November 2022 CTL Newsletter
Georgia College - Center for Teaching and Learning
Internships Framework for Success Spotlight with Dr. Ernie Kaninjing, Ms. Angela Criscoe, Dr. Mikkel Christenson, Dr. Christina Smith, and Ms. Daniella Thomas
Last year, several faculty committees convened over the summer to create frameworks that support the concepts of various transformative learning experiences, including Internships, Community-based Engaged Learning (CbEL), Capstone, Global Learning/Study Abroad, and Undergraduate Research. These frameworks were created by faculty for faculty to support efforts to implement high-impact practices within courses. In other words, the frameworks help evaluate how well the given high-impact practice in a course addresses characteristics that lead to quality results. We are excited to spotlight each of these frameworks, their development, and their use on campus for our readers, continuing with the Internships Framework for Success (please see here for our previous spotlight on the CbEL Framework). All the frameworks are available under the Faculty Resources tab on the GC Journeys website.
To briefly introduce the Internships Framework, it describes the following characteristics of an Internship student experience:
- A learning experience directly related to knowledge gained in the classroom.
- Skills and knowledge that are transferable to other employment settings.
- Clearly defined timeline and learning objectives.
- Professional support and supervision of the student; feedback provided on student performance.
The user of the framework rates these characteristics from one to four, with one being missing or low impact, two being high impact, three being higher impact, and four being highest impact. Experiences are also rated on the same scale for exposure, complexity, responsiveness, and quality of the program.
As a committee, Ms. Angela Criscoe, formerly of the Department of Communication; Dr. Ernie Kaninjing, School of Health and Human Performance; and Dr. Mikkel Christensen, Department of Communication, worked together over six weeks during the summer semester last year to develop the GC Journeys Internship Framework for Success. We were excited to talk with Ms. Criscoe and Drs. Kaninjing and Christensen about their interest in internships and the development of the Internships framework.
Each committee member has had different experiences with internships in the classroom. Dr. Christensen advised students during internships at a previous institution and believes that the practical experience of an internship sets students up for success and offers a bridge between college and career experiences. As a student, he engaged in an 18-month internship, which he found to be a positive experience. Dr. Kaninjing believes internships are essential to preparing students to succeed in the workforce. Ms. Criscoe was the Mass Communication internship coordinator for the Department of Communication for ten years. She worked closely with students to identify industry opportunities to develop their skills, learn workplace processes and policies, and engage in activities that cannot be replicated in an academic setting. She also believes that an internship is a stepping-stone to a career.
In the process of creating the Internship Framework for Success, Ms. Criscoe and Drs. Kaninjing and Christensen were informed by their research. Additional documents, such as the Mass Communication rubric for reflection papers, developed during Ms. Criscoe’s tenure as Internship Coordinator, and the midterm and final evaluation of the supervisor and intern, developed and administered by the Career Center, were also helpful. The committee’s goal was to create strong guidelines while incorporating the previously utilized practices for internship requirements. Dr. Kaninjing wanted to make it possible to obtain meaningful feedback about students’ performance during internships, providing valuable information about areas needing additional emphasis in didactic courses to better prepare students for their future internships.
The committee found that the biggest challenge they faced was ensuring the metrics for internship characteristics and levels of impact were broad enough to cover all types of experiences made possible by the diverse curriculum at Georgia College. Soon after building the Framework, Ms. Criscoe transitioned to an administrator role. She has not yet had the opportunity to utilize the Framework for internships. Still, she hopes to find ways to incorporate internship experiences for learners outside the traditional Georgia College student population through the School of Continuing and Professional Studies. Dr. Kaninjing, however, hosts orientations for students preparing for internships, discussing the Framework to direct the conversation on how feedback will be gathered on their internship performance and information collected on skills gained or improved.
We also spoke with two Internship Coordinators, Dr. Christina Smith, Department of Communication, and Ms. Daniella Thomas, Career Center, who are involved in the internship process. Dr. Smith is the current instructor of record for the Mass Communication students’ for-credit internship course, and Ms. Thomas works primarily with students in the College of Arts & Sciences and Public Health. Dr. Smith and Ms. Thomas see internships as vital preparation for post-graduation success because of the opportunities to experience various work environments. They believe it’s a low-stakes approach for many students to determine whether the career path fits them. Internships also allow students to complete two Career Planning Milestones: a career plan in place for all undergraduate majors to help ensure they are prepared for their next steps after graduation.
Students at Georgia College are successful in many ways in their internships. However, Dr. Smith sees potential obstacles for students in implementing more high-impact internships, including a lack of motivation for taking on internships without a tangible return, such as course credit, and waiting to take on an internship until the last two years of college. Dr. Smith says reports from intern supervisors show that while interning students meet expectations regarding the technical skills required for the work, they often face challenges with a lack of knowledge and preparation for dealing with professional etiquette, analytical thinking on the job and in fast-paced work environments, and open communication with their bosses. The challenge for Georgia College as an educational institution is using the curriculum to address these concerns and assisting faculty in emphasizing these skills in the classroom.
In related news, Dr. Smith successfully submitted a professional leave of absence proposal earlier this fall, which she will take in Fall 2023, that will allow her to work on ideas to enhance the professional development curriculum for Mass Communication students as soon as they declare their major. The hope, she said, is to get students “career ready day one.” Additionally, she expects to complete a campus-wide audit of every major’s and/or department’s professional development practices for students. We eagerly anticipate the results of her continued work!
Are you thinking about starting your venture into internships? Here is some advice from the Internship committee members and Internship Coordinators at Georgia College:
- Review the rationale of the Framework and any rubrics associated with an internship with students before they begin their work; make sure they understand how the different components are designed to measure aspects of their internship.
- While High-Impact Practice (HIP) experiences are intrinsically challenging, consider that every framework characteristic does not have to be at a high level of impact to be transformative for the interning student.
- Work with the Career Center to assess internships; their assessment tool will help consider the characteristics covered in the Framework and Handshake will streamline the paperwork and data collection process.
- Internships offer students opportunities to grow and mature professionally, so be prepared to guide students through these situations.
- Encourage students to pursue the transferable skills and experience that an internship offers; this will enable students to engage in the workforce after graduation. The Career Center staff can help guide students as they search for a suitable internship.
Do not hesitate to get in touch with the Center for Teaching and Learning for assistance in using the Framework! We are glad to support you in implementing the Internship Framework for Success in your courses.
November is Career Development Month!
Are you interested in helping your students develop professionally, but not sure what resources to offer them? November is Career Development Month and the Career Center offers many helpful resources for students, including self-awareness and career exploration, professional networking and engagement opportunities, and assistance in developing resume/CV writing and interview skills. The Career Center also documents, tracks, and monitors internships, including requests for experience sites, evaluations, and specific criteria.
Each Career Center Staff member is assigned liaison areas as it pertains to every major here at Georgia College. At the beginning of the semester, you will receive an email from your assigned staff member for your area introducing themselves and describing the services offered and engagement opportunities for your department. If you’re not sure who your liaison is, feel free to contact the Career Center and find out! Think of the staff member as your partner within the Career Center. They are happy to answer any questions, provide in-class presentations, keep you informed on Career Center events, and assist you in any required class assignments.
Collaboration Opportunities for Faculty
The Career Center keeps a record of every student interaction. If you as a faculty member would like to incorporate some of their services into your syllabi, the Career Center Staff is happy to keep record of that information and send it to you when you request it.
Some Statistics for the 2021-2022 Academic Year
- 139 class presentations
- Total student engagement, including repeat appointments/students and all networking events: 12,900
- Most requested service: Resume Reviews
- 232 internships processed through the office – 95% of students recommended for hire – 167 different employer sites
News from the CTL
Call for Governor's Teaching Fellows Program Nominations
Are you looking to design a new course, redesign an old course, or create an innovative project for the 2023-24 academic year? If so, please consider the Governor’s Teaching Fellows Program (GTF). This program, established by former Gov. Zell Miller, provides full-time, regular faculty members with the opportunity to develop their teaching skills alongside their peers from across the USG. Faculty selected for the Governor's Teaching Fellows program can participate in either the academic-year symposia (three-day meetings held six times over the academic year) or an intensive summer symposium (two weeks in June or July). Participants receive a stipend to cover travel expenses, meals, and lodging. The symposia feature faculty development activities and self-directed activities tailored to the needs of the faculty participants.
Dr. Rob Sumowski, Associate Professor in the Lounsbury College of Education, participated in the 2022-23 academic-year symposia. For his GTF project, Dr. Sumowski redesigned Teachers as Leaders, a course for senior Special Education majors. With the goal of ensuring teacher retention, he created content that addresses the real-world challenges new teachers face in the workplace.
Opining on the experience, Dr. Sumowski praised the fellowship as an opportunity “to reflect upon what constitutes quality teaching and…to create transformative learning experiences. […] It’s a game-changer.”
Dr. Ernie Kaninjing, Assistant Professor of Public Health, participated as a fellow in the 2021-22 academic-year symposia. Like Dr. Sumowski, he used the program as an opportunity to redesign one of his courses—Community Health. Dr. Kaninjing enjoyed the opportunity to network with other talented colleagues and applauded the program for “providing the tools and methods for effective course re-design.”
If you would like to be nominated for the Governor’s Teaching Fellow Program, please inform the CTL of your interest via email no later than January 15, 2023. You can reach us at ctl@gcsu.edu.
Developing Quality Online Courses: Quality Matters Certifications Offered By CTL
Wouldn't you like to improve your online courses' quality and receive certification that you have done so? If so, the Center for Teaching and Learning offers you the opportunity to register for Quality Matters (QM) training.
Nationally recognized, Quality Matters is the global organization leading quality assurance in online and innovative digital teaching and learning environments. It provides a scalable quality assurance system for online and blended learning used within and across organizations. QM designed the professional development to help educators deliver the promise of quality online learning opportunities to every level of learning.
In April 2023, we will be offering Applying the Quality Matters Rubric (APPQMR) training, along with two others, Designing Your Online Course (DYOC) and Improving Your Online Course (IYOC). Please check out the graphic below to find the training that best suits your needs.
Teaching Excellence Award Nominations Now Open
The Teaching Excellence awards recognize faculty and departments/programs for their contributions to Georgia College & State University. Colleges select nominees for the awards and forward applications to the university faculty awards committees, who select the recipient for each award category. Award recipients remain a "secret" until the Celebration of Faculty and Staff Excellence ceremony, which will be held during April 2023.
Due Dates for the Academic Affairs Excellence Awards
- Internal nominations to college due by: November 21, 2022
- College nominees notified by college by November 28, 2022
- College nominees' final applications received by the Center for Teaching and Learning by: March 1, 2023
- The Center for Teaching and Learning submits the award finalists to the Provost's Office by: April 3, 2023
- Celebration of Excellence Awards Ceremony: April 21, 2023, 9 a.m.
Additional information can be found on our Teaching & Service Awards website. Please direct any questions to the Center for Teaching and Learning at ctl@gcsu.edu.
Impact Your Teacher Effectiveness Ratings through the Objective Selection Form (OSF)
The Objective Selection Form (OSF) is open for the Fall 2022 semester through December 5. The OSF allows faculty to identify targeted learning objectives to measure teaching effectiveness, and faculty response to the OSF drives summative results on the Student Rating of Instruction Survey (SRIS). The primary indicator of teaching effectiveness is how well students rate their progress on learning objectives that faculty mark as Important or Essential on the OSF. Since every course is different, this research-based instructor-driven model interpreters teaching effectiveness based on indicators identified by the instructor. Most instructors, familiar with their course learning objectives, decide and mark the OSF in ten (10) minutes or less per course.
You can access the OSF by visiting the "OSF Manager" at https://gcsu.campuslabs.com/faculty/. Also, you will receive an email from "SRISadministrator <notification@ce.mail.campuslabs.com>" with additional instructions. Please see the image below of this email so you know what to expect.
Please contact sris@gcsu.edu with technical questions or concerns. For assistance completing the Objective Selection Form (OSF) by matching your course learning objectives to objectives found in the survey, please contact the Center for Teaching and Learning at ctl@gcsu.edu or 478-445-2520.
Fall Term Student Rating of Instruction Survey (SRIS) Opened to Students on November 23
The Student Ratings of Instruction Survey (SRIS) opened on November 23 to students and will be available through December 5. We need a 65% completion rate for usable data. Log in to Anthology using your Unify credentials to locate updates to your class response rates.
Research and best practice consistently show that the single most significant factor in increasing participation in online student rating surveys is for faculty to express and demonstrate how the results are important and used in making meaningful course change(s). The next most influential factor is to set aside time to complete the survey(s). Also, consider offering students incentives to complete the survey to improve response rates.
Students receive an email with a link to the survey. Even so, reminders from faculty are beneficial. Consider providing students with a direct link to the survey, https://gcsu.campuslabs.com/courseeval/, accessed using their Unify credentials.
Thank-A-Teacher @ GCSU - Fall 2022
The Center for Teaching and Learning (CTL) often hears from students about the impacts instructors have on their learning and personal growth, making them self-actualized in their endeavors. So as an ongoing basis of support, CTL instituted a Thank-a-Teacher program at Georgia College & State University (GCSU) beginning in Fall 2021 to acknowledge the contributions GCSU instructors make to our students. During the Fall 2021 semester, we collected and distributed almost 400 student acknowledgments, and we're excited to hear that some faculty are using student nominations in their tenure and promotion portfolios.
After collecting student feedback, we will provide the named instructors with a certificate and letter acknowledging their nominations. We also post instructor nominations on our website.
Teaching has many intrinsic rewards. We want to provide GCSU instructors with a documented way to show their value to GCSU students.
Please encourage students to follow this link to complete the Thank-a-Teacher form.
For questions, don't hesitate to contact the Center for Teaching & Learning at ctl@gcsu.edu or 478-445-2520.
News from IT
Greetings from IT!
We would like to introduce you to a new member of our team, Morgan Huff. Morgan is a GC graduate and previously worked for Sodexo in their Marketing area. She joins us as our new Information Security Specialist, which finally gives Hance some much needed backup!
Mac users - Apple recently released macOS Ventura. We are currently testing its compatibility with campus software and we expect to start upgrading machines around January of next year. Until then, please hold off on upgrading to this version of macOS.
As you know, we are facing a budget crunch next fiscal year. In order to do our part to drive efficiencies and cost savings, we are exploring multiple projects that will have a campus-wide effect. Most of these efforts will focus on utilizing the Microsoft suite of products to their fullest. This includes, but is not limited to, MS Teams phone functionality, MS Teams as our primary video conferencing solution, and OneDrive/Teams for file storage and sharing. Look for more information on these important initiatives.
And speaking of initiatives, do you have something in the works that might have an IT component? Please loop us in early! The sooner we can be involved, the more we can work with you to ensure you get the IT assistance you need without your project being stalled. Just submit a Serve Help Desk ticket requesting a conversation, and we’ll match you with the appropriate person on our team to help you out!
Finally, please remember to follow the Frontpage announcements. We frequently share a lot of information via Frontpage, so that’s the best way to keep up with all that is and will be going on!
- Susan Kerr, CIO
News from the Library
About us
Email: ctl@gcsu.edu
Website: gcsu.edu/ctl
Location: 221 North Clarke Street, Milledgeville, GA, USA
Phone: 478-445-2520
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