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Students gain experience with internships
By Molly Dougherty
These grant proposals have
the potential to bring great
improvements to several
departments on campus—but the
grant writing students also benefit
from participation in an applied
learning class.
Wells,who has been teaching
the grant writing course for six
years, said, “Applied learning is a
real strength for William Woods.
I love seeing my students develop
professional skills through
their coursework.”
Campbell appreciated the
opportunity to work with people
on campus that she may not have
met otherwise.
The general consensus of
the class was that they have all
improved their skills in time
Grant-writing class fnds projects gratifying
In a recent New York Times
article, Edwin W. Koc, research
director at the National
Association of Colleges and
Employers, said, “Not only do
college interns garner more
job offers than applicants
without that experience, but
jobs that grow out of internships
tend to command higher
starting salaries.”
In today’s competitive and
often frustrating job market,
any opportunity for students to
increase their chances of getting a
job after graduation is extremely
valuable. William Woods
University students have recently
participated in some fascinating
internship programs that have
provided them with experience,
networking opportunities and
greater appreciation for the
knowledge they have gained in
the classroom.
Jessie Hill spent her summer
interning at the Patuxent Wildlife
Research Center working with
whooping cranes. The majority
of her time was spent working
hands-on with the animals—her
favorite activity was wearing
a crane puppet head to lead
the chicks on walks.
Jessie gained extensive
knowledge about cranes
and their behavior, and
the things she learned
in school helped to
accelerate her
learning curve.
“My biology
background allowed me
to quickly learn more
in-depth things about the
bird genetics and care
that might have been
harder for me to pick up
otherwise,” said Hill.
Jennifer LaGesse has
also seen the benefits of
her education during
her internship in the
Audrain Medical
Center cardiac
rehabilitation department.
“I believe William Woods
has more than prepared me
for my internship. The staff at
Audrain Medical Center was very
impressed with my knowledge
on prescribing exercise to cardiac
rehab patients,” said LaGesse.
She enjoys the opportunity
to work with depressed or
frightened patients to restore
their health, confidence and
quality of life.
LaGesse was the first WWU
student to intern at the
Audrain Medical Center, and she
hopes to use her experience to
make a career out of
cardiac rehabilitation.
While an internship can help
some students settle on a career,
it can help other students rule
out certain job options. After
spending her summer interning in
Congressman Paul Ryan’s office in
Washington, D.C., Ericka Schaefer
said, “While I loved working in
Congressman Ryan’s office every
day during the summer, I realized
very quickly that this is not
something I could do for life.”
Schaefer’s internship was
funded by the Mitsubishi
Electric America Foundation and
facilitated through the American
Association of People with
Disabilities, a special interest
group in Washington, D.C. that
works to implement the goals
of the Americans with
Disabilities Act.
Schaefer, who is a student living
with a disability, said, “I have
benefitted from completing
this internship by expanding my
political knowledge, learning
more about the disability
community, and experiencing
what it feels like to work in a
congressional office.”
She credits the legal studies
department at William Woods for
preparing her for the internship
and supporting her throughout
the application process. She
recommends the experience to
any student interested in politics.
Harrison Jones, who recently
completed his internship with
ASL Interpreting Services in the
Twin Cities area of Minnesota,
also endorses the internship
experience as a way for students
to apply their knowledge and
experience outside of
the classroom.
“I would recommend this
experience to any and all
students interested in the field
of interpreting, especially if they
have any interest in how the
field operates within a larger
city setting. It presents a
whole different outlook
upon the field than what is
readily seen in the Fulton
area,” he said.
He added, “With
an open mind and a
willingness to work and
apply what you’ve learned,
an internship can produce
wonderful effects on
your future.”
Jones knows this
information firsthand—he
had the opportunity to
make many professional
connections, as well as
receiving a job offer,
which he has accepted. He
graduates in May.
Whether you choose
an internship to boost
your resume, test-drive a job or
to apply what you have learned
in college, it is an experience
highly recommended by faculty,
professionals, and those who have
completed internships themselves
because, as LaGesse put it: “There
are some lessons you cannot learn
from a book.”
Monday, April 25, 2011
The Talon 8
management, group work,
concise writing and, most of
all, research.
“The research has been a
continuous process—we keep
coming up with more questions
along the way,” said Withrow.
The entire class also agreed
that the added incentive of
helping other groups on campus
motivated them to put together
strong grant proposals.
“It puts more responsibility
on us,” said Kesel. “We can’t just
throw something together the
night before.”
Gamble added, “The best parts
were learning and being a part of
the process of helping people. If
they receive the funding, it will be
really cool to know we were a part
of that.”
Continued from page 7
Jennifer LaGesse
Harrison Jones
Dr. Stephanie Wells (standing right) teaches a grant-writing class that includes (left
to right) Natalie Huenneke, Erika Campbell, Lacy Gevers, Erin Crocks and Kriston
Withrow. The students feel they have benefted from participation in an applied
learning class.