EDUC 425 Internship in Education Spring 2014 Professor: Office: Phone: E-mail: Lynn M.

Hoffman Class Meeting Times: alternate Thursdays 10-11, starting 1/30.

Room 468 (570) 850-5217 (cell) (570) 577-3454 (office) lhoffman@bucknell.edu

This syllabus is designed for Maddy Liss. The EDUC 425 course fulfills the final requirement for the B.A. in Education with a concentration Support Services for Children and Youth. This internship will be conducted under the auspices of The Aphasia Center. Contact: Tara Michaels. Cell: 570-939-0712; email aphasiacenterpa@verizon.net. The following activities will be completed during the internship

Work with adults experiencing aphasia Plan and implement activities that provide non-threatening opportunities to increase and improve clients production of oral language as per schedule of programming for winter 2014 Create short lessons that encourage clients to understand a variety of I Pad applications that reflect their personal interests and may enhance their everyday activities (I do, we do, you do) Shadow a certified speech therapist, and learn to incorporate observed strategies into the development of client activities (Mifflinburg speech therapist once per week) Engage in behind the scenes initiatives that publicize and financially support the aphasia center

The requirements of this internship are as follows:

1. Document 100 internship hours at The Aphasia Center and the Mifflinburg Schools

completed during the semester. These hours can be completed in any combination of activities related to agency and school work. You will maintain a written record of hours and experience using the form provided. At the end of the semester, both the students and the supervisor(s) of record will review and affirm that the hours have been completed as described.

2. Create 8 Reflective Journal Entries evenly spaced throughout your internship. The

purpose of journal writing is professional growth through describing accurately and analyzing what is happening in your internship experience. Topics are at your discretion, reflecting your evolving understandings, questions, challenges and triumphs as you critically engage in your internship. Generally, journal entries will be 1-3 pages (doublespaced) in length. Journals will be evaluated for their depth, clarity of observation, connections to prior coursework and readings, reflectivity, and thorough analysis of issues and instances.
3.

Investigate the website for speech pathologists professional association, the American Speech- Language Hearing Association. Identify and discuss hot topics in the field, including Evidence Based Learning (EBL).

4. Read Kedar, I. (2012). Ido in autismland: Climbing out of autisms silent prison.

Investigate ABA as an example of current evidence-based learning. Create a thoughtful summary and reflection about the text that includes how the material could be useful to you in your future practice as a speech therapist?
5. Complete a Program Portfolio that reflects acquisition of B.A. in Education

competencies, as follows: Students who complete the B.A. in Education will:

! ! ! ! !

Understand the process and structure of educational organizations Understand theories of how humans learn and develop Understand the core concepts and tools of inquiry for evaluating and producing educational research Understand diverse applications of educational theory Demonstrate capacity for self-reflection and ethical reasoning

A portfolio rubric is available and should be reviewed prior to the beginning of the internship. Artifacts to include in the portfolio may be associated with your internship, or with other Education coursework and experiences. You will be expected to present your portfolio at the Education department Portfolio Exhibit, scheduled for Tuesday, April 29 from 4-6. Many students use Weebly to organize and present their materials effectively and attractively. Grading: The final grade for this internship will be based on the average of the following:

Documentation of completion of 100 hours of internship experience as described (start immediately to complete hours) Quality completion of 8 reflective journals based on the internship experience (one due approximately every two weeks).

Response to text due 3/7 (just before spring break) Feedback from site supervisor(s) A portfolio including thoughtful reflections that tie artifacts submitted with required competencies to be demonstrated.