Internship and Workforce Services - Valencia College · 2015-09-23 · P a g e 2 TEAMS - INTERNSHIP...

R E D E S I G N R E P O RT

I N T E R N S H I P A N D

WO R K FO RC E S E RV I C E S

S E P T E M B E R 2 0 1 5

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TABLE OF CONTENTS

PAGE

TEAM - INTERNSHIP REDESIGN ................................................................... 2

PROBLEM/ISSUE ........................................................................................ 2 Overview Enrollment Data 2013-2015

WORKING THEORY ..................................................................................... 3

EVIDENCE .................................................................................................. 3 2015/16 A.S. Degree Program Requirements for Internships ............................... 3

Skill Sets Required for Employability and Soft Skills .......................................... 4

Potential Content for New and Revised Courses for Work-Based Learning ...... 5

Disciplines and Program Areas Collegewide ......................................................... 6

Student Internship Enrollment Data for Summer 2013-30 - Fall 2015 .................. 6

Distribution of Grades .............................................................................................. 9

Evidence from External Analysis Focus .............................................................. 10

PROPOSED SOLUTIONS - - GOALS/EXPECTED OUTCOMES ......................... 11 Findings .................................................................................................................. 12 Recommendations ................................................................................................. 12 Goals/Outcomes – Methods and Processes To Apply for Solutions................ 12

TEST & MEASURES .................................................................................. 17

RESOURCES ............................................................................................ 17

OBSERVATIONS ....................................................................................... 17

LEARNING/INSIGHTS ................................................................................. 17 NEXT STEPS ............................................................................................ 17

Implementation Plan ............................................................................ 18

APPENDIX ................................................................................................ 22

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TEAMS - INTERNSHIP AND WORKFORCE SERVICES REDESIGN TEAM The work of the project was conducted with a Core Team of 25 with collegewide representation including

representatives from all campuses.

Also, discussions were held with all Deans of A.S. degree programs in two meetings and in smaller groups of

Deans throughout the project.

CORE TEAM - Collegewide

Faculty of General Education and Career/Workforce Education (Recommended by Faculty Assn.)

Academic Advisor and Career Program Advisors of all campuses (Recommended by Student Affairs)

Deans of all campuses representing General Education and Career/Technical Education

(Recommended by Campus Presidents and IAC)

Director of Assessment

Director of NSE

Director/Coordinators of Internship & Workforce Services of all campuses

AVP of College Transitions - Student Affairs

AVP of Career & Workforce Education

Other Staff

Task Teams: There were three Task Teams that addressed areas of Students, Faculty, and Employers.

Members of the Teams are included on Appendix Page 24

OVERVIEW

The Internship & Workforce Services (IWS) is part of the Career and Workforce Education Department at Valencia

College and has provided active learning and workplace experiences to students since 1996. IWS provides

services to students on all five campuses who are pursuing a Certificate, Associate in Science and/or an Associate

in Arts degree.

Valencia Internship Coordinators’ job function includes both the student and employer engagement and

recruitment for all program and discipline areas at all of the campuses.

PROBLEM - ISSUE The review addressed the purpose, practices and processes currently being applied for Internship & Workforce

Services to recommend new opportunities and strategies for growth and improvement for student learning while

providing enhanced services to the business/industry workplace in Orange and Osceola counties.

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WORKING THEORY - PROCESSES APPLIED BY TEAM The work was conducted by a Core Team and three Task Teams. Reviews were conducted by the Task

Teams and discussed with the Collegewide Team. The Teams examined current processes, data, and

documents to determine their findings and recommendations. The Team believed that addressing the

Purpose, Practices and Processes of each of the following areas would provide new opportunities for

growth and improvement for student learning. Also, the work would reveal areas needing changing to

provide consistency and potential new options in the implementation of content and outcomes of courses

and programs to address the needs of students and the workplace:

Recruitment Process for Employers Recruitment Process for Faculty Teaching Internships Recruitment Process for Students Enrollment Data of Students Grading Process and Award of Grades Interaction with Faculty and Department Deans Interaction with Students Interaction with Employers Web Site for Internship Placement Services for Valencia Graduates/Completers

As part of the review process, three types of Focus Groups were conducted including Students, Faculty, and Employers. Surveys were also conducted with two groups including faculty and employers. Focus Groups - Appendix Page 25; Surveys - Appendix Page 33

EVIDENCE 2015/16 A.S. DEGREE PROGRAM REQUIREMENTS FOR INTERNSHIPS

In 2015/16 college catalog, there are 38 A.S. programs:

11 A.S. degree Programs requiring internships 9 A.S. degree programs offer internships as an elective 8 A.S. degree programs has no internship requirement or elective 10 A.S. degree programs, such as health sciences, require and apply work-based experience

Practicums within many of their courses.

Discipline

Required

Elective

Not Required & No Elective

Other Work-Based

Requirements

Total

Arts & Entertainment 4 1 5

Business, Accounting & Office Admin 5 1 1 7

Engineering & Construction Tech 5 5

Information Technology 2 2

Health Sciences 2 8 10

Hospitality & Culinary 4 4

Landscape & Horticulture 1 1

Public Safety & Paralegal Studies 1 2 1 4

TOTAL 11 9 8 10 38 Currently, approximately one third of the students completing an internship are in programs requiring internships. Also, the Internship Coordinators connect with programs and disciplines on all campuses - - seeing the listing of programs/discipline areas - Appendix Page 23

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PROGRAM REQUIREMENTS - INTERNSHIP & SKILL SETS REQUIRED: - - EMPLOYABILITY & SOFT SKILLS In reviewing several of the courses within A.S. degree programs, it reflected that employability skills and soft skills were not specific competencies and outcomes of courses within all programs. These Skill Sets included areas such as: teamwork, logical processing in planning of projects and organization, career profiles and understanding of strengths, skills and goals, interview techniques and skills, problem solving, communication, current trends of industries, business culture and expectations and others. Some of the Skill Sets were included in a variety of courses within some programs, some of the skills were obtained through various resources which were based on student interest, and specific skills and instructional materials were not a requirement of most program areas. From interaction with employers and reports from the Task Force on Employers, it was reflected that employers indicate a need for these Skill Sets from which they determine the hiring of an individual in an interview process and the ability for an individual to retain their job once hired.

Observations: Feedback from employers indicate that students need enhanced employability skills and soft skills to

obtain and retain jobs as well as the need for more understanding of job requirements they will be seeking.

All A.S. degree programs need to be reviewed to consider adding a requirement of a new proposed course in Career Prep (two credit hours) and at least one credit hour of the Internship revised course to the program to address employer needs and requirements. There is awareness that some programs required length of credit hours have been reduced.

The Internship course needs to be revised to meet the challenges of student’s education, work and life schedules by providing multiple options of work-based learning experiences available to ensure student’s ability to participate.

In revising the current Internship course, the number of hours required for the student’s work-based experience(s) needs to be variable to reflect a range of hours in which students are required to participate.

The next page is a proposed draft of the content for new and revised courses to include the employability soft skills in Career Prep new course and to add various Work-Based Learning options to the current Internship course.

New Course - Career Prep

Revised Course – Internship with Options of Work-Based Experience

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Potential Content for New Course “Career Prep” and Revised Internship with Options of Work-Based Learning Experience

To apply, connect, and extend academic theory and competencies to build networking

opportunities and participate in learning experiences related to the workplace.

Career Prep

2 Credits

(2 Contact

Hours)

Program and

Discipline

Based

• Define your purpose and interests related to your career and educational goals

• Develop an Education Plan related to a career path program and goals

• Students will connect with a Career Program Advisor related to their career path

program

• Communication - organizing and expressing ideas concisely; speaking

clearly; proficient of business/industry language

• Problem Solving - research and select relevant information to solve a problem;

analyze issues for underlying causes, assess options, propose solutions, think

sequentially, critique and synthesize information

• Adjust to new situations; map out ideas to an action plan; identify innovation options

• Learn to communicate your attributes that are positive in working with others • Adaptability, loyalty and commitment, ability to deal with pressure, honesty and

integrity, commonsense, enthusiasm and motivation, reliability, sense of humor

• Teamwork - working with a team and achieve a goal; share information, support and

empower other team members; respond constructively to opinions of others; assess

your ability to participate as a team member

• Logical Processing; initiative; planning; plan projects; organizing

• Review career profiles

• Understand current trends and develop information related to trends to share with

others through forms of presentations

• Learn business/industry language’ and culture

• Portfolio building

• Identify and review your strengths, skills, interests, & goals

• Identify references; build and prepare a resume; prepare a cover letter

• Demonstrate interview skills

Internship Work-Based

Learning Options

1 Credit (2 Contact

Hours)

Program and Discipline

Based

Repeatable Credits up to 4 Credits

Options - participate in learning experiences related to the workplace: • Participate in a on the job work-based experience OR a combination of:

• Participate in job shadowing experiences

• Research specific career opportunities, functions, requirements, and salaries

• Research career opportunities for three businesses within specific areas in

which you are planning to work

• Interview individuals in the workplace to learn more about job functions

• Relate how learning experiences relate to planned career field

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DISCIPLINES AND PROGRAM AREAS COLLEGEWIDE The following are the number of programs/specializations and disciplines areas:

AS AA Campus Degree Degree

East 46 Program and Discipline Areas 17 29 Osceola 35 Program and Discipline Areas 10 25 West 51 Program and Discipline Areas 22 29

Total 132 program and discipline areas

Coordinators currently connect with 84 Faculty Internship Supervisors at the following campuses. The faculty are currently responsible for developing learning outcomes with students and monitor the student’s internship experiences.

Faculty Supervisors:

East 29 Lake Nona 2

Osceola 27 West 24 Winter Park 2 Total 84

Also, the IWS Director’s primary responsibility is to oversee the implementation of the program including internship

curriculum and program development. Full-time and part-time staff support and interact with the students,

employers and faculty/staff to recruit and support the program. Employers provide the active learning experiences

based on the program and discipline area of the eligible student. IWS uses Navigator software, powered by

Symplicity, to provide an online application and eligibility process. Once the student is approved and registered,

students can begin the search for internships and submit their resumes to internship employers with assistance of

IWS staff. Also, there is a limited amount of resources available for graduates to use in searching for job

placement opportunities.

OBSERVATIONS: With 132 programs including specializations and discipline areas, Internship Coordinators are needed

for more direct contact with students and faculty/deans With the need for more contact on campuses with students, faculty and deans, a more consistent

process of connecting to employers is needed to increase more work-based learning experiences with students – a position for Employer Relations is needed to connect with the community and employers in creating work-based experiences for Internships. It is recommended that this position be requested as a new component of the Internship & Workforce Services Department by addressing the need through the use of Perkins funds.

With the request that more types of on-the-job experiences, positions will be needed to enhance more work-based learning experiences, a new organization “Way Up” contacted the Team through Dr. Shugart with a new partnership opportunity for placement services. The Team recommended the new partnership and a contract was recently signed. Way Up work with Valencia to assist in providing job opportunities for Internships and A.S. degree graduates at no cost to the college nor to students. IWS staff will need to further develop the process for this new resource to be operational and functional.

The Employer Relations staff will be able to provide suggestions for new advisory committee members for the A.S. degree program areas.

Also with the need for positions and work-based experiences, there is a need to provide more awareness and visibility of the resources available at CareerSource.

Student Internship Enrollment Data for Summer 2013-30 through Fall 2015 The analysis and observations on the next page is from the data chart on Page 8. The data provided the team the ability to observe the processes and impacts in which students were involved from inquiry to completion of an Internship course.

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STUDENT ENROLLMENT DATA: (See Data Chart on Next Page) For Summer 2013-30 thru Fall 2015-10, the student data reflects the following:

A. Out of 2,410 students who applied for Internships collegewide, 459 (19%) students did not meet the pre-requisite requirements. B. Of the 1,606 students who are eligible collegewide, 419 (26%) students did not attend Internship Orientations. C. Of the 1,188 students who completed Internship Orientations, 882 (74%) students registered for an Internship. D. Of the 1,606 students who applied and were eligible 882 (55%) students registered for an Internship.

OBSERVATIONS: Students may not be aware of requirements and course pre-requisites for internships in various disciplines. Application and Registration process needs to be re-defined and simplified with a visual of Steps for Internship - Appendix Page 49 More Internship Orientations are needed to accommodate a larger number of students. Student Follow-ups are needed for those not attending Internship Orientations. Student Follow-ups are needed for those not registering after Internship Orientations. Internship Coordinators need more time to work directly with students.

Applied for Internship with Unmet Pre-Requisites Completed Orientation and Registered for Internship

Chart A Campus

# Applied

# Unmet Pre-Requisites

% Unmet Pre-

Requisites

East 803 156 19%

Osceola/Lake Nona 505 68 13%

West 1,102 235 21%

Total - Collegewide 2,410 459 19%

Eligible and Not Attending Internship Orientation Eligible and Registered for Internship

Chart C Campus

# Completed Orientation

#

Registered

%

Registered

East 355 268 75%


West 535 394 74%


Chart B Campus

# Eligible

# Not Attending

Orientation

% Not Attending

Orientation

East 449 95 21%


West 813 278 34%


Chart D Campus

# Applied & Eligible

# Registered

% Registered

East 449 268 60%


West 813 394 49%


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INTERNSHIP DATA - APPLICANTS - ELIGIBLE - INTERNSHIP ORIENTATION – REGISTERED (SUMMER 2013-30 THRU FALL 2015-10)

WEST (2.0 FT)

Applicants Not Pursuing

Did Not Meet

Pre-Reqs

On hold Eligible Completed Orientation

Registered No Orientation

Did Not Register

Registered then Drop

Deleted

Registered but CAC

Fall 2015-10 240 7 60 0 171 106 (62%) 81 (76%) 67 (38%) 26 5 0

Summer 2014-30 215 3 47 0 165 113 (68%) 79 (70%) 52 (32%) 30 6 0

Spring 2014-20 177 2 26 0 149 104 (70%) 77 (74%) 45 (30%) 18 8 0

Fall 2014-10 254 5 59 0 190 120 (63%) 98 (82%) 70 (18%) 28 5 0

Summer 2013-30 216 19 43 18 136 92 (68%) 59 (66%) 44 (34%) 30 5 0

Total - WEST Campus 1,102 36 235 18 813 535 394 278 132 29 0

%Total - WEST Campus 3% 21% 2% 74% 66% 74% 34%

% of Total volume 51%

EAST (1.5 FT)


Did Not Meet

Pre-Reqs



Did Not Register


Deleted

Registered but CAC

Fall 2015-10 137 8 26 28 74 56 (75%) 43 (77%) 19 (26%) 10 6 0

Summer 2014-30 133 0 21 33 79 61 (77%) 42 (69%) 18 (23%) 16 3 0

Spring 2014-20 177 2 26 0 149 104 (70%) 77 (74%) 45 (30%) 18 2 0

Fall 2014-10 167 23 39 23 82 71 (87%) 45 (63%) 11 (13%) 25 5 0

Summer 2013-30 189 35 44 39 65 63 (97%) 61 (97%) 2 (3%) 5 4 0

Total - EAST Campus 803 68 156 123 449 355 268 95 74 20 0

%Total - EAST Campus 8% 19% 15% 56% 79% 75% 21%


OSCEOLA/LAKE NONA (1.5 FT)


Did Not Meet

Pre-Reqs



Did Not Register


Deleted

Registered but CAC

Fall 2015-10 103 13 17 0 80 51 (63%) 43 (81%) 29 (36%) 3 11 5

Summer 2014-30 96 0 11 0 80 72 (90%) 47 (65%) 8 (10%) 1 10 0

Spring 2014-20 65 1 6 0 58 53 (91%) 44 (83%) 5 (9%) 4 9 0

Fall 2014-10 100 21 17 1 58 56 (97%) 45 (80%) 2 (3%) 3 12 3

Summer 2014-30 141 45 17 1 68 66 (97%) 41 (62%) 2 (3%) 1 12 2

Total - OSC/LN Campus 505 80 68 2 344 298 220 46 12 54 10

%Total - OSC Campus 16% 13% 0% 68% 87% 74% 13%


Applicants Not Eligible Eligible No Orientation On Hold Registered Drop/Deleted

West Campus 1,102 294 27% 813 74% 278 34% 18 2% 394 49% 29 7%

East Campus 803 354 44% 449 56% 95 21% 123 15% 268 60% 20 7%

Osceola/Lake Nona Campuses 505 161 32% 344 68% 46 13% 2 0% 220 64% 54 25%

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DISTRIBUTION OF GRADES - Internships for 2012/2013 - 2014/2015

In reviewing student grades in Internships, the student data below reflects the following:

For a three-year period, out of 1,600 students enrolled in Internships:

A. 79% of the students earned a grade of A

B. 83% of the students earned a grade of A thru C

C. 6% of the students earned a grade of D or less

D. 4% of the students withdrew

OBSERVATIONS:

The process needs to be reviewed and revised for notifying the faculty and student to confirm job placement in an internship

A plan is needed to provide students and faculty for deadlines each term for placement in an on-the-job internship experience

Student follow-up is needed for students who are not placed in an Internship experience A planned schedule may be needed by faculty to connect periodically with the student(s) and

employer(s) on the progress and level of performance of the internship

Internship Grades FY2012/2013 FY2013/2014 FY2014/2015

Total # % Total # % Total # %

A-Grade 400 79 434 81 430 76

B-Grade 19 4 10 2 14 3

C-Grade 9 2 6 1 11 2

D-Grade 1 0 2 0 1 0

F-Grade, placed 23 5 31 6 11 2

W-Grade, placed 10 2 19 4 3 1

F-Grade, not placed 8 2 8 2 11 2

W-Grade, not placed 15 3 10 2 7 1

Service Learning 17 3 13 2 25 4

Incomplete 0 0 43 8

Missing Grade 0 0 9 1

Total 502 100% 533 100% 565 100%

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EVIDENCE - FROM EXTERNAL ANALYSIS FOCUS Prior to this project, an outside consultant provided an analysis with a snapshot of the current state of the

Student Internship Process from an external perspective. The work of the consultant also provided

recommendations on how to improve the efficiency of the process as compared to other Internship Programs

that serve a greater number of students.

DATA COLLECTION PROCESS BY EXTERNAL CONSULTANT

Below includes the various groups and supporting activities that occurred for the duration of the project with the

external consultant (September 2014 through March 2015):

September October November December January February March

Kick off Meeting

Development of Project

Shadow IWS Staff

Finalize Conversations

Continue Analysis & Data collection

Final Analysis of data

Respond to Additional Requests for Data

Preparation to engage faculty, staff, & students

Survey Students

Gather Data Gather Data

Draft Report Closeout Activities

Faculty & Staff Meetings

Analyze Trends

Begin Reports

Draft Recommendations

Review Systems

Provide Overview

Gather Data

FINDINGS/ISSUES/RECOMMENDATIONS BY EXTERNAL CONSULTANT Key Issues Themes

1. Low % eligible students apply for Valencia internship compared to overall enrollment

The majority of the Valencia student population are unaware of the IWS office, their services and that they could participate in an internship.

2. Notable % of students don’t complete internship process

Those students who start the internship process, have specific request to help them through the process.

3. West Campus – considerable % students do not complete orientation

4. East Campus – higher % of students have “On Hold” status

5. Osceola/Lake Nona – greater % of “Drop Delete”

Each Campus’s IWS office has its individual challenges and unique-nesses Students opted to take other courses, had personal issues, or did not hear from IWS to schedule an orientation

The “Hold” status is used if a student needs to obtain approval from the program director. This process needs to be enhanced to include additional follow up steps by IWS to verify contact and resolution. Approximately 57% of the student re-registered for the course the next day.

6. Volume of registered interns stays consistent each semester

The current staffing model has met its capacity serving students and employers

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RECOMMENDATIONS BY EXTERNAL CONSULTANT The external consultant recommended the following solutions to help increase the volume of students

participating in Valencia internships. These are based on the accumulation of the data and most importantly

feedback from past and current Valencia students:

1. Increase Professional Staff (Internship Coordinator and Staff Assistant) at each campus - create documented roles/responsibilities and the training/training tools to support their success

2. Train Work Study staff on the internship process - create documented roles/responsibilities and

training/training tools to support their success

3. Develop and provide consistent communication and marketing plan – for appropriate awareness of IWS it will include each campus, students, faculty, campus partners, key high-traffic locations and targeted on-line tools

4. Improve the use of Navigator – provide dedicated time for staff to maintain database and train users and

identify/run reports to consistently monitor progress or areas of focus

5. Improve the communication with students – regarding process, multiple communication modes from IWS if email does not work and alternative work

6. Various educational options to encourage completion of a work-based learning experiences (internships,

job shadowing, etc.)

7. Increased faculty buy in to promote internships and other work-based experiences to students

8. Secure funding to support student interns by partnering with organizations that can pay for internship tuition, provide scholarships, pay wages, etc.

PROPOSED SOLUTIONS - - GOALS/EXPECTED OUTCOMES: FINDINGS - RECOMMENDATIONS - GOALS/OUTCOMES-METHODS & PROCESSES TO APPLY

After reviews were conducted and discussed, the next pages provide the following information:

Findings learned in the process

Recommendations made related to the Findings

Recommended Goals/Outcomes - Methods and Processes to apply to improve and

enhance Internship Services

In addition, surveys and interviews were conducted with students and faculty by an External

Consultant which was included as part of the evidence.

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Internship Redesign Team - - Findings, Recommendations and Goals/Outcomes with Methods/Processes to Apply

Findings Recommendations Goals/Outcomes-Methods/Processes EM

PLO

YER

EN

GA

GEM

ENT

1. Recruitment of Employers: Limited time for the recruitment of employers

Review the needs for an employer relations position for opportunity for increased recruitment, consistency and provide more time for coordinators to recruit and work with students.

To add an Employer Relations position to coordinate and manage employer sites for work-based learning experiences, and realign work of on-campus coordinators/staff with recruitment and enrollment of students

2. Paid Internships: More students are placed in non-paid internships than paid

Develop a plan to increase opportunities for employers with paid internships and work closer with CareerSource; consider a new position for Employer Relations Position

To add an Employer Relations position to coordinate and manage employer sites for work-based learning experiences and coordinate partnership with “WayUp” for more internships and increase more paid internship opportunities

3. Placement of Graduates: Direct placement services are not available for graduates of A.S. and B.S. degree and certificate programs.

Develop a plan for an initial development of placement services in partnership with staffing agencies (third party partnership) and CareerSource

To work with a new Employer Relations staff member in developing a plan to pursue placement services for A.S. graduates in partnership with “WayUp” and potential staffing agencies as a third party partner.

4. Employer Connectivity: Enhance connectivity with employers such as hold annual focus groups with employers to garner feedback relating to the program and preparedness of students.

Hold annual focus groups with employers to garner feedback relating to the program and preparedness of students.

To plan Focus groups annually with employers to continue to identify methods to improve.

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Findings Recommendations Goals/Outcomes-Methods/Processes R

EVIS

ED IN

TER

NSH

IP

WO

RK

-BA

SED

LEA

RN

ING

5. Structure of Internship

Course: The existing Internship course is structured that limits the ability to meet some students’ needs.

Review the Internship course and identify work-based learning options to be offered in the course to enhance student knowledge and skills. A. Revise Course - The Internship course should include Work-

Based Learning options: Work-Based Learning (Internship) (1 credit hour, 2

contact hours). This course includes various work-based options ranging from 80 to 240 clock hours.

B. Recommend the revised Internship course be offered as a Class-Size Model of Teaching rather than teaching 1 to 1 capacity. The capacity of 15 students is recommended as the capacity for the class size

To revise the Internship course in order to include various work-based learning options ranging from 80 to 240 clock hours and offered as a 1 credit, 2 contact hour course. To offer the revised Internships course in a Class-Size Model of teaching with a proposed class size capacity of 15 students To propose that faculty teaching the Internship course will be program and discipline related faculty. To continue offering the revised Internship (Work-Based learning) course by retaining the same discipline/program course prefixes.

NEW

"C

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PR

EP"

CO

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SE

FOR

SK

ILL

SETS

6. Skill Sets Needed by Students: Existing programs do not address the employability and soft skill sets needed for students based on employer feedback.

Create a new course for Career Prep (2 credit hours) to include the soft skills and employability skills. A. New Course recommended: Career Prep B. 2 credit hours, 2 contact hours Recommended to be offered as a Class-Size Model of

Teaching with a capacity of 25. Faculty teaching in like disciplines - faculty teaching the course will be program & discipline related faculty. By discipline, it will help to maximize capacity for class size needed. Considering Meta Majors and Discipline areas will be helpful - - program and/or discipline areas in order to obtain maximum enrollment of 25. Example, if there are 15 accounting students along with 8 Business Admin, Marketing, and Management students; accounting students may form one class and other business students another class (depending on the schedule of classes) or class mixed with 4 areas of business to provide students with more future opportunities. To pilot the course in several A.S. degree programs. For Department Deans to work with the faculty and Career & Workforce Education Office to identify programs and develop a plan and process for the Pilot.

To develop a new course for “Career Prep” (2 college credits) to include soft skills and employability skills.

To offer the course in a Class-Size Model of teaching. Proposed class size capacity is 25 for Career Prep course (under review).

To engage faculty in the related discipline/program areas to teach the Career Prep course.

To pilot the course by offering it in several A.S. degree programs. For Department Deans to work with the faculty and Career & Workforce Education Office to identify the programs for the Pilot and to develop a plan for the Pilot process.

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Findings Recommendations Goals/Outcomes-Methods/Processes

NEW

"C

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PR

EP"

CO

UR

SE

FOR

SK

ILL

SETS

(Continued) Skill Sets Needed by Students: The existing Internship course does not address the skill sets needed for students based on employer feedback.

A. Development of the New Course - it is suggested to include representatives from faculty of A.S. degree program/discipline, Career Program Advisors, Job Search faculty, Career Center staff, Internship staff, faculty from various disciplines, and other areas be involved in the developing process of the new course

B. Deans Working with Faculty on New Course - The Deans to work with their faculty on the proposed new course and faculty development process. During 2015/16, recommended that A.S. degree programs be reviewed to determine potential inclusion of the course within the A.S. degrees; it is recognized that some programs will not be applicable such as Nursing, most Allied Health programs, and some specializations in the Fire Science degree.

C. Course Prefixes - Recommend prefix of SLS for new Career Prep course.

To develop the course, it is suggested to include: Faculty of A.S. degree program/disciplines, Career Program Advisors, Job Search faculty, Career Center staff, Internship staff and other staff who may provide resources in the developing the new course.

To review in 2015/16 and determine the potential of including the course within the applicable A.S. degrees. The Deans to work with their faculty and with the Career & Workforce Education Office on the review process of the degrees for the inclusion of the course.

To recommend that Career Prep course use the prefix of SLS.

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Internship Redesign Team - - Findings, Recommendations and Goals/Outcomes with Methods/Processes to Apply Findings Recommendations Goals/Outcomes-Methods/Processes

FAC

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FA

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7. Faculty Engagement: There is a limited number of Faculty within program/discipline areas who teach and encourage internship courses

A plan is needed to increase the number of faculty in program/discipline areas to engage, encourage, and teach internship opportunities to students.

To meet with faculty in program/discipline areas to encourage their involvement to connect with students to share opportunities for them to participate in a work-based learning course.

8. Faculty Development: Faculty are limited in preparation and development to supervise student internships

Faculty development plan for faculty is needed to enhance and develop new and innovative strategies and consistency of course content for new and revised work-based related courses

To develop a plan with the Office of Faculty Development to develop a course and/or a certificate for faculty to enhance and develop new and innovative strategies for the revised Internship and new Career Prep course to improve student learning.

9. Faculty Class Size Model & Compensation: Compensation for faculty is limited and needs to be reviewed and revised.

Review course length and requirements to review the level of faculty compensation

Faculty Compensation - The class-size model is recommended to provide the ability for faculty to teach the revised Internship (Work-Based Learning options) (1 credit/2 contact hours) course. Additional courses would be determined based on average class size and capacity. It is recommended that the Work-Based Learning course apply the existing procedure where the course hours are excluded as part of the maximum course load for full time faculty.

To propose the new and revised courses be offered by faculty in a regular size class model similar to other courses To propose faculty compensation for the revised Internship course which includes options of work-based learning be at a commensurate level based on the time needed, and that it continues the existing practices where course/contact hours are excluded as part of the maximum course load for full-time faculty.

10. One to One Faculty to Student Ratio: Faculty supervising internships on a 1 to 1 ratio may not be time nor cost effective.

Develop a plan to offer the internship course and Career Prep using a “class” size model with various formats/options for programs and disciplines

To propose both course be offered in a regular size class model - - the capacity for class size is suggested at 15 for Internship and 25 for Career Prep.

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Internship Redesign Team - - Findings, Recommendations and Goals/Outcomes with Methods/Processes to Apply Findings Recommendations Goals/Outcomes-Methods/Processes

STU

DEN

T R

EQU

IREM

ENTS

11. Application & Registration Process: Step by Step process for students is too extensive and unclear

Develop a simplified Step by Step process for students to apply, register, and be placed in an internship.

To revise the existing Step by Step process for students to apply, register, and be placed in an internship. See draft Step by Step Process. Appendix Page 49

12. Course Requirements: Pre-requisites - students are unaware at time of registration

Provide more information related to Pre-requisites and make it easy for students to access the information.

To identify course pre-requisites with easy access to students on the web sites and in each program.

13. Student Orientations: Orientations are limited to one person at a time

Offer orientations online and in larger classroom settings. Define what content should be included in group orientations and what needs to be delivered in 1 on 1 sessions.

To develop frequent schedules for the academic year for all campuses to provide group orientations with students and 1 on 1 required sessions; determine location(s) for larger space for group orientations sessions for students.

PR

OM

OTI

ON

--

WEB

SIT

E &

MA

RK

ETIN

G

14. Enhancement of Web Page: Web Page needs continued enhancement

Review and test the web page to identify additional improvements; embed a link to internships on every A.S. degree websites.

To work with OIT and Marketing for improvements to the internship Website.

15. Job Posting Site Awareness: Awareness of Navigator Job Posting Site is limited

Promote the Navigator job postings site and make access more visible for students, faculty, and employers. Promote the Navigator Job Posting Site. Add parent and faculty tabs to Navigator.

To work with OIT and Marketing to recommend and provide more methods to promote Internships and provide more visibility of Navigator for all audiences.

16. Awareness of Internships: There is a limited amount of promotion of Internships; Students are unaware of the opportunities; faculty & staff are unaware of the internship opportunities; and parents are unaware

Work with the Marketing, Academic, and Student Affairs offices to enhance promotion and awareness of internships to employers, the community, faculty/staff, students, parents and advisory councils.

To form a team with Marketing, Academic Affairs, and Student Affairs staff to develop a plan to enhance promotion and awareness of work-based learning for employers, community, faculty/staff, students, parents and advisory councils/agencies.

CA

MP

US

PA

RTN

ERS 17. Internship & Career Centers:

Collaboration with the Career Centers on campuses are limited

Define ways for Internship Coordinators to partner closer with the Career Center staff.

To form a Team with staff of the Career Centers and Internship Offices to identify ways in which they can support and partner together.

18. Promote and Market: Enhance activities to promote internship opportunities

Partner with Student Development events to promote internship opportunities.

To meet with Student Development staff in planning calendars for events that could involve work-based learning opportunities and involve them in activities such as Job and Career activities.

P a g e 17

TEST AND MEASURES Evidence reviewed from the following sources provided the development of observations which supports

conclusions with Findings, Recommendations, and Goals/Outcomes for Methods and Processes to be applied

in a proposed Implementation Plan.

Focus Groups of Students, Faculty and Employers

Surveys of Students, Faculty and Employers

Data Related to Programs, Disciplines and Courses, Enrollment, Processes included from the

beginning of Student Application for Enrollment in Internships through Completion of Courses,

Distribution of Grades, and External Analysis Source

RESOURCES To succeed, the following resources will be needed:

A. In 2015/16, for staff to address and complete the proposed Implementation Plan to ensure that the

methods and processes needed are revised and completed to address the recommendations.

B. To ensure that the new position for Employer Relations is continued for the success to coordinate and

manage ongoing development of Employer work-based experience sites.

C. To obtain software that may be needed after the review of various processes during the implementation

process which may enhance and provide solutions for course/program consistency and better access

to more students.

D. To obtain support from the Office of Faculty Development to provide support for faculty in developing

new/revised courses and instructional delivery strategies for the new and revised two courses.

OBSERVATIONS Please refer to the Observations in various sections of this Report.

LEARNING AND INSIGHTS We learned that a “Team” of committed and dedicated individuals from all campuses and throughout the

college with multiple areas of experience, wisdom, and creativity can provide unique new opportunities for

student learning that one may never dream. A Special “Thank You” to all Team members for their dedication

and willingness to serve on this Team and explore new opportunities for success of students.

NEXT STEPS We recommend to move forward with an Implementation Plan in 2015/2016 on the next page which reflects

the Report’s Recommendations and Goals/Outcomes with Methods and Processes to Apply, Timeline and

Team Member(s) responsible for each item.

To succeed, we look forward to the involvement and support of staff from all campuses and collegewide to be

part of various phases of the Implementation Plan. We welcome input and suggestions.

P a g e 18

Implementation Plan – Redesign of Internship & Workforce Services

Recommendations Goals/Outcomes-Methods/Processes Timeline Team

Member(s)

EMP

LOY

ER E

NG

AG

EMEN

T

Review the needs for an employer relations position for opportunity for increased recruitment, consistency and provide more time for coordinators to recruit and work with students.

To add an Employer Relations position to coordinate and manage employer sites for work-based learning experiences, and realign work of on-campus coordinators/staff with recruitment and enrollment of students.

August - Oct 2015

Develop a plan to increase opportunities for employers with paid internships and work closer with CareerSource; consider a new position for Employer Relations Position.

To add an Employer Relations position to coordinate and manage employer sites for work-based learning experiences and coordinate partnership with “WayUp” for more internships and increase more paid internship opportunities.

Sept 2015 - Feb 2016

Develop a plan for an initial development of placement services in partnership with staffing agencies (third party partnership) and CareerSource.

To work with a new Employer Relations staff member in developing a plan to pursue placement services for A.S. graduates in partnership with “WayUp” and potential staffing agencies as a third party partner.

Sept 2015 - Feb 2016

Hold annual focus groups with employers to garner feedback relating to the program and preparedness of students.

To plan Focus groups annually with employers to continue to identify methods to improve.

May 2016

INTE

RN

SHIP

WO

RK

-BA

SED

LEA

RN

ING

CO

UR

SE

Review the Internship course and identify work-based options that can be offered within the course to enhance student knowledge and skills.

To revise the Internship course to include various work-based learning options ranging from 80 to 240 clock hours and offered as a 1 credit, 2 contact hour course..

Sept 2015 - Feb 2016

Provide more opportunities for students to obtain employability skills (job search/interview skills) and soft skills in a more consistent and required course.

To develop a new course “Career Prep” to include employability and soft skills required by business/industry.

Sept 2015 - Feb 2016

P a g e 19



Member(s)

Ne

w “

Car

eer

Pre

p”

Co

urs

e

Fo

r Sk

ill S

ets

Create new course Career Prep to include the soft skills and employability skills. New Course recommended is Career Prep course: (2 credit hours, 2 contact hours)

Offer The New Career Prep as a Class-Size Model of Teaching rather than teaching 1 to 1 capacity for the class size of students is in review. Career Path course is suggested at capacity of 25 students.

Faculty teaching in like disciplines – faculty teaching the course will be program & discipline related faculty. By discipline, it will help to maximize capacity for class size needed. Considering Meta Majors and Discipline areas will be helpful - - program and/or discipline areas in order to obtain maximum enrollment of 25.

Course Prefix for Career Prep will use SLS prefix. Development of the New Course - it is suggested to

include representatives from faculty of A.S. degree program/discipline, Career Program Advisors, Job Search faculty, Career Center staff, Internship staff, faculty from various disciplines, and other areas be involved in the developing process of the new course

Deans Working with Faculty on New Course - The Deans to work with their faculty on the proposed new course and faculty development process. During 2015/16, A.S. degree programs will be reviewed to determine potential inclusion of the course within the A.S. degrees; it is recognized that some programs will not be applicable for the Work-Based Learning course since some programs currently require work-based experiences such as Nursing, most Allied Health programs, and some specializations in the Fire Science degree program. Pilot Course - To pilot the course in several A.S. degree programs. For Department Deans to work with the faculty and Career & Workforce Education Office to identify programs and develop a plan and process for the Pilot.

To develop a new course for “Career Prep” (2 college credits) to include soft skills and employability skills.

To offer the course in a Class-Size Model of teaching. Proposed class size capacity is 25 for Career Prep course (under review).

To engage faculty in the related discipline/program areas to teach the Career Prep course.

To recommend that Career Prep course use the prefix of SLS.

To develop the course, it is suggested to include: Faculty of A.S. degree program/disciplines, Career Program Advisors, Job Search faculty, Career Center staff, Internship staff and other staff who may provide resources in the developing the new course.

To review in 2015/16 and determine the potential of including the course within the applicable A.S. degrees. The Deans to work with their faculty on the review process of the degrees for the inclusion of the course.

To pilot the course by offering it in several A.S. degree programs. For Department Deans to work with the faculty and Career & Workforce Education Office to identify the programs for the Pilot and to develop a plan for the Pilot process

Sept 2015 - Feb 2016

P a g e 20

FA

CU

LTY

EN

GA

GEM

ENT

-- F

AC

ULT

Y D

EVEL

OP

MEN

T

C

OU

RSE

CA

PA

CIT

Y &

CO

MP

ENSA

TIO

N

A. A plan is needed to increase the number of faculty in program/discipline areas to engage, encourage, and teach internship opportunities to students.

To meet with faculty in program/discipline areas to encourage their involvement to connect with students to share opportunities for them to participate in a work-based learning course.

Sept 2015 - Jan 2016

B. Faculty development plan for faculty is needed to enhance and develop new and innovative strategies and consistency of course content for new and revised work-based related courses.

To develop a plan with the Office of Faculty Development to develop a course and/or a certificate for faculty to enhance and develop new and innovative strategies for the revised Internship and new Career Prep course to improve student learning.

Oct 2015 - May 2016

Review course length and requirements to review the level of faculty compensation.

Faculty Compensation - The class-size model is recommended to provide the ability for faculty to teach the Work-Based Learning (1 credit/2 contact hours) course. Additional courses would be determined based on average class size and capacity. Also, it is recommended that the Work-Based Learning course apply the existing procedure where the course hours are excluded as part of the maximum course load for full time faculty.

To propose the new and revised courses be offered by faculty in a regular size class model similar to other courses - - and determine the appropriate capacity and class size (to be reviewed for recommendation). To propose faculty compensation for the revised Internship course which includes options of work-based learning be at a commensurate level based on the time needed, and that it continues the existing practices where course/contact hours are excluded as part of the maximum course load for full-time faculty...

Sept 2015 - Feb 2016

Develop a plan to offer the internship course using a “class” size model with various formats/options for programs and disciplines

To propose a revised course for Internship (Work-Based Learning) that will support working with students in a regular size class similar to other courses - - the class size is suggested at a capacity of 15.

Sept 2015 - Jan 2016



Member(s)

P a g e 21

STU

DEN

T R

EQU

IREM

ENTS

Develop a simplified Step by Step process for students to apply, register, and be placed in an internship.

To revise the existing Step by Step process for students to apply, register, and be placed in an internship. See draft Step by Step Process. Appendix Page 50

Sept – Nov 2015

Provide more information related to Pre-requisites and make it easy for students to access the information.

To identify course pre-requisites with easy access to students on the web sites and in each program.

Sept - Dec 2015

Offer orientations online and in larger classroom settings. Define what content should be included in group orientations and what needs to be delivered in 1 on 1 sessions.

To develop frequent schedules for the academic year for all campuses to provide group orientations with students and 1 on 1 required sessions; determine location(s) for larger space for group orientations sessions for students.

Sept 2015 - Jan 2016

PR

OM

OTI

ON

–

WEB

SIT

E &

MA

RK

ETIN

G

Review and test the web page to identify additional improvements; embed a link to internships on every A.S. degree websites.

To work with OIT and Marketing for improvements to the internship Website.

Sept 2015 - Jan 2016

Promote the Navigator job postings site and make access more visible for students, faculty, and employers. Promote the Navigator Job Posting Site. Add parent and faculty tabs to Navigator.

To work with OIT and Marketing to recommend and provide more methods to promote Internships and provide more visibility of Navigator for all audiences.

Sept 2015 - Jan 2016

Work with the Marketing, Academic, and Student Affairs offices to enhance promotion and awareness of internships to employers, the community, faculty/staff, students, parents and advisory councils.

To form a team with Marketing, Academic Affairs, and Student Affairs staff to develop a plan to enhance promotion and awareness of work-based learning for employers, community, faculty/staff, students, parents and advisory councils/agencies.

Sept 2015 - March 2016

CA

MP

US

PA

RTN

ERS

Define ways for Internships to partner closer with Career Centers.

To form a Team with staff of the Career Centers and Internship Offices to identify ways in which they can support and partner together.

Nov 2015 - Feb 2016

Partner with Student Development events to promote internship opportunities.

To meet with Student Development staff in planning calendars for events that could involve work-based learning opportunities and involve them in activities such as Job and Career activities.

Nov 2015 - Feb 2016



Member(s)

P a g e 22

APPENDIX

PAGE

A.A. AND A.S. DEGREE PROGRAMS & DISCIPLINES INTERNSHIP EXPERIENCES ....................................................................... 23 COLLEGE-WIDE TEAM FOR INTERNSHIP REDESIGN ................................... 24 FOCUS GROUP NOTES ............................................................................. 25

Employers ...................................................................................... 25 Students ......................................................................................... 27 Faculty ............................................................................................ 28

SURVEYS ................................................................................................. 33

Internship Faculty Supervisors ................................................... 33 Employers ...................................................................................... 40

STEPS TO INTERNSHIP .............................................................................. 49 INTERNSHIP ENROLLMENTS - 2008/09 THRU 2013/14 ............................... 50

Internships Collegewide ............................................................. 50 Internships by Disciplines ........................................................... 51 Internships by Campus .............................................................. 52

P a g e 23

Program East Lake Nona Osceola West Winter Park

Accounting X X X

Architectural/Building Construction X

Baking and Pastry Management X

Biology X X X X

Business X X X

Business Management X X X

Business Marketing X X X

Cardiovascular Technology X

Chemistry X X X

Civic Leadership X X X

Communications X X X

Computer Engineering (Networking) X X X

Computer Studies/Programming X X X

Culinary Management X

Digital Media (DIG) X

Drafting and Design X

Education X X

Electronics Engineering X

Electronics Engineering (DE) X

Film X

French X

Graphics X X

Health Sciences X X X

History / American X X

Hospitality & Tourism X

Humanities X

Landscape/Horticulture X

Math X

Music Technology X

Office Administration X

Office Administration - Medical X X X

Paralegal Studies X

Political Science X X

Psychology X X X X

Real Estate X

Restaurant Management X

Service Learning X X X X X

Sociology X

Theater X

Additionally, internship opportunities are available in the following programs:

Anthropology Art Computer Studies Dance Earth and Physical Science

Economics Environmental Science Library Science Physics Reading

Sign Language Spanish Theater

A.A. AND A.S. DEGREE PROGRAMS & DISCIPLINES INTERNSHIP EXPERIENCES

P a g e 24

COLLEGE-WIDE TEAM

INTERNSHIP & WORKFORCE SERVICES REDESIGN

2014 - 2015

Team Member Campus Department Task Team

Matthew Abalos Osceola Campus Coordinator, Internship & Workforce Services Employer, Faculty

Terry Allcorn West Campus Dean, Business & Hospitality Student

Laura Blasi District Office Director, Institutional Assessment Survey, Focus Groups

Beverly Bond West Campus Career Program Advisor Faculty

Kera Coper West Campus Academic Advisor Student

Carmen Diaz West Campus Coordinator, Internship & Workforce Services Student

Kerry Fleming East Campus Coordinator, Internship & Workforce Services Student

Barbara Frazier District Office Director, Internship & Workforce Services Student

Jeff Goltz CJI Executive Dean, School of Public Safety Student - Chair

Carin Gordon East Campus Dean, Business, IT and Public Services Faculty

Christina Hardin District Office Director, New Student Experience Student

Nasser Hedayat District Office Asst. VP, Career & Workforce Education Employer, Faculty Survey, Focus Groups

Jessica King District Office Specialist, Career & Workforce Education Survey, Focus Groups

Amy Kleeman West Campus Asst. VP, College Transitions Employer - Chair

Lisa Larson East Campus Career Program Advisor Student

James McDonald Osceola Campus Dean, Career & Tech Programs, Business & IT Employer

Carolyn McMorran West Campus AVP, Professional and Continuing Education Focus Groups

Christie Miller Osceola Campus Professor, EAP Faculty

Linda Neal East Campus Dean, Communications Faculty

Kristy Pennino East Campus Program Chair, Graphic Design Student

Leah Sibbitt East Campus Career Program Advisor Student

Patti Smith West Campus Asst. CIO, Information Technology Student

Jon Sowell West Campus Career Program Advisor Student

Joan Tiller District Office Special Assistant Employer, Student, Survey, Focus Groups

Claudia Zequeira Osceola Campus Career Program Advisor Employer

P a g e 25

EMPLOYER FOCUS GROUP NOTES - APRIL 2015 FOCUS GROUPS

Workforce Education - Internships

Facilitator: Amy Kleeman

The Timeframe: April 16, 2015 – 2:00 pm to 3:00 pm & 3:30 pm to 4:30 pm

The Location: West Campus

Participants:

Group 1: Hispanic Business Initiative Fund Kissimmee Chamber of Commerce

Orlando World Marriott Pivot Business Consulting

Group 2: Nehrling Gardens (2 reps) Osceola Arts

Walt Disney World

Overview

Experience with our students overall is very favorable

Lack clarity on how to set-up process and work with the department, however, they “find a way” to

source interns (faculty/chair referral)

Interest in expanding partnership with the department and Valencia

Observations

Some of the participants were very knowledgeable about the process and others were supervisors of

interns so could not offer much feedback on the process

Some participants were small/non-profit and so did not have experience with multiple interns

They do not have significant expectation of students equal to employees because they respect that they

are learning, however, they are very impressed with the caliber of our students especially in comparison

to other local institutions (Rollins, UCF mentioned)

Some felt the portal was challenging and would prefer to not have to post jobs but just send lists

They do not have any feedback regarding students’ evaluation of their internship experience and this

would be helpful

They would be interested in participating in an orientation for employers (online as an option)

They would like increased communication with the faculty supervisor (often they have none)

Always opportunity to improve their employability skills (communication, problem solving, teaming,

etc. and employment search skills (professional attire and grooming, resume, interview)

Next Steps

Improve communication with employers

o Clarity of process/information on website

o Develop employer orientation

o Strengthen connection between faculty supervisor and department staff member

Offer opportunities to improve student employability and employment search skills

Provide feedback to employers regarding student feedback

Catalog and promote opportunities for employers to expand partnership with the college

o Career fairs, Mock Interview programs, campus presentations, Externships (job shadows),

etc.

P a g e 26

Employer Focus Group Notes – April 2015 Focus Groups – Workforce Education – Internships

Page 2 of 2

Questions:

1. Please introduce yourself and in a sentence or two please describe your experience with interns from

Valencia.

2. How did you know you wanted an intern? Did your experience with the intern help you achieve those

goals?

3. How did you request an intern? How long did it take you to be assigned an intern? What was your

experience and how could it be improved?

4. Describe the communication you had with the faculty supervisor and Internship Office about the

performance of the intern.

5. If you’ve had interns from other colleges how would you compare their intern process to the one you

experienced with Valencia?

6. What three changes would strengthen the college's education of interns specific to your organization and

your projected hiring needs?

7. Describe an experience you have had with a student related to internships that is among your most

memorable.

8. Describe another instance which you would like to go back and change or improve.

9. If we were to look back in five years what would you like Valencia College to say about you as one of

our internship partners?

10. What would you like our students to be able to say about the internship experience specific to your

organization?

P a g e 27

STUDENT FOCUS GROUPS NOTES - APRIL 2015 FOCUS GROUP Workforce Education – Internships

Facilitator: Carolyn McMorran

The Timeframe: April 3, 2025 - 11:30 am to 12:30 pm

The Location: West Campus

Overview

1. The focus of the group was student’s experience with the internship office.

2. Students really don’t know about the internship program or the office.

3. Students don’t show up for unpaid internships.

4. This gives the college a bad name with employers.

5. Only two students showed up and they seemed to be exceptions to the rule (meaning very

professional).

6. Students need life coaching along with internship services. They don’t understand they have to start

at the bottom.

Observations

Need more information from students. I don’t think two or three are enough.

Students need more life coaching.

The Internship program is unknown. Found it by chance.

One student got hired from program and this success story needs to be big news.

P a g e 28

FACULTY FOCUS GROUP NOTES – APRIL 2015 FOCUS GROUPS Workforce Education – Internships

Facilitator: Laura Blasi

The timeframe: April 3, 2025 - 8:30 am to 9:30 am & 12:30 am to 1:30 am

The location: West Campus

Overview

While faculty members were gathered to talk about students in the internship program the conversation quickly

moved to focus on employers and also the logistics of coordinating the work. Overall the relationships with

employers are complicated and need to be supported in ways that allow the college to be sensitive to the needs

of the industry and our relationships with the employers. These relationships often seem to be based on the

work of individual faculty members. This process would become more transparent if it is mapped out and

clearly articulated across the college, addressing the gaps and challenges identified by faculty members.

Observations

There was agreement: Often the students think it's the role of the internship office and they do not take

on the responsibility for themselves. Overall it is often unclear who is responsible, what actions to take,

and the results, effectiveness, impact of the process followed to find and build relationships with

employers.

There may be solutions enabled through technology or related skills training for faculty and staff with

access to the technology that would meet multiple needs related to posting and filling jobs, maintaining

communications with faculty, customizing learning plans, and documenting the satisfaction and

experiences of the employers.

The timing is right based on the concerns raised by faculty members to evaluate the ways that data are –

or could be – used strategically to understand employers. Within that what sorts of data are collected

from employers for use over time and what else is needed?

Faculty members have questions and suggestions. They connect with people in the internship office, but

it's not clear that they can take those ideas to the internship office or that the people working in the

internship office are engaged beyond tasks and can feed that information back into improvement of the

services and the outreach. We can ask if faculty members are part of a feedback loop connected to the

internship office with the people on the different campuses are joined in a larger conversation.

1. What are students learning in the internships and how do we know? How can we improve the process? In

the morning focus group, faculty members recommend that prerequisites be met as required prior to the

internship. Faculty pointed out that there also needs to be conversation with employers as to what the students are

learning and what is expected on the job site. Faculty members handle this in different ways; there is no

consistent method for communicating the objectives to the employer and learning about the employers’ intentions.

A faculty member in the afternoon sheepishly said he “didn't really know what he was supervising for several

years” and even now he wants to know “how he can best add value to the internship experience.” He uses

customized learning plans and he has the objectives for the internship and then the job duties of the job

description – so he works with those. Faculty members spoke highly of the log that students need to keep

especially for the self-reflection that it prompts from students. In terms of learning outcomes one of the faculty

members in the afternoon focus group commented that the employer's comments on the evaluations were very

helpful.

P a g e 29

Faculty Focus Group Notes – Page 2 of 5

2. Who teaches our students the soft skills and how do we know they can apply them effectively in the

internship? Faculty members also talked about soft skills and the way they coach or teach students about the

skills they need for the workplace. For example one of the faculty members frequently talks to the students about

not leaving the work early, not using their cell phones at work, and being on time. This was in the morning

session. In the afternoon another faculty member described talking to students about how they should dress and

how they should reply when spoken to by employers. Within the conversation the connection between the career

services and the internship office was brought up by faculty members. They were thinking about where students

learn the skills that they need – where this happens is not clear. There was also discussion of the orientation. “It

seems like some students go to the orientation and do well and others go to the orientation and then show up for

the class without knowing about the internship process and the steps they need to take,” noted one faculty member

and others agreed. When soft skills were discussed one of the faculty members noted that if they had more of an

assessment of those skills such as communication skills then they might be able to connect better with the faculty

members in the disciplines in general education so that they can work to then make a clear connection between

the workforce skills and the general education skills and to strengthen the students as they needed to be

strengthened.

3. What do we provide for students who are already employed? In thinking about student learning one of the

faculty member said it is easier to work on program learning outcomes with students that are newly placed. If

you're working with a student who is currently employed it is more difficult to get their roles to be shifted or

expanded to meet the needs of the course of the program. Some students may shadow others it work on their day

off as a way to stretch beyond their current roles and meet the needs of the course and the program. One of the

faculty members uses the experiential learning packet when students have experiences or have jobs but won't

qualify for internship credits. Faculty members emphasized that not every student benefits from an internship so

flexibility is very important. Some students need to wait until their junior or senior year in order to do internships

others don't realize they can do an internship before they get to the four-year university. When you have students

that are experienced are currently in the workforce it doesn't make sense for them to take a break to take an

internship to practice skills they've already been developing. Only new skills are allowed for internships and so

using the experiential learning packet there's not the structure with a possibility for follow up that exist with the

internships program. One of the faculty members hires interns internally to work on projects and to make sure

students get the final credits that they need to graduate; this is been one solution. If we are looking for success

stories faculty members pointed to students who are currently employed and use the internship to spin into a

promotion to get greater responsibilities and to demonstrate their skills in a new way. Others were enthusiastic

about students that started with internships or even job site visits that then become job placements for them full-

time.

4. How do faculty members introduce students to the internship program and what role does orientation

play? According to the faculty members from the student perspective for some “the experience [can be] awful

and confusing.” “The orientations do not inform them,” said one of the faculty members in the morning session in

which large programs with many interns were represented. Faculty in the afternoon session had a very different

perspective. They do not deal with many interns and often the internship is not required. Students more often

take the internship as an elective; confusion is mainly experienced when students register and then do not know

what to do next. They have the packet and faculty members go over the purple packet of paperwork with them in

different ways. One of the faculty members said they start from the very back because in the back is most

important information. Others did not say they actually go through the packet with the students, but noted the

value of the packet. The afternoon group of faculty members who work with fewer students and on an elective

basis said that the paperwork was easy to manage and was very workable. Many of the faculty members asked

for electronic forms but others said that paper is valuable for them in the industries that they work with. While

there's a checklist for students to follow some students are able to use it other students are care about rules and

following steps and faculty members need to talk to them and add in extra steps that don't appear on the checklist

such as where to take the information or where to get information they need. It isn't clear on the checklist.

P a g e 30


5. How do we know students are prepared for the experience and how is this documented? Faculty members

asked if there could be a prescreening process for the students before they are placed. In the morning session one

noted an experience where student was placed and there was a problem. The faculty member wasn't aware of it

until the employer contacted him because the student was having emotional problems. In the afternoon session a

faculty member pointed to an employer who let them know at the very end of the internship that the student never

showed up. There are a few questions about the students and their preparedness. There's step in which the faculty

members are not always screening the students for need support and screening the students in some instances.

The need for a career advisor were expressed by several faculty members, and they mentioned specific people

they talk to most. They will often go to Carmen sometimes they go to Barbara and Matthew was also mentioned.

(In the afternoon session there were fewer faculty members. Three of the faculty members that were there

typically handled fewer students.)

6. How do we meet the specific needs of employers and develop relationships with them? In the technology

field there's short turnaround time in the request for interns that does not align with the current academic cycle

and process for registering and placing them. Student clearance to work in the medical field for example

background checks these are also steps that need to be taken early in the students need to be made aware of them.

Another challenge is experienced with international students there is an amount of paperwork that has to be done

by both the employer and the college and there needs to be clearer steps as to what has to happen any effort for

the employer needs to be minimized but also done in time for the student to participate. Some of the employers in

the local area connected to unions this is another aspect that can make the internship a little bit complicated. The

faculty members in the afternoon noted that April 5 is the deadline for summer and so companies that are new to

Valencia need to have done taking several steps in order to announce that they have internships offer and if it's

bad if an employer is new (for example in the tech industry.) They may ask for an intern to be placed very

quickly and they are not aware of the steps that need to be taken and that there's a process and they may have to

wait for a semester when they need somebody immediately.

7. What does it mean for the college if connections to employers are reliant upon the independent actions of

faculty members? In the morning session it emerged in the conversation that interns are being placed at major

corporations from multiple programs and there are inconsistent interactions with those corporations. Often

placements depend on the personal and professional network of individual faculty members. Connections to

several employers seem to be dependent upon one specific faculty member. Many faculty members are keeping

their own job boards; one faculty member has 150 jobs that are posted he gets them from HR directors before

they're posted anywhere else in the city. In terms of employer visits one of the faculty members in the morning

mentioned that they she feels the employees are intimidated when she visits, but another faculty member

mentioned that visiting employers she was very excited to see the new technology and they were excited to share

it with her. One of the faculty members calls the employers early on the phone then visits the job; he site wants to

see students in context. He talks to the employers to build the relationship but said that more could be done to

follow-up with the employers. Overall the relationships are complicated and need to be supported in ways that

allow the college to be sensitive to the needs of the industry and our relationships with the employers.

8. How are the logistics managed within the college and how can we improve the process? For some faculty

members students register for the course and then do not know what to next. The faculty member tells them to go

to the internship office. Other faculty members say that they do not know that students are enrolled until they see

their rosters and there are students on their rosters that are not placed. Faculty reported that students apply late

and are still accepted into internships five weeks into the semester and they still have students enrolling into the

program. When the first group they talked quite a bit about paperwork some of the suggestions were to have

materials accessible electronically posted online they were not clear that there was an online database or resources

for students to find jobs. Employers were not always sending back the paperwork needed.

One faculty member mentioned the need for cross training when the people from the internship are in offices with

other staff members they need to be a consistent message just to what to do and who to talk to you and which

steps to follow. Right now they're experiencing disconnect when they are multiple staff members sharing the

same office. They're getting similar questions but they're not all trained on what internships are about what

students need to do. There seems to be no way for a faculty member to pass along an internship opportunity to a

different campus so if a faculty member doesn't have a local placement but knows of a placement near a different

campus there seems to be no way for the faculty member to share that across the internship offices. This process

would become more transparent if it is mapped out and clearly articulated across the college, addressing the gaps

and challenges identified by faculty members.

P a g e 31


9. What role does technology play in the facilitation of the internship process? The faculty members with the

largest programs and the most required internships in the morning were unclear as to what the Navigator is. The

Navigator system offers job postings and they were unclear as to how and employer would post a job. They

thought it was only accessible to students so they as faculty members did not know or did not know how they

could access it to look at jobs. They feel like the job postings in the Navigator are not current. One faculty

member mentioned she customizes learning plans; it would be nice to have it done electronically insured with

employers and have a little bit more collaboration with the employers. In that way the streamlined and efficient

digital office is something that the faculty members would like to see within five years with the registration

problem solved also. The afternoon group mentioned getting e-mail reminders that are customized as to what

students need to do and they find this very helpful; one of the faculty members has a highly administrative role in

helping students with the paperwork and forms. There may be solutions enabled through technology or related

skills training for faculty and staff with access to the technology that would meet multiple needs related to posting

and filling jobs, maintaining communications with faculty, customizing learning plans, and documenting the

satisfaction and experiences of the employers.

10. How are we learning from – and about – our employers? Faculty members suggested adding a section at the

end of the required log that might allow more feedback to come through regarding the employer and the place of

employment. One of the faculty members in the afternoon noted that the evaluation form for the student doesn't

allow the employer to communicate with the college with the faculty members if they had a problem. The

evaluation form is the only way for the faculty member and the employer to communicate and sometimes in some

ways and this can lead to a broken relationship if the experience with the student is not a positive experience.

Using the packet it's hard to follow-up this is something the faculty member said there's no system for following

up with employers. Another faculty member mentioned that there didn't seem to be a way to data mine that forms

over time. Not only for information on what students are learning, but also for information on employers that

have hired in the past and might be willing to hire again. “When we're asking employers what they're looking for

is there any data that we can base this on rather than anecdote or what we think they need?” Another faculty

member pointed to anecdote and said “sometimes it can be the best source of information.”

11. More information can come back to the college about the employer experience with students and with the college

overall; the student logs are key for capturing their reflections. There is also a need to educate employers about

what our students are able to do and connecting that with what the employers need. Faculty members also

mentions that the log that students keep may be a source for quotes and information about the internship and

experience many of these are on paper and kept in separate places there does not seem to be a centralized location

for these materials are away to look at these materials over time. One of the faculty members mentioned a

conversation in which it was said that Valencia does not document what we do for the community, so we don't

track it. “We don't communicate that work.” He suggested that each department have a marketing strategy in this

way we can show the work we do overtime one of the faculty members pointed out there's no exit survey of

students that that could be added to the log to find out about the student experience and overall this kind of

documentation can help with accreditation. The timing is right based on the concerns raised by faculty members

to evaluate the ways that data are – or could be – used strategically to understand employers. Within that what

sorts of data are collected from employers for use over time and what else is needed?

12. Who is leading the work and how can we most effectively connect to employers? In the morning session one

of the faculty members said that they have to make their own connections to employers that they cannot rely on

the internship office. In the afternoon session faculty members noted that they had been thinking it was the

internship office and they were realizing that they had a role to play. It had not been clear to them who was

responsible and what sort of steps can be taken to grow internship offerings. Another faculty member mentioned

that career program advisers could help doing more legwork for employers and questions arose as to whose

responsibility it is to find employers to get internships. Other faculty members mentioned their interest in “not

driving around and dropping off information about internships” but instead belonging the professional

associations and attending those events that are held in the local area. Other faculty members pointed to the need

for an incentive program for adjuncts to be recognized rewarded if they connect students — so they can connect

students to employers for points.

P a g e 32


13. “There could be recognition from the deans that this is part of community service for all faculty members.” There

needs to be “more of an articulation as to how this is part of the faculty role why is important and the steps that

can be taken to place students into internships.” While we have seven Essential Competencies, said one of the

faculty members, how do you incentivize and prioritize this work within the faculty roles and responsibilities?

How do deans recognize and reward this work? How do they understand it and its importance? One of the faculty

members in the morning asked the others in the session if the students thought that the internship office should

find them a job. There was agreement: Often the students think it's the role of the internship office and they do not

take on the responsibility for themselves. Overall it is often unclear who is responsible, what actions to take and

the results, effectiveness, impact of the process followed to find and build relationships with employers.

14. How can faculty members be supported more strategically in ways that draw on and integrate with other

services at the college? One of the faculty members in the afternoon session mentioned that it may not be that

“faculty working as foot soldiers would be the most effective way of doing this” but there could be somebody at

the department level who is organizing the work. Other solutions were proposed. For example one of the faculty

members pointed to a division or department marketing plan that might help organize many of the community

connections. Other faculty members pointed to the need for employment fairs; employers could learn about the

colleges perhaps they get to talk to faculty and learn about what the students are doing. This could be held in

conjunction with college night (this was another suggestion.) Several other suggestions were offered.

15. How do faculty members connect across the college to strengthen the internship program? The faculty

members brainstormed many new ideas such as template text for the opening webpages for their front door

Websites and “boilerplate text” for Blackboard to put in their courses. They mentioned things that could be done

in a centralized way more consistently across programs. Faculty members have questions and suggestions. They

connect with people in the internship office, but it's not clear that they can take those ideas to the internship office

or that the people working in the internship office are engaged beyond tasks and can feed that information back

into improvement of the services and the outreach. We can ask if faculty members are part of a feedback loop

connected to the internship office with the people on the different campuses are joined in a larger conversation.

P a g e 33

Internship Faculty Supervisor

Survey Results

Internship and Workforce Services Internship Survey

Valencia College

P a g e 34

The following is a sampling of information from the Survey of Internship Supervisors:

1. Let us know how meaningful your experiences have been overall in relation to

the internship program at Valencia College.... # Question Very meaningful /

helpful, I would definitely

recommend this

Somewhat meaningful /

helpful

Not at all meaningful /

helpful, I would not recommend this

Total Responses

Mean

1 Mentoring interns 34 14 1 49 1.33

2 Supervising interns 31 17 2 50 1.42

4 Working with the Internship Office

24 18 5 47 1.60

5 Discussing internships within an advisory board

24 7 0 31 1.23

6 Offering job shadowing opportunities

17 6 0 23 1.26

7 Providing practice interview opportunities

20 8 1 29 1.34

8 Participating in a faculty apprenticeship

13 7 2 22 1.50

9 Providing student performance feedback

34 10 2 46 1.30

10 Using the Website 9 23 8 40 1.98

11 Using written materials describing the internship process / policies

15 20 7 42 1.81

12 Using forms provided by the college

13 25 8 46 1.89

13 Hosting a guest speaker 17 4 2 23 1.35

P a g e 35

2. Which of these are true of your program / the college regarding internships

(specific to your area)? . # Question Not At

All Occasionally Frequently Always Total

Responses Mean

1 Interns are provided with real work assignments

2 7 12 32 53 3.40

2 An orientation is held for all involved

3 4 7 23 37 3.35

3 Interns are provided with a handbook

5 5 3 26 39 3.28

4 Compensation is offered 8 20 7 6 41 2.27

5 Scholarships are offered 14 4 3 1 22 1.59

6 Flex-time and/or other unusual work arrangements are offered

3 11 14 3 31 2.55

7 Employment upon graduation is offered

4 25 9 0 38 2.13

8 There is an internship manager or someone who coordinates and serves at the center of the activities

3 7 9 28 47 3.32

9 There is a team effort behind the work - our internships are the result of various staff / administrators working together

5 10 10 21 46 3.02

10 Faculty visit interns on site 4 16 14 14 48 2.79

11 Executives speak with interns about the workplace and their roles

5 19 10 3 37 2.30

12 Surveys, focus groups, and other methods are used to learn about and improve the intern experience

8 16 6 3 33 2.12

13 New-hire panels are held (panels of five or six people who were hired as new grads within the last three years)

14 6 0 0 20 1.30

14 Exit interviews are conducted 6 10 3 11 30 2.63

15 The achievement of learning outcomes is documented showing the alignment between the program and the workplace, performance expectations, and results

5 7 11 21 44 3.09

16 Interns are directed to a Website

2 5 8 21 36 3.33

29 Tuition assistance is offered 16 4 1 1 22 1.41

41 Guest speakers are hosted on campus / online

8 14 12 1 35 2.17

P a g e 36

4. How long have you been working with interns at Valencia? # Answer

Response %

1 Not yet

38 43%

2 About to complete 1 year

8 9%

3 2-5 years

15 17%

4 6-10 years

14 16%

5 More than 10 years

14 16%

Total 89 100%

5. How would you describe your role working with interns at Valencia and your

overall experience? Overall it’s been a good experience

Positive, but find communication is a problem with students and faculty and students and internship office.

Great!

I have been registered as a potential supervisor but have never had a student to supervise. I think the program is

beneficial and would like to help but don’t know how to get involved.

It has been very interesting for me to work with internship students and learn about where they are working

and what they are doing. Generally, the internship experience has been valuable to students in getting started in

the industry. My getting to talk with the student about the worksite is actually a two-way education: I get to

keep up to date on what is "really" happening on the worksite from the student perspective, and I can help

students frame their experiences from a practical education standpoint. My site visits have exposed me to a lot

of worksites in the area that I haven't yet had the chance to visit, which broadens my knowledge of the industry

overall and may potentially help me to shape curriculum. I try to keep students on track and I help to solve

problems when they run into them either with the internship office or the internship worksite. One of the

biggest problems has been getting employers to return the Confirmation Letter. It frequently seems to confuse

the student and the internship employer that they have to "snail mail" a form back to the college. As the

internship supervisor, I am often asked about it by students, and since they don't go through me to do the

confirmation letter, I have to send them to the internship office. It is frustrating for the student and can be a

hassle for the employer. It would be really helpful to develop a portal through which all parts of the internship

experience and paperwork could be documented. The multi-step check list that students use is long and

confusing. It would be much easier if it were all on line. It would also simplify communication between all parties

involved in a student's internship.

I enjoy working with the program and I believe that the program is very important to our students. It helps

prepare them for their careers.

My role working with interns has been an enjoyable learning experience. The overall experience has made me

aware of the challenges students face in the workforce. Also, it showed me that students need guidance on the

etiquette of work.

I have found that students do enjoy and learn much about their role in the workplace and how their learning

outcomes of their program can be applied.

I have no role except to remind students of internship opportunities as I receive emails regarding.

I do every part of the internship experience with the students and I have a positive experience.

P a g e 37

I enjoy supervising our interns. They are typically very dedicated students who are looking for "real world"

experience in a field of interest. For the most part they have very good experiences and are able to identify a

career path and formulate important connections.

I do not know much about internship offering at Valencia. In the past, a student or two complained about not

being about to get an internship. Further, most of my students do not know about intern offering at the college.

Very rewarding and fulfilling

Overall positive experience. I try to visit all interns at their place of employment, but 10% I have missed

I have always had a positive experience working with interns and the department.

I believe that the interns in Teacher Education will benefit greatly through my supervision. Students can be

gaining first-hand experience in the field of Early Childhood Education, Exceptional Ed., and Elem or STEM

education at the MS and HS. Internships can help prepare our future teachers better, and if they are paid this

will be awesome encouragement!!

6. How important is the internship experience to students in your program? # Answer

Response %

1 Not at all Important

9 11%

2 Somewhat Important

22 26%

3 Very Important

25 30%

4 Extremely Important

28 33%

Total 84 100%

7. Approximately how many interns have you supervised since April 2014? # Answer

Response %

1 0

50 55%

2 1-5

23 25%

3 6-10

11 12%

4 10-20

3 3%

5 20-30

1 1%

6 More than 30

3 3%

Total 91 100%

8. What is your gender? # Answer

Response %

1 Male

37 42%

2 Female

51 58%

Total 88 100%

P a g e 38

9. What best describes your race / ethnicity? # Answer

Response %

1 African American / Black

7 9%

2 Asian / Pacific Islander

1 1%

3 Hispanic (of any color)

4 5%

4 White

66 80%

5 Multiple

4 5%

Total 82 100%

11. Have you served as an internship faculty supervisor? # Answer

Response %

1 Yes

73 38%

2 No

119 62%

Total 192 100%

13. Let us know more... All internship forms for students and faculty should be online and found easily.

Often the written information is confusing. Many communication efforts with the Internship office led to either

confusing exchanges or promises of information to come that never came.

As for job shadowing, I think this would be a good idea for students to see various industries in which they may

want to work but I'm not sure how this could is turned into credit hours. I like the idea of practice interviews

and I think interviews should be completed prior to students obtaining an internship offer.

The forms could benefit from review and updating by Marketing/Graphic Design, as they are used by CFL

employers and reflect on the professional reputation of Valencia

I'm not sure how to describe using the website or forms as 'meaningful' or not. What I would say is that it would

be great to have the option to do more of the paperwork online. For instance, online CLPs that could be filled

out / scored online by employment sites. Before doing any chance like that, however, you should hold a

meeting with a small group (less than 10) of interns, FISs, and employers who frequently host interns to make

sure the design of such a new online form is going to be effective.

15. Please share any other comments or suggestions... The internship opportunities at Valencia need to be more "advertised" to students. Internships are critical to a

student academic and future career. Most students that I speak to have no idea Valencia offers internships.

I would like you to create a compelling video that I could show to my classes to encourage students to seek

internships!

Love our interns! While it is not required for our major, we wish we had more. The lack of pay is a barrier.

Encourage FISs to meet occasionally to discuss common problems and how to overcome them. That might lead

to more effective faculty participation in the annual FIS meetings with the internship office. Would love it if I

could suggest agenda items for FIS meetings with the internship office. It would be great to have a once-a-year

meeting that is a new FIS orientation (older FISs could come to refresh) that would discuss the overall structure

and purpose of the different people involved. Start from the most basic premises. Discuss why we have the

internship office, what function it serves, why it is the conduit for internship administration, etc.

Remove some of the daunting paperwork requirements for both the student and faculty member.

P a g e 39

16. Would you be interested in supervising an intern? # Answer

Response %

1 Yes

17 47%

2 No

19 53%

Total 36 100%

17. Which is your primary campus? # Answer

Response %

1 East

30 32%

2 Lake Nona

2 2%

3 Osceola

16 17%

4 Winter Park

1 1%

5 West

44 47%

Total 93 100%

18. Please select your program area... # Answer

Response %

1 General Education/AA

44 49%

2 AS

44 49%

3 PSAV

2 2%

Total 90 100%

P a g e 40

Internship Employer Survey Results

Internship and Workforce Services Internship Survey

Valencia College

P a g e 41

The following is a sampling of information from the Survey of Employers:

1. Let us know how meaningful your experiences have been overall in relation to the

internship program at Valencia College

# Question

Very meaningful /

helpful, I would

definitely recommend

this

Somewhat meaningful /

helpful

Not at all meaningful /

helpful, I would not recommend

this

Total Responses

Mean

1 Mentoring interns 43 8 0 51 1.16 2 Supervising interns 39 14 0 53 1.26

3 Participating as a guest speaker

17 7 1 25 1.36

4 Connections with the Internship Office

22 22 1 45 1.53

5 Discussing internships within an advisory board

14 11 0 25 1.44

6 Offering job shadowing opportunities

18 10 3 31 1.52

7 Providing practice interview opportunities

19 6 3 28 1.43

8 Participating in "focus on the workplace"

14 8 2 24 1.50

9 Providing student performance feedback

32 12 2 46 1.35

10 Using the Website 9 23 4 36 1.86

11

Using written materials describing the internship process / policies

15 21 5 41 1.76

12 Using forms provided by the college

16 18 5 39 1.72

13 Connections with faculty

18 12 2 32 1.50

23 Hosting tours or site visits for students

16 8 2 26 1.46

24 Using Navigator to post jobs

12 22 4 38 1.79

P a g e 42

2. Which of these are true at your organization regarding internships (specific to your

area)?

# Question Not At

All Occas-ionally

Frequently Always Not Sure

Does not

Apply

Total Responses

Mean

1 Interns are provided with real work assignments

2 4 25 99 2 14 146 3.94

2 An orientation is held for all involved

14 16 8 85 1 18 142 3.68

3 Interns are provided with a handbook

43 14 3 47 9 26 142 3.30

4 Compensation is offered 44 18 12 37 6 26 143 3.15 5 Scholarships are offered 77 11 2 1 8 41 140 2.82

6 Flex-time and/or other unusual work arrangements are offered

15 18 41 38 7 23 142 3.51

8

There is an internship manager or someone who coordinates and serves at the center of the activities

20 7 13 73 6 21 140 3.72

9

There is a team effort behind the work - our internships are the result of various staff / administrators working together

12 8 23 73 4 21 141 3.79

10 We participate in job fairs 44 31 20 17 9 22 143 2.87

11 Executives speak with interns about the workplace and their roles

9 26 32 45 5 25 142 3.61

12

Surveys, focus groups, and other methods are used to learn about and improve the intern experience

44 22 17 19 7 33 142 3.15

13

New-hire panels are held (panels of five or six people who were hired as new grads within the last three years)

65 8 3 4 7 53 140 3.28

14 Exit interviews are conducted 13 26 23 49 6 25 142 3.59

15

The achievement of learning outcomes is documented showing the alignment between the program and the workplace, performance expectations, and results

24 18 21 36 10 33 142 3.63

16 Tuition assistance is offered 78 12 1 0 7 40 138 2.75

17 Employment upon graduation is offered

17 59 28 7 9 22 142 2.99

18 Interns are directed to a website

30 10 15 46 6 31 138 3.59

P a g e 43

3. Which best describes the internship offerings through Valencia?

# Question Valencia

offers this, I am involved

Valencia offers this, I am not

involved

Total Responses

Mean

2 Parallel plan—Students both attend classes and work during the day

25 18 43 1.42

3 Evening plan—Students attend evening classes and work full or part time during the day

17 21 38 1.55

4 Alternate plan—Students attend school full time one semester (or two quarters), then work full time the next semester (or two quarters)

5 23 28 1.82

5

Internships— one-time, curriculum-related work assignments, which may be paid or unpaid depending on the employer and what is required of the student for the position

32 19 51 1.37

6 Required placement (for the program) 9 17 26 1.65 7 Curriculum placement (part of the program) 10 19 29 1.66 8 Optional / elective placement (students pursue it) 16 18 34 1.53

9 Other 1 5 6 1.83

4. How long have you been working with interns at Valencia?

# Answer

Response % 1 Not yet

83 56%

2 About to complete 1 year

29 20%

3 2-5 years

28 19% 4 6-10 years

2 1%

5 More than 10 years

6 4%

Total 148 100%

P a g e 44

5. How would you describe your role working with interns at Valencia and your overall experience? I have advertised for an intern, but to date I have not had a student whose major is applicable to the internship position. The interns have been great and interested in our program. We are a small office of 3 plus the intern. I am the owner and the supervisor of the office. The 1 intern that we have had Julier has been awesome and we have made her a full time employee. Our interns have held a focus in the area of graphic design, and have been highly skilled and dedicated to their work assigned during the course term.

It is a great help to the Micro biology Laboratory prep. The position is quite helpful and it is a great learning experience

Most come in prepared and willing to work. All have been ready to assist and learn. I am anxiously awaiting the opportunity to work with interns from Valencia It's been an amazing experience to be able to share my skill and knowledge with the interns. We hired one intern, with pay last October and she still works part time. We manage a government Finance office and interns work with the staff to help them learn and meet the department goals. I've only been back in Orlando since January. Valencia has a great reputation for having arguably the best graphic design program in at least the Central Florida area. I'm interested in getting more involved. I took the hard road early in my career and did everything myself so I'd love the opportunity to share my knowledge and experience with students. Very positive. They are bright, creative, well-prepared and professional. We welcome all interns. I am the director of the Cardiovascular Services Retired now but supervised interns for at least 15 year prior to that and many more than 30. Intern program with Lockheed Martin is currently being established. Very good. As the company founder, I have a very hands-on role with each intern. Limited. We would like to engage. I love having interns. They are interested and eager to learn. I always assigned the work for interns and make sure they know how to handle the work before and after. They are willing to learn and always have a good attitude. We love to be able to mentor the students. Our interns start with the organization with all the school knowledge, which they teach us, and they leave the organization as a new professional. It is amazing when you compare the student from the first day to the last day of the internship. We love having interns because we can also learn from them. I have posted an open intern position with Valencia, but have not received very many interested candidates. I would like the opportunity positive so far Supervisor. Good I have not worked with any interns but I do have a Valencia student working with us part time. excellent Overall it has been a positive experience working with Valencia horticulture and landscaping interns. I am able to share my college education in natural science and history and my background in arboriculture with the horticulture and landscaping students as they are bright and willing to learn. They are able to take information learned in the classroom and apply it hands-on in the teaching gardens and arboretum. We take the team approach when tackling projects and use the Socratic method to help the students arrive at solutions to real garden and landscaping problems. In addition, we are able to supplement their education in arboriculture because we have a historic arboretum where we teach restoration/structural pruning techniques for tree longevity and sanitation pruning techniques to prevent disease. Our role is to have them roll up their sleeves and put into action and apply what they are learning in a real world scenario. Overall a positive one, but I also do not feel a part of any process involving the student from the Valencia Internship office. There seems to be a disconnect.

Statistic Value Total Responses 84

P a g e 45

6. How likely are you to hire a former intern from Valencia College? # Answer

Response % 1 Very Unlikely

12 9% 2 Unlikely

3 2% 3 Undecided

46 34% 4 Likely

51 38% 5 Very Likely

23 17%

Total 135 100%

7. Are you a Valencia graduate? # Answer

Response % 1 Yes

29 19% 2 No

120 81%

Total 149 100%

8. Approximately how many Valencia interns have you had placed at your organization

since April 2014? # Answer

Response % 1 0

94 64% 2 1-5

47 32% 3 6-10

3 2% 4 10-20

0 0% 5 20-30

2 1% 6 More than 30

0 0%

Total 146 100%

9. What is your gender? # Answer

Response % 1 Male

62 42% 2 Female

84 58%

Total 146 100%

10. What best describes your race / ethnicity? # Answer

Response %

1 African American / Black

13 9%

2 Asian / Pacific Islander

11 8%

3 Hispanic (of any color)

28 20%

4 White

87 61%

5 Multiple

3 2%

Total 142 100%

P a g e 46

12. Have you supervised a Valencia Intern? # Answer

Response % 1 Yes

93 29% 2 No

228 71%

Total 321 100%

14. Please let us know more... Text Response My office has inquired about your Internship Program and we have only had 1 response from your office and that was just a couple of days ago. We are looking for interns currently. I posted jobs with Valencia now 2x. The first time around received several applications, but the current posting has not any job inquiries. I work for the non-profit Rebuilding Together Orlando. At the beginning of the year I met with a representative from Valencia College. We were in the process of trying to work out an internship style arrangement or working with a professor and their whole class - creating a real life project for students to complete as part of the course work. Unfortunately we weren't able to work anything out for the spring - I would like to meet with a college representative again to try and develop a relationship for future opportunities my organization may be able to offer Valencia students. Would like to see the Navigator system more user friendly. I think a lot more could be done by the Internship Office and faculty to engage or collaborate with the person providing the internship. I did not feel any connection to either party and I also believe that in order for the student to have a meaningful experience, there should be an in person evaluation for feedback and improvement in future positions to better prepare them for the workplace. We have had significant success with our program and we look forward to growing our existing offering and extending our program to more interns in the near future. We had a great experience with interns from Valencia College and we love having them working with us. For this semester we interviewed two students but none of them were able to do the internship. We still have the position available and it would be an honor to continue having students from Valencia College. Hello I reached out to your college some time ago in interest of gaining a few interns for a few of my businesses most of my businesses are online based. And I have the knowledge to teach the interns about online advertising. Graphics web design and where the two meet. And also online affiliate marketing which helps to give a reader a quick yet still thorough outlay and understanding of all online marketing in general. We have employed several Valencia students, but we have not found the recruiting program with Valencia to be effective.


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15. From your experience what have the faculty members done to support the students in

their internships (did the faculty visit the worksite, talk to employers, check weekly or

monthly student reports, follow up with the employers at midpoint, meet with the student,

etc.) Text Response Faculty are on set with us the entire time. The faculty support has not been very consistent. Interested intern information would be emailed to me with the instruction that they would contact me for an interview. Most students did not follow through and set up an interview. I have filled out some paperwork each semester as to goals at the beginning and if they have been met at the end. Informative has it keeps me on track I never communicated directly with a representative from the faculty, however the interns have consistently been organized and aware of the paperwork and other requirements necessary to complete the terms of the internship. We have not had much success when reaching out to this department but would really like an opportunity to hear more about your program. paperwork is filled out every week and hopefully this helps direct the students Faculty have been great in checking in with the status of interns. Very good support from staff and faculty Rob McCaffrey is the only faculty we've ever had visit our office. Faculty support the students and that's all we need from the faculty. One faculty member met with me in person. I am on the accounting advisory board, business advisory board and participate in portfolio review. I speak with all three internship coordinators - have received interns from all 3 campuses. Faculty members help support their by showing them the tools they need to succeed. No interaction with faculty, the documentation was provided the one student for his course and completed


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16. Please share any concluding thoughts or suggestions.... The Valencia Film Program is the best below the line film program in the world. The interns that have been in my area were great wanted to learn and very good at lab work. Had to call twice, two different people to leave a message just to get info on how to post for an intern. Posted a paid position, had no response. Tried Valencia because we know other construction companies with great success using interns from UCF. Tried Valencia first since both our daughters have attended there. Disappointing venture from start to finish. Discouraged so we just hired a permanent person to our organization. Thinking now to add another one but probably will go directly to permanent position instead of trying to offer students opportunity. We obtain interns from Valencia and UCF I have 3 graphic designers and two accounting students/graduates that work with me from my company. They are incredibly talented and contribute to the company. We are currently participating with an Intern program with Seminole County Public Schools. Interns work to gain real-world experience for class / school credit. We would be willing to participate in something similar from Valencia College. Establishing an Internship program between Valencia and Lockheed martin will prove to be highly beneficial to both organizations. I would love to hire good interns after they are done but we don't have a budget for that. We will be looking to hire and work with interns later this year and will be contacting Valencia for more information. Our internship is a great way for both the intern and our organization to get a very clear picture of the strengths of each intern. Our goal is to grow those strengths once they are identified. We need more "inside baseball" on how to participate effectively. We have positions that open up when we grow, but we don't stay plugged in enough to have a good flow of information. This is primarily our responsibility, not Valencia's, but we would welcome a deeper contact. I would like to work with a Valencia intern. I believe it would be beneficial on both parts. Our business has been established for nine years in Osceola County and I have a masters in Human Resources Development which would be helpful for the student to learn and grow as a professional. Would be interested in working with an accounting intern. Hiring a Valencia College student as an intern is ideal, however there doesn't seem to be an interest from the students to tutor for our organization. I have hired an intern, fulltime, from Valencia. She is now an integral member of the design team at Starwood Hotels, Resorts & Vacation Ownership. We are looking for outstanding students/graduates in Civil CAD design. We posted an ad on the Valencia NACE Career Manager but it has only produced 1 resume in 30 days. In addition, I contacted the department heads directly, who have been great and responded immediately, but I have not received any additional resumes. Maybe our location in Melbourne may be a factor... I think internships are valuable to both the students and to companies. We have had an intern from Valencia get hired with our company in a part time positions she’s still holds 3 years later. But we have suspended our intern opportunities because we have been told that college credit is not enough and that we are required to pay and we cannot afford to do that. I would say we are interested in looking into how we can continue to legally have interns working and learning while getting credit, but without pay. If you have any insights, we would welcome that. Would like to but have not had the opportunity. Thank you for the opportunity to serve, train and hire interns. Statistic Value Responses 45

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Step 1 Why Should I Participate in an Internship?

View this online video to learn more…

You must view online Internship Video for an introduction to internships (3-5 minutes)

Step 2 How Do I Know If I Can Participate in an Internship?

Do you qualify for an Internship?

Do you meet all course and pre-requisites for the internship program? (Click on the program area to view requirements.)

Step 3 I am applying for an Internship!

Students who qualify must view an Internship Orientation Video and must also complete and pass a questionnaire

You must Complete and Submit an Internship Application on-line via Internship web site (Click on “Students” and “Navigation” links to complete Application)

Step 4 Preparing Resume’ and Soft Skills for Internship

Utilize resources for resume creation and interview preparation available through the Career Center (also attend skill shops)

Step 5 Amy I Eligible for an Internship?

Upon receipt of Internship eligibility (2-5 business days), you must set up an appointment with the Internship Office (Resume required)

Step 6 Register for Internship Course

You must Register for Internship course in Atlas (Internship tools are enabled)

Step 7 How will I Know the Location of the Internship?

You must select a location and schedule an interview for the Internship

Step 8 Notify Internship Coordinator and Faculty Internship Supervisor

You must notify your Internship Coordinator when you secure the Internship, and set up a meeting with Faculty Internship Supervisor

Step 9 Start Internship

You must continue to connect with your Faculty Internship Supervisor

(Note: Resume’ building and soft skills will be part of the new Career Prep proposed course.)

Internship Application Process

Need Help?

Assistance is available in the Internship Office:

East Campus 407-582-2726

Osceola Campus 407-582-4196

West Campus 407-582-1035

STEPS TO AN INTERNSHIP - DRAFT

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546 532 522482

501533

0

100

200

300

400

500

600

08/09 09/10 10/11 11/12 12/13 13/14

Collegewide Internships2008/09 through 2013/14

Collegewide Internships

5 Year Average:

517

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Architecture, Engineering and Technology, 29, 6%

Information Technology, 26, 5%

Criminal Justice and Paralegal, 21, 4%

Communications, 13, 2%

Career Development/ Service Learning, 13, 2%

Health Sciences, 7, 1%

Humanities, 3, 1%

Social Science/Education, 49, 9%

Science and Horticulture, 65, 12%

Business, 68, 13%

Arts and Entertainment, 91,

17%

Hospitality and Culinary, 148, 28%

2013/14 Internships by Discipline

AS Degree, 348, 65%

AA Degree, 185, 35%

2013/14 INTERNSHIPS BY DEGREE

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180199

171153

171 165

117 91

97

75

10899

248241

242

249

206 245

3

5

15

23

11

9

1

1

0

100

200

300

400

500

600

08/09 09/10 10/11 11/12 12/13 13/14

INTERNSHIPS BY CAMPUS2008/09 THROUGH 20013/14

East Osceola West Lake Nona Winter Park

Internship and Workforce Services Redesign Report

September 2015

Internship and Workforce Services - Valencia College · 2015-09-23 · P a g e 2 TEAMS - INTERNSHIP...

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