Meaningful, Real Learning Experiences
Every Bennett Day student participates in at least one major internship during their time here. Internships provide every learner with an experience that is personally fulfilling and gives them insight into their learning and work pathway going forward. Bennett Day learners, through their work as interns, will provide valuable contributions to business, nonprofits, and government agencies throughout the city.
Reflection and Wayfinding
Reflection Writing/”Stand Ups”
Final Impact Presentations
Bennett Day Internship Coordinator
How Does it Work?
Phase One: Exploration/Resume Building
Once the areas of interest are identified, Bennett Day learners do extensive research on the careers that relate to their interests. They should keep a journal that will be submitted to the internship coordinator. Focusing questions should include:
- What types of organizations hire those people?
- What current events impact that field?
- What are people in this field concerned about?
At the conclusion of the research, the learner should identify at least five different sites that they would like to approach. These will be submitted via a form turned into the internship coordinator. At this point, learners will work with the internship coordinator to develop their cover letter and strategies for contacting the potential internship site.
Phase Two: Contacting Sites
Once the learner’s choice is approved, they will schedule a shadow day to get a feel for a typical day. Multiple shadow days are encouraged. After shadow days, learners will coordinate an interview between the internship coordinator, site mentor/contact, and learner.
Phase Three: Project Development
- Project must be associated with student’s interests in order to develop new skills.
- The project needs to be real and be of benefit to the company.
- The student needs to have access to resources and experiences necessary to complete project.
- The project must be relevant, challenging, and provide enough time to complete.
- The project must culminate with a presentation of some kind in which the learner makes recommendations to the site.
Phase Four: Internship
Students will participate in weekly “stand-ups,” in which they stand in front of the class and make three statements:
- What did I do last week that helps the team/business/nonprofit meet the goal? What did I do to meet my goal?
- What will I do this week to help the team meet the goal? What will I do to meet my goal?
- Do I see any impediment that prevents me or the team from meeting the goal?
Students are expected to attend both their internship and seminar every day. Students, during the internship trimester, will also spend time preparing their impact presentations. Every three weeks, students will write a short (2-3 page) reflection on their work as well as their plan for their impact presentations.
Phase Five: Impact Presentations
- The in-person report to the business.
- The written research paper.
By the conclusion of the internship, students will prepare a report, complete with citations, on the business/non-profit for whom they have been working. The impact presentations should first identify how the student’s thinking has been changed through participation in the internship. The second part of the impact presentation involves an analysis of some challenge facing the business that the student has researched. The student should give a history of the challenge, explain any relevant research that might contribute to a possible solution, and propose a solution to the problem that the student feels might address the challenge faced by the business. This will be presented to a panel who will assess the report and either (a) accept it as satisfactory for completion of the internship, or (b) ask for revisions before credit is given.