Ithaca College Gerontology Institute GERO-40100 Gerontology Internship

Internship Guidelines

Course Description The six-week, 240 clock hour, summer Gerontology Internship provides students with a structured, intensive learning experience in an organization dedicated to research, planning, policy making, or service provision for older adults. An on-site professional preceptor provides supervision. Students are required to submit periodic written field reports as well as a final report about the experience.

Prerequisites GERO-29010 Fieldwork in Gerontology, GERO-31900 Aging and Social Policy, three additional gerontology or aging-related courses.

Goals The goals of the Gerontology Internship are to provide students with: contact with professionals in the field of aging; experience working on a project in an organization serving older adults; exposure to the issues and problems addressed in field of aging; experiences to assist with defining career goals; opportunities to develop professional skills; and opportunities to integrate knowledge gained in courses with real-life situations related to aging and the older population.

In most cases the 3 credit-hour internship will be completed during a six-week (240 clock hours), full time summer placement. In special cases the placement may be arranged for a longer time frame and fewer hours per week.

Evaluation This course is offered on a pass/fail basis only. A passing grade may be earned by successfully fulfilling all responsibilities outlined in the “Internship Responsibilities/student responsibilities” portion of these guidelines. The Faculty Coordinator will refer to the Preceptor’s Evaluation for information about performance of duties during the internship placement.

Types of placement organizations Possibilities for Gerontology Internship placements vary widely, and the final placement decision will depend upon the student’s interests, availability of sites, and guidance of the faculty coordinator. Possible placement sites include area agencies on aging/county offices for the aging, multipurpose senior centers, continuing care retirement communities, nursing homes, home and community based long-term care programs, hospital senior membership programs, educational programs for older adults, government agencies, research centers, and recreational programs – to name just a few!

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Because the range of possibilities is so great, students should consider the following questions before meeting with the professor to arrange the internship:

Do you prefer to have direct contact with older adults, or are you more interested in organizations that conduct research or engage in planning activities – or would you like to try to experience both in your internship if possible?

If you prefer direct contact, do you have a preference for working with the well older adult population, or with older persons with chronic illnesses and/or disabilities?

Do you wish to gain exposure to a specific type of position or skill area, such as administration/management, service coordination, research, or recreation programming?

What are your geographic considerations? Will you be living in Ithaca or at home during your internship, or do you have other possibilities?

Internship Activities During the placement students will most likely be involved in several types of activities. They will spend time becoming familiar with the organizational structure, mission and goals, and policies and procedures. They may spend time with selected individuals in various positions and departments to learn about the nature of and tasks associated with specific types of jobs. We highly recommend that students become involved with a project during their placement, in order to learn by doing and to contribute to the organization.

In many organizations everyone pitches in occasionally to help with routine tasks, and students may be asked to do the same. It is not, however, appropriate for an internship student to be used as “summer help” to fill in for individuals on vacation or to cover only routine tasks. For liability reasons, student interns are strictly prohibited from providing any personal care and may not drive clients to appointments or events. All student activities should have value as a learning opportunity, and these activities are especially meaningful when they contribute to the mission of the organization as well. We also recommend that students have a designated workspace during the time of their placement.

Internship Reports Students will submit field reports to their preceptor and the faculty coordinator on a weekly basis during the placement. The report form is included in Appendix B. Weekly reports should include evidence that students are reflecting on the placement experience, including: the contributions of the organization to older adults; the contributions the student is making to the organization; and the degree to which the placement is meeting student goals and helping the student learn and grow as an individual. Confidentiality is important -- initials or pseudonyms should always be used when clients are mentioned in reports.

A final report will be due two weeks following the final placement day. Guidelines for Student Final Reports are included in Appendix C.

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Site visits All students will be visited at their internship placement at least once during the placement unless travel distance prohibits. The Gerontology faculty member will meet with the student and preceptor to discuss the placement, tour the facility (if appropriate), and discuss with the student (in private) any concerns that have not yet been resolved.

Internship Responsibilities

The Faculty Coordinator will:

Help students find an appropriate placement organization

Visit the placement site at least once during the summer internship experience.

Make an initial contact with the organization to discuss a potential placement, and then provide the student with the future preceptor’s contact information for further discussion about details of the placement .

Be available to speak with preceptors by phone as necessary or desired.

Provide a grade based on the student’s field reports and the preceptor’s evaluation.

The Internship Preceptor will:

Develop an internship schedule that provides the student with the best possible educational experience.

Supervise the implementation of this schedule, and meet regularly with the student to discuss the student’s experiences, answer questions, provide ongoing feedback regarding the student’s performance, and discuss upcoming activities.

Notify the faculty coordinator promptly if the student fails to meet obligations or to conduct him or herself in a professional manner.

Prepare a written final evaluation of the student’s performance using the guidelines provided in Appendix D. In order to serve as an educational tool, the evaluation should be discussed with the student near the end of the student’s placement. The evaluation should be signed by the preceptor, and by the student indicating that he or she has read the evaluation and been given the opportunity to discuss any points raised therein. The evaluation should be mailed to the Faculty Coordinator within two weeks of the student’s final day in the placement.

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Gerontology Internship Students will:

Complete the Internship Application (Appendix A) and meet with the faculty coordinator early in the semester prior to the placement to discuss placement dates and potential sites.

Contact the placement site when advised by the faculty internship coordinator to confirm placement starting and ending dates and to discuss other details as necessary. Whenever possible, a visit by the student to the organization is advisable.

Adhere to personnel policies and practices of the internship organization.

Report to the workplace on time, suitably dressed, and prepared for his or her assignments.

Notify the preceptor in case of necessary absence due to illness or emergency.

Meet deadlines, fulfill responsibilities, maintain confidentiality, and handle obligations in a professional manner.

Submit thoughtfully prepared weekly field reports and the final internship report as assigned.

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Appendix A

Application for Gerontology Internship Placement

Name ______Phone (local) ______

Local Address ______Email ______

Major ______Minor ______

I have met the following prerequisites:  Gerontology Fieldwork (680-29010)

 Aging Programs and Policies (680-31900)  3 additional gerontology courses

Previous employment or volunteer experience:

What are your preferred starting and ending dates for your internship placement?:

What geographic constraints should we consider when planning your placement (will you be living at home or on campus, or do you have additional options?)

Briefly describe your career directions, interests, or specific learning objectives. These will help us find a placement that is a “good fit” for you. (use an additional sheet of paper if necessary)

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Appendix B Internship Report Format

To: Faculty Coordinator and Internship Preceptor

From: (student’s name) ______

Report Period ______to ______

(Remember to use initials or pseudonymn when referring to clients!)

I. Major activities during this period

II Meetings, discussions, or conferences in which you participated

III Major projects worked on during this period

IV Describe your most valuable experience during this reporting period

V Describe any problems you encountered

VI Additional comments or observations

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Appendix C

Final Internship Report

The final internship report, in the form of a 5-8 page paper, should be submitted to the faculty coordinator no later than two weeks following the final day of the student’s internship placement. The report should address the following:

History of the placement organization;

The organization’s mission and goals – and its contributions to knowledge about aging or to the older population;

General information about the budget and sources of funding for the organization;

The organizational structure and the formal and informal methods of communication among staff members;

The nature and extent of the organization’s collaborations with other aging organizations (including government agencies, educational institutions, health and long-term care delivery systems, and businesses);

Your observations about the organization’s major successes and challenges;

An overview of your primary activities during the placement and whether this experience provided you with insights about future career directions and/or helped you grow professionally.

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Appendix D Preceptor’s Evaluation of Student Performance

Gerontology Internship Student’s Name ______

Preceptor’s Name ______Title ______

Organization ______

Briefly describe the student’s assignments/projects.

Was there evidence that the student developed an understanding of the older population you serve, and of the mission, structure, and policies of your organization?

Please comment on the quality of the student’s performance in the following areas:

Quality of work performed

Organization

Written and oral communication

Ability to accept supervision and constructive criticism

Ability to work with others

Did the student exhibit any particular strengths or weaknesses during this placement?

How do you perceive this student’s readiness to assume an entry-level position in the field of aging, or to pursue graduate education?

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