Download to read offline
![“Narrow technical skills have a
shorter and shorter lifespan, and a
lot of employers are … aware of
that” AAC&U’s Deborah
Humphreys commented.
“[Employers] want evidence [that]
graduates have some aptitude in
field-specific skills, but what’s
more important to them is broad,
cross-cutting capacity.”
Inside Higher Ed
http://www.insidehighered.com
“More Than a Major” April 10, 2013
- 3:00am By Zack Budryk
INTERN &
LEARN
EMPLOYERS,
PARENTS &
POLITICIANS
DEMAND CAREER
FOCUSED HIGHER
EDUCATION](https://image.slidesharecdn.com/csmelmoduleinvestmentinassessmentfinal092117-180815145604/75/Investment-in-Assessment-How-Students-Intern-and-Learn-7-2048.jpg)
Uploaded bySymplicity Corporation
Investment in Assessment: How Students Intern and Learn
The document describes the experiential learning approach adopted by the School of Professional & Extended Studies (SPEXS) at American University, focusing on internships and assessment methods. It outlines the internship processes, learning objectives, assessments, and evaluations conducted by students and supervisors. Additionally, it highlights the importance of equipping students with broad, cross-cutting skills sought by employers and emphasizes the learning outcomes achieved through these internships.
More Related Content
Similar to Investment in Assessment: How Students Intern and Learn
![Boston Higher Ed Leadership Summit [Presentation] - Marianna Savoca: Campus E...](https://cdn.slidesharecdn.com/ss_thumbnails/bostonmariannasavocasep2018-180912014123-thumbnail.jpg?width=640&height=640&fit=bounds)
Investment in Assessment: How Students Intern and Learn
- 1. ILLUSTRATE HOW STUDENTS INTERN& LEARN WITH AN INVESTMENT IN ASSESSMENT Presented by: Amy Morrill Bijeau, Director, Experiential Education School of Professional & Extended Studies (SPExS) USE THE EXPERIENTIAL LEARNING MODULE
- 2. Managing Your Screenand Audio Minimizes the control panel to the right side of your screen Re-opens the control panel The blue button with the white square will maximize the presentation to fill your screen To Minimize the Control Panel To Minimize the Presentation Area
- 3. If You WouldLike to Ask a Question… Use the Questions Panel Use Twitter #InvestmentinAssessment
- 4. What Did YouThink of Today’s Session? Please Take A Minute to Complete Our Evaluation Please take a minute to provide your thoughts on the presentation. Thank You!
- 5. HOW STUDENTS INTERN& LEARN
- 6. HOW STUDENTS INTERN& LEARN 1. Introduction • What’s the problem? • Here’s our solution. • Learning objectives defined 2. Internship Milestones • Experiential Learning Form • Rewards are delicious 3. Internship Assessment • Instrument • Process • Assessment Results • Here>>>Career INTERN & LEARN
- 7. “Narrow technical skillshave a shorter and shorter lifespan, and a lot of employers are … aware of that” AAC&U’s Deborah Humphreys commented. “[Employers] want evidence [that] graduates have some aptitude in field-specific skills, but what’s more important to them is broad, cross-cutting capacity.” Inside Higher Ed http://www.insidehighered.com “More Than a Major” April 10, 2013 - 3:00am By Zack Budryk INTERN & LEARN EMPLOYERS, PARENTS & POLITICIANS DEMAND CAREER FOCUSED HIGHER EDUCATION
- 8.
- 9. AU SPExS WORKS •American University founded School of Professional & Extended Studies (SPExS) in 2012 • Engaging center of experiential learning drawing on the tradition of the 70-year old Washington Semester Program • Symplicity Career Services Management software provides the system for assessment
- 10. These programs requireinternships and rely on Symplicity: • Washington Semester Program • Washington Semester Summer Internship Program • Washington Mentorship Program • AU Gap Program • Graduate & Professional Studies • Partner Programs School of Professional & Extended Studies (SPExS) EXPERIENTIAL EDUCATION
- 11. SPEXS BY THENUMBERS 4000 contacts 8000 internship openings 700 students per year INTERN & LEARN
- 12. Role of InternshipProfessor & CSM Faculty Module • Provide academic grounding for internship • Use course syllabus with clear learning outcomes • Offer assistance and advice in internship search • Review academic assignments during the semester • Serve as point of contact for on-site Internship Supervisor • “Forgotten Educator” • Utilize assessments to determine final grade
- 13. SPExS Internship LearningOutcomes INTERN & LEARN At the conclusion of this course, students will be able to: • Demonstrate professional skills such as resume and cover letter writing as well as job searching • Explain and give examples of the value of integrating “thought and action” i.e. academia and practice
- 14. INTERN & LEARN At theconclusion of this course, students will be able to: • Describe and apply strategies of professional communication and conduct • Articulate understanding of how to be successful in diverse and complex workplace environments
- 15. INTERN & LEARN At theconclusion of this course, students will be able to: • Present a self-analysis of what was learned from the internship experience and course including evaluation of strengths and weaknesses, as well as growth in content knowledge of the field • Compare and contrast professional opportunities in this and related fields
- 16. SPExS INTERNSHIP MILESTONES AccessSPExS Internship Web • Login • Engage in search • Meet online Participate in Orientation + Internship Fair • Learn in skills workshops • Meet faculty & supervisors Complete Experiential Learning Form (ELF) • Get internship approved • Track internship tasks and time Complete Midterm Evaluations • Self-evaluation • Supervisor evaluation of student Attend Here>>>Career • Complete skills- development workshops Complete End of Semester Evaluations • Self-evaluation • Program evaluation • Supervisor evaluation of student
- 17. Experiential Learning Form(ELF) INTERN & LEARN 3-way Agreement Student Internship Supervisor Professor
- 18. EXPERIENTIAL INCENTIVES &REWARDS INTERN & LEARN
- 19.
- 20. EXCERPT Name Student's Direct OfficeSupervisor's Name Office Supervisor's Position Title Office or Agency's Name Office or Agency's Address Tel, Fax, Email Proposed Intern Duties and Responsibilities—Please briefly the specific tasks that the student-intern will be expected to perform in your office. In filling this section out, please note that to ensure academic credit no more than 85% of the student's work time may be spent on routine clerical tasks: INTERN & LEARN
- 21. Students and SupervisorsReceive Email Requests to Complete ELF & Evaluations ELF week 2 FINAL weeks 14-15 MIDTERM weeks 7-8 INTERN & LEARN
- 22. Assessment of InternshipLearning Midterm and End of Semester Evaluations Completed by Supervisors about Student Performance & Completed by Students for Self-Reflection Skills displayed in the following areas this semester to date: > Outstanding > Good > Average > Below Average > Unsatisfactory > N/A 1) Attitude to Work/Intern 2) Dependability 3) Quality of Work Performed 4) Judgment 5) Initiative 6) Teamwork 7) Adaptability and Flexibility 8) Problem-Solving 9) Written Communication 10) Oral Communication 11) Listening Skills 12) Overall • What skills have developed that are applicable to future work experiences? • What skills need development? • Comments and other assessment feedback: • Grade: INTERN & LEARN
- 23. How do studentsperceive themselves? Image credit: https://usercontent2.hubstatic.com/1900360_f260.jpg INTERN & LEARN
- 24. How do supervisorsperceive students? INTERN & LEARN
- 25. SPExS Students andSupervisors Agree Students and supervisors share similar evaluations for: • Dependability • Adaptability/Flexibility • Attitude to Work • Initiative • Overall • Judgment • Listening INTERN & LEARN
- 26. Dependability INTERN & LEARN 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% OUTSTANDING GOODAVERAGE BELOW AVERAGE 67.28% 23.30% 7.59% 0.79% 54.97% 40.31% 4.19% 0.52% Supervisor Student
- 27.
- 28. Supervisors & StudentsExhibited Differences Supervisor & student evaluations differed significantly in: • Teamwork • Oral Communication • Problem Solving • Quality of Work Performed • Written Communication INTERN & LEARN
- 29. Written Communication Skills 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% OUTSTANDINGGOOD AVERAGE BELOW AVERAGE 53.93% 32.46% 7.07% 0.79% 48.17% 43.98% 4.97% 0.52% Supervisor Student INTERN & LEARN
- 30. INTERN & LEARN Quality ofWork Performed 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% OUTSTANDING GOOD AVERAGE BELOW AVERAGE 60.21% 32.20% 5.50% 0.79% 52.36% 44.50% 2.62% 0.26% Supervisor Student
- 31. Tool to ManageAssessment Symplicity CSM: SPExS Works SPExS uses Symplicity: • Join the “Experiential Learning” user group • Engage with the module • Know the software options and technology Articulate goals Gather data Share Identify needs INTERN & LEARN
- 32. Here>>>Career Series TakeCharge of Your Career Development There is Life After College Bridge the Skills Gap: Land a Job Write Right Learn LinkedIn.com Lab
- 35. She replied, "Someonewho takes feedback well. Because people who can take feedback well are people who can learn and grow quickly." An Airbnb leader asked Sheryl Sandberg, "What's the number one thing you look for in someone who can scale with a company?" “The best career advice in exactly two sentences...” according to Inc. INTERN & LEARN
- 36. Amy Morrill Bijeau Directorof Experiential Education, SPExS morrill@american.edu School of Professional & Extended Studies (SPExS) www.american.edu/spexs CONTACT MEand join the Symplicity “Experiential Learning” user group! https://www.linkedin.com/in/amymorrillbijeau/
- 37.
- 38. Interested in Sharingyour Best Practices? We'll work with you to bring your presentation to life! Email: webinars@simplicity.com
Editor's Notes
- #2 Does your office use the EL module? YES NO Don’t know If yes, do you use the placement feature where employers offer positions to students in the CSM?
- #3 [MANAGING YOUR AUDIO] To get started… There are two ways to listen to today’s presentation: The first is via telephone by dialing into the conference line. This is the recommended audio option. The second if by using your computer’s mic and speakers. Please note: all attendees will be muted during the presentation. [MANAGING YOUR GOTO PANEL] You are also able to minimize your GoTo panel by clicking on the orange arrow to maximize the space of the presentation on your screen.
- #4 I encourage you all to ask questions throughout this webinar. To do so, you can type your questions into the Questions box on your GoTo panel and press send. I will receive these questions and pose them to Brett and Tari at the end of their presentation during the Q&A section.
- #5 Once you or the presenter exits the webconference, you will be directed to an evaluation that will automatically load in your web browser. Please take a minute to provide your thoughts on the presentation. We strongly welcome your feedback as it will help us better prepare our presentations in the future.
- #6 Welcome to my AU classroom, Washington, DC worked in higher education administration for more than 20 years and held leadership positions in international education and internship development. lead Washington Internships for Native Students (WINS) program and secured over $5 million in funding for that program. taught numerous seminars on cross-cultural communication and international orientation for students and educators. Manage HERE>>>CAREER sessions manages 4000 contacts in internships leverages technology to its advantage to support students and provides ongoing guidance regarding internship best practices.
- #7 Introduction What’s the problem? Here’s our solution. Learning objectives defined 2. Internship Milestones Experiential Learning Form Rewards are delicious 3. Internship Assessment Instrument Process Assessment Results Here>>>Career
- #8 Employers, Parents, and Politicians Demand Career Focused Higher Education “Narrow technical skills have a shorter and shorter lifespan, and a lot of employers are … aware of that” AAC&U’s Deborah Humphreys commented. “[Employers] want evidence [that] graduates have some aptitude in field-specific skills, but what’s more important to them is broad, cross-cutting capacity.”
- #9 Inside Higher Ed: Well-Prepared in Their Own Eyes
- #10 American University founded School of Professional & Extended Studies (SPExS) in 2012 Engaging center of experiential learning drawing on the tradition of the 70-year old Washington Semester Program Symplicity Career Services Management software provides the system for assessment
- #11 These programs require internships and rely on Symplicity: Washington Semester Program Washington Semester Summer Internship Program Washington Mentorship Program AU Gap Program Graduate & Professional Studies Partner Programs
- #13 Most internship faculty have non-academic professional work experience and credentials. Often, our faculty use their professional networks to help students find internships Sometimes, faculty bring in professionals to meet with their internship classes
- #14 SPExS Internship Learning Outcomes At the conclusion of this course, students will be able to: Demonstrate professional skills such as resume and cover letter writing, job searching, etc. Explain and give examples of the value of integrating “thought and action” i.e. academia and practice.
- #15 At the conclusion of this course, students will be able to: Describe and apply strategies of professional communication and conduct Articulate understanding of how to be successful in diverse and complex workplace environments
- #16 At the conclusion of this course, students will be able to: Present a self-analysis of what was learned from the internship experience and course including evaluation of strengths and weaknesses, as well as growth in content knowledge of the field Compare and contrast professional opportunities in this and related fields Recent Washington Semester Program student Stella Koenemann photographed First Lady Michelle Obama at a Better Make Room event last week at the White House. Koenemann, along with four other Journalism and New Media students attended the event, which encourages young people to "make room" for success in their lives. #bettermakeroom Poll Are these objectives similar to your learning objectives in internship classes?
- #18 AT AU, we live experiential learning: breathe, sleep, eat. DRAW/DIAGRAM it. touch smell, hear, see and TASTE it. Very serious about it. Very serious about it. SERIOUS!!! Students get a grade.
- #19 AT AU very serious about EL This is about EL module. Using all your five senses to learn. We asked Keebler to bake us a cookie! They obliged. The ELF is our icon for ELF!
- #20 Internship class with Buddy likes a little spaghetti with his sugar. (Photo: Warner Bros.) Will Ferrell comes to AU! Spaghetti and sugar eating contest not.
- #22 investment in assessment. HOW. WHY. The other week Dwayne told me he was having a hard time connecting. No rapport. Errors. (1) Surprise! got an A- on eval. (2) feeling good now. Help office. Initiative ------------ We use evaluation in individual classes and also program wide. Technically > We email students’ supervisors. AND Students. Personalized reminders over a two week period. Three messages. AIM: Hear from the PBS supervisor who gets 300 emails per day (who might miss an email). Not annoy the AARP who complains about the excessive messages coming inbox. ___________________________________________________________ After the deadline: we hit it hard: daily emails. We ask faculty and students to help make reminders NOTE: Faculty review evaluations
- #23 Midterm and End of Semester Evaluations Completed by Supervisors about Student Performance & Completed by Students for Self-Reflection Note: This evaluation form is completed separately and independently by supervisors for feedback and by students for self-reflection purposes. Faculty and students have access to the results https://spexs-csm.symplicity.com/ HIGH LOFTY: One frame of reference is the AACU essential learning outcomes. Program history. TECHNICAL: Another is how many questions can we get away with? In short: minimum number of questions for maximum information about learning?
- #24 Lindsey Pollak: Becoming the Boss: New Rules for the Next Generation of Leaders. 2014. Reported a huge disparity in what employers say about students. 86 percent of millennials rated themselves as hard workers. Only 11 percent of HR professionals agreed.
- #25 Supervisors see students as innocent and young. Just 9% of Supervisors say that millennials have what it takes to lead. Compare that with 40% of millennials who say they have what it takes. Poll: Do you think the supervisor evaluations of students and student evaluations are Close? Not close? In SPExS, we do NOT have a huge disparity. In academically supervised internships, our evaluations are similar. However, there is a statistical difference. We analyzed data with AU’s CTRL (and SPSS) as well as with averages in Excel.
- #26 Students and supervisors share similar evaluations for: Dependability Adaptability/Flexibility Attitude to Work Initiative Overall Judgment Listening
- #27 Supervisor: Outstanding + Good = 90.58% Student: Outstanding + Good= 95.28%
- #28 Supervisor: Outstanding + Good= 92.15% Student : Outstanding + Good= 97.9%
- #29 Teamwork Oral Problem Solving Quality of Work Performed Written Communication
- #30 Supervisor: Outstanding+ Good = 86.39% Student: Outstanding+ Good= 92.15%
- #31 Supervisor: Outstanding + Good= 92.41% Student: Outstanding + Good= 96.86%
- #32 Assessment tools abound. How do I interact with students? What is efficient? What is practical? How much does it cost? How much training will it require? How can I share and implement results? We chose Symplicity because it offers an integrated tool for complex needs: searching, feedback, assessment, communication, reviews, and events. Students can read what another said about the White House Correspondence Office Internship. Reminders are easy.
- #33 Here>>>Career speaker Daniel Pink, New York Times Best Selling author presented his latest book “to Sell is Human.” He asked the students: What is the GDP of a small country, let’s say Mozambique? What kind of student answered that question (I am looking for a description – perhaps a field or other characteristic)? What does he have access to? >>>>> Cell phone. Access to that changed world dramatically in last generation. Poll: Student who wore a grey pin stripe suit Student who shot hand up first and whispered Student opening geography book Student looking at cell phone All of the above He gave examples of the changing economy and the need to develop skills. He talked about how to make a pitch: Including, how to write one with Rhyme. Twitter, a Word. Speaking of Writing, we hosted a Here>>>Career event with that in mind. =============================end Questions are more effective than statements in moving others. Or, to put it more appropriately, since the research shows that when the facts are on your side, questions are more persuasive than questions.
- #36 Sheryl Sandberg recently visited Airbnb to share lessons learned from her years at Facebook and Google. >>> An Air BNB leader asked Sheryl Sandberg, "What's the number one thing you look for in someone who can scale with a company?“ She replied, "Someone who takes feedback well. Because people who can take feedback well are people who can learn and grow quickly.“ http://www.inc.com/justin-bariso/it-took-sheryl-sandberg-exactly-2-sentences-to-give-the-best-career-advice-youll.html
- #37 Poll How do you manage internship openings? Employers login to manage internship postings Staff and/or student workers login the data Other Feedback How do you maintain and categorize the listings themselves? Do you strive to get only active internship openings (vs. listings of on-going internships) Do you ask students to apply to internships in the system? Do you ask students to reach out to contacts and employers (regardless of internship openings)? How frequently do you update your contacts? Feedback