Relevant bibliographies by topics / Professional development internship

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Professional development internship'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Professional development internship"

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Sawyer, Katina. "Keeping It Real: The Impact of HRD Internships on the Development of HRD Professionals." Advances in Developing Human Resources 19, no. 2 (February 1, 2017): 176–89. http://dx.doi.org/10.1177/1523422317695228.

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The Problem Participation in internships may provide undergraduate human resource development (HRD) students with practical experience necessary to be successful in the field. However, research is lacking which examines the impact of HRD internship experiences on professional development and career trajectories. Research is also limited which provides guidance on how to distinguish which undergraduate internships may be most valuable. The features which make internships most effective in preparing students for their chosen careers warrant further examination, specifically within HRD. Relatedly, it is important to understand which internship experiences are most likely to develop HRD competencies for undergraduate students. The Solution Qualitative and quantitative data were collected from HRD professionals who had participated in an HRD internship while they were undergraduate students. These data were analyzed, using qualitative and quantitative methods, to better understand the structure and focus of student HRD internships. Specifically, while the data are preliminary, this study generated insights regarding the extent to which effective internships were able to promote the development of key HRD skillsets, and which skillsets were most likely to be enhanced. The Stakeholders Using the results of this analysis, educational institutions can better understand how to locate effective internships for students. In addition, students can utilize these data to better recognize valuable internship experiences in the future.
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Rath, Carolyn, Frank Tillman, Jessica Stickel, Madison Jones, and Lori Armistead. "Implementation of a Student-Developed, Service-Based Internship for Pharmacy Students." INNOVATIONS in pharmacy 10, no. 2 (April 8, 2019): 1. http://dx.doi.org/10.24926/iip.v10i2.1550.

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Purpose: This article describes the development, implementation, and impact of a student-created pharmacy internship program with aspects of service-learning, professional development, and ambulatory care pharmacy practice. Program Description: As the pharmacy profession continues to evolve, pharmacy internships present valuable opportunities for student pharmacists to explore career pathways and develop personal and professional skills. While internships in clinical and industry settings support interns’ professional development, service-based internships provide additional benefits to student pharmacists by promoting cultural awareness, community engagement, and commitment to serving underserved patients. Student leaders from the Student Health Action Coalition (SHAC) at the University of North Carolina Eshelman School of Pharmacy created a service-learning, ambulatory care-focused pharmacy internship for fellow student pharmacists. Two rising third-year students were selected to participate in the internship in the summer of 2018. Over the two-month program, the interns participated in various program components including direct patient care activities, faculty-led workshops and topic discussions, and quality improvement projects. In addition to supporting the interns’ academic and professional growth, this program also furthered the mission of SHAC to promote positive health outcomes for underserved populations. Summary: The SHAC Ambulatory Care in Underserved Populations Internship represents an innovative initiative by pharmacy student leaders to develop a service-focused internship for fellow student pharmacists. Participation in the internship provides unique opportunities not often available in conventional pharmacy curricula, including engagement with underserved patient populations and exploration of strategies to mitigate health disparities. Crafted by students for fellow students, this internship provides opportunities for personal and professional growth for both student developers and interns to carry into their future pharmacy careers. Article Type: Student Project
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Hirst, Russel. "The Value of Faculty Internships in Technical Communication." Journal of Technical Writing and Communication 26, no. 1 (January 1996): 79–96. http://dx.doi.org/10.2190/vkml-ad6x-2xpe-dmur.

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Technical communication professionals have been considering the value of faculty internships in technical communication. Whether professional societies, or industry, will fund such internships on any large scale is still in question. I believe that faculty internships are a superb option for professional development and that the benefits to the profession of technical communication accruing from them justify their support. This article reviews the debate about this topic and then describes some benefits derived from a faculty internship I served in 1991.
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McIntyre, Donald, and Hazel Hagger. "Professional development through the Oxford Internship model." British Journal of Educational Studies 40, no. 3 (August 1992): 264–83. http://dx.doi.org/10.1080/00071005.1992.9973930.

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Grimison, Craig. "The internship as a professional development programme." Australian Academic & Research Libraries 19, no. 4 (January 1988): 229–35. http://dx.doi.org/10.1080/00048623.1988.10754634.

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Ali, Aasir, and Arshad Khushi. "Understanding the Role of Internship as an Activity Based Learning: A Case Study." Journal of Education and Educational Development 5, no. 2 (December 13, 2018): 92. http://dx.doi.org/10.22555/joeed.v5i2.1864.

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<p>Activity based learning is a successful educational model in various disciplines and recently it has been proved very effective in business institutes also. This paper was intended to explore the effects of internship in the university students of Pakistan as an activity based learning in order to boost their skills and abilities. Qualitative research as research design was adopted for the study following interpretivist paradigm. For the purpose of data collection, 30 students from business institutes were interviewed. Only those candidates were chosen who had recently completed their internship in well-known organizations of Pakistan. Data analyses were done through NVivo software version 11, suggested for qualitative data analyses. Findings proposed that industrial internship is a viable activity for the learning and growth of university students. Practical experience, teamwork, understanding strengths and weaknesses, financial support for further studies and exposure to real world problems were found chief outcomes of internship in terms of professional development. Likewise, goal setting, internal motivation, confidence, punctuality, regularity and understanding responsibility in terms of personality development were found as key outcomes of internship for business students. Keywords: activity based learning, business students, internships, professional development.</p>
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Kindall, Heather D., Tracey Crowe, and Angela Elsass. "Mentoring pre-service educators in the development of professional disposition." International Journal of Mentoring and Coaching in Education 6, no. 3 (September 4, 2017): 196–209. http://dx.doi.org/10.1108/ijmce-03-2017-0022.

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Purpose Professional dispositions must be cultivated through focused self-reflection and targeted, authentic, internship experiences prior to entering the teaching profession. Continued development through mentoring during the clinical internship can enhance the effectiveness of pre-service teacher candidates as instructional leaders. The purpose of this paper is to explore the unique experiences found to be successful in mentoring pre-service teachers from student to professional during an authentic, yearlong internship experience. Design/methodology/approach Intern participants in this pilot study completed an inventory that measured professional dispositions five times during an internship experience. Data were analyzed using a mixed methods study design. Findings Results of the study determined that intern participants held unrealistic views of teaching and did not recognize the importance of dispositional development prior to focused mentoring throughout the year of clinical internship. One central finding in this study is that change and growth about perceptions of professional dispositions can be developed through focused mentoring. Originality/value Mentoring within the teacher preparation program can help in the transition of understanding professional growth and development, attitudes, and the view of complex behaviors. The dispositions necessary for effective teaching can be honed through cultural and clinical experiences, continual self-reflection, constructive feedback on evaluations of teaching, and targeted mentoring before beginning the clinical student internship and throughout the experience.
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Hebert, Edward, Ralph Wood, Jayne M. Jenkins, and Charles E. Robison. "Internship Management, Placement, and On-Site Visits in Kinesiology." Kinesiology Review 6, no. 4 (November 2017): 394–401. http://dx.doi.org/10.1123/kr.2017-0042.

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Internship experiences are currently embedded in a multitude of academic programs to provide students a more seamless transition from university to the professional setting. Research in a variety of academic fields (e.g., business, sport marketing, public health) reveals that internships enhance students’ professional knowledge and skills as well as increase opportunities for employment. Students studying kinesiology intend to enter a variety of professions (e.g., preprofessional, fitness development, physical education teaching), and departments frequently offer students multiple opportunities to engage in field-based learning experiences (FBLEs). As kinesiology programs have evolved to provide several degree programs and grown in the number of students serviced, challenges in managing the internship program have emerged. The purpose of this paper is to share the experiences of three university kinesiology departments in regard to internship management, placement, and site visits.
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Lutfia, Dinar Dinasty, and Dedi Rianto Rahadi. "Analisis Internship Bagi Peningkatan Kompetensi Mahasiswa." Jurnal Ilmiah Manajemen Kesatuan 8, no. 3 (December 5, 2020): 199–204. http://dx.doi.org/10.37641/jimkes.v8i3.340.

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The most important aspect in undergoing an internship (internship) is to produce students who are more ready to undergo the world of work and professionally, which is carried out through internship activities. With internship activities, students can find out what skills they have so far. This study aims to determine the effect of internships on student competencies. This type of research uses qualitative research, namely, the data obtained is theory development and describes theory. The data collection technique was carried out using observation and interviews which were conducted through question and answer between the researcher and the resource person. The results of the case studies show that the internship program has a very meaningful role or contribution for students to improve the competence of soft skills & hard skills. And it also shows that the habits and attitudes that students have are very important compared to the knowledge and skills that can be obtained in a short time and increasing student competence through apprenticeship programs can reach professional standards and serve as a provision for experience for working in the next place. Keywords : Internship, competence, soft skill, hard skill
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Le-van, Tatiana, Larisa Loginova, Olga Shiyan, Anna Iakshina, and Igor Shiyan. "Internships in kindergartens as a resource for development of practices with different quality levels." SHS Web of Conferences 98 (2021): 01006. http://dx.doi.org/10.1051/shsconf/20219801006.

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Professional development of teachers is recognized worldwide as an important condition for high quality education. According to experimental data, pre-service and in-service training programs of preschool teachers are not always efficient, their interrelation with provisions for quality development in kindergartens is inconsistent. Developing potential of internship as a form of professional growth reduces deficiencies of programs focused on achievements of the kindergarten, on teaching technics without discussion of their worthiness and preschool values, perfunctory discussion, rigidity, organizational disadvantage. The authors discuss the criteria of effective internship. Programs work both to give specific knowledge and master pedagogical techniques, and, at the same time, to develop reflection. Programs support participants to adopt the cycle of pedagogical action. This research is aimed at selection of best practices of preschool education and analysis of their potential in internship. The research participants are Moscow teachers of 50 preschool groups. The groups, ready for internships, demonstrate significantly higher quality of education than the joint sample; however, they experience the lack of competences in work with adults and in development of their reflection. The internship programs elaborated by teachers from high quality groups show some deficiencies, namely, different topics interfere in one short-term program, the main focus is on object-spatial environment but not on interaction, participants’ outcomes are not embodied in any product. Best practices are interested in their own development as well as new sources of motivation. The authors have proposed internship to become a resource of development both for organizers and participants. Each position solves its own problems.
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Dissertations / Theses on the topic "Professional development internship"

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Coyle, Maria. "Pre-Service School Counselor's Perception of Professional Identity Development During Internship." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10251540.

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The purpose of this qualitative study was to explore pre-service school counselor’s perception of identity development. The main research question of this study was, how is professional identity development described by pre-service school counselors? Three sub-questions were posed as well. What are internal factors described by pre-service school counselor that influence their professional identity development? What are external factors described by pre-service school counselors that influence their professional identity development? What are other factors described by pre-service school counselors that influence their professional identity development?

Seven pre-service school counselors from two campuses of one private, accredited university participated in this research. The pre-service school counselor participants were given a demographic survey and interviewed. In this study, the interviews followed a protocol and lasted between thirty-five to forty-five minutes. During this time, the participants shared their perceptions of pre-service school counselor professional identity development. The interviews were transcribed and analyzed using a basic, interpretive qualitative method.

Documentation in the form of four syllabi were collected across the two campuses of the university of study. Three of the four syllabi were the same. Given the small sample the two differing syllabi were compared. They differed on all factors except one, the use of experience to inform becoming a professional school counselor. This theme matched several of the interview findings.

Eighteen themes comprised the results of the interview research. Each was supported with rich data from the interviews. Four major findings emerged from the eighteen themes. The recommendations for school counselor preparation programs emerged from the four major findings. They were, the incorporation of processing experiences during class time, including coursework specifically related to school counseling; Practicum and Internship are solely school counselor focused; and instilling clear mission of the role of the school counselor into the school counseling preparation program. Areas for future research; such as replicating this study at a non-accredited institution, utilizing a longitudinal study, and exploring perceptions of professional identity development from other perspectives involved in school counselor preparation; are presented in this study.

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Cummins, Damion R. "The Role of Practicum and Intern Supervisees in Professional Identity Development." ScholarWorks@UNO, 2009. http://scholarworks.uno.edu/td/917.

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A strong professional counselor identity is vital for supervisees in training (Hansen, 2003). Supervision has been linked to enhancing the development of a professional identity in supervisees (Bernard & Goodyear, 2004). In a study of counselor interns, Weaks (2002) found supervisees require three core conditions in supervision necessary for developing a professional identity: equality, safety, and challenge. In a similar study, Howard, Inman, and Altman (2006) found beginning practicum supervisees experienced five critical incidents in their professional growth: professional identity, personal reactions, competence, supervision, and philosophy of counseling. The purpose of this study was to explore how practicum and internship supervisees across the two varying educational levels (practicum and internship) experience the development of a professional counselor identity in supervision. This study examined (a) whether internship supervisees experience the same five critical incidents in their development of a professional identity as practicum supervisees (Howard, Inman, & Altman; 2006), and (b) whether practicum supervisees require the same three core conditions (Weaks, 2002) necessary for developing a professional identity that internship supervisees experienced. My study found that internship supervisees experienced the same five critical incidents with fluctuation in their development of a professional identity as practicum supervisees in Howard et al.'s (2006) research. Conversely, practicum supervisees in my research did not require all three core conditions necessary for developing a professional identity that internship supervisees experienced in Weaks’ (2002) qualitative study. This study was significant in that it provided empirical research to assist supervisors and counselor educators in understanding the experiences of practicum and internship supervisees.
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Farina, Deborah O. "The self on the page: Using student teachers' written stories as a reflective tool during the student teaching internship." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618871.

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Current traditional reflective practices in teacher preparation may be failing to address the needs of teacher candidates in terms of their identity formation as teachers. This qualitative study, utilizing a participant group of six graduate students in their student teaching internships at a small public liberal arts university, explored whether writing stories could enable student teachers to make better sense of their internship experiences and develop understanding of who they are as teachers. After an initial training session on "story," data were collected at three key points during the student teacher internship. This data consisted of participants' written stories, focus group discussions, and individual exit interviews. The data were then systematically coded using grounded theory methodology. The six themes resulting from this study indicate support for written stories as an alternative or parallel reflective tool to traditional journaling in teacher preparation.
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Chambers, Cynthia R. "The Friends of Lazarus Job Internship Program." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3858.

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Volk, Burgess Susan Lizrene. "A Study of the Collaboration Between School And University Faculties In A Professional Development Academy." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/26734.

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The purpose of this study was to examine the events, processes, perceptions and changes that occurred as an elementary school faculty and a university faculty collaborated in a partnership formed by the creation of a Professional Development Academy (PDA). The study described how an elementary school faculty and a university faculty collaborated as they implemented a PDA. Research questions were: (1) What contributing factors led to the school and university facultiesÆ Â­ collaboration during the first three years of the pilot PDA, 1993-1996? (2) How did the school and university faculties collaborate for change during the first three years of the pilot PDA? (3) As a result of collaboration between the school and university faculties during the first three years of the pilot PDA, what changes occurred at the school and university? A descriptive case study approach was used to explore behaviors within these groups during the three pilot years of the PDA. The study included interviews, and a review of documents and artifacts. Four classroom teachers were randomly selected from the elementary school, four professors were selected from the university and two administrators: one from the school and one from the university, were interviewed. Responses from the interviewees were initially categorized into KaganÆ Â­s (1991) six categories of collaboration and into three sections: before the PDA began, during the three years of the PDA, and reflections at the end of the three pilot years of the PDA. KaganÆ Â­s categories for collaboration are: formation, conceptualization, development, implementation, evaluation, and termination/reformation stages. Documentation from the participants and PDA files were analyzed. Six factors were found to contribute to collaboration between faculties: a wish to know the other colleagues personally; maintenance of "we're in this together" attitude; willingness to accept additional responsibilities; investment in making the PDA work; discovery of opportunities for leadership and input; and synergy between coordinators and administrators. There was evidence that collaboration occurred because of a welcoming and supportive climate; open communication; active involvement by both faculties; validation of teachers and professors; and support for goals and recommendations.
Ed. D.
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Teixeira, Beverley. "Professional development among counselling psychology interns : exploring critical incidents." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017888.

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The journey towards becoming a counselling psychologist, in South Africa, includes the completion a 12 month internship. The internship year holds many challenges and demands for novice professionals and aims to assist them in making the transition from student to professional. This study aims to explore the subjective experiences of intern counselling psychologists and the critical incidents which assist them in making this transition. In addition, it aims to identify experiences impacting on the interns’ professional development and professional identity. Three registered counselling psychologists, who completed their internship at a South African university counselling centre within the last year, were recruited and participated in individual interviews. These interviews were semi-structured and followed the Critical Incident Technique method. Each interview was voice recorded and transcribed. The data collected was analysed using thematic content analysis. As the research design is qualitative, using a phenomenological approach, the focus is on presenting information-rich and detailed descriptions of participants “lived” experiences of their internship year. It attempts to understand significant incidents or events which influenced the participants’ professional and personal development as they navigate through this ambiguous period to become independent and ethical practitioners. Four predominant themes emerged from the data collected, which include a discussion pertaining to professional boundaries and limitations, learning within the internship environment, the effects of professional and personal support and, lastly, the transition from dependent to independent professional functioning.
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Christian, Ginger R. "Internship Experiences for Aspiring Principals: Student Perceptions and Effectiveness." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1331.

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The purpose of this quantitative study was to investigate East Tennessee State University graduate student perceptions on the effectiveness of internship experiences as students explored the implementation of ISLLC Standards and the role of mentor support as they prepared for the principalship. The participating university for this study is located in Johnson City, Tennessee. Participants obtained their administrative license from 2005-2010 and worked in one of 19 northeast Tennessee, North Carolina, and southwest Virginia school districts. Specifically, this research assessed the perceived value of the 540 hour internship experience, implementation of ISLLC Standards, and the perceived value of the site based and university based mentors as interns completed their activities in multiple settings. Research reinforced the view that internship experiences supported through site based and university mentors are necessary components of an effective aspiring principal preparation program. Two data measures were analyzed: 25 survey questions measured on a 4 point Likert scale and 3 open-ended questions. Nine research questions guided this study and quantitative data were analyzed using one-sample t tests. Results indicated that ETSU program completers from 2005-2010 agreed internship experiences and mentor support received through the ETSU Administrative Endorsement Program facilitated real world application of the ISLLC Standards while preparing for the principalship.
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Rakes, Lori. "Help! I have to teach math: The nature of a preservice teacher's experiences enacting mathematics instruction in a final internship." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5763.

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The purpose of this case study was to better understand the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety as she planned and implemented instruction during her internship by answering: What is the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety, as she planned for mathematics instruction during her final internship? What is the nature of the experiences of a preservice teacher, self-identified as having mathematics anxiety, as she implemented mathematics instruction during her final internship? Using an interpretivist approach to a case study inquiry, I used semi-structured interviews, observations, audio journals, and artifacts to collect data on a preservice teacher, cooperating teacher, and college supervisor. Member checking was used with interview data and a peer reviewer reviewed all data collection and analytic procedures. I analyzed the data using content and thematic analysis. The findings indicated that lack of planning, lack of instructional support, lack of content knowledge, and lack of transfer of what she learned in the mathematics methods course impacted the preservice teacher’s planning and implementation of mathematics instruction. In this way, the study identified the importance of instructional support for preservice teachers during K-12 classroom experiences, theory-to-practice connections between coursework and field experiences, and preservice teacher reflection to recognize weaknesses and seek out solutions to solve problems of practice. The study closed with a discussion from the viewpoint of reviewed literature, my interpretation of the findings and suggestions for future research.
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Barnwell, Shawn. "Relationship Between Internships and Employment Competencies of Degreed Professionals Who Completed a College Internship." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2917.

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An estimated 1.5 million underemployed or unemployed college graduates have one or more college degrees, and many have high loan debt. Policy makers, students, and institutions of higher education are all concerned with the question of how prepared students are to enter the workforce upon graduation, yet little is known about whether internships are a strategy to improve career preparedness and gainful employment after graduation. Guided by Dewey and Kolb's experiential learning theory, the purpose of this nonexperimental study was to evaluate the impact of internships on career preparation from the perspective of graduates, specifically to evaluate whether graduates perceive participation in an internship improved their level of career preparedness in human services related fields. Post-internship survey data were acquired from a group of 21 graduates using the Career Benefits of CO-OP/Internship Experience instrument who were enrolled in a degree program at various colleges and universities in southeastern Virginia. These data were analyzed using a paired t test to compare pre and post internship perceptions of career preparedness. Results indicate a statistically significant improvement between the pre-internship and post-internship perceptions (p = .05). Furthermore, the study offers support to the notion that experiential learning may impact career success. This result indicates that internships may have a positive impact on career progression and gainful employment after graduation. The positive social change implications of this study includes recommendations to policy makers and university leaders to construct academic programs that incorporate internship opportunities, particularly to promote overall student success and future gainful employment.
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Kuntze, Sebastian, Anke Wagner, and Claudia Wörn. "Accompanying “in-service teaching” internships of prospective mathematics teachers – a model for encouraging exchange between theory and practice using the triple coaching approach." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80432.

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Developing professional expertise of prospective teachers not only in terms of theoretical knowledge but also in terms of competencies of designing challenging and cognitively activating learning opportunities in the mathematics classroom is certainly one of the key aims of internship phases in pre-service mathematics teacher training. As mathematics-related theoretical contents of teacher training and practice-related learning opportunities of school internships are not always linked in an optimal way, this paper aims at discussing a model of an intensive internship phase combined with a triple coaching approach partly integrated in a course accompanying the internship phase.
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Books on the topic "Professional development internship"

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A, King Mary, ed. The successful internship: Personal, professional, and civic development. 3rd ed. Belmont, CA: Brooks/Cole, 2009.

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Brown, Clarence. Minority training and development project for professional placement with agencies serving older Americans: Final report. Durham, NC: Public Administration Program, North Carolina Central University, 1989.

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Brown, Clarence. Minority training and development project for professional placement with agencies serving older Americans: Final report. Durham, NC: Public Administration Program, North Carolina Central University, 1989.

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A, King Mary, ed. The successful internship: Transformation and empowerment. Pacific Grove: Brooks/Cole Pub., 1999.

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Tips for the residency match: What residency directors are really looking for. Chichester, West Sussex: John Wiley & Sons Inc., 2015.

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A, King Mary, ed. The successful internship: Transformation and empowerment in experiential learning. 2nd ed. Belmont, CA: Brooks/Cole, 2004.

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1948-, Drury Laura M., ed. Working with families of psychiatric inpatients: A handbook for clinicians. Baltimore: Johns Hopkins University Press, 2007.

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Luke, Haida. Medical education and socioloy of medical habitus: It's not about the stethoscope! Dordrecht: Kluwer Academic, 2003.

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Sweitzer, H. Frederick, and Mary A. King. The Successful Internship: Personal, Professional, and Civic Development. 3rd ed. Wadsworth Publishing, 2008.

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Greenberg, Gary. An internship with the Western Regional Professional Development Center. 1998.

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Book chapters on the topic "Professional development internship"

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Schmidt, Maria K. "Personal and Professional Development Through Internship Engagement." In Field-Based Learning in Family Life Education, 39–49. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-39874-7_5.

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Vogelsang, C., A. Borowski, C. Kugelmeyer, J. Riese, D. Buschhüter, P. Enkrott, M. Kempin, P. Reinhold, H. Schecker, and J. Schröder. "Development of Prospective Physics Teachers’ Professional Knowledge and Skills during a One-Semester School Internship." In Student Learning in German Higher Education, 105–23. Wiesbaden: Springer Fachmedien Wiesbaden, 2020. http://dx.doi.org/10.1007/978-3-658-27886-1_6.

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Wang, Cuizhen, Camelia M. Kantor, Jerry T. Mitchell, and Todd S. Bacastow. "Digital Earth Education." In Manual of Digital Earth, 755–83. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-32-9915-3_24.

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Abstract Digital Earth (DE) education provides students with geospatial knowledge and skills to locate, measure, and solve geographic problems on Earth’s surface. The rapid development of geospatial technology has promoted a new vision of DE to embrace data infrastructure, social networks, citizen science, and human processes on Earth. The high demand for a geospatial workforce also calls for an ever-changing, diverse form of learning experiences. Limited efforts, however, have been made regarding DE education to adapt to this changing landscape, with most interventions falling short of expectations. This chapter gives an overview of current teaching and learning structures with DE technologies. Successes and obstacles for K-12 education are explored first, followed by classroom technologies and experiential learning and outreach exercises such as academic certificates and internships in higher education. Taking the geospatial intelligence model from the U.S. Geospatial Intelligence Foundation (USGIF) as an example, recent advancements in DE education for professional careers are described via its geospatial competencies, hierarchical frameworks, and credentials. In alignment with the principles of DE development, future DE education calls for an integrated learning framework of open data, real-world context, and virtual reality for better preparedness of our students in the geospatial world.
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"7 Future Professional Development Plan." In School Leader Internship, 159–60. Routledge, 2013. http://dx.doi.org/10.4324/9781315854472-23.

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Gauttam, Vijay. "Personal and Professional Growth/Development." In A Complete Textbook for GNM Internship, 252. Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12600_14.

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Alekseev, Konstantin Pavlovich, Gerard L. Hanley, Nurlan Muratovich Kiyasov, and Valeriy Nikolaevich Platonov. "Virtual Practices, Virtual Laboratories, and Virtual Internship Experience in Engineering Training." In Advances in Higher Education and Professional Development, 390–403. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-3395-5.ch033.

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This chapter considers the current state, types, and relevance of modern virtual laboratories, virtual practices, and training in higher engineering education. The four types of virtual laboratories are considering. This work also offers examples of virtual scientific and engineering processes simulation laboratories and virtual remote laboratories, virtual practices, and internship. It analyzes the experience of universities and companies in the virtual laboratories, virtual practices, and internship. Particularly interesting for online learning platforms are the virtual laboratories of edX and the National Platform for Open Education. Finally, the chapter provides recommendations on the development of shared knowledge centers for collective use of virtual installations and laboratories, on ways of remote participation in collaborative work with real unique installations, and on participation in the distributed research unique installations and data processing tools. The authors also indicate directions of the development of supportive virtual internship programs for students.
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Bay, Jennifer. "Training Technical and Professional Communication Educators for Online Internship Courses." In Professional Development in Online Teaching and Learning in Technical Communication, 193–207. Routledge, 2020. http://dx.doi.org/10.4324/9780429400797-13.

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Morreale, Cathleen, and Nicholas Fronczak. "Experiential Learning in Postsecondary Education." In Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development, 334–49. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0892-2.ch018.

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This chapter focuses on the theories of experiential learning as applied to undergraduate education in the context of personal and career development of students through a learner-centered online internship program model. The chapter explores the need for experience and problem-based applied learning strategies that are transferrable to the world of work with value to students in arenas of their lives extending into their educational, professional and personal spheres. The chapter explores essential building blocks and best practices for faculty as teachers and mentors to implement in the online internship program experience to capitalize on traditional experiential learning practices. Furthermore, valuable assessment techniques, useful to experiential learning strategies to measure growth in student learning from application of experiential learning are included. The chapter concludes with challenges associated with deviating from traditional instructional teaching modes.
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Rodesiler, Luke, and Lauren Tripp. "It’s All about Personal Connections." In Virtual Professional Development and Informal Learning via Social Networks, 185–202. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1815-2.ch011.

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Given the potential of informal online learning via social networks for supporting the career-long professional growth of in-service teachers, research must be conducted to better understand the ways in which today’s future teachers are being prepared for and experiencing such practice. This chapter presents the authors’ efforts to move in that direction, a qualitative study describing six pre-service secondary English language arts teachers’ perceptions of self-directed networked learning during a teaching internship. Findings suggest that participants perceived networked learning as a viable and valuable approach to supplementing professional growth despite also perceiving challenges in the form of context, identity, and time.
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Higgins, Mary, and Rachel Wolkenhauer. "Encouraging Preservice Teachers' Critical Thinking Development Through Practitioner Inquiry." In Research Anthology on Developing Critical Thinking Skills in Students, 996–1018. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-3022-1.ch052.

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This chapter presents findings from a phenomenological study that investigated the experiences of elementary preservice teachers engaged in semester-long inquiries during a yearlong student teaching internship. The authors found that practitioner inquiry was a means to support the critical analysis of teaching practices and classroom experiences. The preservice teachers first identified an aspect of teaching from which they wanted to learn, systematically studied their practices in that area, and transferred that knowledge to other aspects of their teaching. This research supports that practitioner inquiry can be used in teacher education coursework to encourage preservice teachers to take more active roles in their learning to become critical thinkers and to generate knowledge for student learning and professional growth.
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Conference papers on the topic "Professional development internship"

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Bender, Diane. "INTERNSHIP ASSESSMENT IN THE ACCREDITATION PROCESS FOR PROFESSIONAL DESIGN EDUCATION." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0038.

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Kapoor, Amanpreet, and Christina Gardner-McCune. "Understanding CS Undergraduate Students' Professional Development through the Lens of Internship Experiences." In SIGCSE '19: The 50th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3287324.3287408.

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Venables, Anne, and Grace Tan. "Realizing Learning in the Workplace in an Undergraduate IT Program." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3359.

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Higher education programs need to prepare their graduates for the practical challenges they can expect to face upon entering the workforce. Students can be better prepared if their academic learning is reinforced through authentic workplace experience, where the link between theory and professional practice can be realized. Increasingly, such learning in the workplace is being seen as an integral part of the university curricula as evidenced through the implementation of the Learning the Workplace & Community (LiWC) Policy at Victoria University, Australia. This policy mandates a minimum of 25% content and assessment of all academic programs be related to work-integrated learning. Recognizing the need for authentic workplace experience in the IT undergraduate program, a review found that the existing work-related learning component accounted for only half the required 25% LiWC commitment. Currently, the LiWC component is an industry-based capstone project that spans two semesters in the final year of study. These projects allow students to work on real-life software development tasks where they experience the practical challenges of building software systems whilst appreciating the needs of a business client. In a search of the literature, campus-located industry projects were identified as one of the two most common work-related learning experiences in IT programs, the other being internships sited in the workplace. By retaining the current project-based component, it was decided to add an internship to the program to further bolster the student learning experience and graduate outcomes. This paper details the existing program structure and explores two possible implementations for the achievement of the LiWC policy. The first approach necessitates the addition of one academic year of cooperative education internship to be placed strategically between the current second and third years. Alternatively, the second proposal sacrifices several elective units to accommodate a final semester internship experience. The paper discusses both alternatives against various issues under consideration: staffing and administration, assessment, industry partnerships, professional accreditation and its impact upon differing cohorts of students.
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Tandzegolskienė, Ilona, and Asta Lapėnienė. "EXPERIENTIAL LEARNING PROCESSES USING AN E-DIARY IN STUDENTS’ INTERNSHIP." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end016.

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The article/presentation analyses data from e-diary taken by 88 students from three groups of pedagogical programs who were studying in the following school years: 2018-2019 and 2019-2020. As part of the internship tasks, the diary had to be written regularly weekly (for a total of 20 or 22 weeks). According to the provided half-standardised e-diary form, every week, the research participants had to document the most significant/successful/problematic situation in their school internship and raise any questions. The database on an e-diary basis contains 1962 situations of internship pedagogical activity. The data presented in the article is general for the whole group of research participants. The data analysis is based on six stages: access to the data, data coding, finding topics, revision of the topics, a summary of the topics and preparation of the report. The article presents how the e-diary was designed and how the e-diary stimulates the metacognitive capacity to reflect upon thinking capacities. The thematic analysis of the entries in e-diary has been conducted according to the following three aspects: emotional, cognitive, and the change in internship activity. The thematic analysis's emotional aspect (which was revealed in the e-diary notes) has been reflected by the dynamics of satisfaction from the professional activity. The intellectual aspect has been revealed by the dynamics of changes in students' self-estimation, attitude towards learning, and the teaching profession. The diaries provided the opportunity to analyse the learning situations via descriptions in the e-diary and the participant's self-reflections on their gained internship experience.
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Lagos, Leonel E. "The DOE Fellows Program: A Workforce Development Initiative for the US Department of Energy." In ASME 2013 15th International Conference on Environmental Remediation and Radioactive Waste Management. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icem2013-96089.

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The US Department of Energy Office of Environmental Management (DOE-EM) oversees one of the largest and most technically challenging cleanup programs in the world. The mission of DOE-EM is to complete the safe cleanup of the environmental legacy from five decades of nuclearweapons development and government-sponsored nuclear energy research. Since 1995, Florida International University’s Applied Research Center (FIU-ARC) has supported the DOE-EM mission and provided unique research capabilities to address some of these highly technical and difficult challenges. This partnership has allowed FIU-ARC to create a unique infrastructure that is critical for the training and mentoring of science, technology, engineering, and math (STEM) students and has exposed many STEM students to “hands-on” DOE-EM applied research, supervised by the scientists and engineers at ARC. As a result of this successful partnership between DOE and FIU, DOE requested FIU-ARC to create the DOE-FIU Science and Technology Workforce Development Initiative in 2007. This innovative program was established to create a “pipeline” of minority STEM students trained and mentored to enter DOE’s environmental cleanup workforce. The program was designed to help address DOE’s future workforce needs by partnering with academic, government and private companies (DOE contractors) to mentor future minority scientists and engineers in the research, development, and deployment of new technologies and processes addressing DOE’s environmental cleanup challenges. Since its inception in 2007, the program has trained and mentored 78 FIU STEM minority students. Although, the program has been in existence for only six years, a total of 75 internships have been conducted at DOE National Laboratories, DOE sites, DOE Headquarters and field offices, and DOE contractors. Over 100 DOE Fellows have participated in the Waste Management (WM) Symposia since 2008 with a total of 84 student posters and 7 oral presentations given at WM. The DOE Fellows participation at WM has resulted in three Best Student Poster Awards (WM09, WM10, and WM11) and one Best Professional Poster Award (WM09). DOE Fellows have also presented their research at ANS DD&R and ANS Robotics Topical meetings and this year two Fellows will present at the International Conference on Environmental Remediation and Radioactive Waste Management (ICEM13) in Brussels, Belgium. Moreover, several of our DOE Fellows have already obtained employment with DOE-EM, other federal agencies, DOE contractors, commercial nuclear power companies, and other STEM industry (GE, Boeing, Lockheed Martin, Johnson & Johnson, Beckman-Coulter, and other top companies). This paper will discuss how DOE Fellows program is training and mentoring FIU STEM students in Department of Energy’s Office of Environmental Management technical challenges and research. This training and mentoring has resulted in the development of well-trained and polished young scientists and engineers that will become the future workforce in charge of carrying on DOE-EM’s environmental cleanup mission. The paper will showcase FIU’s DOE Fellows model and highlight some of the applied research the DOE Fellows have conducted at FIU’s Applied Research Center and across the DOE Complex by participating in summer internship assignments.
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Laubinger, Jean, Mark Quinn, Wendy Hildenbrand, and Cheryl Gibson. "HEALTH PROFESSIONS STUDENTS EXPAND PUBLIC HEALTH KNOWLEDGE AND PROFESSIONAL SKILLS THROUGH INTERNSHIPS WITH COMMUNITY ORGANIZATIONS." In 12th International Technology, Education and Development Conference. IATED, 2018. http://dx.doi.org/10.21125/inted.2018.0350.

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Watt, A. "A Graduate’s View: Student Internships and Placements." In International Conference on Education and Professionnal Development. RINA, 2012. http://dx.doi.org/10.3940/rina.edp.2012.03.

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Mirabet, Sílvia Espinosa, Jordi Serra Simón, and Joaquim Majó Fernández. "Projects with added value to increase competitiveness and student satisfaction.Case study: The renewal of the BA in Advertising and Public Relations. University of Girona." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11189.

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This communication is aimed at describing the measures implemented in the new BA of Advertising and Public Relations at the moment of redefining its curricular design to make it more appealing and according to the needs of the era of the Internet.According to Universities’ guidelines there was a need to reformulate the academic curriculum. This need for change was used as an opportunity for boosting the internationalization of the studies, increasing the approach between students and professional profiles through the implementation of compulsory internships and eventually, among others, providing the BA program with added value activities which encompass master classes, circles of conferences given by top professionals, as well as specialized workshops about technologies of the Information.Keywords re-curriculum design, involving professional companies, developing optional activites, networks development, enhancing internationalisation.
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Barszcz, Marcin, Jerzy Montusiewicz, Tomasz Nowicki, and Rahim Kayumow. "3D MODELLING OF SILK ROAD ARTEFACTS AS A TOPIC FOR REMOTE PROFESSIONAL STUDENT VOCATIONAL INTERNSHIPS DURING THE COVID-19 PANDEMIC." In 15th International Technology, Education and Development Conference. IATED, 2021. http://dx.doi.org/10.21125/inted.2021.0803.

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Vetitnev, Alexandr, Marina Kruglova, Victoria Shuvanova, and Igor Shuvanov. "Volunteer Internships as a Factor of Formation of Students' Professional Competence for the Educational Program “Advertising and Public Relations”." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.45.

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Reports on the topic "Professional development internship"

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Dorr, Andrea, Eva Heckl, and Joachim Kaufmann. Evaluierung des Förderschwerpunkts Talente. KMU Forschung Austria, December 2020. http://dx.doi.org/10.22163/fteval.2020.495.

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With the funding programme Talents, the Federal Ministry for Climate Action, Environment, Energy, Mobility, Innovation and Technology (BMK) supports people in applied research throughout their entire career. The overarching goal is to increase the utilisation of human potential in the application-oriented, scientific and technical RTI sector. The programme objectives are 1) to inspire young people for research and development, 2) to connect researchers with the economic sector, 3)to guarantee equal opportunities for all. Within the framework of three fields of intervention, there are various programme lines: 1) Intervention field Young Talents with the programme lines Internships for Students and Talents Regional, 2) Intervention field Female Talents with the programme lines FEMtech Internships for Female Students, FEMtech Career and FEMtech Career Check for SMEs (2015 and 2016), as well as FEMtech Research Projects; and 3) Intervention field Professional Talents with the programme lines The Austrian Job Exchange for Research, Development and Innovation as well as Career Grants for Interviews, Relocation and Dual Careers in Applied Research. After an interim evaluation in 2014, a final evaluation took place at the end of the programme period (end of 2020). The programme was analysed with regard to its conception, implementation, achievement of objectives and impact. Furthermore, conclusions and recommendations for the further development of the Talents programme have been drawn. The methodological basis of the evaluation is a document analysis, secondary data analysis (FFG monitoring data), interviews with experts, online surveys of funding recipients (FEMtech Career / FEMtech Career Check for SMEs and Career Grants), case studies (FEMtech Career projects) and workshops.
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