Making sociology relevant to students' career development: Linking Internship and Action Research

• In Event: 20461 - Teaching and Learning Symposium Roundtable Session
  In Refereed Roundtable (90 minute): Table 5: Careers & Future Work

Abstract

In a study conducted by the American Sociological Association (2015), professional development opportunities were identified as the aspect of the sociology programs that alumni felt was lacking the most. This finding also reflected the findings of the program review conducted by our department. To expose students to the real world of work, facilitate the development of skills relevant to their future careers, and demonstrate the applicability of sociological knowledge in professional contexts, I undertook the task of developing a new course, Applied Sociology. This new course integrates two experiential learning—action research and internship—into an internship-based action research project. The internship-based action research requires students to engage in a systematic observation and analysis of their internship experience, as well as the application of problem-solving skills to identify potential areas for improvement. The students will gain insight into the applicability of sociological concepts in professional contexts, regardless of their internship placement. Internship-based action research is my attempt to incorporate both internship and action research into the sociology course despite the time and resource constraints often faced by faculty at smaller, teaching-oriented institutions. To evaluate the impact of the new applied sociology course and the internship-based action research project on students' sociological learning and professional development, I analyzed written assignments, including students' reflection papers and weekly logs. The analysis identified: 1) cultivating the habit of introspection and self-analysis, 2) experiencing complex reality, 3) taking a risk for personal growth, 4) gaining skills that matter in a career, and 5) clarifying a career path. I also identified time constraints that prevent internships, the inability to implement an action plan, and the difficulty of taking filed notes while working on an internship as limitations to this course.

Author

• Akiko Yasuike, California Lutheran University