University Faculty Senate

Internships
A Guide for Planning,
Implementation,
and
Assessment

The State University of New York

 State University of New York
University Faculty Senate
Undergraduate Academic Programs and Policies Committee

2004-07

Janet Nepkie, Chair SUNY Oneonta

Susan Bailey SUNY Geneseo

Patricia Carey University at Buffalo
Elizabeth Carter Binghamton University
William Collins, III University at Stony Brook
Tom Cronin, III SUNY Cobleskill
Dan Curtis Student Assembly
John DeNisco Buffalo State
Henry Durand University at Buffalo
Richard Eckert Binghamton University
Zhongchun Jiang SUNY Cobleskill
Jeffrey Johnston Alfred State
Robert Jubenville, FCCC Liaison Mohawk Valley Community College
Bruce Klonsky SUNY Fredonia
Meg Knowles Buffalo State
Frank Myers Stony Brook University
James Nichols SUNY Oswego
Ken O’Brien SUNY Brockport
Karl Schlegel Student Assembly
James Schofield, FCCC Liaison Onondaga Community College
Evelyne Tropper SUNY Plattsburgh
Kathryn E. Van Arnam System Administration Liaison
Mary Ware SUNY Cortland
A.J. Williams-Myers SUNY New Paltz

Kimberley Reiser, President Faculty Council of Community Colleges

Carl Wiezalis, President SUNY University Faculty Senate

University Faculty Senate

State University of New York
State University Plaza
Albany, NY 12246

518 – 443 - 5326

800 – 547 - 1548
[Link]/facultysenate
First Printing – September 2007
 Internships
A Guide for Planning,
Implementation,
and
Assessment
The University Faculty Senate expresses its appreciation to the many people outside the
Senate who read the draft of the Internship Guide and offered comments and suggestions.
Among those who helped in this manner, the Senate is particularly grateful to:

Linnea D. Lopresti, Associate

Office of College and University Evaluation
New York State Department of Education

Ellen Lacy Messina

Associate Counsel
Office of University Counsel
State University of New York

Denise Straut
Director of Business Services
State University of New York
College at Oneonta

© 2007 The State University of New York

The State University of New York University Faculty Senate adopted Internships: A
Guide for Planning, Implementation, and Assessment on April 28, 2007.

The State University of New York Faculty Council of Community Colleges adopted
Internships: A Guide for Planning, Implementation, and Assessment on September 17,
2007.
 Internships
A Guide for Planning, Implementation, and Assessment

TABLE OF CONTENTS

Definition ……………………………………………………… 1
Introduction ……………………………………………………… 1

Part I: Planning ……………………………………………… 2

1. Site Selection ……………………........................................ 2

2. Student Eligibility and Preparation ……………………… 3
3. Student Health Insurance and Financial Aid ……………… 3
4. Learning Agreement ……………………………………… 4
5. Credit ……………………………………………………… 5

Part II: Implementation ……………………………………… 7

6. Supervision ……………………………………………… 7
7. Faculty-Student Communication during the Internship …... 7
8. Reports from the Internship Site ...……………………. 8
9. Grading Criteria ……………………………………… 9

Part III: Program Assessment ……………………………… 10

Part IV: Advisories ……………………………………………… 11

10. Fair Labor Standards Act (FLSA) ……………………… 11

11. Unemployment Insurance and Student Interns ……… 12
12. Student Compensation ……………………………… 12
13. Liability Issues ……………………………………… 12

Part V: Resources for Internships and Works Cited ………. 13

Appendices ………………………………………………………. 16

Appendix A Sample Internship Learning Outcomes ………. 17

Appendix B Sample Internship Learning Agreement ………. 19
Appendix C Sample Faculty Site Visitation Form ………. 23
Appendix D Sample Student Assessment of Internship Form ….. 25
Appendix E Sample Site Supervisor Assessment Form ………. 27
 Definition
Internships are offered as part of academic programs in a broad array of settings and for a wide
variety of reasons. Some institutions may offer both credit and non-credit bearing internships.
Internships discussed in this guide will be limited to those academic experiences for which a
student earns academic credit in an agreed-upon, short-term, supervised work experience usually
related to a student’s major field or area of interest. The work can be full or part time, on or off
campus, paid or unpaid. Credit is awarded to the student by the college/university on the
recommendation of qualified faculty. This guide does not include internships that are required
components of a registered program leading to NYS licensure or certification (e.g., teacher
preparation, social work, dental hygiene). For the purposes of this Guide, an internship is distinct
from community service or service learning.

Introduction
Many degree programs include internships as electives or as required courses. The purpose of
this Guide is to identify the major factors that might be considered for successful design,
implementation, supervision and assessment of internships.

For the student, internships offer the potential for valuable learning opportunities outside the
standard classroom setting. The internship can also serve as a bridge between the traditional
academic setting and the professional world to which the student aspires. Internships offer the
opportunity for the beginning of lifelong learning for students; therefore, attention to a student’s
life after graduation should be considered in the course design.

For the academic institution, internships offer a rich array of opportunities for faculty
development, positive town/gown relationships, and interaction with professional communities
throughout the country and the world. Internship supervision may serve as a particularly fruitful
means of faculty development, giving faculty face-to-face contact and exchange with the
professional world most closely related to a faculty member’s academic expertise.

For the organization that serves as the setting for the internship experience, internships offer an
opportunity to contribute directly to the educational and developmental growth of participating
students. The internship can also foster a useful relationship between the sponsoring organization
and the academic institution in which both parties benefit through shared knowledge, resources
and goals.

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 Part I: Planning
Institutional support, a philosophical commitment evidenced by allocations of both financial and
human resources, is required for internships to meet program goals of the department and
academic units that offer them (e.g., interdisciplinary centers and cooperative education
programs). Specific learning objectives, carefully defined by faculty, will dictate the role a given
internship plays in the requirements for the major or program.

Academic departments and institutions that offer internships have a responsibility to assure the
availability of adequate funding for regular internship site visits and/or other means of effective
internship supervision. The institution must also identify a funding source for equitable
compensation for appropriate faculty internship supervision. The faculty supervisor should be a
full-time member of the department from which the internship is offered and should be qualified
to supervise the internship in the respective subject area. Some part-time or non-faculty
supervisors may also serve effectively if they have academic qualifications, training and
experience equivalent to that of appropriate faculty supervisors. The department offering the
internship must determine how many internships can be effectively supervised in a particular
semester and how such supervision will affect faculty load.

1. Site Selection

A good internship site will provide the student with practical experience in the student’s area of
academic interest. The site’s personnel should provide mentoring and instruction to the student
as part of the student’s internship. Qualified faculty should work with students to find internship
sites and site supervisors suitable to the student’s goals and the department’s academic criteria.
Departments and their academic institutions should ascertain that effective internship
opportunities exist for students who seek to earn credit for this activity. For new program
proposals including mandatory internships, the New York State Education Department requires
that a letter be sent from at least one company or internship site that has agreed to accept student
interns for the proposed program.

There are several ways to locate acceptable internship sites:

A. The faculty or department internship coordinator may use professional contacts to solicit
internships at appropriate sites.
B. An agency may solicit the department for participation in the program. Agencies wishing
to have an internship may be requested to submit a proposal describing their identity
themselves, listing their credentials, and indicating the job requirements for the intern.
C. Students may be asked to take responsibility for researching, identifying, and finding
possible internship opportunities. This activity will help students to identify their own
career goals and the manner in which they may best be achieved, and it will also help
students to learn career preparation skills that will be useful after graduation.
Students may seek those internships through organizations already listed by the college as
participating agencies or propose an agency found through faculty advice, professional

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acquaintance or Internet research. All internship opportunities must be reviewed and approved
by appropriate faculty prior to course registration.

Assistance to students looking for potential internship opportunities should be made available by
providing a list of participating agencies posted in campus internship offices and on an easily
accessible website. Campus career services may also be a resource for faculty, internship
program coordinators, and for students initiating their own proposals.

A site visit may be useful prior to accepting an agency’s participation in the internship program.
While this is not always possible, new sites may be visited when faculty supervisors visit
previously approved nearby sites.

2. Student Eligibility and Preparation

To be eligible for an internship, students must meet all institutional and degree requirements.
Usually, programs require advanced standing as a matriculated student in the college (e.g., junior
status at 4-yr institutions or second-year status for students earning associate degrees). Specific
course requirements, determined by the supervising academic department as well as by
internship sites, may require students to have specific academic and professional skills. The
department may require a minimum cumulative grade-point average and grade point average in
the major. Students and their parents should be informed that receiving credit for an internship
requires payment of tuition, as with any other course.

Student preparation for internship application should include development of such materials and
skills as
• cover letters,
• résumés,
• mock interviews,
• research to acquire advance knowledge of each company or other internship site,
• student statement of learning goals,
• student statement of proposed internship duties,
• student statement of career goals.

3. Student Health Insurance and Financial Aid

Students serving internships should check with their health insurers to determine whether
insurance coverage applies to the internship. Students should also check with their financial aid
advisors to determine whether their eligibility for financial aid will be affected by the internship.
Issues to consider include

A. whether the internship activity or course receives credit;

B. how much credit the internship activity or course will receive, including whether the
student will be considered a full-time student during the internship;
C. whether the internship occurs on campus or off campus.

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4. Learning Agreement

A learning agreement is an arrangement between the college and the field site to identify the
learning activities that will be part of the internship. A learning agreement should be completed
between the department faculty or internship coordinator and the site representative prior to
course registration and commencement of the internship.

As with more traditional face-to-face methods of classroom instruction, the internship learning
outcomes should be designed, supervised and evaluated by appropriate and qualified faculty in
the discipline. Faculty design of internship learning outcomes should include internship site
selection, reporting of relevant activities during internship, and evaluation of student
achievement. Internship activities should be designed to help accomplish stated learning
outcomes. Appropriate and qualified faculty in the discipline should determine the amount of
credit, required activities and the grade. During the internship experience, both faculty and site
supervisors will monitor the internship activities.

Important elements to consider in the internship learning agreement include

A. necessary course registration information (e.g., course title and number, number of credit
hours, name of faculty supervisor, date and semester of participation);

B. the required number of hours in the workplace;

C. a clear description of both the site requirements and the required academic components
(e.g., log, journal, paper, oral presentation);

D. a clear description of intended learning outcomes and activities;

E. a clear description of the responsibilities of the college, the student and the site;

F. signatures by the appropriate parties, which must include a site representative and the
appropriate departmental supervisors. Student signatures may also be required on this
form to indicate understanding and acceptance of course requirements.

When drafting a learning agreement, the faculty member should be aware that internship sites
are more likely to give significant time to internship training if the intern has made a significant
commitment of time to the internship experience on site. (Appendix B contains a sample
Internship Learning Agreement.)

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5. Credit
Because the academic institution awards the credit, it is important that the learning experience
meet State Education Department and SUNY guidelines for (A) time and (B) achievement of
learning objectives.
A. Time
The definitions in New York State, Title 8, Chapter II §50.1(n) and (o) of the Regulations of the
Commissioner indicate the minimum time requirements for awarding credit:
(n) “Credit means a unit of academic award applicable towards a degree offered by the
institution.”

(o) “Semester hour means a credit, point, or other unit granted for the satisfactory completion of
a course which requires at least 15 hours (of 50 minutes each) of instruction and at least 30 hours
of supplementary assignments, except as otherwise provided pursuant to section 52.2(c)(4) of
this Subchapter. This basic measure shall be adjusted proportionately to translate the value of
other academic calendars and formats of study in relation to the credit granted for study during
the two semesters that comprise an academic year.”
(<[Link]
This is the New York State Education Department formula for calculating the minimum number
of instructional and supplementary hours required for 1 credit in a course. Because this adds up
to 45 hours of work, the minimum number of combined instructional and supplementary hours
per credit for an internship is also 45. Since the State Education Department requirement is a
minimum requirement, departments may require more than 45 combined instructional and
supplementary hours of internship experience per credit earned.
The State University of New York recognizes these minimums in the June 30, 1976
Memorandum to Presidents titled “Credit/Contact Hour Relationship” (Vol. 76, No. 8)
(<[Link] In section 5 (“Experiential Learning”) the
policy states, “When life or work experience is to be credited as a concurrent portion of an
academic program design, as in an internship, one semester credit hour will be awarded for each
40-45 clock-hour week of supervised academic activity that provides the learning considered
necessary to program study.” The SUNY Policy statement may be viewed at
<[Link]
Consequently, SUNY Policy and the Commissioner’s regulations are in the same range
regarding minimum internship experience hours required for 1 academic credit. Institutions that
require 45 hours or more combined instructional and supplementary hours per credit are in
compliance with both SUNY policy and the Commissioner’s regulations.
B. Learning Objectives, Outcomes and Activities
1. In addition to the minimum amount of time required to earn an hour of credit, the
quality of the learning must be college level. Thus, Title 8, Chapter II of the
Regulations of the Commissioner, §52.2(c)(5), makes plain that internships must

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 include specific learning outcomes: “The institution shall assure that credit is
granted only to students who have achieved the stated objectives of each credit-
bearing learning activity.”
This criterion is especially relevant for internships where some time may be spent on routine
activities. Therefore, faculty in the disciplinary field need to identify student learning outcomes
for the internship in order for the faculty to supervise students’ progress and to evaluate the
achievement of those learning outcomes by the end of the internship.

2. The Middle States Commission on Higher Education’s Characteristics of Excellence in

Higher Education (2006) also advises that credit awarded for internships be based upon
learning outcomes: “Procedures to assess learning for the award of academic credit
should define college-level learning and state clearly that credit is awarded for
demonstrated learning, and not merely for experience” (53). In the same document, the
Middle States Commission lists the following among its “Fundamental Elements for
Experiential Learning”:

• “Credit awarded for experiential learning that is supported by evidence in the

form of an evaluation of the level, quality and quantity of that learning”;
• “Evaluators of experiential learning who are knowledgeable about the subject
matter and about the institution’s criteria for the granting of college credit.” (54)
Learning objectives or outcomes for internships should reflect institutional goals as well as more
discipline-specific goals at the departmental level. All departments that have internship programs
should have outcomes relating to the communication, cognitive, and personal skills the faculty
expect students to achieve. In addition to these general objectives, the concepts of the discipline
will also determine a set of more specific outcomes. (Appendix A contains Sample Internship
Learning Outcomes.)
Some institutions may wish to design a system for determining the amount of credit awarded that
is more reflective of internship learning activities and outcomes than are the time-based methods
of awarding credit used for the standard classroom. Examples of these methods of determining
credit amounts would include
A. Basing the amount of credit upon successful completion of an academic component,
such as a paper or other assignments, that may be included with or in addition to the State
Education Department minimum requirement of 45 hours combined instructional and
supplementary hours per credit;
B. Basing the amount of credit on successful student completion of an appropriate number
of learning outcomes, as well as the State Education Department minimum requirement
of 45 combined instructional and supplementary hours per credit.
All systems or formulae for awarding credit must comply with University policies and State
regulations. New York State regulations set minimum standards: 15 (50-minute) instructional
hours and 30 “supplementary” hours are required to earn one unit of academic credit, and the
regulations require that credit be granted only to students who have achieved the stated
objectives of each credit-bearing learning activity. Ultimately, faculty are responsible for
evaluating the extent to which student activities achieve the curricular goals of the program.

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 Part II: Implementation
6. Supervision
Internships require a combined supervisory effort between the educational institution and the
internship site.

A. Internship supervision should be provided by appropriate full-time faculty from the

department that offers the internship. Some part-time or non-faculty supervisors may also
serve effectively if they have academic qualifications, training, and experience equivalent
to that of appropriate faculty supervisors.
B. An appropriately qualified individual from the agency will supervise the students placed
at each site in consultation with the supervising faculty member from the department. The
agency supervisor should provide training and mentoring that will benefit the student.
C. In addition, campus administrative support and coordination may be provided by a
central internship management office in support of the department.

Effective faculty supervision has a direct effect on the quality of the student learning experience.
Institutions offering internships must provide resources necessary for effective performance of
that responsibility. To maintain effective internship supervision, class size should not exceed
numbers that preclude adequate supervision and consideration should be given to internship
supervision in relation to faculty load.

7. Faculty-Student Communication during the Internship

The faculty supervisor and student intern should maintain regular contact regarding student
progress during the entire course of the internship. Contact may be established through e-mail
and other electronic communication, telephone, faculty-student meetings, site visits, and/or hard-
copy communications. While the frequency of contact may vary,
• reciprocal communication at least once a week is recommended;
• at least one site visit is recommended where geographically feasible;
• seminars or classroom meetings with interns may be considered in any combination of
the following: prior to the commencement of the internship, during the course of the
internship, or at the conclusion of the internship.
Site visits are strongly recommended, although internship programs may be selective about
which internships require on-site visits and which do not. Even when the supervisor knows the
site and client very well, on-site visits give the student the opportunity to speak with the faculty
supervisor about issues that may not have been addressed in classroom settings or in e-mail
communications during the internship. On-site visits also allow the internship site personnel to
discuss the student’s progress toward achieving learning outcomes, and to understand the
importance the academic institution places on supervised and mentored work experiences. In
cases where more than one visit per semester is required, a student may be asked to visit the
supervisor on campus. In addition, meetings in which interns interact with each other in a group
setting or classroom may be required.

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When geographic distance makes site visits difficult, other methods of faculty supervision may
be used. Telephone calls and e-mail correspondence provide direct communication between the
faculty supervisor and the site supervisor. Visits can be conducted by other faculty, business
professionals or alumni located near the internship site. When any person other than the assigned
faculty supervisor makes visits, the faculty supervisor should select and provide guidance to that
individual relating to the visit. The faculty supervisor should also list the internship requirements
and learning outcomes. (Appendix C contains a sample Faculty Site Visitation form.)

8. Reports from the Internship Site

Communication should include written reports from both the site representative and the student.
Faculty should be able to determine that desired learning outcomes can be or are being achieved
in accordance with the original learning agreement and that academic standards are being
maintained as the internship progresses.

This may require departmental or faculty supervisors and site representatives to meet to discuss
whether mutually agreed-upon objectives are being met. It is recommended that reports from the
internship site supervisors be required at least once prior to the conclusion of the internship.

A. International Sites

International internships involve the same policy decisions and academic rigor as domestic
internships. A review of the college’s academic and student life policies can identify some areas
that might benefit from clarifying expectations about conduct, academic honesty, transfer of
credit, etc. If assistance in internship placement or supervision is needed, other colleges can be
helpful, and there are also agencies that place and supervise international interns. All agencies
and educational institutions involved in a student’s international internship should reach clear
understandings contained in written agreements regarding costs, internship supervision and
credit to be earned for the internship experience. Academic departments, campus offices of
international education, continuing education, academic advisement and the registrar are among
those that can be especially helpful when they work together as a team to ensure that proper
internship registration has occurred and that credits or experience earned in an international
experience can be applied to a student’s graduation requirements at the home campus.

Of course, advisement must include the additional considerations of pre-departure arrangements,

traveling abroad, cross-cultural understanding, and health concerns. Students may need help
securing passports, visas and health insurance. Advance planning about medical issues cannot
avoid all emergencies, but it can help with foreseeable situations. If an international site wants
the student to have insurance covering the acts or omissions of the student, it may be possible to
get such affiliation insurance, but the cost is frequently prohibitive. Information about cultural
differences, attitudes towards Americans, safety, and general travel suggestions can minimize
culture shock and facilitate the adjustment process. Also, clarifying expectations for the student’s
return to the college may help prepare for a smooth transition back into college work. Study-
abroad offices can be of great assistance in this effort.

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9. Grading Criteria

As with all other courses, the faculty member is responsible for evaluating student work and
determining the grade. Students’ grades should be based on satisfactory completion of
requirements and assignments and the degree to which the learning objectives stated in the
learning agreement have been achieved. The requirements for completion of the internship may
be a combination of such activities as internship journal, paper, project, oral presentation, student
statement of learning goals, learning outcomes, assessment by the site supervisor, assessment of
learning experience, number of hours served, and other appropriate criteria.

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 Part III: Program Assessment
The department and program coordinator should engage in regular or periodic assessment of the
internship program to determine its effectiveness and to find ways to improve the program. Some
sources of information for such assessment might include reports from the internship site
supervisor, surveys of alumni, or job statistics of graduates, if available. (Appendix E contains a
sample Site Supervisor Assessment form.)

The student should submit regular reports during the internship that reveal the overall value of
the internship experience, as well as more specific information about the site, faculty supervision
and accomplishment of learning outcomes. At the conclusion of the internship, students should
submit a comprehensive evaluation of the internship experience. (Appendix D contains a sample
Student Assessment of Internship form.)

The results of any program review should be disseminated to all appropriate constituencies. This
review should describe the most recent assessment of the program, what was learned from the
assessment, and what improvements resulted. Feedback that links assessment to positive change
is a regular component of effective programmatic assessment. Such an overview/analysis should
include a description of the planning processes, including those used to formulate and implement
changes based on program review analysis.

Assessment recommendations are based on principles set forth in the State University of New
York University Faculty Senate Guide for the Evaluation of Undergraduate Academic Programs
(revised 2001).

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 Part IV: Advisories

10. Fair Labor Standards Act (FLSA)

In general, companies that work with SUNY student interns want to be sure that the student
cannot be classed as an “employee.” Where there is no employment relationship under the
FLSA, the minimum wage and overtime pay provisions of the FLSA will not apply. (See 29
U.S.C. §213.)

The Department of Labor, relying on U.S. Supreme Court decisions addressing the status of
trainees under the FLSA (e.g., Walling v. Portland Terminal Co., 330 U.S. 148 (1947)), has
developed a six-part test for assessing whether a trainee, intern, or student is covered as an
employee under the FLSA.

In general, internships are subject to the FLSA, and academic credit is not an alternative to
minimum-wage compensation. There is, however, a “trainee” exception. In an advisory, the U.S.
Dept of Labor states that if all of the following criteria apply, students are not employees within
the meaning of the FLSA:
A. the training, even though it includes actual operation of the facilities of the employer, is
similar to that which would be given in a vocational school;
B. the training is for the benefit of the trainees or students;
C. the trainees or students do not displace regular employees, but work under their close
observation;
D. the employer that provides the training derives no immediate advantage from the
activities of the trainees or students, and on occasion his operations may actually be
impeded;
E. the trainees or students are not necessarily entitled to a job at the conclusion of the
training period;
F. the employer and trainees or students understand that the trainees or students are not
entitled to wages for the time spent in the training.

Academic credit will generally satisfy criterion A. Criteria C, E and F are especially important as
well. The trainee exception can still apply without the awarding of course credit, but the
evidentiary burden for proving the exception is higher. The first two criteria would have to be
shown more strongly than if credit were earned.

The law states that the FLSA applies to enterprises that engage in interstate commerce or handle
goods moved or produced in interstate commerce, when the enterprise does more than $500,000
in annual dollar volume of business. However, some employers and employees are covered
regardless of the value of business done. Also, some employees are exempt by virtue of their
positions. Therefore, it is not possible to make general statements about what businesses or
employees are or are not covered by the FLSA.

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11. Unemployment Insurance and Student Interns

Companies and individuals working with student interns will generally be aware of state
unemployment insurance regulations. §511(17) of NYS Labor Law, the section that includes a
discussion of unemployment insurance, notes that for unemployment insurance issues,
“employment” does not include service performed by an individual enrolled at a public
educational institution as a student in a full-time program taken for credit which combines
academic instruction with work experience that is an integral part of the program
(<[Link]

12. Student Compensation

An individual university, college, school, department, or program may have its own policies and
standards regarding compensation for students serving internships.

13. Liability Issues

The internship is considered to be a learning experience that includes opportunity for student
success and the possibility of student error. Some corporations or other internship sites may
require student liability insurance. Some campuses may also require liability insurance for
certain fields. Student liability insurance is only available for certain fields of study, and a
written affiliation agreement between the college and the site is required for such insurance
coverage. The local campus business or legal office should be consulted in such circumstances.

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 Part V: Resources for Internships and Works Cited

General Overview

Giles, Dwight, and Mary Ryan. “Internships in Higher Education.” Encyclopedia of Education.

Ed. James W. Guthrie. 2nd ed. 8 vols. New York: Macmillan Reference Library, 2002.

Professional Organizations

Middle States Commission on Higher Education. 3624 Market Street, Philadelphia, PA 19104.

National Society for Experiential Education. c/o Talley Management Group, Inc. 19 Mantua

Road, Mt. Royal, NJ 08061. (856) 423-3427; (856) 423-3420 (fax). E-mail:

nsee@[Link]. URL: <[Link]

Books

Inkster, Robert P., and Roseanna G. Ross. The Internship as Partnership: A Handbook for

Campus-Based Coordinators and Advisors. Raleigh, NC: National Society for

Experiential Education, 1995.

Kendall, Jane. Strengthening Experiential Education in Your Institution. Raleigh, NC: National

Society for Internships and Experiential Education, 1986.

Knowles, Malcolm S. Using Learning Contracts: Practical Approaches to Individualizing and

Structuring Learning. San Francisco: Jossey-Bass, 1986.

Salem, Richard. G., ed. Internship Handbook. 2nd ed. Washington: American Sociological

Association, 2005.

Stanton, Timothy, and Kamil Ali. The Experienced Hand: A Student Manual for Making the

Most of an Internship. 2nd ed. New York: Carroll, 1994.

Sweitzer, H. Frederich, and Mary A. King. The Successful Internship: Transformation and

Empowerment. Belmont, CA: Wadsworth, 2003.

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Zanville, Holly, and Richard Markwood. A Casebook on Practice in Internship Education.

Boulder, CO: Western Interstate Commission for Higher Education, 1982.

Articles and Documents

Bansak, Cynthia, Adler, Renatte K., and Katherine Wolf. “A Learning Outcomes Index of

Achievement in Academic Internships.” 22 February 2005. Social Science Research

Network. 26 September 2007 <[Link]

Clark, S. C. “Enhancing the Educational Value of Business Internships. Journal of Management

Education 27.4 (2003): 472-84.

Employment and Unemployment Insurance. New York State Labor Law §511 (17). 4 September

2007 <[Link]

Gold, M. “The Elements of Effective Experiential Education Programs.” Journal of Career

Planning & Employment 62.2 (2002): 20-24.

Inkster, Robert. “Internships and Reflective Practice: Informing the Workplace, Informing the

Academy.” ERIC Digest (1994). ERIC Document Reproduction Service No. ED376459.

“Internship Guidelines.” National Association of Schools of Public Affairs and Administration

(1977) <[Link]

Middle States Commission on Higher Education. Characteristics of Excellence in Higher

Education. Philadelphia: 2006.

Naylor, Michele. “Work-based Learning.” ERIC Digest 187 (1997). ERIC Document

Reproduction Service No. ED411417.

Parilla, P. F., and G. W. Hesser. “Internships and the Sociological Perspective: Applying

Principles of Experiential Learning.” Teaching Sociology 26.4 (1998): 310-329.

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Ryan, Mary, and John R. Cassidy. “Internships and Excellence.” Liberal Education 82.3

(1996): 16–23.

Schultz, J. M. “The Salaried, Credited Internship in Environmental Studies. Journal of

Environmental Education 12.3 (1981): 7-12.

State University of New York University Faculty Senate, Undergraduate Academic Programs

and Policies Committee. Guide for the Evaluation of Undergraduate Academic

Programs (revised 2001).

Tovey, Jamie. “Building Connections between Industry and University: Implementing an

Internship Program at a Regional University.” Technical Communication Quarterly 10.2

(2001): 225-39.

Watkins, Ryan, and Charles Schlosser. “Moving Past Time as the Criteria: The Application of

Capabilities-Based Educational Equivalency Units in Education.” Online Journal of

Distance Learning Administration 5.3 (2002). State University of West Georgia, Distance

Education Center. 6 September 2007

<[Link]

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 APPENDICES

A. Sample Internship Learning Outcomes

B. Sample Internship Learning Agreement

C. Sample Faculty Site Visitation Report Form

D. Sample Student Assessment of Internship Form

E. Sample Site Supervisor Internship Assessment Form

 Appendix A: Sample Internship Learning Outcomes

The student must acquire skills in all three areas below over a period of time to
demonstrate acquisition and retention of understandings and competencies. Acceptable
acquisition of required skills may be shown by successful accomplishment of appropriate
learning outcomes stated below and by other measures as identified and assessed by
appropriate faculty.

Learning Outcomes and Internship Course Requirements:

A) Required Academic Component

B) Demonstrate over a period of xxx (internship and field experience) contact hours the
following:

1) All requirements in Part 1, Communication Skills

2) At least eight requirements from Part 2, Cognitive Skills
3) At least eight requirements in Part 3, Professional Skills

1. Communication Skills – please give examples of successful student

accomplishment of each learning outcome in this category

Oral Communication
Students will verbally express ideas clearly and persuasively with clients,
supervisors and colleagues and will participate effectively in discussion.

Written Communication
Students will express ideas clearly and persuasively in writing as evidenced by
acceptable student accomplishment of two or more of the following:

Student daily logs

Student/faculty email communication
Student statement of learning goals
Student statement of learning outcomes
Student description/rating of internship duties and internship supervisor
Student summary of hours served
Student reports and papers

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 2. Cognitive Skills – please give examples of successful student
accomplishment of at least eight of the learning outcomes in this category

Using industry-specific terminology appropriately

Showing understanding of industry customs and practices
Acquiring and evaluating information
Organizing and maintaining information
Interpreting information
Applying knowledge to the task
Understanding and complying with legal regulations
Serving clients and customers
Negotiating and arriving at a decision
Working with diversity
Identifying, understanding and working with systems
Improving and designing systems
Working in cross-cultural and/or multi-national systems and projects
Monitoring and correcting performance
Selecting technology
Using computers/technology to process information
Maintaining and troubleshooting technology

3. Professional Skills - please give examples of successful student

accomplishment of at least eight learning outcomes in this category

Exercising leadership
Behaving professionally
Behaving ethically
Listening effectively
Dressing appropriately
Addressing colleagues and superiors appropriately
Allocating time effectively
Teaching others
Adapting effectively to changing conditions
Participating as a member of a team
Developing appropriate workplace attitudes
Understanding and managing personal behavior and attitudes
Developing individual responsibility

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 Appendix B: Sample Internship Learning Agreement

INTERNSHIP LEARNING AGREEMENT (ILA)

(This 4-section SAMPLE form may be used in its entirety or as separate components)
Please return this form to: (name) (fax) (e-mail) prior to start of student’s internship.

1. INTERNSHIP SITE SUPERVISOR (This section must be completed and signed by

the Site Supervisor or appropriate Site Representative):

Site Supervisor Name ______________________ Phone (____)________________________

Title/Dept. _______________________________ Email ______________________________

Fax (____)________________________________ Company Name ______________________

Address ______________________________________________________________________

SITE SUPERVISOR RESPONSIBILITIES

Our academic institution greatly appreciates your participation in our internship program. Your
role is integral to the student’s internship experience and success.
As a site supervisor for this internship, I agree to
• clearly discuss the requirements of the internship with the student intern;
• work with the student to complete on-site goals, duties and learning objectives;
• provide ongoing supervision and feedback to the student on his/her performance;
• talk with the Faculty Internship Supervisor and/or meet with him/her during a site visit;
• complete an evaluation of the student’s performance and attitude.

Site Supervisor Signature: Date:

Internship Description and List of Duties (Please include at least six specific intern duties or
indicate approval of duties already listed below.)
1.

2.

3.

4.

5.

6.
Please add additional duties as appropriate:

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2. FACULTY SUPERVISOR (this section must be completed and signed by the Faculty
Internship Coordinator or designated departmental representative):

Faculty Supervisor Name _____________________ Phone (____)________________________

Title/Department ____________________________ Email ____________________________

Department/Office _____________________________________________________________

Address ______________________________________________________________________

FACULTY SUPERVISOR RESPONSIBILITIES

Academic Criteria: See the department’s Internship Syllabus for specific academic
requirements.

As a Faculty Internship supervisor, I agree to

• keep in weekly (or more frequent) contact with the student to provide guidance and
support;
• visit the internship site or contact the site supervisor at least once during the semester to
discuss the student’s performance;
• assess the student’s learning based upon internship duties listed in the ILA, a daily
journal or log, meetings with the faculty internship supervisor, the site supervisor’s
evaluation, completed activities required by the department including specified hours at
the site, final student paper or other assignment.

Faculty Internship Supervisor Signature Date

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3. STUDENT INTERN

Name Major

Phone ( ) Cell Phone ( )

Email Term/year in which you are seeking credit:

Important Reminders:
1. The Faculty Internship Advisor or the faculty member designated to approve internships in the
department from which you are seeking credit is the ONLY person who can give initial
approval of an internship for academic credit.
2. To ensure proper internship credit, the ILA MUST be completed and signed by the Student,
Site Supervisor and Faculty Internship Advisor, and then returned to the secretary of the
Department granting credit.
3. The registrar will drop you from the internship class if this form is not completed and returned
to the appropriate academic department by the posted deadlines, listed below.

(Sample) Prerequisites
• grade point average of at least 2.0
• advanced standing as a matriculated student in the college, including a minimum number
of earned credits at the home campus
• passing grade on the College Writing Exam

STUDENT INTERN RESPONSIBILITIES

As a student seeking credit for an internship experience, I agree to

• obtain proper approval from my Faculty Internship supervisor or Coordinator in the
academic department granting the credit;
• complete the Internship Learning Agreement and submit it to the Internship Coordinator
in a timely fashion;
• perform to the best of my ability those tasks assigned by my Supervisor which are related
to my learning objectives and to the responsibilities of this position;
• follow all the rules, regulations and normal requirements of the internship site;
• complete the academic requirements outlined in this ILA under the guidance of my
faculty internship advisor;
• notify the Internship Coordinator and my faculty internship advisor of any changes
I need to make in this agreement or of any problems that may develop during the on-the-
job experience.

Student Signature Date ____________

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 4. DEADLINES for SUBMISSION of INTERNSHIP LEARNING AGREEMENT
(ILA) to DEPARTMENT OFFERING INTERNSHIP

Semester in which the internship is completed Deadline to complete and submit the ILA

Fall Second Friday of the fall semester

Spring Second Friday of the fall semester
Summer Second Friday in June

If you have questions, please contact the faculty or internship supervisor (number, email)

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 Appendix C: Sample Faculty Visitation Report
Faculty supervisor: Please complete both pages of this form and give it to the
Department Secretary after you have made the internship visit. We may use your
assessment of the internship site and supervisor to advise future students.
Student’s Name __________________________________________

Internship Term Dates __________ to ___________ Visitation Date _________ Time _______

Agency Dept. _________________

Address ______________________________________________________________________

Agency Telephone ( ) Fax ( ) _

Agency Supervisor (Name and Title) _______________________________________________

Faculty Supervisor Date __________________

Summary of Agency Supervisor Comments (Please include a description of the student intern’s
duties and activities, strengths and need for improvement of the student intern and other
comments that may pertain to the internship program. Attach additional sheet for these and other
comments if necessary.)

Summary of Student Comments (Please include student's description and assessment of what
she/he has learned, description of responsibilities and comments about supervisor.)

Faculty Supervisor Comments on Student Work to Date (grade) _______

The student has been reminded of the need to complete internship paperwork in a timely fashion. _______

Comments:

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 FACULTY VISITATION REPORT

Date _____________

Agency Dept.

Address

Agency Telephone ( )

Agency Supervisor (Name and Title) __________________________________________

Faculty Supervisor Comments regarding internship site and supervisor

(Please indicate whether you feel this internship site offers a good internship opportunity and
give reasons for your opinion. Also, please give your opinion of the effectiveness, knowledge
and helpfulness of the internship site supervisor.)

Signature of Faculty Supervisor Date

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 Appendix D: Sample Student Assessment of Internship

Student Name _____________________________________ Date _____________________________

Organization ______________________________________ Term/Year ________________________

Location _________________________________________ Supervisor ________________________

To the Student: The purpose of the Student Assessment of Internship is to provide the site supervisor and
internship or faculty supervisor substantive feedback regarding the student perception of the overall quality and
value of the internship experience. This evaluation focuses on the adequacy of the internship site, the quality of
the work and learning environment created by the site supervisor and/or co-workers, and the overall value you
believe the internship provided for your professional development and learning.

Please respond to the following questions regarding your internship experience and site.
Please be objective and candid in your assessment.
Please rate the following aspects of your internship experience, checking the appropriate box
based on this scale:
5- Exceptional
4- Strong/Good
3- Average/Adequate
2- Needs Improvement
1- Not satisfactory
0- NA (Not applicable in this internship experience)

A. INTERNSHIP SITE
Strong/ Average/ Needs Not N
Exceptional
Good Adequate Improvement Satisfactory A
1. The physical environment was clean. 5 O 4 O 3 O 2 O 1 O O
2. The physical environment was safe. 5 O 4 O 3 O 2 O 1 O O
An orientation to the job and organization was
3.
provided. 5 O 4 O 3 O 2 O 1 O O
4. Necessary training was provided. 5 O 4 O 3 O 2 O 1 O O
Adequate resources were available to accomplish
5.
projects. 5 O 4 O 3 O 2 O 1 O O
6. Co-workers were accepting and helpful. 5 O 4 O 3 O 2 O 1 O O

B. SUPERVISOR and CO-WORKERS

Strong/ Average/ Needs Not N
Exceptional
Good Adequate Improvement Satisfactory A
7. Provided a clear job description 5 O 4 O 3 O 2 O 1 O O
8. Seemed to value my contributions and opinions 5 O 4 O 3 O 2 O 1 O O
9. Were respectful of differences in myself and others 5 O 4 O 3 O 2 O 1 O O
10. Provided regular constructive feedback on my progress 5 O 4 O 3 O 2 O 1 O O
11. Made the internship a learning experience for me 5 O 4 O 3 O 2 O 1 O O
Assigned me levels of responsibility consistent with
12.
my abilities 5 O 4 O 3 O 2 O 1 O O
Were supportive and helpful in arranging mutually
13.
agreed-upon work schedule 5 O 4 O 3 O 2 O 1 O O

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 C. LEARNING EXPERIENCE
Strong/ Average/ Needs Not N
Exceptional
Good Adequate Improvement Satisfactory A
The internship provided work experience related to my
14.
academic discipline and/or career goals. 5 O 4 O 3 O 2 O 1 O O
15. The work assigned was meaningful and educational. 5 O 4 O 3 O 2 O 1 O O
Opportunities were provided to develop my
16.
communication skills. 5 O 4 O 3 O 2 O 1 O O
17.
Opportunities were provided to develop my
5 O 4 O 3 O 2 O 1 O O
interpersonal skills.
18. Opportunities were provided to develop my creativity. 5 O 4 O 3 O 2 O 1 O O
Opportunities were provided to develop my problem-
19.
solving abilities. 5 O 4 O 3 O 2 O 1 O O
Opportunities were provided to help me learn
20.
teamwork. 5 O 4 O 3 O 2 O 1 O O
Opportunities were provided that help me better
21.
understand organizational structure and behavior. 5 O 4 O 3 O 2 O 1 O O
Opportunities were provided that help me understand
22.
customs, practices, and behavior in this field. 5 O 4 O 3 O 2 O 1 O O
This experience has provided me a realistic perspective
23.
of my probable workplace. 5 O 4 O 3 O 2 O 1 O O

Feel free to explain any of your responses to the above criteria here. (Attach additional sheet if necessary.)

D. OVERALL ASSESSMENT Yes Maybe No

24. Would you work for this supervisor again? O O O

25. Would you work for this organization again? O O O
26. Would you recommend this organization to other students? O O O

E. OVERALL RATING OF THIS Exceptional

Strong/ Average/ Needs
Not Satisfactory
INTERNSHIP Good Adequate Improvement

5 O 4 O 3 O 2 O 1 O

Please attach an additional sheet to describe your perception of the overall quality and value of this
internship experience.

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 Appendix E: Sample Site Supervisor Internship Assessment Form
□ Midterm Assessment □ Final Assessment
Student Name ______________________ Date ______ Organization ______________________

The purpose of the Site Supervisor Intern Assessment is to provide the intern and the faculty or internship supervisor
substantive feedback regarding the student’s performance and growth in the internship experience. This evaluation
focuses on both general and specific professional skills and competencies primarily in the areas of Cognitive Skills,
Communication Skills, and Personal and Professional Characteristics. You are requested to be objective and candid in
your assessment and to make your assessment a growth experience by discussing it with the intern.

Based on your observations, interactions, and other feedback, please rate the degree to which the
student intern exhibits each of the following work-related skills listed below by checking the
appropriate box. Your assessment ratings should range from 5 (high) to 1 (low) as follows:
5 - Exceptional (Always demonstrates this ability/consistently exceeds expectations)
4 - Strong/Good (Frequently demonstrates this ability/occasionally exceeds expectations)
3 - Average/Adequate (Typically demonstrates this ability/meets expectations)
2 - Needs Improvement (Sometimes demonstrates this ability/sometimes meets expectations)
1 - Not Satisfactory (Rarely demonstrates this ability/does not meet expectations)
0 - NA (Not applicable or not observed in this internship experience)

COGNITIVE SKILLS Exceptional

Strong/ Average/ Needs Not
NA
Good Adequate Improving Satisfactory
A. Learning Style
1. Observes and/or pays attention to others 5 O 4 O 3 O 2 O 1 O O
2. Asks pertinent and purposeful questions 5 O 4 O 3 O 2 O 1 O O
3. Able to find and utilize appropriate resources 5 O 4 O 3 O 2 O 1 O O
4. Accepts responsibility for mistakes and learns from experiences 5 O 4 O 3 O 2 O 1 O O
5. Open to new challenges and experiences 5 O 4 O 3 O 2 O 1 O O

B. Creative Thinking & Problem Solving Skills

6. Seeks to comprehend and understand issues in their larger context 5 O 4 O 3 O 2 O 1 O O
7. Breaks down complex tasks or problems into manageable pieces 5 O 4 O 3 O 2 O 1 O O
8. Brainstorms or develops options and ideas 5 O 4 O 3 O 2 O 1 O O
9. Respects input and ideas from other sources and people 5 O 4 O 3 O 2 O 1 O O
10. Demonstrates an analytical capacity 5 O 4 O 3 O 2 O 1 O O

C. Application of Knowledge and Skills

11. Shows understanding of industry customs and practices 5 O 4 O 3 O 2 O 1 O O
12. Acquires and evaluates information 5 O 4 O 3 O 2 O 1 O O
13. Interprets and communicates information 5 O 4 O 3 O 2 O 1 O O
14. Understands and complies with legal regulations 5 O 4 O 3 O 2 O 1 O O
15. Identifies, understands, and works with systems 5 O 4 O 3 O 2 O 1 O O
16. Monitors and corrects own performance 5 O 4 O 3 O 2 O 1 O O
17. Applies knowledge to the task or solution of the problem at hand 5 O 4 O 3 O 2 O 1 O O
18. Selects and uses appropriate technology 5 O 4 O 3 O 2 O 1 O O
19. Demonstrates computer literacy 5 O 4 O 3 O 2 O 1 O O
20. Manages multiple competing priorities at one time 5 O 4 O 3 O 2 O 1 O O

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 COMMUNICATION SKILLS Exceptional
Strong/ Average/ Needs Not
NA
Good Adequate Improving Satisfactory
D. Reading/Writing/Computation Skills
1. Reads, comprehends and follows written materials 5 O 4 O 3 O 2 O 1 O O
2. Communicates ideas and concepts clearly and accurately in writing 5 O 4 O 3 O 2 O 1 O O
3. Works with mathematical procedures appropriate to the job 5 O 4 O 3 O 2 O 1 O O
E. Oral Communication/Listening Skills
4. Listens to others in an active and attentive manner 5 O 4 O 3 O 2 O 1 O O
5. Comprehends and follows verbal instructions 5 O 4 O 3 O 2 O 1 O O
6. Participates in meetings or group settings effectively 5 O 4 O 3 O 2 O 1 O O
7. Communicates effectively & appropriately w/ clients, colleagues, &
5 O 4 O 3 O 2 O 1 O O
superiors
8. Uses industry specific terminology appropriately 5 O 4 O 3 O 2 O 1 O O
9. Teaches or share useful knowledge and expertise with others 5 O 4 O 3 O 2 O 1 O O
10. Verbally express ideas accurately, clearly, and persuasively 5 O 4 O 3 O 2 O 1 O O

Strong/ Average/ Needs Not

PERSONAL AND PROFESSIONAL SKILLS Exceptional
Good Adequate Improving Satisfactory
NA

F. Personal Characteristics
1. Seeks to understand personal strengths and weaknesses 5 O 4 O 3 O 2 O 1 O O
2. Exhibits self-motivated approach to work 5 O 4 O 3 O 2 O 1 O O
3. Demonstrates ability to set appropriate priorities and goals 5 O 4 O 3 O 2 O 1 O O
4. Exhibits professional behavior and attitude 5 O 4 O 3 O 2 O 1 O O
5. Works independently with minimal supervision 5 O 4 O 3 O 2 O 1 O O
6. Self-motivated but seeks supervisor guidance when appropriate 5 O 4 O 3 O 2 O 1 O O
G. Interpersonal & Teamwork Skills
7. Relates to co-workers effectively 5 O 4 O 3 O 2 O 1 O O
8. Manages and resolves conflict in an effective manner 5 O 4 O 3 O 2 O 1 O O
9. Supports and contributes to a team atmosphere 5 O 4 O 3 O 2 O 1 O O
10. Participates and accepts responsibilities as a member of a team 5 O 4 O 3 O 2 O 1 O O
11. Controls emotions in a manner appropriate for work 5 O 4 O 3 O 2 O 1 O O
H. Organizational Effectiveness Skills
12. Seeks to understand and support the organization’s mission/goals 5 O 4 O 3 O 2 O 1 O O
13. Works within the norms and expectations of the organization 5 O 4 O 3 O 2 O 1 O O
14. Works within appropriate authority and decision-making channels 5 O 4 O 3 O 2 O 1 O O
15. Interacts effectively and appropriately with supervisor 5 O 4 O 3 O 2 O 1 O O
16. Plans and allocates time effectively 5 O 4 O 3 O 2 O 1 O O
17. Exercises leadership behaviors 5 O 4 O 3 O 2 O 1 O O
18. Works well in cross-cultural or multi-cultural settings and projects 5 O 4 O 3 O 2 O 1 O O
19. Demonstrates ethical behavior 5 O 4 O 3 O 2 O 1 O O
I. Work Ethic, Values, Habits & Style
20. Dress and appearance are appropriate for position and setting 5 O 4 O 3 O 2 O 1 O O
21. Reports to work as scheduled 5 O 4 O 3 O 2 O 1 O O
22. Is prompt in showing up to work and meetings 5 O 4 O 3 O 2 O 1 O O
23. Accepts constructive criticism and advice 5 O 4 O 3 O 2 O 1 O O
J. Character Attributes
24. Brings a sense of values and integrity to the job 5 O 4 O 3 O 2 O 1 O O
25. Seeks to serve others even at the risk of personal inconvenience 5 O 4 O 3 O 2 O 1 O O
26. Respects the privacy of others 5 O 4 O 3 O 2 O 1 O O
27. Maintains confidentiality with sensitive information and situations 5 O 4 O 3 O 2 O 1 O O
28. Accepts constructive criticism and advice 5 O 4 O 3 O 2 O 1 O O
29. Behaves in an ethical manner 5 O 4 O 3 O 2 O 1 O O
30. Respects the (religious/cultural/ethnic) diversity of co-workers 5 O 4 O 3 O 2 O 1 O O

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PROFESSION OR CAREER-SKILLS COMPETENCIES

Please list below any skills or competencies you feel are important to the profession or career area
represented by your organization that have not been previously listed in this evaluation. For each of
these skills please evaluate the intern accordingly.
5 - Exceptional (Always demonstrates this ability/consistently exceeds expectations)
4 - Strong/Good (Frequently demonstrates this ability/occasionally exceeds expectations)
3 - Average/Adequate (Typically demonstrates this ability/meets expectations)
2 - Needs Improvement (Sometimes demonstrates this ability/sometimes meets expectations)
1 - Not Satisfactory (Rarely demonstrates this ability/does not meet expectations)

K: Skills Specific To The Discipline, Profession, or Industry Rating

31.

32.

33.

34.

L. Overall Assessment

Yes Maybe No
35. Would you supervise this intern again? O O O
36. Would your organization host this intern again? O O O
37. Would you recommend this student to other organizations? O O O

Feel free to explain any of your responses to the above Overall Assessment questions. (Please use
additional sheet if necessary.)

M. Overall Performance of This Exceptional Strong/ Average/ Needs Not

Intern Good Adequate Improving Satisfactory
5 O 4 O 3 O 2 O 1 O

N. _____ I have _____ I have not discussed this assessment with the intern. (Please check one)

Evaluator’s Name (Type or Print) _________________________

Evaluator’s Signature ___________________________________ Date ___________
Title/Position ___________________________________
Telephone _________________ E-mail ____________________________________
Mailing Address ________________________________________________________
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