UPIC: University Professional Internship / Co - op Program Logic Model

UPIC: University Professional Internship / Co - op Program Logic Model

Robin Bradley

Clemson University

YDP 8020
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UPIC: University Professional Internship / Co-op Program Logic Model

Student-Athletes have the class course load like every other student, but in addition they also have practice and game

schedules. They do not have as much time to acquire internships to gain work experience to prepare them for graduation. The

UPIC Program places student-athletes in internships in offices around campus giving them the opportunity to work in their

desired career field while having the luxury of remaining on campus. The offices are flexible with the student’s work hours

and allow student-athletes to continue their regular class coarse load, practice schedule and maintain a job while acquiring the

needed experience for graduation. The program provides six professional development sessions throughout the course of the

internship to help develop further knowledge regarding workplace values, public speaking, diversity and inclusion in the

workplace, and more. “Logic models are used to articulate a program’s “theory of change,” which describes the components,

mechanisms, and activities of a program that lead to desired outcomes and impacts” (Witt & Caldwell, 2018). The goal of

this Logic Model is to help establish the best course of action to help the most students gain experience to propel them to

excel in their career fields post-graduation.

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Program: University Professional Internship / Co-op Program Logic Model

Situation:
-There is a need to provide student-athletes with
internship opportunities to gain work experience while
working around their busy practice and class schedules.

Inputs Outputs Outcomes – Impact

Activities Participation Short Intermediate Long

-Internship sites -6 professional -Student-Athletes -Discover likes and -Use transferrable -Apply soft and
across the Clemson development -Mentors dislikes in a skills on their teams hard learned skills
University Campus sessions -UPIC office staff workplace -Develop career in future careers
-Student-Athletes -Interviews with -Student-Athlete -Establish network -Donors see the
(25-30 a semester) students Development Staff workplace values -Establish a desired benefits of the
-Program -New mentor -Coaches -Develop effective area of career program and
curriculum training lunch -ONE Clemson communication aspirations provide increased
-Faculty and staff -Final presentations donors skills within a funding for more
time from participants workplace students to
-Application and participate
Interview process
-Participants
desiring work
experience
-Meeting space
-Funding from
alumni and donors

Assumptions External Factors

-If internship mentors are willing to provide interns with meaningful work and -Games and Practice schedules
develop them, then interns will develop soft and hard skills for every aspect of life -Poor mentorship from assigned mentor within
-If donors see exceptional and beneficial work interns do during final internship site
presentations, then they will provide more donations for more interns to gain -Funding
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References

Logic Models. (n.d.). Retrieved from https://fyi.extension.wisc.edu/programdevelopment/logic-models/

Witt, P. A., & Caldwell, L. L. (2019). Youth development: principles and practices in out-of-school time settings. Urbana:

Sagamore Publishing.