. Request For Non-Classroom Credits Form
Below is a sample of the Request For Non-Classroom Credits card which must be submitted in order to register
for the internship. The card must be completed and signed by the intern and submitted with the Internship
Application to the academic advisor.
REQUEST FOR NON-CLASSROOM CREDITS
NAME:____________________________________ SS#______-___-______
Last First Middle
_____________________ ______________________ _________________ ____________________ __________________________ ____________________
SEMESTER & YEAR SECTION NUMBER SUBJECT AREA COURSE NUMBER COURSE TITLE CREDITS
(LEAVE BLANK)
This card is to be used for courses listed in the college catalog with the following numbers:
484 Environmental Studies Field 571 Independent Research Problems
Experiences & Internship 572 Thesis 1
485 Independent Study 573 Thesis II
486 Field Experiences 577 Independent Study
586 Field Experiences & Internship
INSTRUCTIONS
1. Obtain the following signatures: a. Advisor, b. Instructor, c. Chairperson. NOTE: The Dean's signature is required if
the Instructors supervision of the non-classroom activity results in overload pay for the academic year.
2. Submit the card to the Registrar's Office.
3. NOTE: This card must be submitted to the Registrar’s Office prior to the beginning of the sixth day of classes in a
semester or session. Approval may not be granted if submitted after the fifth day of classes.
_______________________________ _________ ____________________ ______
Signature of Advisor Date Signature of Dean Date
___________________________ ________ _________________ _____
Signature of Instructor Date Signature of Student Date
_______________________________ _________
Signature of Chairperson Date
M4.NONCLCDr.WPS
8
9. 200 Prospect Street
East Stroudsburg, PA
18301-2999
DEPARTMENT OF MEDIA, COMMUNICATION AND TECHNOLOGY
570- 422-3737 (Telephone)
570-422-3876 (FAX)
MCOM 585 Internship (3:0:0)
Course Description
Students will work in an environment that provides professional experiences related to the student's field of
interest and study. The students will be jointly supervised by an external non-department member media
professional and [a] faculty [member]of the Media, Communication and Technology Department. The student
will observe, experience, perform appropriate department assigned instructional technology tasks, and document
the activities of an instructional technology and/or training media professional.
Prerequisite
Required foundation and major courses, approval of the faculty.
Course Objectives
Upon completion of this course students will be able to:
1. Function as a professional in an instructional technology and/or training setting.
2. Apply instructional technology and/or training systems to learning/communication situations.
3. Demonstrate effective interpersonal communication skills.
4. Plan, prepare, and execute technology in-service programs.
Course Outline
The students will:
1. Perform a minimum of 90 hours of service in an instructional technology and/or training setting
under the joint supervision of [both]a instructional technology professional and Media,
Communication and Technology faculty member.
2. Maintain and submit a journal [portfolio] of activities and observations.
3. Become involved with diverse audiences in instructional and training activities related to the
utilization and integration of instructional technology.
4. Attend a minimum of two meetings with the Media, Communication and Technology faculty.
5. Plan a technology in-service activity relative to an educational setting.
Revised 5-30-02/EC
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10. Master of Education Degree in Instructional Technology
Instructional Technology Specialist Certification
East Stroudsburg University and Kutztown University Joint Program
Name________________________ Date Accepted into Program ____________ Date of Planned Graduation _____________
List of courses is for the Master of Education Degree in Instructional Technology (33 credits). Courses denoted with an * are required
for Instructional Technology Specialist Certification (24 credits).
East Stroudsburg University Kutztown University
I. Required Foundation Courses - 6 credits
Course # Course Title Course # Course Title Credits Semester
*MCOM 520 Selection and Utilization of *ITC 514 Instructional Technology
Instructional Media
*ELED 570 Introduction to Research *EDU 500 Methods of Educational Research
II. Required Major Courses - 12 credits
MCOM 510 Computers in Education *ITC 520 Instructional Design and Technology
MCOM 532 Digital Photography and Still Images *ITC 525 Microcomputers for Educators
MCOM 534 Video Production *ITC 526 Organization and Administration of
Instructional Technology Programs
MCOM 536 Internet for Educators ITC 536 Telecomputing and the Internet for
Educators
MCOM 538 Desktop Publishing for Educators
MCOM 540 Multimedia for Educators
MCOM 545 Interactive media
* MCOM 526 Organization and Administration of ITC 526 Organization and Administration of
Instructional Technology Programs Instructional Technology Programs
III. Electives – 6 credits for degree, 3 credits for certification (from the following or advisor approved related course work)
MCOM 501 Current Applications ITC 425 Computer Networks for Educators
ITC 435 Distance Learning for the K-12
Educator
ITC 515 Word Processing and Desktop
Publishing in Education
*ITC 527 Integrating Instructional Technology
into the K-12 Classroom
ITC 533 Hypermedia: A Tool for the Educator
ITC 547 Selected Topics in Audiovisual
Communications
ITC 550 Multimedia for Educators
ITC 553 Development of Projected Digital
Resources
PSED 516 Learner and Learning Process PSY 565 Theories of Learning
IV. Required Capstone Courses - 9 credits for degree; 3 credits for certification
Option A
MCOM 580 Research Project I ITC 570 Research Project I
MCOM 581 Research Project II ITC 571 Research Project II
*MCOM 585 Internship *ITC 590 Internship/Practicum
Option B
*MCOM 585 Internship *ITC 590 Internship/Practicum
MCOM 589 Thesis ITC 503 Thesis
*A required course. Revised 10/22/02EC Advisor __________________ Application for Candidacy submitted _____________
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11. Letter of Eligibility
Some internship agencies may require certification of a student's eligibility for internship. The following letter is
available to all qualified students. If a student wishes to have a letter sent they may contact their advisor,
department chairperson or internship supervisor and provide the name and address of the person to whom the
letter should be sent.
[Date]
[Heading for address of Sponsor of Intern]
Dear Internship Coordinator:
This is to certify that______________________ is a student enrolled in the [degree and /or certifcation]
program of the Media, Communication and Technology at East Stroudsburg University. [She/He] has fulfilled
the necessary requirements to be eligible for internship. Internship is a requirement of all students in the
program. Enclosed you will find a copy of the Internship Guidelines which contains the course requirements for
Internship.
If you have any questions regarding the Internship experience, please call me at 570-422-3646
Sincerely,
enclosure
mw/94
Revised 6-04-02
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