Building a Relationship with the Agency Supervisor [electronic resource] : An Academic Internship Coordinator's Perspective / Roseanna G. Ross.
The academic success of the speech communications internship experience depends on the coordinated effort of all three of the key players in the internship--the intern, the site supervisor and the academic coordinator/director. For this relationship to be most effective, for the development of open...
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Full Text (via ERIC) |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1990.
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| Subjects: |
MARC
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| 099 | |f ERIC DOC # |a ED330013 | ||
| 099 | |f ERIC DOC # |a ED330013 | ||
| 100 | 1 | |a Ross, Roseanna G. | |
| 245 | 1 | 0 | |a Building a Relationship with the Agency Supervisor |h [electronic resource] : |b An Academic Internship Coordinator's Perspective / |c Roseanna G. Ross. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1990. | ||
| 300 | |a 13 p. | ||
| 500 | |a ERIC Document Number: ED330013. | ||
| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Speech Communication Association (76th, Chicago, IL, November 1-4, 1990). |5 ericd. | ||
| 520 | |a The academic success of the speech communications internship experience depends on the coordinated effort of all three of the key players in the internship--the intern, the site supervisor and the academic coordinator/director. For this relationship to be most effective, for the development of open channels and shared expectations, the "we-they" dichotomy implied in "work world" vs. "academic world" must be eliminated. The site supervisor can assist in producing a quality learning experience by exploring and defining the role of the intern within the department and/or organization, developing a clear job description for the intern, providing an orientation program for the intern, and serving as a mentor for the intern. There is also a role for the academic coordinator. He or she can assist the site supervisor by defining learning goals and academic expectations and keeping open communication channels. The academic coordinator can support the supervisor's efforts to create an effective learning experience by assisting the supervisor in performing the functions of the mentoring role, encouraging the supervisor to join professional organizations designed to assist intern supervisors, and showing gratitude to the supervisor for his/her efforts in working with the intern. When both supervisor and coordinator realize that they share the roles of mentor, evaluator, learner and expert (among others), the dichotomy between the two worlds can begin to dissolve and the possibility of shared responsibility for learning increases. (TD) | ||
| 650 | 0 | 7 | |a Field Experience Programs. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 1 | 7 | |a Internship Programs. |2 ericd. |
| 650 | 1 | 7 | |a Mentors. |2 ericd. |
| 650 | 0 | 7 | |a Organizational Communication. |2 ericd. |
| 650 | 0 | 7 | |a Practicum Supervision. |2 ericd. |
| 650 | 0 | 7 | |a Practicums. |2 ericd. |
| 650 | 1 | 7 | |a School Business Relationship. |2 ericd. |
| 650 | 0 | 7 | |a Speech Curriculum. |2 ericd. |
| 650 | 0 | 7 | |a Supervisors. |2 ericd. |
| 650 | 1 | 7 | |a Supervisory Methods. |2 ericd. |
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| 952 | f | f | |p Can circulate |a University of Colorado Boulder |b Online |c Online |d Online |e ED330013 |h Other scheme |i web |n 1 |