1. Spring Internships

2. Internship Requirements
Community Health:
Must complete 240 hours
Approx 24 hrs/wk
Exercise Science:
Must complete 120 hours
Approx 12 hrs/wk
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. Portfolio - Resume Resume
Service Learning and Career Development Center in WUC – free and helpful!
Update with internship experience
Update with correct graduation date/degree
“Expected graduation”
Community Health Education / Exercise Science

6. Portfolio – Self-Assessment
Self-Assessment of program competencies
EVERY sub-competency needs a typed 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)

7. Portfolio – DUE Dates
Portfolio (Resume, Self-Assessment of Program Competencies & Evidence)
First Draft – DUE via no later than noon, Friday, 4/22/16.
Final Draft – DUE via no later than noon, Wednesday, 5/25/16.

8. 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.

9. 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)

10. Example – 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
PE230 Foundations of EXSS, PE310 Motor Learning, PE371 Kinesiology, PE415 Lifespan Motor Dev, PE444 Adapted PA, , PE470 Soc & Psy of PA, PE473 Phys of Ex, PE483 Biomechanics, PE485 Exercise Testing & Rx, PE419 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.
EXS444: The focus of the class was to learn how to adapt activities for a diverse population of individuals with different disabilities, physical limitations, etc. An example from the class was a paper and block exercise plan for a 17 y/o with a T12 spinal injury who wanted to join the tennis team. Because she is confined to a wheelchair, typical tennis exercises and drills had to be modified for her beginner skill level and restriction to her chair. Practices included, but were not limited to, wheeling laps around the court, stretching, wall drills with the racquet, and medicine ball tosses for strength conditioning. Other conditioning methods included practices in the swimming pool for cardio workouts.
1c. Demonstrate effective manipulation of individual, environmental and task constraints in intervention development.
EXS415: For each individual and their needs associated with age and level of physical, emotional, and mental maturity, we manipulated the constraints to fit what we were trying to accomplish. For example, an individual constraint would be the height of the individual or their weight. Height cannot be changed, but something as simple as changing from practicing basketball drills stationary, or running lines on the basketball court could change the weight of a person by burning fat. An environmental constraint could be changing the lighting of a facility to dimmer lights if the individual is sensitive to bright lights. A task constraint would be changing the purpose of the activity. For example, if a young child is struggling while playing catch trying to see how many balls they can catch in one minute, changing the activity to seeing how many they can catch overall would be manipulation of this constraint.

11. Midpoint Check-In Midpoint Meeting – via email
Answer the questions on page 25 of the internship packet
your answers along with a copy of your daily log
DUE no later than noon, Friday, 5/6/16.

12. Other Pieces Tangible Product(s)
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 page 26 for sample questions.

14. Interview Format
Name of Person Interviewed Job Title Q: A: 2-3 sentence reflection of what YOU got from the interview – do not summarize the person’s answers.

15. Surveys Self-Evaluation Survey – emailed out week 8 (5/16)
Don’t forget to print/save the last screen shot
Exit Survey – ed out Monday, 6/6.
Supervisor Survey
Remind your supervisor to fill it out
Supervisor evaluation of you matters!

16. Finishing touches Summary of internship experience
Follow the outline in the internship packet – pg 28
Thank you letter to your supervisor

17. Keep in mind… PLEASE be professional! If concerns arise…
Return any issued materials at the end of your internship.
If concerns arise…

18. Final MANDATORY meeting
Wednesday, 6/8, 12noon, location to be determined.
ONLY exception – out of state internship / another final (I need proof!)
Check WOU throughout the term
Please ask me questions!