Internationalizing the Student Internship An Irish Tale KATE

Internationalizing the Student Internship: An Irish Tale KATE FLETCHER GREGG HENDERSCHIEDT KATHRYN IVEY DALE PRACHT

PRACTICUM Our Tale Begins • We embarked on a curriculum review to identify areas of improvement. • Students told us they felt prepared for the world of work. • Our stakeholders and alumni said otherwise! • We made advising and curriculum changes. • We culminated in a study abroad opportunity which incorporated service learning and practicum (internship).

Academic Advising

ADVISING Advising in the Department of Family, Youth and Community Sciences (FYCS): Positive Changes Made Academic Advising • Stakeholders • FYCS Alumni Relations Group • Human Services Group • Advising survey – faculty • mentoring, academic advising, career advising • Alumni survey – masters thesis data collection • alumni perceptions of FYCS degree • Changes made to Professional Seminar

ADVISING Advising in FYCS: Positive Changes Made Academic Advising • How we prepare our students for practicum (internship) • Researched other programs • UF in India – NGOs Study Abroad Program • Research Methods & Program Planning and Evaluation courses • making these courses future prerequisites for Practicum • UF Quest

ADVISING UF moving to QUEST

The Professional Development Course:

PROFESSIONAL DEVELOPMENT The Professional Development Course: As it was Senior Seminar • It was almost always taken in their senior (fourth) year—often spring semester • 1 credit, required course • P/F grading – no option for letter grade

PROFESSIONAL DEVELOPMENT The Professional Development Course: Content as it was Senior Seminar • Graduate school applications • Panel speakers (alumni & graduate students) • Human services careers • Marketing the degree • • Resumes Interviewing Business dining etiquette Salary offers

PROFESSIONAL DEVELOPMENT The Professional Development Course: Challenges with the old format Senior Seminar • Insufficient time to adequately cover topics • Offered late in the curriculum • Students often reported that the information would have been helpful earlier • Disconnect with the required departmental practicum/internship • One credit courses are often not taken seriously by students

PROFESSIONAL DEVELOPMENT The Professional Development Course: Challenges with the old format Senior Seminar • Approached the chair regarding the challenges • Proposed a three credit model • After a long administrative process, it was approved by the University • The change was immediate—students the following spring were required to take three credit version

PROFESSIONAL DEVELOPMENT The Professional Development Course: As it is! Professional Seminar • It is prerequisite for the required practicum/internship • Now almost always taken junior (third) year • Required course for three credits • Letter grade is issued

PROFESSIONAL DEVELOPMENT The Professional Development Course: Course Content: As it is now Professional Seminar • Graduate school applications • Panel speakers (alumni & graduate students) • Human services careers • • • Marketing the degree Resumes Interviewing Salary offers Professional Portfolios

PROFESSIONAL DEVELOPMENT The Professional Development Course: Additional topics: Professional Seminar • Career self assessment and decision making • values, • interests, • technical, • transferrable skill identification, and • family and culture pressures, etc. • Human services communication skills • Practice labs for interviewing, salary negotiations, networking and human service communication skills

PROFESSIONAL DEVELOPMENT The Professional Development Course: Additional topics continued: Professional Seminar • Practicum requirements and site selection • Professional Portfolios • Hot topics presentations on diversity and other current career issues • Self Expression in the workplace • Career center presentation

PROFESSIONAL DEVELOPMENT The Professional Development Course: Advantages of new course Professional Seminar • More in depth course which covers more relevant career topics • Students are better prepared for their practicum/internship experience • Streamlined process for the practicum approval and registration • Students take the course more seriously

The Practicum Course

PRACTICUM Practicum As it was: Practicum Requirements • Originally two credits at 160 hours per semester • Optional three credits at 300 hours per semester • Online assignments (see below) Practicum Course Assignments (online) • Five journals – connected to reading and responding to five articles about professional ethics and office culture • Final paper regarding the agency, the student experience, and recommendations • Final Evaluation Form submitted by the student • Discussion posts to connect the students with each other

PRACTICUM Practicum The Transition: The Process • Stakeholders input • Alumni input • Faculty and Staff input

PRACTICUM Practicum As it is now: Practicum • Three credit course with 240 contact hours per semester • Online Assignments • Syllabus quiz • Five journals • Two guided journals with eight questions each (see next slide) • One journal - application of major & minor coursework knowledge • A mid-point check in (student suggested this) with site supervisor & self • Electronic portfolio showcasing their practical experience

PRACTICUM Practicum As it is now: Practicum • Online Assignments continued • Linked. In Profile • Final Evaluation Form submitted by the Site Supervisor • Extra Credit is offered – to encourage networking • Join the Linked. In UF FYCS Department Group • Office visit (Skype or in-person) • Profile picture • Action photo at their practicum site

PRACTICUM Practicum As it is now continued: Practicum Guided Journal Questions Journal One: 1. What happened and what did I do? 2. What were the effects of what I did? 3. How did my service make me feel? 4. What relationships am I building? 5. How does what I am observing at my placement relate to the concepts and ideas we learned in class? 6. What barriers did you experience at your service-learning site?

PRACTICUM Practicum As it is now continued : Practicum Guided Journal Questions Journal Five: 1. 2. 3. 4. 5. What happened and what did I do? What were the effects of what I did? How did my service make me feel? What relationships am I building? How does what I am observing at my placement relate to the concepts and ideas we learned in class? 6. What barriers did you experience at your service-learning site? 7. If you could change anything about your service-learning experience what would it be and why? 8. Retrospectively speaking, what connections can you make between your site and all the knowledge gained during your classes in your major and minor/Area of Specialization?

Study Abroad

PRACTICUM UF in India Study Abroad Program (6 credits total) • Two interviews prior to acceptance to Program • Three pre-departure orientations, one of which includes family members • 18 NGO Visits • Serves as a Practicum site for NPM and FYCS Majors • Seven weeks touring through India • Adding Nepal in 2019 • Reading requirements • Daily Reflections

PRACTICUM UF in Galway The Irish Tale • What started off as a dream years ago was brought to fruition in 2017 with 13 Galway Gals • How this Irish Tale all got started with a random conversation while volunteering • UF in Galway 2017 – what we learned and where we are going • 3 credits, 4 weeks, 1 site (originally) using a 3 rd party vendor • UF in Galway 2018 – where we are at today • 6 credits, 6 weeks, 2 sites, using a different 4 th party vendor

PRACTICUM UF in Galway 2018 Study Abroad Program (6 credits total) • Youth Development, Irish Culture, and Service-Learning (3 credits) • One interview prior to acceptance to Program • Two pre-departure orientations • Four - Eight NGO placements • Individual placements • Team placement • Homestays • Cultural excursions • Weekly “re. Flection Fridays” • Workshops • UF in Ireland Practicum (3 credits), or • UF in Ireland Field Study (3 credits)

PRACTICUM Our Irish Tale Continues • Lessons Learned from UF in Galway 2017 • Begin the planning and third-party vendor process early • On-going communication between third-party vendor and UF/UFIC is crucial to the Program’s success • Interview students to match interest and ensure a good fit between student expectations of a study abroad and the goals of the study abroad • When working with an NGO, one must learn to adapt to the organizational culture • Importance of Vetting each NGO thoroughly • Having more than one NGO to work with (this number will based on the number of students participating, and the number of students each NGO has the capacity to work with for a specified time period) • Taking input from your students and Trusting your own judgement is key to success • Being flexible, adaptive, assertive, and diplomatic

PRACTICUM Our Irish Tale Continues • Dr. Angela Miller suggested we meet Chris Lawlor, President of Learn International, in August of 2017 to discuss a new partnership. • We immediately began planning the 2018 UF in Galway Program • Learn International secured 8 NGOs by January 2018 • We had 19 UF students pass the interview process by March 2018 • 2 Pre-departure orientation sessions (1. UFIC/LI Informational session & 2. potluck/”getting to know you”) Lessons Learned from UF in Galway 2018 • Be prepared to have NGOs withdraw for a variety of reasons (i. e. grant dollars not secure, holiday, superior office not approving student-volunteer involvement) • Secure multiple agencies with the expectation of a few “backing out” • Garda Application Invitation (background screenings/checks) must be started 2 -3 months prior to departure date • 3 Pre-departure orientation sessions (3. discuss Garda Vetting and begin the

Q & A Time