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Students enrolled in online courses may benefit from the inclusion of career oriented and experiential learning in those courses and programs. There are many models to select from with regard to embedding career education and experiential learning experiences into the online curriculum. Boise State may want to begin to consider additional models from the research to add additional career and experiential learning modules to the curriculum. Since the curriculum is faculty developed, it would be good to consider the ways in which we foster adoption of these frameworks within the faculty cohorts. Ensuring faculty understand how career education will benefit their students is a key component. Articles on the pedagogical implications are considered in the section Pedagogical Approaches to Career Education. |
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Models and Approaches to Consider
Career Identity Modules
Thomson, A. (2010). Embedding an online career development program into student learning. Australian Journal of Career Development, 19(3), 6-14. http://libproxy.boisestate.edu/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=56099934&site=ehost-live Embedding an Online Career Development Program into Student Learning
Elaborates on a program implemented to embed career development into online learning with modules.
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Academic and industry resources relating to Creative Industries careers are introduced during the lectures, and students learn information retrieval and evaluation skills via scaffolded searching exercises during tutorials and another online module - Information PILOT (Queensland University of Technology, 2012). The industry and careers research phase involves obtaining, Putting the cart before the horse? Driving student engagement through first-year career identity development in a large multidisciplinary Creative Industries cohort. Nut and Bolts evaluating and information on topics relating to creative career opportunities, including the world of work trends, occupational tasks, skill requirements, industry and role outlook, role challenges, and broad employability strategies (such as who to network with).
Internships in Online Learning
Computer Science
Bayerlein, L., & Jeske, D. (2018). Student learning opportunities in traditional and computer-mediated internships. Education & Training, 60(1), 27–38. httphttps://dxwww.doiijede.org.libproxy.boisestate.edu/10.1108/ET-10-2016-0157ca/index.php/jde/article/view/1027
“The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations.”
University of New England & National University of Ireland
“systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researchers with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.”
Computer-mediated internships mean either e-internships or simulated internships. E-internships are referred to as virtual internships or CMIs in the literature. E-internships are “real-world work placements where the interactions between the intern and their employer are predominantly computer mediated”
Library Science
Directed Field Work (DFW) Documentation at the University of Washington iSchool
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This material includes a learning objectives document for sites.
All Disciplines
Online Internships: A Successful Model
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A framework for online hospitality internships based on established best practices. Students enrolled in online learning complete an in-person internship.
Proposed Model with 4 stages that involves a self-regulation component in all phases.
Planning - curriculum design with an internship course, and letter of commitment that clarifies roles and responsibilities.
Engaging - all stakeholders journal or log activities, students maintain reflective journals, utilize the LMS as central access/storage, email communication between supervisor and instructor, student-to-student sharing, and regular check-ins with all stakeholders.
Assimilation - connecting theory to practice, potential role-play opportunities, written assignments, and student-to-student interaction.
Review and Reflection - journaling or blogging as a form of reflection, evaluation, instructor and supervisor feedback, and sharing the experience with others.
Experiential Learning; Laboratory Environment
Intensive Laboratory experiences to safely retain experiential learning in the transition to online learning [Biology]
https://onlinelibrary.wiley.com/doi/pdfdirectfull/10.1002/ece3.6886?sid=worldcat.org
After participating in asynchronous lectures and other learning activities, students went to regional field stations to engage and learn in person at those places. The research work and group work were of value to the learning.
Specifics: “Intensive laboratory experiences (ILE) would be designed such that they occur over a 1- to 2-week period and require students to stay on site after being tested. The intensive laboratory experience does not necessarily need to occur during the online course and has the flexibility to occur between semesters or during ecological or evolutionarily relevant phenology (e.g., migrations, flowering). A variety of approaches to information delivery could be adopted but in general, we suggest 1- to 3-hr long field activities 2–3 times per day with 15 min—1-hr long intermissions.”
Evaluation
Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology, 78(2), 311–328. https://doi.org/10.1037/0021-9010.78.2.311
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VALUE Rubrics (16 rubrics) from the Association of American Colleges and Universities (AAC&U)
The Eight Essential Employability Qualities (EEQs) from the Quality Assurance Commons
10 Soft Skills You Need to Succeed from Strayer University
Employability Skills from Perkins Collaborative Resource Network & the U.S. Department of Education
8 Core Competencies for Career Readiness Competencies from the National Association of Colleges and Employers (NACE)
Themes and Subthemes in the Literature
Online internships
DeWitt, D. M., & Rogers, C. (2009). Online Internships: A Successful Model. International Journal of Educational Leadership Preparation, 4(4).https://eric.ed.gov/?id=EJ1071408
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Explores virtual alternatives for practical placements (library and information science) due to constraints with a physical location.
Recommendations for SITE SUPERVISORS
Establish clear expectations, guidelines and outcomes; emphasize virtual is as much work as in person and that deadlines must be met.
Set weekly check-in meetings
Keep track of time spent; try to use a specified amount of time each week so you do not have to cram a lot of hours into the last weeks. Enjoy!
Develop a plan before accepting virtual interns and have clear objectives for projects they will work on.
Prepare manageable project chunks. Two very different projects allow the intern to continue with some work while waiting for something in the first project.
Recommendations for SCHOOL
Prepare students by providing them with a way to collaborate w/ supervisors
Check-in w/ supervisor periodically
Better communicate expectations of the number of hours and work evaluation
Recommendation for STUDENTS
Be comfortable with multiple communication styles & tools (online, phone, etc)
Read about the responsibility & expectations of “telecommuting”
Set a schedule for work time
Gates, L. (2014). The impact of international internships and short-term immersion programs. New Directions for Student Services, 2014(146), 33–40. doi:10.1002/ss.20088
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Relationships/Community/Partnering for placing students
Supervision on-site (and assessment of placement locations/partners
Coordination at the education institution/department/program
Weaving the student experience into the courses/content/reflection/activities
Student Self-reflection and Self-advocacy in exploring career identity
Assessment of learning
In-person internships in wide geographic locations vs. virtual internships where they perform the work online. Like something for the ROHM program?
Identifying potential learning outcomes to categorize the different outcomes of the experience
Best Practices for partnerships -- what are the responsibilities of all parties (program, student, and external organization)
Career-relevant teaching (incorporating w/ class content)
Pedagogical Approaches to Career Education
Taylor, S.C. and Haras, C. (2020). Beyond classroom borders: Linking learning and work through career-relevant instruction. American Council on Education, February 2020. https://www.acenet.edu/Documents/Beyond-Classroom-Borders.pdf
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