1. THIS PANEL DOES NOT PRINT This PowerPoint template produces a 48”x72” poster. It will save you valuable time placing titles, subtitles, text, and graphics. To ensure proper printing, ensure that you use basic fonts available with all Windows and Mac Systems, such as Arial, Times New Roman, Calibri, Trebuchet MS, etc. When printing, specify to your printer to print this document at 200%. PowerPoint does not allow printing over 56”x56”, so this template is actually 36” wide by 24” tall. On campus you can have high quality colour printing done at XL Design in the Memorial Union Building. Multiple media types are available for your poster including vinyl. Mounting hardware is also available. For information call: 966-6976 Object Placeholders Use the placeholders provided below to add new elements to your poster: Drag a placeholder onto the poster area, size it, and click it to edit. Section Header placeholder Move this preformatted section header placeholder to the poster area to add another section header. Use section headers to separate topics or concepts within your presentation. Text placeholder Move this preformatted text placeholder to the poster to add a new body of text. Picture placeholder Move this graphic placeholder onto your poster, size it first, and then click it to add a picture to the poster. Created by Created by Peter Downing – Educational Media Access and Production © 2011 Academic libraries can provide additional experiential learning opportunities on their campuses AND provide undergraduates with early exposure to the library profession by offering for- credit undergraduate library internships. Interns may come from any discipline in which the internship is accepted as a course credit toward the fulfillment of their undergraduate degree. The focus is on engaging students in librarian-like work in order for them to experience the profession. Interns are not student assistants. OPPORTUNITY Students gain experiential learning, credit toward their degree, and exposure to librarianship before applying for graduate school. The library raises its profile by contributing to the academic mission of the university, potentially helping channel students into the profession, and engaging librarians in credit-based teaching. The university benefits by having an additional offering in its suite of experiential learning opportunities. BENEFITS OF AN INTERNSHIP The background work is complete, and we expect to offer our first undergraduate library internship in January 2017. Administrative Structure: The Library partnered with the College of Arts and Science (A&S) to house the internship since we cannot offer credit-based programming. The course credit will count toward undergraduate A&S degrees. The administrative infrastructure is provided by A&S, where the course is approved, advertised, and administered One librarian will be the course instructor who oversees the course itself, the planning and registration permissions, the seminar component, and assessment for all interns. Other librarians will serve as workplace supervisors and will oversee the experiential component for individual interns in coordination with the course instructor. The internship lasts for one term, and we plan to offer it every January. Student experience: The internship is for undergrads in A&S who have completed at least 60 credit units (so they should be in at least 3 rd year). 2-5 students will be accepted every time the internship is offered. As an academic internship, there is a work experience component (70 hours of appropriate librarian-like work overseen by the workplace supervisor) and a 2-hour weekly seminar focused on current issues, librarian roles, etc. Students will attend seminars, prepare assignments, and complete work experience projects throughout the term. They will be assigned a numerical final grade which will appear on their transcript. ACADEMIC UNDERGRADUATE LIBRARY INTERNSHIPS AT THE U OF S Establish Buy-in Ensure you have the support of your library (time, resources, space). Ensure that your library and colleagues understand the goals and structure of the internship, and how they can participate as workplace supervisors. Plan to hold information sessions, share progress, answer questions etc. Identify any necessary partners outside of the library and share your idea to ensure your course will be counted toward meeting the program requirements for the undergraduates for whom it is intended. Ensure that your work assignment includes teaching the course. Meet Deadlines Begin planning well in advance to learn your local bureaucratic processes and to meet annual or monthly external deadlines for submitting a syllabus, having courses approved and added to the course calendar etc. Ensure that your course is approved and included in the university’s course listings for the term it will be offered. Talk to interested workplace supervisors to identify potential work projects for interns before registration opens. Prepare your selection criteria and be ready to meet/interview potential interns when registration opens. Make Prep Materials Design the course and syllabus, using any required templates and taking advantage of workshops offered by your teaching and learning centre to develop necessary skills. Prepare materials to assist workplace supervisors in their role (statement of goals and other details, learning contract template, work experience assessment guide). TIPS FOR MAKING YOUR IMPLEMENTATION PLAN ASK YOURSELF THESE PRE-PLANNING QUESTIONS Assess institutional support and readiness by asking these questions: Can you identify supporters for this initiative outside of the library (i.e. Department Heads, administrators, other faculty)? Is your library allowed/positioned to offer credit- based programming? If not who can you partner with to house your internship? Will your library commit to provide a librarian with the time to teach a course? Will other librarians be interested in supervising the work experience component for your interns, and how will this work be assigned? How will librarians at your institution be recognized and rewarded for teaching a course or serving as workplace supervisors? For example, will this work be recognized within your tenure, promotion, and merit processes? CONTACT Candice Dahl University Library University of Saskatchewan candice.dahl@usask.ca Poster available at http://hdl.handle.net/10388/7072 Stickmen by dominiquechappard on openclipart.org Creating a Credit-based Library Internship Course for Undergrads Candice Dahl, University Library, University of Saskatchewan In an academic internship students earn credit rather than money. The library does not have to secure funding, and credits earned count toward a student’s undergraduate degree. The internship is integrated seam- lessly into the academic career of students, counting for a single class (3 credit units at the U of S). COURSE CREDIT RATHER THAN CASH What a great idea! I get credit AND work experience! Tips to keep you on track and minimize oversights