Digital Transformation of Education Toward Successful Internships: A Methodology Developed Over Seven Years and Tested During COVID-19

Contribution: This article provides a teaching methodology which combines project-based learning, self-regulated learning (SRL), and design projects (DPs) to improve the preparedness of students for computing science-related internships. The methodology is supported by the implementation of the educational technology that transforms the way teaching and learning is transformed to benefit on-campus and off-campus students equitably, during the COVID-19 pandemic. Background: Success in the workspace is governed by the ability of an individual to learn on-the-job and independently. Online learning has led to a shift from instructor-led learning to SRL. This requires individuals to discipline themselves, and be in control of their learning and education. Outcome: The success of internships is improved with skills learnt in class through hands-on real-world projects. Both on/off-campus students gain equitable relevant experience. The teaching methodology developed over several years combines project-based learning, SRL, and DPs. Application Design: The methodology was applied using a flipped classroom approach. The educational technology was used to enhance SRL before in-class learning. This way, in-class rote learning was replaced with hands-on projects. Exam assessments were replaced with DPs where soft skills and technical skills are applied. Findings: The effectiveness of the developed methodology is measured through quantitative and qualitative evaluation tools. The evaluation demonstrates that combining well-designed education technology for SRL, with in-class project-based learning and DPs, can improve students' chances in getting high-impact internships.

The Future Ready Lab: Maintaining Students' Access to Internships during Times of Crisis

In this manuscript, we highlight the virtual Future Ready Lab as one example of an innovative internship concept designed to increase the quantity of meaningful paid internship experiences available for students to participate in, prepare for further education, and be able to compete in the 21st Century workforce. The Lab's premise is to provide access to student populations (e.g., economically disadvantaged, Black, and Latinx students) who oftentimes are not afforded the opportunity to hone their 21st Century skills in a high-impact internship experience. The virtual nature of the Future Ready Labs provided opportunities for high school students to participate, despite transportation limitations, social distancing, emerging safety precautions, and requirements based on the COVID-19 pandemic. In this manuscript, we help fill gaps in existing literature concerning how schools support students' work-based learning experiences during times of crisis, particularly for diverse and economically disadvantaged learners. We conclude with recommendations for practice, and a broader work-based learning framework for how partnerships can be forged and sustained in high schools across the nation, as well as implications for educational policy, practice, and research. [ FROM AUTHOR] Copyright of Education & Urban Society is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Quality internships in the hospitality industry: a way to help address the labor shortage

Internships can serve as a pipeline to employers and have played an important role in hospitality education programs. The COVID-19 Pandemic has moved many internships online limiting student benefits and options. As the hospitality industry struggles to compete in the post-Coronavirus labor market, it has never been more important to ensure highly satisfying internship experiences. Findings indicate that host sites permitting student interns to be creative and feel appreciated while identifying long-term career opportunities produce more satisfied interns. While satisfaction may be enhanced when supervisors mentor their interns by building strong Leader-Member Exchange relationships, they may not be required for intern satisfaction. © 2023 Taylor & Francis Group, LLC.

Universalizing internationalization at historically black colleges and universities through virtual learning

Aimed at faculty and administrators, this chapter describes viable and accessible virtual strategic initiatives that Historically Black Colleges and Universities (HBCUs) can adopt to advance internationalization in general, and global learning in particular. It frames these opportunities in terms of the circumstances precipitated by the coronavirus pandemic. By citing current virtual projects on college and university campuses, it demonstrates that HBCUs can exploit the greater credibility and visibility that virtual learning has recently acquired to launch affordable global learning opportunities for their students that can help prepare them to be globally competent and that can last well beyond the end of the pandemic. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Decoding Rahul Gandhi's public deliberation with experts

This is summary of comments on Rahul Gandhi's much publicised discussions with experts on prescriptions to deal with COVID-19 pandemic and its impact. The article questions the purpose of theses deliberations and comments on the political impact of this public spectacle on brand Rahul Gandhi. There is no doubt that perception and symbolism sometimes matter more than reality in politics but then it should be consciously cultivated to portray the right image. The political space is dominated by super human leaders like Prime Minister Modi who claim mastery on everything. Rahul Gandhi needs to understand his key capabilities ensure that the right message effectively reaches his target audience through the offline and online media.

Effect of Multimedia E-Book Use on the Information Literacy of Nursing Students and Health Communication in Student-Led Large- and Small-Group Community Health Education Sessions

The integration of digital technology into healthcare is critical for health communication. This study analyzed a group of nursing students who applied multimedia health education e-books to different groups of varying sizes to explore the efficiency of implementing health communication and nursing information literacy in the nursing industry. If medical personnel can make appropriate use of technology, combine medical operations with information systems, and disseminate the purpose of health to groups of different sizes properly, the quality of patient care will improve. Thirty-two junior nursing students at the college level were divided into three groups, each subject to a 3-week internship. After the internship, a questionnaire survey was conducted. Additionally, nine nursing students were interviewed in a 45-min semistructured format. Regarding the effectiveness of nursing students using multimedia e-books to implement health communication and the development of nursing information literacy, the statistical analysis results demonstrated no significant differences between large groups and small groups. However, their 5-point Likert scale average values were all greater than 4, indicating that regardless of group size, their feedback on using e-books was positive. This means multimedia e-books can effectively help nursing students practice health communication application effectiveness and develop nursing information literacy.

The Effects of COVID-19 on College Students: JMI

Hobfolls (1989) Conservation of Resource (COR) theory was applied in examining the impact of the COVID-19 pandemic on college students. In spring 2021, business school students completed an online survey measuring their experience during the global COVID-19 pandemic. In support of COR theory, results demonstrated that students with lower resources (i.e., lower socioeconomic status) reported significantly more resource loss;increases in resource loss were significantly associated with increases in stress;and stress was significantly and negatively related to physical health, psychological health, and well-being. Reevaluation of resources served as a buffer in the relationship between resource loss and stress. Examining an impacted sample of students during a global pandemic allows a better understanding of the interplay of resources, stress, and outcomes. Theoretical and applied implications are discussed for future research.

‘I didn't know what I was doing, until I went there': a case study exploring the range of student STEM internship experiences during the COVID-19 pandemic

The COVID-19 pandemic has accelerated a transition to flexible remote and hybrid work arrangements. This shift presents a challenge to colleges and universities as they prepare the next generation of STEM professionals in the knowledge economy. This case study of student experiential learning during the time of critical change from the Spring of 2020 through Spring of 2022 focused on how students, typically aged 20–23, contended with their professional development amidst changing patterns in workplace community, culture, and activities. We expected that students would struggle to achieve a greater understanding of situated workplace community practices;however, the data problematised these general assumptions. The findings highlight the variation in student experiences around these themes and are discussed in the context of scaffolding of student internships in intrapersonal, interpersonal, and cognitive domains.

The impact of the COVID‐19 pandemic on school psychology internship outcomes

The Ohio Internship Program in School Psychology was forced to adapt abruptly to the changing circumstances brought on by the novel coronavirus (COVID‐19) pandemic beginning in March 2020. The purpose of this study was to determine the extent to which the school psychology internship outcomes were negatively affected by the COVID‐19 pandemic in terms of supervisors' ratings of intern competencies, the number of students served by interns, and the outcomes of academic and behavior interventions supported by interns. Findings of the annual evaluation of the Ohio Internship Program in School Psychology for the school year directly affected by the pandemic (2020–2021) were compared to the findings for the year the pandemic began (2019–2020) and the 3 years before the start of the pandemic. The results provide evidence of gains in professional competencies and positive outcomes for students served by interns. The results also highlight racial disparities in the counts of students provided school psychological services during the pandemic. Implications for school psychology graduate preparation and practice are discussed.Alternate abstract:Practitioner Points1. School psychology interns advanced their competencies and provided effectively support to students despite the upheaval created by the COVID‐19 pandemic.2. The COVID‐19 pandemic created opportunities for innovation in school psychological training and practice.3. Racial disparities were evident in the number of students provided school psychological services during the pandemic.

Systematic Review of Qualitative and Quantitative Studies on Perceived Employability of Graduates

The assessment of future students' employability by the Institute of Higher Learning in collaboration with career centres is one of the most crucial steps in the educational industry for establishing an active and ascendable plan. Predictive analysis for this project is done using machine learning. This study investigates the Employability Signals of Undergraduates in accordance with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) criteria. The findings demonstrate that higher education was where the most accurate predictor of undergraduate students' employability was initially examined. The study's conclusions can be used to develop a roadmap that will make it simpler to use predictive analytics. The findings of this study may also facilitate the creation and application of predictive analytics, one of the possible approaches for analysing the education data gathered during the pre-covid period for this study. Systematic literature reviews should be trustworthy, repeatable, and valid when used in scientific investigations. As a result, the inquiry will reach a conclusion based on the evaluations found on pertinent and customized dates. © 2023 IEEE.

COVID-19 and clinical training: Diverse interns' perspectives and collaborative recommendations

This reflexive thematic qualitative study explored the meaningful experiences of 24 masters' level clinical interns from diverse intersecting social locations about their experiences being trained during the severe acute respiratory syndrome coronavirus two (COVID-19) pandemic. Although there is a robust body of literature on the pivot many interns made to using telehealth, less is known about educating and supporting therapists-in-training holistically during a global pandemic. Researchers used an open-ended survey to ask current students and recent graduates who were enrolled in accredited clinical training programs during the COVID-19 pandemic about their experiences and recommendations regarding future training. Four themes delineated the crosscurrents of participants' experiences. Participants articulated the benefits and hardships of being trained during a pandemic. They were lonely and longed for connection from the professional community and peers. Interns wrote about the importance of establishing and maintaining boundaries and attending to self-care. Using a feminist hermeneutic of participants' voices, we offer collaborative recommendations for training programs and their governing bodies to prepare for future regional, national, or global crises (e.g., codifying self-care and supervision requirements for interns who work from home). (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The Case for Playful Pedagogy in the High School English Classroom

Boehm and Franklin investigate how approaching pedagogy through a framework of playfulness in the secondary English classroom can facilitate joy in teaching and learning. Drawing from sociocultural perspectives of literacy, they define a playful approach to secondary literacy pedagogy as one that involves imagination, responsiveness, and laughter. Decades of research have pointed to play as a valuable classroom practice for young learners. They argue that secondary English teachers can draw on this research to approach literacy learnin playfully. English education scholars have described playful literacy learning in secondary classrooms through multiliteracies and critical literacy.

Career planning and workforce preparation during economic downturn: perceptions of graduating business students

Purpose: To gather insight into how graduating business students are preparing for the workplace and their future careers and how this has been impacted by COVID-19. Design/methodology/approach: In total, 144 business students at an Australian university who had recently completed an internship and were nearing graduation took part in the study. Group A was surveyed before COVID-19 had emerged and Group B undertook their internships during a COVID-19 lockdown when the related economic downturn had become apparent. The responses were analysed using career construction theory (CCT). Findings: This study concludes that graduating students do not generally place greater emphasis on career planning in times of economic downturn. However, they do devote more effort to job search and networking activities. They also display more career decisiveness and are less willing to seek out information about potential careers or their suitability for them. Their confidence in embarking on a career was not impacted. Research limitations/implications: This enables us to form a more complete picture of how graduating students perceive their work-readiness and the action they feel is important in order to improve their employability. Practical implications: This has implications for career practitioners and employers of graduates as it adds to the knowledge of employability and the decision-making process in times of economic crisis and is particularly important for the tertiary education sector as it seeks to better target initiatives to aid employability in graduates. Originality/value: The results increase the understanding of the impact of COVID-19 on early career development and argue that early-career decision-making is a specific area requiring investigation. © 2023, Emerald Publishing Limited.

A Survey of Lessons Learned from COVID-19 by School Administration Interns

A survey of lessons learned from COVID-19 by school administration interns is presented. Two cohorts of school administration interns enrolled in the Graduate Certificate in School Leadership (GCSL) and Master of School Administration (MSA) Degree programs at a university in the southeastern part of the US are surveyed. Successful completion of the certificate or the degree program leads to principal certification. The pandemic disrupted lives, but their duty was to adapt and maintain the integrity of the program and perform their core functions as educators to benefit their students. The interns who participated in the survey for this study were in the last two semesters of a principal preparation program. The responses gave a portrait of the experiences of interns during the pandemic.

Building and sustaining undergraduate English internship programs during and after the COVID-19 pandemic

Experiential learning opportunities (Kolb, 1984;Simons et al., 2012), such as internships, provide valuable real-world learning experiences for undergraduate students. Internships are especially important for students majoring or specialising in writing, who can gain valuable workplace experience and build portfolio pieces from working for a company or organisation. The COVID-19 pandemic and resulting social distancing measures forced internship experiences to shift to remote and hybrid opportunities. In this article, four faculty from three universities in the United States detail the ways that they pivoted their undergraduate writing internship programs to adapt to public health requirements and changing student needs between 2020–2022. We provide information on creating remote and hybrid internship opportunities and courses, building internship program infrastructure, integrating technology and project management tools into student internship experiences, securing funding for otherwise unpaid internships, and supporting students during their internship programmes. The article concludes with future directions in writing student internships and other pre-professional experiences, as well as additional resources for internship coordinators. Practitioner Notes 1. Respond to student exigences, needs, and material realities with flexibility and empathy. 2. Prepare to promote student interns on campus and in your local community with physical promotional materials and brief elevator pitches at meetings, social gatherings, and university-sponsored events. 3. Empower student interns through peer-review and peer support networks 4. Work with a combination of project management tools (Basecamp, Google Suite tools, Slack, and Zoom), and strategies to centralise communication between instructors, students, and community/campus partners. 5. Work with a combination of project management tools (Basecamp, Google Suite tools, Slack, and Zoom) and strategies to centralise communication between instructors, students, and community/campus partners. © 2023, University of Wollongong. All rights reserved.

Institutional teaching choreographies in education for sustainability in times of pandemic: the Ocean i3 project

PurposeThe purpose of this paper is to examine the design of choreographies or learning environments which the students participating in Ocean i3 pass through during their participation in the project, which requires constant review and interpretation, in times of COVID-19. To this end, it is proposed to: define the institutional teaching choreographies to create authentic and meaningful environments for the active learning of university students;interpret the transversal competences for the sustainability developed in Ocean i3 within the framework of institutional teaching choreographies;and value the strengths and weaknesses of the teaching choreographies implemented for the development of transversal competences for sustainability in a situation of health-care crisis.Design/methodology/approachAn exploratory method with an interpretative approach has been selected that enables us to address living and evolving scenarios, didactic choreographies and the development of competences for sustainability.FindingsThe perception of students and teachers reveals that it is the use of a multilingual linguistic repertoire (multilingualism) that is most enhanced in Ocean i3, although the global and integrative vision of problems and the integration and management of knowledge through contributions from different disciplines and the social context (transdisciplinarity) are also highlighted.Originality/valueThis paper describes how face-to-face institutional teaching choreographies for an innovation project have been transformed into synchronous online choreographies encouraging the development of competences for sustainability.

Virtual Education, Training And Internships In Hospitality And Tourism During Covid-19 Situation

The study model structure so as to takes into explanation a changes to the hospitality as well as tourism trade due to COVID-19, consequent changes to trade learning mechanisms, along with the prospective implications in favour of work-integrated training internship placements on behalf of the upcoming generation of students, former students as well as trade experts, is offered. The configuration for future studies so as to evaluate COVID19 hospitality in addition to tourism business internship would-be approaches is projected in favour of conversation. The paper is an educational discussion which outlines showing analysis of virtual training, also online training, and internships during COVID19 in hospitality and tourism. [ FROM AUTHOR] Copyright of Journal of Pharmaceutical Negative Results is the property of ResearchTrentz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Virtual Education, Training and Internships in Hospitality and Tourism during Covid-19 Situation

The study model structure so as to takes into explanation a changes to the hospitality as well as tourism trade due to COVID-19, consequent changes to trade learning mechanisms, along with the prospective implications in favour of work-integrated training internship placements on behalf of the upcoming generation of students, former students as well as trade experts, is offered. The configuration for future studies so as to evaluate COVID19 hospitality in addition to tourism business internship would-be approaches is projected in favour of conversation. The paper is an educational discussion which outlines showing analysis of virtual training, also online training, and internships during COVID19 in hospitality and tourism. Copyright © 2023 Authors. All rights reserved.

Virtual Undergraduate Internships: One COVID-19 Side Effect THat Academic Libraries Should Keep

In spring 2020, the California State University System and its 23 campuses became the first in the United States to commit to a year of remote instruction due to the COVID-19 pandemic. Remote instruction separated the system's librarians from their users, whose needs were especially great within the system's ethnically, economically, and academically diverse student body. At California State University Channel Islands (CSUCI), public health guidelines and closures prevented many students from fulfilling internship and field experience requirements needed for graduation. CSUCI's John Spoore Broome Library established a work-around by implementing a virtual internship program for one undergraduate that benefited both the student and the library. This paper, coauthored by the intern, documents the virtual internship, describes the model and structure of the experience, and argues that such remote internships are one pandemic side effect that should remain to promote equity in library and information science.