By Brent Beggs and Amy R. Hurd

Internships Bring theClassroom to Life

I NTERNSHIPS ARE A COMMON PRACTICE in parks andreation as they are a requirenrient for NRPÄ accreditedprograms. These internships allow students to apply theirclassroom learning to a real situation. Students spend 4-plus yearspreparing to become a professional and the internship serves as atraining ground where students can build on the skills they already pos-sess and help them make the transition from student to full time employee.

Internships serve multiple purposes including(a) networking with professionals, (b) developingprofessionalism. (3) demonstrating, refining, andacquiring competencies. (4) preparing to securean entry level position, and (5) bridging the gapbetween theory and practice. These are achievedthrough successful mternships which are a result ofacademic preparation, student motivation, studentcompetency, and the internship site itself.

Key to any successful internship is the people in-volved. A solid relationship between the universitysupervisor, the student, and the agency supervisorshould exist. While there is a symbiotic relationshipbetween the agency, student, and the intem. therecan be very different expectations of the internshipfrom these three different entities. The primary pur-pose for the university is learning, and the studentwants to find a job or has career advancement as agoal, and the agency wants a quality student whocan contribute to the agency while also learningabout the field.

Student Perspective:A study by Peretto Stratta outlined many expec-tations of students durmg internships. The maintheme that prevailed from students was that theywanted access to resources during their intern-ships that would help them get a job. When stu-dents are looking for internships, they are goingto select them based on compensation, location.and timing. Compensation was defined as mon-etary and non-monetary compensation. Monetarycompensation included salary, tuition waiver, or a

stipend and non-monetary compensation en-compassed such things as food, housing, andtravel expenses. Location was a considerationif it had excessive expenses related to it. andtiming referred to the length of time of the in-ternship and the start/end time of the internshipStudents were rarely interested in six month to ayear internships.

Students also look for agencies that are a good"fit" for them. They want an agency that matchestheir professional goals and provides the type ofexperiences they are looking for. They want clearexpectations detailed so they understand what willoccur during the internship. Students also wantexposure to professional challenges by being re-spected by the staff, given challenging work, andnot serving as only menial labor.

Agency Perspective:Practitioners have their own expectations of in-ternships, and they also have a major impact onthe quality of the internship. Agency supervisorsexpect students to have solid preparation in theclassroom prior to beginning an internship posi-tion and that interns should expect to do both rou-tine and meaningful tasks during their internships.The students should also understand professional-ism by knowing how to dress professionally, beingon time, and adhering to deadlines, among otherthings, Beggs. Ross, and Knapp completed a studycomparing intem and agency supervisor perspec-tives of internships. The agencies included campus

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recreation, commercial recreation, and.|i public recreation. Public parks and rec--u realion internship supervisors felt that

students should be able to develop andlead programs, expect to work morethan 40 hours per week, be willing to doanything asked, and know how to deveUop a program budget. They also felt thatthe agency should provide orientationand training, professional developmentopportunities, and provide opportuni-ties to plan programs, and prepare aprogram and a corresponding budget.

Overall the agencies want quality in-terns and prefer to be faniiliar with thelevel of preparation the student has orknow the faculty members at that particu-lar university. Like the students, the agen-cies are also looking for that good "fit".

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University Perspective:Although the internship is the last step inthe academic career of the undergradu-ate and is external to the classroom, theuniversity is still heavily invested in thisculminating experience. Adequate rig-or needs to be infused into the intern-ship and that elements of the internshipshould ensure that classroom theory isimplemented within the professionalpractice. Assignments such as an intern-ship journal, research paper, a semes-ter long project, and an evaluation oftheir own performance, the agency, andthe curriculum should be required. In-ternships should be competency basedwhere students acquire knowledge,skills, and abilities both in the classroomand in the field in order to best preparethem for an entry level position.

The Woodlands, Texas, Parks andRecreation merges the academic andpractical sides of education together intheir internship program. This agencyuses Council on Accreditation Standardsand a competency assessment to deter-mine what experiences the intern needs.In addition, during the interview processthe student is asked questions that testtheir academic preparation such as thebenefits movement, Maslow's Hierarchyof Needs and how recreation plays a partin this, and program formats.

Although the perspectives of thethree major players in an internship ex-perience differ, it is not difficult to bring

the three together to maiœ for a positiveexperience for all involved. Each par-ty wants the student to have a challeng-ing experience, find an agency that is agood "fit", and apply classroom knowl-edge to the field,

Research to Practice:• Develop a relationship between theagency and the intern

-Create a job description so all in-ternship expectations are outlined

-Create a project plan detailii^the projects and tasks to be com-pleted during the internship

-Consider the feasibility of payingthe intern through a stipend or hour-ly wage. While the agency feels it isa learning experience, the studentsees it as work done for the agency

-Both parties should meet week-ly to touch base on progress to-ward completing projects andissues during the internship

-Provide opportunities for the internto network in the profession. Thiscan lead to finding that first position

-Treat the student as a part of thestaff and not as "the intern". Manyhave felt being called "the in-tern" was demeaning while thesupervisor found it humorous.

-Provide a solid orientation for thestudent. Start with an internshipmanual the student can read pri-or to starting with the agency.

• Develop a relationship between theagency and the university

-Discuss expectations of the in-ternship from both the agen-cy and university perspective

-Talk throughout the intern-ship about progress and de-velopment of the student

-Agency supervisors shouldsee themselves as extensionsof the university and be pre-pared to teach and mentor stu-dents (Steinbach. 2004)

-University faculty should get toknow practitioners in the field tomake personal connections so thatagencies are more willing to ac-cept their students as mtems.

• Develop a relationship between theConúDued on page 34

32 Parks & Recreation FEBRUARY 2010 W W W . N R P A . O B G

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university and the intern-Discuss strengths and weak-

nesses of academic prepara-tion to enhance curricula

-Internship preparation class-es should cover all paperworkand assignments that the in-tern will complete during thecourse of the internship

-Talk throughout the internship aboutprogress and development of thestudent 0

BRENT A. BEGGS, PH.D., is an Associate

Professor and the Program Director for theRecreation and Park Administrationprogram at Illinois State University.

AMY R. HURD, PH.D.. CPRP. isan

Associate Professorin Recreation and ParkAdministration and the Graduate ProgramDirector for the School of Kinesiology andRecreation at Illinois State University,

ReferencesBeggs. B.A., Ross, CM., & Knapp. J (2006).Iniernships in leisure services An anal-ysis of studenl and practitioner percep-tions and expectaiions Schoie, 21, 1-20.

Hurd, A. R. & Schlatter, B.E. (2007). Estab-lishing cooperative competency basedmtemships for parks and recreation stu-dents Journal oí Health, Physical Educa-tion, Recreation & Dance. 78 (4), 31-34. 47.

KeUy, D. R. (2004). Quality «nrtrci in the ad-ministration of sport management intern-ships. Journal of Health, Physical Education,Recreation & Dance, 75(1), 28-30.

Ntjnes. C. (2007). Parks and Recreation Man-agement Internship Packet. The Woodlands,TX: Parks and Recreation Department.

Ross. C M.. Beggs, B.A. & Young, S, J (2005)Mastering the job search process in rec-reation and leisure services JonesandBartlett Publishers: Sudbury. MA.

Stier, Jr. W. F. (2002). Sport manage-ment internships: from theory to prac-tice Strategies. 15 (4), 7-9.

Peretto Stratta. T. M. ( 2004). The needsand concerns of studeitfs during the sponmanagement internship ejqaerienceJournal of Health. Physical Education, Rec-:eation & Dance. 7S (2). 25-29.33-34.

Williams, J (2004) Sport managemeni intem-sîups. Agency perspectives, expectations, andconcerns. Journal of Health. Physical Educa-tion. Recreation & Dance. 75 (2), 31-34. 47

Young D. S & Bater, R. E. (2004). Linking class-room theory to proíessional practice: The intern-ship as a practical learning experience wortliy oíacademic credit- Journal of Health, Physical Edu-cation, Recreation & Dance, 75 (I), 22-24, 30

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