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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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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”
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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.”
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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)
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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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