The community internship – a cohesive collection of placement interventions

Patrick, CJ; Webb, F; Peters, M; Trede, F

The community internship – a cohesive collection of placement interventions

Patrick, CJ Webb, F Peters, M Trede, F

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Publisher:: Springer
Publication Type:: Chapter
Citation:: Enriching Higher Education Students' Learning through Post-work Placement Interventions, 2020, 28, pp. 103-118
Issue Date:: 2020-01-01

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Field	Value	Language
dc.contributor.author	Patrick, CJ
dc.contributor.author	Webb, F
dc.contributor.author	Peters, M
dc.contributor.author	Trede, F https://orcid.org/0000-0002-6638-2609
dc.date.accessioned	2021-02-02T22:14:02Z
dc.date.available	2021-02-02T22:14:02Z
dc.date.issued	2020-01-01
dc.identifier.citation	Enriching Higher Education Students' Learning through Post-work Placement Interventions, 2020, 28, pp. 103-118
dc.identifier.isbn	978-3-030-48061-5
dc.identifier.uri	http://hdl.handle.net/10453/145741
dc.description.abstract	© Springer Nature Switzerland AG 2020. Work-integrated Learning (WIL) is an approach that higher education institutions in Australia adopt to support students in developing their professional skills (Patrick et al., 2008). It is considered one of the most effective ways of preparing students for the workplace (Goulter & Patrick 2010). However, when the structured work placement format is applied to the design of a service-learning (SL) experience there are opportunities for deeper and broader development than just students’ professional identities. Such an approach enables Universities to achieve the goal of supporting students to become more than “just trained workers” to become “human beings” in the fullest sense of those words with “good citizenship” being the outcome (Palmer P, Zajonc M, Scribner M, Nepo M, The heart of higher education: a call to renewal. Jossey-Bass, 2010). The Community Internship Course is a SL program structured as a WIL shell course which accommodates students from any discipline, working in a range of not-for-profit organisations. This course has been designed to raise students’ awareness of their growing identity, both professional and personal, resulting from their community-based experiences. Although there are many opportunities there has been no explicit way in which to measure this awareness and transformation. This chapter explores how this course is made up of a cohesive collection of placement interventions and proposes a possible strategy to address this gap and further embed awareness of professional and personal growth in the course. It discusses how through its design this strategy can act as an intervention tool through facilitating students to evaluate their perception of their own development
dc.format.extent	15
dc.language	en
dc.publisher	Springer
dc.relation.ispartof	Enriching Higher Education Students' Learning through Post-work Placement Interventions
dc.relation.ispartofseries	Professional and Practice-based Learning
dc.relation.isbasedon	10.1007/978-3-030-48062-2_6
dc.rights	info:eu-repo/semantics/closedAccess
dc.title	The community internship – a cohesive collection of placement interventions
dc.type	Chapter
utslib.citation.volume	28
utslib.for	130108 Technical, Further and Workplace Education
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
pubs.organisational-group	/University of Technology Sydney
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2021-02-02T22:13:53Z
pubs.place-of-publication	Switzerland
pubs.publication-status	Published
pubs.volume	28
dc.location	Switzerland

Abstract:

© Springer Nature Switzerland AG 2020. Work-integrated Learning (WIL) is an approach that higher education institutions in Australia adopt to support students in developing their professional skills (Patrick et al., 2008). It is considered one of the most effective ways of preparing students for the workplace (Goulter & Patrick 2010). However, when the structured work placement format is applied to the design of a service-learning (SL) experience there are opportunities for deeper and broader development than just students’ professional identities. Such an approach enables Universities to achieve the goal of supporting students to become more than “just trained workers” to become “human beings” in the fullest sense of those words with “good citizenship” being the outcome (Palmer P, Zajonc M, Scribner M, Nepo M, The heart of higher education: a call to renewal. Jossey-Bass, 2010). The Community Internship Course is a SL program structured as a WIL shell course which accommodates students from any discipline, working in a range of not-for-profit organisations. This course has been designed to raise students’ awareness of their growing identity, both professional and personal, resulting from their community-based experiences. Although there are many opportunities there has been no explicit way in which to measure this awareness and transformation. This chapter explores how this course is made up of a cohesive collection of placement interventions and proposes a possible strategy to address this gap and further embed awareness of professional and personal growth in the course. It discusses how through its design this strategy can act as an intervention tool through facilitating students to evaluate their perception of their own development

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http://hdl.handle.net/10453/145741