ERIC Number: EJ1109747
Record Type: Journal
Publication Date: 2012-May
Abstractor: As Provided
Use of Adjuncts in Conjunction with University Professors for Administrative Internship Supervision
Gibbs, Greg K.
Journal of Case Studies in Education, v4 May 2012
The author describes the model of internship supervision that is used at his university. The model has changed and is different than the norm. The combination of adjunct instructors/supervisors, site supervisors, and university professors makes for a dynamic partnership that adds significant quality to the program and for the intern/students. The standards that the program is based upon are further strengthened through such a model. Constant integration occurs within this model and a reiteration of the standards through each aspect of the internship is obvious with this partnership. Consistency has been increased through such a model as well. Student interns are regularly exposed to the elements of the ELCC (Educational Leadership Consortium Council) standards through all aspects. Supervising adjuncts remain under the training and oversight of the university professors in a much tighter way than in previous supervision models. Regular forums are set-up several times a semester where student interns, supervisors, and university professors meet and discuss topics as well as the usual individualized meetings on-site that the interns have with their site supervisors and the adjunct supervisors from the university. Overall, the nuances of this model have shown that the use of adjuncts under a structured format such as this is actually more beneficial than either just university professors doing the supervision or just adjuncts hired to meet in the field. A list of resources is included.
Descriptors: Internship Programs, Adjunct Faculty, Teacher Collaboration, Supervisors, Supervisory Methods, Partnerships in Education, Models, Program Descriptions, Program Development, College Programs, Administrator Education
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A