Abstract
The authors discuss internships as a high-impact practice and the elements that contribute to that status. They also discuss the internship program at East Carolina University and the in house developed process to match students and internship sites called ECU-LINCS. The process is comprised of ten steps: internship orientation, internship fair, contacting potential agencies, updating the résumé, site visits and interviews, ECU-LINCS rank form, matchmaking, announcement gathering, assignment acceptance, and begin internship, and the process for each step is described. The authors also discuss the findings in a preliminary evaluation of the process.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Ballard, S. M., & Carroll, E. B. (2005). Internship practices in family studies programs. Journal of Family and Consumer Sciences, 97(4), 11–17.
Brock, G. W. (1987). Family science undergraduate programs: Time for a new approach? Family Science Review, 1, 74–78.
Galbraith, K. A. (2002). Integrating service learning into human service and family science curriculum. Journal of Teaching and Marriage and Family, 2(4), 363–384.
Keim, R. E. (1993). Professional practices in family science: Essential for an undergraduate course. Family Science Review, 6(1, 2), 73–79.
Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.
Mullin, F. J., & Stalnaker, J. M. (1951). The matching plan of internship appointment. Journal of Medical Education, 26, 341–345.
Ritblatt, S. N., & Obegi, A. D. (2001). Community-based service-learning in family sciences: Course development and learning outcomes. Journal of Teaching and Marriage and Family, 1, 45–64.
Roth, A. E. (2003). The origins, history, and design of the resident match. Journal of the American Medical Association., 289(7), 909–912.
Smart, L. S., Keim, R. E., Pritchard, M. E., & Herron-Miller, A. C. (1995). Professional development during college: A comparison of out-of-class experiences in two majors. Family Science Review, 8(3, 4), 129–141.
Taylor, A. C., & Ballard, S. M. (2012). Preparing students to work with diverse populations. In S. M. Ballard & A. C. Taylor (Eds.), Family life education with diverse populations (pp. 285–302). Thousand Oaks, CA: Sage Publications Inc.
Author information
Authors and Affiliations
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2017 The Author(s)
About this chapter
Cite this chapter
Taylor, A.C., Carroll, E.B., Ballard, S.M., Baugh, E.J., Jorgensen, B.L. (2017). Effectively Placing Family Studies Majors at Internship Sites: The ECU-LINCS Match Process. In: Newman, T., Schmitt, A. (eds) Field-Based Learning in Family Life Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-39874-7_6
Download citation
DOI: https://doi.org/10.1007/978-3-319-39874-7_6
Published:
Publisher Name: Palgrave Macmillan, Cham
Print ISBN: 978-3-319-39873-0
Online ISBN: 978-3-319-39874-7
eBook Packages: EducationEducation (R0)