At this moment, three individuals are about to begin an exciting experience that will result in mutual growth and fulfillment. This cooperative experience is called an internship or fieldwork. It is the bridge between the academic present and the professional future. The program offers students the opportunity to earn credits towards a degree while gaining professional work experience. The internship trio consists of the following:

The leader of this three-way partnership is the intern who will determine the framework and strive for a meaningful experience during the internship.

The second member is the leisure service professional who will serve as the agency supervisor and be the experiential guide and role model for the student.

The third individual is the faculty member who will serve as the academic internship supervisor and assists in establishing the philosophical basis of the internship.

This manual facilitates the three-way partnership. It is a composite of the efforts of former students, supervisors, and faculty who have shared the good and the bad experiences that contributed to their own internships. This Internship Manual is offered to assist the student, faculty advisor, and agency supervisor in the pre-internship preparation, internship assignment, and post-internship responsibilities. We look forward to working with you and serving as RECR Department contacts during this experience.

Deb Bialeschki, Ph.D., CPRP, Internship Coordinator

Recreation and Leisure Studies

CB# 3185, 203 Evergreen House

UNC-Chapel Hill

Chapel Hill, NC 27599-3185

moon@email.unc.edu

919-843-5088

919-962-1222

919-962-1223 FAX

www.unc.edu/depts/recreate

Introduction and Definitions 4

Goals of the Internship Experience 5

General Internship Policies and Procedures 7

Eligibility Criteria 7

Enrollment and Grading 8

Duration 9

Areas of Experience 9

Agency Selection and Student Placement 11

Roles and Responsibilities 12

Student 12

RECR Department 15

Agency 16

Default of Internship 17

Liability Statement 17

OSHA Requirements 18

Appendices

A - Application for Internship 19

B - Writing Goals and Objectives 21

C - Internship Confirmation Form 23

D - Outline for Final Internship Report 26

E - Evaluation of Fieldwork Agency 29

F - Evaluation of Intern (Mid-term) 35

G- Evaluation of Intern (Final) 38

H - NCTRC Field Placement Standards 41

I - NCTRC Certification Information 45

J – NCTRC Job Analysis Study 58

K – Insurance Information 63

Internship Timeline Inside back cover

An internship is an integral part of a student’s total educational preparation for a professional career. Through the internship, the student is provided with a supervised experience in a setting that offers recreation experiences as a direct or indirect service. The primary purpose of the internship is to provide opportunities for professional and personal educational growth for students through supervised, on-the-job experiences in recreation leadership and administration in settings such as hospitals, public park and recreation departments, and commercial enterprises. This internship manual is offered to assist the student, faculty advisor, and agency supervisor in the pre-internship preparation, internship assignment, and post-internship responsibilities.

The appropriate undergraduate sections of this manual are intended for use by majors enrolled in RECR 180-181.

The appropriate graduate sections of this manual are intended for Masters students enrolled in RECR 280-281.

DEFINITIONS

The field of Recreation and Leisure Studies offers many potential settings and opportunities for the internship experience. Throughout this manual, the term recreation profession (or professional) is interpreted broadly to include the many facets of the field including public recreation, therapeutic recreation, and private/commercial recreation. The following terms are defined to provide consistency in interpretation.

The Internship, also called Fieldwork, is the primary opportunity for students to experience practical application of leisure theories and concepts in the world of the professional practice.

The term Agency refers to one of a variety of organizations or institutions which offer programs and facilities to meet recreation and/or leisure needs. Included are: federal, state, county and municipal recreation and park departments; hospitals; mental health centers; vocational training centers; non-profit organizations; camps; churches; and commercial enterprises.

The Agency Supervisor (or Site Supervisor) is the specific staff member designated by the agency to provide direct supervision, orientation, guidance, and direction to the intern at that agency.

The Faculty Advisor is the RECR faculty member who is assigned to the specific internship student. She/he monitors the entire internship process in order to provide guidance and support to the student and the agency. She/he will also grade the final report submitted by the intern.

The Internship Coordinator is the faculty member who coordinates in general the internship program of all Recreation and Leisure Studies majors. She schedules monthly preparation meetings on campus for all potential interns and meets with ALL interns to aid in the internship site selection. The Internship Coordinator gives final approval of each internship experience.

While the major focus of the internship experience is on the operations of the agency at which the student accepts assignment, the total value of the internship takes other goals into account. By providing a vast array of learning experiences, the student, educator, and practitioner can work together to help student development as a recreation professional.

Goals for the Student Intern

For the student, the internship should:

1. Provide opportunities to engage in on-the-job application of classroom theories and techniques;

2. Offer activities that assist in the development of professional skills in the planning, organization, and leadership of a leisure service;

3. Provide challenging and stimulating tasks that entail a significant contribution to the quality of life for persons served by the agency;

4. Offer opportunities to identify strengths and weaknesses of student’s professional behavior;

5. Allow the student to experience many aspects of the professional world while under competent supervision and guidance;

6. Encourage interaction with professional practitioners in the student’s area of expertise;

7. Provide programming situations in which the student can investigate human interaction;

8. Offer opportunities to evaluate the field as a professional career;

9. Offer experiences in leading client/participant programs;

10. Provide an opportunity for administrative and supervisory experience

(Note: at the undergraduate level, this administrative experience can be observed while graduate interns should obtain direct experience)

Internship Goals Related to the RECR Department

For the Department in Recreation and Leisure Studies, the internship experience should:

1. Provide a laboratory setting for the testing and application of theoretical models;

2. Strengthen the educational process of preparing future professionals;

3. Assist in the development of a cooperative working relationship between educators and practitioners;

4. Offer a means to assess the quality and relevance of classroom courses;

5. Provide an opportunity to evaluate the student’s needs, abilities, and progress in professional development;

6. Facilitate sharing of resources and the pursuit of common goals with professional agencies and institutions;

7. Provide the faculty with up-to-date information about issues, and innovations in recreation and leisure services; and

8. Emphasize the primary educational concern of the RECR Department as the preparation of students to advance within the realm of the profession.

Internship Goals Related to the Agency

For the cooperating agency, the internship experience should:

1. Offer practitioners the chance to provide expertise related to theory and practice obtained in the classroom setting;

2. Provide the opportunity to improve in-service training for permanent employees;

3. Allow employers an opportunity to survey and evaluate prospective employees;

4. Provide an expanded ability to serve clientele through the contributions of the intern;

5. Establish opportunities for cooperative relationships which extend beyond the internship;

6. Provide a means for comparing in-class preparation of the intern with what is practiced by the agency; and

7. Offer an opportunity to be a partner in the professional

The Department of Recreation and Leisure Studies is one of the few programs in the College of Arts and Sciences that offers its majors an experience-based learning opportunity. It reflects a philosophy interwoven throughout the various course offerings to provide practical experiences as a part of professional preparation courses. Consequently, the fieldwork program is not entirely new to many students. The major adjustment is to the concentrated expenditure of time and effort on the part of all participants - the students, the RECR Department, and the agency.

Eligibility Criteria

All undergraduate interns must have satisfactorily completed RECR 10,

RECR 70, RECR 120, and RECR 130 before starting the internship. For students interested in therapeutic recreation, they must have completed RECR 175 and are encouraged to have also completed RECR 176 and RECR 177.

All graduate interns must have satisfactorily completed a minimum of one year of residency in the Master’s program (15-18 credits with at least half of the core requirements completed).

Approval for internship enrollment will be based on completion of the Application for Student Internship (page 19), the Internship Confirmation Form (page 24), Goals and Objectives (page 21), signed by the agency supervisor, and approval of the internship site by the Internship Coordinator. Potential interns (undergraduates and graduate students) are expected to take RECR 199 in the spring semester prior to interning.

Responsibility for meeting NCTRC requirements for the internship rests with the individual student. Students should read the NCTRC Candidate’s Bulletin for specific details regarding certifications of the agency supervisor, site criteria, and other pertinent information. A copy is available from NCTRC (www.nctrc.org).

Enrollment and Grading

The Internship is catalogued as RECR 180 and RECR 181 for undergraduate majors, and RECR 280 and RECR 281 for graduate students. The courses may be taken concurrently during the academic year or sequentially during the summer sessions.

The University requires that the intern be enrolled during the entire duration of the internship. If you are not registered by the first day of classes you will NOT be allowed to start your internship. In addition, you must finish BOTH RECR 180/280 and RECR 181/281 to get credit for either.

The courses result in a total of six semester credit hours (graduate students will enroll for four semester credits). The rationale for two separate courses rests mainly with the desire to evaluate fairly and accurately the student’s ability to translate acquired knowledge into practice at the operational level, and a written articulation of responsibilities and processes of the career recreation professional as well as a personal assessment of the experience.

RECR 180 and RECR 280 are evaluated on the agency supervisor’s input regarding the student’s satisfactory completion of assigned tasks and responsibilities along with the observations of the faculty advisor (when feasible). Undergraduates in RECR 180 are graded on a pass/fail basis while graduate interns receive H, P, L, or F. RECR 181 and RECR 281 are evaluated on the extent to which the student can comprehensively put into writing the experiences from the internship. Grades for both RECR 181 and RECR 281 are awarded according to the standard grading scale. An S will be awarded during the summer sessions to show satisfactory progress towards completion of the internship. An Incomplete is recorded for RECR 180 or 280 if the evaluation report from the agency supervisor does not reach the RECR department office prior to the time grades must be reported as designated by the University Office of Records and Registration. An Incomplete is also awarded in RECR 181 and 281 if the paper is not completed by the designated deadline. The grade will be changed when the requirements are fulfilled. Students are urged to convey to the agency supervisor the importance of submitting the evaluation form to the RECR Department within one week after the end of the internship.

Duration

Undergraduate and graduate interns generally enroll for the internship during the summer between the junior and senior year, although many opt for the internship as the culminating experience. Note: Students interested in meeting certification eligibility requirements for therapeutic recreation must complete at least half of the major coursework before enrolling in their internship. The appropriate time to take the internship is decided after consultation between students and their designated academic advisors.

The undergraduate intern must work full-time for a minimum of ten (10) consecutive weeks and 400 on-the-job hours. Graduate interns work full-time for a minimum of twelve (12) consecutive weeks and 480 hours. Students engaged in the internship experience should not be enrolled in any other coursework. Occasionally, a student may need an exception to this rule. In that case, the student must submit a letter to the Internship Coordinator, along with written evidence of agency support, and a statement of the reasons for the exception. A decision will be made by the faculty. While the RECR Department has no control over outside work activities of students, interns are strongly encouraged not to be employed during their internship because of potential time and energy conflicts between the intern and work demands.

For those students who will be applying for therapeutic recreation certification take note: NCTRC requires a field placement (i.e., internship) of a minimum of 480 hours over 12 consecutive weeks at one agency site in therapeutic recreation program to be eligible for certification under the academic path. When completing NCTRC’s application for professional eligibility you will be required to document and describe in your own words your internship responsibilities and duties in relation to the NCTRC National Job Analysis (Appendix H-J). Prior to contracting for and during your internship, be sure that your responsibilities include most of the duties identified in the job analysis.

Internship Areas of Experience

The internship experience is intended to provide the student with a realistic perspective on the skills and responsibilities of the recreation professional. The following description of areas should serve as a guide to assist supervisors in developing quality internship experiences. The descriptions can be adapted to the characteristics of the agency or business, and supervisors should feel free to add other appropriate and useful information.

Content Areas

Management. The intern should study and observe in action the policies and practices of the agency. This content would include legal and legislative foundations of the agency, board relations, financial budgeting and record keeping procedures, personnel and supervisory practices, general staff relations, and customer service.

Program. The intern should help plan and implement a broad program of activities and services characteristic of the agency involved. The intern should prepare program/activity plans in a systematic manner and help to carry out various types of programs.

Areas and Facilities. The intern should gain theoretical as well as practical experience in physical facility planning and operation. This experience may include long range planning as well as lay-out and operation of various types of areas and facilities. Involvement related to maintenance, equipment, and supplies is essential.

Settings

Treatment/Clinical Experiences. The intern should gain experience/exposure in the therapeutic recreation process: assessment, treatment planning, implementation, and evaluation. Specific duties may include developing recreation therapy protocols, individualized treatment plans, in-services, charting procedures, and other matters pertaining to the treatment/care of individuals undergoing therapy. Involvement in staff meetings and team meetings, where appropriate, is strongly encouraged.

Public Leisure Service Settings. The student would gain experience in dealing with public relations, attend board/commission and other community meetings, work with committees, visit individuals in the agency and community, and receive broad agency/community experiences during the internship. The internship should help the student to understand the total concept through the discussion of actual problems and situations in the operation of the agency.

Not-For-Profit and For-Profit Organizations. The general criteria for the internship applies equally to public and profit/non-profit-oriented organizations. The student would gain experience in as many aspects of the business as possible. Since businesses are extremely diverse, it is difficult to detail the types of experiences that will best meet the needs of the student. However, the intern’s goals and objectives should specifically detail the experiences which the student will receive (i.e., marketing, food services, group sales, concessions, and operations).

Agency selection is approved by the Internship Coordinator after consultation with the student. Students are strongly encouraged to locate the placement of their choice that meets the criteria for internship sites as soon as possible. To qualify as an internship site, the agency should meet the following criteria:

2. The agency should meet professional association standards for their area; meet appropriate national or state regulations for registration or certification; or have a full-time staff whose primary job responsibility is recreation services. Therapeutic Recreation students interested in certification by the National Council on Therapeutic Recreation Certification (NCTRC) must do their internship under the direct supervision of a currently certified therapeutic recreation specialist. Graduate interns should be supervised by professionals with advanced degrees or who have a minimum of 5 years of practical experience.

3. The agency should express a willingness and commitment to provide the student with a high quality internship by:

b. Providing the assigned supervisor with appropriate time for the express purpose of supervising the student;

c. Approving specific goals and objectives for the individual intern prior to the start of the internship.

d. Providing a training program to meet the learning objectives of the student, agency, and RECR Department;

e. Supplying the student with agency materials appropriate to the internship including guidelines and a prearranged schedule of assignments; and

4. If an agency uses a contract that has to be agreed upon by the University, the Agency is expected to initiate that process at the earliest possible time. Students are unable to confirm or begin an internship until the contract has been completely negotiated.

Students generally are not allowed to complete an internship with an agency for whom they have been employed. If the internship responsibilities differ significantly from the previous work opportunities, a student may submit a letter of exception to the faculty (with written support from the agency) with details defining the differences. The faculty will make the final decision regarding approval.

Agencies that have been utilized as internship sites or have indicated a willingness to take internship students, are retained in a collection of placement opportunities for internship students. These files, announcements, and computer listings can be found in the Evergreen House.

The internship program is a three-way relationship between the student, the University, and the agency. In order for the program to succeed, an atmosphere of coordination, cooperation, and communication must prevail among all three. To foster such an atmosphere, specific responsibilities of each of the participants are described below.

The Student

The student enrolled in an internship is declaring intent to become actively involved in an operational area of professional leisure services. By carefully selecting an agency suited to individual needs and interests, students can contribute to their professional growth and use this new knowledge when seeking permanent employment.

Students are required to enroll and pay all tuition and fees assessed by the University for four (graduate) or six (undergraduate) credit hours of class. An additional $25 per course fee is assessed to all students when enrolled in an internship.

Pre-internship procedures for the student include:

1. Enroll in RECR 199, section 4 during the Spring Semester prior to the internship to prepare for the internship experience.

2. Establishing eligibility for enrolling in RECR 180-181 or RECR 280-181 internship courses;

a. Obtaining a copy of the RECR Internship Manual from the Internship Coordinator and completing the "Application for Student Internship" form in the semester prior to the start of the internship (see Appendix A). This completed questionnaire will be helpful to the internship advisor when counseling the intern, and it will serve to activate the student’s internship file.

b. Making an appointment with the Internship Coordinator to begin discussing internship possibilities.

c. Notifying the Internship Coordinator of your decision on the internship site and other pertinent information.

4. Completing a resume and all internship forms within the

8. Register and pay for both RECR 180/280 and RECR 181/281.

During the internship, the student should:

1. Exhibit conduct exemplary of a member of the agency, within the policies and expectations of that agency;

2. Exhibit professional and personable conduct at all times while in contact with staff and clientele;

3. Strive towards higher levels of personal and professional growth and fulfillment;

4. Keep in close contact with the agency supervisor for decisions and actions relating to agency operations,

6. Complete an assessment of your own performance at mid-term

Additional graduate student requirements:

Post-internship procedures for the student include:

2. Make sure the agency submits its final evaluation of the intern within one week after the internship ends, and

3. Complete an evaluation of the internship experience and site (see Appendix E).

The RECR Department

The RECR Department is firm in its conviction that practical fieldwork is essential to students who want to enter the field of leisure services as a profession. Therefore, the role of the RECR Department is as a facilitator and stimulator of processes needed to insure that the internship is a positive experience for all recreation majors. The policy and practice of the RECR Department is to provide a communication flow between itself and the agency that will encourage a strong working relationship. When possible, an on-site visit will be made by the Faculty Advisor. If a visit cannot be arranged (due to distance), telephone and email communication with the student and the agency supervisor will be established.

The responsibilities of the RECR Department, the Internship Coordinator, and the Internship Advisor are to:

1. Determine a varied listing of internship sites to assist students in locating an agency;

2. Assist the student in focusing on professional and career interests;

3. Assist the student in setting realistic goals and objectives;

4. Assist in the placement of the student in an agency where goals may be achieved;

5. Arrange for all forms to be distributed early enough to allow for their return prior to any deadlines;

6. Provide the agency with information concerning its responsibilities as a participant in the internship program (each agency receives a copy of the Internship Manual);

9. Remove the student from an agency when either the agency or the intern is not suited to the program;

11. Submit permanent grades for the internship experience.

The Agency

It is essential that students be placed in agencies with well-organized,

professionally-administered programs where they can be exposed to various facets of agency services and personnel functions. Agencies should recognize that acceptance of a student intern denotes an obligation to provide the best possible environment for working and learning for the intern.

Further, the agency should:

c. Assume shared responsibility with the Faculty Advisor for relationships between the RECR Department and the agency in regard to the internship; and,

5. Provide consistent, frequent feedback to the student regarding the agency’s expectations and the students performance;

6. Provide an opportunity for the student to practice methods and techniques of direct leadership;

7. Meet the agency objectives established by the RECR Department; and

DEFAULT OF INTERNSHIP

If the successful completion of the internship experience is problematic, the agency supervisor must notify the student and the Faculty Advisor IMMEDIATELY. This notification should be done in writing to both parties and, when possible, include a conference with the student, the faculty advisor, and agency supervisor in order to identify the extent of the problem. Documentation of problem areas and strategies for change should be in evidence and shared with all three parties prior to the actual dismissal. Final removal of a student from an internship experience is the responsibility of the RECR Department.

LIABILITY STATEMENT

The University assumes no responsibility for the student’s personal liability. Agencies normally have liability insurance plans covering both staff and clients. Internship students should inquire of the agency whether liability insurance is carried or required and, if so, who is covered. The Internship Coordinator can inform the student of a low-cost insurance through the University that covers student teachers and interns. Students are responsible for making arrangements for their own insurance. (Appendix F)

While accidents and lawsuits are rare, no one is immune to liability suits. All interns are held personally accountable for their acts. Therefore, internship students are advised to become knowledgeable about legal liability.

The University accepts no responsibility for worker’s compensation nor payment of the student for services rendered. If an agency wishes to compensate the student for services, it is a matter between the agency and the students.

OSHA REQUIREMENTS

All students are held responsible for meeting any agency demands regarding training/education about applicable OSHA requirements. All interns will be encouraged to receive the Hepatitis B series of vaccinations (UNC Student Health provides these shots) and are encouraged to learn about blood-borne pathogens. A web-based training module is available at http://ehs.unc.edu/training/self_study/bbp.htm. Agencies are expected to notify the student of any related requirements and assist them in meeting the expectations.

 

---

 

Complete this application,ATTACH A CURRENT RESUME, and return it to the RECR Internship Coordinator by:

January 21, 2003 (Summer Internship);

May 2, 2003 (Fall Internship)

September 26, 2003 (Spring Internship)

(PLEASE PRINT)

Date______________________________________________________________________________

Name and PID Number________________________________________________________________

Local Address_______________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Local Phone Number__________________________________________________________________

Email Address_______________________________________________________________________

Permanent Address___________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Phone No.__________________________________________________________________________

Prerequisite Courses for Internship (Undergrads)

Course Completed In Progress

RECR 10 ______ _________

RECR 70 ________ _______

RECR 120 ________ ______

RECR 130 ________ ______

RECR 175 ________ ______(Required TR concentration course)

RECR 176 ________ ______

RECR 177________ _______

Note: Graduate Students must have one half of their coursework completed prior to their internship.

Internship Semester and Year:

Fall_____________ Spring_____________ Summer_______________

Anticipated Graduation Date (Month & Year)

Internship Wish List (preferred agency, location, or job)

1.

2.

3.

Intern’s Signature__________________________________ Date___________________________

A formal typed statement of goals and objectives must be negotiated by the intern and the agency supervisor. The finalized goals and objectives must be signed by BOTH the intern and the agency supervisor and serve as the guiding framework for the internship experience. These goals and objectives must be submitted to the Internship Coordinator PRIOR to the start of the internship experience.

Goals

A goal is a general statement of the performance expectations from your duties at the agency. A goal indicates ultimate outcomes and is general in nature. The first step in defining a performance goal is to state the general behavior you expect to exhibit in the performance of your duties. These behaviors should be those exhibited by you (the student), not your supervisor or program participants. They should be stated in terms of products (outcomes) desired, not as processes to be undertaken. There can be any number of goals stated for a given internship, but practically, determining between 3 to 7 goals is sufficient for the internship.

General Objectives

An objective is a precise statement that defines a specific behavior expected to be exhibited in the performance of duties. Objectives should be specified and should clearly define the desired behavior. Successfully meeting several objectives indicates goal accomplishment. Therefore, objectives should be viewed as a partial sample of the objectives that could have been selected as indicators of goal accomplishment. Students should identify several objectives for each goal and write very specific behavioral objectives that will describe observable, measurable behaviors related to particular duties of the internship.

Sources of Goals

The student may wish to examine four areas as possible sources of goals:

4. Skills or knowledge you wish to acquire.

Examples of Internship Goals, Objectives, and Strategies

1. To become knowledgeable about personnel policies as they relate to part time and contractual staff

Objectives:

a. By the end of the internship experience, I will be able to articulate agency policies related to personnel matters

b. I will interview all potential applicants and select

a qualified staff

c. I will develop a three-month personnel budget

for part time and contractual staff

Strategies: a. Review agency policies and EEOC and ADA standards

b. Observe and discuss interviews conducted by other agency staff

c. Develop interview questions that comply with policies

d. Conduct a minimum of three interviews with supervisor

e. Review agency budget and outline staff budget

2. To become knowledgeable about psychiatric diagnoses

b. By mid-evaluation, I will identify a minimum of three implications of selected dx for TR services

Strategies: a. Attend available agency in-service

b. Review DSMIV and discuss with supervisor

c. Review of selected treatment plans by all team disciplines

d. Review of ATRA pharmacology text and discuss with supervisor

e. Interview at least one client with each of the selected dx

 

---

 

The following information is to confirm a cooperative educational experience between the agency, the RECR Department, and the student.

(PLEASE PRINT OR TYPE))

Student________________________________________________________________________________________

Agency________________________________________________________________________________________

Agency’s Address_______________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

______________________________________________________________________________________________

Agency Internship Coordinator ____________________________________________________________________

Student’s Agency Supervisor ______________________________________________________________________

Supervisor’s phone number _______________________________________________________________________

Supervisor’s fax number _________________________________________________________________________

Supervisor’s email address

Phone number where intern can be reached at work

The RECR Department enters this agreement with the above student and agency to provide an opportunity for actual student experience in everyday operations, specifically in the areas of management, programming, and areas and facilities as addressed in the intern’s individual goals and objectives.

Summary

The following conditions must be met if full academic credit is to be awarded:

1. Minimum of 400 hours of full-time work for at least 10 weeks for undergraduates and a minimum of 480 hours of full-time work for at least 12 weeks for graduate students,

2. Satisfactory completion of student reports as evaluated by the Faculty Advisor,

3. Agency supervisor must provide a final written evaluation of intern to Faculty Advisor,

4. Willingness of student and agency to meet with their Faculty Advisor, and

5. Agency will provide student with exposure to the broad range of agency’s programs and services as well as different levels of duties and responsibilities in program planning and development, activity leadership, and management/supervision as appropriate for entry level professionals.

Learning Objectives

All students must negotiate appropriate goals and objectives with their agency supervisor and submit them for final approval by the RECR Internship Coordinator. The goals and objectives must be on file in the RECR Department before the student will be allowed to start the internship.

Internship Agreement Specifics

The University of North Carolina through the Department of Recreation and Leisure Studies agrees to award six (6) semester credits of RECR 180/181 (undergraduate) and four (4) semester credits of RECR 280/281 (graduate) to ________________________________________ (student) upon satisfactory completion of the intern program beginning ___________ (date) and terminating ______________ (date), which includes submission of emailed reports during internships, the Final Internship Report, and an evaluation of the agency. The student is expected to work hours per week for consecutive weeks. The grades, determined by the RECR advisor, will be based on advisor and agency supervisor evaluations and the student report.

It is agreed that (agency) will extend to the intern an opportunity to actually experience the areas of their operations. Where pay is involved, the final arrangement will be made between employer and student. The agency agrees to provide appropriate supervision of the intern, to evaluate the student and send the evaluation to the faculty advisor no later than one (1) week after completion of the internship experience by the student.

This agreement can be terminated at any time by mutual consent of the agency supervisor, RECR advisor and the student. We agree to the previously stated guidelines and criteria put forth in the Internship Manual.

SIGNATURES OF:

____________________________________________(Student Intern)________________________Date

____________________________________________(Agency Supervisor)____________________Date

_______________________________________(RECR Internship Coordinator)____________Date

Student Addresses,Phone Numbers, & Email

Campus Address______________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________

At this address until___________________________________________________________________________

Campus Phone Number ____________________________________________________-___________________

Email Address________________________________________________________________________________

Internship Address____________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

At this address from_________________________________ to_______________________________________

Internship Email Address______________________________________________________________________

Internship Phone Number______________________________________________________________________

Parents'/Partner Phone Number (for emergencies):_________________________________________________

Copies of this confirmation will be made available by the RECR Internship Coordinator for interested parties. The original will be kept on file in the RECR Department office on the campus of UNC-Chapel Hill.

 

---

 

The emphasis during the internship is on a learning experience that will provide a meaningful contribution to the professional preparation of the student. One aspect involves "on the job" experience in an area of professional interest (RECR 180/280). The second part consists of reflection and synthesis of those experiences in written formats (RECR 181/281).

The outlines are to guide you as you organize your descriptions of the setting in which you did your internship and reflect on the experience in the areas specified in the outlines. This year interns will submit bi-weekly reports as well as a culminating paper after the internship is completed. Students are expected to provide the specific information from the agency as well as their evaluative opinions based upon their observations during the internship experience.

Students are expected to obtain documents, agency information, and other supportive materials that will help address the issues in the reports and culminating paper. These materials can be added as Appendices in the culminating paper or in some cases attached to emails for the weekly reports. Interns are encouraged to keep a personal journal that includes perceptions, reactions, concerns, and "kudos" that may be helpful in these reflective papers.

Bi-weekly Reports

The reports submitted every two weeks are intended to provide the student with focused topics on which to describe, process, and reflect for that week of the internship. Students should illustrate their perceptions and critiques with personal examples, attached materials, or other kinds of materials. These reports should address the outline issues with succinct yet detailed information and reflective thinking and should be emailed to the student’s faculty internship supervisor at the end of each bi-weekly period of the internship. These reports will be evaluated and contribute to the overall grade for the course. Students should save a duplicate coppy of the report and materials to be included as an Appendix in the final paper. The evaluations of these reports contribute 30% to the final paper grade.

The following schedule indicates the topics by week to be addressed by the intern:

#1:

Week 1: Agency philosophy/mission/vision statements; goals and objectives of overall agency and the intern’s unit

Week 2: Organizational structure (org charts, job descriptions, etc); policy-making arrangements and procedures (boards, commissions, etc.; Special Project Description (Nature and scope of project)

#2:

Week 3: Clientele served (numbers, sociodemographics, etc)

#3:

Week 5: Areas and facilities (descriptions, development, maintenance, security); update on Special Project progress (description); update on progress for meeting internship goals and objectives

Week 6: Risk management (liability, accident reports, insurance, risk mgmt. plan)

#4:

Week 7: Promotion/marketing (pricing or justification of participant inclusion, marketing plans, etc.

Week 8: Personnel (recruitment, training opportunities, promotion/retention, benefits, volunteers, etc.); benefits, volunteers, etc.); update on Special Project progress (Evaluation)

#5:

Week 9: Types of programs offered by agency and intended benefits

Week 10: Program planning and evaluation procedures (planning process and intern’s role, evaluation includes procedures for program, facilities, and personnel)

**If internship is longer than 10 weeks, no weekly report is needed for the remainder of the experience.

Culminating Paper

After the internship has been completed, the intern will submit a formal paper that addresses the cumulative and summative aspects of the experience. Interns’ should continue to provide personal observations and critiques throughout each of the sections of this paper as they have done in the weekly reports. The following paper outline should guide the intern in this process.

A. Table of Contents

B. Overview of the internship (one page description of agency, location, major duties)

C. Leadership Experiences

1. Group/individual leadership undertaken by the intern (be explicit)
2. Programs planned and/or lead by the inter

D. Treatment Process (TR only)

1. Referrals

2. Initial contact, assessment

3. Treatment plans

4. Treatment team meetings

5. Contact notes/documentation

6. Discharge summary

7. Quality assurance

E.Professional Development

1. Orientation process and sessions
2. Workshops, conferences, seminars, meetings, etc
3. In-service training

F. Summary of Special Project (include support materials)

G. Self-Analysis of Internship Experience

1. Evaluation of intern’s goals and objectives
2. Accomplishments
3. Problems and difficulties
4. Professional growth, development of competencies, and professional image
5. Recognition of strengths and weaknesses with suggestions for self-improvement
6. Relationships with supervisor, co-workers, clients/participants
7. Future career interests

H. Recommendations to Dept. of Recreation and Leisure Studies and Agency

I. Synthesis of Practical and Classroom Experience (For Graduate Students ONLY!)

1. Application, appropriateness, and integration of knowledge, attitudes, and skills acquired in classroom in regard to practical responsibilities and skills in internship
2. Transition of "theory into practice"

J. Conclusion and Summary

K. Appendices (must be specified in the paper and includes the bi-weekly report)

APPENDIX E

STUDENT __________________________________________________________________________________

AGENCY___________________________________________________________________________________

Please give your opinion on the questions listed below, ranking your responses from 1-5 with 1 indicating the highest score and 5 the lowest, or NA (not applicable).

AGENCY QUALIFICATIONS

Definitely......................Somewhat...................DefinitelyNot..................NA

l. Does the agency have recognized standing in the state and/or community?

2. Does the agency receive community support and approval?

3. Does the agency have adequate areas, facilities and equipment to conduct

its programs?

4. Does the agency adhere to high standards of employment practices

(i.e., adherence to standards by state and national professional organizations)?

5. Does the agency employ a professionally prepared staff?

6. Does the agency employ adequate staff to supervise student interns?

7. Does the agency provide a clear definition of the intern’s responsibilities?

8. Did the agency have previous experience with student interns?

Additional comments on the above section:

INTERN ORIENTATION

 

9. Were you, as an intern, introduced to the staff in a manner that insured your professional status?

10. Was the internship program explained to the staff?

11. Were your responsibilities clearly identified?

12. Did the agency provide in-service training?

13. Were you provided with existing materials, facilities, and/or equipment?

14. Were you provided with adequate guidance?

Additional comments on the above section:

INTERN OPPORTUNITIES

15. During your internship, were you helped to gain an understanding and

appreciation of the role, duties, and responsibilities of a full-time practitioner?

16. Throughout your internship, were you provided with

experiences to assist in discovering your strengths and weaknesses

as a professional practitioner?

17. Were you given the opportunities during the internship to field test

theories, concepts, and philosophies developed and/or acquired through

classroom experience?

18. Were you included in staff meetings?

19. Were you involved in a variety of programs offered

by the agency?

20. Were you involved in the planning process within

the agency?

21. Were you able to perform a variety of duties within

the agency?

22. Were you able to use a variety of leadership roles

and/or techniques?

Additional comments on the above section:

INTERN SUPERVISION

23. Were you observed by your agency supervisors as often

as possible during on-the-job activities?

24. Were there regularly scheduled meetings between intern and supervisor?

25. Were suggestions provided for improvement, if needed?

26. Was the feedback from the supervisor constructive?

27. Were you given an final evaluation at the end of your internship?

Additional comments on the above section:

OVERALL IMPRESSIONS

28. Did working at your agency expand your knowledge of the recreation field?

29. Could your experiences be helpful in your future in the recreation field?

30. Did your involvement with the agency encourage or discourage your pursuit of

a career in recreation management or recreation therapy? Why?

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

INTERN EXPERIENCES

Please give your opinion on the questions listed below, ranking your responses from 1-5 with 1 indicating the highest score (AMPLE) and 5 the lowest (NONE), or Not Applicable (NA).

Exposure:

AREA .......................................................AMPLE........................................................... ADEQUATE................................. NONE........................(NA)

Policies and Regulations

Administrative Procedures

Staff Relations

Programs and Activities

Public Relations

Maintenance Procedures

Financial Aspects

Purchasing Procedures

Legal Aspects

Record Keeping

Additional comments on the above section:

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

_____________________________________________________________________________________________________

INTERN ___________________________________________________________________________________________

AGENCY___________________________________________________________________________________________

AGENCY SUPERVISOR DATE_________________________________________________________________________

This evaluation should be made with care for the interest of the intern. The intern’s strengths and weaknesses should be carefully assessed. Be as accurate and objective as possible. Consider the total internship experience rather than isolated incidents for the basis of your evaluation. Please share the evaluation with the intern.

The following categories should serve as a guide in completing the evaluation report:

5 = Superior (demonstrates above average professional competencies)

4 = Good

3 = Satisfactory

2 = Needs Improvement

1 = Unacceptable

0 = Do Not Know

A. PROFESSIONAL PERFORMANCE

________Establishes work goals

________Achieves goals

________Displays ability to organize people and resources

________Completes tasks on or before due date

________Displays a marked capacity for work and production

________Possesses skills commensurate with academic degree

________Displays an increased skill level in all functions and areas

________Critically evaluates own performance and quality of work

________Motivates others

________Displays ability to lead and direct

________Conducts self well before groups

________Displays ability to orally communicate ideas

________Strives for quality in written expression

________Gains and holds respect and confidence of clients/patients/participants

________Gain and holds respect and confidence of co-workers

________Demonstrates initiative in developing and conducting a program

________Recognizes problems and proceeds on own initiative

________Delegates responsibility effectively

________Produces effective solutions to disciplinary problems

Other noted performance traits_____________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

B. Professional Knowledge

________Displays an initial basic knowledge and understanding of profession

________Has displayed growth in knowledge and understanding of profession

________Applies knowledge in a practical way

________Thinks independently

________Possesses a wide variety of interests

________Displays desire to expand scope of interests

________Understands group/patient needs and is sensitive to them

Other noted knowledge traits_____________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

C. Professional Behaviors

________Is enthusiastic

________Is cheerful and friendly

________Exhibits a tasteful personal appearance

________Maintains good health habits

________Is courteous

________Employs quality voice and speech presentation, tone and inflection

________Displays mature judgment

________Displays sense of humor

________Is persistent

________Displays concern for others

________Is resourceful

________Is flexible

________Displays diplomacy in relationships with colleagues

________Even tempered

________Has no distracting or irritating mannerisms

________At ease with people of different ages and background

________Shows imagination and creative thinking

________Displays zeal for the profession

________Accepts assignments willingly

________Shows willingness to learn

________Understands, follows and upholds agency rules and regulations

________Accepts suggestions and criticisms willingly

Other noted professional behaviors_________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

SUPERVISOR: Please make any additional comments, recommendations or suggestions that you may have.

Intern’s Strong Points:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Intern’s Weak Points:

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

Additional Comments or Recommendations:___________________________________________________________________

____________________________________________________________________________________________________

____________________________________________________________________________________________________

INTERN________________________________________________________________________________________

AGENCY_______________________________________________________________________________________

AGENCY SUPERVISOR___________________________________________ DATE__________________________

This evaluation should be made with care for the interest of the intern. The intern’s strengths and weaknesses should be carefully assessed. Be as accurate and objective as possible. Consider the total internship experience rather than isolated incidents for the basis of your evaluation. Please share the evaluation with the intern.

The following categories should serve as a guide in completing the evaluation report:

5 = Superior (demonstrates above average professional competencies)

4 = Good

3 = Satisfactory

2 = Needs Improvement

1 = Unacceptable

0 = Do Not Know

A. PROFESSIONAL PERFORMANCE

________Establishes work goals

________Achieves goals

________Displays ability to organize people and resources

________Completes tasks on or before due date

________Displays a marked capacity for work and production

________Possesses skills commensurate with academic degree

________Displays an increased skill level in all functions and areas

________Critically evaluat