ERIC Number: ED354553
Record Type: RIE
Publication Date: 1992-Oct
Reference Count: N/A
Assessment in Graded Speech Communication Internships.
Fundamental differences exist between conceptualizing and operationalizing experiential education, in general, and graded speech communication internship classes-for-credit, in particular. Monitoring participation in experiential activities (including intercollegiate athletics, musical or stage production, publication of the campus newspaper, and student government) is conceptually and operationally very different from assessing learning in a graded speech communication internship. Relying on the judgment of the student's most immediate supervisor runs into problems since that person is probably not an "expert" in speech communication. Another means is to design an entire internship class to assess the quality of learning. There are several advantages to a model with regularly scheduled class meetings of all interns: (1) students seem to take the academic portion of their internships more seriously; (2) the meetings can create a mutual support network among interns and the internship director; (3) as students report their progress, achievements, and problems, other interns learn that they often have similar experiences; and (4) very directed teaching can take place. Students complete 10 short papers during the semester and present them in seminar style to the other members. Such a class incorporates sound pedagogy and simultaneously assesses learning by rigorous standards in an experiential learning context. (RS)
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Speech Communication Association (78th, Chicago, IL, October 29-November 1, 1992).