1. Janet Roberts and Ada Massa, Coordinators
Winter Internships
Janet Roberts and Ada Massa, Coordinators

2. Internship Requirements
Community Health:
Must complete 240 hours
Approx 24 hrs/wk
Exercise Science:
Must complete 120 hours
Approx 12 hrs/wk
WOU - all communications
What hours count?
Tracking your hours
Use the Daily log in the packet / website

3. Daily Log – NOT acceptable
Date:
Tasks / Skills:
Reflection:
Hours:
(Today’s Date)
(Refers to what you accomplished or worked on at your internship)
(Refers to what you learned about yourself, what you learned about your field, if you encountered any issues or concerns, how was it solved or what could be done to solve it)
Daily / Total
10 Oct 2011
Oriented myself to the office staff
I didn’t really learn anything today. 3
12 Oct 2011
Worked with the kids
I learned that kids have short attention spans
15 Oct 2011
Ran practice
I love running practice 5

4. Daily Log – Acceptable Date: Tasks / Skills: Reflection: Hours:
(Today’s Date)
(Refers to what you accomplished or worked on at your internship)
(Refers to what you learned about yourself, what you learned about your field, if you encountered any issues or concerns, how was it solved or what could be done to solve it)
Daily / Total
10 Oct 2011
Today I was assigned to work on a fall prevention program for seniors living in assisted living. I will be presenting my program to the caregivers at the assisted living facility on 10/20.
I discovered that I really enjoy doing the research necessary to plan programs and presentations. I am having an issue with adequate work space but the supervisor is finding a desk for me.
3 / 3
12 Oct 2011
Today I was able to run practice so I drilled the team on 10m, 15m and 20m sprints with leg work in between.
I really enjoy finding new ways to make practice fun and interactive. The paperwork of putting down practice drills on paper is a little tedious but I’m sure it will get easier.
3 / 6

5. Weekly Check-Ins Discussion Forum Upload Daily Logs Document
Answer the question(s) on the Discussion Forum
Weeks 1, 3, 5, 7, 9 & 10
Upload Daily Logs Document
Weeks 2, 4, 6, 8, & 10
Check syllabus for appropriate due dates.

6. Portfolio – Resume & Cover Letter
Service Learning and Career Development Center in WUC – free and helpful!
Cover letter should be written for an entry-level position in your appropriate field.
Update resume with internship experience
Update resume with correct graduation date/degree
“Expected graduation”
Community Health Education / Exercise Science

7. Portfolio – Self-Assessment
Self-Assessment of program competencies
EVERY sub-competency needs a typed explanation with a specific class example.
Be specific!
Examples are in this presentation
Grading rubric posted on my website
Try to use every required course at least once
Ask for help!
Connect your 3 evidences to sub-competencies
One evidence for competency 1 (1a, 1b, 1c or 1d)
One evidence for competency 2 (2a, 2b, 2c or 2d, etc)
One evidence for competency 3 (3a, 3b, or 3c, etc)

8. Portfolio Interested in receiving feedback on your portfolio?
Optional: See syllabus for due dates.
Portfolio (Resume, Self-Assessment of Program Competencies, Evidence & Self-graded rubric)
This is the FINAL product – not a draft!
Due: See syllabus for due dates.

9. Example – NOT acceptable
Competency 1: Plan strategies, interventions and health education programs of instruction based on assessment of individual and community needs.
Course Experience: Required Core Classes
HE227 Community/Public Health, HE375 Epidemiology, HE385 Foundations of Health Ed, HE473 Biometrics, HE487 Assessment/Eval, HE471 Program Planning, HE419 Internship
1a. Access valid health-related data and use computerized sources of health-related information.
In classes I used computers and the internet to research health related issues, statistics and analysis.
1b. Use theory-based and/or evidence-based research results when planning programs and curriculums.
I looked at some programs that were to launch in the future and read about theory.
1c. Apply techniques to acquire qualitative and quantitative health data.

10. Example – Acceptable
Competency 1: Plan strategies, interventions and health education programs of instruction based on assessment of individual and community needs.
Course Experience: Required Core Classes
HE227 Community/Public Health, HE375 Epidemiology, HE385 Foundations of Health Ed, HE473 Biometrics, HE487 Assessment/Eval, HE471 Program Planning, HE419 Internship
1a. Access valid health-related data and use computerized sources of health-related information.
HE473: Using all EBSCO Host databases and Google Scholar, researched the key words and phrases such as alcohol use, substance abuse, depression, comordibity, college age students, to examine peer reviewed research articles examining the relationship between depression and alcohol misuse on college campuses. (See Final Research Study Proposal)
HE375: Used the US Census Bureau, State and County QuickFacts, the CDC website, and the Minnesota Department of Health to gather up to date and correct information about population size, the prevalence of obesity, poverty, leading cause of death, etc.
1b. Use theory-based and/or evidence-based research results when planning programs and curriculums.
HE385: Used the Social Cognitive Theory to develop a behavioral change program for a client who was trying to increase water consumption. Using the SCT, we, as the health educators, developed tools to help the client achieve the behavior changes created used constructs such as positive and negative reinforcements, increasing the client’s behavioral capacity by giving information from peer reviewed articles research on EBSCO and Google Scholar websites, and setting goals and objectives for the client to reach.
1c. Apply techniques to acquire qualitative and quantitative health data.
HE487: Developed an evaluation plan for the Oregon Quit Now Program. Evaluation questions were developed in surveys and in focus groups using the Quit Now program. The surveys that would be distributed online to the clients would be strictly quantitative data to increase knowledge about the services provided, demographics of the population using, etc. Open-ended, qualitative, questions would be asked by an interviewer in small focus groups to find out more information regarding the use of the program. An example of a quantitative question we developed in the survey is “in general have you ever tried to quit tobacco products?” with the option to select “yes” or “no”. An example of a focus group qualitative question is “do you think that the Oregon Quit Now Program is beneficial, and why?” (See Evaluation Plan)

11. Example – NOT Acceptable
Competency 1: Plan effective exercise interventions based on assessment of individual, environmental, and task constraints, and on assessment of interactions among constraints.
Course Experience: Required Core Classes
EXS230 Foundations of EXSS, EXS310 Motor Learning, EXS371 Kinesiology, EXS415 Lifespan Motor Dev, EXS444 Adapted PA, , EXS470 Soc & Psy of PA, EXS473 Phys of Ex, EXS483 Biomechanics, EXS485 Exercise Testing & Rx, EXS419 Internship
1a. Apply appropriate qualitative and quantitative measurement and analysis techniques in assessment of constraints and constraint interactions.
EXS485: Both qualitative and quantitative measurements were used to examine risk factors in assessing the safety of a recommended exercise program. Quantitative measurements of height, weight, blood pressure and cholesterol counts were evaluated, as well as qualitative measurements including family history and daily activity levels to determine the current caloric intake and exercise intensity and frequency of the individual. There was a constraint of lack of baseline physical fitness and endurance that was found and it was determined that he was not able to endure the goal length of his workout to begin his regimen. The action taken to overcome this constraint was a gradual increase in his physical activity. This plan began with 25 minutes of activity the first week; minutes of activity the second week; and 55 minutes to 1 hour of activity for the remainder in order to properly increase this client’s physical strength and endurance. (See Case Study)
1b. Determine intervention outcomes based on constraint and interaction assessment.
EXS485: After conducting a risk assessment, it was evaluated and determined that the subject was at moderate risk. His accumulated risk factors included sedentary lifestyle, obesity, hypertension, pre-diabetes, dyslipidemia, and a family history of heart disease. Because of this, only sub-maximal testing could be completed such as a bench test, modified push-up test, and abdominal crunch test. Since there was already medical clearance, a physician was not required to be present which allowed us to progressively overload the client and improve his physical fitness. The intervention results we determined were that he would lose two pounds a week with cycling and heavy weight lifting that would be performed on specific days.
1c. Demonstrate effective manipulation of individual, environmental and task constraints in intervention development.
EXS485: We determined several individual, environmental and task constraints for our case study. The individual constraints measured were the initial diet and availability to work out. The environmental constraints determined were the facilities that would be accessible to the client to easily and effectively complete his planned programs, and the task constraints considered included the fact that he was easily fatigued at baseline and his history of chest pain that had to be closely supervised for safety purposes. His diet was determined based on his preferences (with reduction of high intake of fast food), pre-diabetes and dyslipidemia management, as well as prescribed caloric intake that was calculated. The workout environment chosen was one that would include all of the equipment necessary for him to perform everything within his prescribed workout. The task constraints were manipulated to accommodate his fatigue and chest pain by setting his work load at a healthy state for him. This was determined through a series of calculations to find his V02 max.

12. Other Pieces Tangible Product(s)
Include introduction and description.
You must have at least one – more if fine!!
Ideas…
Pictures
Take 3-5 pictures of yourself at your internship site
NO pictures of other people’s faces

13. Interviews
Interview 2 professionals in your field (community health / exercise science)
Cannot interview a professor / instructor working for WOU.
Only 1 of the interviews may be someone working at your internship site
This is a networking opportunity!
Must ask at least 4 questions – see the Internship Handbook for sample questions.

14. Interview Format
Name of Person Interviewed Job Title Q: A: Approximately ½ page (double-spaced, typed) reflection of what YOU got from the interview – do not summarize the person’s answers.

15. Finishing touches Summary of internship experience
Follow the outline in the internship packet
Thank you letter to your supervisor
Check syllabus for due dates.

16. Surveys Self-Evaluation Survey – emailed out week 8 (02/26)
Don’t forget to print/ the last screen shot
Exit Survey – ed out Monday, March 12, 2018.
Supervisor Survey
Remind your supervisor to fill it out
Supervisor evaluation of you matters!

17. Keep in mind… PLEASE be professional! If concerns arise…
Dress for success. Looking the part matters.
Treat it as a job in the agency:
Be on time.
Show up.
Call your site supervisor to notify absences and tardies.
Return any issued materials at the end of your internship.
If concerns arise…

18. Actual Supervisors Feedback

19. Questions:
Check WOU throughout the term
Please ask questions!