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25 J. Crim. Just. Educ. 1 (2014)

handle is hein.journals/jcrimjed25 and id is 1 raw text is: 

Journal of Criminal Justice Education, 2014
Vol. 25, No. 1, 1 15, http://dx.doi.org/10.1080/10511253.2013.856929


Evaluation of a Criminal Justice
Internship Program: Why Do Students
Take It and Does It Improve Career
Preparedness?



        Matthew L. Hiller, Christopher Salvatore and
        Travis Taniguchi




     The internship program in the Department of Criminal Justice, Temple
     University, is designed to help students: determine their career interests,
     [earn factual and procedural information from practitioners, build relation-
     ships that facilitate career opportunities, and to smooth the school-work
     transition. The current study is an evaluation of this internship program and
     aimed to determine whether the program increased career preparedness.
     Surveys of students involved in the internship program were conducted at
     the beginning and end of the program. Students in other non-internship
     criminal justice courses completed a similar survey and serve as the com-
     parison group. Results suggest that, relative to the non-internship group,
     some aspects of career preparedness improved for the interns. However,
     not all results were in the direction hypothesized. In particular, students'
     locus of control, for both internship and non-internship groups, became
     more external as students' perceptions that career choice was subject to
     luck and the influence of powerful others increased.

                                Introduction

A recent national survey of 99 criminology and criminal justice departments at
four-year colleges and universities showed that the majority (87.8%) included
an internship experience as a part of the curriculum they offered their under-
graduate students (Stichman t Farkas, 2005). Most internship programs (73%)
enrolled 20 or fewer students in an average academic semester, required the
student be a major (82.6%), had a minimum GPA (75.3%) as an eligibility
criterion, allowed only juniors or seniors to enroll (81.2%), and had a formal
application process for the internship (64.3%). Like this national profile, the
Temple University Department of Criminal Justice also includes an internship
program as an optional experiential educational experience for its students.
  Within liberal arts, internships may be dismissed as an unnecessary
component of the student's education because the overarching purpose of

R Routiedge
   Taor&FrmndsGroup  © 2013 Academy of Criminal Justice Sciences

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