57689 Internship

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Subject handbook information prior to 2025 is available in the Archives.

UTS: Communication: MAP and Sound and Music Design
Credit points: 6 cp

Subject level:

Postgraduate

Result type: Grade and marks

Requisite(s): 16 credit points of completed study in spk(s): STM91564 Core stream (Media, Industry and Practice)
These requisites may not apply to students in certain courses.
There are course requisites for this subject. See access conditions.

Description

This subject equips students with practical industry experience in screen arts production through an internship tailored to their interests. Students craft a learning contract outlining your objectives and create a program of activities to meet them. The course supports them in setting goals and honing skills essential for success in their internships. Students also engage in reflective practice, assessing their workplace performance and its impact on their professional development. Through active participation, students emerge better prepared for their career in screen arts.

Subject learning objectives (SLOs)

a.	Identify goals, strategies and resources for workplace learning.
b.	Evaluate the development of professional skills during an internship.
c.	Reflect on internship experiences and observations.
d.	Demonstrate appropriate professional readiness, performance and conduct in a working environment.

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences:

Engage critically with your creative practice research through the application of established theory. (2.1)
Demonstrate high-level abilities and self-awareness as an oral, written and audio-visual communicator. (6.1)

Teaching and learning strategies

This subject is based on work integrated learning where teaching and learning occur primarily in a workplace. Students negotiate an internship in consultation with a tutor and workplace supervisors. In addition, they attend compulsory lectures and workshops and undertake readings. The early workshops provide an opportunity for feedback before census date, assisting students to evaluate their skills so that they can better prepare their CVs and learning contracts. Feedback is provided online and face to face as students submit the required documents and keep a regular journal of internship experiences. In addition, students meet individually with the tutor to discuss their progress on finding and completing the internship, and to resolve any problems that might arise. Final class presentations and discussions challenge students to reflect on and critique ethical issues that arose during internships.

CareerHub is used for two purposes: to provide students with a jobs board for potential internships; and to monitor submission of key documents as students progress towards achieving and completing their internships.

Content (topics)

Students seek out an internship with support from university services and their tutor. In preparation, students attend a workshop to develop a list of current skills and attributes and to define areas they want to focus on during the internship. Students then decide on organisations to approach and develop a strategy and documentation, including a CV, cover letter and learning contract. The workshop also provides students with job interview skills, including preparing scenarios to demonstrate their relevant experience and exploring ways to network during the internship experience. Students’ final portfolio of work completed during the internship summarises their workplace experience and is submitted as part of the final journal entry. Students are encouraged to use the portfolio when applying for work as they move into their field.

Assessment

Assessment task 1: Internship Proposal

Objective(s):

a, b and d

Weight:

40%

Length:

Part 1) 750 words
Part 2) 500 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Insightfulness of professional skills audit and construction of ethical learning goals	40	a	2.1
Appropriateness of strategies selected to achieve goals outlined	30	b	2.1
Usefulness of plan to signal to the host organisation their obligation and provide scope to achieve learning goals	30	d	6.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Online Journal Posts

Weight:	60%

Minimum requirements

Students are required to spend 40-100 hours working in a workplace, in an authorised work from home arrangement, or in an approved virtual internship, as agreed and according to their learning contracts.

Prior to commencing their internships, students must have logged in to CareerHub to finalise work placement and insurance forms. These documents will be issued to the host organisations via CareerHub prior to commencing.

Satisfactory completion of internships will be evidenced by Host Employer reports submitted to CareerHub. Without having secured an internship, students will be unable to satisfactorily complete the subject.

Required texts

There are no required texts for this subject. Recommended readings will be available via UTS Library and through the subject site.

References

Anderson, G. 2014. Learning Contracts: A Practical Guide. Routledge.

Bolton, G. 2010. Reflective Practice: Writing and Professional Development 3rd edition. Sage Publications. London.

Boud, D, Cressey, P. and Docherty, P. (eds), 2006, Productive Reflection at Work: Learning for Changing Organisations, 2nd edition, Routledge, London.

Fanthome, C. 2004. Work placement survivals: A survival guide for students. Palgrave McMillian; Basinstoke.

Hardacre, K., and Workman, B. 2010. Planning and reviewing work based learning. A practical guide. Libri Publishing: Oxfordshire.

Laycock, M. and J. Stephenson (eds), 1993. Using Learning Contracts in Higher Education , Kogan Page. (Chapters 11 and 12)

Precarious Workers Brigade, 2017. Training for Exploitation? Politicising employability and reclaiming education, Journal of Aesthetics and Protest Press, London.

Smith, Mark 2013, 'Keeping a learning journal', The encyclopaedia of informal education

Thompson, S and Thompson, N. 2008. The critically reflective practitioner. Palgrave, Basingstoke.

Zachary, L. 2011. The Mentor's Guide: Facilitating Effective Learning Relationships. San Francisco, Jossey-Bass