Linking the Academy to the Community Through Internships: A Model of Service Learning,Student Empowerment,and Transformative Education

This paper provides an overview of an internship program designed to empower students and to build collaborative relationships within the local community. The structure of the internship program is designed from a combined service learning, empowerment, and transformative learning perspective. It is set up with a series of empowering activities, including preplanning, initial exploration, siteselection, and contract design. The requirements for the internship course include a commitment to academic education and skill development that are couched within an emancipatory pedagogy. Through transformative learning, students can become empowered citizens. Through university-community partnerships, the potential for ameliorating social problems is strengthened. As we create a new community of learners in the twenty-first century, the role of the university in the community may be strengthened through internship programs.     

高职院校学生顶岗实习之浅见

高职院校学生顶岗实习是一项新的教学环节,也是培养面向第一线需要的,实践能力强,具有良好职业道德的高技能、高素质人才的实践性教学环节。通过实践,取得了一些经验,为高职院校学生顶岗实习打下了基础。     

Community college field placement internships: supervisors’ perspectives and recommendations

ABSTRACT

Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.     

The Faculty Field Liaison: An Essential Role for Advancing Graduate and Undergraduate Group Work Education

The faculty field liaison is responsible for representing a school’s social work program in monitoring agency internship sites and agency field instructors for an assigned cohort of the program’s BSW or MSW internship students. This article focuses on the faculty field liaison’s role in effectively monitoring the internship site and field instruction to ensure the internship experience is successfully providing the group work skills and knowledge the BSW or MSW student intern needs to be an effective group work practitioner. The field instructor role has been given a lot of attention in the social work literature, but the role of the faculty field liaison has been given little to no attention. This is despite the faculty field liaison’s significant responsibility of representing the BSW and MSW program by bridging the relationships between the program, the field instructor, and the internship student. This article identifies the importance of the faculty field liaison responding to concerns in group work education in the classroom and field setting. Practice vignettes illustrating the work of the faculty field liaison in monitoring group work assignments and field instruction supervision for graduate and undergraduate social work interns are provided.     

Developing an Undergraduate Internship Program in Applied Sociology

In this paper, I describe the steps taken to develop an undergraduate internship program in applied sociology at the University of North Carolina at Wilmington. I begin with an introduction to the internship program, including examples of student projects. I discuss the program's goals and leadership and the structure of the program, including scheduling, credit hours, prerequisites, admission requirements, project supervision, and curriculum. Afterward, I outline how internship opportunities were identified and describe the continued coordination of the internship program. I end with a discussion of the strengths and weaknesses of the program.     

基于PDCA的高职经管类专业顶岗实习质量保障体系研究

针对高职经管类专业顶岗实习存在的主要问题进行系统分析,重点从顶岗实习过程管理的角度,引入美国全面质量管理专家戴明博士提出的全面质量管理循环（PDCA闭环系统）这一先进理念,探讨如何构建顶岗实习的质量保障体系。     

Effectively preparing students for international field placements through a pre-departure class

Goals of international social work internships include greater cross-cultural sensitivity, professional growth, increased awareness of the impact of culture on the helping process, and a greater degree of intercultural adaptability, however, purposeful preparation is required to these desired goals. Therefore, a US BSW program developed a semester-long pre-departure class for students preparing to complete international internships. Theories of intercultural development and cross-cultural competence shaped the curriculum to help students increase self-awareness and critical reflection on their home culture; develop an understanding of cultural values about helping and social work as a profession in the destination country; and learn practical aspects of international travel and living abroad. Utilizing a non-randomized comparison group, significant differences were found on the Cross-Cultural Adaptability Inventory.     

Planning to work for free: building the graduate employability of planners through unpaid work

In the context of an increasingly precarious and competitive graduate labour market, exposure to pre-graduation professional work experience is becoming an increasingly critical feature of graduate employability. Outside the creative professions the contours of this shift have received comparatively little empirical attention. This study provides evidence of increasing participation in unpaid work beyond the creative industries where it is well established as a common practice. This study examines the complex patterns of opportunities and challenges that are created for and by Australian urban planning students in gaining relevant exposure to professional work, with a particular emphasis on participation in unpaid work experience. Through the lens of employability and the voices of early career professionals, this study explores the complexity of decisions to engage in unpaid work and identifies the potential personal and professional implications of these decisions. Focussing on the ways decisions around unpaid work are shaped by a range of factors including labour market conditions and disciplinary norms the findings yield new knowledge of how unpaid work is practised and shaped as a principal means through which employment-related advantage and enhanced employability in education to employment transitions is sought by participants and the potential implications of this.     

PDCA循环理论在持续改进实习教学中的运用

将质量管理领域的PDCA循环理论运用于专业综合实习教学管理中,可以使专业综合实习教学的研究和改进,由经验性工作方法阶段,逐步转变到现代化科学管理阶段。