Family & Consumer Sciences Education Internship 498R
Course Outline – Required Reading
Coordinator: Janiel Nelson, Ed. S.
Contact Info: BYU-Idaho Clarke 223F, Rexburg, ID 83460-0665
Telephone/Voice Mail: (208) 496-4020
E-mail:
Office Hours: Varies
Text: This syllabus is the text of assignments and evaluations to be completed.
Objectives: 1. Provide students with industry experience in a content area relating to Family and Consumer Sciences.
2. Facilitate students’ Professional-Technical endorsement from the State of Idaho.
3. Prepare and strengthen students as future Family and Consumer Science teachers.
Requirements: Internships are an opportunity for students to gain invaluable hands-on experience in industry-related Family and Consumer Science areas. They add depth to the understanding and application of concepts and theories studied in the classroom, and serve to polish and refine the educational experience.
Interns are required to successfully complete 160 hours (1 credit) of industry experience in a content area of Family and Consumer Sciences approved by the instructor; a minimum of 10 hours per week; and must work a minimum of 7 weeks in the semester.
It is expected that interns from BYU-Idaho will infuse the university mission statement in their internship experience by: 1) living the principles of the restored gospel of Jesus Christ; 2) providing quality work for Experience Providers while focusing on improving abilities, expanding interests, and gaining workplace skills; 3) preparing for lifelong learning, for employment, and roles as citizens/parents; and 4) maintaining a wholesome academic, cultural, social and spiritual environment in the workplace.
498R Requirements: Complete the following and submit in I-Learn.
1. Acquire internship using resume’ and read the syllabus. Write an internship acquisition summary (hereafter called articulation agreement).
2. Using your own internship experience, write your goals and objectives based on the syllabus internship objectives. Submit in I-Learn within two weeks of beginning your internship experience.
3. Maintain a daily reflection journal – See syllabus description.
4. Keep a daily reflection journal and submit weekly in I-Learn.
5. Maintain a daily time log and include it with the weekly reflection journal. Include a cumulative time log as well. Turn in the supervisor–signed record at the end of your internship.
6. Word-process a three-page summary of your internship experience including your goals and objective and how you met them, what you have learned, and advice for future interns.
7. Word-process a one-page internship self-evaluation – see syllabus self-evaluation criteria.
8. Copy the thank you note you sent to your Experience Provider and include with the above assignments – see syllabus explanation.
9. Complete the online Internship Experience Self Evaluation for BYU-Idaho’s Internship Office.
Grading: Read syllabus – self report - 20 points
Word process a one-page reflection paper summarizing your internship acquisition experience (articulation agreement). – 30 points
Word process a one-page paper listing your internship goals and objectives – 20 points.
Maintain a daily reflection journal and submit weekly in I-Learn by Tuesday, 9:00 AM for the previous week – 100 points
Maintain a daily and accumulative time log – 50 points
Supervisor signed time-log record at the end of the internship – 50 points
Three-page, DS, word-processed internship summary – 80 points
One-page Conceptual Outline of skills/abilities/attitudes used in internship experience – 100 points
One-page, DS, word-processed internship self-evaluation – 50 points
Copy of thank you note sent to your Experience Provider – 20 points
Completed the online Internship Experience Self Evaluation for BYU-Idaho’s Internship Office – 30 points
Experience Provider report – up to 300 points
Your final grade will be determined y the percentage of points possible that you earn based
on the following breakdown:
95-100% A 74-76% C
90-94% A- 70-73% C-
87-89% B+ 67-69% D+
84-86% B 64-66% D
80-83% B- 60-63% D-
77-79% C+ Below 60% F
Assignments:
Articulation Agreement:
Purpose: To know how to develop articulation agreements
Process: Reflect on the process of finding and securing your internship. Who did you ask to intern with? Why? How did you decide which internship to participate in? What paperwork did you have to fill out? What information did the paperwork ask for? What skills and abilities do you have to contribute to your internship? Knowing how to develop articulation agreements will benefit you as a Family and Consumer Sciences teacher where you will be developing articulation agreements between your school and work sites for your students.
Goals and Objectives:
Purpose: To align content learning with real-life work experience.
Process: Within 2 weeks of beginning your internship experience, you should identify your goals and objectives. Goals are what you hope to achieve; objectives are what you know you will achieve; a minimum of 3 each (at least 3 goals and 3 objectives). Look for opportunities to understand workplace issues, become aware of safety regulations at work sites; practice effective work and safety habits; understand ideas, opinions, and perceptions of business and industry; practice entry level skills in the occupation; and demonstrate appropriate workplace practices and ethics.
Daily Reflection Journal
Purpose: To provide you with a foundation for and help in developing reflective, integrative, creative skills, The Daily Reflection Journal is a reflective process that gets you to think about what you have been learning in your internship experience. It is designed to help you recognize the importance of life-long learning beyond the classroom setting. The Daily Reflection Journal will be one of the most important personal aspects of your internship experience. It should promote your academic learning, your personal development and help you to pin point where programs can be improved.
This part of your weekly report is private, and need not be shown to your Experience Provider. It is meant to help you stretch and grow as a professional, to hone your reflective evaluation skills, and help you develop a better self-understanding so you may become a more effective professional. Increased self-understanding will help you to see beyond and avoid personal biases that could limit your effectiveness as a professional. It is through the reflection process that you will experience the greatest personal growth.
Your journal entries will be read only by the Internship Coordinator. All personal thought and insights will remain confidential.
Process: You are expected to write a minimum of one paragraph per day worked. However, it is expected that some days you will write more. When making an entry, begin with the date being reflected upon. Skip a line between the end of one reflection and the beginning of another…
Regardless of the length of your entry, there is only one way to write it – DAILY. This assignment is of less benefit to you if you do not make the entries daily. Additionally, procrastinating your entries will unnecessarily increase the burden of time expended on this aspect of the Weekly Report.
Three-page Summary
Purpose: Culminating your internship experience into one document allows the highlights of the experience to surface.
Process: Word-process a 3-page summary of your entire internship experience, addressing how your goals and objectives were met, identifying additional knowledge and experience gained, and packaging all information into one document. Communicate your understanding of: 1) the importance of using the employment community to validate occupation skills; 2) the ideas, opinions, and perceptions of business and industry; 3) the philosophical principles and practices of professional-technical education; and 4) the relationships between schools, families, and the community and how such relationships foster students learning.
Conceptual Outline:
Purpose: To design curriculum that aligns with your internship experience, to be used in High school teaching and meets community and industry expectations.
Process: Create a Conceptual Outline (see attached example) listing the skills, abilities, attitudes you learned/used during your internship. Include a summary paragraph describing how you would teach those skills to secondary students.
Personal Inventory:
Purpose: To evaluate your experience and progress as an Intern. The ability to evaluate your strengths and weaknesses on the job and then modify your actions accordingly is essential to maintaining employment.
Process: You will evaluate yourself according to the following and then write a one-page word processed report:
Job Competence:
Decision Making – the ability to make sensible, efficient and effective decisions while taking into account the opinions and concerns of those affected by such decisions.
Problem Solving – seeking different solutions by processing information in new ways in order to evoke useful solutions to challenges being faced by others.
Organizational Skills – the capacity to clearly see what needs to be done and then to proceed in an orderly, logical manner. Also, the ability to involve others in projects such that both efficiency and effectiveness are maintained.
Productivity – creation or production of quality products within reasonable time constraints, whether it be working directly with clientele, or producing materials to assist the Experience Provider.
Initiative – recognition and completion of assignments without being told: doing more than is required; taking on challenging, routine, or mundane projects with zest; assuming responsibility for beginning or originating new ideas or methods to benefit the Experience Provider.
Professionalism:
Personal Appearance – maintaining a professional tasteful image; dressing in accordance with Experience Provider policy; neat; clean; orderly.
Attitude – a mental and neutral state of readiness, exerting a positive directive or dynamic influence upon the individual’s response to all objects, people, and situations with which it is related.
Punctuality – being on time; promptness; immediateness.
Dependability – the quality of being reliable, able to be counted on to do what is expected or required: trustworthy, showing levelheadedness or steadiness in what you have committed to do.
Confidentiality/Trust – keeping information and other experiences within the agreed upon contest (i.e. private, limiting the sharing of information)
Adaptability – the ability to change to meet the needs of the experience provider without too much difficulty; appropriate flexibility.
Interpersonal Relations:
Co-worker relations – connections with staff; appropriate regard for working relationships.
Cooperation – the ability to work with others in harmony; carry your share of the workload; and labor or act with others toward a common objective or goal.
Friendliness – extending yourself to others in an amiable and respectful manner.
Communication, Verbal – the ability to accurately transfer meaningful information via spoken words and body language such that the message is received and understood by recipient; proficiency in the oral expression of thought, feelings and information such that confusion and repetition are limited.
Communication, Written – the capacity to accurately transfer meaningful information using written instruments (reports, letter, email, etc.) such that the message is received and understood by the recipient; proficiency in the written expression of thoughts, feelings, and information such that confusion and repetition are limited.
Personal attributes:
Creativity – the ability to envision and develop unique ways of approaching and carrying out projects or solving problems; bring to mind possibilities that have not been previously entertained; inventiveness.
Enthusiasm – an intense or eager interest in what is being done, accompanied by excitement, energy, and optimism; an infectious attitude that radiates to others.
Persistence – the willingness to stick to a task under unexpected circumstances until it is satisfactorily complete; endurance; resoluteness; tenacity; persevering in mundane or difficult tasks and seeing them through to completion.
Assertiveness – the willingness to actively participate, state, and maintain a position, until convinced by the facts that other options are better; requires initiative and courage to act.
Stability – mentally and emotionally healthy; steady in purpose; firmly established; durable; enduring.
Self-Motivation – the capacity to draw from within the necessary energy and enthusiasm to complete a duty; the ability to stay focused and on-task when unmonitored by a supervisor or other external control.
Desire to Learn – the willingness to expend the effort to understand and learn what is needed to fulfill responsibilities; openness to receiving feedback and incorporating that information where possible; having an attitude of inquiry and a willingness to do the required research or study to reach a desirable end.
Thank You Note
Purpose: To allow you to express gratitude for the invaluable learning experience provided by the agency personnel and others who have assisted you. Whether you choose to continue in this area or proceed in another direction, your Experience Provider has created opportunities for you to serve and to learn to become a professional. Additionally, as individualism continues to increase in our society and appreciation becomes less common, inculcation and expression of gratitude in your actions can make you stand out from others, which may directly impact future job offers, advancements, evaluation, and recommendation. The ability to demonstrate appropriate appreciation is positively correlated with success.
Process: At the close of your internship, type or write a well-thought-out note of appreciation on good stationary and send it to your agency or supervisor. As appropriate, include specific examples of experiences and learning for which you are thankful. Submit a copy in I-Learn.
Conceptual Outline Example
Teamwork
· Working with the head and assistant teachers in the classroom.
· Working with other faculty members at the preschool.
· Working with the director of the school.
· Working together with parents and community members to hold events and activities for the children.
Communication
· Communicating with students the expectations of the classroom.
· Communicating with parents verbally when they drop-off and pick up their children about the child’s progress or setbacks in the class.
· Communicating with parents by sending out daily emails reporting what the class learned and what activities were done each day.
Leadership
· Leading children in morning circle meeting.
· Leading small groups of children in writing and math lessons by demonstrating, then having them repeat.
· Leading children in how to behave and interact with other students in the classroom.
The skills I learned while teaching preschool can easily be applied to teaching secondary education. In my classroom I would teach teamwork by having my students work in pairs, groups and with myself or other teachers to practice the skill. This activity would also teach them verbal communication.
To teach written communication I would have activities where students would write letters to companies, community organizations, or government organizations for a purpose that related to an issue discussed in class.
I would teach leadership skills by activities such as students teaching the class. I would also encourage my students to get involved in after school organizations such as FCCLA to give them more experience in leadership positions.