INTERNSHIP/PRACTICUM REQUIREMENTS for MAIS STUDENTS
Internship in College Teaching and Practicum in Administration/Student Services
Prerequisites: Admission to the MAIS/CCT or Higher Education/Student Services and approval of advisor and Internship Coordinator. The internship for each portion of the MAIS degree is different. The internship/practicum must be completed before the student registers for MAIS 798/799.
Purpose
Students in each master’s level program must complete one three-credit internship or practicum. The internship provides an important educational experience that complements the student's formal program. A minimum of 150 hours of work and participation in an internship seminar are required.
There are three categories of supervised internship/practicum:
1. Community College based teaching
- Education based administration (for example: admissions, student life, Dean's or Director's office at either a community college or four year college)
- Community based organization or appropriate government or business (for example: a professional association or non-profit concerned with education policy, a business providing educational materials or services, or a government agency with jurisdiction over education policy).
Requirements
The internship is a form of independent study for which graduate credit is awarded; therefore, it should involve inquiry into educational or administrative methodology based on experiential learning. Students must submit a proposal for the internship or practicum one semester before planning to complete this requirement.
Teaching Internships are designed for students who are not currently employed as full-time college faculty. Students who, though employed as faculty members, have not taught at a college on a full- time basis for at least three consecutive years should also undertake them. During the internship, the student will be expected to teach at least one three-credit or four-credit courses in his or her discipline under the direction of a mentor from the faculty of the internship site. At a minimum, students will be required to plan a syllabus, teach the course, and utilize classroom research techniques to evaluate his or her teaching experiences.
The Teaching Internship Portfolio should include, at a minimum, the following:
1. A syllabus;
2. A discussion of the environment in which the class was taught (classroom setting, instructional materials used, types of students enrolled, and other pertinent factors);
3. A discussion of instruction techniques employed;
4. A delineation of student testing and evaluation methods used;
5. A description of classroom research techniques employed;
6. An evaluation of instructional effectiveness; and
7. An appendix including sample tests, readings, and other materials.
For the practicum students must complete: CTCH 621 Higher Educations in the United States and 6 additional CTCH core courses. Electives may be taken during or after the practicum.
Eligibility
To be eligible for an internship/practicum, the student must have the following:
1. Fully admitted as a MAIS/CCT or Higher Education Administration/Student Services;
2. Have an approved contract of study on file;
3. Secure the approval of the college or institution at which the internship will be conducted;
4. Secure the approval of the student's knowledge area advisor and the Higher Education Internship Coordinator;
5. Submit the proposal and agreement with the host institution that details the learning objectives;
6. Complete the required courses listed above.
Planning the Internship/Practicum
It is the responsibility of each student to locate an appropriate internship/practicum site and make arrangements for working within an organization. Students may seek help in locating a suitable position from the knowledge area advisor or from the Higher Education Internship Coordinator. Students may not use their current jobs for credit. If students move to new positions in their organization or take on special, new responsibilities, they may petition for that to constitute an internship/practicum for the Higher Education program.
Once the site has been determined, agreement should be made regarding the work to be completed during the internship experience. Interns will work under the direction of a supervisor/mentor, usually a professional staff member at the site who will complete a written evaluation of the individual's performance.
Typically, the internship will be completed near the end of the student's course work. Plans for the internship should be completed during the academic semester prior to beginning the internship. Students write a two page proposal and submit it to the Internship Coordinator for review.
The proposal should include the following:
1. A statement of purpose and rationale;
2. A description of workplace responsibilities;
3. A description of how the purpose of the internship/practicum will be accomplished;
4. A description of the criteria against which the supervisor/mentor will evaluate the internship; and
5. A plan of work (minimum of 150 hours for three credits, this includes research and writing hours).
Evaluation of the Internship/Practicum
Internship and practicum are a required component of the MAIS graduate student program. They are regarded in the same manner as other course work in the program. Grades will be based on:
1. The written evaluation of the supervisor/mentor;
2. A written internship portfolio;
3. Participation in internship/practicum seminar meetings; and
4. A final presentation to the other students enrolled in the internship seminar.
The professor of record, the Internship or Practicum Coordinator, will be the faculty member responsible for the seminar and for evaluating work done during the internship/practicum.
The Internship/Practicum Portfolio, submitted to the Coordinator immediately upon completion of the internship assignment, provides students with an opportunity to summarize their experiences, documenting the insights that have been gained. While they should describe and evaluate the internship/practicum experience, the portfolio should also be written with an eye toward outside readers who might benefit from the insights gained by the student.
Three primary components of the portfolio are the following:
1. Weekly journal entries that document learning experiences and lessons, as well as reflections and goals for problem situations;
2. Materials developed as part of the internship experience including syllabi, tests, reports, or policy memos (for teaching internships and portfolios, see details below);
3. Additional evidence of meeting learning objectives, such as video of classroom interactions, web sites, PowerPoint, overheads, etc.
4. A 3-4 page paper reflecting on how experiential learning has helped develop awareness of issues in higher education.
Teaching Internship (CTCH 885)
Teaching Internships are designed for MAIS/CCT students. The Teaching Internship Portfolio for CTCH 885 should include, at a minimum, the following:
1. A syllabus;
2. A discussion of the environment in which the class was taught (classroom setting, instructional materials used, types of students enrolled, and other pertinent factors);
3. A discussion of instruction techniques employed;
4. A delineation of student testing and evaluation methods used;
5. A description of classroom research techniques employed;
6. An evaluation of instructional effectiveness; and
7. An appendix including sample tests, readings, and other materials.
Administrative Internship or Community based Internship (CTCH 685)
The practicum (CTCH 685) is an essential part of the MAIS Higher Education Administrative/Student Services degree program. It is a supervised on-the-job experience in an approved college or university setting or public agency involved with higher education. The field experience is accompanied by regularly scheduled seminars designed to provide constructive evaluation and analysis of the student’s supervised experience. This document assists the student and the supervisors in managing the practicum by describing practicum requirements, procedures for applying for practicum placement, policies, roles and responsibilities of those involved, and the practicum seminar component and by providing forms and materials. It also ensures that the University supervisor, the student and the on-site supervisor are aware of both legal and academic aspects of a practicum.
The Higher Education Administration or Student Affairs practicum is designed to meet the most current Council for Advancement of Standards in Higher Education criteria for Master’s programs in Student Affairs. A practicum takes place in an approved educational setting under the supervision of the practicum coordinator and a qualified site supervisor. The practicum site supervisor must be a qualified practitioner in student affairs administration or higher education. The practicum experience should draw on current research, practice, policy and ethical guidelines for the profession to enhance student learning. This training provides students with the opportunity to apply their theoretical knowledge and develop an understanding of the relationship between theory and practice. Practicum also introduces the student to the work environment and current issues; provide an opportunity to develop professional and personal competencies and attitudes important to identify of a higher education/student affairs professional; and helps clarify professional employment and educational goals.
Registration for Internship/Practicum
Students who are planning an internship or practicum should submit all paperwork during the session prior to this course. This paperwork includes the proposal, a detailed description of how the required hours will be spent, and notification from the mentor indicating support. The Coordinator will review the proposal and notify the student when it has been approved.
Once the proposal has been approved, the student may register for CTCH 885, Internship in College Teaching; or CTCH 685, Higher Education Practicum. The Coordinator will provide the five-digit registration code to students who have received approval to do an internship.
Seminar
As part of the internship/practicum, all students enrolled in the internship course will meet at least 2 times a semester, generally at the beginning and toward the end of the semester. These seminar meetings will provide students with an opportunity to reflect critically on their experiences and to discuss the relationship between theory and practice. At the end of the semester, students will give a final presentation to the seminar members. The seminar will be conducted by the Coordinator.
The Teaching Internship Mentor:
CTCH 885/Internship: This is a shadowing experience for graduate students. The student is not the professor of record for the course. The student observes, assists the assigned professor of record during classroom time and student/professor conferences. In addition, the graduate student may serve as an assistant to the professor: tutoring students, grading papers, teaching one or two class meetings.
The mentor allows the student to attend, observe, and assist in the assigned undergraduate course. The student is given the opportunity to teach several of the semester's classes under the guidance of the Internship Mentor. The student does not teach the course as an adjunct professor, alone in the classroom for the semester. The Internship Mentor writes an evaluation of the student's performance and forwards it to the Internship Coordinator. This evaluation may include the following items, the ability to:
- envision a course as a whole
- place course material in a larger context
- understand effective pedagogical approaches
- create or choose assessment approaches and instruments
- manage a classroom
- communicate clearly and repeatedly about course elements
- understand various learning styles
- understand diversity in the classroom
The Practicum Site Mentor
- Complete and return practicum forms and materials in timely manner.
- Host the practicum student for the minimum hours agreed to in the Practicum Agreement.
Adhere to principles and practices for professional, legal and ethical conduct, e.g., the Council for the Advancement of Standards in Higher Education. Provide or refer the student to a copy of current standards, principles and practice guidelines for the profession with which the site is affiliated.
- Communicate clear expectations to students.
- Monitor and supervise the students throughout the practicum. Confirm that requisite hours of work have been completed.
- Set up regular, pre-set weekly times for supervision.
- Provide adequate opportunities for the students to fulfill practicum requirements.
- Evaluate students in a timely manner, twice during the practicum. Meet with practicum coordinator and students at least once during the practicum period.
- Provide frequent feedback on students’ performance and progress in training and learning experiences. Encourage and facilitate students’ self-reflection of performance and learning experiences.
- Prepare for supervision sessions and convey direction, guidance, and constructive feedback in such a way that students can integrate the guidance and feedback into their work at the site.
- Inform the practicum coordinator as early as possible of any difficulties encountered at the practicum site.
- Inform the practicum coordinator of any changes in the practicum experience.
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MAIS Project or Thesis
Theses and Dissertations submitted for Fall 2006 (and after) should list the College of Humanities and Social Sciences on the signature page, cover page, and all other necessary documentation.
PLEASE NOTE: The Higher Education Program is in the newly named College of Humanitiesand Social Sciences. Any students submitting a thesis or dissertation must have College of Humanities and Social Sciences on their thesis/dissertation signature sheets. The Dean will not sign any theses/dissertations that do not have this correct title of the College.
MAIS Proposal Writing (797), Final Project (798), and Thesis (MAIS 799)
MAIS/CCT or Higher Education Administration/Student Services students will complete their degrees with a final 2 to 5 credit project (MAIS 798) or 5 credit thesis (MAIS 799). Students are also required to take the 1 credit MAIS 797 course (proposal writing). Faculty encourages students to keep a project or thesis in mind from the onset of their studies, formulating and refining ideas, and reserving academic sources for this culminating work. To this end, many students find it helpful to take the required resource and methodology course early in their program, applying those skills and keeping the project or thesis in mind as they advance in their studies. Please note: MAIS students are to deliver paper copies of all assignments and drafts to the department or the professor. The program does not have the resources to print out each student’s paper or assignment.
MAIS 797 Proposal Writing (Students must complete 21 credits, including a research methodology course, to register for this 1 credit course.)
Students in this one credit seminar prepare proposals for MAIS projects and theses. The major work on these proposals will be done by each student in consultation with his or her three member faculty committee. MAIS 797 provides additional guidance and support from a member of the MAIS Executive Committee; it also provides a structure within which students can assist each other at key stages in the process of preparing a proposal. Students accomplish the following: an examination of their individual writing process; a comprehension of the academic writing process; an understanding of the various stages of researching a topic; a method of communicating effectively; a completed proposal draft to be submitted for review.
MAIS 798 Project (2 - 5 credits; MAIS 797 required as well as MAIS Executive Committee approval approval of MAIS proposal required; register by emailing: mais@gmu.edu)
This course fulfills either the community college teaching or higher education administration/student services capstone project requirement. The student works with a project committee, which supervises the course work. The student will complete a portfolio of work to the committee. For the community college teaching graduate student, a project is the required capstone event. The higher education administration/student services graduate student has the option of a project or thesis.
The MAIS 798 Project is the capstone event for CCT graduate students. This final project differs from the Teaching Internship because the graduate student serves as the course instructor: Teaching the course alone, with perhaps some guidance from community college or GMU faculty. The primary components of MAIS 798 community college teaching portfolio are the following:
1. Weekly journal entries that document learning experiences and lessons, as well as reflections and goals for problem situations;
2. Materials developed as part of the internship experience including syllabi, tests, or presentations;
3. A 25 page paper linking theory and practice;
4. Additional evidence of meeting learning objectives, such as video of classroom interactions, websites, PowerPoint, overheads, etc.
Three primary components of the MAIS 798 administration/student services portfolio are the following:
1. Weekly journal entries that document learning experiences and lessons, as well as reflections and goals for problem situations;
2. Materials developed as part of the internship experience including presentations, reports, or policy memos;
3. A 25 page paper linking theory and practice;
4. Additional evidence of meeting learning objectives, such as video of meetings or interactions, websites, PowerPoint, overheads, etc.
MAIS 799 Thesis (5 - 6 credits; approval of MAIS proposal required; register by emailing: mais@gmu.edu)
The MAIS thesis demonstrates appropriate and replicable research methodology, uses primary (and some secondary) sources in a suitable manner, demonstrates analysis, synthesis of ideas, and is potentially publishable. The tone is unbiased and impartial; sentence structure, grammar, and punctuation are correct. The topic is addressed in a unique, nuanced way, and extensive understand and solid working knowledge of terms, concepts, issues in the field is demonstrated. This document may be the basis for further investigation or study.
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