@misc{grose_internships_2017,
	title = {Internships, {Integrative} {Learning} and the {Degree} {Qualifications} {Profile} ({DQP})},
	abstract = {Internships are among the most beneficial out-of-classroom experiences designated as High–Impact Practices (HIPs). Yet, due to the diverse and unscripted nature of internship experiences, as well as the many different models for facilitating them, outcomes assessment practices are a long way from capturing the full power of internships as learning experiences.
This paper draws upon the framework of the Degree Qualifications Profile (DQP) to sketch three different curricular pathways that learning from internships might follow. This allows for mapping specific learning outcomes expected in internships, as well as the identification of appropriate forms of evidence for documenting their achievement – including evidence from intentionally designed assignments.
Drawing on the DQP, and the VALUE Rubrics from the Association of American Colleges \& Universities, the paper explores Integrative Learning as a framework for evaluating learning associated with different internship learning pathways. It concludes with suggestions for collaboration on- and off– campus that can help facilitate meaningful learning though internship experiences.},
	language = {en},
	publisher = {National Institute for Learning Outcomes Assessment},
	author = {Grose, Alan W},
	month = jul,
	year = {2017},
	keywords = {Internships, Learning outcomes, United States, degree qualifications profile, higher education, integrative learning},
}

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