Did the Summer Internship Programs Meet the Hospitality Undergraduate students’ expectations?

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

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Use of the Community Diffusion Model to Develop Community Partnerships and Overcome Barriers to an Urban College Internship Program

Californian Journal of Health Promotion ◽

10.32398/cjhp.v2i4.893 ◽

2004 ◽

Vol 2 (4) ◽

pp. 1-19 ◽

Cited By ~ 1

Author(s):

R. Eric Weston ◽

Catherine D. Stayton

Keyword(s):

Diffusion Model ◽

Undergraduate Students ◽

Liberal Arts ◽

Community Partner ◽

Implementation Barriers ◽

Important Lesson ◽

Community Institutions ◽

Organizational Barriers ◽

Predominantly Female ◽

Internship Programs

The current scarcity of employment opportunities has increased the importance of the internship experience for graduating college students. However, the development of internship sites is fraught with both internal and external barriers. The goal of this article is to describe the development of an internship program in an urban-based liberal arts college. The article describes the: a) use of the Community Diffusion Model to develop partnerships with community sites, b) multilevel barriers to successful program development and maintenance, and c) strategies used to overcome the barriers. During a threeyear period, 110 students participated in the internship program, 59 undergraduates and 51 graduates. Both graduate and undergraduate students were predominantly female, aged 21 – 45. A total of 60 internship positions based in 31 community partner agencies have been developed. Student participation was highest in the direct service activities, and lowest in education activities. Organizational, individual, task-related, and relationship barriers affected the development and maintenance of partnerships. Organizational barriers proved to be the most difficult of these barriers to resolve satisfactorily, while task related barriers proved the most manageable. Establishing partnerships among stakeholders while anticipating multiple implementation barriers was the important lesson learned. Based upon our experiences, we offer recommendations for the development and maintenance of internship programs to colleges, community institutions/organizations, site and program directors, and policy makers.

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Helping Undergraduates Generate Internship Opportunities Through Relationship Marketing: A Case Report

Frontiers in Education ◽

10.3389/feduc.2021.631467 ◽

2021 ◽

Vol 6 ◽

Author(s):

Jeffrey K. Belkora ◽

Niklas Koehne

Keyword(s):

Professional Development ◽

Case Report ◽

Relationship Marketing ◽

Undergraduate Students ◽

Role Models ◽

Diffusion Of Innovations ◽

Pipeline Programs ◽

Internship Programs ◽

Academic Year ◽

Marketing Approach

Undergraduate students often seek summer or academic-year internships as part of their academic and professional development. This case report illustrates a systematic self-marketing approach to generating internship opportunities, based on the theory of diffusion of innovations, and insights from the field of relationship marketing. Steps in the process for obtaining job or internship offers include: identifying areas of desired contribution; enlisting allies; identifying role models; interviewing role models; and demonstrating your value and joining the team. This case report illustrates how one student followed these steps to generate an internship opportunity. Overall, relationship marketing skills can help students improve their career prospects. Diverse students from under-resourced backgrounds may face barriers to accessing allies and role models. Such students should seek out pipeline programs that provide mentoring and other connections. These programs will improve student ability to engage in relationship marketing by expanding their network of allies, role models, and mentors. Employers should also identify pipeline programs and partner with them to assure greater inclusion of students from under-resourced backgrounds in their internship programs.

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Internship Not Hardship: What Makes Interns in Startup Companies Satisfied?

Journal of Experiential Education ◽

10.1177/1053825920966351 ◽

2020 ◽

pp. 105382592096635

Author(s):

Yossi Maaravi ◽

Ben Heller ◽

Guy Hochman ◽

Yaniv Kanat-Maymon

Keyword(s):

Work Environment ◽

Undergraduate Students ◽

Job Characteristics ◽

Learning Opportunities ◽

Supervisory Support ◽

Organizational Growth ◽

Factors Affecting ◽

Psychological States ◽

Key Factor ◽

Internship Programs

Background: Job satisfaction is a key factor in organizational growth and success. Intern satisfaction, on the contrary, has not received much attention, despite its effect on all relevant players. Purpose: The purpose of this study is to examine factors affecting intern satisfaction in startup companies through the lens of the Job Characteristics Model (JCM) and additional work environment characteristics. Methodology/Approach: A total of 434 undergraduate students—participating in an unpaid internship for 10 weeks—filled out a 20-item survey regarding their experience. Items were designed to measure core job characteristics, the consequent experienced psychological states, work environment characteristics, and participants’ satisfaction. Findings/Conclusions: Factors affecting intern satisfaction corresponded to predictions of the JCM as evidenced by three mediation models. Core job characteristics predicted hypothesized psychological states, which then predicted intern satisfaction. Learning opportunities, supervisor support, and organizational atmosphere contributed significantly in explaining additional satisfaction variance. Implications: Internship programs in startups potentially benefit all sides: students, institutions, and companies. In coordinating and planning these programs, both the universities and the companies would do best to consider the psychological factors that best predict the intern’s satisfaction—feelings of responsibility, meaning, and knowledge of work results—in addition to offering learning opportunities, supervisory support, and a positive organizational atmosphere.

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Students Who Demonstrate Strong Talent and Interest in STEM Are Initially Attracted to STEM through Extracurricular Experiences

CBE—Life Sciences Education ◽

10.1187/cbe.13-11-0213 ◽

2014 ◽

Vol 13 (4) ◽

pp. 687-697 ◽

Cited By ~ 22

Author(s):

Amy VanMeter-Adams ◽

Cara L. Frankenfeld ◽

Jessica Bases ◽

Virginia Espina ◽

Lance A. Liotta

Keyword(s):

Undergraduate Students ◽

Research Experience ◽

Childhood Experiences ◽

Early Experiences ◽

Community Based Programs ◽

Hands On ◽

And Mathematics ◽

Internship Programs ◽

Survey Responses

What early experiences attract students to pursue an education and career in science, technology, engineering, and mathematics (STEM)? Does hands-on research influence them to persevere and complete a major course of academic study in STEM? We evaluated survey responses from 149 high school and undergraduate students who gained hands-on research experience in the 2007–2013 Aspiring Scientists Summer Internship Programs (ASSIP) at George Mason University. Participants demonstrated their strong interest in STEM by volunteering to participate in ASSIP and completing 300 h of summer research. The survey queried extracurricular experiences, classroom factors, and hands-on projects that first cultivated students’ interest in the STEM fields, and separately evaluated experiences that sustained their interest in pursuing a STEM degree. The majority of students (65.5%, p < 0.0001) reported extracurricular encounters, such as the influence of a relative or family member and childhood experiences, as the most significant factors that initially ignited their interest in STEM, while hands-on lab work was stated as sustaining their interest in STEM (92.6%). Based on these findings collected from a cohort of students who demonstrated a strong talent and interest in STEM, community-based programs that create awareness about STEM for both children and their family members may be key components for igniting long-term academic interest in STEM.

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Changing Lives, One Note at a Time: Library Internships for Undergraduate Students

Pennsylvania Libraries Research & Practice ◽

10.5195/palrap.2014.50 ◽

2014 ◽

Vol 2 (1) ◽

pp. 38-47 ◽

Cited By ~ 3

Author(s):

Timothy Sestrick ◽

Lina Terjesen

Keyword(s):

Undergraduate Students ◽

Academic Library ◽

Music Majors ◽

University Campuses ◽

College And University ◽

Special Collections ◽

Academic Settings ◽

The Rich ◽

Internship Programs ◽

College And University Campuses

Library internships can be valuable learning opportunities for undergraduate students and excellent examples of the rich learning environment of college and university campuses. This article examines undergraduate academic library internships through the lens of an internship for music majors and discusses ways to create engaging, high-impact educational experiences that complement traditional academic settings and programs. Examples are taken from the internship programs in music, reference, and special collections and include former interns' reflections on the life-changing nature of their experiences.

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Read, Understand, Learn, & Excel: Development and Testing of an Automated Reading Strategy Detection Algorithm for Postsecondary Students

American Journal of Speech-Language Pathology ◽

10.1044/2019_ajslp-18-0181 ◽

2019 ◽

Vol 28 (3) ◽

pp. 1257-1267 ◽

Cited By ~ 2

Author(s):

Priya Kucheria ◽

McKay Moore Sohlberg ◽

Jason Prideaux ◽

Stephen Fickas

Keyword(s):

Academic Success ◽

Undergraduate Students ◽

Expository Text ◽

Reading Strategy ◽

Detection Algorithm ◽

Expository Texts ◽

Human Observer ◽

Behavioral Strategies ◽

Periodic Review ◽

Wide Range

PurposeAn important predictor of postsecondary academic success is an individual's reading comprehension skills. Postsecondary readers apply a wide range of behavioral strategies to process text for learning purposes. Currently, no tools exist to detect a reader's use of strategies. The primary aim of this study was to develop Read, Understand, Learn, & Excel, an automated tool designed to detect reading strategy use and explore its accuracy in detecting strategies when students read digital, expository text.MethodAn iterative design was used to develop the computer algorithm for detecting 9 reading strategies. Twelve undergraduate students read 2 expository texts that were equated for length and complexity. A human observer documented the strategies employed by each reader, whereas the computer used digital sequences to detect the same strategies. Data were then coded and analyzed to determine agreement between the 2 sources of strategy detection (i.e., the computer and the observer).ResultsAgreement between the computer- and human-coded strategies was 75% or higher for 6 out of the 9 strategies. Only 3 out of the 9 strategies–previewing content, evaluating amount of remaining text, and periodic review and/or iterative summarizing–had less than 60% agreement.ConclusionRead, Understand, Learn, & Excel provides proof of concept that a reader's approach to engaging with academic text can be objectively and automatically captured. Clinical implications and suggestions to improve the sensitivity of the code are discussed.Supplemental Materialhttps://doi.org/10.23641/asha.8204786

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Does a Graduate Course in Fluency Disorders Make a Difference?

Perspectives on Fluency and Fluency Disorders ◽

10.1044/ffd20.1.10 ◽

2010 ◽

Vol 20 (1) ◽

pp. 10-14 ◽

Cited By ~ 2

Author(s):

Evelyn R. Klein ◽

Barbara J. Amster

Keyword(s):

Undergraduate Students ◽

Graduate Programs ◽

The United States ◽

Cross Sectional Study ◽

Sectional Study ◽

Graduate Course ◽

Cross Sectional ◽

Fluency Disorders ◽

Introductory Course ◽

Communicative Disorders

Abstract A study by Yaruss and Quesal (2002), based on responses from 134 of 239 ASHA accredited graduate programs, indicated that approximately 25% of graduate programs in the United States allow students to earn their degree without having coursework in fluency disorders and 66% of programs allow students to graduate without clinical experience treating people who stutter (PWS). It is not surprising that many clinicians report discomfort in treating PWS. This cross-sectional study compares differences in beliefs about the cause of stuttering between freshman undergraduate students enrolled in an introductory course in communicative disorders and graduate students enrolled and in the final weeks of a graduate course in fluency disorders.

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The Impact of TimeSlips on Undergraduate Students in Service Learning With Older Adults

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-20-00171 ◽

2020 ◽

pp. 1-8

Author(s):

Sabine Heuer

Keyword(s):

Older Adults ◽

Service Learning ◽

Undergraduate Students ◽

Attitude Scale ◽

Evidence Based ◽

Attitudes Toward Older Adults ◽

Students Attitudes ◽

Attitude Shift ◽

The Impact ◽

Journal Entries

Purpose Future speech-language pathologists are often unprepared in their academic training to serve the communicative and cognitive needs of older adults with dementia. While negative attitudes toward older adults are prevalent among undergraduate students, service learning has been shown to positively affect students' attitudes toward older adults. TimeSlips is an evidence-based approach that has been shown to improve health care students' attitudes toward older adults. The purpose of this study is to explore the change in attitudes in speech-language pathology students toward older adults using TimeSlips in service learning. Method Fifty-one students participated in TimeSlips service learning with older adults and completed the Dementia Attitude Scale (DAS) before and after service learning. In addition, students completed a reflection journal. The DAS data were analyzed using nonparametric statistics, and journal entries were analyzed using a qualitative analysis approach. Results The service learners exhibited a significant increase in positive attitude as indexed on the DAS. The reflective journal entries supported the positive change in attitudes. Conclusions A noticeable attitude shift was indexed in reflective journals and on the DAS. TimeSlips is an evidence-based, patient-centered approach well suited to address challenges in the preparation of Communication Sciences and Disorders students to work with the growing population of older adults.

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Engaging Undergraduate Students in Child Language Research

Perspectives on Issues in Higher Education ◽

10.1044/aihe17.1.4 ◽

2014 ◽

Vol 17 (1) ◽

pp. 4-16

Author(s):

Jade H. Coston ◽

Corine Myers-Jennings

Keyword(s):

Undergraduate Students ◽

Student Growth ◽

Process Data ◽

Research Knowledge ◽

Research Dissemination ◽

Language Sampling ◽

Language Research ◽

Language Sample Analysis ◽

Turn Taking ◽

Assessment Techniques

To better prepare the professionals and scholars of tomorrow in the field of communication sciences and disorders (CSD), a research project in which undergraduate students collected and analyzed language samples of child-parent dyads is presented. Student researchers gained broad and discipline-specific inquiry skills related to the ethical conduct of research, the literature review process, data collection using language assessment techniques, language sample analysis, and research dissemination. Undergraduate students majoring in CSD developed clinical research knowledge, skills, and dispositions necessary for future graduate level study and professional employment. In addition to the benefits of student growth and development, language samples collected through this project are helping to answer research questions regarding communicative turn-taking opportunities within the everyday routines of young children, the effects of turn-taking interactions on language development, and the construct validity of language sampling analysis techniques.

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