Faculty Lecture Series - Ulibarri & Bailey - Internships at Adams: Impactful Experiences

Value of the Information & Strength of the Argument

The presentation provides valuable insights into the assessment of internships at a specific institution, offering a model for how to study high-impact practices. The argumentation is grounded in established educational frameworks (High-Impact Practices, NACE competencies) and incorporates the concept of servingness, which is relevant to minority-serving institutions. The speakers are transparent about the limitations of their study, including low response rates and the small sample size, which strengthens the credibility of their claims. However, the evidence is primarily based on self-reported data from a limited number of participants, and the findings may not be generalizable beyond Adams State. The presentation effectively argues for the importance of paid internships and the need to address equity issues, but it could benefit from more robust quantitative analysis and a larger sample to support its conclusions.

Scientific Rigor, Source Quality, Title Accuracy

The presentation demonstrates scientific rigor by referencing established concepts and frameworks, such as High-Impact Practices (Kuh), NACE competencies, and servingness (Garcia). The speakers cite relevant literature and mention institutional data, but they do not provide specific citations or URLs for these sources. The title accurately reflects the content, which focuses on internships at Adams State and their impact. The presentation is well-structured and includes a clear description of the research methodology, including sampling, data collection, and analysis. However, the lack of detailed source citations and the reliance on a small, non-random sample limit the overall rigor. The speakers acknowledge these limitations, which is a positive aspect of their approach.

The title accurately reflects the content, which focuses on the impact of internships at Adams State University, presented by faculty and an intern.

7/10

The presentation is based on a small-scale study with limited sample size and self-reported data, but it is grounded in established frameworks (High-Impact Practices, NACE competencies) and includes transparent discussion of limitations. The speakers are faculty and staff with direct involvement in the internship program.

Markers derived by PSI from the transcript: the creator did not define chapters.

• 02:00Introduction to the presentation and acknowledgment of the collaborative nature of internships.
• 10:00Discussion of the characteristics of high-impact internships, including effortful engagement and feedback.
• 20:00Introduction of the concept of servingness and its relevance to Adams State's strategic plan.
• 30:00Emily Bailey describes her role as a program research intern and the methodology of the study.
• 40:00Presentation of demographic data and comparison with the university's demographics.
• 50:00Key findings: high prevalence of unpaid internships and lower technology skill development.
• 1:00:00Discussion of future plans for sustained data collection and implications for improving internships.

• High-Impact Educational Practices — Referenced as the framework for understanding what makes internships high-impact.
• NACE Career Readiness Competencies — Mentioned as the set of competencies essential for career success.
• Garcia, G. (2023). Servingness — Referenced for the concept of servingness in Hispanic-serving institutions.

• High-Impact Educational Practices — Supports the importance of high-impact practices in student development.
• NACE Career Readiness Competencies — Aligns with the competencies discussed in the presentation.

• Unpaid internships and equity — The presentation highlights the prevalence of unpaid internships, which may conflict with some institutional claims of equitable access.