Students enrolled in online courses may benefit from the inclusion of career oriented and experiential learning in those courses and programs. There are many models to select from with regard to embedding career education and experiential learning experiences into the online curriculum. Boise State may want to begin to consider additional models from the research to add additional career and experiential learning modules to the curriculum. Since the curriculum is faculty developed, it would be good to consider the ways in which we foster adoption of these frameworks within the faculty cohorts. Ensuring faculty understand how career education will benefit their students is a key component. Articles on the pedagogical implications are considered in the section Pedagogical Approaches to Career Education. |
Table of Contents
Thomson, A. (2010). Embedding an online career development program into student learning. Australian Journal of Career Development, 19(3), 6-14. http://libproxy.boisestate.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=56099934&site=ehost-live
Elaborates on a program implemented to embed career development into online learning with modules.
Bridgstock, R. S., Thomas, A., Lyons, K., Carr, L., & Zelenko, O. (2012). Putting the cart before the horse? Driving student engagement through first-year career identity development in a large multidisciplinary creative industries cohort. In FYHE 2012 Conference Proceedings (pp. 1-5). University of the Sunshine Coast, Queensland.
Academic and industry resources relating to Creative Industries careers are introduced during the lectures, and students learn information retrieval and evaluation skills via scaffolded searching exercises during tutorials and another online module - Information PILOT (Queensland University of Technology, 2012). The industry and careers research phase involves obtaining, Putting the cart before the horse? Driving student engagement through first-year career identity development in a large multidisciplinary Creative Industries cohort. Nut and Bolts evaluating and information on topics relating to creative career opportunities, including the world of work trends, occupational tasks, skill requirements, industry and role outlook, role challenges, and broad employability strategies (such as who to network with).
Computer Science
Bayerlein, L., & Jeske, D. (2018). Student learning opportunities in traditional and computer-mediated internships. Education & Training, 60(1), 27–38. http://dx.doi.org.libproxy.boisestate.edu/10.1108/ET-10-2016-0157
“The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations.”
University of New England & National University of Ireland
“systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researchers with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.”
Computer-mediated internships mean either e-internships or simulated internships. E-internships are referred to as virtual internships or CMIs in the literature. E-internships are “real-world work placements where the interactions between the intern and their employer are predominantly computer mediated”
Library Science
Directed Field Work (DFW) Documentation at the University of Washington iSchool
https://ischool.uw.edu/programs/mlis/curriculum/directed-fieldwork
This material includes a learning objectives document for sites.
All Disciplines
Online Internships: A Successful Model
https://files.eric.ed.gov/fulltext/EJ1071408.pdf
Outlines best practices at the time of its publication: assessment, communication, demonstration, internship supervisor, organization, planning, and self-assessment. “Perhaps the single most important aspect of the online internship is a viable and credible means by which to assess the learning and work of the intern. Effective assessment starts with a clear understanding of expectations.”
Sykes, D. M., & Roy, J. (2017). A review of internship opportunities in online learning: Building a new conceptual framework for a self-regulated internship in hospitality. International Journal of E-Learning & Distance Education / Revue Internationale Du e-Learning et La Formation à Distance, 32(1), Article 1. http://www.ijede.ca/index.php/jde/article/view/1027
A framework for online hospitality internships based on established best practices. Students enrolled in online learning complete an in-person internship.
Proposed Model with 4 stages that involves a self-regulation component in all phases.
Planning - curriculum design with an internship course, and letter of commitment that clarifies roles and responsibilities.
Engaging - all stakeholders journal or log activities, students maintain reflective journals, utilize the LMS as central access/storage, email communication between supervisor and instructor, student-to-student sharing, and regular check-ins with all stakeholders.
Assimilation - connecting theory to practice, potential role-play opportunities, written assignments, and student-to-student interaction.
Review and Reflection - journaling or blogging as a form of reflection, evaluation, instructor and supervisor feedback, and sharing the experience with others.
Intensive Laboratory experiences to safely retain experiential learning in the transition to online learning [Biology]
https://onlinelibrary.wiley.com/doi/pdfdirect/10.1002/ece3.6886
After participating in asynchronous lectures and other learning activities, students went to regional field stations to engage and learn in person at those places. The research work and group work were of value to the learning.
Specifics: “Intensive laboratory experiences (ILE) would be designed such that they occur over a 1- to 2-week period and require students to stay on site after being tested. The intensive laboratory experience does not necessarily need to occur during the online course and has the flexibility to occur between semesters or during ecological or evolutionarily relevant phenology (e.g., migrations, flowering). A variety of approaches to information delivery could be adopted but in general, we suggest 1- to 3-hr long field activities 2–3 times per day with 15 min—1-hr long intermissions.”
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology, 78(2), 311–328. https://doi.org/10.1037/0021-9010.78.2.311
Developed a “classification scheme for evaluating learning outcomes” with respect to “training.”
Cognitive (adapted from Gange)
Verbal knowledge
Knowledge organization
Cognitive strategies
Skill-based
Compilation (proceduralization & composition)
Automaticity
Affective learning
Attitudinal
Motivational (Motivational disposition, Self-efficacy, and Goal setting)
Dotson, K. B., & Bian, H. (2013). SUPERVISION ON SITE: A Critical Factor in the Online Facilitated Internship. Quarterly Review of Distance Education, 14(2), 51–62.
Uses PRECEDE-PROCEED model - “has been used to plan and evaluate health behavior change programs.”
“Site supervisors’ perceptions of their roles, responsibilities, and online facilitated internship programs can be classified into three domains: predisposing, reinforcing, or enabling. These domains have direct and indirect effects on the success of internship programs.
Learning that the university’s expectations were a significant factor in success. Recommended that the university share information about roles and expectations. Site supervisors wanted more guidance regarding requirements for interns’ work.
VALUE Rubrics (16 rubrics) from the Association of American Colleges and Universities (AAC&U)
The Eight Essential Employability Qualities (EEQs) from the Quality Assurance Commons
10 Soft Skills You Need to Succeed from Strayer University
Employability Skills from Perkins Collaborative Resource Network & the U.S. Department of Education
8 Core Competencies for Career Readiness from the National Association of Colleges and Employers (NACE)
DeWitt, D. M., & Rogers, C. (2009). Online Internships: A Successful Model. International Journal of Educational Leadership Preparation, 4(4). https://eric.ed.gov/?id=EJ1071408
Capella University’s Graduate programs in Education in a 2-quarter administrative internship/fieldwork to practice skills in real-world situations. It includes an online course with approximately 15 students per class. Doctoral students log a minimum 320 hours over 6 months (or 2 quarters) and Masters students log 250 hours over 6 months. The intern has a committee that includes the university internship instructor and the on-site supervisor, who work closely. Candidates develop an internship proposal to be approved by the committee. Then they create a portfolio for review at the end of the internship.
Best Practices
Assessment - clear expectations, rubrics & checklists
Communication - especially between the intern, the internship instructor, and the site supervisor (synchronous conversations are recommended - e.g. phone, Skype, etc.). The trust relationship between instructor and site supervisor.
Demonstration - ePortfolio was key, with regular review and not waiting until the end to talk about the contents.
Internship Supervisor - someone w/ experience (former or current) in the field
Organization - record keeping by all parties
Planning
Self Assessment - Pre-assessment identifies gaps in the candidate’s skills/experience, then internship and portfolio can seek to fill those gaps.
Franks, P. C., & Oliver, G. C. (2012). Experiential learning and international collaboration opportunities: Virtual internships. Library Review, 61(4), 272–285.https://doi.org/10.1108/00242531211267572
Explores virtual alternatives for practical placements (library and information science) due to constraints with a physical location.
Recommendations for SITE SUPERVISORS
Establish clear expectations, guidelines and outcomes; emphasize virtual is as much work as in person and that deadlines must be met.
Set weekly check-in meetings
Keep track of time spent; try to use a specified amount of time each week so you do not have to cram a lot of hours into the last weeks. Enjoy!
Develop a plan before accepting virtual interns and have clear objectives for projects they will work on.
Prepare manageable project chunks. Two very different projects allow the intern to continue with some work while waiting for something in the first project.
Recommendations for SCHOOL
Prepare students by providing them with a way to collaborate w/ supervisors
Check-in w/ supervisor periodically
Better communicate expectations of the number of hours and work evaluation
Recommendation for STUDENTS
Be comfortable with multiple communication styles & tools (online, phone, etc)
Read about the responsibility & expectations of “telecommuting”
Set a schedule for work time
Gates, L. (2014). The impact of international internships and short-term immersion programs. New Directions for Student Services, 2014(146), 33–40. doi:10.1002/ss.20088
Examination of the benefits and recommendations for short-term, study-abroad internships.
Franks, P. C., & Oliver, G. C. (2012). Experiential learning and international collaboration opportunities: Virtual internships. Library Review, 61(4), 272–285.https://doi.org/10.1108/00242531211267572
Relationships/Community/Partnering for placing students
Supervision on-site (and assessment of placement locations/partners
Coordination at the education institution/department/program
Weaving the student experience into the courses/content/reflection/activities
Student Self-reflection and Self-advocacy in exploring career identity
Assessment of learning
In-person internships in wide geographic locations vs. virtual internships where they perform the work online. Like something for the ROHM program?
Identifying potential learning outcomes to categorize the different outcomes of the experience
Best Practices for partnerships -- what are the responsibilities of all parties (program, student, and external organization)
Career-relevant teaching (incorporating w/ class content)
Taylor, S.C. and Haras, C. (2020). Beyond classroom borders: Linking learning and work through career-relevant instruction. American Council on Education, February 2020. https://www.acenet.edu/Documents/Beyond-Classroom-Borders.pdf
Faculty are in a position to influence students as they choose paths of study, seek internships, and/or consider options for applying skills in the workplace.
Shift from talking about a discipline to engaging students in conversations that make connections between a discipline and its relevance to future work. This allows students to recognize their abilities and communicate them to potential employers.
Focus on Learner Adaptability and Job-Crafting Behavior
The habits of a profession or industry can be shared by faculty with that experience.
5 High-Impact Practices (of the 10 high-impact education practices identified by AAC&U) that are grounded in the classroom
First Year Experience
Common intellectual experiences (e.g. core curriculum or general education)
Learning communities
Writing-intensive courses
Collaborative assignments
Individual problem-solving is as important as collaborative activities in the classroom.
Engage in professional development that addresses faculty roles in career education in online learning. From the report, “Most faculty either do not have a solid understanding of what is meant by career-relevant teaching or do not have the expertise to help students practice for the future.” (p. 16)
Jenkins, D., & Spence, C. (2006). The Career Pathways How-To Guide. Workforce Strategy Center.
https://eric.ed.gov/?id=ED496995
“Career pathways is a series of connected education and training programs and support services that enable individuals to secure employment within a specific industry or occupational sector, and to advance over time to successively higher levels of education and employment in that sector.”
Toor, R. (2022). How to help your students prepare for life after college. Chronicle of Higher Education, January 12, 2022.
Tips for educators to help prepare or respond to students’ questions for landing their first job out of college.
New College of Florida
Students can propose an internship that is a project they will pursue. They “interview” for it to get it approved using a similar style as applying for a job. Can get credit for completing it. Sort of like an independent study? Dwayne Peterson @ New College talked about it.
Career Portfolio (vs Career Path)?
Suess, J., Austin, M, Augusta, U., Palmer, I, & Beaulieu, G. (2022) Readying students for jobs of the future. The Chronicle of Higher Education. Retrieved from https://youtu.be/-jU-_PyfNVs April 28, 2022.
Career education can be as simple as faculty including and identifying five skills a student will learn in a course that can translate to work or to further one’s education, whichever their choice.
Employers look to social networking sites like LinkedIn to determine a potential hire’s skills, not the transcript. Students need to be able to identify the skills they learned in the classroom.
“Microcredentials are only as good as how well they are recognized by an industry,” per Iris Palmer at New America. It is important to verify what an industry will recognize before incorporating it.
It is important to make a connection to the campus Career Services as early as possible in the college experience, particularly for first-generation students.