Internship and Supplemental Learning Experiences (SLEs) - job shadowing positions are available to campus and Woods Online students. Interns work at major corporations, hospitals, nonprofits, advertising agencies and National Research Labs.
Internships complement academic coursework and place the student into a real work environment in person or virturally. These experiential learning positions are generally related to the student's major. Professional development assignments provide opportunities for reflection. In addition to resume-worthy experiences, students gain self-confidence, network with professionals and often receive career direction. Many organizations hire interns for permanent employment. Interns are generally juniors or seniors and the course can be taken for academic credit or on a non-credit basis. Paid and unpaid internships are available.
SLEs are short-term, one-half day job shadowing experiences generally for academic credit. Open to students from any major in various stages of their education, the student arrives at the organization prepared with a list of questions to ask the professional about his/her career during an informational interview. Next, the student job shadows that person for about two hours. Communication skills are enhanced while becoming more comfortable in speaking with professionals. Networking may lead to a furture internship. These career exploration activities often reinforce career direction or may cause the student to consider a different path. This guided experience includes professional development components including reflective assignments.
For more information contact the Experiential Learning Coordinator at (812) 535-5215 or email@example.com.
The College's newest internship experience brings together campus and distance students at their internship site, virtually. This team internship experience provides students the opportunity to gain a broader discipline experience, but more importantly, the experience of working in a collaborative environment that embraces diverse ideas and approaches.
Campus and distance education students will work in teams to establish social media presences for local area non-profit organizations. Students will partner with not-for-profit organizations and utilize the new technologies to conduct virtual meetings with fellow team members and their not-for-profit partners.
Students will first determine the needs of the agency; secondly, establish a social marketing strategy to address those needs; and thirdly, implement the strategy. The students will learn to work in professional teams, earn college credit, and learn effective applications of social marketing.
In this pilot project, up to five teams of distance and residential college students embed gamification in mobile learning objects for a 280-member museum consortium. Content will be available through the Association of Science-Technology Centers to individuals and K-12 classes nationwide.
Teams will develop interactive digital educational activities that incorporate gamification to enhance museum displays and extend learning into homes and K-12 classrooms. Students will tap college and university researchers/experts to develop open source content that can be accessed on electronic museum displays or by personal cell phones, tablets, or PCs, and that is tied to education standards for use in K-12 classrooms.