Operate within the semester
- We suggest that programs should be organized based on academic semesters.
- For example, students can start at some point in the beginning of the semester and end towards the end of the semester. The dates for the start and end can be based on the class or internship schedule.
Number of hours required of students:
- We suggest students complete 15 to 100 or more hours.
- This amount of time gives them the opportunity to grow and learn overtime and ideally get to know at least one person well. A 10-hour experience would be beneficial if the student is only meeting with one older person who is motivated and willing to spend time getting to know the student. This gives the older adults a chance to get to know the students and build positive relationships with them.
Meeting day & time:
- The decision for this can be based on the hours for the community site as well as the availability of the students. For example, a senior center may be open Monday through Friday from 9am-4pm, and students may be available on Friday mornings, so then the day and time for the appointments could be 9am-12pm on Fridays over the course of the semester.
Matching strategies:
- The decision for this is often based on the availability of the student mentors and the older adult learners. In addition, language preferences must be considered. When possible, matching can be made based on similarities across the generations in race/ethnicity, career interests, and/or hobbies.
Internet access:
- For a community site to be included, they must have a publicly available Wifi connection.
Student Expectations
Syllabi Example
- This document provides an excerpt from a syllabus detailing students’ activity and expectations in a similar program.
- Fieldwork Experiential Assignments:
The purpose of this group of assignments is to give you an introductory experience that will help guide you with integrating what you learn in class with “real world” settings in working with older adults and in choosing a career in human services. You will be required to spend approximately 3 hours per week throughout the semester doing field activities (for a total of 36 hours).
For some of your hours, you will be assigned to a community organization(s) in Rhode Island that supports older adults. You will be trained to provide support from the URI Engaging Generations: Cyber-Seniors Program. Some of your field experience may involve meeting one-on-one with people at the community site and some of your hours may be spent supporting people over the phone or through Zoom,. In addition, there will be webinars and a case conference that will assist you in gaining skills in working with older adults and as members of an interdisciplinary team. Other tasks may be assigned depending on site and program needs and your own needs.
You are required to obtain a criminal background check, and you may be asked to complete any required site training or tasks, such as supplying immunization records or completing an additional training. You are expected to act and behave professionally related to time management, use of language, attire, and any other expectations outlined by the professor or field supervisor.
You will log your hours on the assigned “Hours Tracker” spreadsheet, and you will track the progress of any iPad clients you work with using a “Progress Tracker” spreadsheet. Your site supervisor will also complete end-of-semester evaluations for you. Failure to consistently log your hours on the Hours Tracker will involve the loss of the points for your hours. As a human service or health professional, it is imperative that you learn to document your work and track progress or complete notes on your interactions and experiences, so this experience is meant to help you with your eventual career.
After you have completed the 36 hours, you will write a written report based on your experience and integration of the fieldwork with readings and class discussion. You will be expected to describe how you completed your hours, what you and others benefitted from the experience, and discuss and appropriately cite relevant aging theories, concepts, and ideas that we have learned about throughout the semester (thus demonstrating application of the material). The idea of this paper is that you integrate what you learned with your field experiences with academic literature to help you gain professional skills.
As part of this paper, in addition to what is mentioned above, you should incorporate two unique elements: 1) an interview with one of the older adults or aging services professional you interact with in which you ask them about a selected course concept or concepts & incorporate (and cite) material from the textbook or peer-reviewed articles; and 2) an idea for potential service or program that you think should be implemented in your community based on what you learned from the older adults you interacted with and services and programs you learned about throughout the semester.
With this paper, you are expected to cite research, use critical thinking skills, and consider the practicality of your service or program idea. This paper must be written from your own experience & completed on your own. AI should not be used to generate any parts of this assignment.
Internship Example
- This document provides an internship description with student expectations, requirements, and hours.
- Cyber-Seniors Student Mentor will have the opportunity to serve the [insert community name] community, work with Rhode Island and the nation’s older population, and enhance the skills that employers are seeking in graduates today, including: Critical Thinking, Communication, Teamwork, Technology, Leadership, Professionalism, Career & Self Development, Equity & Inclusion.
Location & Time-Frame:
This internship will be in-person, will be PAID or UNPAID and can begin in January/February. Interns are needed to provide support for older adults located in the [insert community name] area.
Reports to:
INSERT NAME OF FACULTY OR STAFF MEMBER
Intern Responsibilities:
- Complete Cyber-Seniors training modules
- Attend URI Cyber-Seniors Virtual Training Session
- Complete CITI Training for Human Subjects Research
- Support the execution of a XXXX program to study the impact of technology usage on older adults and their social isolation. Interns will receive an assigned client list to onboard into the pilot process, complete phone interviews with participants, build and maintain a professional rapport with participants, support participants with technology needs, and administer post-survey evaluation.
- Utilize spreadsheets regularly to track progress & reflect
- All other tasks as assigned
Preferred Skills and Requirements:
- Preferred but not required: Spanish speaking
- Self-motivated and able to work both independently and under supervision
- Ability to work remotely and have reliable access to technology
- Sophomore, Junior or Senior class standing
- Excellent interpersonal and oral communication skills
- Basic knowledge in technology (Social Media Platforms, Email, Conducting internet searches, Smart Phones/Devices, etc.)
- ***Extensive knowledge in technology is not necessary. Interns will be provided resources to inform support given***
Position Details
- Job title: Spring ’24 Cyber-Seniors Student Mentor Position
- Position type: Internship
- Time requirements: x hours per week/semester/etc.
- Schedule: Part time
- Employment duration: start date to end date
- Temporary or seasonal
Hours Tracker
- Here is an example of an hours tracker that can be created on Google Sheets and shared with students so they can log their hours each week. Please note there are tabs at the bottom for each week and that formulas can be included to sum up hours each week and throughout the semester.
University Expectations
For example:
- Host an interest meeting and show the documentary
- Identify students in need of internship or volunteer hours
- Identify the timeframe in which to implement the program (for example, one semester or one month)
- Identify the number of hours each student needs to complete
Community Partner Expectations
For example:
- Have an initial meeting with the community partner
- Determine how the appointments between older adults and students will work
- Determine if background checks or training is needed for students
- Host a meeting to gauge interest in the program among older adult participants
- Provide location for intergenerational pairs/groups to meet
- Support older adults or students as needed
Older adult learner expectations
For example:
- Register for the program and commit to a number of hours
- Meet at the identified location
- Bring own device or obtain technological device at the location
- Ask questions and engage with the students about technology