From Theory to Practice:

A Proposal for an Internship Program

For the Higher, Adult, and Lifelong Education Masters Program Department of Educational Administration Michigan State University

Created By:

Paulo Gordillo Ann Horn Jamie McClintock Shenila Momin Hong-Yen Pham

John Hoffschneider Eun-Young Kwon Allison Medlin DAndra Mull Karen Tkaczyk

Under the Direction of: Gloria Kielbaso, PhD

Table of Contents
Section Page #

Introduction .2 Discerning the Context3 Building a Solid Base of Support4 Identifying and Prioritizing Program Ideas.5 Developing Objectives9 Devising Transfer of Learning...10 Designing Instruction.11 Formulating Evaluations13 Making Recommendations15 Format of Internship Program ....16 Identifying Programming Staff..17 Budgets and Marketing..18 Facilities.20 Appendices: Appendix A: Caffarellas Interactive Model of Program Planning...22 Appendix B: Needs Assessment23 Appendix C: Faculty Survey..29 Appendix D: Student Survey.30 Appendix E: List of Graduate Programs with Internship Components.31 Appendix F: Internship Learning Agreement 32 Appendix G: Possible Internship Sites for HALE Masters Program...35 Appendix H: Sample Brochure..36
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Introduction The HALE master's program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. The program provides a broad understanding of educational systems from social, historical, cross-national, normative perspectives and an understanding of central issues in postsecondary teaching and learning, and a theoretical understanding of administration and leadership connected to practice. There are opportunities to develop and use skills needed in practice through practica and field experiences. We expect that graduates are prepared to work in and to cultivate educational environments that are receptive to diversity. The above is the mission statement for the Higher, Adult, and Lifelong Education Masters program. The latter part of the mission statement emphasizes that graduates from the program will be prepared to work in and cultivate educational environments that are receptive to diversity. Moreover, an essential part of the learning experience and professional preparation should include practica and field experiences. In practice, however, does the HALE Masters program encourage students to utilize these experiential learning opportunities? If not, what changes could be implemented to the HALE program? One solution is to develop a quality internship program for HALE students. In the Spring of 2003, the EAD 877 Program Planning and Evaluation class was asked to develop a proposal for an internship program for the HALE Masters program. The proposal for an internship program, resulting from the collaborative effort of the members of the class, is presented in this report. The report, like the planning of the internship program itself, is organized following the steps of the Interactive Model of Program Planning, as described by Rosemary Caffarella in Planning Programs for Adult Learners.

The twelve sections of this report correspond to the twelve steps of the Interactive Model of Program Planning provided by Caffarella (see Appendix A). For each of the twelve steps, we explain the activities included in that step and how we carried them out in the process of planning the HALE internship program.. Finally, we conclude this report with several appendices that include a detailed description of our needs assessment, faculty and student surveys, an internship learning agreement, and a list of sites that have already expressed an interest in placing a HALE intern. Discerning the Context Context is defined as the human, organizational, and environmental factors involved with decision making in regards to program planning and evaluation (Caffarella 2002). The HALE internship program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. The internship program provides a broad understanding of educational systems from social, historical, cross-national, normative perspectives and an understanding of administration and leadership connected to practice. This internship program creates opportunities for students to develop and use skills needed in practice through field experiences. The objective of the HALE internship program is to provide students with additional or new work experiences in adult educational settings. This program also provides students with additional experiences and qualifications to further enhance portfolios. The overall goal of the internship program is to provide students with an opportunity for individual change and growth. The program will also assist the HALE Masters students in establishing additional contacts within the community, creating

possible job opportunities for graduating students and allowing for community outreach. Finally, an additional goal would be to develop positive relationships between the University and placement sites in the Lansing area and beyond. The internship program provides a unique opportunity for students in the HALE masters program to build their educational experience to better reflect their professional goals and to enhance their personal and professional portfolio. Building a Solid Base of Support Caffarella identifies building a solid base of support as an integral step in planning a program (2002). Support should come from people and organizations, including potential and current learners, supervisors of potential participants, mid-and senior-level management of the sponsoring organization, and other stakeholders who have a vested interest in the planning or results of the program. The two factors important to building organizational support include the position of the educational function within the organization and the culture of the organization. Our initial focus was to ascertain and secure the willingness of students, faculty, and site supervisors to participate in the proposed internship program. We also considered the learning objectives and goals of student participants in formulating the program in order to entice them to participate; thus prolonging the life of our program. We acquired support for the internship program through a needs assessment (see Appendix B for details regarding the needs assessment). We surveyed potential learners (current HALE Masters students) and management from the organization (faculty) regarding their willingness to participate in the proposed program and their goals for the internship program, not only to help develop the parameters of the program but to assure

potential participants that their considerations were taken seriously. We also interviewed another stakeholder, Dr. Pat Enos, the director of the Student Affairs Administration practicum program, because the mission of HALEs program may overlap with that of the Student Affairs program, as well as compete for positions in administrative offices. Finally, we collected a list of potential supervisors in educational programs within and outside of the university who expressed interest in having a HALE intern. The mission of the HALE program, and the Department of Educational Administration, includes the goal of providing opportunities for students to put theory and skills into action in practice. Our programs goals links their mission to the greater organization in which the program will operate. The culture of the Educational Administration department and the HALE program are supportive of experiential learning experiences for students. An internship option already exists within the curriculum; our program is simply a more formal organization of this option. The proposed internship program will become a stronger symbol of the cultures support of putting theory into practice. The HALE internship program will accomplish this by being a more formal, consistent program offering that illustrates the emphasis placed on giving students professional opportunities. Identifying and Prioritizing Program Ideas According to Caffarella identifying the relevant ideas and needs for the program content is one of the most important tasks of the people involved in program planning. Program ideas may come from such diverse sources as personal observations, people, responsibilities and tasks of adult life, organizations, and communities and society. They may be based on hunches or highly structured needs assessment (2002). In our process of

planning for this internship, the idea was generated and presented to the group by Dr. Gloria Kielbaso, our instructor, who assigned the program idea to us. Also, the idea came from the organization of the Educational Administration department, specifically the faculty of HALE. They had discussed this idea as a faculty previously, which prompted Dr. Kielbaso to bring it to us. As a group we went through an informal educational need: a gap between what presently is and what should be. According to Caffarella, in such case, an individual, an organization, or the community recognizes a gap in knowledge and skills (2002). The group agreed with Dr. Kielbaso that there needs to be an experiential learning component to the HALE program so that students gain relevant experience in their field of interest. This is also in line with the mission on HALE program which states that The HALE master's program prepares individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. We expect that graduates are prepared to work in and to cultivate educational environments that are receptive to diversity. An important step in generating ideas is through a needs assessment. In this case we used a paper and computer survey to obtain feedback from students and a paper survey to receive feedback from faculty regarding particular program characteristics (see Appendix B for details regarding the needs assessment). We also considered the ideas presented in the group session of the faculty meeting. According to Caffarella, one of the most important outcomes of a highly structured needs assessment may be a commitment by those involved in the process to ensure that the ideas from the needs assessment are actually used in the program planning process (2002). This is demonstrated by the

groups analysis of the survey given out to the faculty and staff and the utilization of this data when developing the internship program. Caffarella mentions that ensuring the use of data for planning means making sure at the outset that those who have the authority to implement the findings of such assessment are willing to listen to the voices of those who respond, and that they will actually implement programs based on these findings (2002). In this regard not only did we take into consideration the findings from the student survey but we also considered the ideas presented in the group session of the faculty meeting. Further, Caffarella states that priority ideas are often thought of as ones that are among the most important and/or the most feasible to address. Depending on the specific planning situation, however, other factors are considered, such as the number of people affected and availability of resources (2002). Our internship program might be considered priority because there is an educational need for one. Our program strives to produce professional administrators, but does not offer a structured professional experience. Three major factors, alone or in combination are, are used to make judgments about whether an education or training program should be developed or an alternative intervention chosen: people, organizational and environmental factors and cost (2002). Our group struggled with whether there are any alternatives to gaining professional experience as part of the HALE program other than the internship, and we looked at other options, such as field training through the course EAD 894. It was decided, however, that the program needs a separate internship component which is highly structured and has visibility in the offices where potential interns would like to work. In this process, as Caffarella mentions, we took the advice of several people, including Dr. Kielbaso and

Regina Smith as content experts and, through their responses on the student survey, current HALE students who are potential participants. Caffarella also charts Two Major Categories of Criteria with Examples and Descriptions (2002). As mentioned above, the importance and feasibility criteria take into consideration organizational and environmental factors and cost. Those persons affected include faculty, students, and internship supervisors. Strong contributions to individuals knowledge include professional skills and experience. The contribution to organizational objectives is strong because the internship program better enables the department to produce professional graduates. We have already collected a list of potential supervisors in educational programs within and outside of the university who are willing to have a HALE intern in their office. We will use faculty already in place to supervise the student reflection. We have made it very easy to respond to the need because we limited costs and need for new staff and have collected some internship locations already. We did not complete a formal chart weighing priorities, but discussed as a committee the importance and feasibility of each suggestion from students and faculty, as well as examples from other universities. Overall, in identifying and selecting ideas we used a systematic approach to planning which was mostly done through in-class, group discussions. The group is aware, however, that in implementing program ideas, a well developed master plan (2002) is necessary and we are looking at the internship through multiple lenses, keeping in mind the context of the target population in which we are working.

Developing Objectives To begin, it is useful to define the difference between program objectives and goals. According to Caffarella objectives are clear statements of the anticipated results to be achieved through an educational and training program. She further states that they serve as the foundation for instructional plans, transfer of learning, and evaluations (Caffarella, 2002). Goals, on the other hand, are typically broad statements of purpose or intent for the program (Caffarella, 2002). Both program objectives and goals are similar in that they are measurable and non-measurable. They may also result in unanticipated outcomes and must be flexible enough to change over time. The program objectives and goals written for the HALE internship program reflect the needs assessment done with HALE faculty and students earlier this semester, and support the mission statement. The program objectives for the HALE internship program are: 1. To provide HALE Masters students with additional or new work experiences in adult educational settings. 2. To provide HALE Masters students with additional opportunities and professional qualifications for their portfolio. The program goals for the HALE internship program are: 1. To provide HALE Masters students with an opportunity for individual change and growth. 2. To assist the HALE Masters program in establishing community contacts for future endeavors, job opportunities for graduating students, and community outreach opportunities.

3. To develop additional, positive relationships between the University and the educational community locally and beyond. It is our belief that a HALE internship program will benefit the HALE faculty and students, as well as the University and the educational community. The internship can foster individual, organizational, and community change by offering experiential learning and outreach. Devising Transfer of Learning Transfer of learning has often been neglected. Caffarella states that transfer of learning was believed to magically happen (2002). Now, however, organizations demand to see results after spending money on training. We believe it is essential to develop an Internship plan to help participants apply what they have learned. Caffarella quotes Ottoson who observed, application requires multiple kinds of knowledge, including knowledge of the thing, the context, the practical and the skill to put it all together (2002). For this reason we believe the program design, framework and strategies for transfer of learning are paramount. We can look at this in three stages: before, during and after the program. Tasks to develop Transfer of Learning before the internship experience could include: 1. Students will complete a memo of understanding with the internship on-site supervisor outlining learning goals and objective for the experience. 2. Faculty would have input on objective and goals, offering suggestions and tasks analysis. 3. Together with a faculty member, students would assess the appropriateness of the placement site based on their individual learning goals for the internship.

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In addition, choosing an appropriate site will enhance the students opportunities to apply knowledge and skills developed in the curriculum. Tasks to develop Transfer of Learning during the internship experience could include: 1. The faculty supervisor or internship coordinator can ensure that students are gaining valuable experience and meeting learning objectives by monitoring the site. 2. The internship program should include a written reflection component, such as a journal, portfolio, or final reflection paper. Reflection helps the student to understand and internalize what has been learned. Tasks to develop Transfer of Learning after the internship experience could include: 1. Evaluation will play a key role in transfer of learning, through student and supervisor reflections, surveys, and other forms of feedback. 2. The internship site itself should be evaluated to determine whether interns should be placed there in the future. Designing Instructional Plans According to Caffarella, preparing instructional plans involves designing the interaction between learners and instructors and/or learners and resource materials (2002). The internship experience is aimed at providing onsite learning to the interns and our group agreed that interaction between the interns and their supervisor (instructor) is an important part of the experience. Since cultivating educational environments is an important part of the HALE mission statement, it was agreed that the interns should be fully empowered to define and lead their own learning such that the learner and the faculty in charge are co-creators in developing the instructional plan.

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Caffarella alludes to the concept of learning objectives, along with the terms performance objectives or learning targets, as being important in the development of instructional plan (2002). The learning objectives are described as what participants will learn as a result of their experience. Since the main focus of the internship is to provide students with field experience in their areas of interest, the learning objectives should be aligned with providing the students with an understanding of central issues in postsecondary teaching and learning, and a theoretical understanding of administration and leadership connected to practice as stated in the HALE mission statement. Thus, the learning objectives are set in the context of the program objectives that focus on participant learning, so that there is continuity between the two sets of objectives. It is important for students and instructor to define the learning objectives for the internship because, as part of the HALE program, the internship will augment the HALE program experience and prepare individuals for entry-level leadership positions in postsecondary education, public agencies, and business settings. Therefore, these objectives will be vital in setting the tone and direction for what participants were expected to do and learn during the internship experience (Caffarella, 2002). Our group has some suggestions regarding learning techniques. For example, one suggestion was to hold one-on-one meetings with the faculty advisor once per month to discuss issues and learning progress. Other suggestions included maintaining a learning reflective journal and communicating with the advisor through email, phone, etc. In addition, another assessment tool - the portfolio which is used in the assessment of students learning progress in the HALE program, will also be used by the students to recount and reflect on their internship experience. These techniques would help the

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advisor and the faculty members to assess the outcomes of the internship program, help in evaluating what participants have learned, provide directions for learners to help them organize their own learning, and make recommendations for improving the program. Formulating Evaluations According to Caffarella, the heart of program evaluation lies in judging the value and worth of a program (2002, p. 261). Evaluation data helps program planners answer questions such as: Was what the participants learned worthwhile? Were the objectives of the program effectively met? Were the learners able to apply what they learned? Furthermore, more than any other component of Caffarellas Interactive Model, evaluation is where many of the other model components intersect and even overlap (2002, p. 227). More specifically, data gathered when discerning the context, formulating program ideas, or assessing instruction are often used for program evaluation purposes. In developing the HALE internship program, for example, we completed preliminary evaluations with faculty and student surveys (see Appendices B-D), as well as a review of other internship opportunities in programs similar to HALE (see Appendix E). Evaluation, then, will be a continual process from the initial development of the program to its conclusion for each HALE student. Program evaluation can be systematic or informal, as well as formative or summative. Formative evaluation is done to improve or change a program while it is ongoing. Summative evaluation focuses on the results or outcomes of a program. We have decided that evaluation of HALE internship experiences should be both formative and summative. Students will develop written learning objectives for their internship experience before it begins. During the internship, students will meet with their HALE

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internship supervisor to discuss informally their internship experience and whether their learning objectives are being met. At the end of the experience, both the student and their on-site supervisor will be asked to submit a written evaluation of the internship to the HALE internship supervisor. The student evaluation will include not only an assessment of their learning outcomes, but an evaluation of their placement site for future interns. It should be noted, however, that there are inherent difficulties in effectively evaluating an internship program. To begin with, it may be difficult to show that program outcomes are really tied to what happened in the program, and not something that happened outside of the program, for instance a class or another job. Second, developing clear criteria for program objectives that are ambiguous or not quantifiable, such as a change in beliefs or values, can be challenging. Finally, some students and onsite supervisors may not want to make honest judgments about their own programs, in an effort to protect their own interests. These cautions, however, should not dissuade HALE faculty from evaluating the internship program, but should inform all decision-making based on program evaluations. We have developed an initial learning contract for students and on-site supervisors (see Appendix E), which can serve as a starting point for program evaluation. As Caffarella states, planning for evaluation should not happen as an afterthought once the whole program has been planned. Rather, evaluation is a process that occurs throughout the planning cycle (2002, p. 230). This contract, then, were created in anticipation of the critical role that evaluation will play in the continual development of the HALE internship program.

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Making Recommendations The purpose of making recommendations is to highlight program successes, to understand failures, to inspire change in a desired direction, and/or to gain support from people or organizations (Caffarella, 2002). Recommendations are likely to be based on the results of formal evaluations as well as the planners experience in the process of program planning and implementation. Because planners may structure the report differently depending on the audience, determining the audience of a report is a key decision in its creation (Caffarella, 2002). The preparation of a proposal for an internship program for the HALE Masters program is the first formal report that will be completed regarding the program. We will present a formal oral report and a formal written report, as well as an executive summary to the faculty, a key audience because they have the power to request the implementation of the internship program. We have also invited students to the presentation of the proposal because they will ultimately be the participants in the program, should it be implemented. Their input in and response to the program can help to develop the format of the program to meet their needs. Our professor is the only member of the planning team who is also a member of the faculty and will continue to have direct contact with her peers after we have presented our proposal. She will follow-up with the faculty to make sure that they continue to consider our program and to monitor whether they actually implement the program. She will also serve as a consultant to the faculty if they do decide to implement a program in the form that we have proposed.

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If the program is implemented, reports and recommendations will be developed based on an evaluation of the program. These reports will also be presented to faculty because they would have the power to change the program and because they are one of the groups, in addition to students, who will be most intimately involved with the program. Format of Internship Program The following is the format of the proposed internship program: Time Commitment: Students will be required to contribute120 total hours over a semester (15 weeks) to the placement site. Internship participants will be expected to commit at least 8-10 hours a week to fulfill the total number of hours required by the internship. Credit Equivalency: Students will earn 3 credits towards the Masters of Arts in Higher Adult Lifelong Education in the College of Education. The internship can be listed under the course number EAD 894, replacing the current field experience option. Financial Compensation: Financial compensation is not the responsibility of the HALE masters program. Compensation is the choice of the company/organization/entity where the student is placed during the internship. Students will register for the internship with the expectation of earning credits for the time invested. Monetary compensation is not required from the organization.

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Program Format: The learning format of the internship focuses on how education and training activities are structured and organized (Caffarella, 2002, p. 287). Listed below are various types of formats that the employers may use with the HALE masters student to allow a diverse experience with the internship. Students, faculty, and the on-site supervisor will decided on the format(s) of the experience. This decision may be noted in the internship learning agreement. Apprenticeship- Formal relationship between employer and an employee (intern) by which the employee is trained for a craft or skill (program development, etc.) through practical experience under the supervision of experienced workers. Coaching- One-on-one learning by demonstration and practice with immediate feedback, conducted by peers, supervisors, and/or experts in the field. Mentoring- An intense, caring relationship in which someone with experience works with a less experienced person to promote both professional growth. Mentors model expected behavior and values, and provide support and a sounding board for the intern. One-the-Job Trainsing (OJT)/ Job-Embedded Training) - Instruction is provided by experienced individuals or groups of workers, either peers or supervisors, to the intern while both are on the job and engaged in productive work. The experienced employer [or volunteer] demonstrates and discusses new areas of knowledge and skill and then provides opportunities for practice and feedback. (Caffarella, 2002, p. 288). Identifying Programming Staff Program Designer and Manager- According to Caffarella, this role entails such tasks as gathering ideas for programs, setting program priorities, developing program objectives,

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planning transfer-of-learning activities, and preparing budgets and marketing plans (2002, p. 296). The HALE internship program will be managed by the HALE masters students academic advisor. He/She will be working with the student in regards to placement, setting of objectives, and completion of the reflection component upon the internship program. We propose that a graduate assistant be hired to oversee the entire HALE internship program. The Instructor/learning facilitator- The facilitator of internship program will be personnel at the internship placement site, most likely the on-site supervisor. They will be responsible for designing and delivering instruction through the use of a variety of learning techniques and devices (Caffarella, 2002). The Program Evaluator(s)- The value and results of the internship program will be evaluated by the intern and the on-site supervisor (Caffarella, 2002). Because the internship program is in its initial stages, feedback from both the intern and the supervisor is critical to its progression and development. Budgets and Marketing As noted by Caffarella, preparing and managing program budgets and marketing plans is one of the key components of the planning process (2002, p. 329). As it is duly noted, such is true of the internship program. A key financial component of the program would be the hiring of a graduate assistant as an Internship Coordinator and the marketing of the internship opportunity itself, which amounts to an initial, approximate cost of $20,000. It should be noted, however, that our internship program could be developed and maintained without the aid of a graduate assistant. Instead, HALE faculty could shoulder the responsibilities that we have laid out for the graduate assistant.

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Budgeting The cost of hiring a graduate assistant is estimated at approximately $19,000, which covers the costs associated with hiring a student in a half-time capacity. The costs break down to cover a number of student expenses: stipend, tuition waiver (including out-of-state costs), waiver of matriculation fees, health insurance, and a waiver of social security taxes for the nine-month academic year. We believe that this expense is justified by the tasks that the assistant would be expected to carry out. In his or her duties, the graduate assistant would be responsible for the administrative tasks associated with the internship program, designing and distributing literature (via e-mail, U.S. mail, brochures, etc.), soliciting new internship placement sites, compiling data received from student evaluations, and other reasonable duties as deemed necessary by the department. Further, the graduate assistant would be expected to maintain regular office hours to assist the internship participants as needs and concerns arise. Ultimately, it is hoped that the graduate assistant will aid greatly in the further development of the internship program. Marketing Another important element in planning an internship program is marketing which, as Caffarella notes, tells the story well of the what of the program (2002, p. 329). By utilizing marketing tools such as a brochure (to be designed by the department and/or the graduate assistant), the internship program further asserts itself as a credible, important element of the overall HALE program. Further, marketing showcases the benefits of the internship experience for students and supervisors alike. At an estimated cost of $1,000, which includes brochure production, copies, distribution, and other miscellaneous

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expenses, the potential benefits are many. Ultimately, awareness about the internship program is heightened, which works in the better interests of all who stand to gain from the programs success. Facilities While Michigan State University personnel cannot regulate the facilities at other institutions, we offer some guidelines suggested by Rosemary Caffarella that can be used to ensure a successful and safe internship experience for HALE Masters students. Other information included in these suggestions was obtained from the General Counsel Office of MSU. Again, as with other areas of planning a successful program, Caffarella suggests preparations before, during, and after a program. Pre-planning work includes considering the: Location: The location must be safe and secure for MSU students and faculty. Questions could include: Where are the MSDS sheets? Where should the intern park? What are the working hours? The General Counsel office recommends that the location and hours be reasonable to limit MSUs liability (MSU Conference on Experiential Learning, 2003). Accessibility: The location must be accessible for HALE Masters students who may fall under the guidelines of the American Disabilities Act. For example: Does the student need wheelchair accessible entrances, is TDD available, etc.? Support Services: Will staff or equipment support the intern? Will the student have access to a computer or phone? This is important if the equipment is essential to perform their job duties. What will the interns relationship be with support staff? If the intern is planning a program, will equipment be available, and how will the intern order it?

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If possible, we suggest that first time internship sites, or off-campus locations be visited by the internship coordinator or faculty advisor. Also, we suggest an internship orientation packet be compiled to be completed at the location with the on-site supervisor and student. A discussion of these day-to-day issues is important for a successful internship experience. Planning work during the internship includes: Contact: It is suggested that the internship coordinator/faculty advisor contact the site once during the semester to see what is going well or what needs to be changed. Post-planning work includes: Follow-up: We encourage follow up with the on-site supervisor to get feedback on the internship experience and to keep the relationship strong for both the University and the student. It is suggested that the student intern send a thank you note to the site supervisor. Also, it is recommended that the internship coordinator/faculty advisor get additional feedback for the program goals or objectives.

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Appendix A Caffarellas Interactive Model of Program Planning*

Program Components: Discerning the Context Building a Solid Base of Support Identifying Program Ideas Sorting and Prioritizing Program Ideas Developing Program Objectives Designing Instructional Plans Devising Transfer-of-Learning Plans Formulating Evaluation Plans Making Recommendations and Communicating Results Selecting Formats, Schedules, and Staff Needs Preparing Budgets and Marketing Plans Coordinating Facilities and On-Site Events

* Caffarella, R.S. (2002). Planning Programs for Adult Learners. San Francisco: JosseyBass.

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Appendix B Needs Assessment Decide to conduct needs assessment Our program planning team decided to complete a needs assessment because the initial idea for the HALE Masters Internship Program did not come directly from the students or faculty in that program. We wanted to determine the perceptions of the target audience (the students) and of those who would approve and implement our plan (the faculty). Identify staff and develop management plan All team members participated in the development of techniques and the determining of the time line for the needs assessment. Specific individuals were identified to compile the questions into survey instruments used in the assessment. Other individuals summarized the results of the surveys. Determine context, purpose, and objectives The purpose of our needs assessment was to identify the components of an internship program from which potential participants in the program may most benefit. We also wanted to determine to what degree those who would have to approve and implement the plan would be willing to devote themselves in the form of time, intellectual energy, and work to the program. The faculty survey also served to unearth political tensions between the Student Affairs Administration Masters practicum program and a potential internship program in the HALE Masters program. Determine logistics Each week in our team meeting we determined which components of the needs assessment ought to be completed by the following meeting one week later. The needs

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assessment instrument was developed in approximately three weeks, and survey results returned between 4 and 6 weeks into the process. Summaries of the results were completed between 5 and 7 weeks. Choose respondents We chose to assess the needs of all ten faculty involved in the HALE Masters program because the number was very manageable. We gained approval to assess the needs of all current HALE Masters students via the departmental e-mail list. Team members in classes with HALE students also distributed surveys in person in order to insure the maximum number of responses. Select techniques We selected an open-ended survey for both faculty and students in order to insure that we received feedback to specific questions such as the number of credit hours that students would like to earn in an internship program and whether or not faculty thought that the program should include a class component. The surveys also allowed for respondents to offer additional suggestions. In addition, the faculty decided of their own accord to discuss the idea of an internship during one of their faculty meetings. Collect data We distributed student surveys through the departmental e-mail list as well as in person during classes. Students either replied to the e-mail or returned the hard copy survey immediately upon completion in class to the individual who had distributed it. Hard copy faculty surveys were distributed to drop boxes on the faculty members office doors and were picked up approximately three days later from the drop boxes. We also

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received a copy of the minutes of the faculty meeting during which the faculty discussed a potential internship program. Analyze data We summarized the data collected from the surveys. Faculty Survey Results Two faculty members recommended that the program would be optional, and a third said that it could be either optional or mandatory.
Table 1: Making the Program Mandatory or Optional Response Either, but be able to be waived by advisor Mandatory Optional # of people 1 1 2

Three faculty members said that interns should meet in a classroom setting biweekly (2 respondents) or occasionally (1 respondent). The fourth faculty member suggested that interns simply meet with a supervisor.

Table 2: Developing a Corresponding Course Response Bi-weekly Occasional meetings None best to report to supervisor

# of people 2 1 1

Suggestions from faculty regarding the format of the class include basing the syllabus on what other programs have already developed and combining the internship with a class for a total of 3 credits.

Table 3: Deciding on Course Format Response Base off other schools syllabus Internship + class = 3 credits (topics: between theory +practice, professional development plan) No credits beyond internship

# of people 1 1 1

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Faculty suggested that a HALE internship program would be different from the Student Affairs practicum by focusing on the reflective element more broadly and providing a wider range of locations. On learning outcomes from the internship, faculty recommended the following areas: Connect theory to practice for broader understanding of administration in higher education. Each student should develop their own specific learning outcomes. Learning how university works and reasons for preserving classroom experiences. One faculty considered faculty and student time commitment as a reason for not having a HALE internship program. In addition, one faculty member recommended placing the HALE and Student Affairs students at separate sites to avoid mission creep. Student Survey Results Eleven out of thirteen students agreed that an internship would enhance their experience in the HALE Masters program. The majority of students think that an internship may give them diverse experiences and make them more marketable when they apply for fulltime positions.
Table 4: Would an Internship Enhance Your Experience? Response Yes No # of people 11 2

Three out of twelve students responded that an internship program would negatively impact their experiences in the HALE Masters program. Their main concerns were extra cost and time commitment.

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Response Yes No

Table 5: Would an Internship Negatively Impact Your Experience? # of people 3 9

Ten out of thirteen students preferred an optional internship experience because of their other commitments and experiences.
Table 6: Required or Optional? Response Optional Required # of people 10 3

Fifty percent of students think that 8-10 hours per week or 3 credits should be the required time for the internship.
Table 7: How Many Hours Per Week? Response 8-10 hours/week or 3 credits 5-10 hours/week Two days/week with 4 hours/day Summer time only No idea # of people 6 2 1 1 2

The majority of respondents would prefer the internship experience to be paid, if possible. Considering the reality, however, they suggested that earning 3 credits would be good for the internship experience. The following are additional comments from HALE students. The internship is a good idea but it may be hard for some non-traditional students to find time for classes and an internship. When would this program be implemented? Flexibility is important. Optional waiver. The internship can be accompanied by a seminar, biweekly, or monthly where students can informally talk about their experiences.

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I see it as a 3 credit, optional program that can be substituted for an elective, so that it doesnt add more credits to the program course. EAD 894 (Field Experience?) could be changed to be used for the internship program.

Advisors should recommend when internships should be done/completed. I believe it is a good idea and it should go through.

Sort and prioritize needs We spent several weeks discussing the responses that we received from the surveys. We responded to the needs as we made decisions about the structure of the program. The desires of a majority of students and faculty were incorporated into our discussion as if the students and faculty were part of our committee, but our team had the final authority to make decisions. Communicate Results Our team is the only group that received the results of the needs assessment. The participants in the needs assessment will see the result of their input in the final presentation of the program.

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Appendix C Faculty Survey Dear HALE Faculty Member: As a project for EAD 877 Program Planning and Evaluation in Postsecondary Education, our class is developing an internship program for the HALE Masters program. We would very much appreciate your input into the planning process. We would like to know what kinds of characteristics you believe would make the program the strongest and most beneficial to the students and to HALE that it can be. We would very much appreciate it if you would complete the attached survey and leave it on your door by 3:00pm on February 5, 2003. A member of the class will come by your office to pick up the completed survey by 3:00pm. We will consider your ideas regarding a HALE internship program as we plan and will have a presentation on Wednesday April 30 to introduce you to the program that we ultimately develop. Thank you again for your help! EAD 877 1.) If an internship program were instituted in the HALE Masters program would you recommend that the program be mandatory or optional? Why? Why not? 2.) In what ways if any, should an internship have a corresponding class (weekly, biweekly, etc.) in which participants meet with a faculty supervisor? Why/why not?

3.) What should that class be likehow many credits, what work should be done, what topics should be addressed?

4.) In what ways if any, should a HALE internship program be different from the Student Affairs' practicum?

5.) What learning outcomes would you like HALE students to achieve from an internship?

6.) What, if any, reasons can you give for not having a HALE internship program?

7.) If there are any comments or anything you think it would be helpful for us to plan an internship program in HALE, please share it with us. Thank you.

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Appendix D Student Survey As a project for EAD 877 Program Planning and Evaluation in Postsecondary Education, our class is developing an Internship Program for the HALE Masters program. This Internship Program is a project for class and will NOT become a requirement for current members of the HALE program. We would very much appreciate, however, if you could put yourself in the place of a HALE Masters student who did have an opportunity to complete an Internship Program. We would like to know what kind of characteristics you would want included in the Program to make it as beneficial as it could be for you as a HALE Masters students. We will consider your ideas regarding the HALE internship program as we plan and will have a presentation on Wednesday April 30th to introduce you to the proposed program that we ultimately develop. Thank you again for your input! EAD 877

1) Would an internship enhance your experience in the HALE Masters Program? How so? 2) Would an internship program negatively impact your experiences in the HALE Masters program in any way? How so? 3) Would you prefer a required or optional internship experience? Why? 4) How many hours per week should an internship require you to work? 5) How would you like to be compensated for internship hours (i.e. pay or credits)? Why? 6) Please list any additional comments, questions or concerns that you may have regarding a possible internship in the HALE Masters program.

When you have finished please return them to the appropriate person (s) handing them out. We in the EAD 877 class sincerely appreciate your time, your thoughts and your comments regarding this survey.

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Appendix E List of Graduate Programs with Internship Components 1. East Tennessee State University: Educational Leadership 2. Eastern Washington University: Adult Education 3. Johns Hopkins University: School Administration and Supervision 4. Montana State University- Bozeman: Adult and Higher Education 5. Oklahoma State University: Human Resources and Adult Education 6. Oregon State University: Organization Development and Training Specialist 7. San Francisco State University: Adult Education 8. University of Southern Maine: Adult Education 9. Southwest Texas State University: Developmental and Adult Education 10. Appalachian State University: Adult Education 11. University of Oklahoma: Adult and Continuing Education 12. University of Rhode Island: Human Development and Family Studies

*Powerpoint summary available upon request.

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Appendix F
INTERNSHIP LEARNING AGREEMENT
( statement of agreement and understanding )

PART I Interns name: ________________________________________________________________ Expected Date of Graduation:__________ __________________________________________

Address during internship: _____________________________________________________________________________ _____________________________________________________________________________

city state zip code

Telephone number: ____________________________FAX number:___________________ E-mail address: _______________________________________ Permanent address:

_____________________________________________________________________________
city state zip code

Telephone number: __________________________FAX number :_______________________ INTERNSHIP SITE Name of the site: ___________________________________________________________ Supervisors name: ____________________________________________________________ Supervisors position: __________________________________________________________ Address: ____________________________________________________________________ ____________________________________________________________________________
city state zip code

Telephone number: _______________________________FAX number: __________________ E-mail address: _______________________________________________________________ MICHIGAN STATE UNIVERSITY FACULTY LIAISION (sample) Gloria Kielbaso, PhD. 411 Erickson Hall College of Education East Lansing, MI 48824 E-mail address: kielbaso@msu.edu Telephone: (517) 432-1519 or 432-4080

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PART II
LEARNING OBJECTIVES AND ACTIVITIES TO MEET THE OBJECTIVES

During my internship I will: Learning Objectives 1. Activities to Meet the Objectives

2.

3.

4.

5.

6.

7.

8.

9.

10.

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PART III
SUPERVISOR REQUIREMENTS: I understand that the intern should have as many opportunities as possible to learn how our organization functions. To facilitate this process I will attempt to make a variety of learning experiences and opportunities for professional networking available to the intern. I also understand that as an intern, the student should not be responsible for activities within the organization that he or she is not qualified to complete. I will also meet with the intern to provide feedback on the progress to date. These meetings will occur every week or until the intern and the supervisor are confident the intern is performing the duties assigned in a professional manner.

Supervisors signature: ______________________________________________ Date: _____________________________________________________________

INTERN REQUIREMENTS: I understand that as an intern I have a responsibility to conduct myself in a professional manner at all times. It is my responsibility to keep the record of my internship hours. Should a situation arise that would cause me to miss my scheduled hours at the placement site, I will contact the supervisor immediately and provide documentation as to why the absence occurred. I also understand that if I perceive an action or process occurred that caused me to be concerned I must first contact my internship supervisor to discuss the situation in an attempt to seek a solution or resolution before talking to the faculty liaison.

Students signature: ________________________________________________ Date: _____________________________________________________________ FACULTY LIAISON REQUIREMENTS: I understand that as the faculty liaison for the intern and the placement site I have the responsibility to attempt to place only students who are qualified to successfully complete an internship in a particular organization. I also assume responsibility for communicating directly with the supervisor and the intern should a problem arise during the internship. I accept the responsibility to ensure that the intern complete a reflective component as part of the internship process. Faculty Liaisons signature: ____________________________________________________ Date: _____________________________________________________________________

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Appendix G Possible Internship Sites for HALE Masters Program Okemos Community Education 4000 N. Okemos Rd. Okemos, MI. 48864 Attn: Mr. John Zappala Phone # (517) 349-2209 High School Equivalency Program (HEP) Michigan State University E244 Akers Hall East Lansing, MI. 48824 Attn: Marcelina Trevino-Savala Phone # (517) 432-9900 Office of Supportive Services (OSS) 209 Bessey Hall Michigan State University East Lansing, MI. 48824 Attn: Hong-Yen Pham Phone # (517) 355-5210 FAX # 432-2962 King-Chavez-Parks College Day Program (K-C-P) S-23 Wonders Hall Michigan State University East Lansing, MI. 48824 Attn: Paulo Gordillo Phone # (517) 355-0177 Office of International Students and Scholars (OISS) 103 International Center Michigan State University East Lansing, MI 48824 Attn: Peter Briggs Phone: 517-353-1720 Fax: 517-355-4657 Michigan Works! Association The Association of Michigan Works! Agencies 2500 Kerry Street - Lansing, MI 48912 Phone: 517-371-1100 Fax: 517-371-1140

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