Internship
Course Handbook
The
6th edition
Internships and Prior Learning Services
University of Illinois Springfield
Springfield, Illinois
Copyright 2014
STUDENT HANDBOOK
Internship Services
Revised Effective Summer Term 2014
UNIVERSITY OF ILLINOIS SPRINGFIELD
Springfield, IL
Copyright 2014 - University of Illinois Springfield
Board of Trustees
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Contents
Chapter 1
Page Number
Internship Course Introduction……………………………………………………………3
Chapter 2
Internship Journal………………………………………………………………………....10
Chapter 3
Learning History…………………………………………………………………………...16
Chapter 4
Learning Contract Part 1: Goal Areas…………………………………………………..19
Chapter 5
Learning Contract Part 2: Creating your draft………………………………………….33
Chapter 6
The Site Visit by the UIS Supervisor……………………………………………………45
Chapter 7
The Midterm Self-Assessment…………………………………………………………..49
Chapter 8
The Final Self-Assessment………………………………………………………………51
Request for Extension Form………………………………………………………………………………55
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hapter 1
Internship Course Introduction
"If you are not learning while you are earning, you are cheating yourself of the better
portion of your just compensation."
- James Allen Think and Grow Rich
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Why is the Internship so important at UIS?
Engagement is an important concept at UIS. We want our students to be connected to the community in
which they are learning and to get out of the classroom and obtain real world experience. When students
engage in the community it not only provides benefit to the community in which students are working, but
it allows them to have a broader understanding of their own abilities and what they can and want to
achieve.
The Internship Course:
Sometimes students are shocked to learn that there is a course that accompanies the Internship experiencehopefully this does not apply to you at this point! The reason the course exists is because this is an
Academic Internship, meaning that the focus is not just on working but on learning. The Internship
coursework emphasizes self-directed learning that provides opportunities for career exploration,
integration of academic studies with practical experience, determination of additional learning needs,
cultivation of independent learning skills, development of increased awareness of community and public
affairs, and understanding of diversity in the work place.
The most important aspect of the course is REFLECTION. All assignments require you to reflect on your
past and current experiences so that you can draw important lessons from those experiences. It is possible
to have a new experience every day and not learn a thing simply because you don’t engage in reflection,
while reflection can help us derive learning and meaning from activities that we have completed many
times before.
Components of the course:
Internship Handbook: This handbook is a guide that will explain each of the Internship course written
assignments. It is not a traditional textbook that provides lots of information for you to absorb. In this
course, your experience is your textbook.
Assignments: Once completed assignments are to be submitted on Blackboard. Select the
Assignments link on the left hand side menu, click on the assignment you wish to submit, follow
instructions to upload the assignment and click Submit.
Seminars: offered on-campus or online. The Seminars provide additional information that will help you
reflect on your experience and also to help prepare you for your future career exploration and searches.
There is also some information in the form of Power Point Presentations that is intended to supplement
the information you read in the Internship Handbook.
Kolb Learning Style Inventory: This is a tool that you will use to help understand how you best learn so that
you can try to obtain information in a way that fits best with your style. There are three tasks for you to
complete with regard to the Kolb Learning Style Inventory: 1) You will take the LSI during Seminar Two
and complete a discussion post regarding your findings. 2) Throughout the internship you can
periodically reflect in your journal on how your learning style is affecting or affected by your internship
experience. 3) In your Final Self-Assessment you will reflect on how well your internship fit with your
learning style, if you had to adapt to other styles, and the learning styles of supervisors and co-workers.
Expectations of the student:
It is important to remember that, while the Internship course does offer a lot of flexibility to help
accommodate your busy schedule, it is still a course and you still have to present yourself as a professional
student, just as you would in any other course. The following are important responsibilities that you need
to follow if you are going to be successful in the course:
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Keep up on due dates!!! Your first assignment in the Internship course is to set your own due dates
in the Timeline assignment. Just because the due dates are set by you does NOT mean that they
should be disregarded as unimportant. Your Timeline should be put in a prominent place in your
room, added to your phone calendar, whatever it takes so that you remember your due dates and
keep up on assignments. If you have issues that come up you can contact your instructor about
altering your Timeline, but it is not acceptable to simply ignore your Timeline and turn in
assignments whenever you get around to it.
Complete the course Seminars.
o If you are in the on-campus course section the dates of your seminars is already set and you
are required to attend each of the 3-4 seminars. If you are unable to attend you have to
contact your instructor and make arrangements to make up the material discussed.
o If you are in the online course section there is a guide in syllabus that will help you plan
when to complete each seminar. In general, you should be moving through the seminars at
a steady pace, not waiting until after midterms and trying to rush all of them.
Communicate with your instructor. If you have questions or if you are struggling, communicate
this to your instructor IMMEDIATELY! Internship instructors are always willing to help students
who relay their problems up front. If you wait until you are behind in the course it can often be too
late for your instructor to help you.
Check and answer emails. Whether you are in the online or on-campus course, the primary
method of communication between you and your course instructor is email. You expect and
appreciate when faculty and instructors respond to your email inquiries and the same feeling is
reciprocated. It is not an excuse to claim to be unaware of any information just because you did
not read your emails. Your course instructor and Internship Services staff will be contacting you through
your UIS email account, so you must check this account; we will NOT send communication to an
alternate email account.
Conduct yourself in a professional manner while working as an intern. You are out in the
community representing not only yourself but UIS. Be sure to pay attention to the information in
Seminar 1 on Ethical Issues and Internship Etiquette and Conduct.
Important information to review:
You may be provided with training on Ethical issues at your internship placement. Make sure to pay
attention to this critical information. It is important to be aware of how to approach ethical issues in the
work place so that you conduct yourself in the most professional manner. If you have questions about
ethics it is important to talk to your field supervisor, UIS supervisor, and/or internship instructor.
Ethical Issues and Dilemmas
Your professional demeanor is important to you and your supervisors. You are expected to dress
appropriately, honor your work schedule, notify your field supervisor if you are unable to work; complete
work to the best of your ability, follow through on commitments, and make ethical decisions. This is
critical to your field supervisor and to your success in the Internship. Acting unprofessionally may
jeopardize this experience for future UIS students. You represent UIS while working on this Internship.
There will be times, however, when you must do the best you can under the circumstances and learn from
the situation in your field experience.
Internship Etiquette and Conduct
This internship may be the first time you have worked in a professional setting. People will expect you to
act as a professional at work. Because the ‘rules’ may not be spelled out for you, and may differ among
organizations, you must figure out the appropriate code of conduct. The following will give some
guidelines to consider:
Follow the chain of command, knowing the formal and informal reporting structures within your
organization is recommended. Within your Internship you should still go to your Field Supervisor
first.
Respect confidentiality.
Attendance and promptness are expected. Tardiness and absenteeism signal disrespect. Serious
illness and family emergencies are the only reasons that justify absence and in those circumstances,
call immediately and speak directly with your supervisor.
Learn professional social skills.
Dress the part. Appropriate attire is different for every institution. Ask about proper attire before
your first day.
Communicate. Keep your Supervisor informed, on how your work is going and what you have
accomplished.
Remain drug and alcohol free.
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Getting Started:
1. Your first task in this course is simply to read the syllabus- available on Blackboard in the left-hand
side menu and in Seminar 1. The syllabus is rather lengthy because it provides you with a lot of
important information. The syllabus will guide you on when to complete seminars and which
chapter of the Internship Handbook to consult for each assignment.
2. Set your Internship Course Timeline. The link to the Timeline is available in Seminar 1 and a copy
is also available on the following page. There will be instructions on the Timeline assignment sheet
regarding how to set your due dates. Submit the Timeline through the Assignments link on
Blackboard.
3. Seminar 1: once you have reviewed the syllabus and submitted your Timeline start working on the
other tasks in the seminar.
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The Internship Course/Internship Timeline
The Internship Course/Internship Timeline is the document on which you will record the dates that your
assignments are due this semester. Because each student is doing a unique Internship, you have individual
due dates. It is essential that you complete your Internship Timeline within the first few days of your
placement. A copy of the form for the timeline follows this page.
To determine your due dates first recall how many total hours you will be working at your placement.
You must work a minimum of 50 clock hours for every credit hour you earn. All Internship experiences
must be no less than 8 weeks in length. Your due dates are based on the percentage of the total number
hours you need to work that have been completed. Use the chart below to help with your calculations.
HOURS
100
150
200
250
300
10% First Journal Submission
10
15
20
25
30
10%
Learning History
10
15
20
25
30
20%
Learning Contract Draft
20
30
40
50
60
40%
Site Visit & Signed
Learning Contract
40
60
80
100
120
50%
50
75
100
125
150
50% Second Journal Submission
50
75
100
125
150
90%
90
135
180
225
270
100
150
200
250
300
Midterm
Final
100% Complete Journal
For example, students earning 3 credit hours will have to work for a minimum of 150 clock hours on their
internship. Their Leaning Contract Draft will be due when they have worked 20% or 30 or their 150
hours.
Please note that if you started the internship before the course opened up, or if you do
not have standard weekly hours setting your dates based on these percentages might not
make sense. If this applies to you, set due dates that are manageable and reasonable for
your schedule.
Sometimes students encounter scheduling issues and fall behind on the number of hours they had planned
on working and they will need to amend their timeline. This can be done. Just be sure to get permission
from your seminar instructor if you must amend you timeline. Your seminar instructor may require you
to submit a formal Request for Internship Extension.
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Internship Timeline
Calculate your personal due dates, based on how much of your internship you have completed.
Name: ______________________
UIS Supervisor’s Name: ___________________________
Major: ___________________
Credit Hours: __________
Total number of clock hours required for your Internship: _____________
Start Date: _________________
First Journal Entry, 10 % You should have an entry for each day at your internship; each entry should be two parts
1) description of activities 2) learning reflection. You should be keeping a running total of your hours in your
journal.
Date:_________
Learning History, 10% Your experiences will help you identify things about yourself and about what you want to
experience during your placement.
Date:_________
Learning Contract Draft, 20% Draft your Learning Contract according to the guidelines in Chapters 4 & 5 in the
Internship Handbook. Your seminar teacher must approve your final contract before your site visit.
Date:_________
Site Visit & Signed Learning Contract, 40% You are responsible for contacting the UIS Supervisor and Field
Supervisor to schedule a site visit prior to the midpoint of the internship. At the site visit, you will present the final
draft of your Learning Contract with coversheet. (*Note: provide your supervisors with a copy of your Learning
Contract prior to the visit so that they have time to review.) All three of you must agree on what you will be doing
and learning. All three of you will sign the coversheet at the Site Visit. The hardcopy contract, with attached,
signed coversheet, is handed in to the Internship Services Office.
Date:_________
Midterm, 50% The Midterm is the first opportunity for you to assess how your experience has progressed so far.
You can also review the Learning Contract and consider making changes. The directions are in Chapter 7 of the
Internship Handbook.
Date:_________
Second Journal Entry, 50%
Date:_________
Final, 90% Prepare your Final by reviewing your journal, getting feedback from participants involved in your
placement, assessing your success and bringing closure to your experience. See Chapter 8 of the Internship
Handbook.
Date:_________
Final Journal Entry, 100% Submit your complete journal when you have finished and documented all of your
hours.
Date:_________
Turn in the last of your assignments no later than within one week of the completion of your internship. If you plan
to graduate at the end of the semester, your internship must be finished and the materials submitted to the
Internship Office no later than one week before the last day of the semester.
Extensions are not automatic but must be requested by the student and granted by the Internship
Office faculty. Once given, a grade of no credit will not be changed.
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hapter 2
Internship Journal
"You can become blind by seeing each day as a similar one. Each day is a different one.
Each day brings a miracle of its own. It’s just a matter of paying attention to this miracle."
- Paulo Coelho, author of The Alchemist
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During your entire experience you will be making entries in your reflective journal every day. If you are
like most students, it's an overwhelming prospect. However the journal is the most important assignment
in the Internship course. Most students report at the end of the semester that the journal was their most
influential learning tool and that it helped them complete the other written assignments in the course.
Used effectively, reflective writing will support you to make personal sense of a diverse set of experiences.
A few important rules about the journal:
1. First, you can't write a journal all at once. If you do, it is not a journal. It does not take long to
write a journal entry but it does take discipline. You have to write every single day that you go into
your internship. So all you have to do is to summon the will to save twenty minutes a day. If you
can find the discipline to save that little tract of time to write, the rest will take care of itself.
2. You only have to write about yourself in words that are of your own choosing. The Internship
course is not one of those courses where you must learn to use the intellectual jargon of somebody
else. This is your experience so use your own words. Please refrain from using profanity.
3. All journal entries must be submitted- if you do not have a journal entry any hours that you worked
do not count. No reflective daily journal means NO CREDIT.
4. Your journal will only be viewed by 3 people: you, your seminar instructor, and your UIS
supervisor. This is to allow you the freedom to write what you really feel and think without
repercussions. Your field supervisor, Internship Services staff, other professors, etc., will not have
access to your journal. If you want others to have access to your journal you will have to provide
it; Internship Services will only provide the journal to the above 3 individuals.
Benefits of Regular, Daily, Reflective Journaling
Reflective journaling provides you with an opportunity to think critically about what you do and why. It
provides—
 A record of events and results and your reactions to them
 A reflection on your experience in order to understand its connections with your life and learning
 Data on which to base reflective thinking
 Opportunity for you to challenge yourself on what you do and to free yourself to do it differently
and better
 Opportunity to view your learning objectively and not see all problems as personal inadequacy
 An enrichment to your experience because you are prepared to be innovative
 Increased confidence through increased insight
 An assessment of the outcomes of your experiences
 Basic documentation to support future entries in your midterm and final self-assessments and for
job applications, interviews etc.
Structuring Your Journal
Each journal entry should consist of the following:
 Date and hours worked that day
 Total hours worked so far
 Description of what you did: this is where you record the activities and experiences of your day.
 Reflection of what you learned, felt, and thought about the day’s experiences.
o In general, your description + reflection should be a minimum of 10 sentences long.
The Reflection is the most important part of your journal entry; it is the piece that makes keeping the
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journal meaningful.
Examples:
Unacceptable entry (short with no reflection)
March 21, 2014 – 4 hours
Total Hours: 86
From the time I arrived until after coffee break, I read applications for homeowner's insurance. Then I
studied the manual for auto apps. Until lunch. After lunch, I went over the homeowner's apps. with Mr.
Smith (Field Supervisor), and spent the rest of the day writing drafts of two letters to insured’s.
Acceptable entry
March 21, 2014 – 4 hours
Total Hours 86
From the time I arrived until after coffee break, I read applications for homeowner's insurance. Then I
studied the manual for auto apps. Until lunch. After lunch, I went over the homeowner's apps. with Mr.
Smith (Field Supervisor), and spent the rest of the day writing drafts of two letters to insured’s.
It was a good day, except for studying that boring manual. Reading applications for homeowner’s
insurance was really interesting because I could see how the rules stated in the manual got to be applied in
practice. It was surprising, too, to see the kind of shape of some of the houses in the rejected apps. Really
bad, some of them. The high point of the day was lunch. I went with Mr. Smith and an adjuster that
works down the hall. It was fascinating to hear them talk shop—it showed me that the forms which are so
cut-and-dried really take a lot of negotiation sometimes in practice. After lunch I did some things, but the
big thing in the afternoon was trying to write a couple of rejection letters. That's awfully hard because you
have to be careful to keep the message cool—you want to reject them without putting them down. I'm not
sure I got the tone just right, though.
Not sure what it means to reflect? Read on…
A reflection is simply turning the connections between experience and life into thoughts. To reflect is to
expand the context of your experience, to take it out of the confines of your placement and think about it.
To understand what you have learned and its importance in your lives, you must engage in a kind of
thinking different from that typically called for in college curricula. Experiences, whether good or bad, are
invaluable to our learning. Reflection should involve comparison, change and growth.
Your reflection may be from any perspective. But we have listed several questions you may use to help
you reflect. You can use one or more of these questions to guide your reflection.
Questions to Prompt Reflection
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Why do you think that happened?
What evidence do you have about that?
What does this remind you of?
Do you see a connection between this and _________?
How else could we approach that?
What do you want to happen?
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How could you do that?
What does this mean for you tomorrow?
Is this connected to anything you have learned in school?
How did you feel at the end of the day? Why?
Did you work hard or not? Did you get a lot done or not? Explain.
What are you proud of that happened today? Why?
Can you compare your accomplishments with what you hoped for and expected at the start?
What kinds of things were difficult or frustrating? Explain.
Could you have done a better job? Explain.
How did you learn the skills/ideas you did today?
Alternative Topics for Entries
Do you find yourself doing the same or similar tasks day after day? Does that mean your journal entries
are all going to be the same? You must have a different, unique entry for each day. What else is there to
write about? Here are some ideas for alternative entries:
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It can be as simple as writing about new terms/jargon used by people at work which you think you
will need to remember in order to learn the ropes.
Another technique is to plot it on a little chart like this:
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Daily experience chart
Like
3
2
1
0
9:00 AM
10:00 AM
11:00 AM
12:00 PM
1:00 PM
2:00 PM
Dislike
-1
-2
-3
Time of Day
Then you need to think about why the movement is up and down in the chart. Keep this chart
technique handy for those days when you can't think what to write. It will help you recall the rise
and fall of your mood, and your liking and disliking are pretty fair cues that you are encountering
something of some importance to yourself. And that's worth noting because those significant things
will become the subjects of your reflection and the stimuli to the more focused thinking you will do
in the conceptualizing stage of your learning cycle. You can record your uncomfortable, emotional
experiences.
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It is important to get down all the tensions, uncertainties, discrepancies and frustrations which were
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a part of your experience that day. These things will keep you going through the learning cycle.
They can motivate you to process your concrete experience by closely observing and reflecting
upon it in order to find ways to resolve discomforts. If you leave out the uncomfortable parts and
just record neutrally the things of the day, your experience will have lost its dynamic quality. It will
have lost you.
Describe how your placement has organized its daily functions into meaningful and useful
procedures and practices. How could you improve this? What do they do well?
Discuss what the various job titles are in the department. What are the job descriptions? What are
the educational or experience requirements for each position?
Discuss the various management styles at the placement. Compare and contrast them. What would
your management style be?
Describe how your abilities and responsibilities are perceived in the office/department. Does
everyone look at you in the same way? What is the difference?
Describe in detail any meetings you attend. What was the purpose of the meeting? Who attended?
Did the group progress through the agenda in good time? If there are many meetings discuss how
people endure the endless string of meetings.
Describe the office, its architecture, ambiance, function. How would you change or improve it?
Write about the types of office behaviors you observe.
The journal can be as creative as you want it to be. Draw a representation of your day, insert
photos, write poems, compose songs, insert links to websites you use or develop. If you have a
creative mind, then use it.
Identify one of your life’s themes. Examine how your AST shapes or is shaped by that theme.
Discuss any concepts or theories learned in your classes that you see applied in practice in your
office/placement.
Write a reflection from another’s perspective or viewpoint (be sure to indicate that is what you are
doing in the entry)
Resources
Below is a brief listing of journals that may help give you inspiration for your own. All of these are
available in the UIS Library or through the I-Share catalog.
Bentley, T. (2003). Winter Season: A Dancer’s Journal. Gainesville, FL: University Press of Florida.
Frank, A. (1994) Anne Frank: Diary of a Young Girl. New York, NY: Modern Library.
Dillard, A. (1998). Pilgrim at Tinker Creek. New York, NY: HarperPerennial.
Sarton, M. (1973). Journal of a Solitude. New York, NY: Norton.
Mallon, T. (1986)., A Book of One's Own: People and their Diaries. New York, NY: Penguin Books.
Merton, T. (1979). The Sign of Jonas. New York, NY: Harcourt Brace Jovanovich.
Doig, I.(1982) Winter Brothers: A Season at the Edge of America. New York, NY: Harcourt Brace Jovanovhic.
Turow, S. (1988)., One L, The Turbulent True Story of a First Year in Harvard Law School. New York, NY:
Warner Books.
The following resources can help provide further instruction and ideas on how to keep your journal.
Casewit, C.W. (1982). The Diary: A Complete Guide to Journal-Writing. Allen, TX: Argus Communications.
This is a good clear introduction. It includes excerpts from famous journals and unpublished ones.
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Schon, D.A. (1987) Educating the Reflective Practitioner. San Francisco, CA: Jossey-Bass.
He writes about reflection in action and the process of learning by doing with the help of a coach.
Simons, G. (1978). Keeping Your Personal Journal. New York, NY: Paulist Press.
These two books explore the personal and spiritual uses of journal-keeping. Each has technical and
strategic value.
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hapter 3
LEARNING HISTORY
If history repeats itself, and the unexpected happens, how incapable must Man be of learning from
experience? -George Bernard Shaw
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Learning relies on the knowledge we have acquired from the past as well as the information we gain
through our new experiences. Understanding our past helps us understand ourselves and the ways we
learn. You are going to look at your past learning through a Learning History. You will need to think of
your Learning History as a short novel with you as a main character or maybe as an autobiography of the
significant learning related events in your life.
Once you have outlined your life-story, you can put your internship more easily into the context of a life
of learning.
Directions:
Your learning history must be a minimum of 1,000 words. It must be typewritten with good grammar
and perfect spelling.
Write a learning history which includes the following elements:
 The significant past learning experiences which formed your character and your present learning
needs. List three or four separate experiences and what and how you learned by these experiences.
 The present period of your life--the chief things you need to learn now: what are you studying,
majoring in; what are you planning to do professionally; what is easy to learn, and what is hard;
the persons, places, things, and moods which make up the circumstances and quality of your
present learning; whether you are at the beginning, the middle, or the end of the present period.
 What you hope to do in your Internship or how you hope your Internship will contribute to
shaping the next period of your life.
Table of Contents
There should be a Table of Contents that relates to your learning events. It should be written in the form I,
II, III or Chapter One, Two, Three. Write a descriptive title for each paragraph.
In this example of a Table of Contents there is additional information in italics to explain what would be in
the paragraphs written for each section/chapter. You do not have to include the additional information in
your Table of Contents.
Chapter I: Early School
When I learn from a big sister that school is a good place.
Chapter II: The Nursing Home
When I learn the importance of good decision making.
Chapter III: Dealing With Death
When I learn that in some ways I am the strongest person I know.
Chapter IV: College
When I learn that the result of an education is far more than a piece of paper.
Chapter V: Very special people
When I decide to do an Internship at a community service organization.
Chapter VI: More Education
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When I explore whether I will need to go on for a Master’s Degree or get more work experience.
Having trouble? Try the following Reflective Exercise:
Close your eyes.
You are going to pretend that you have a filmstrip of all the important events in your life--especially of all
the events that effected or had to do with your learning. Look back as far as you can to where you are
learning to do simple things like put on your clothes, brush your teeth, pick up your toys-look at those
experiences. Move on to the times when you are learning to ride your three-wheel bike, to swimming, to
attending a Cub Scout or Brownie meeting. Move on to some of your early school experiences. Move to
outings with your family. Now look at Junior High and Senior High-not just the classroom but some of
the other activities you were involved in: sports, class officers, parties, jobs, school events, learning to
drive. Now think about post-High School events-jobs, relationships, college, military service.
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hapter 4
Learning Contract Part 1: Goal Areas
“Every worker is a teacher and every work place is a school because they deal with the real world and
man’s mastery therein.”
--Work in America
(A report from the special taskforce to the Secretary of H.E.W.)
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Historic Internship Services (Formerly Applied Study Term)
The University of Illinois Springfield emphasizes opportunities to participate in an
experiential learning component in its curriculum. This commitment to lifelong learning
has its origin in the Report on New Senior Institutions (Illinois Board of Higher Education,
1968), the "charter" for Sangamon State University's (now University of Illinois Springfield)
founding in 1970. The Report soberly recognized the need for a new curriculum which
would be relevant to the practical issues and problems of a great and changing state. So the
new university was called upon to prepare students for "direct entry into occupations." The
first president and his staff reasoned that the place to get up-to-date preparation for practical
work was in the workplace itself. The result was that Internship Services/AST gained a
prominent place in the curriculum. But, at the same time, it was staunchly held that the
university's dedication to educating for the "practical, professional, and profitable" pursuits
did not mean accrediting work for its own sake or on its own terms. Instead, work was seen
as the occasion for learning about matters of ultimate importance for students as individuals and as
members of communities (Spenser, 1973). Very early on, these matters were defined as the five
educational goals of the Applied Study Term Program, now Internship Services. Those
goals have persisted, unchanged, until the addition engaged citizenship.
Since you, as an Internship student, are now a part of the historic effort to realize the goals
of the program, it will be good for you to think about them in relation to your own purposes
this term. The six goal areas are:
Career Education—Explore or confirm career choices through self-knowledge and the use
of career assessment and planning skills.
Cultural Diversity—Develop an awareness and appreciation of people from many
backgrounds and experiences and learn to apply sensitivity to cultural differences.
Engaged Citizenship—Become responsible citizens by identifying issues of social concern
and developing skills for effective participation.
Personal Growth—Use Internship Services as an opportunity for better understanding the
ways to personal growth and increased self-knowledge.
Self-Directed Learning—Engage in planning and evaluation essential to the learning
experience in order to develop skills of self-directed, life-long learning.
Theory-Practice—Relate theory and practice by learning ways to apply, integrate, and
evaluate knowledge and the methods of academic disciplines.
Goal Areas Described:
GOAL AREA 1: CAREER EDUCATION
The idea of preparation for career has always been at the center of Internship Services.
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Career Education is an idea that is most often embraced by UIS for a number of practical
reasons. A significant proportion of Internship Services students become permanent
employees of their placement agencies or network to other positions due to contacts they
make at their placement. They are naturally happy about getting jobs, and their teachers
and friends at the university are happy for them. Another reason is that both students and
teachers are pleased that there is an opportunity for testing career choices. A lot of time and
money is spent preparing for careers, and wishing for them, so it is good that the Internship
gives a chance before the job hunting begins to see if the career choice is an appropriate one.
Choosing a career, it turns out, is no simple matter. It requires that you be able to appraise
your work situation for the technical know-how current there, for the social milieu (the
patterns of interpersonal relations that can make your days, or wreck them), and for the
institutional norms and processes and social trends which influence what you will mainly do
in the long run. There are lots of skills involved in careers. Here's an example to make this
point clearer.
A nurse doing her Internship in a hospital administration had a hard time deciding whether
to shift her career from floor nurse to administration. In the first place, she had to decide
whether she was technically able to make the change. While she knew what a shift
supervisor in pediatrics was required to know and do, she was not altogether sure what had
to be known and done in the higher reaches of administration. So, one Intenrship objective
was to find out what would be expected of her if she made this career move. During the
term she came to appreciate the importance of human relations and institutional skills.
Typically, supervisory positions emphasize relational skills over technical ones, and higher
positions depend more on institutional skills than technical ones. So, it was of great
importance that her Internship work permitted her a first-hand appraisal of administrators
using their skills in day-to-day practice. She was able to connect interpersonal events with
organizational perspectives: she saw that how the small change in a report form which
caused so much complaining among the floor nurses reflected an important change in the
philosophy of administration. But, most importantly, the student had to connect all these
observations and judgments to her own self-assessment. At the outset she was dubious
about an administrative career; she knew she liked the gratifications of direct patient care,
and she knew she was good at it. She couldn't see what gratifications administration offered
(aside from the attractions of the wealth, status, and power to be had at the top of the heap,
of course), nor was she sure what it took to be good at it. But she found out during her
Internship.
That is why career education and experiential learning go hand in hand. Because
experience has two sides (yours and its); one is never a detached observer, but is always a
self-interested learner in the best sense.
GOAL AREA 2: CULTURAL DIVERSITY
What do we mean by Cultural Diversity? Cultural diversity has many names: cultural
sensitivity, multiculturalism, and interculturalism are all terms that people use to describe a
culture made up of many different kinds of people.
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You can look around any room today and you can see that we are all different. Differences
aren't what separate us; the ways we learned to handle difference separate us from each
other. It's a good start to want to be non-judgmental and accepting in your attitudes and the
ways you work with other people. But what can you do to become more aware and
appreciative of difference? The following topics can help you consider different ways that
both employers and employees can ensure that people of all cultures feel listened to or
heard.
Being Sensitive To Difference
Use observation skills. Take time to observe the people with whom you are working. What is
important to them?
Get information. Find out about people who are different from you. Talk to people and ask
questions; often, people welcome the opportunity to talk about their lives and beliefs. Along
the same lines, read books by authors, or see films by film makers whose backgrounds
and/or experiences are different from your own.
Change your own behaviors. Be aware of how you speak and interact with people who are like
you as well as people who are not like you. Pay special attention to those times when you
include some people or groups of people, and exclude others. Pay attention to the types of
jokes you tell, and if you make jokes that make fun of entire groups of people, stop it.
Likewise, pay attention to the types of language that you use. Are you disrespectful to
certain groups of people by referring to them in unflattering stereotypes? Do you make
jokes at the expense of individuals or groups of people based upon the ways they are
different? Do you make assumptions about groups of people; for example, do you assume
that all doctors are men, and all nurses are women? By paying attention to what you
include and exclude in your language you will become more sensitive to difference.
Help others broaden their awareness, too. Tactfully challenge behaviors or conversations that
include some people, but exclude others, or that make fun of people who are different than
you. There is a cliché that "if you aren't part of the solution, you are part of the problem."
Talk and show interest in others as individuals. Although people may seem different from you
on the surface, by the ways they look, talk, or act, are they really that different? Take time
to think about and know people as individuals.
Ask other people's opinions and input into decision-making. In what ways can you support people
who are different from you? How can they support you? How can you contribute to each
other's work?
Listen to other people's questions about you and your experiences. Have you considered that some
people may find you "different," or that you appear as a stereotype to them? Remember that
there are "two sides to every coin;" that is, what is perfectly acceptable to one person may
seem very different to another.
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Appreciate those traits/characteristics/interests that you have in common with others. Make it a
personal challenge to yourself to find traits, characteristics, or interests that you share with
other people. You will be surprised how much common ground there really is.
Treat people with respect. Simply, put, treat people the way you would like to be treated. For
example, would you like to be treated in a way that makes you stand out, whether positively
or negatively?
Use common sense. Other people may feel that paying attention to difference or diversity
means treating another person "with kid gloves," or with an unusual degree of sensitivity.
Being decent to others is not a mystery; again, treat other people the way you want to be
treated.
(McCracken, 1996)
Four Layers of Diversity
All of us are unique and different as a result of our experiences, personality and style; a tool
to understand this uniqueness is “The Four Layers of Diversity" (Cardenswartz & Rowe,
1994, p33).
1. Personality: the innate elements that make you unique as an individual.
2. Internal Dimension: age, gender, ethnicity, physical ability, race, sexual orientation.
3. External Dimension: income, personal habits, religion, recreational habits,
educational background, work experience, appearance, parental status, marital
status, geographic location.
4. Organizational Dimension: work content/field, division, department, unit, group;
seniority; work location; union affiliation; management status; functional
level/classification.
To take full advantage of diversity, we must both be aware of our own special diversity
(looking at the four areas); and then, be aware of the diversity of our coworkers and
colleagues. Taking this into consideration will help your communication, problem solving
and teamwork skills.
Managing Diversity
From an employer’s perspective, it may not be enough simply to show awareness and
respect for other people’s diversity. Rather they may seek to develop a process for managing
diversity among their workforce.
How Will Managing Diversity Help Companies or Agencies?
 help serve customers that are increasingly diverse;
 operate more effectively by reducing employee turnover, cutting training costs,
reducing complaints and grievances and the time taken to resolve them;
 improve communication between employees and working units;
 promote effective problem solving;
 develop processes that enhance leadership and good decision making.
What Managing Diversity is Not
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Managing diversity differs from traditional equal employment opportunity and affirmative
action in its more comprehensive approach and its emphasis on providing a supportive
environment. Traditional EEO and AA approaches focus on bringing underrepresented
groups into the workforce. Managing diversity seeks to create an environment where all
differences are valued and each unique employee can naturally develop to their full
potential. It recognizes that it is not enough to hire employees from underrepresented
groups, but we must also provide an environment where they, as well as all employees, are
supported and valued.
(USDA Animal and Plant Health Inspection Service, 2003)
Employees nationally, however, do find some diversity practices in some organizations very
effective. A recent two-year study by the National Urban League called “Diversity Practices
that Work: The American Worker Speaks,” thought to be the most comprehensive survey of
employee opinions on the topic, found that workers tended to have a more favorable
awareness of diversity perceptions at companies where:

Leaders demonstrated a personal commitment to diversity and held themselves and
others accountable.
 Diversity training increased diversity awareness and provided a link to improving
business results.
 There is an established track record for recruiting people of diverse backgrounds.
 Employees earn rewards for their contributions in diversity.
(National Urban League, 2005.)
GOAL AREA 3: ENGAGED CITIZENSHIP
“Within the character of the citizen lies the welfare of the nation.” --Cicero
The four year curriculum that was institutionalized in 2006 continues the UIS commitment
to public affairs, and the role that all students and citizens hold in society, through its
Engaged Citizen Common Experience (ECCE) courses. ECCE is a set of courses tied to the
UIS heritage, mission, vision and values. These new courses are distinctive and encourage
students to make a difference in the world.
Internship Services students meet their ECCE requirement through the completion of the
Engaged Citizenship Goal. Areas of interest within Engaged Citizenship include:
 Public affairs
 Social responsibility
 Civic responsibility
 Leadership development
In some ways, Engaged Citizenship is an easy goal to accomplish in Springfield. Many
Internship Services placements are in public agencies. (In fact, the chances are better than
50-50 that yours is, too.) The program encourages students to accept placements with civic
organizations, community, and volunteer groups as well as with government and public
24
agencies. But the mere act of working in a public or community agency doesn't necessarily
mean that person is experiencing civic engagement or learning about it. So, if the Internship
going to espouse a commitment to engaged citizenship learning, how will we make it
happen in practice?
The first thing is to remember that no one works in isolation. Even if your occupation is a
solitary one, you work in a community. While completing the Internship, students are
encouraged to widen their concept of community, to stretch beyond their clients and
colleagues and consider the placement site as well as the community context in their work.
Some interns are drawn to the community context, others are led to it by their experiences
with the client’s and the clients’ struggles; some never feel drawn to learning about the
community. Before we discuss the four areas of interest, consider the types of community
that affect your work.
Public Affairs
Public Affairs can be thought of in terms relationships between three communities- public,
private and personal. 1) The public community consists of the rights and responsibilities
implemented by society. 2) The private community where each person considers who they
are and where they fit in the world. 3) The personal community connects the public and
private. In the personal community we learn about ourselves and others and strive to work
together. We strive to make the best of our situations and encourage others to do the same.
This first main focus of the public affairs focused Engaged Citizenship goal relates to the
ways that you, your co-workers, and your company relate to the communities described
above. According to Dr. William H. Jordan, retired UIS professor, “Public affairs is as
close and personal as your daily interactions with a co-worker or neighbor or as removed
and impersonal as a corporation’s bottom line or the stock market soaring to a new record
high. All of these things exist in, are part of, and impact upon, our community.”
There are very few skills which are unique to public life. Most of what's done in public
affairs, even in politics, is just an adaptation of "private" skills to public circumstances. So
reflect on the skills you are developing in your Internship and consider how they can be
turned to your civic purposes, how they can lead to your development into a more engaged
citizen.
Social Responsibility
Social responsibility is a doctrine that claims that the individual and the organization have a
responsibility to society. This responsibility can be negative (the duty to refrain from action)
or it can be positive (the duty to act).
Social responsibility is voluntary. Social responsibility is about going above and beyond
what is called for by law. It is the ideal that acting to prevent a problem is better than
reacting to the problem after the damage is done. Social responsibility means eliminating
corrupt, irresponsible or unethical behavior that might bring harm to the community, the
people or the environment before it happens.
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A large part of social responsibility is being responsible to people, for the actions of people,
and for actions that affect people. Social responsibility is about holding a group,
organizations or company accountable for its effect on the people around it; people within
the company, people working with the company, the community the company is in and
those who buy from the company.
The idea of being responsible to a customer has actually long been embedded in the ethics of
business. The idea of treating a customer with respect and attention is not new particularly
in sales and commission based work. What is new is the idea that we do it not for profit from the
customer, but to demonstrate we genuinely care about what the customer wants and needs.
Civic Responsibility
Civic responsibility is simply defined as the responsibility of a citizen. It is comprised of
actions and attitudes associated with democratic governance and social participation. Civic
responsibility is achieved through civic engagement and can include participation in
government, church, volunteer work, and support of charities and other mission-driven
organizations. Actions of civic responsibility can be displayed in advocacy for various
causes, such as political, economic, civil, and environmental or quality of life issues.
The importance of civic responsibility is paramount to the success of democracy and
philanthropy. By engaging in civic responsibility, citizens ensure and uphold certain
democratic values written in the United States Constitution and the Bill of Rights. Those
values or duties include justice, freedom, equality, diversity, authority, privacy, due process,
property, participation, truth, patriotism, human rights, rule of law, tolerance, mutual
assistance, self-restraint and self-respect. Schools teach civic responsibility to students with
the goal to produce responsible citizens and active participants in community and
government.
Interning at a community or social service placement is one way to learn civic
responsibility. The student can participate in projects to help or serve the needs of other
people. By getting their hands dirty students experience the value and impact of giving to
the people and learning to be a productive member of society. Volunteering, in general, is a
form of civic responsibility that involves the giving of time and labor without the
expectation of monetary compensation. Volunteering allows students the opportunity to
share their skills and talents, as well as, to learn new skills while helping those in need of
assistance.
Leadership Development
In the modern business world, leadership skills are essential for all employees regardless of
their job descriptions. Leadership organizationally and narrowly can be defined as “the
ability of an individual to influence, motivate, and enable others to contribute toward the
effectiveness and success of the organization” (House, et al, 2004, p15). Leadership directly
impacts the effectiveness of costs, revenue generation, service, satisfaction, earnings, market
value, share prices, social capital, motivation, engagement, and sustainability. One might
demonstrate leadership skills with or without a formal position—whether one is an
executive or the newest employee in a large corporation. And a person might be a leader in
26
one situation and not another.
Dr. Thomas J. Shaughnessy, in his book We are All Leaders says that leadership skills
include:
 A positive attitude
 Being considerate and caring
 Listening
 Integrity
 Patience
 Communication
 Praise and recognition
 Being an extraordinary role model
 Emphasizing teamwork
 Being well-organized
 Utilizing resources
 Taking reflection time
 Being professional
(Shaughnessy, 1999)
You will be doing a lot of observing, thinking and writing this term; much of it will be
relevant to our broad conception of engaged citizenship, even though it may seem initially
to fall into another sphere. Do not fail to note the public implications of what you do in
your journal and don't neglect to summarize them in your Final Self-Assessment.
Engaged Citizenship learning objectives can be, but are not limited to, those listed in the
following table. All objectives should be specific to the student’s situation.
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Sample Objectives for Engaged Citizenship
PUBLIC
AFFAIRS
SOCIAL
RESPONSIBILITY
CIVIC
RESPONSIBILITY
LEADERSHIP
Apply a personal
framework to public
affairs, civic
engagement or
leadership issues
Assist in changing a
specific public policy
Make a specific and/or
valuable contribution to
the community or the
organization.
Improve your
understanding of civic
responsibility.
Develop and apply
leadership skills.
Improve your
understanding of social
responsibility.
Engage with and
demonstrate complex
thinking to a specific civic
or social issue.
Encourage other
people to participate
in public life by…
Engage with and
demonstrate complex
thinking to a specific civic
or social issue.
Apply both academic and
disciplinary knowledge
and personal experience to
a specific societal
problem.
Apply a personal
framework to public
affairs, civic engagement
or leadership issues.
Clarify and apply actions
based on the democratic
process.
Apply a personal,
ethical framework to
public affairs, civic
engagement or
leadership issues.
Discover and improve
your leadership skills
with or without a
formal position.
Learn and/or improve
skills of collaboration
for facilitating change
efforts.
Find a possible
explanation for or
approach to address a
specific social, political,
cultural, environmental or
economic issue.
Facilitate the delivery of
certain community or
social services.
Work with others in the
community to solve a
specific problem.
Interact with the
institutions of
representative democracy.
Participate in individual or
collective actions designed
to identify and address a
specific issue.
Understand the value of a
diverse world.
Encourage other people to
participate in public life
by…
Find a possible
explanation for or
approach to
addressing a specific
social, political,
cultural,
environmental or
economic issue.
Gain knowledge
about a specific issue
or how it relates to
public policy.
Practice respectful
interactions with diverse
peoples.
28
Assist in changing a
specific public policy.
Participate in public life
by…
Understand and
participate in the
democratic process.
Recognize other
peoples’ talents and
utilize them to
accomplish a shared
agenda and facilitate
change.
Clarify and apply
actions based on
personal values.
Apply a personal
framework to public
affairs, civic
engagement or
leadership issues.
GOAL AREA 4: PERSONAL GROWTH
Learning is personal growth. When you learn, you change. You change your behavior, or
your idea of things. Personal growth involves change in areas that are important to your
values and personal goals. You should note that this is the hardest goal area to define
because it is so broad and overlaps with the other goal areas. If you do set an objective in
the Personal Growth goal area you need to ensure that the objective is focused on learning
that is college level. You may have the goal of saving money by taking your lunch to work
every day, which is great, but that is not a goal that requires college level learning. Learning
better time management skills that can benefit your school and internship work is a goal that
can be considered college level. When setting a Personal Growth objective you also need to
be sure to check that the objective does not better fall into one of the other, more specific,
categories.
Goal Area 5: Self-Directed Learning
Learning is a life-long process. Self-directed learning objectives should focus on skills that
will help continue to learn after the Internship and your college career are completed.
Dr. Malcolm Knowles developed this list of self-directed learning skills:
SKILLS OF SELF-DIRECTED LEARNING
1. The ability to develop and be in touch with curiosities. Perhaps another way
to describe this skill would be "the ability to engage in divergent thinking."
2. The ability to perceive one's self objectively and accept feedback about one's
performance non-defensively
3. The ability to diagnose one's learning needs in the light of models of
competencies required for performing life roles.
4. The ability to formulate learning objectives in terms that describe performance
outcomes.
5. The ability to identify human, material, and experiential resources for
accomplishing various kinds of learning objectives.
6. The ability to design a plan of strategies for making use of appropriate
learning resources effectively.
7. The ability to carry out a learning plan systematically and sequentially. This
skill is the beginning of the ability to engage in convergent thinking.
8. The ability to collect evidence of the accomplishment of learning objectives
and have it validated through performance.
(Knowles, 1970)
As you begin to think seriously and in detail about what you want to learn from your
Internship experience (whether it's a traditional internship, something you are doing where
you currently work, or an independent Project) consider these skills.
29
If you are interested in learning more read the entire short article from "Creating the Future:
Perspectives on Educational Change”
http://education.jhu.edu/newhorizons/future/creating_the_future/crfut_knowles.cfm.
If you are interested in catching more of the authentic spirit behind the self-directed learning
cause, there's no better place to start than: Freedom to Learn (3rd Edition) by Carl R. Rogers
and H. Jerome Freiburg (Prentice-Hall, 1994).
GOAL AREA 6: THEORY - PRACTICE
There are few phrases as attractive to scholars, teachers, school administrators, economists
and intellectuals of all kinds, as “theory and practice.” To them it represents the vision of a
useful idea.
Everybody has heard the expression, "It may sound nice in theory, but it won't work in
practice." Though the opposition of theory and practice appears to rule the day, it is all for
show. When people get serious they say that practice derives from theory, which is to say,
"If you don't know what you are doing, you can't possibly do it right." If this sounds as
plausible to you as it does to most of the rest of us, you can be sure that you are in tune with
the times. It is the ruling idea of our technological age: that doing is always technical and,
thus, always done better when we have a rational method.
Observe how theory-practice it works in your own case. Are you using the theories and
concepts of your major field of study in your work? Do you have any beliefs that you use as
a basis for action? Are all of the doctrines you have used practical? Do all of the rules or
truths you have learned in class hold true? Are you using anything you learned in school?
Be honest. Could you use more of what you learned in school if you really put your mind
to it? Do any of your colleagues at work seem to use theory, in any of its alternate forms, in
practice?
The chances are pretty fair that theory is rarely cited in work. Most of the emphasis is
probably on competence and judgment. Competence is the ability to use required skills
effectively, and it is observed as flair or is inferred from the long-run reliability of a person's
work. Good judgment is something more difficult to express, but it generally refers to
competence which is confident, timely and effective enough to go unnoticed. A clinician
responds to the client's present mood; a judge may respond to an attorney's motion; a
teacher corrects a student; a salesperson takes a new tack with a customer: all these are
normally done without thinking back to first principles or, perhaps, without conscious
deliberation by all. Once we "learn the ropes" the situations and circumstances of work are
familiar enough to most of us that we don't need to think about what we do. We can rely
on what Donald Schon (1983) called "theory-in-practice."
On those occasions when things don't go quite right, we may be forced to think about what
we do. It is in these instances that theory comes back into the light and professionals have
to consider if their practice really is in line with appropriate theory.
So far we have concentrated on the idea of applying theory to practice, but we should note
30
that it can work the other way, too. For many students who are involved with programs
like Internship Services, one of the most remarkable consequences of experiential learning is
that students return as better learners in the classroom. They often show clearer focus and
firmer resolve. Many students revise their ideas about what courses they ought to take, and
more than a few have decided to change their majors as a result of their Internship
experiences. So, from time to time during the term, reflect on the impact your experience
may be having on your future education.
For a better idea about Theory and Practice, read…
Schon, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York,
NY: Basic Books.
Another interesting treatment of this issue is the fictional account of an anthropologist who
went to Africa to apply theory to practice and discovered she had to put practice into
theory...several times over.
Bowen, E.S. (1964). Return to Laughter: An Anthropological Novel. New York, NY: Anchor
Books.
Resources
Gardenswartz, L. & Rowe,A. (1994). Diverse Teams at Work: Capitalizing on the Power of
Diversity (New York: McGraw-Hill.
House, R.J. Hanges, P.J., Javidan, M., Dorfman, P.W., & Gupta, V. (Eds.). (2004). Culture,
Leadership, and Organizations: The GLOBE Study of 62 Societies. Thousand Oaks, CA: Sage
Publications, Inc.
Knowles, M.A. (2002). Lifelong Learning: A Dream. In Dickinson, D. (Ed.), Creating the
Future: Perspectives on Educational Change. Retrieved from
http://education.jhu.edu/newhorizons/future/creating_the_future/crfut_knowles.cfm.
McCracken, H. (1996). Cultural Diversity Module. Internship Services Course, UIS,
Springfield, IL.
National Urban League. (2005). Diversity Practices That Work: The American Worker Speaks.
New York, NY: Peoples, J.C.
Schon, D.A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York,
NY: Basic Books.
Shaughnessy, Thomas J. (1999) We are all leaders: the characteristics, benefits, behaviors and
actions of successful leaders. [S.l. : s.n.].
Spenser, R.C. (1973). Doing the Truth. In Rittenbush, P.C. (Ed.) Let the Entire Community
Become Our University. (pp. 88-94). Washington, D.C.: Acropolis Books.
Sweitzer, H.F. & King, M.A. (2004). The Successful Internship: Transformation and
31
Empowerment in Experiential Learning (2nd ed.). Belmont, CA: Thomson Books/Cole.
US Department of Agriculture Animal and Plant Health Inspection. (2003) What Is
Workforce Diversity? Retrieved from
http://web.archive.org/web/20030827111606/http://www.aphis.usda.gov/mb/wfd/defin
e.html.
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C
hapter 5
Learning Contract Part 2: Creating your draft
"In today’s economy there are no experts, no best and brightest with all the answers. It’s up
to each one of us. The only way to screw up is to not try anything."
- Tom Peters
“A person who aims at nothing is sure to hit it.” -Anonymous
33
Introduction
The basic purpose of a Learning Contract is simple: it is to focus your attention on your
goals by anticipating exactly how you will reach those goals. When you assemble your
learning contract and fulfill its terms during the course of the placement, you will have
completed the four basic steps to learning anything:
1. Clarifying learning objectives,
2. Selecting appropriate learning activities for achieving your learning objectives,
3. Finding resources to help you learn from doing the tasks,
4. Assessing your progress in achieving your learning objectives.
The Learning Contract is a means for organizing yourself to learn, as effectively and
efficiently as you can, a few things that are important to you. Your learning objectives will
not include everything you do, or everything you will learn. It may even happen that the
most important things you learn at your Internship won't be in your Learning Contract.
You will have opportunity to address these learning outcomes not specified by the Learning
Contract later in your assignments.
In the previous chapter you read about Internship Services six goal areas. You will need to
refer to these six goal areas when you write your Learning Contract.
General Rules for Your Learning Objectives
 You will set a minimum of 4 total learning objectives.
 Everyone must use, at least, two different goal areas when writing the learning
objectives for their Learning Contract.
 If you are taking this course for ECCE Engagement Experience you must write, at
least, one objective from the Engaged Citizenship area. (if you entered UIS after
2007 you are likely taking the Internship course for ECCE credit)
 Students from the College of Business and Management must write, at least, one
objective from the Theory-Practice area.
 Make a new page for each learning objective in your learning contract- it makes for
easier reading.
Four parts to each learning objective:
Each learning objective will have four parts:
A. Learning Objective Statement
B. Activities and Experiences
C. Resources to be Consulted
D. Methods of Assessment
The following instructions will help you develop each part of your learning objectives.
Part A: Learning Objective Statement
There are two steps involved in creating your Learning Objective Statements:
34
STEP 1. What do you want to learn?
One way to think about your learning objectives is to first identify what you want to learn.
There is nothing more important to a good learning experience than having an authentic
want - something important to you, something which makes it matter that you learn well.
When you have such a want, it is important to clarify it and to make sure that it is
appropriate to your situation. You should be able to achieve it in your placement, and it
should be relevant to your life history.
Start by identifying what you want to learn in each goal area: (Remember you only need
four objectives unless you are earning seven or more credits, but it is helpful to start off
identifying a want in each goal area)
If you are struggling with coming up with things you want to learn in each goal area consult
the Power Point in Seminar Two.
INTERNSHIP GOALS
Career Education
I WANT --
Cultural Diversity
Engaged Citizenship
Personal Growth
Self-Directed Learning
Theory-Practice
STEP 2. Turning Your Wants into Learning Objectives
This is the critical step in the process: the success of the learning contract technique
depends on how you state each learning objective. A learning objective is a statement of the
outcome you would like to achieve by your learning. Remember that learning is change:
when you accomplish your learning objective you will be different. The first thing you
should think about as you begin to translate your wants into learning objectives is what that
difference will be.
Wants are often uttered in vague and ambiguous sentences. Take, for example, the
statement of a communication student working in the marketing department of a for-profit
business:
"I want to know if I can be a really good marketing coordinator."
It is a good want statement in that it was a deeply-felt, authentic desire which was
appropriate to his placement and his stage in life. But it is vague. The way to write a clear
learning objective is to state each as your intention to acquire or improve a skill: to change
35
your ability to do or to know something, or to improve or further develop something you
already do or know. A more specific example of a learning objective the above
communication student would be:
Career Education: "To compile an inventory of professional role skills displayed by
executive-level marketing coordinators and directors."
Turn your wants from Step 1 into more specific learning objectives (if needed):
INTERNSHIP GOALS Possible Learning Objectives
Career Education
Cultural Diversity
Engaged Citizenship
Personal Growth
Self-Directed Learning
Theory-Practice
Choose at least four of the above learning objectives that you would like to use to create
your learning contract and continue with the rest of the steps. Reference the General Rules
for Learning Objectives at the beginning of the chapter to make sure you address the
appropriate goal areas. You must indicate which goal area each learning objective comes
from in your learning contract!
*note if you are taking seven or more credits you have to complete more than four
objectives.
Part B: Activities and Experiences
Now that you have identified at least four learning objectives the next step is to indicate
how you will achieve each objective. You will know your learning objective is practical if
you can list the things you will be doing and the situations you will be in that will allow you
to learn.
Your activities and experiences should be action statements that use words such as:
Identify
Develop
Improve
Compare
Describe
Apply
Demonstrate
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Write
Read
Communicate/Discuss
Interview/question
Observe
The communication major who wants to compile an inventory of professional role skills can
do this in the course of his Internship by:
1. Observe and log skills used by marketing coordinators.
2. Question marketing staff about the skills used.
3. Read several articles on executive-level marketing professional skills.
The idea for this part of the contract is to be as detailed and concrete as you can about the
activities and experiences by which you intend to learn. List all of them you can think of
doing. You may repeat some of them under another learning objective, but that is to be
expected.
Part C: Resources to be Consulted
Now that you know what activities you will be engaging in, you need to identify the
persons, materials, information and other tools you will need to use to complete your
activities. Your resources should support your activities. If you say you are going to be
reading about a topic then provide a detailed description of the material. People should be
listed by name and job title. Identify web resources by name and URL. Be specific. Be
thorough.
Going back to our communication student example, some resources for the 3 activities
listed in the above section would be:
1. Marketing coordinators in office: James Smith and Bill Wright
2. Senior Marketing Director: John Jones
3. Hosford, C. (2013). The future of marketing: Are skills keeping up with
increasing demands? B to B, 98(6). Retrieved from Business Source Elite, March
31, 2014.
Part D: Methods of Assessment
The last section of the Learning Contract form is Methods for Assessment, where you
specify how you are going to show that you have acquired or improved the skill or
knowledge stated in each learning objective. You must be able to show your UIS
Supervisor what you have learned and how you have learned it. There are four basic ways
of showing that you have learned. They are:
1. Self-assessment
2. Assessment by others who are in a position to know and appreciate your learning
3. Demonstration of skill to others who are in a position to know and appreciate your
learning
4. Documentation of skill reviewed by others who are in a position to know and
appreciate your learning
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Self-assessment is when you select internal or external attributes that show your progress
toward a learning objective. Self-assessment is almost always a narrative on what was
learned, how it was learned and how well it was learned. You should indicate where this
narrative will be located- most often it is in the journal or final self-assessment.
Assessment by others will normally occur when external attributes that show your progress
toward a learning objective are observed or reviewed by others; and they provide you with
oral or written feedback. You must recruit (include them in your learning contract) and
solicit feedback from these resources. If the feedback is oral, record and reflect on it in your
journal.
Demonstration of skill and knowledge can take many forms. Students have presented a Power
Point or videos of their work to members of their academic departments. A student who did
her AST in another country demonstrated her abilities by presenting slide-lectures to clubs
and organizations in the Springfield area. Maps, essays, stories, and photographic essays
are other ways by which AST learning has been demonstrated. Charts, tables or graphs of
the student’s learning(s) can be included with the Final Self-Assessment. Basically, a
demonstration is something you do in order to show what you have learned and get
feedback from those who have had the opportunity to observe or review your
demonstration.
Documentation is anything tangible you have done which implies your learning. If your
Learning Objective was to learn a new computer language (e.g. Java), a print-out of a
program you wrote in it would be a good documentation. If your Learning Objective
involved your writing skills, then drafts of the document from the first draft to the final draft
would be a good documentation. Students have often included in their portfolios things
done at work which show a level of attainment: training program certificates, balance
sheets, memoranda, and special studies of all kinds. Be careful not to violate anyone's right
to privacy or confidentiality when providing documentation. If you have any questions
about documents you wish to provide, ask your Field Supervisor. Accounting students
should never include documentation for this reason.
Again, going back to the communication student example, some appropriate methods of
assessment would be:
1. Create an inventory of professional skills and attach to Final Self-assessment.
2. In body of Final Self-Assessment, summarize what was learned by creating an
inventory of professional skills.
3. Document feedback and advice from coworkers and supervisor in reflective journal.
Accounting Students: Please note that you are only allowed to list the following as your
methods of assessment per Dr. Leonard Branson. This only applies to Accounting students!
All others use the above format.
D. Methods of Assessment
a. Journal
b. Midterm Self-assessment
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c. Final Self-assessment
Complete Learning Objective Examples
The following are examples of well thought-out and properly done learning objectives. The
first is the complete learning objective components put together from our communication
student discussed throughout the previous section:
Learning Objective One (Career Education)
A. To compile an inventory of professional role skills displayed by executive level
marketing coordinators and directors.
B. Activities and Experiences
1. Observe and log skills used by marketing coordinators.
2. Question marketing staff about the skills used.
3. Read several articles on executive-level marketing professional skills.
C. Resources to be Consulted
1. Marketing coordinators in office: James Smith and Bill Wright
2. Senior Marketing Director: John Jones
3. Hosford, C. (2013). The future of marketing: Are skills keeping up with
increasing demands? B to B, 98(6). Retrieved from Business Source Elite
March 31, 2014.
D. Methods of Assessment
1. Create an inventory of professional skills and attach to Final Self-assessment.
2. In body of Final Self-Assessment, summarize what was learned by creating an
inventory of professional skills.
3. Document feedback and advice from coworkers and supervisor in reflective
journal.
39
Learning Objective Two (Cultural Diversity)
A. Learn how to appropriately assess college students with disabilities (reasonable and
appropriate accommodations).
B. Activities and Experiences
1. Watch and shadow my LLCC field supervisor in her daily activities
2. Study textbooks and other resources available
3. Talk with students and parents
4. Observe and conduct a compensatory strategy assessment for students with
disabilities
5. Study case files of IEP, psychological assessments, and test scores to tie
learning together
6. Attend and listen to conversations with students
7. Sit in and actively participate in scoring, discussion, interpretation, and
recommendations.
C. Resources to be Consulted
1. Psychological assessments
2. Physicians letters
3. Hospital records
4. Audio grams
5. Vision screening
6. College Disability Department Director: field supervisor
7. College Disability Department program assistant
8. Disability specific textbooks
D. Methods for assessing progress
1. Field supervisors opinion and evaluation, documented in my journal
2. Feedback from others that I am involved with during the internship,
documented in my journal
3. Document other activities aimed at achieving the objective in my Internship
Journal
4. Assessing progress in my Internship Mid-term and Final self assessments
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Learning Objective Three (Engaged Citizenship)
A. To research and analyze how the Springfield Urban League serves the city of
Springfield.
B. Activities and Experiences
1. Question CFO Sam Gross about SUL funding and disbursements.
2. Question CEO Nina Harris about SUL mission statement, programs, and
projects.
3. Read SUL web site http://www.springfieldul.org/.
4. Read SUL Information Book.
5. Read The Urbanite newsletter.
6. Volunteer for a community event.
C. Resources to Be Consulted
1. Springfield Urban League, Inc.’s website: http://www.springfieldul.org/
2. Information book
3. The Urban League’s Newsletter: The Urbanite
4. SUL employees, board, benefactors, and clients
D. Methods of Assessment
Documentation detailing:
1. SUL operations, projects, and initiatives
2. How one or more of these projects or initiatives serves the city
3. Discussion of involvement/role in service
4. Observations of how clients react to services from volunteer activity; and
5. Plans/reflections for continued engagement in community service.
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Learning Objective Four (Personal Growth)
A. To improve my public speaking skills.
B. Activities and Experiences
1. Practice and test technician’s greeting and farewell during work huddles.
2. Make notes on observations of technicians’ public speaking skills.
3. Question field technicians of good practice involved.
4. Engage in conversations with customers.
C. Resources to Be Consulted
1. Senior Broadband Technician
2. Broadband Technician Supervisor
3. Senior Broadband Technician
4. O’Hair Dan, Stewart Rob, and Rubenstein Hannah. A Speaker’s Guidebook.
Boston: Bedford St. Martin’s. Print.
D. Methods of Assessment
1. Summarize confidence level with speaking to people in my journal and
document how my confidence level changes.
2. Comparison of current ability to expectations and the abilities of other field
technicians in my journal.
3. Describe the level of improvement of my public speaking skills in my final
self-assessment.
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Learning Objective Five (Self-Directed Learning)
A. To improve my productivity level by gaining the ability to control better my
workflow, and to be more efficient in the tasks I undertake.
B. Activities and Experiences
1. Critique my current organizational methods and highlight my strengths and
weaknesses.
2. Read Getting Things Done by David Allen.
3. Create an action plan to integrate best practices from David Allen’s book in to
my work processes to improve my productivity.
C. Resources to be Consulted
1. Allen, David. (2001). Getting Things Done. New York, Penguin Books.
D. Methods of Assessment
1. Include my initial critique in my journal.
2. Incorporate my thoughts from reading the Allen book into my journal.
3. Include the action plan to improve my productivity in my final selfassessment.
4. Assess my level of improvement throughout the internship in my final.
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Learning Objective Six (Theory – Practice)
A. To see if management Theory A learned in MAB 456 holds true in this work
environment focusing on leadership and motivation.
B. Activities and Experiences
1. Develop effective work teams for successful completion of AST project.
2. Study applying Theory A to various leadership and motivational theories
[studied] practiced.
3. Attempt to facilitate group cohesiveness and reporting on Theory A.
C. Resources to Be Consulted
1. Text books used in MAB 456 and other information on Theory A
2. Radical Management by Samuel Culbert and John McDonough
3. Theories on leadership from management classes
4. Theories on motivation from management classes
D. Methods of Assessment
Documentation:
1. Effects of Theory A when tested in work environment focusing on leadership
and motivation attached to Final Self-Assessment.
2. In body of Final Self-Assessment, summarize what I did and learned in
reaching conclusions about Theory A in practice.
Chapter 5 References:
Cell, E. (1984). Learning to Learn from Experience. Albany, NY: State University of New York
Press.
Maslow, A. H. (1970). Motivation and Personality. New York, Harper & Row.
44
C
hapter 6
THE SITE VISIT BY THE UIS SUPERVISOR
"Changing oneself in order to give more is the fundamental liberal art, and the one most
relied upon whenever life changes its course."
- Lt. Paul Hibser, Peoria Police Dept.
45
After your seminar instructor has approved your Learning Contract it is your responsibility
to make arrangements for the site visit. This is usually expedited by calling or emailing your
UIS Supervisor to find some dates and times that would be convenient for him or her to
come and then finalizing this with both the Field Supervisor and the UIS supervisor. You
must be present at the meeting with both supervisors. The site visit should be held when
you have completed approximately 40% of your hours. Your UIS Supervisor will come to
your placement for the visit or make a telephone visit (conference call or speaker phone)
with you and your Field Supervisor. Send both supervisors a copy of the Learning Contract
(cover sheet and learning objectives) before the site visit. Normally, this visit takes about 20
to 30 minutes.
The primary purpose of the site visit is for the three of you to review your Learning Contract
and ensure that everyone agrees to the work you plan to complete for the rest of the
placement. If any changes need to be made they can be noted on the contract during the
visit. Your UIS Supervisor will want to know how you are progressing and what special
projects or duties are part of your position. When agreement on the terms of the Learning
Contract is reached by all of you, the cover sheet is signed. See the end of this chapter for a
copy of the cover sheet, which is also available on Blackboard. Where appropriate you may
also want to offer your UIS Supervisor a tour of the site.
After the site visit submit the Learning Contract, with signed cover sheet, as instructed by
your seminar instructor.
The main function of the site visit is quality control:
 To review the Learning Contract in terms of academic appropriateness.
 To see that the student is being allowed to do the things needed to accomplish the
objectives.
 To see if there are any additional objectives the student would like to add.
 To see if the UIS Supervisor feels any new activities or resources would be more
appropriate and/or necessary for the student to complete objectives.
 To see if the Field Supervisor can suggest additional activities or resources that may
be available to help fulfill student objectives or provide other useful educational
experiences.
 To confirm that the student’s goals will be realistic to achieve within the timeframe of
the applied study.
 To ask if the supervisor has any questions about the program, or concerns/issues
about the student which need to be discussed at this time.
 To sign the cover sheet of the Learning Contract at the end or shortly after the visit.
If the site visit is too late in the time frame of the total experience, there is no time for the
student to evaluate progress between the Midterm and the Final Self-Assessments or to
change/adjust the objectives in the Learning Contract. The site visit must take place
during the semester the Internship takes place!
46
Possible Questions for the Site Visit
The UIS Supervisor will have questions for you and the Field Supervisor in order to get a
good feel for how the experience is going. Think about these questions in preparation for
the visit:
 In general, how are things going for you so far?
 Can you give a brief overview of your internship or the projects you have been working
on? Talk over the remaining timeline for the internship/project in terms of completion.
 Has the experience been what you expected when you wrote your
Internship/INTERNSHIP Project Outline, or have there been changes/modifications?
 What have you learned so far—both specific things about the technical project, but also
life lessons and academic lessons?
 Have you been challenged and motivated to learn and perform?
 What surprises have you had about the work experience, the organization, or yourself?
 What are you most proud of achieving?
 What skills have you gained?
 Have you had any difficulties or obstacles in accomplishing your goals or completing
your learning objectives?
 What sort of training have you had?
 Has your work experience helped you toward your long-term career goals?
 Has this experience given you a clearer picture about what you would like to do in the
future?
 What skills or tasks would you like to work on, given the opportunity?
 Are there things you have not done that you would like to try?
 What are your academic plans? Are you graduating soon?
Your UIS Supervisor might want to meet with you privately after the site visit to compare
notes or give some guidance to you. You should be feeling comfortable about what was
discussed and accomplished during the visit and what you will be doing for the remainder of
the Internship at the end of the visit. If you are not, ask more questions until you
understand the situation or topic completely. Your aim should be to be successful and to
accomplish your goals.
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LEARNING CONTRACT COVERSHEET
STUDENT___________________________________UIN_______________________
PLACEMENT__________________________________________________________
LENGTH OF INTERNSHIP____________TO__________FOR_____Semester Hrs
CREDIT
(Beginning date)
(Ending date)
FIELD SUPERVISOR
(Signature)
(Date)
(Signature)
(Date)
(Signature)
(Date)
UNIVERSITY SUPERVISOR
STUDENT
In the space below, briefly indicate the activities, duties, or projects involved in this
placement.
48
C
hapter 7
THE MIDTERM SELF-ASSESSMENT
"Originality does not consist in saying what no one has ever said before, but in saying
exactly what you think yourself."- James Stephens (1882-1950)
49
The Midterm Self-Assessment, minimum 500 words long, is an occasion for summing up,
taking stock and, if necessary, changing directions. Submit your Midterm after your
learning contract has been approved and ideally after the site visit has been completed. At that
time you should have about 50% of your hours completed. Consult your timeline.
As you begin to work on your assessment, surround yourself with your Learning Contract,
your Journal, and the feedback from those who are participating in and supervising your
learning experience.
The Midterm Self-Assessment contains four sections:
1. Progress Towards Learning Objectives
2. Progress in Reflection
3. Summing Up
4. Additions/Corrections/Changes
Progress towards Learning Objectives
Assess each of your Learning Objectives separately. Identify each objective. Are you doing the
activities that you said you would do, in a way that pertains to what you want to learn? Is
your progress being recorded in the manner appropriate for your method of assessment
(quantitative and/or qualitative)? Do you feel that you will be able to accomplish each
learning objective as assembled by the end of your placement?
Progress in Reflection
This section should be a review of your experiences with reflecting which you undertook in
your Journal during the first half of the term. How is it going writing the second paragraph
or reflective part of each Journal entry? Do you enjoy it? Is it hard? Is it revealing? Does
your ability to reflect change in any way? Do you notice any characteristic pattern or styles
in the reflections? What are you learning from your reflections?
Summing Up
This section answers the question, "How has it gone so far?" Answer this in terms specific
to what you are learning not in general terms. In addition to your progress in learning and
reflecting, you might include a brief description of learning outcomes, patterns and themes
discerned so far.
Additions/Corrections/Changes
Take a look at the first section of this paper. If you said that something is not working in
your Progress towards Your Learning Objectives, discuss what needs to be changed here.
Are there objectives that would be more pertinent to your activities that you would wish to
enter on your Learning Contract, either as additions or as substitutions for present
objectives? Are there features of your Internship which you did not anticipate? Are there
features of your Internship which are especially conducive to learning or which are obstacles
to your learning? Is there anything you have done, or have decided to do, as a result of your
Internship experience to date? Do you need an adjustment or extension of your end date?
If you do, you should discuss this with your Internship course instructor.
50
C
hapter 8
THE FINAL SELF-ASSESSMENT
"Let me read with open eyes the book my days are writing - and learn."
-Dag Hammarskjöld
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As you begin to work on your Final Self-Assessment, surround yourself with your Learning
Contract, your Journal, any work products generated during your placement, and the
feedback from those who participated/supervised in your placement/learning experience.
The Introduction
A required introduction section at the beginning of your Final Self-Assessment should
provide background and additional context for the UIS Supervisor to understand your
learning experience. In your introduction, you will want to briefly summarize where, when,
and why you chose this placement; what you did there in relationship to what goes on at the
placement; and what changes you see in yourself as a result of this placement (both doing
and learning).
In addition to the Introduction, there are four sections to the Final.
1. The Learning Objectives stated in the Learning Contract.
2. Learning outcomes not specified by the learning contract.
3. Learning outcomes which improve your abilities to learn.
4. Learning for change: reviewing your placement and Internship Services.
The Learning Objectives Stated in the Learning Contract
This is the most focused of the four categories because of the time and effort you spent in
developing the Learning Contract objectives. You must now assess how you have
progressed in each of these objectives.
For each Learning Objective, it should be clear what you set out to accomplish. Was it to
learn how to know something? Was it to learn how to do something? Was it to
improve/change something that had already been experienced? Was it to make a decision
about something? Was it to determine what factors should be considered when making a
decision about something? Be clear.
Next, look at the method of assessment for that learning objective. Who (self, co-workers,
peers, so forth) and how (feedback, demonstration, documentation) was the objective to be
assessed? Gather your evidence for that objective. Describe what the evidence is and what
it tells about your progress toward that objective. Your assessment can be positive, or in
some cases negative, or a combination of both. You may not have accomplished what you
had planned to do or to learn. Be frank.
Repeat the process for each of the Learning Contract learning objectives separately.
Learning Outcomes Not Specified by the Learning Contract
This category may include all of those things that you learned but which were not those
listed among your Learning Contract objectives.
Once you can identify these new learning objectives, ask yourself the following questions for
each:
 How you become aware of this new learning objective?
52





Was it a result of a specific incident or reference in the Journal?
Was it a result of a pattern of events that emerged from reading the Journal?
Was it the result of insightfulness?
How did you attempt to address/process this new learning objective, if at all?
What remains of this new learning objective that must be addressed/processed in
the future?
These learning outcomes may involve technical, relational or institutional skills and
knowledge, capability (strengths and weaknesses), suitability (likes and dislikes),
confirm/derail your future plans, peace of mind or a sense of purpose/direction.
Learning Outcomes Which Improve Your Abilities to Learn
This category covers what you may have discovered about the patterns, themes or
moods/emotions of your experience and learning during the placement. Clearly learning
has taken place, but how? Start by focusing on your preferred learning style profile. Review the
other three remaining learning styles as well.
Do any of the patterns, themes or moods/emotions you recollect in what you did on the
placement match with one or more of the learning styles? Think about each task you were
performing in the context of its complexity, the participants, the timeframe, and what you
were feeling at the time.
The key to effective learning is the ability to be flexibly competent in each learning style
when it is called for, not to use all styles in every situation. Do you find that your flexibility
occurs regularly, with some reluctance, usually hit-or-miss, or after a period of trial and
error?
Learning for Change: reviewing your placement and Internship
Services
Your learning was shaped to some extent by the Internship Services process and the
placement. Please write about how the placement affected your experience. How should
the placement change or not change? Why? How did the placement help or hinder your
educational and professional development?
In addition to the placement the context of your learning includes instruction/guidance at
seminars, reading and completing assignments contained in the Internship Handbook and
Learning Style Inventory, maintaining a journal, and negotiating a learning contract.
If you wish your assessment may include constructive comment/criticism of each of these
context components.
 What components should Internship Services change/not change? Why?
 How did each component help/hinder your progress?
Your comments on these components of the Internship are optional.
Criteria and Due Dates
The Final Self-Assessment is your opportunity to stop and reflect on what your experience
53
has meant to you. It will be reviewed by your internship course instructor and also by your
UIS supervisor.
The Final Self-Assessment should be a minimum of 2,500 words long. It should be typed
in good form—the equivalent of a final paper in any UIS course. Your Final should be
handed in when you have completed 90% of your hours. Consult your timeline.
If you plan to graduate at the end of the semester, your experience must be finished and the
materials submitted no later than three days before the last day of the semester. If you are
not going to be finished with your experience by then, discuss the situation with the faculty
in the Internship Services office.
If you are not able to submit your materials by the due date, you must contact your
seminar instructor so that a deferred grade (DFR) can be arranged. You must negotiate a
new date for submitting your materials. Do not take this option if you plan to graduate at
the end of the semester. EXTENSIONS ARE NOT AUTOMATIC but must be requested
by the student and granted by the Internship course faculty/instructor. If granted the
extension can be granted for up to 1 month after the end of the semester. See the Request
for an Extension form at the end of this chapter. Students will not receive warning letters or
telephone calls. It is the student’s responsibility either complete the course in its entirety or
request an extension. Once given, a “NO CREDIT” cannot be changed unless the
Internship Services Office has made an error.
54
REQUEST FOR INTERNSHIP COURSE EXTENSION
I am requesting an extension of time in order to complete my Internship course requirements.
(Can request up to 1 month beyond the end of the semester.)
Student Name: _____________________________________
Date: _________________________
Placement Site: ___________________________________________________________________________
Internship Course _____________________________
Credit Hours: ______________________
# On-Site Hours Completed to Date: ______________
# Still Needed: _________________________
# Course Sessions Missed/Not Completed: ____________________
Reason for Requesting Extension: (attach additional pages if necessary) ___________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Please indicate your proposed date to get each assignment completed. (If the assignment is already done mark as
“complete.”)
Learning History __________
Career Spot Quiz __________
Internship Course/AST Quiz __________
Learning Contract __________
Signed Learning Contract Coversheet__________
Practice Interview__________
Midterm__________
Revised Resume
Final Self-assessment__________
Complete Journal__________
Discussion Board (all 5 posts and responses) __________
Internship Work Hours __________
_____________________________________________________________________________________________
I agree to the above conditions.
_______________________________________
Student’s Signature
_______________
Date
Required Approval Signatures
_______________________________________
Internship Services Representative (seminar instructor or faculty)
_______________
Date
_______________________________________
Assigned UIS Supervisor
_______________
Date
_______________________________________
Field Supervisor (only for hours extension)
_______________
Date
Revised: May 2014
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