![]() Students interning through the Career Development Center receiving Economics and Business credit will take an internship course. The academic department, in concert with the Dean of the College and the Registrar, determines how many courses the internship program replaces. Generally speaking, internships may be paid or unpaid (in accordance with federal and state policies governing internships), may be for academic credit or not-for-credit, and may take place during the academic year or summer.Īt Saint Anselm College, the following applies for internships that a student is pursuing for academic credit. Provide new ideas to improve administration.Create marketing tools (brochures, displays).Discover more about themselves and the world around them. ![]() ![]() Learn the etiquette, language, and current technology trends in a given field.Develop and practice professional behavior skills.Currently, the college partners with scores of local and national agencies and organizations to provide students with outstanding professional experiences while supporting the objectives and productivity of the agencies with competent personnel.Īlthough interns are not employees and it is understood they are working in a learning capacity, many agencies have benefited, both fiscally and administratively, from the additional knowledge, creativity, and support provided by students. In turn, community agencies, companies, and organizations are supported by the skills and enthusiasm of bright and industrious students. Internships offers students the opportunity to learn about the workplace and how community organizations function. Also, essential guidance is given on how to reflect and to learn and absorb lessons that will help the student affairs professional embody a whole life in the profession.At Saint Anselm College, we recognize the important role of internships for students’ professional development while supporting their liberal arts curriculum. That is, it offers content along with the processes of how to engage these professional ideals in real life by providing relevant examples through case studies and practice scenarios. Through a specific focus from each of the chapter authors, the editors provide specific guidance on professional competencies that goes beyond surface-level understanding of the ‘what’ (specific policies, ethical guidelines) and into inviting a more thoughtful connection between those and the all-important ‘why and how’ (reflective action, traversing conflict, and controversy). This type of reflection asks that student affairs professionals strive to make meaning of their identity, background, historical context, cultural norms, and institutional dynamics as they work with students. It assumes that to be competent in advising and supporting students, student affairs professionals must not only possess the skills, knowledges, and dispositions to complete the basic tasks, but also, they need to build the stamina to situate themselves in relation to the challenges they are facing in their professional lives. It is a unique offering to the profession that extends beyond reviewing the literature or reporting the competencies. It brings into focus essential aspects of professional development, such as how to raise your self-awareness, how to reflect on your personal and professional identity, and how to do so in the context of the standards and competencies of the profession. Advising and Supporting in Student Affairs is a practical guide that will help student affairs professionals do the perpetual reflection needed to sustain themselves in a career that requires they bring their whole self to work in order to be good company for students and in community.
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