Describes a study of the differences in the perceived roles, functions, and duties of clinical and counseling psychology interns in internship and university training program settings and of the effectiveness of the interns in their roles, functions, and duties as perceived by supervisors. Suggests training improvements. (SB)

Tells the value to the author of working as an intern at a television station during the summer after his/her graduation from high school. (GT)

Describes a one-year program at Austin Peay State University to train paraprofessional library technicians. Curriculum consists of courses in typing, business communications, accounting, and office procedures. A supervised internship in a local library setting culminates the training. (CT)

Surveyed professors of educational administration, interns in educational administration, and practicing administrators who had hosted interns, to determine the degree of consensus on criteria for evaluating administrative interns and to determine the perceived importance of affective criteria. (Author/IRT)

Describes the curriculum of the Community Information Specialist program at the University of Toledo Department of Library and Information Services and discusses the legitimacy of the department's master's degree. (PF)

This study examines the educational and personal effects of the New York State College Intern Program, designed to provide college students with first-hand knowledge of the legislative process and functions. The internship experience had no significant influence on students' patterns of interest and values. (Author/RM)

Corporate trainers (n=211) rated 20 training methods. Live cases and internships rated highest in terms of knowledge acquisition, problem solving, and interpersonal skills. Methods with less teacher-student interaction received low ratings. (SK)

Respondents (n=158) from 23 institutional members of the Cooperative Education and Internship Association evaluated cooperative education/internship students' competence and supervision issues; 56% felt they were more difficult to supervise than regular employees but perceive their work-related skills to be the same or better; 63% were interested…

Develops a framework of work-related social skills that should be a focus of skills training for cooperative education students: sensitivity, knowledge, intangibility, learning, listening, and socialization. Explains how to apply, monitor, and evaluate the skills framework in internship programs. (Contains 39 references.) (SK)

An undergraduate gerontology internship allows scaffolding between a service-learning activity and a graduate school internship. A humanistic approach to teaching about aging provides opportunities to develop critical thinking and deep understanding. (Contains 49 references.) (SK)

This article addresses the legal issues surrounding internships. From equal employment opportunity laws to noncompete agreements, this column offers an interpretation of state and federal statutes that are applicable to experiential education programs. (GCP)

A growing number of administrator preparation programs are including a formal mentor-intern requirement in their training activities. This article describes an Indiana University program that introduces mentors and interns to shadowing (gathering observational data) and reflective interviewing practices. Includes four references. (MLH)

The gerontology certificate program at the University of Massachusetts-Boston uses an action research model in two formats: (1) older adult students learn social research methods and conduct studies among their peers; and (2) certified graduates serve as interns, conducting research on older adult issues and needs. (SK)

A teacher of "basics" for 14 and 15 year olds who have failed eighth grade questions the validity and relevance of this teaching approach. She stresses the importance of apprenticeships and internship programs to help students apply knowledge that is infrequently used and soon forgotten. (MLH)

This account of one student's experience of an internship recommends (1) arranging internships soon after coursework; (2) matching intern expertise with adult learning needs; (3) identifying role models who have strengths the intern wants to develop; and (4) taking time to reflect on the internship process with an expert who can share insights.…