The traditional internship meets the needs of full-time students with little or no professional experience. The traditional internship model is less valuable for the many students who are enrolled part-time while working in communication-related and other professional positions. In
this article, I argue that this population of students can benefit from the learning opportunities of an internship if the internship is appropriately adapted to their needs, and I describe an internship model that my colleagues and I have developed to serve these students. This model, the
“research-experiential internship,” has the potential to benefit not only the growing number of nontraditional students at universities and colleges nationwide, but also the client organizations where these students work and the academic programs in which these students participate.
Document Type: Journal Article
Publication date: August 1, 2006
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Technical Communication, the Society's journal, publishes articles about the practical application of technical communication theory and serves as a common arena for discussion by practitioners. Technical Communication includes both quantitative and qualitative research while showcasing the work of some of the field's most noteworthy writers. Among its most popular features are the helpful book reviews. Technical Communication is published quarterly and is free with membership.