2015 summer internship handbook ASU Online B.A. Psychology

School of Social & Behavioral Sciences New College of Interdisciplinary Arts & Sciences

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ARIZONA STATE UNIVERSITY

New College of Interdisciplinary Arts & Sciences

Statement of Purpose The New College is committed to a vision for a university that is involved with and contributing to the economic, social, and cultural vitality of our region. In keeping with the vision for a New American University, the mission of the New College is to:

• Provide quality education that is accessible to a broad population

• Create a highly educated workforce

• Generate economic growth

• Conduct transdisciplinary research for the public good

• Maintain a global perspective in our endeavors The hallmarks of the New College are:

• A faculty that demonstrates excellence through innovative linkages among research, teaching, and service.

• Service that encourages involvement in the community and uses the talents of faculty, staff, and students for the benefits of the citizens.

• Experiential learning opportunities that link student education with community work, service learning, internships, and applied research projects.

• Innovative and flexible curricula that emphasize cross-disciplinary programs, imaginative program design, and community partnerships.

• Application of technology to the delivery of education to increase learning quality, productivity, and access.

• A student-centered campus with a welcoming, flexible, and supportive learning environment that encourages students of diverse backgrounds to reach their full potential.

• An attitude of continuous improvement that challenges every person in the university to reject the status quo and strive for excellence.

• A commitment to invest in and develop the human resources of the campus to allow each faculty and staff member to reach his/her full potential.

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PREFACE

I am thrilled to announce a newly established summer internship program for our online psychology students at Arizona State University. This latest development within our quickly evolving program promises an opportunity for students to deepen and apply their academic preparation in psychology and offers new talent to the diverse communities in which our students live and work. This handbook is intended to provide an overview of the structure and requirements of the summer internship, and to assist students and site supervisors in developing a meaningful and mutually beneficial experience. We have attempted to create a comprehensive resource manual to guide you through the internship. In the following pages you will find material addressing expectations and suggestions for the student intern as well as for participating site supervisors. Step-by-step guides, policies and procedures, evaluation forms, and suggestions for supervisors are included. The preparation of this guide has been a collaborative effort. Much of the following material has been graciously provided by and adapted from Linda Persau, Internship Director for campus-based students in the School of Social & Behavioral Sciences, and previously from the College Internship Program; the Ethnicity, Race, and First Nations Studies Program; the Integrative Studies Program faculty and students; the Center for Public Policy and Service at Mesa Community College (Mesa, AZ); and the National Society for Experiential Education. Should you have any questions or concerns about the summer internship program or the information included in this handbook, do not hesitate to contact me. T. M. Barratt, PhD Director, ASU Online Psychology Program School of Social & Behavioral Sciences New College of Interdisciplinary Arts & Sciences Arizona State University (602) 543-2845 tmb@asu.edu

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TABLE OF CONTENTS New College of Interdisciplinary Arts & Sciences Statement of Purpose ...................................... 2 Preface .......................................................................................................................................... 3 SECTION I: OVERVIEW & REQUIREMENTS

2015 Program Timeline ..................................................................................................... 6 Eligibility Requirements ..................................................................................................... 6 Credit Hour Equivalencies ................................................................................................ 6 Application Procedures & Checklist ................................................................................... 7 Planning, Organization & Execution .................................................................................. 8 Assignments & Grading Criteria ........................................................................................ 9 Time Logs ........................................................................................................................ 10 Early Release and Termination of Internship .................................................................. 11 Extensions (‘Z’ Grades) ................................................................................................... 11

SECTION II: GETTING STARTED

Setting Up an Internship .................................................................................................. 13 Internships at a Current Place of Employment ................................................................ 13 Intern’s Rights and Responsibilities ................................................................................. 14 What an Internship Is Not ................................................................................................ 15

SECTION III: SUPERVISORS

Site Supervisor Responsibilities ...................................................................................... 17 Orienting Interns to Your Site .......................................................................................... 18 Working Effectively with Interns ....................................................................................... 18

SECTION IV: FORMS

Job Description Form ...................................................................................................... 22 Sample Statement of Goals & Objectives ....................................................................... 24 Mid-Semester Evaluation of Intern .................................................................................. 25 Final Evaluation of Intern ................................................................................................. 26

Note: The Internship Agreement, Student Placement Agreement, Liability Release, and Ethical Guidelines forms are all provided directly to the student by the internship coordinator upon acceptance of the internship application. Specific assignment guides and the Student Evaluation of Internship Site form are available to students once they are enrolled in the online Internship course.

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SECTION I: OVERVIEW & REQUIREMENTS

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2015 Program Timeline

Semester Dates May 18 – July 10, 2015 Internship Application Available Online March 16, 2015 Application Submission Deadline April 20, 2015 Completed Paperwork Due (Internship Agreement, Student Placement Agreement, Ethical Guidelines, and Liability Release)

May 18, 2015

Course Registration Deadline May 19, 2015 Formal Paper #1 Due June 12, 2015 Mid-Semester Time Log Due June 15, 2015 Mid-Semester Site Evaluation Due June 15, 2015 Final Portfolio Due (Time Log, Formal Papers #1 and #2, Informational Interview, Mid-Semester and Final Site Evaluations, Student Evaluation of Site, and any Extra Credit completed)

July 10, 2015

Eligibility Requirements In order to pursue an internship for credit through this program, the following requirements must be met:

• Students must be currently enrolled in the ASU Online B.A. Psychology undergraduate degree program and in good academic standing.

• Students must be in their Junior or Senior year. • Students must have a cumulative GPA of 3.5 or higher at the time of application. • Given the broad geographic spread of our online community, students are responsible for

locating their own internship site placements. Students may wish to consult with ASU Career Services or the internship coordinator for referrals or suggestions if they are not familiar with organizations in their community.

• Sites are subject to approval by the internship coordinator for the online psychology program. • Internships must directly involve the application of principles of psychology.

Credit Hour Equivalencies

Academic Credit

Total Internship

Hours

Site Contact*

(Approx. Hours)

1 credit 45 6 hrs/wk 2 credits 90 12 hrs/wk 3 credits 135 18 hrs/wk 4 credits 180 24 hrs/wk 5 credits 225 30 hrs/wk 6 credits 270 36 hrs/wk

*Based on an 8-week Summer Session

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Application Procedures and Checklist Students interested in participating in an internship for the summer session are directed to follow the checklist below. Internships can take as long as 4 to 6 weeks to set up, so beginning this process early is essential to being able to secure a site, get paperwork signed, enroll in the PSY 484 internship course, and then begin to clock hours. Securing a site is the most time-consuming part of this endeavor, so if a student does not already have a site and needs assistance, s/he should connect with the internship coordinator as soon as possible. If the student does have a site, it is possible to set up an internship within one or two weeks, but if the student waits until the last minute to begin searching for a site, in most cases it will be too late. The internship coordinator should be contacted with any questions or concerns. _____ 1. Apply. Go to https://newcollege.asu.edu/sbs/internships/psychology-online and submit an

online application. This will be forwarded to the internship coordinator for review. You will be contacted once the review is complete (typically 5-10 days). If you are unsure of the status of your application, do not hesitate to contact this year’s internship coordinator, Dr. Barratt, at tmb@asu.edu. If approved, students will be given instructions regarding next steps.

_____ 2. Secure a site. If you have yet to locate a site, you may want to go through ASU Career

Services and the Sun Devil Career Link (https://eoss.asu.edu/cs/sdcl). Consider contacting community resources and organizations in your local area about the possibility of setting up an internship.

_____ 3. Obtain signatures and submit required paperwork. Once you have been accepted by a

site, there are four documents you will need to obtain from the internship coordinator in order to set up your placement: (1) Internship Agreement with a Job Description included; (2) Student Placement Agreement; (3) Ethical Guidelines statement; and a (4) Liability Release. The first three documents listed must be signed by both you AND the site supervisor. All documents must be returned to the program before you will be allowed to enroll in the PSY 484 Internship course or clock any hours at the site. Do this early because if there are any issues in terms of signing the documents, you may not be able to receive academic credit for the work you plan to do.

_____ 4. Register for PSY 484. Once the documents outlined in bold above have been received by

the internship coordinator, your advisor will issue an override for you to enroll in the PSY 484 course. The line number will be sent to you and you will need to register. You must enter the number of credits you desire, as the system automatically defaults to only ‘1’ credit. If this happens, you will need to submit a Drop/Add request to correct it. Once all documents are signed and submitted and you are formally enrolled in PSY 484, you may begin working and accruing hours.

_____ 5. Join the class, log your hours on site, and complete assignments. Access the PSY 484

course Blackboard site (http://myasucourses.asu.edu) once you are enrolled. Important communications will be posted on Blackboard, along with needed documents such as time logs and assignment requirements.

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Planning, Organization & Execution Internships are approved based upon the applications, job descriptions, and placement agreements submitted to the internship coordinator. It is expected that interns will follow the original design of an internship and will report any deviations to the instructor. How well an internship is executed is often dependent upon how well it was planned up front, how organized the intern can remain throughout the semester, how well one communicates with both the site supervisor and the internship coordinator, and how well the final portfolio is presented upon its completion. Students have 8 weeks in which to complete a summer internship. Semester start and end dates must be respected, so careful planning and management is required. Students often take on more than they can reasonably handle during their last semester in an effort to exit the University. The internship can suffer from the pressure and the stress this creates. Barring any unforeseen circumstances (e.g., illness, family emergencies), students need to work fairly consistent hours each week in order to meet their target hours by the session deadline. Front-loading or back-loading of hours is discouraged. Incompletes will not be granted automatically. Since interns may not begin clocking hours until their file is complete, it is advisable to submit all paperwork on time in order to avoid a late start. Interns are expected to begin clocking hours within the first week or two of the session. If the internship has not come together in a reasonable amount of time, the student should consider withdrawing from the course. Interns are “ambassadors” of the University. As such, they are expected to conduct themselves maturely and professionally at all times. Points may be lost, or the internship may be terminated, if the integrity of the program is compromised at any time due to an intern’s behavior or attitude. Interns are encouraged to use common sense and to seek guidance when they need clarification or if they are ever uncomfortable at a site, for whatever reason. The internship coordinator’s role is to support interns.

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Assignments & Grading Criteria Knowing the expectations that guide the grading of internships is an important element in each student’s success. This is an academic course and earning an “A” is not automatic; however, neither is it necessarily difficult if the precise requirements are met. Grades in this internship program are comprised of academic assessments as well as a series of evaluations from the site and the student. Failure to perform well in either of these areas will result in a loss of points. Students must complete all required hours to receive a passing grade for the course. It is the job of the internship coordinator to track students through the internship so that the tasks assigned are directed toward that end. Students must stay in touch with the instructor periodically rather than simply submit a portfolio at the end of the session. In addition to being able to reflect thoughtfully on work experiences and the concepts presented in the course, seniors who are about to graduate are expected to have good time management skills; to keep their own records accurately; to submit work that is neat and complete; to pay attention to the details; and to read everything that is posted on the course Blackboard site.

ACADEMIC ASSESSMENT

Formal Papers #1 and #2 Guidelines for both formal papers are posted on Blackboard. The first paper is designed to be an introduction to the internship experience and is due no later than the deadline listed on the program timeline. The second paper is due in the Final Portfolio and is designed to serve as a summary of the experience. Interns will be asked to place the internship within the context of their overall career plans in the final paper. These are both formal academic essays and must be presented as such. Informational Interview This assignment involves interviewing someone in the student’s chosen profession and is required to be included in the Final Portfolio submitted at the end of the session. Specific guidelines for the interview and essay are posted on Blackboard. If the intern would rather complete a different assignment, however, s/he may propose an alternate assignment to the internship coordinator no later than the midpoint of the session. The objective is for the assignment to be meaningful to the intern. Final Portfolio The portfolio provides a complete summary of the work an intern has accomplished over the designated time period. Formatting requirements and a checklist are provided on Blackboard. The portfolio must be complete and submitted electronically prior to the deadline. In order to complete the course, no documents can be missing. Portfolios are graded as professional submissions, so the quality and substance of the presentation is important. Interns may begin thinking about what to include early in the semester and they will want to make certain they ask for approval of the site supervisor when planning to include anything of a confidential or sensitive nature (e.g., photographs).

EVALUATIONS

Site Evaluations There are two evaluations expected from the site supervisor throughout the semester. The first is the Mid-Semester Evaluation, which is due approximately one month from the start of the internship (see Program Timeline). The other is the Final Site Evaluation, which is due in the Final Portfolio at the end of the semester. Copies of both forms are included at the end of this handbook. The intern is expected to prompt the site supervisor as to when evaluations are due. Supervisors should be given ample time (7-10 days, or more if required by the supervisor) to complete these documents so that the intern can submit them by the deadlines established. The deadlines must be respected. Evaluation deadlines will be adjusted for students whose begin and/or end dates differ from the normal session.

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It is expected that the supervisors will complete evaluation forms thoughtfully and in detail, and then review them with the individual intern for their signature. The intern is responsible for submitting the completed forms to the internship coordinator by the previously determined deadlines. A site should not forward an evaluation independent of the intern unless the intern has signed it. The more complete the feedback, the better for the intern. Interns can only improve with guidance, so supervisors should feel free to discuss areas where the student may need further development. Student Evaluation of Site Students are asked to complete one assessment at the end of the internship. There is no mid-semester evaluation for the student to complete. The Student Evaluation of Site is to be included in the Final Portfolio and it gives the intern the opportunity to evaluate his/her own performance as well as that of the site. Assessments of how an internship actually went can differ and all interns need to have a voice in this aspect of the experience.

EXTRA CREDIT

Students may complete a Book Review and/or Time Management Essay for extra credit. Guidelines for each extra credit assignment are posted on the course Blackboard site.

SUMMARY OF POINTS GRADE SCALE

Formal Paper #1 10 points A+ 97 points or above Formal Paper #2 10 points A 93-96 points Informational Interview 10 points A- 90-92 points Final Portfolio 40 points B+ 87-89 points Site Mid-Semester Evaluation of Intern 10 points B 83-86 points Site Final Evaluation of Intern 10 points B- 80-82 points Student Evaluation of Site 10 points C 70-79 points D 60-69 points Extra Credit: E Below 60 points Time Management Essay +5 points Book Review +5 points

Time Logs Interns must use the Time Log (Excel file) posted on the course Blackboard site. Students are asked to round their hours to the nearest quarter hour. Students are expected to know how many hours they have logged at all times. Points are lost when time logs are late, not summed properly, missing dates or authorized signatures, or are generally disorganized. It is the intern’s responsibility to give the supervisor the time logs in plenty of time to sign so that they can meet the submission deadlines. After supervisors verify the hours, the intern is responsible for submitting a copy of the signed log to the internship coordinator. Hours are usually clocked within the start and end dates for the University semester. With permission of the department and the internship coordinator, interns may begin earlier and/or end later, but these hours will fall outside the semester schedule and may necessitate an Incomplete (‘Z’) grade. Post-dating of hours the last week of the session is allowed with prior approval, but not at any other time during the session.

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Early Release and Termination of Internship There are situations that arise which may necessitate early release from an internship before all the required hours/work can be fulfilled. If a student can demonstrate ‘just cause’ for an early release, credit will be adjusted to reflect only those hours worked (45 = 1 credit; 90 = 2 credits; 135 = 3 credits, etc.). Submission of a final portfolio is required and must include the final paper and final evaluations, and will be graded per the standard elements required. Should a student be asked by the site to terminate the internship due to unacceptable behavior or performance, the student runs the risk of receiving a non-passing grade.

Extensions (‘Z’ Grades) A grade of ‘Z’ is the equivalent of an Incomplete (‘I’) Grade. An extension may be granted on an internship (1) when the end date agreed upon in advance falls later than the end of the session, or (2) in the case of an emergency when a student falls ill or progress is slowed for some unexpected reason. Poor planning is not acceptable as justification for an extension. “Reasonable progress” must be demonstrated; this means that 50% of the hours must be clocked in order to justify an extension of this type. If this cannot be demonstrated, then the student will be asked to withdraw from the course for the session. If a student is enrolled for more than 3 credits and runs out of time, they will be asked to bring the internship to a close once they have reached 135 hours and submit a final portfolio at that time. Requests for a Z grade must be discussed with the internship coordinator by the midpoint of the session and submitted in writing prior to the deadline for final portfolios. The form required for requesting a ‘Z’ grade may be found on the course Blackboard site.

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SECTION II: GETTING STARTED

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Setting Up an Internship The following documents must be signed and approved before a student may begin accruing internship hours. These include:

• Internship Agreement • Job Description • Student Placement Agreement • Liability Release • Ethical Guidelines

Internship Agreement Once a student decides on a site, s/he should contact the site and set up an initial meeting. At that meeting, the prospective supervisor will want to address the intern’s availability and what hours they wish to work, and how this fits in with the organization’s schedule, etc. Supervisors are never obligated to accept an intern with whom they do not feel comfortable. If that situation happens to arise, the internship coordinator or program director should be contacted. Once a schedule has been agreed upon, the supervisor will need to complete an Internship Agreement, which confirms the intern’s working schedule. All three parties—the site supervisor, the intern, and the internship coordinator at ASU—must sign this agreement. The form also stipulates the start date agreed upon. Usually this date cannot fall before the first day of classes, nor do internships continue after the last day of classes at the University for any given semester, unless agreed upon by all parties at the outset. With the written approval of the internship coordinator, this schedule may be adjusted to accommodate special circumstances or requirements of the internship site or the student. Job Description Site supervisors may complete the Job Description form in this handbook. Alternatively, if this is a customized internship being created specifically for a particular student and this internship most likely will not be repeated by other students, then the guidelines on the one-page Sample Statement of Goals & Objectives, also included in the Handbook, may be followed. Student Placement Agreement This form is considered to be a formal agreement between ASU and each site. This document is necessary in order to establish the relationship between the University and the organization. It covers liability issues, so it must be completed and signed by the site. If supervisors would like a completed copy of this form returned to them once the instructor has signed it, they may request one.

Internships at a Current Place of Employment Many working professionals who are returning to school to complete degrees find that the time they have to devote to an internship is significantly limited by full-time work commitments. It is possible to create an internship at the student’s current place of employment and tailor it to suit a specific project or area of the organization the student wishes to investigate, as long as it falls outside the boundaries of the student’s existing work responsibilities or job description. In this case the student must first secure an individual at the work site who is willing to participate as a supervisor for this project. Secondly, the student must submit a proposed job description that outlines the nature of the measurable objectives that the student hopes to accomplish during the internship. Once this job description has been approved by the internship coordinator, this internship is facilitated in the same manner as all other internships.

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Intern’s Rights and Responsibilities Listed below is a brief overview of selected rights and responsibilities that interns are asked to consider while fulfilling internship requirements.

RIGHTS RESPONSIBILITIES

• To be interviewed and, if accepted, to

be assigned to specific, varied, and appropriate tasks

• To know as much as possible about the agency/organization (e.g., policies, people, programs, activities)

• To receive orientation, training and ongoing supervision for the job expected

• To be given meaningful and satisfying work

• To be treated as a co-worker • To be given an opportunity to voice

opinions and ideas; if possible, to be included in the planning of programs and activities

• To be given opportunities to pursue leadership roles

• To be evaluated and to receive letters of commendation based on quality of service

• To respect confidentiality • To maintain professionalism (e.g.,

observe dress code, avoid gossip) • To be open-minded and respectful

towards opinions shared with them • To demonstrate respect for cultural

and gender-based differences and to consciously seek to understand perspectives that differ from their own

• To understand commitments of time and tasks and to fulfill them

• To follow organizational policies and procedures

• To communicate their learning objectives to the people with whom they’ll be working

• To seek honest, constructive feedback

• To be effective advocates for change and goodwill as needed

• To enter into the internship experience with enthusiasm and commitment

• To complete field service hours and all other department internship requirements

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What an Internship Is Not “TIME-OUT” Although an internship is usually pursued outside of the college setting it

should not be viewed as a “time-out” from school to go to work. An internship is a learning experience. Some people learn more effectively through experience, and internships provide that opportunity. Remember, a grade or credit for an internship is based on what the student can show or demonstrate they have learned during the internship, not solely on the evaluation of their performance. It is also based on the extent to which students can demonstrate that they have integrated their experience with their academic training.

“AN EASY GRADE” Most students report working just as hard if not harder on their

internships as they do for classes on campus. Pursuing an off-campus internship along with several other classes creates a demanding schedule and requires a lot of time and energy. Students should take care not to plan an internship during an otherwise “heavy” semester.

VOLUNTEER EXPERIENCE

Regardless of the financial arrangements, an intern is not the same as a volunteer. An intern earns credit or a grade based on what is learned from the internship experience. A faculty sponsor evaluates the quality of the learning experience. A volunteer may perform the same tasks equally well but may or may not be deliberately reflective upon the learning derived. As an intern, students must be deliberately reflective upon what they are learning and strive to meet identified learning goals in order to successfully earn credit or a grade.

“RESIDENT EXPERT”

Student interns bring special skills, knowledge, and fresh ideas to an organization. It is not appropriate, however, for an organization to expect an intern to be the “resident expert” or to fill a gap in an area in which the staff lacks basic skills or knowledge. They should be supervised by a professional staff person who has some expertise in the area in which they are working.

“GO-FER” An intern is not supposed to perform all the routine or uninteresting work

within an organization. An internship should be a meaningful learning experience; whether or not it is meaningful is a judgment they must make in conjunction with their faculty sponsor. Most positions and projects will involve some routine work; however, it is recommended that it be limited to twenty percent of their time as an intern.

A GUARANTEED JOB OFFER

Sometimes interns are offered part- or full-time employment as a result of contacts made during their internships but there is no guarantee that an internship will get a student a job. Many employers value hiring someone who has had an internship experience; therefore, when students are competing for a particular position in a given field, their internship may prove beneficial. The best way to gain career and job advantages from their internship is to get to know the people they are working with in the organization. Students should build an information and referral network for themselves.

From The Internship as Partnership: A Handbook for Campus-Based Coordinators & Advisors, National Society for the Experiential Education, 1995.

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SECTION III: SUPERVISORS

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Site Supervisor Responsibilities Students involved with internships will be supervised primarily by the on-site supervisor(s). The supervisor plays a crucial role in determining the value of the internship experience in the student’s learning. The supervisor’s role includes: Planning: Before arranging for an intern, develop a job description of what the intern will be doing, where, and what the objectives will be for both the intern and the site. As soon as the intern has been interviewed, accepted, and the placement has been confirmed by the internship coordinator, the student’s position and assignments should be carefully defined. All parties should have a clear understanding of expectations in terms of productivity and educational growth. Orientation: At a minimum, orientation should answer the intern’s questions: “Where do I fit in? How do I get things done? What is expected of me? How do I get information? Who can assist me if my on-site supervisor is not available? What should I do if problems/concerns arise?” If possible we would like the supervisor to help the intern develop a comprehensive understanding of the organization for which s/he is working, and of the field as a whole. Training: Inform the intern of any training or other preparation that will be necessary. Scheduling: The intern’s time at the site must take into account the needs of the site, availability of supervision, and the student’s schedule. Procedures for tracking service hours should be clarified. Supervising: Ensure that the intern has guidance available as necessary from a paid employee with opportunities for questions and sharing of ideas. Evaluating: Examine and sign time logs so the intern can submit them in a timely manner. Complete and sign the mid-semester and final evaluations and return them to the student for submission to the internship coordinator. Any inadequacy in an intern’s performance should be conveyed to the internship coordinator as soon as it is observed. Site supervisors must comply with college policies on affirmative action, sexual harassment, and the Americans with Disabilities Act because the intern’s work is considered to be an extension of his/her education, sponsored by and supported by the University.

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Orienting Interns to Your Site Supervisors, we hope that you will find the following list of topics useful as a guiding framework for orienting interns/volunteers to your site (adapted from McCurley & Vineyard, 1986). SUGGESTED ORIENTATION TOPICS

• Description and history of agency/site • Description of programs and clientele • How the agency relates to the community and other organizations • Sketch of organizational chart and introduction to key staff • Timeline of major organizational events throughout the year • Introduction to internship manual on policies and procedures • Facilities orientation: office layout, phones, restrooms, parking, meals, coffee, etc. • Outline of intern benefits • Notification of the intern training schedule • Coverage of record-keeping requirement • Description of procedures to follow in case of an emergency • Discussion of specific role/responsibilities of the intern • System for changing schedule or notifying of absence • Opportunities for growth and development

Working Effectively with Interns SUPERVISION Supervision is an integral part of an internship experience and not all interns are coming into this program with the same set of expectations or experiences. In short, some will need more supervision than others. Below are some suggestions that might help the supervisor and the intern achieve a comfort zone in the work environment: • Be sure that you know what you want the intern to do and have available the necessary tools the

intern will require for their job. A periodic review of the job description with the intern can help keep everyone on task. If the intern’s tasks change to reflect a changed environment or achieved learning objectives, update the job description.

• Make sure the intern clearly understands to whom they are to report and of whom they may ask questions, including designating a person who will supervise in your absence.

• Be certain that you are familiar with the intern’s learning objectives and that the tasks performed contribute toward those objectives.

• Spend some time orienting the intern to your site, the work schedule, and your own availability. They need to know their way around the physical environment.

• Exchange contact numbers so that you can reach the intern in the event of an emergency or a change in schedule.

• Make sure the intern understands the site’s policies with which they must comply.

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COMMUNICATION • Clear communication is the key to effective supervision. The following guidelines suggest how to

establish a good communication network during the internship experience.

• Schedule regular meetings with the intern to discuss new and past assignments, to answer any questions, and discuss dynamics of the organization.

• Give the intern opportunity to attend meetings (staff, committee, or legislative) whenever possible.

• Discuss career opportunities in the field and career paths of college graduates.

• Structure and supervise the internship more highly in the beginning, and ease off when the time seems appropriate.

• If problems do occur, speak directly with the intern. If the supervisor is unsure how to deal with a particular situation, a phone call to the internship coordinator—who can offer support and advice—is recommended.

REWARDS No rules exist in this area. Supervisors are encouraged to use creativity in rewarding interns for work well done. Some suggestions include:

• Note the intern’s name on any finished project to give them credit and recognition.

• Give the intern opportunities to attend professional seminars or workshops provided within or by the organization.

• Give the intern the opportunity to interview or observe in other departments/area of the organization.

• Give them the opportunity to meet the administration, board members, or VIPs.

• Write about them in the company newsletter - or better yet, have them write about themselves.

• Add the intern’s name to the telephone directory sheet.

• Post the intern’s picture on the bulletin board.

• Recognize them for doing things right.

• Give them a specific title other than “intern,” “student,” or “volunteer.”

• Provide student with contact people known to you for help in future job hunting.

MOTIVATION

• Make interns feel like a member of the team.

• Challenge the intern and show respect for interns’ talents and abilities.

• Give the intern a designated work area.

• Give interns a sense of planning and involvement by hearing their ideas.

• Train the intern for assignments.

• Give constructive, descriptive criticism.

• Help interns to understand their role in relation to other jobs.

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COMPLETION Organizations and interns must plan for an ending date from the beginning. It is important to allow for realistic guidelines for completing projects and for transferring them to other personnel. This prevents incomplete work, abandoned clients, and helps to keep a timeline. A good way to end the internship is by holding some form of celebration. This is a comfortable means of recognizing the completion of the internship experience. This way, if the student returns to visit, volunteer, or for future employment, this distinguishes an internship experience from the new experience, thus keeping rules and responsibilities clear. From The Internship as Partnership: A Handbook for Campus-Based Coordinators & Advisors, National Society for the Experiential Education, 1995.

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SECTION IV: FORMS

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Internship Job Description Form For new sites only

Name of Agency ______ Site Address Phone Name & Position of Supervisor or Contact Person Email ♦ Brief description of agency function: ♦ General description of intern role: ♦ Responsibilities of student interns (please be specific): ♦ Qualifications/skills (please be specific – use back of this page) Required Skills

Desired Skills

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♦ Paid Unpaid Salary (if paid) ♦ Agency hours of operation (days and times of need for interns) Sun Mon Tues Wed Thur Fri Sat ______ ♦ Minimum number of hours per week commitment from intern: ♦ Number of interns needed: ♦ Special conditions or requirements: ♦ Brief description of orientation and training provided by agency: Please attach any supplemental materials that would be helpful in describing this internship.

Return Completed Form to the Internship Coordinator

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Sample Statement of Goals & Objectives Name of Site: ABC International General Description of Intern Role: Intern’s role may include direct casework with clients, assist in pre-school children’s education and socialization; community agency resource referral; assisting families gain self-sufficiency through job training; grant preparation; advise on public relations; editing, translating, accounting; completing health screenings, nutrition assessments and education. Responsibilities of student interns (please be specific): • Will work on and maintain Resource Book utilized by social workers in making referrals • Under supervision, will provide assistance in handling incoming calls • Will accompany managers on home visits to do assessments • Will assist in implementing non-clinical services as indicated on care plan under the

direction of the manager • Develop interviewing and assessment skills • File adequate, accurate progress notes on each participant contact Brief description of orientation and training provided by agency: One-hour orientation sessions are held on the first Thursday of every month. Training sessions are 2-3 hours on the third Thursday of every month. Policies and procedures will be covered as well as skills and techniques required to work for the organization. Monthly brainstorming sessions and any additional workshops are held on Saturday mornings. These sessions provide further training opportunities for Interns. Please attach any supplemental materials that would be helpful in describing this internship.

Mid-Semester Internship Evaluation

Student: __________________________ ASU Affiliate ID # (begins with 100…) _________________ Site Supervisor(s): __________________________________________________________________ Regarding routine tasks, the student (please circle): Is tardy 1 2 3 4 5 Is punctual Hesitates to do what is asked 1 2 3 4 5 Is willing to assume all tasks Needs constant supervision 1 2 3 4 5 Completes tasks with little to no supervision Fails to complete tasks 1 2 3 4 5 Completes tasks with few or no

mistakes Needs constant reminders 1 2 3 4 5 Assumes responsibility once a task has

been assigned Regarding professional preparation of the student: Is poorly prepared 1 2 3 4 5 Displays outstanding preparation Demonstrates little ability to apply 1 2 3 4 5 Shows practical knowledge Displays lack of initiative 1 2 3 4 5 Displays initiative Displays lack of good judgment 1 2 3 4 5 Displays good judgment Overall, the student (please circle): Needs growth, maturity and Experience 1 2 3 4 5 Fits very well professionally Other Comments: Please comment on the student’s strengths or areas that need attention. Use additional sheets if necessary. __________________________________________________________________________________________

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Site Supervisor Signature: __________________________________________ Date: ____________________

Intern Signature: _________________________________________________ Date: ____________________

Internship Coordinator Signature: ____________________________________ Date: ____________________

Final Internship Evaluation

Student: __________________________ ASU Affiliate ID # (begins with 100…) _________________ Site Supervisor(s): __________________________________________________________________ Please rate the student’s performance in the following areas (1 being poor, 5 being excellent): Cooperation 1 2 3 4 5 Productivity 1 2 3 4 5 Did intern manage time effectively 1 2 3 4 5

Did intern accept constructive criticism? 1 2 3 4 5 Did intern communicate well? 1 2 3 4 5 Did intern display professional behavior? 1 2 3 4 5 Please answer the following questions: 1) Was the student academically well prepared for the internship experience? Briefly explain. __________________________________________________________________________________________

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2) Was the student practically well prepared for the internship experience? How? __________________________________________________________________________________________

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3) Is the student a valuable team player? How? __________________________________________________________________________________________

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Internship Final Semester Evaluation

Page 2 4) Did the student display adequate self-motivation and initiative? How? __________________________________________________________________________________________

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5) If a position were available, would you consider this student for permanent employment? Why? __________________________________________________________________________________________

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6) Please provide a brief description of the student’s strengths or areas that need attention. __________________________________________________________________________________________

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7) Other Comments: __________________________________________________________________________________________

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Site Supervisor Signature: _____________________________________ Date: __________________

Intern Signature: ____________________________________________ Date: __________________

Internship Coordinator Signature: _______________________________ Date: __________________