Benedictine University

Informing TodayTransforming Tomorrow

Ed.D. Internship Placement Application HEOC 885

All materials must carry approval of the site Mentor and University Supervisor and be
submitted to the Ed.D. Program at least two (2) weeks prior to the start of the internship.
Use this page as your cover page and checklist. Please check each item to ensure your
application is complete
A. Internship Plan
1. A narrative summary of the proposed setting in which you will complete your internship,
including proposed Mentor and Supervisor, opportunities for learning, and proposed
activities
2. Reasons why you consider this placement optimal in order to meet your objectives.
3. Specific learning outcomes you plan to achieve during your internship
4. Specific duties, in the detail known, designed to meet those outcomes
5. Specific deliverables that will demonstrate achievement of those outcomes
6. Specific relationship of the outcomes to your research or professional interests
7. The particular skills, knowledge and special interests you have to offer your site
8. A timeline for the project

B. Copy of your current University transcript.

C. Current resume.

Submit electronically to Mr. Vernon McCoy at vmccoy@ben.edu.

Name: __Rebecca M.R. Costello__________________Date: __05/11/2015_____

Home Address: ___964 Thickett Trail________
____Roscoe, IL 61073____________________________________
Preferred Phone: _608-436-3926_____ Email: _becky.costello@rasmussen.edu___
1. On what dates do you propose to begin and complete your internship
Begin: _06/01/2015________ End by: __12/31/2015______

__ Accepted subject to completion of all requirements

Date: _____________ Ed.D. Program (Dr Chand and Dr Kolich): ___________________

 Benedictine University
Ed.D. in Higher Education and Organizational Change
(630)829-6394 vmccoy@ben.edu

INTERNSHIP AGREEMENT AND PLAN

For

_______________Rebecca M.R. Costello______________

Name of Student Intern (Print or Type)
and

_____________Emily OConnor Rasmussen College__________

Name of Mentor or Organization/Unit
and

Benedictine University
Ed.D.

The information included on this form and the attached Internship Plan is an agreement
concerning the types of experiences the student expects to attain from the Internship
and the expectations that the Mentor has for the student intern's performance.
Though not legally binding, this document will guide the Mentor and Intern while allowing
flexibility to alter the arrangements as needed. It is realized that no function is static or
predictable. Adaptations are expected but all such must be approved by the Mentor and
University Supervisor.

The Plan includes also the learning outcomes, a description of the deliverables, and a
timeline for completion.
 Internship Plan

A narrative summary of the proposed setting in which you will complete your internship,
including proposed Mentor, opportunities for learning, and proposed activities

My proposed mentor is Emily OConnor, Assistant Vice President of Academic Services at

Rasmussen College. Emily leads the library and learning services teams. She is also responsible
for developing programing focused on student accommodations and disability, military, and
diversity services. The broad scope of her role could potentially afford me the opportunity to
advance my learning and experience in each of those individual areas. My interest in these areas
continued to develop throughout HEOC 765, Organizational Strategy and Student Services.
Opportunities for learning include copyright and fair use, involvement with Rasmussen Colleges
Copyright Taskforce, video captioning and other accommodations, and integration of library and
learning services within curriculum and course design.

Reasons why you consider this placement optimal in order to meet your objectives

This placement is optimal because it affords me the opportunity to significantly expand my

knowledge in an area in which I am passionate: online student services. My proposed
dissertation topic is online faculty-focused with an emphasis on a learning-centered approach to
teaching. This experience would also make me a better instructional designer. I envision myself
playing a much larger role in the way our courses are designed to support student learning.

Specific learning outcomes you plan to achieve during your internship

Identify library and learning services-related training opportunities for the course
development team
Analyze and predict usage of existing library and learning services resources in online
courses, relating student success (e.g., programmatic retention) to online resource usage
Assess library and learning services resources for integration in course development

Specific duties, in the detail known, designed to meet those outcomes

Regular involvement with Rasmussen Colleges Copyright Taskforce (meeting

attendance, professional development webinars, etc.)
Designing and/or facilitating relevant training for the course development team (e.g.,
copyright, video captioning)
Integrating library and learning services within course design
Examining existing resource usage within online courses
Collaboration with Hybrid Classroom Manager to create faculty support pieces for
Online+ live classroom
Specific deliverables that will demonstrate achievement of those outcomes

Pre- and post-test results for all training initiatives, delivered via SurveyMonkey
Analytical reports describing online library and learning services resource use
Print materials, infographics, etc. demonstrating parameters of copyright for faculty at
for-profit institutions not covered under the TEACH Act
Individual summaries of internal/external learning experiences (meetings, conferences,
webinars, etc.)

Specific relationship of the outcomes to your research or professional interests

My research and professional interests are related to online student and faculty success. This
includes areas such as online faculty training and development, e-mmediacy and online class
communities, and online student services. Library and learning services are critical to online
student success, especially in the absence of face-to-face interaction with staff in these areas.
Our organization has the technology to better integrate these resources to create a more learner-
centered experience. I am in a unique position, as part of a team that maintains, revises and
improves online master course shells, to implement change with the guidance of course
development and curriculum/instruction leadership

The particular skills, knowledge and special interests you have to offer your site

I have student affairs leadership experience within our organization. In each of my roles, I have
leveraged our library and learning services to promote student success. I have a keen interest in
adaptive learning, as well as an above-average knowledge of our available resources. I
understand the need to implement them effectively in our course design.
Current University Transcript
 Current Resume

Becky Costello
964 Thickett Trail 608.436.3926
Roscoe, Illinois 61073 Becky.Costello@Rasmussen.edu

Education:

Benedictine University
Doctor of Education: Higher Education and Organizational Change, 2017 (anticipated)

St. Josephs University

Master of Science: Instructional Technology, May 2013

University of Wisconsin Whitewater

Master of Science: Corporate Communication, December 2009
Bachelor of Arts: Liberal Studies (Organizational Administration emphasis), December 2003

Experience:

Rasmussen College
Oak Brook, Illinois
Instructional Designer II, September 2012-present
Support online courses after design
Resolve Personal Support Center cases allocated to the Development Team
Implement critical changes to course content
Utilize analytics to identify areas of improvement
Provide instructional design support and guidance to subject matter experts and faculty

Rasmussen College
Rockford, Illinois
Campus Registrar, June 2010-September 2012
Oversaw all department duties involving scheduling, transfer of credit and student records
Managed staff within the Registrar Department
Monitored incoming and outgoing transcripts
Managed student information system infrastructure
Verified graduation audits
Facilitated course test-outs
Conducted FERPA training
Scheduling Coordinator/Academic Advisor, July 2009-June 2010
Created current student schedules by quarter
Advised students regarding course choices and academic progress
Monitored credit load
Processed program changes
Assisted with new student orientation
Committees: BACON, Community Service, Diversity, Orientation, Retention
Adjunct faculty (Success Strategies and Oral Communication)
Spherion
Beloit, Wisconsin
Operations Manager, July 2006-April 2009
Client Service Manager, April 2005-July 2006
Managed internal office staff and operations
Assessed candidates for light industrial, clerical and professional positions
Followed up on placements to ensure retention and quality control
Established business development and recruiting plans
Effectively interpreted and executed complex human resource policies and procedures
Evaluated local employment needs and opportunities

Bloomin Apple/Heartland Apple, LLC

Beloit, Wisconsin and multiple franchise units
Most recent title: Apple Elite Corporate Trainer/Key Hourly Manager
August 2000-April 2005
Oversaw new restaurant openings within franchise
Provided managerial support and assistance with purchasing, inventory and scheduling
according to strict budgetary constraints
Created training materials and educated other trainers
Served as a liaison among hourly employees, trainers and upper management
Delivered classroom presentations to large, diverse groups
Analyzed and adapted training techniques according to individual restaurant needs

Publications:

Costello, R., & Welch, S.A. (2014). A qualitative analysis of faculty and student perceptions of
effective online class communities using Herzberg's motivator-hygiene factors. Quarterly
Review of Distance Education, 15(4), 15-24.

Post-College Career Searching in Tough Economic Times

CareerBliss, September 2011

Five Ways to Connect with Online Students

eCampus News, May 2011