The model delineates a three-phase experience, progressing from general to specific endeavers. General exploration is encouraged during the guidance phase, followed by increased direct involvement through observation during the mentorship phase, with specific work experience coming finally at the internship site. (DLS)

Supervising new counselors is a serious and important task; the quality of initial supervisory experiences on the development and competence of a counseling intern or new counseling professional may directly impact that individual's subsequent effectiveness with clients. With the increasing practicum/internship requirements recommended by the…

Outlines a transactional model for addressing the underrepresentation of key areas in advanced clinical courses in human behavior in the social environment (HBSE), looking at social work's understanding of the biological and spiritual aspects of human beings. The transactional model is distinguished from other reductionist or interactionist models…

This manual, intended for community agency personnel who supervise students in undergraduate field placements, presents suggestions to aid the supervisor in providing the student with a valuable and rewarding experience which will also be of value to the agency. Issues are presented in sections reflecting the common sequence of events in a…

The Pre-Professional Laboratory Experience course is a semester-long early field experience involving prospective teacher education candidates in routine classroom activities and observation experiences on the elementary and secondary level. The set of handbooks which was developed to accompany the course includes a student handbook, a supervising…

The University of Oklahoma's Price College of Business has implemented an integrated core curriculum that relies on engaging students in business-world experiences to provide a conceptual basis for integration of a wide range of concepts. Experience is gained through two projects--creation and management of a start-up company (funded by a loan)…

The manual is designed to encourage school districts to use community resources to expand educational opportunities for gifted students. Suggestions for planning such community enrichment programs address locating and screening resources, developing community relationships, and integrating resources into the instructional program. Examples of ways…

The importance of evaluating student interns as part of a regular performance appraisal system for all employees is discussed, along with the role of the internship coordinator or faculty sponsor. The first step is deciding what should be measured: interns' personal characteristics, job performance, and results. The most useful form of performance…

Student teachers are seen to progress through three stages of concern, and many do not reach the third stage during student teaching. Implications for supervising teachers are presented. A principal responsibility for student teacher development lies with supervising instructors. (MP)

Objective-oriented management for a cooperative program in a postsecondary institutional setting is relatively easy to articulate but requires much patience and energy to implement. Basically the design for objective-oriented management consists of five distinct activities, including goal setting, policy formation, and evaluation. (LRA)

Presents strategies for planning a successful cooperative education experience. The potential of a cooperative education program can be realized only if the expectations and responsibilities of the industry, the university and the students are recognized and realistically balanced. (Author/WB)

Sources for additional information about cooperative education are provided. Approximately 40 books, reports, and articles are listed, along with four agencies and professional societies and information about grants from the U.S. Office of Education. (LBH)

This handbook is a comprehensive guide to the supervision of the intern for all positions with school administrative responsibilities: principal, superintendent, and middle administrator. It consists of eight sections, the first five of which are introductory, explaining the concept of the internship as a performance-based evaluative technique and…

The application of structural-developmental theory to experiential education practice is discussed. The theory is based on the concept of stages, which are structurally whole, internally consistent systems of thought that organize the individual's understanding of, feelings toward, and actions on the world. Stage theory presents the image of an…

Designed for university educators, a 34-item checklist for improving the quality of student internships and field experiences is provided. The content of the checklist is based upon comprehensive evaluation results gathered from post-internship students, agency personnel, and university staff. Topics on planning for seminar experiences and field…