The Liberal Arts Learning Outcomes of Internships

Autor/inn/en	Trosset, Carol; McCormack, Holly; Leatham, Rachel
Titel	The Liberal Arts Learning Outcomes of Internships
Quelle	In: Change: The Magazine of Higher Learning, 51 (2019) 5, S.28-35 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-1383
DOI	10.1080/00091383.2019.1652068
Schlagwörter	Liberal Arts; Internship Programs; Scoring Rubrics; Cues; Reflection; Undergraduate Students; Work Experience; Career Development; Critical Thinking; Work Ethic; Feedback (Response); Education Work Relationship; Career Centers; Employer Attitudes; Writing Skills; Grounded Theory; Outcomes of Education; Teamwork; Student Evaluation; Professionalism; Minnesota; Vermont + Suchen Sie Ihr Suchwort? Berufspraktische Ausbildung; Scoring formulas; Auswertungsbogen; Stichwort; Employment experience; Job experience; Occupational experience; Berufserfahrung; Berufsentwicklung; Kritisches Denken; Arbeitsethos; Berufsbildungszentrum; Arbeitgeberinteresse; Writing skill; Schreibfertigkeit; Lernleistung; Schulerfolg; Schulnote; Studentische Bewertung; Professionalität
Abstract	Internships are popular among many undergraduates, partly because they provide job experience and make it easier to get hired after graduation. Studies have found that employers place more weight on experience, including internships, than on academic credentials when evaluating a recent graduate for employment. In this article the authors report on a two-part study the authors conducted at Bennington and Carleton Colleges. Their goal was to discover what students should be learning during internships that supports later career success and how career centers can best facilitate this learning. The authors found that supervisors care most about general transferable skills. Although supervisors value writing and critical thinking, things like work ethic and taking direction receive more attention in their feedback. Many students do not initially recognize the need to improve in these areas, but the authors have developed several ways of increasing their awareness, including a rubric and guided reflection prompts. (ERIC).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01