ALS 3105

Post-Internship Course: Critical Reflection on Engaged Experiences

Course Description

Course information provided by the Courses of Study 2024-2025. Courses of Study 2024-2025 is scheduled to publish mid-June.

The College of Agriculture and Life Sciences (CALS) offers students opportunities for experiential and engaged learning through internships with organizations in communities and organizations locally, domestically, and internationally. While personal and professional growth happens during the internship itself, engaged learning theory suggests that intentional, scaffolded opportunities for reflection on those experiences is what enables transformative student learning and invites students to make connections between their individual actions and larger systems of global change. To that end, in this course students focus on their internship experience to intentionally discern what they have learned and develop a plan for building on that learning going forward. Students will summarize key course takeaways in a poster to be presented during the annual CALS Engaged and Experiential Learning Symposium.

When Offered Fall.

Permission Note Enrollment limited to: Global Development majors who have completed their GDEV internship within the previous year, and students in the CALS Global Fellows program who completed a Global Fellows internship during the summer immediately preceding this course.
Prerequisites/Corequisites Prerequisite: IARD & GDEV majors: GDEV 2105 and pre-departure portfolio, or GDEV 3104; CALS Global Fellows: ALS 2300.

Course Attribute (CU-CEL)

• Articulate the knowledge, skills, and attitudes that they've developed or refined as a result of their internship.
• Formulate a plan for building on their experience to further their personal and professional development during the remainder of their time at Cornell, as well as in other academic or non-academic contexts.
• Critically review and share constructive feedback on a peer's work, as well as evaluate the value of feedback received from peers relative to guiding their own revisions.
• Create an informative and visually appealing poster which effectively communicates engaged learning or research outcomes and related implications.
• Design and deliver an elevator speech in which they effectively and succinctly convey key points they want their target audience to understand about their poster topic.

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