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Revised Effective Fall Term 2018

Copyright 2018

The Internship

Course Handbook

8th Edition

Internships and Prior Learning

University of Illinois Springfield

Springfield, Illinois

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Contents

Chapter 1 Internship Course Introduction & Timeline ...................................................... 3 Course Syllabus Internship Timeline

Chapter 2 Internship Journal .......................................................................................... 10

Chapter 3 Learning Goals & The Learning Contract ....................................................... 14

Chapter 4 The Midterm Conference and Progress Report ............................................. 25

Chapter 5 The Final Assessment ................................................................................... 29

Chapter 6 Wrap-Up ........................................................................................................ 32

Appendix Preparing for the Future ................................................................................. 36

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Chapter 1

Internship Course Introduction

Life isn’t about finding yourself. Life is about creating yourself.

— George Bernard Shaw

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Internship Basics

Why is Your Internship Important? Engagement is an important concept at UIS. UIS wants students to be connected to the community in

which they are learning and to engage in experiences that allow students to incorporate classroom ideas

beyond the traditional academic setting. When students engage outside the classroom, it not only provides

benefits to the community, but it allows students to have a broader understanding of their own abilities

and what they can, and want, to achieve.

The purpose of this Handbook is to serve as a tool for successful completion of the internship and course

requirements. Because your internship is a self-directed learning experience, it’s important to understand

your responsibilities. Refer to your Handbook often as you progress throughout the semester.

The Internship Course Internships can take many different forms. You are engaging in an academic internship, meaning that the

focus is not just on working, but on learning. The IPL 300 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.

An important aspect of the course is REFLECTION. Reflection helps derive learning from activities. All

assignments require you to reflect so that you can draw important lessons from your experiences.

Internship Etiquette and Conduct

Professionalism Your professional demeanor is important for success at your internship. You are a representative of UIS!

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. Follow these guidelines:

Follow the employer’s policies, procedures, and/or standards of conduct. Respect

confidentiality of your employer, clients, etc.

Dress appropriately. Appropriate attire is different in every institution; ask before your first

day.

Honor your work schedule, be on time, and notify your field supervisor if you are unable to work. 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, contact your supervisor immediately.

Communicate professionally – this includes any phone and email communication, and your

social media presence. Treat EVERYONE (e.g., coworkers, supervisors, clients) with respect.

Complete work to the best of your ability and follow through on commitments. Keep your

supervisor informed of your work progress. Take initiative; seek out new assignments.

Follow the chain of command; knowing the formal and informal reporting structures within

your organization is recommended.

Remain drug and alcohol free.

Ethical Issues and Dilemmas You may be provided with training on Ethical issues at your internship. Make sure to pay attention to this critical

information. If you have questions about ethics, it is important to talk to your field supervisor, UIS supervisor,

and/or internship instructor.

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IPL 300 – ECCE: Internship Applied Study

Course Description An individualized field experience providing students with the opportunity to apply theory, expand knowledge, determine

additional learning needs, explore careers, and develop a public awareness and an appreciation of diversity. Required

modules/seminars provide a theoretical basis for learning and integrating the internship.

Course Objectives Students will understand the internship experience as situated in the context of their overall education.

Students will learn how to reflect upon learning experiences.

Students will understand the 6 experiential-learning goal areas and recognize how they relate to the internship.

Students will reflect on how the internship can help prepare them for the future.

Student Outcomes Students will be able to identify measurable learning objectives related to 6 goal areas.

o Career Education

o Cultural Diversity

o Engaged Citizenship

o Personal Growth

o Self-directed Learning

o Theory – Practice

Students will be able to analyze the internship to evaluate the learning experience and identify the outcomes

achieved.

Prerequisites Completion of three 300- or 400-level courses in the student’s major. Specific departments require additional

prerequisites. Students must also submit a course application with field supervisor and departmental approval.

Required Course Materials Internship Handbook, 8th Edition – digital version available on Blackboard. The Handbook can answer most questions

regarding course policies and assignments.

Email Your UIS email is how you will be contacted by your instructor and the IPL office, so please check it daily.

Who’s Who for my Internship Course?

Internship Roles Responsibilities

Course Instructor Responsible for delivery of the course modules and for providing guidance and feedback on

course requirements/assignments. Your instructor will also assign your final grade.

Field Supervisor

The person at your internship who supervises your work. The field supervisor will: 1) participate

in a midterm conference (either in-person or via conference call) with your UIS Supervisor

to review and approve your goals, and 2) provide feedback to UIS regarding your

performance.

UIS Supervisor Will conduct the midterm conference and review/approve your learning contract. At the end of

the semester, your instructor will send your internship portfolio to your UIS supervisor, who will

evaluate your portfolio and provide a grade recommendation.

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Course Policies

Grading IPL 300 is a credit/no credit course. The required internship work hours and ALL course assignments must be completed

satisfactorily to earn credit for the course. Credit can only be awarded for new learning experiences, gained from new

responsibilities or activities undertaken during the semester.

Extension Policy: Extensions may be granted if sufficient progress has been made during the semester, if the

midterm conference has occurred, and if the extension is requested at least one week before the end of the

semester. Extensions must be requested through a course extension form (see Handbook) and must be approved

by your instructor/the IPL office. Students who are granted extensions receive Deferred (DFR) grades until hours

and assignments are completed. DFR grades may affect future financial aid disbursement.

Academic Integrity Students are responsible for being aware of the Academic Integrity Policy and for demonstrating behavior that is honest

and ethical in their academic work. Academic violations include plagiarism, cheating, misrepresentation, academic

interference, unauthorized access, and facilitation. Violations may result in sanctions including failing the assignment or

course, transcript notation, or referral for Academic Hearing.

Accommodations If you are a student with a documented temporary or ongoing disability in need of academic accommodations, please

contact the Office of Disability Services at 217-206-6666. Disabilities may include, but are not limited to: Psychological,

Health, Learning, Sensory, Mobility, ADHD, TBI and Autism Spectrum Disorder. In some cases, accommodations are

also available for shorter term disabling conditions such as severe medical situations. Accommodations are based upon

underlying medical and cognitive conditions and may include, but are not limited to: extended time for tests and quizzes,

distraction free environment for tests and quizzes, a note taker, interpreter and FM devices. Students who have made a

request for an academic accommodation that has been reviewed and approved by the ODS will receive an accommodation

letter which should be provided by the student to the instructor as soon as possible, preferably in the first week of class.

Course Requirements

Student Expectations The internship course is self-guided; however, you must present yourself as a professional student, just as you would in

any other course. The following student expectations represent IPL 300 course policies:

1. Complete the course Modules and assignments.

The syllabus presents all five Modules and a list of assignments in each Module.

For the online section, all course materials can be found on Blackboard and all assignments should be

submitted to Blackboard. UIS COLRS can provide troubleshooting for Blackboard.

Students enrolled in the on-ground section must attend the meetings specified by your instructor.

Students who enroll in 7+ credit hours of IPL 300, or who repeat the course, may have modified assignment

requirements.

Occasionally, revisions will be necessary in order to earn credit for an assignment. Students are responsible

for reviewing instructor feedback and making revisions, typically within 3 days of receiving feedback.

2. Adhere to your self-determined due dates.

The Internship Course Timeline (Module 1) requires you to set your own due dates for completing each

module. o You can contact your instructor if you need to alter your Timeline, but it is not acceptable to ignore

your Timeline and turn in assignments late.

If you have not met your assignment due dates at midterm, you may receive no credit.

Midterm conference: A failure to complete the internship midterm conference will result in a grade of no

credit for the course.

If any assignments are not completed by the end of the semester, you may a) be required to complete

additional internship work hours, or b) not receive academic credit.

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3. Communicate.

Students are responsible for all announcements made via email and on Blackboard. Check and answer emails

(through your UIS email account) daily. It is not an excuse to claim to be unaware of information that is

available in the syllabus/your email/the Handbook.

If you have questions or concerns, communicate this to your instructor IMMEDIATELY! If you wait until

you are behind in the course, it can often be too late for your instructor to help you.

If there are changes in your internship (e.g., field supervisor, layoffs), contact the IPL Office.

Modules/Course Sessions The online sections will be administered via 5 Blackboard Modules. All assignments should also be submitted on

Blackboard. You can find all course materials and assignments in the Modules and in the Handbook.

The on-ground section will meet periodically throughout the semester to discuss issues related to your internship.

Attendance is mandatory unless you obtain prior approval from your instructor. Some assignments may be completed in

class rather than submitted on Blackboard; your instructor will discuss this during the first meeting.

Assignment Guide Please use the following chart to determine which Module or Internship Handbook chapter you should consult for each

assignment. Assignments must be submitted on Blackboard under each assignment link. Written assignments must be typed

and include your name at the top of the page. All assignments must follow guidelines as stated in the Handbook and on

Blackboard.

Assignments Handbook

Chapter

Module 1 Introduction Discussion Question

First Journal Submission Chapter 2

Module 2 Learning Contract Draft Chapter 3

Networking Discussion Question

Module 3 Midterm Conference & Signed Learning Contract Chapter 4

Midterm Progress Report Chapter 4

Second Journal Submission Chapter 2

Ethics Discussion Question

Module 4 Resume Appendix

Job Satisfaction Discussion Question

Module 5 Evaluations

Course evaluation IPL survey Field supervisor evaluation

Final Assessment Chapter 5

Final Remarks Discussion Question

Final Journal Submission Chapter 2

If you are enrolling in IPL 300 for more than 6 credits, or if you are repeating the course with a new internship

experience, contact your instructor or the IPL office for modified course requirements

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The Internship Course Timeline

This timeline must be completed within the first week of the semester.

Name: UIS Supervisor’s Name: Major:

Credit Hours: Total # of work hours required: Start Date: End Date:

Use this timeline to set due dates for each module and the corresponding assignments. Adhere to your due dates for each assignment.

Next to each module is a suggestion on the percentage of hours that should be completed at the time of each due date (review the table

for help determining hours). Factors that influence due dates in this course include the number of credit hours, your work schedule,

etc. Take into consideration holidays, work breaks, etc.

If you encounter scheduling issues throughout the semester, you may need to amend your timeline. If you will be more than 3 days

late on an assignment, you must contact your instructor! Your instructor may require you to revise your Timeline or submit a

Request for Internship Extension.

Module 1 Due Date: This date should be when ~10% of your work hours have been completed.

Introduction Discussion Question

First Journal Submission: Submit your first set of journal entries. See Handbook, Ch. 2.

Module 2 Due Date: This date should be when ~25% of your work hours have been completed.

Learning Contract Draft: See Handbook Ch. 3. Your instructor must approve the contract before your midterm conference.

Networking Discussion Question

Module 3 Due Date: This date should be when ~50% of your work hours have been completed. If you are completing

your internship over two semesters, you should set due dates for Modules 1-3 during the first semester, unless otherwise approved by

your instructor.

Midterm Conference & Signed Learning Contract: Once your contract is approved, schedule your midterm conference

with your field and UIS supervisor. Your learning contract will be signed at the midterm conference. See Handbook, Ch. 4.

Midterm Progress Report: See Handbook, Ch. 4.

Second Journal Submission: Submit an updated journal that contains all entries written so far.

Ethics Discussion Question

Module 4 Due Date: This date should be when ~75% of your work hours have been completed.

Application Materials: Submit an updated resume. See Appendix.

Job Satisfaction Discussion Question

Module 5 Due Date: This date should be when 100% of your work hours are finished. Your internship requirements

(minimum hours and assignments) must be finished and submitted by the last class day (not the last day of finals week).

Evaluations (links and forms found in Module 5): UIS course evaluation, IPL survey, field supervisor evaluation

Final Assessment: See Handbook, Ch. 5.

Final Remarks Discussion Question

Final Journal Submission: Submit your complete journal when you have finished and documented 100% of your hours.

Your due dates should be based on the percentage of hours you need to have completed. Use the chart below for general guidelines.

Modules Credits 2 3 4 5 6

Hours 100 150 200 250 300

Module 1 – Completed when about 10% of your hours are complete. Regardless,

this should be done within the first 2 weeks of the semester 10 15 20 25 30

Module 2 – Completed when about 25% of your hours are complete. 25 38 50 63 75

Module 3 – Completed when about 50% of your hours are complete. 50 75 100 125 150

Module 4 – Completed when about 75% of your hours are complete. 75 113 150 188 225

Module 5 – Completed when 100% of your hours are complete. Extensions (DFR

grades) are not automatic, and must be requested by the student and granted by the

instructor or the IPL Office.

100 150 200 250 300

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Getting Started

1. Read the syllabus. Understand the course policies and requirements.

2. Set your Internship Course Timeline. Submit this on Blackboard through the link in Module 1.

3. Module 1: once you have reviewed the syllabus and submitted your Timeline, begin working on the other tasks in Module 1.

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Chapter 2

Internship Journal

Pay attention. It’s all about paying attention. Attention is vitality. It connects you with others. It makes you eager. Stay eager.

— Susan Sontag

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Reflective Journaling

During your internship, you will be documenting your internship experience through a journal. Your

journal allows you to explain the work you complete and provide a reflection of that work. Reflective

journaling offers you an opportunity to think critically about what you do and why. It provides:

A way to track your hours and the work you complete.

An explanation of daily/weekly work and a reflection of that specific day’s work.

A record of events and results and your reactions to them.

A method for tracking projects and your progress throughout the semester.

A reflection on your experience in order to understand its connections with your life and learning.

An opportunity to challenge yourself on how you do and plan for improvement.

A way to assess the outcomes of your experiences.

Basic documentation to support writing your midterm progress report and final assessments and for

job applications, interviews, etc.

A method by which your instructor and UIS supervisor can ensure that you are completing quality work and engaged in a learning experience.

Most students report that the journal was their most influential learning tool and that it helped them

complete other assignments in the course.

Journal Guidelines Review the following guidelines:

1. You cannot write a journal in one sitting. Take notes throughout the week, and write your weekly

entry at the end of each week.

2. Hours that are not accounted for in weekly journal entries will not be counted toward your

internship hours. No journal means NO CREDIT. Do not journal about working on IPL 300

course assignments, as this time should not be counted in your internship hours.

3. Your journal will only be viewed by 3 people: you, your instructor, and your UIS supervisor. This

allows you the freedom to write what your thoughts without repercussions. Your field supervisor will not have access to your journal.

4. If you are completing your internship at your current place of employment, or if you work full-

time at your internship, you may not want to journal all of your work time. Journal the

hours/days that represent your new learning experiences and the minimum number of required

hours, as proposed in your course application. Make sure that your entries represent the

timeframe (8 weeks minimum), as also proposed in your course application.

Formatting Your Journal

Each week, you will complete a journal entry that documents your work. The weekly journal entry

journal entry (see form in Module 1) consists of 3 parts: 1. Documentation of hours

2. Description of that week’s work – this is where you record the activities, tasks, projects, etc. that

you worked on this week.

3. Reflection of what you learned, felt, and thought about your week’s work.

Your total number of weekly journal entries will be dependent on how many weeks you are taking to

complete your required internship hours. You must have at least 8 weeks of journal entries (at least 6 weeks for the summer term), with your minimum number of required work hours represented. See the

following example:

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Time log: Week 1

Day Dates # Hours Worked

Sun

Mon 8-27-18 3

Tue

Wed 8/29/18 3

Thurs

Fri 8-31-18 5

Sat

Total # Hours

Worked This Week 11

Total # Internship

Hours to Date 11

Journal Entry:

Topic Entry Example

What did you DO this

week?

Tasks, meetings, projects,

interactions, etc. Describe

what you worked on here.

Provide a full paragraph or

two with thorough

description.

This week, I began by meeting everyone in the office and getting a tour of the building.

I had a meeting with my supervisor, where we went over my role, my daily/weekly

tasks, and some of the projects she would like me to work on this semester. I also

completed a couple of training modules and looked over the employee handbook.

Right now, my supervisor is busy preparing for an upcoming event. I worked on taking

inventory of the supplies needed, and made a list of tasks that will need to be

accomplished before the event next month. She also had me prepare drafts of a few

letters that will be sent out to potential partners for the event, and a flyer that will invite

customers to attend.

Friday is casual day, and all employees eat a catered lunch together in the break

room, so I was able to get to know my coworkers better. I had a little extra time at

the end of the day, so I researched similar companies and their social media

accounts and brainstormed potential ideas for our social media. I plan to present

these to my supervisor next week when we meet.

Now, reflect on your

internship work this week

– what did you think?

What did you learn? What

was frustrating, interesting,

surprising, confusing, etc.?

Provide a full paragraph

or two with thorough

reflection.

I was really nervous starting my internship, since I don’t know anyone there. The first

day everyone seemed to go out of their way to say hi, but during the week, I

could also tell everyone was very busy. I’m going to have to make sure to approach

people at the right time.

I didn’t love creating the letter drafts or flyer, but I know they’re important for the

event. When my supervisor looked at my draft letters, she said I wrote well, but also

pointed out how I need to switch up my language sometimes to make the letter more

appealing. This made sense after she gave me some examples.

It was interesting to look at other company websites and social media accounts. I think

it’s good to know your competition and to get ideas, but I’m going to have to be careful

not to just copy what others have done.

The best part of the week was having lunch with everyone on Friday. We talked

about the company, but they also shared some of their internship stories with me,

which were funny and also helpful. A couple of employees are even UIS alums!

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Below, you will find several questions that may help you reflect. You can use one or more of these

questions to guide your reflection.

Questions to Prompt Reflection

Why do you think that happened? Did you work hard or not? Did you get a

What evidence do you have for that? lot done or not? Explain.

What does this remind you of? What are you proud of this week? Why?

How else could you approach that? Can you compare your accomplishments

What do you want to happen? with what you expected when you started?

What does this mean for you next week? What kinds of things were difficult?

Is this connected to your UIS coursework? Could you have done a better job? Explain.

Alternative Topics for Entries

Do you find yourself doing the same or similar tasks day after day? Are your journal entries becoming repetitive? You should have a different, unique entry for each week. Here are some ideas for entries:

What new terms/jargon are used at work? Will you need to remember these?

Think about what you like and dislike about your internship. Use this list to determine what type of

work you might want to do in the future.

Describe how your internship setting has organized its daily functions into meaningful and useful

procedures and practices. What do they do well?

Discuss the various management styles at the internship. What would your management style be?

What is your role in the agency where

you are interning? How does your role relate to the overall purpose? Does everyone look at you in

the same way? What is the difference?

You may want to infuse creativity in your journal through the use of quotes, relevant images, or

other outside content connected to your reflections.

Identify one of your life’s themes. Examine how your internship shapes or is shaped by that theme.

Discuss any concepts or theories from your classes that you see applied in practice.

Have you observed any conflict? Did you learn anything from these incidents?

Why did you choose this internship? Has your experience aligned with your expectations?

What communication skills does your internship require? Are you comfortable with these?

A note on confidentiality: Your journal will only be accessible to your IPL 300 instructor(s) and your UIS

supervisor. Depending on the nature of your work and internship site, confidentiality may be a concern. Journal entries (as well as other assignments in the course) can be written in a way that still respects

confidentiality by not disclosing personal names, project titles, clients, etc. Consider the following:

This week, I reviewed the cost per machine for the past 3 months and developed a database. This was the first

step in the project initiative to track cost and revenue per machine. I also had a meeting with my boss and coworkers where we talked about some problems related to the way data was previously tracked. I was tasked

with evaluating the previous tracking process and identifying ways to improve the system.

This entry uses general language and references; this general description and reflection of your internship

work will typically be sufficient. If you have questions regarding the confidential nature of your work,

consult your instructor.

Assignment

You will submit your updated journal at three different points in the semester – Modules 1, 3, and 5. Use the journal worksheet, provided in Module 1 on Blackboard, to begin writing.

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Chapter 3

Learning Goals & The Learning Contract

Pleasure in the job puts perfection in the work.

— Aristotle

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Identifying Learning Goals

As an internship student, think about your goals for the internship. You will be utilizing six categories to

create specific learning goals, a required assignment for IPL 300 and key document for the midterm

conference. This chapter explains these categories and offers a guideline for creating your learning goals

to ensure a successful midterm conference.

The six categories are:

1. Engaged Citizenship – Become responsible citizens by identifying issues of social concern and

developing skills for effective participation.

2. Theory-Practice – Relate theory and practice by learning ways to apply, integrate, and evaluate

knowledge and the methods of academic disciplines.

3. Career Education – Explore or confirm career choices through self-knowledge and the use of career

assessment and planning skills.

4. Cultural Diversity – Develop an awareness and appreciation of people from many backgrounds

and experiences and learn to apply sensitivity to cultural differences.

5. Personal Growth –Grow or improve in areas that are important to your values and personal goals.

6. Self-Directed Learning – Engage in planning and evaluation essential to the learning experience in

order to develop skills of self-directed, lifelong learning.

Engaged Citizenship You are a citizen, and citizenship carries responsibilities. - Paul Collier

UIS continues its commitment to public affairs, and the role that all students and citizens hold in society,

through its Engaged Citizen Common Experience (ECCE). ECCE courses, tied to the UIS heritage,

mission, vision, and values, encourage students to make a difference in the world.

Many internships are in public agencies. Students intern with civic organizations, community and

volunteer groups, and government 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. How will we

make it happen in practice?

As you begin your internship, remember that no one works in isolation; you work in a community.

Students are encouraged to expand their concept of community, to stretch beyond their customers and

colleagues and consider community context in their work. Engaged Citizenship can include:

Public affairs

Social responsibility

Civic responsibility

Leadership development

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 is 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.

The public affairs-focused Engaged Citizenship goal connects to the ways that you, your coworkers, and

your company relate to the communities described above. How does the internship affect and fit into the

system? What skills are you gaining to positively influence the community around you? Reflect on the

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skills you are developing in your internship and consider how they can be directed to your civic purposes

or 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 voluntarily 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. 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 (community, clients, customers, etc.) and people within it (management,

employees, partners, etc.). This could include eliminating corrupt, irresponsible, or unethical behavior that

might bring harm to the community, the people, or the environment before it happens. What can you

learn about social responsibility at your internship? What societal problems can be addressed through your

work at the internship? What can you better understand about the ethics of the type of work you’re doing?

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.

Interning at a community or social service agency is one way to learn civic responsibility. The student can

participate in projects to help or serve the needs of other people. With hands-on learning, students

experience the value and impact of giving to the people and becoming 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. Consider how

you can engage in public life or encourage others to participate in public life through your internship

work.

Leadership Development Leadership skills are essential for all employees, regardless of their job descriptions. Leadership 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, p. 15) and can directly impact important

organizational outcomes, such as employee motivation and engagement, company earnings or market value, and organizational satisfaction 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 can

adjust their leadership role dependent upon the situation. A few leadership skills include:

A positive attitude Being an extraordinary role model

Being considerate and caring Emphasizing teamwork

Listening Being well-organized

Integrity Utilizing resources

Patience Taking reflection time

Communication Being professional (Shaughnessy, 1999)

Praise and recognition

Consider how you can improve leadership skills or facilitate collaboration for change in your internship.

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Example Goals Throughout this term, much of your work will be relevant to the concept of engaged citizenship. Be sure

to note the public implications of what you do in your journal and to summarize them in your Final

Assessment. Engaged Citizenship learning goals can take many different forms. All goals should be

specific to the student’s situation, placed in the context of your internship.

When thinking about Engaged Citizenship in relation to your internship, consider:

How does my internship work relate to public affairs, civic engagement, or leadership issues?

How can my internship make me a more public person, a more engaged citizen, or more involved

with my community?

How do public policies affect my organization?

How can I assist in changing public policy?

How can I improve my understanding of social responsibility?

Can I make a specific and/or valuable contribution to the community or my organization?

How do I facilitate the delivery of certain community services?

What could I do to improve my understanding of civic responsibility?

How can I help solve specific social, political, cultural, environmental, or economic issues?

How can I identify and improve my leadership skills in a way that increases social responsibility

and civic responsibility?

Theory – Practice

Simply put, theory to practice is the application of a useful idea. We put theory into practice by learning ways to apply, integrate, and/or evaluate the knowledge of an academic discipline. This includes

propositions, concepts, principles, ideas, rules, systems, methods, etc. that you have learned or studied in

your degree program.

Most likely, you will not hear your supervisor and coworkers talking about specific theories. Once we "learn

the ropes," the situations and circumstances of work are familiar enough that we don't need to think about

what we do. We can rely on what Donald Schon (1983) called "theory-in-practice." This requires

competence to use skills you have acquired in an effective manner and judgment to know what theories

should be used in certain situations, and to know what works and what doesn’t in select situations.

Likewise, whenever things don’t go smoothly, you may need to analyze or reflect on what is going wrong.

Knowledge of theory will enable you to think more critically in your area.

An added benefit of experiential learning, such as an internship, is that students return to the classroom as

better learners. They often show clearer focus and firmer resolve. Many students also revise their

focus academically. So, as you journal and assess your experience, reflect on the impact your internship

may have on your future education.

When thinking about Theory-Practice in relation to your internship, consider:

Are you using the theories and concepts of your major in your internship?

What theories, concepts, and ideas have I learned in classes that I would like to apply to my

position?

Is what I have learned in courses consistent with what I observe in my internship?

Is it possible to incorporate more of what you learned in school?

Do any of your colleagues at work seem to use theory in practice?

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Career Education

As a UIS student, you may be seeking to begin or advance your career, an important decision for the

future.

Preparing for your future is an important part of the internship course. Both students and faculty members

embrace the opportunity to “test drive" your career choice. This provides a trial to see if the type of work,

level of skill/knowledge, or specific industry is appropriate. In addition, many internship students become permanent employees or network to other positions.

Choosing, or changing, a career path requires that you be able to assess your work situation for required

skills, the social climate, and the institutional norms, processes, and social trends which influence what you

will do in the long run. Here's an example to clarify: Diana was finishing college and undecided about work or graduate school. She wanted to explore potential careers in fashion marketing or photojournalism and was interested in living outside the US for a while. In

September, she headed to London for three months to work as an intern in the fashion marketing field, while living in shared apartments with other interns. She loved her time in London, but came back saying that the

internship experience really was like "The Devil Wears Prada"; she was glad to have determined that this particular field was not for her.

After a holiday break at home seeing friends and family and working again to save up more money, Diana flew to New Zealand. She had applied for a holiday working visa that would allow her to legally work in country for up to a year but began with an unpaid photojournalism internship at a prominent fashion magazine in

Wellington. As in London, her social life was instantaneous through living in shared apartments with other interns and volunteers, but now she really enjoyed her internship. Diana learned about a new and exciting

culture through her work experience, gained insight into the day-to-day expectations of a professional business, and was pleased to gain training in specialized skills. She began thinking seriously about a career in

journalism. Her plan became clear: she would see if she could land a journalism job and also begin to apply for graduate school with this focus. She knew that she could use her excellent references from the New Zealand

internship for both her job search and graduate school application. Her internships taught her what she didn’t want in a career *and* what she did.

When thinking about Career Education in relation to your internship, consider:

What do I want to learn about my professional or career plans?

What do I want to learn about my suitability for this sort of work?

What skills or experience do I need to move forward with my career choice?

What do I need to do or learn to be successful in my career plans?

Cultural Diversity

People of different religions and cultures live side by side in almost every part of the world, and most of us have overlapping identities which unite us with very different groups. We can love what we are, without hating what

– and who – we are not. We can thrive in our own tradition, even as we learn from others, and come to respect their

teachings. —Kofi Annan, Former Secretary-General of the United Nations

Cultural diversity occurs when people of diverse backgrounds are represented with a company or

organization. Diversity issues can be related to gender, age, race and ethnicity, sexual preference, religious

choice, appearance, socio-economic status, martial or parental status, physical or mental abilities, etc.

One reason for addressing awareness of diversity issues and striving for competence in cultural diversity is

to create an environment where all differences are valued and each unique employee can naturally develop

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to his or her full potential. It also recognizes that we must provide an environment where

underrepresented groups, as all employees, are supported and valued.

Understanding cultural diversity can:

Help companies serve a diverse set of customers, clients, patients, etc.,

Help companies operate more effectively by reducing employee turnover,

Reduce complaints and grievances and the time it takes to resolve them,

Improve communication between employees and working units,

Promote effective problem-solving, and

Develop processes that enhance leadership and good decision making.

As workers, we are in positions of responsibility; our decisions may make a difference in other people’s

lives. Our abilities to be sensitive to cultural issues shape the quality of our work and the services that we

perform. There are many ways both employers and employees can ensure that people of all cultures feel listened to or heard:

Observation. Observing others, talking and asking questions to find out about people who are

different from you.

Action. Being aware of your own interactions and paying attention to language, assumptions, and

inclusive or exclusive behaviors.

Encouragement. Making suggestions to others to foster cultural awareness and competence.

Inclusiveness. Listening to others, encouraging opinions, contributions, and decision-sharing.

Appreciation. Respecting similarities and differences of individuals.

When thinking about Cultural Diversity in relation to your internship, consider:

What adjustments do I need to make in order to work with the diverse population in my field?

Will I be working with people with whom I have never worked before?

What do I need to learn about specific groups’ cultures?

How can I help serve my company’s customers that are increasingly diverse?

Personal Growth

Learning is personal growth. Learning can lead to changes in behavior or changes in ideas, both of which can be important to your values and personal goals. This may be the most challenging goal to define

because it is so broad and overlaps with the other categories. Make sure that the goal does not better fit

into one of the other, more specific, categories.

If you do set a goal in the Personal Growth area, you need to ensure that the goal represents college-level

learning. You may have the goal of saving money by taking your lunch to work every day, but that is not

a goal that requires college-level learning. Learning better time management skills that can benefit your school, internship, and future professional work is a goal that can be considered college-level.

When thinking about Personal Growth in relation to your internship, consider:

What tasks do I want to learn how to do?

What skills would I like to learn?

What skills do I have to learn to complete my tasks or projects?

What improvements would I like to make in skills I already have?

How will this personal growth help me not only with this internship, but in other areas of my life?

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Self-Directed Learning

Learning is a lifelong process. Self-directed learning goals should focus on skills that will lead to continual

learning after the internship and your college career are completed.

In each journal entry, you are identifying the meaning of your work. When you think about the bigger picture, you are identifying meaning of how you learn from your entire internship. For example:

What reflection techniques/practice have you developed?

How do you interpret your daily experiences into learning goals?

How do you believe this internship will affect your progress in future educational endeavors?

Will you be able to use methods of reflection and interpretation in other learning situations?

As you continue to think about what you want to learn from your internship (whether a traditional

internship or a learning project where you currently work) consider these self-directed learning skills:

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)

When thinking about Self-Directed Learning in relation to your internship, consider:

How can my internship work lead me to become a better learner in years to come?

How will I know myself better as a result of my internship?

Do I think I will be better able to analyze, remember, and relate ideas because of my internship

work?

Once you have a good understanding of the 6 categories, begin developing your goals in your Learning

Contract.

What is a Learning Contract?

The purpose of the Learning Contract is to set specific, measurable goals and to identify the methods you

will utilize to reach those goals. It will be the key document consulted and discussed during your midterm

conference.

Create your Learning Contract using the template provided on Blackboard. Your content should be

specific, detailed, relevant to the chosen goal, and substantial. Each learning goal will have five parts:

Part A: Category

Review the six categories earlier in this chapter. Identify which category will work best with your

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internship learning goals. Guidelines:

You must create at least 4 goals; everyone must use at least two different categories when writing

the 4+ learning goals for their Learning Contract.

Because this course satisfies the ECCE Engagement Experience, you must identify at least one

goal from the Engaged Citizenship area.

Students from the College of Business and Management must write at least one goal from the

Theory-Practice area.

Part B: Learning Goal Statement: What do I hope to learn?

Identify what you want to learn. Do you want to:

Acquire or improve a skill?

Improve or further develop skills or knowledge?

When you have identified an idea, construct a goal statement and make sure that it is appropriate to your

situation. Your learning goal should be able to be achieved at your internship during the course of your internship timeline. Reference the rules in section A for which category your learning goal should address.

Each learning goal should be written as a statement of the learning outcome you would like to achieve.

Example:

Category: Career Education

Learning Goal: To understand the role of an executive-level marketing director in an organization.

Note: if you are taking seven or more credits you must have more than four goals.

Part C: Actions & Activities: What will I do to try and achieve this goal?

After writing your learning goal, think about what you need to DO to achieve each goal. If your learning

goal is practical, you will be able to list the things you will be doing and the situations you will be in that

will allow you to learn.

The student who wants to understand the role of an executive-level marketing director can do so in the course of her internship by:

1. Observe and log skills used by marketing director. 2. Question/interview marketing staff about the skills used. 3. Read several articles on executive-level marketing professional skills.

This section should be detailed and concrete; identify specific actions and activities you will complete.

Part D: Resources: Who/what will help me achieve this goal?

After listing your actions, identify the resources you will need to complete those actions and activities.

Resources include the people, materials, information, and other tools you will need. Resources should stem

directly from the activities you have listed.

Be detailed. If you are including a person as a resource, list that person’s name and job title. If you will be

reading about a topic, provide a detailed description of the reading material, such as an article’s name,

author, and where it can be found. Internet sources should be credible (use Google Scholar or the

Brookens Library database for scholarly sources) and include a title and URL. Cite your resources

correctly using recognized academic formats.

*You do not need to list obvious resources, such as pencils, computers, etc.

*You should NOT list yourself or your past experience as a resource.

From the previous example, resources for the 3 activities listed would be: 1. Marketing directors in office: James Smith and Bill Wright

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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 E: Evaluation: How will I evaluate my success towards this goal?

The last section for each goal is Evaluation, where you will specify how you will evaluate your progress for

each goal. You must be able to show your UIS Supervisor what you have learned and how you have learned it. You may evaluate through:

1. Self-evaluation,

2. A demonstration of your learning,

3. Evaluation by others who are in a position to know and appreciate your learning, and/or

4. Documentation of your learning

In addition, specify where you will present this evidence, typically in your journal or final assessment.

Appropriate methods of evaluation for the marketing example include:

1. Create an inventory of professional skills and attach it to the final assessment. 2. Document feedback and advice from coworkers and supervisor in reflective journal. 3. In the final assessment, summarize what was learned from the readings.

Learning Contract Example

The following is a model of learning goals. All six categories are represented in this example, but

remember – only four learning goals are required for your learning contract.

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24

Assignment

Use the template on Blackboard to create your learning contract draft. Develop your 4+ learning goals

that will comprise your learning contract. Use the following as a checklist:

A. Category: Choose from: Engaged Citizenship (required), Theory/Practice (required for all CBM

majors), Career Education, Cultural Diversity, Personal Growth, or Self-Directed Learning.

B. Learning Goal Statement

Does my goal statement present what I want to learn or self-improve by the end of my

internship?

Is it specific?

C. Actions and Activities

Does each activity clearly describe what role I will take/play in trying to reach my goal?

Is it obvious how the activity relates to the goal?

Am I specific?

D. Resources

Do I list appropriate and varied resources that I will use to carry out each activity?

Have I listed a credible book, journal article, or website for additional credibility in my

resources?

Do my resources clearly relate to the goal?

Am I specific in how I will use that resource and/or where I will find that resource?

E. Evaluation

Do I suggest ways in which I will be able to tell if I have met this goal?

Will my supervisors/instructor be able to tell if I have reached my goal?

Do I tell how I will find this evidence and where/how I will present it?

Recall that this is a document that will be read by both your field supervisor and your UIS supervisor. You

want to use professional and appropriate language and sentence structure.

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Chapter 4

The Midterm Conference & Progress

Report

Our goals can be reached through a vehicle of a plan, in which we must fervently believe, and upon which we must vigorously act. There is no other route to success.

— Picasso

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Midterm Conference Basics

The primary purpose of the midterm conference is for the field supervisor, the UIS supervisor, and the

student to review the Learning Contract to ensure that everyone agrees to the work you plan to complete

for the rest of the internship.

The main function of the midterm conference is quality control:

To review the Learning Contract in terms of academic appropriateness.

To ensure that the student is completing work that is needed to accomplish the goals.

To see if there are any additional goals 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 goals.

To see if the Field Supervisor can suggest additional activities or resources to help fulfill student

goals or provide other useful educational experiences.

To confirm that the student’s goals will be realistic to achieve within the timeframe of the

internship.

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.

The midterm conference should be held when you have completed approximately 40% of your hours.

After your seminar instructor has approved the draft of your Learning Contract, it is your responsibility to

make arrangements for the midterm conference.

Follow these steps for a successful midterm conference:

1. Consult with your field supervisor and determine a few dates/times when you would both be

available. Share a copy of your learning contract draft with your supervisor.

2. Send an email to your UIS supervisor (attach a copy of the learning contract draft) to schedule.

Remember that you must be present at the meeting with both supervisors. Example email:

3. Subject: Internship midterm conference for [Your Name] Dear Dr. Professor Name,

I have attached an approved draft of my internship learning contract and I would like to schedule a midterm conference at your convenience. My field supervisor and I are both available on the following days/times:

Date, Time Date, Time Date, Time

My internship location is _ and my field supervisor is , who is the [Title]. Please let me know if you are available during one of these times and if you would like to schedule a phone call. I look forward to hearing from you.

Your Name email address phone number

4. Your UIS Supervisor will make a visit or a conference call (e.g., via Skype, speaker phone) with

you and your Field Supervisor. Normally, this visit takes about 20 to 30 minutes.

27

Your UIS Supervisor will want to know how you are progressing and what special projects or

duties are part of your position.

Possible Questions for the Midterm Conference

The UIS Supervisor will have questions for you and the Field Supervisor in order to

understand how the experience is going. To prepare, think about these questions: 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.

Has the experience been what you expected when you completed your course application, or

have there been changes/modifications?

What have you learned so far—both specific things about the internship, but also life lessons

and academic lessons?

Have you been challenged and motivated to learn and perform?

What has surprised you about the work, the organization, or yourself?

What are you most proud of achieving?

What skills have you gained?

Have you had any difficulties accomplishing your goals or progressing toward your learning

goals?

Has this experience given you an idea of 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?

5. Any changes should be noted on the contract during the visit. When agreement on the terms of

the Learning Contract is reached, the contract is signed by all three.

6. Your UIS Supervisor may want to meet with you privately after the midterm conference to

compare notes or offer advice. You should feel comfortable about what was discussed and

what work you will be doing for the remainder of the internship. If you are not, ask more

questions until you understand the expectations. Your aim should be to complete a successful internship and to accomplish your learning goals.

7. After the midterm conference, submit the signed Learning Contract on Blackboard.

The midterm conference must take place during the semester the internship takes place! If the midterm conference 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 Assessment or to change/adjust the goals in the Learning

Contract. Consult the syllabus policy and your timeline.

Reflecting at Midterm

The Midterm Progress Report is an opportunity to summarize the internship progress at midpoint and, if

necessary, make adjustments. As you begin to work on your assessment, review your Learning Contract, your Journal, and the feedback from those who are supervising your learning experience. Submit the

progress report immediately following your midterm conference. You can download the form (see next

page) in Module 3.

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How is your internship going? You might include a brief description of the type of work you’ve been doing,

common challenges you’ve faced, etc.

Assess your progress for each of your learning goals separately. Are you completing your activities? Are you

recording and evaluating your progress? Do you feel that you will be able to accomplish each learning goal by the

end of your internship? (Use additional space for additional learning goals.)

1.

2.

3.

4.

How are you handling your journal writing? Do you enjoy it? Is it hard? What does your journal reveal about

your internship? What are you learning from your reflections?

What type of feedback have your received from your field supervisor and your UIS supervisor? Discuss any changes

you need to make to your learning contract or other parts of your internship. Is there anything your UIS supervisor

or the IPL Office needs to be aware of concerning the progress of your internship?

Assignment

Submit your Midterm Progress Report after your Learning Contract has been approved and after the

midterm conference has been completed. You should have about 50% of your hours completed.

Consult your timeline.

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Chapter 5

The Final Assessment

The more I live, the more I learn. The more I learn, the more I realize, the less I know.

— Michel Legrand

30

The Final Assessment

As you begin to work on your Final Assessment, review your Learning Contract, your Journal, any work

products generated during your internship, and the feedback from those who supervised your internship.

The final assessment should be composed of 4 sections:

1. Introduction

2. Evaluation of Learning Goals

3. Unexpected Learning Outcomes

4. Reviewing Your Experience

1. The Introduction

The introduction section should provide background and additional context to understand your

internship. In your introduction, briefly summarize a) where, when, and why you chose this

internship, and b) what you did there (what was your role in the company/organization).

2. Evaluation of Learning Goals

Evaluate how you have progressed in each of your learning goals, as stated in your Learning

Contract.

For each learning goal, it should be clear what you set out to accomplish. Was it to learn

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 evaluation method for that learning goal. Who (self, co-workers, peers, etc.)

and how (feedback, demonstration, documentation, etc.) was the goal evaluated? Gather your

evidence for that goal. Describe what the evidence is and what it tells about your progress

toward that goal. Your evaluation can be positive, or in some cases negative, or a combination

of both. You may not have fully accomplished what you had planned to do or to learn. Be

honest and specific about your level of successful progress.

Repeat the process for each of the Learning Contract goals separately.

3. Unexpected Learning Outcomes

You may have learned things that were not those listed among your Learning Contract goals.

Provide a description of these unexpected learning outcomes. Consider:

What was the unanticipated learning outcome?

How did you become aware of this learning outcome?

How did you attempt to address/process this new learning outcome, if at all?

How do you see yourself using this learning outcome in the future?

These learning outcomes may involve technical, relational, or institutional skills and knowledge, capability (strengths and weaknesses), suitability (likes and dislikes), consideration

of future plans, or a sense of purpose/direction.

4. Reviewing Your Experience

In this section, write about how the company/organization affected your experience.

What was the most important part of this internship? The least important?

31

How did the internship help prepare you for the future (education/coursework, career,

etc.)?

In what ways did the internship enhance your professional development?

How did the experience measure up to your expectations of the internship?

How should the internship change or not change? Why?

What changes do you see in yourself as a result of this internship?

The Final Self-Assessment is your opportunity to stop and reflect on what your experience has meant to you.

Note: for feedback on the IPL course or processes, please refer to the UIS course evaluation or

IPL survey (see Module 5).

Assignment

The final assessment should be a minimum of 2000 words, and written in a professional and

grammatically correct writing style appropriate for a 300-level course. Use the 4 section headings

throughout your paper and include your name at the top. Use appropriate paragraph structure.

Your final assessment can be written before you have fully completed your internship, but should be when

you are nearly or at the end of your internship. It will be reviewed by your instructor and your UIS supervisor.

32

Chapter 6

The Wrap-Up

33

The Finish Line

As you wrap up your internship work and your course assignments, there are a few things to keep in

mind.

1. Please complete the course evaluations:

1. The UIS course evaluation

2. The IPL survey

In addition, provide your supervisor with the Field Supervisor Evaluation form.

2. A week or two before the end of your internship, you can ask your field supervisor for permission

to use him/her as a reference. If your supervisor agrees, obtain his/her preferred method of

contact at this time.

3. If you are leaving your internship employer, it’s a good idea to write a thank you letter or email to

your field supervisor (or others with whom you worked). This gives you an opportunity to thank

the supervisor and to inform him/her of your future plans. Mail, email, or hand-deliver your thank

you letter to your supervisor at the completion of your internship.

4. You may be seeking employment post-graduation, or searching for additional internship (for

credit or not-for-credit) or part-time work experiences. The information provided in the Appendix

may help you with your plan. Additionally, you can consult with the UIS Career Development

Center (in person or virtually) for help in the job search and application process. Visit

www.uis.edu/career.

5. Also consider taking advantage of service through volunteering. The UIS Volunteer and Civic

Engagement Center (www.uis.edu/volunteer) facilitates volunteer events and maintains a list of

nonprofit organizations in the Springfield area. Outside of Springfield, you can explore local

nonprofit organizations. The United Way and VolunteerMatch are great places to get started.

34

6. If you are considering graduate school, visit www.uis.edu/graduateinternprograms to learn about more about the Graduate Public Service Internship Program, Illinois Legislative Staff Intern

Program, and UIS graduate assistantships.

Final Grading Use the checklist below to ensure that you have received credit for all course assignments on Blackboard:

o 5 discussion board posts

o Approved and signed learning contract after your midterm conference o Midterm progress report o Resume

o Final assessment

o Final journal, documenting all internship work hours

If you plan to graduate at the end of the semester, your internship requirements (minimum hours and

coursework) must be finished and assignments submitted by the last day of classes (not the last day of

finals week). If you will not be finished with your internship by then, discuss the situation with your

instructor.

It is possible that your timeline for completion of your internship may have changed due to unforeseen

circumstances. If you wish to request an extension for the course, you must submit the completed course

extension form on the following page. Extensions are not automatically granted and must be requested

at least one week before the end of the semester. The midterm conference must have also been

completed. If an extension is approved, you will receive a deferred grade (DFR) until course

requirements are completed by the deadlines listed on your extension form.

References

Chronicle of Higher Education. (2012). The Role of Higher Education in Career Development.

Retrieved from https://chronicle.com/items/biz/pdf/Employers%20Survey.pdf.

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.

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.

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.].

35

REQUEST FOR INTERNSHIP COURSE EXTENSION

I am requesting an extension of time in order to complete my course requirements.

Student Name: Date:

Internship Site:

Internship Course/Section Number: Semester: Credit Hours:

# On-Site Hours Completed to Date: # Still Needed:

Reason for Requesting Extension: (attach additional pages if necessary)

Indicate your proposed completion dates. (If the assignment is already done, mark as “complete.”)

Module 1

Module 2

Module 3

Module 4

Module 5

Internship Work Hours .

1. I am aware that I will receive a DFR for the course until my assignments are complete.

2. I am aware that receiving a DFR grade may impact my graduation date.

3. I am aware that the DFR may affect my financial aid disbursement and that I should speak to my financial aid

counselor.

4. I am aware that I must complete all course requirements within the proposed timeline. If I do not complete the

requirements in that time frame, I understand that I will receive no credit.

I agree to the above conditions.

Student Signature

Required Approval Signatures:

Internship Instructor or IPL Coordinator

Assigned UIS Supervisor

Field Supervisor (if still completing internship

hours)

Date

Date

Date

Date

36

Appendix

Preparing for the Future

The future belongs to those who prepare for it today.

— Malcolm X

37

The Job Application Process

A typical job application process includes:

1. Submitting a cover letter and resume. The cover letter complements the resume to describe how the

applicant can benefit the employer. The resume summarizes information about the applicant,

related to the job’s requirements.

2. Participating in an interview process, which may include a phone interview, group interviews, or one-on-one interviews. The applicant offers more details about why he/she is the best candidate for

the position.

In this chapter, you will find advice for developing your application materials (cover letter and resume)

and participating in the interview process. This information will also help you complete assignments in

Module 4.

If you are a full-time employee, or have worked in an industry for several years, you may be seeking

upward movement or a career/job change. Because the standards and trends in the application process

evolve frequently, consider how this information will be relevant for you.

Word of Caution: The information provided in this chapter is general application information. You

should always consider any specific instructions provided by the employer or listed in the job

description. Also, some industries may have preferences for application materials; do some

research and follow any suggested guidelines.

Cover Letters

A cover letter, or application letter, is a formal business letter that precludes your resume when applying

for a position. The purpose of a cover letter is to introduce yourself and your resume. A cover letter also

provides a channel for you to expand upon your skills and experiences (as listed in your resume), and to showcase your writing skills. When developing your cover letter, you should try to achieve three goals:

1. Grab attention. Whoever is reading your cover letter is a gatekeeper to attaining a position; she or

he might be the hiring manager, an HR manager, or someone who will be reviewing applications

to share with the decision-maker.

2. Present evidence of your qualifications. Because a resume is a list of skills and experiences, it

doesn’t allow you a chance to expand on these qualifications and share how they fit into the

position you are applying for. The narrative nature of a cover letter provides an additional opportunity for you to present this information.

3. Encourage action. A cover letter is meant to introduce your resume. Therefore, you are trying to

encourage the reader to review your resume. In addition, you are seeking to persuade the reader to

offer you an interview, and ultimately, a job offer.

What should I include in a cover letter? A cover letter should be a brief business letter, not more than 1 page in length. You should follow block or

modified block letter format (see the OWL at Purdue for examples of each format). This format requires

you to include the addresser, date, and addressee information at the top of the page, followed by a

greeting, and to include a closing and your name at the bottom. Following this accepted format shows

that you are familiar with appropriate business communication. You can see an example cover letter on

the following page.

Typically, a cover letter should be 3-4 short paragraphs in length. There are a few specific ideas you

should include in each paragraph:

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1. Paragraph 1: Introduce yourself.

This is the opportunity to grab the reader’s attention. Include your name, your education status

(I’m currently a Business Administration major at the University of Illinois Springfield, graduating in

December 2017). Avoid personal information in the cover letter (e.g., family information, marital

status, hometown) unless it is relevant for the position.

You want the purpose of your letter to be clear. Is there a specific position you are applying for? Reference that position by its precise name or reference number/ID. The first paragraph also

gives you an opportunity to explain where you heard about the position (e.g., company

website, UIS Career Development Center, someone in your social network).

2. Paragraphs 2-3: Provide evidence.

These paragraphs should provide the EVIDENCE of your qualifications. Remember that you

have listed specific jobs and skills in your resume; don’t repeat what is already there. Rather,

use this space to either a) share additional relevant experiences that couldn’t be included on

your resume, or b) expand on/describe your resume content.

The narrative nature of the cover letter also provides a space for you to link your

skills/experience directly to the specific company or position. This shows that you’ve done

your research on the company/job and are prepared to tackle the requirements.

3. Last paragraph: Encourage action.

In your final paragraph, you should reference your resume, if you haven’t done so earlier in

your cover letter (My attached resume can provide further information in support of my application for

this position).

Some advice says to inform the reader that you will call to schedule an interview in [two

weeks]. Don’t do this! You do not know a) if they want to interview you, and b) what their

timeframe is like. Rather, politely request an interview at the employer’s convenience and

provide your email address and telephone number.

The tone of your final paragraph should show that you are polite, grateful, and assertive, all

qualities that employers are seeking.

The “don’ts” of cover letters

Avoid negative self-talk.

o While I don’t have any experience in…

Avoid generic self-accolades. Your opinion of yourself is not as meaningful as facts or a

supervisor’s opinion.

o I gave many speeches in college, showing my great communication skills.

o I work well with all kinds of people.

Avoid “duh” statements.

o In my job as a restaurant server, I provided customer service to many types of people.

Avoid exaggerating or using pushy, aggressive language.

o You would be making a mistake by not hiring me.

Avoid errors – grammar, punctuation, spelling, formatting.

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Example Cover Letter

Use the following as a checklist for your cover letter:

o Have I linked my skills/experience to what the employer is asking for in the job posting?

o Have I used block or modified block format to present an appropriate business letter? o Have I used concrete, specific language and examples?

o Have I implied a formal style in my writing?

o Have I PROOFREAD to showcase my best writing skills and attention to detail?

Resumes

The purpose of resume is to provide a snapshot of your relevant qualifications for the position. It’s important to tailor your resume for each position you apply for. You should also think about what is the

most relevant and current information. Your resume does not have to be a COMPLETE history of your

education, work experience, etc. – it’s fine to leave off information that is not relevant to the position or

will not make a good impression. In addition, your resume should be easy to skim – utilize lists and bullet

points rather than paragraphs – as it will probably only be reviewed for a minute.

Typically, resumes include the following sections:

Contact information: Present this info prominently at the top of your resume, as it’s the first place the

hiring manager will look to contact you. You should include your name (the name you will continue to

use in correspondence), your mailing address (whether permanent or temporary), your email address

(your UIS or a “plain” email, such as johnsmith@gmail.com is best), and a telephone number (Note: this

is also a good time to make sure your voicemail message is professional!). If you have an updated LinkedIn profile or web portfolio, you can also include that link in this area.

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Objective (optional in most fields): You will hear conflicting advice about whether or not to include an

objective. Sometimes, this depends on when and where you are sharing your resume. If you’re attending a

career fair, for example, you should include an objective as you will have many copies of your resume. If

you’re sending your application to a company to apply for a specific position, it’s generally not necessary. Regardless, if you do choose to include an objective, it should be concise (1-2 sentences),

specific, and reflective of the employer’s perspective.

Too Generic: To obtain a full-time position where I can apply my skills and knowledge.

Too Generic: Looking for a job within my chosen field where I can use my strengths and help a company grow.

Specific: Political science graduate seeking a campaign assistant position with Political Candidate.

Applicants who have been in the industry for a few years may choose include a career summary statement

rather than an objective.

Education: Provide the full name of the institution and the degree that you earned from that institution

(or are attempting to complete). Include the date (month, year) that you earned or will earn your degree.

List your major(s), minor(s), and any special programs you were a part of, e.g., honors programs, study

abroad. If you did not receive a degree from an institution, it’s usually better to leave it off of your resume. It’s also best to omit your high school, unless it is particularly relevant for the position. When

listing multiple institutions, begin with the most recent first – reverse chronological order.

Should you include your GPA? Consider whether or not your GPA will make a good impression. A good

cutoff rule is if it’s 3.2+, list it. Should you include a list of courses you’ve taken? There are situations

where it would be relevant to include a few select courses. Think about what purpose this would serve.

Experience: Work and internship history are the number one predictors of hiring (Chronicle of Higher

Education, 2012). It’s important to include a strategic account of your experience. This does not mean that you need to include every high school or part-time job you’ve held; only include the work that is most

relevant and/or most recent. When you present these positions in reverse chronological order, include the

following: name of employer, city and state of employer, the title of your position (if you didn’t have a

title, create an accurate one), and the general dates you were employed there.

You should also provide a bulleted list of your specific duties or achievements at each position. Give

evidence of the skills you used or gained at this job. The table below gives examples of how you can represent specific skills.

Skill Example Communication Presented team options to clients… Management Supervised colleagues to complete… Interpersonal Praised by top management for enthusiastic teamwork…

Use ACTION verbs to summarize achievements & skills. Try to avoid common verbs, such as worked,

helped, etc. In addition, ensure that your bullets have parallel structure. Begin each bullet with a past tense

action verb. Note the difference between the two lists below:

Not Parallel Parallel

Developer

Ticket tracking

Tested system updates Maintenance for all server issues

Developed code for new application

Created tickets for issue tracking

Performed testing on system updates Assisted manager with server maintenance

Other Activities: Students sometimes engage in co-curricular activities that would be appropriate to

include on a resume. In addition, students are engaged in activities outside of the university setting. It’s

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important to consider if including these activities will say anything about who you are as a potential

employee for this position. Think about the difference in including a one-time volunteer event where you picked up trash versus an on on-going volunteer service where you did clerical work at a nonprofit. You

could talk about these two events very differently when asked to discuss them in an interview. In general,

if the experience was meaningful and/or relevant to the position, include it.

Skills: Some resumes will include specific technology or language skills. Review the job posting – does the

position require specific skills? If so, try to address this in your resume. For “soft” skills, such as

communication skills, leadership skills, ability to work well with others, it’s much more convincing to explain HOW you have used these skills in your cover letter and under your Experience section.

References: If a job posting specifically calls for references, include them. Otherwise, it’s typically optional.

If you do choose to include references, provide variety in your list: for example, a college professor, your internship supervisor, and a former boss. Do not include family members or people who only know you

on a personal basis. Provide details for your references so that the employer knows who they are

contacting and how to get in contact with him/her.

Jane Smith, Ph.D.

Political Science Professor, UIS 217-206-555 Jsmith@uis.edu

Debbie Jones

Marketing Director, XYZ Company 217-123-4567 djones@xyzcompany.com

Visual guidelines In most cases, your resume should not exceed one page. However, if you’ve had a significant amount of

relevant experience, or if you are further along in your career, it is fine to extend to a 2nd page. Follow these guidelines for layout and design:

1. Avoid white space. Balance your content vertically and horizontally for visual impact. When you

fold your paper into fourths, each square should have about the same amount of text.

2. Use alignment and spacing strategically. Does your resume not quite fill up the page? See if you

can add a space between sections.

3. Be consistent with all formatting. All bullets should align. If heading sections are bolded and underlined, make sure ALL heading sections are bolded and underlined.

Use the following as a checklist for your resume:

o Have you presented your name and contact information prominently at the top of the page?

o Have you balanced content on the page so that it is easy to skim and focus on each section? o Have you used formatting and spacing consistently?

o Have you created descriptive bullets, using parallel structure and action verbs?

o Have you omitted information that is outdated or less relevant?

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Example Resumes

Sending Your Application

When sending or submitting your application materials, ensure that your documents are labeled

appropriately (for example, “Your Name Resume”). If sending via email, include a specific subject line

(e.g., “Application for Marketing Coordinator – Your Name”) and include a brief message in the email:

Dear Ms. Hiring Manager, Attached please find my cover letter and resume for the Marketing Coordinator position. Your Name

Interviewing

When preparing for an interview, it’s important to do your research! Research the employer and any

companies/organizations that the employer partners with. Research the greater industry – where does the

employer fit in? In addition, research the position – what are the requirements? What is the typical career

path for someone in this position?

Types of Interview Questions Standard questions: Standard interviewing is the traditional type of interviewing where you are asked

questions pertaining to hypothetical situations, your background, and your personality. Some of the most

common questions and strategies for addressing such questions are below:

Question Answer

Tell me about yourself. Give a broad overview of who you are, focusing on your

professional self. What are your greatest strengths? Provide examples of when you have utilized your strengths.

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Question Answer

Weaknesses? Share a true weakness, but discuss how you cope with it or

how you’re working on improving.

Why are you interested in this position?

Focus on what most interests you about the work, not what the employer can provide for you.

What are your short- and long-term goals?

Show that you have a clear understanding of the job and that it fits in with your overall career plan.

Behavioral questions: Behavioral interviewing is a way to evaluate a job applicant by assessing his/her

performance in similar situations. This is also referred to as competency-based interviewing, and has an advantage in that it allows applicants to move beyond generic responses. The employer is able to

assess past performances and competencies by requesting examples of when and how the applicant

has used knowledge and skills.

The following are examples of behavioral interview questions:

Describe a time when you worked with others to achieve a goal.

Tell me about a time you achieved success.

Explain a time that you failed. How did you deal with this situation?

Tell me about a time you had to manage numerous responsibilities. How did you handle it?

A quick web search of “most common interview questions” can provide an extensive list of example

interview questions.

Strategies for Interview Responses

When preparing for an interview, review your resume. Think about several 30-90 second stories you can share, focusing on positive stories (strengths, achievements, successes), and a few negative stories

(challenges, failures where you learned lessons). Tell stories that reflect relevant job qualities in a

specific manner. For example, tell a story that demonstrates critical thinking and decision-making if

the company is looking for a problem solver. Explain how you’ve collaborated with coworkers to

complete a project if the position calls for teamwork and communication skills.

A good strategy for answering open-ended questions is to use the STAR method: 1. S/T – Situation/Task: Describe the situation or event. Be specific; give details for

understanding.

2. A – Action: Describe the action that you took. Talk about the role you played.

3. R – Result: Describe what happened, what you accomplished, and what you learned.

See the following example for the STAR strategy in action.

Question: Tell me about a project you initiated.

Answer: Situation/Task: During my internship last summer I was responsible for managing “ABC”

events… I noticed that attendance at these events had dropped by 30% over the past 3 years…

Action: I designed a new promotional packet to go out to the local community businesses… collected feedback on our events… organized internal discussions to raise awareness…

Result: We utilized ideas from the community, made our internal systems more efficient and visible and raised attendance by 18% the first year.

In general, when answering interview questions, consider the following advice:

Answer the question – demonstrate logical thinking

o Practice providing clear and specific evidence of your qualifications. Do you have “holes” in your resume? Are you missing some of the preferred qualifications listed on the job posting? Think about how you will address these weaknesses.

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Display professionalism – talk professionally about your education, work experience, interests,

etc. Plan your professional appearance and materials (notepad, portfolio, etc.).

Show your research – relate how much you know about the position and company.

Interviewing Tips

Because first impressions occur before questions are even asked, it’s important to make a good one.

Do Don’t Dress professionally. Arrive 5-10 minutes early.

Address everyone by name. Apply a firm handshake.

Make eye contact and smile. Use gestures for emphasis Lean forward to show interest

Frown Slouch Look at your phone Fidget

Asking Questions

Typically, at the end of interview, you will have a chance to ask your own questions. While you may want to ask, “What’s the salary?” and “How many people are you interviewing?”, keep in mind that you are

still being interviewed. The types of questions you ask can say a lot about you as a candidate. You want to

show that you’ve done your research, that you listened during the interview, and that you will be a

pleasant employee/colleague.

Sample interviewee questions:

What is a typical day like for the person in this position?

What is the culture of this workplace?

Is there room for advancement with this position?

What is your timeline for completing the hiring process?

Follow Up

Within 1-2 days after the interview, you should send a brief thank-you note to your interviewer, showing

appreciation for the interview and showing your continued interest in the position. An email example is

provided below; if you provide a typed or handwritten note, use standard business letter format.

Resources

For additional information and advice for job applications, check out the following resources:

The UIS Career Development Center and OptimalResume program, www.uis.edu/career

Alison Green’s management blog, www.askamanager.org

Websites of professional and student organizations related to your academic major.