Constructive feedback is an essential part of any internship. Regular feedback must be an integral element of the internship process and focus on established evaluative criteria and student goals. The student should not expect to perform perfectly the first time, every time. Therefore students should seek constructive feedback that will provide important insights into personal performance and professional behaviors. Feedback should not be personalized or resented when it is not 100% positive. The only way to turn weakness into strength is to recognize it and overcome it. Many students struggle at the beginning of an internship but those who take feedback well and work on their deficits will benefit greatly. Because the internship is a partnership the student is also expected to provide constructive feedback to the site supervisor and the faculty coordinator relative to the student's needs and goals.

The success of the internship is defined by the achievement of established academic, professional and personal goals as well as unexpected accomplishments. In addition, reflection is a key activity throughout the internship; at the end of each day, week and significant activity the student must review past events for the knowledge that they have provided. Journaling or weekly reports or e-mails to the college/university faculty coordinator are common reflective techniques. Using these techniques the student can analyze those events, which were positive and negative to maximize what they have learned from the experience. The faculty member and site supervisor can provide considerable guidance, structure and assistance in the reflective process. Their input should be sought regularly.

The internship is a unique opportunity for a student to participate in the creation of a positive learning environment that can serve as the capstone of their education by enabling them to synthesize theory and practice, display their capabilities as well as to develop a foundation for his/her future. Through active engagement as a partner in the internship experience the student can make the most of this significant opportunity for personal and professional growth.

Reference

Inkster , R., and Ross, R. (1995). The Internship as Partnership: A Handbook for Campus-Base Coordinators and Advisors. National Society for Experiential Education: Raleigh , NC .

Dr. Daniel Ferguson, Pittsburgh State University, has worked with both domestic and international interns from various universities for the past 8 years. He has traveled throughout the United States , Canada and Mexico working with interns and internship supervisors in over 150 organizations. He also is co-coordinator of the Global International Internship Congress.

Dr. Richard Paulsen, Michigan State University, has supervised internships for more than 15 years and works collaboratively with Study Abroad Programs and Career Services and Placement. In addition, he is a co-coordinator of the Global International Internship Congress held bi-annually.

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