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1.
The Qualitative Report ; 27(7):1426-1444, 2022.
Article in English | ProQuest Central | ID: covidwho-1965178

ABSTRACT

The results of this study will help form guidelines for developing students' capacities for learning in authentic workplace settings to better prepare them to be effective and efficient in their chosen careers. This phenomenological study examined factors influencing practice-based learning and how participants learned from their practice. Six fourth-year students majoring in sports science who had recently returned from their internships took part in this study. Data were collected through semi-structured interviews. Thematic analysis was performed on the transcripts to characterize the participants' shared experiences, which yielded the following seven themes of factors influencing their practice-based learning: (a) clear career goals and identification of an appropriate internship facility;(b) self-efficacy;(c) reflective practice;(d) good workplace relationships;(e) organizational leaders as agents transferring knowledge;(f ) knowledge-sharing behavior;and (g) impact of the COVID-19 pandemic. Internship students also learned to identify their weaknesses in this study, communication skills, group fitness instructor skills, and a professional exercise instructor image.

2.
27th ACM Conference on Innovation and Technology in Computer Science Education, ITiCSE 2022 ; 1:365-371, 2022.
Article in English | Scopus | ID: covidwho-1962402

ABSTRACT

Internships help students connect what they have learned in the classroom to the real world, and students with access to internships are more likely to graduate and secure employment. However, many students are unable to find an internship by the time they graduate. This experience report describes a program where volunteer software engineers mentor students as they work on open-source projects in the summer, offered as an alternative to a traditional internship experience. We catalog the considerations involved in providing an experience similar to a traditional internship, describe our program's design, and provide two years' worth of participant evaluations and career outcomes as a measure of efficacy. The program served mostly undergraduates from non-R1 schools who are underrepresented in technology, and achieved similar educational outcomes to a traditional internship program. Most promisingly, mentors were willing to serve as a professional reference for 80% of students and the number of graduating seniors who secured full-time employment in technology was 7 points higher than average (despite occurring during the COVID-19 pandemic). © 2022 ACM.

3.
2021 International Conference on Computational Science and Computational Intelligence, CSCI 2021 ; : 970-975, 2021.
Article in English | Scopus | ID: covidwho-1948732

ABSTRACT

Internships aim at transitioning students from the academic environment (academic learning at the university) to a professional work environment (industry practice). Our paper aims to objectively evaluate the alignment of learning with practice based on the internship program conducted in Term 1, 2020 (pre-Covid), for our undergraduate students at the College of Technology Innovation studying in the bachelor's program for Computer Science and Information Systems. In order to measure the alignment, from a theoretical perspective, we adopted the framework of Kirkpatrick, which provides a set of "consumptive metrics"for evaluating the learning resources consumed in education and training, using the constructs 'reaction' (how the learners feel, including their personal reactions to the internship training) and 'learning' (measuring the knowledge, skills, or attitudes acquired as a direct result of the training, including mapping to their courses). Using 36 internship student reports collected over a single semester (in which students spent 8 weeks onsite at various organizations in the United Arab Emirates) as a sample for this study, we measured internship results in terms of the learning resources consumed during the internship experience using consumptive metrics to observe its alignment with practice. The results of the study allow academics to reinforce strong areas and improve areas of concern to better align learning with practice. © 2021 IEEE.

4.
2021 ASEE Virtual Annual Conference, ASEE 2021 ; 2021.
Article in English | Scopus | ID: covidwho-1696257

ABSTRACT

In 2020, the COVID-19 pandemic significantly disrupted life on campuses and around the world. During April 2020, the Student Engineers' Council (SEC) at Texas A&M University recognized that many students in the College of Engineering were notified their summer internships with companies had been cancelled. It was devastating to students who wondered how they were going to replace the professional development experience outside of the classroom. Reacting to this emergency, within three weeks, the President of SEC and Professors of the Practice from the engineering entrepreneurship program developed a summer instruction program which focused on professional skill development through a virtual implementation. All faculty involved had implemented internship programs in their companies and were convinced that a program could be offered, not to completely replace an internship at a company, but to build the professional skills students would need in their jobs. Ultimately, the virtual internship program involved over 350 students, almost 60 mentors, and seven faculty. It was divided into two 6-week phases - 1) professional skill training and 2) teamwork project implementation. Surveys were conducted pre- and post-training to assess the effectiveness of individual skill development and determine what elements of the program should be continued. A final survey was conducted of students and mentors to assess the effectiveness of teamwork development. Participants reported increases in development of individual skill areas over the course of the program. When rating their team performance, participants ratings were between somewhat agree and agree on the majority of the aspects of team performance assessed. Overall, participants had a positive view of their experience in the program. © American Society for Engineering Education, 2021

5.
Columbia: The Magazine of Northwest History ; 35(4):28-28, 2021.
Article in English | Academic Search Complete | ID: covidwho-1589364
6.
Journal of Family and Consumer Sciences ; 113(3):8-17, 2021.
Article in English | ProQuest Central | ID: covidwho-1566844

ABSTRACT

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

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