An Analysis of Undergraduate L

AN ANALYSIS OF UNDERGRADUATE INTERNSHIP EXPERIENCES IN THE
CRIMINAL JUSTICE SCIENCES DEPARTMENT AT A MIDWESTERN PUBLIC
UNIVERSITY
VINCENT STERLING BOYD
A Dissertation Submitted in Partial

Fulfillment of the Requirements
for the Degree of
DOCTOR OF PHILOSOPHY
Department of Educational Administration and Foundations
Illinois State UNIVERSITY
2010
UMI Number: 3485924
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CRIMINAL JUSTICE SCIENCES DEPARTMENT AT A MIDWESTERN PUBLIC
UNIVERSITY
DISSERTATION APPROVED:
Date Diane Dean
Date John K. Rugutt, Co Chair
Date Mohamed A. Nur--Awaleh, Chair
Date Venus Evans-Winters

CRIMINAL JUSTICE SCIENCES DEPARTMENT AT MIDWESTERN PUBLIC
UNIVERSITY
131 Pages August 2010
The concept of experiential learning has become a
fundamental aspect of many academic programs. Experiential
learning theory is built on the belief that practical
experience is central to learning. Under this model,
theory is combined with practicality to provide greater
insight to the field of study. As a result, the work of
Kolb (1984) has allowed educators to gain a better
understanding of how the experiential learning process
benefits student learning.
In an effort to standardize student learning the
Academy of Criminal Justice Sciences (1998) developed
minimum standards "for the improvement of quality in
criminal justice higher education" (p.2). These standards
include 1) offering internships that are "meaningful,
relevant, and related to educational objectives" (p.4) and
involve conceptual learning. More importantly, the
organization also recommended conducting student outcome

assessments and 2) post-graduation satisfaction
assessments.
With this in mind, it was important to conduct a study
that focused on the experiential learning experience and
student satisfaction with said learning experiences. For
this research project, data were collected using an online
survey with 334 graduates with degrees in criminal justice
sciences, who completed internships between the fall 2000
semester and the summer 2007 semester.
These results suggest satisfaction with the internship
experience was positive. Respondents were most satisfied
with gaining new knowledge and applying core knowledge in a
practical setting, and they were least satisfied with
developing their writing skills and oral presentation
skills.
There were no significant differences in overall
satisfaction based on gender. However, a significant
difference was found in satisfaction based on the field in
which respondents completed their internship.

ACKNOWLEDGEMENTS
First, and foremost, I want to thank God for giving me
the strength to get through my program while working full-
time and giving of myself to the campus community.
I also want to thank my mother, Loretta Boyd, and
paternal grandmother, Berleana Rogers, for always believing
in me and giving me the inspiration to reach for the skies
in all that I do. Although you have both gone on to Glory,
you are always in my heart and I will be forever grateful
for the sacrifices you made for me.
I want to give a heartfelt thank you to my academic
advisor and dissertation chair, Dr. Mohamed A. Nur-Awaleh.
I know there may have been times that it seemed as if I
were not listening but I was. I have learned a great deal
from you and because of you I am a better student and
administrator.
To Dr. John K. Rugutt, Dr. Diane Dean, and Dr. Venus
Evans-Winters, thanks for your insight in this process. I
really appreciate all that you have done.
V.S.B.
i
CONTENTS
ACKNOWLEDGEMENTS
CONTENTS
TABLES
FIGURES
CHAPTERS
I. THE PROBLEM AND ITS BACKGROUND

Introduction
The Department of Criminal Justice Sciences at
Midwestern Public University
Experiential Learning
Statement of the Problem
Purpose of the Study
Significance of the Study
Delimitations of the Study
Definition of Terms
Conceptual Framework
II. REVIEW OF SELECTED LITERATURE

Review of the Related Literature and Research
Experiential Learning Theory
Benefits of Experiential Learning
Problems with Experiential Learning
Experiential Learning in Criminal Justice Sciences
III. METHODOLOGY
Research Design
11
Participants
Study Participants and Sampling Procedures 50
Delimitations of the Sample 50
Instrumentation 51
Data Collection Procedures 53
Data Analysis Procedures 55
RESULTS
Compilation Protocol 57
Return Rate 57
Demographic Data 58
Findings and Displays 61
Reliability Analysis 66
Research Question One 67
Research Question Two 70
Research Question Three 72
Differences in Satisfaction Levels Based on
Selected Variables 73
FINDINGS
Overview of the Study 86

Research Question One: Student Perceptions of
the Agency Experience 89
Major Finding Based on Research Q u e s t i o n O n e 92
Major Conclusion Based on Research Q u e s t i o n
One 92
Research Question Two: Student Perceptions of
Career Exploration 93
Major Finding Based on Research Q u e s t i o n T w o 96
Major Conclusion Based on Research Question
Two 96
Research Question Three: Student Perceptions
of Overall Satisfaction 97
Major Finding Based on Research Question
Three 99
Major Conclusion Based on Research Question
Three 100
Research Implications 101
Implications for Students 102
Implications for Academic Institutions 102
Implications for Participating Agencies 103
Implications for Future Research 104
Chapter Summary 105
iii
Dissertation Summary 105
REFERENCES 108
APPENDIX A: Illinois State University IRB Approval Form 118
APPENDIX B: Informed Consent Form 120
APPENDIX C: Criminal Justice Sciences Internship
Inventory 123
APPENDIX D: Matrix for Survey Questions 129
IV
TABLES
Table Page
1. Respondent's Demographic Characteristics 60

2. Factor loading of Agency Experience Components 63
3. Factor loading of Career Exploration Components 64
4. Factor loading of Overall Satisfaction Components 65
5. Summary of Standardized Cronbach Alpha Reliability
Coefficients for the Three Instrument Subscales. 67
6. Summary of Item Means and Standard Deviation for
Agency Experience Components 68
Career Exploration Components 70
Overall Satisfaction Components 72
9. Computation of New Variables 73
10. Respondent P e r c e p t i o n s B a s e d on A g e n c y Experience
Components and G e n d e r 74
11. Respondent Perceptions Based on Agency Experience

Components and Internship Semester 74
Components and Internship Field 75
Components and Receipt of Job Description 76
Components and R e c e i p t of Job T r a i n i n g 77
Components and P e r f o r m a n c e Evaluation 77
v
Respondent Perceptions Based on Career E x p l o r a t i o n
Components and Gender 78
Components and Job Description 80
Respondent Perceptions Based on Career Exploration
Components and Job Training 80
R e s p o n d e n t P e r c e p t i o n s B a s e d on C a r e e r E x p l o r a t i o n
Components and Performance Evaluation 81
Respondent Perceptions Based on Overall Satisfaction
Components and Gender 82
R e s p o n d e n t P e r c e p t i o n s B a s e d on O v e r a l l S a t i s f a c t i o n
Components and Job Description 84
Components and Training 84
Components and Performance Evaluation 85
vi
FIGURES
Figure
1. Kolb's Experiential Learning Model 17
2. Kolb's Experiential Learning Model (Expanded) 21

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Improving the quality of the student learning
experience is a key issue in higher education. Since the
late 20 th century, there has been a shift in accountability
for academic institutions to measure student learning
(Burke, 2001). Assessment of student learning is being
used as an accountability measure for academic institutions
and has become synonymous with accountability in higher
education in general (Shavelson, 2007).
Assessment of student learning is an important and
integral part of any academic program and typically
involves assessing student learning and course outcomes.
However, assessment goes beyond evaluating student
performance in a course or evaluating how well a course
meets its intended objectives. Rather, assessment is a
means through which students demonstrate the ability to
perform at an acceptable level and the ability to
1
demonstrate knowledge and skills relative to specific
program outcomes (Rogers, 2003).
Assessment results help academic institutions to
determine how well a program is meeting its instructional
goals and helps to identify where alterations to the
curriculum may need to be made.
Assessment of student learning is a four-step cycle
that begins with 1) a clear definition and articulation of
learning outcomes; 2) offering experiences to meet or
exceed learning outcomes; 3) assessing the achievement of
learning outcomes; and 4) utilizing the results to improve
the student learning process (Middle States Accreditation
Commission, 2002). There are a number of valid approaches
to assessment including direct assessment, indirect
assessment, assignment assessment, course assessment and
program assessment.
This research focuses on the second step of the
assessment of student learning cycle: offering experiences
to achieve those learning outcomes. For the purpose of
this research, the experiences are internships, which are
classified as experiential learning programs. In academic
institutions throughout the country, internships are an
integral part of the curriculum. Work-integrated learning

2
includes, but is not limited to, cooperative education,
service-learning, and experiential learning (Sovilla &
Varty, 2004) .
Experiential learning, in particular, is a broad term
that encompasses a variety of educational programs that
academic institutions use to provide work-based learning
opportunities. Keeton (1977) defined experiential learning
as "learning as it occurs outside of classrooms" (p.5)
while Kolb (1984) defined it as "the process whereby
knowledge is created through the transformation of
experience" (p. 38). Kendall, Duley, Little, Permaul and
Rubin (1986) defined it as "learning activities that engage
the learner directly in the phenomena being studied" (p.
1). And, Gross (1993) defined experiential learning
programs as a supplement to classroom instruction and a
link to the real world.
In the field of criminal justice sciences and other
related programs of study, internships are the most popular
form of experiential learning (Parilla & Smith-Cunnien,
1997). As such, there is a growing consensus to include
experiential learning in the curriculum. The Academy of
Criminal Justice Sciences (1998) developed a set of
curricular standards for its member institutions to improve

3
educational quality, including offering experiential
learning opportunities.
Internships are an established form of experiential
learning. They serve to reinforce theory in a practical
setting and encourage students to integrate knowledge from
their course work and examine potential applications in a
vocational context (Zechmeister & Reich, 1994).
The Department of Criminal Justice Sciences at a Midwestern
Public University (MPU)
In the Department of Criminal Justice Sciences at a
Midwestern Public University, a 480-hour internship is
required to meet departmental requirements for graduation.
The internship, or experiential learning program, is
required to be completed during the second semester of the
senior year. The internship accounts for 12 of the
required 64 hours in the Department. At the time of the
study, the Department did not have an assessment tool in
place to evaluate the student internship experience. The
Department did, however, use the University-wide Individual
Development and Educational Assessment (IDEA) tool to
evaluate its other course offerings. The main purpose
behind the IDEA assessment is to assess each course and to

4
assist the Department in understanding the strengths and
weaknesses of its course offerings. The IDEA assessment is
not used for the internship because it assesses the
strengths and weaknesses of course content and teaching
instruction. The IDEA assessment tool would not be
effective in studying an internship experience.
With the internship program accounting for nearly 20
percent of the academic program, it is important to examine
the student internship experience.
Experiential learning is an integral component of the
educational process. It goes beyond textbook instruction;
it is a pathway for students to apply classroom lessons in
practical situations. It relies on students to blend
theory and practice with an emphasis on using their
personal experience (Jones & Jones, 1998). Experiential
learning accounts for the diverse experiences of students
in a variety of contexts as they acquire the ability to
understand and manipulate classroom content. Research
suggests the learning process vastly improves when student
are active participants (Allen & Young, 1997).
5
Experiential learning programs are helpful in
assessing student learning. In 2000, the National Center
for Public Policy on Higher Education (NCPPHE) graded each
state on a variety of college student performance
indicators. One of the performance indicators was student
learning. The study concluded that student learning could
not be fully graded because educators did not present
evidence to support a true assessment of student learning
(Kuh, 2001).
With experiential learning, academic institutions can
better assess student learning. The experiential learning
experience, with the proper assessment, can show how
students apply theory in practical situations. This will
allow academic institutions to better assess the congruence
between academic mission, learning goals, curricular
offerings and student learning (Council of Regional
Accrediting Commissions, 2004).
The field of criminal justice sciences, like many
other fields, is a discipline in which gaining practical
experience is a key component of the academic program.
Most criminal justice sciences programs and its related
disciplines require experiential learning programs as a
requirement for graduation (Fabianic, 1987). Through

6
experiential learning students gain an opportunity to apply
their academic training to real-world problems and
situations. More importantly, the experience prepares them
for the workforce (Wright, 2000).
In addition to benefitting students, internships in
criminal justice sciences may provide a mutual benefit to
academic institutions and participating agencies (Hatala,
1979). Also, academic institutions might enhance their
reputations for providing well trained and educated workers
to the workforce; and participating agencies gain valuable
human resources and develop a pipeline of talent from which
to possibly choose.
Previous research on experiential learning has
highlighted the mutual benefits of the programs for
students, academic institutions, and participating
agencies. According to Wentz and Trapido-Lurie (2001)
internships promote professional development, assists
faculty, and provides a connection to the academic
institution and professional community. Such internships
provide the best vehicle for learning with four essential
benefits: 1) career exploration; 2) developing knowledge,
skills, and abilities that are transferable in other
fields; 3) networking with professionals in the field; and

7
4) gaining the chance to do work that impact the world.
Unlike other fields, such as art, natural sciences, and
theater, experiential learning in social sciences is better
served away from campus because of the difficulty to
simulate real-world experiences on campus.
With regards to student learning, Little (1981, p. 12-
13) recommended that all experiential learning programs be
built around a common set of objectives. The experiential
learning program should incorporate some, if not all, of
the objectives that give students an opportunity to:
1. Apply their knowledge of field via first-hand
participation.
2. Learn new skills specific to their chosen
profession.
3. Acquire skills and attitudes necessary to function
as adults.
4. Develop the ability to learn from their mistakes.
5. Develop an ethical perspective.
6. Sample their career choices.
7. Become responsible citizens.
8. Gain access to knowledge that can't be easily
attained through classroom instruction.
9. Identify problems for further study (Little, 1981).

8
In addition to the benefits listed by Little, Gray, et
al (2000) found that internships provide students an
opportunity to developing critical reasoning skills and
improves their ability to integrate theory and practice.
Moreover, Mason (1990) outlined more benefits of internship
programs. For agencies, interns provide much needed
assistance and function as low-cost, paraprofessional
labor. For academic institutions, feedback from students
and participating agencies provide a glimpse of how well
the academic program prepares its students for the
workforce. In the case of A Midwestern Public University,
student assessment is completed by supervisors at the
participating agency using departmentally developed
evaluation forms.
While there are benefits to implementing an
experiential learning program, academic institutions must
be aware of the effort it takes to do so. Experiential
learning programs require a tremendous commitment from
students, academic institutions, and participating
agencies.
For instance, students are required to spend
significant amounts of time away from campus, typically
working for little or no pay (Mason, 1990). Academic

9
institutions must allow a faculty member or administrative
professional staff member to divert time and energy to
assist in the placement of interns or hire someone to
concentrate solely on coordinating internships (Mason,
1990). And, the participating agency must be willing to
develop an educational component to their job and dedicate
human and financial resources to administering the
internship program, including conducting background
investigations (Mason, 1990).
Each party involved has a stake in the success of the
experiential learning program. The student, through their
performance during the internship experience, may be able
to gain a permanent position or establish valuable
professional contacts for the future (Wentz & Trapido-
Lurie, 2001). The academic institution helps to advance
its educational mission. More importantly, its reputation
may grow amongst professionals based on the work of its
students during the internship experience (Mason, 1990).
And, the participating agencies establish a pool of
potential hires, develops a pipeline of talent, and builds
relationships with academic programs and departments (Wentz
& Trapido-Lurie, 2001).
10
With experiential learning programs becoming integral
parts of the criminal justice sciences curriculum, it is
important to study the effectiveness of the programs on
student learning. Other courses are evaluated every
semester to determine student learning and student
satisfaction. Why should internships, which are being
offered for academic credit, be any different?
As academic institutions struggle to properly assess
student learning, educational leaders will be searching for
a means to find out the impact of their respective academic
programs on learning. The implementation of experiential
learning programs across the board provides a window of
opportunity for academic institutions to assess the impact
it is making on its students.
Studies of experiential learning programs have
primarily been conducted under the auspices of vocational
and cooperative education. A number of the studies have
focused on a number of issues including, student
satisfaction with experiential learning programs (Girard,
1995), the types of learning that occur in experiential
learning programs (Lesgold, 2001), and the relationship
between the learning in school and during the experiential
learning program (Eames, 2000).

11
As a result, academic institutions that offer or
require internships as a prerequisite for graduation should
assess student perceptions of the internship experience to
determine whether adjustments are needed in their
internship programs.
Statement of the Problem
The researcher spent four years working in the
Department of Criminal Justice Sciences at a Midwestern
Public University. The department requires its students to
complete a 480-hour internship as a graduation requirement.
The internship accounts for 12 of the 64 hours in the
program and is taken during the second semester of the
senior year. However, at the time of the study, the
department had never conducted an assessment to determine
student satisfaction with the internship program. As a
result, the department does not have an accurate picture of
how its students perceive the internship program or how it
aids student development.
Student perceptions of the internship experience in
the context of their college education reflect the effort
put into it and the benefit expected and received from it.
As a result, academic institutions that offer or require

12
internships as a prerequisite for graduation should assess
the resultant attitudes of their students to determine
whether adjustments are needed in their internship
programs.
Purpose of the Study
The purpose of this study is to examine student
perceptions of the internship program in the Department of
Criminal Justice Sciences at a Midwestern Public
University. This study will explore the relationship
between student learning and the internship experience.
Presently, the Department of Criminal Justice Sciences at A
Midwestern Public University does not assess or evaluate
student internship experiences. Thus, the following major
three research questions will guide this study:
1. What are students' perceptions of the internship
placement?
2. What are students' perceptions of the usefulness of
the internship experience to their careers?
3. What are students' overall levels of satisfaction with
the internship experience?
13
Significance of the Study
This study is significant in that it will allow
educators in the Department of Criminal Justice Sciences at
a Midwestern Public University better assess student
learning in its internship program (results of the survey
will be shared with the department). Student learning
outcomes assessment exists primarily to improve student
learning and to demonstrate accountability to stakeholders
(Angelo, 1999).
This study will help to improve student learning by
allowing academic leaders to gain a better understanding of
student perceptions of the internship program. Currently,
no assessment tool exists to assess student learning
outcomes or the student learning experience. This study
represents the first step in assessing student perceptions
of satisfaction with the internship program.
Delimitations of the Study
Several delimitations were imposed on this study for
manageability and focus. This study is intentionally
delimited to students in the Department of Criminal Justice
Sciences at a Midwestern Public University. This study
concerns students completing the departmentally required

14
internship to receive their bachelor's degree. While a
number of academic programs at a Midwestern Public
University require internship and studying the entire
campus would produce an even broader scope for study,
focusing the study on this particular segment permits the
understanding of internships within this academic group.
The study is also delimited to students completing
their internships in between the 2000-2001 and 2006-2007
academic years. Since the Department of Criminal Justice
Sciences is a relatively small department in terms of
student enrollment, this delimitation was made in an
attempt to gain a large sample for study.
Definitions of Terms
Terms used in this study are defined below. All
definitions not accompanied by a citation were developed by
the researcher.
Criminal justice sciences: An academic program of
study at A Midwestern Public University that encompasses a
social science based approach to areas of policing, the
courts, corrections, and fields related to the field of
criminal justice.
15
Experiential learning: "The process whereby knowledge
is created through the transformation of experience" (Kolb,
1984, p. 38).
Intern: "An apprentice; an educational professional-
in-training, teacher or otherwise, who is engaged in the
practice of the profession under the direct supervision of
another professional as a part of his or her training"
(Shafritz, Koeppe, & Soper, 1988, p. 251).
Internship: A supervised, out-of-classroom job at
which an intern works as a part of training in a particular
discipline or field of study.
Satisfaction: An emotional condition dependent on the
impression of a given experience (Wong, 2000).
Conceptual Framework
The key construct that comprise the conceptual
framework under examination in this study pertain to
learning styles. The learning style variables include
styles associated with Kolb's (1984) experiential learning
model.
Any discussion of experiential learning includes the
work of Kolb. He has developed an experiential learning
theory that encompasses the work of Lewin's experiential
16
learning model (see Figure 1 ) : 1) concrete experience; 2)
reflective observation; 3) abstract conceptualization; and
4) active experimentation (Kolb, 1984). In addition to
Lewin (1935), Kolb's (1984) work also draws from the
research of Dewey and Piaget and identifies "the common
characteristics they share —characteristics that serve to
define the nature of experiential learning" (p. 21).
According to Kolb, Lewin (1935) articulates the dimension
of the model, Dewey makes more explicit the developmental
nature of learning, and Piaget applies the model to stages
of child development.
Figure 1 - Kolb's Experiential Learning Model
Concrete
experience [I]
// \ \
Testing in new Observation and

situations [4] reflection [2]
V Forming abstract
concepts [3]
Adapted from Kolb.
17
Kolb's (1984) model of experiential learning is a more
sophisticated adaptation of Lewin's model. It builds upon
the four basic dimensions of the Lewin model while the
foundations of the learning process are found in the
"transactions among four adaptive modes and the way in
which the adaptive dialectics get resolved" (p. 41).
Furthermore, Kolb (1984) notes that "learning is a process
whereby knowledge is created through the transformation of
experience. Knowledge results from the combination of
grasping experience and transforming it" (pg. 41).
Thus, Kolb's (1984) model explains learning as a four-
step process, concentrating on taking in experience and
then learning from it and processing it. There are two
continuums: knowing and transformation. The continuum of
knowing consists of concrete experience and abstract
conceptualization while the continuum of transformation
consists of reflective observation and active
experimentation. On the continuum of knowing, apprehension
is represented by concrete experience and comprehension is
represented through abstract conceptualization. On the
continuum of transformation, intention of the learner to
develop significance of the experience is represented
through reflective observation while extension of the

18
learner to examine the impact of the experience is
represented through active experimentation.
These dialectics form a grid of two axis which create
four different forms of knowledge and learning styles (see
Figure 2 ) : 1) diverging (in the quadrant of concrete
experience and reflective observation); 2) assimilating
(reflective observation and abstract conceptualization); 3)
converging (abstract conceptualization and active
experimentation); and 4) accommodating (active
experimentation and concrete experience). The vertical
axis represents the knowledge grasping dimension
(prehension) by which knowledge can be grasped through
apprehension (concrete experience) or comprehension
(abstract conceptualization) or a combination of both. The
horizontal axis represents the knowledge transformation or
knowledge construction dimension. This construction occurs
via intention (reflective observation) or extension (active
experimentation). This model distinguishes apprehension
and comprehension as independent modes of grasping
knowledge and intention and extension as independent modes
of transforming experience.
The central idea is that "learning, and therefore
knowing, requires both a grasp or figurative representation

19
of experience and some transformation of that
representation" (p. 42). In other words, for learning to
take place, it is necessary to gain an understanding of the
phenomena being studied. Once there is an understanding of
the phenomena being studied then a phase of construction
takes place to complete the learning process. The Kolb
model allows for the learning process to occur via any of
the four learning styles, as opposed to any one particular
style (Loo, 2002).
Kolb's (1984) conception of experiential learning is
used as the conceptual framework for this study. Kolb's
theory is an integration of various concepts that provides
a framework for studying the learning process (Kayes,
2002). Its focus is not so much on learning, but how
learning occurs. According to Kolb (1984), "any
educational program, course design, or classroom session
can be viewed as having degrees of orientation toward each
of the four learning modes in the experiential learning
model, labeled as affective, perceptual, symbolic, and
behavioral, to connote the overall climate they create and
the particular learning skill or mode they require" (p.
197). Research on technical problem solving by Kamis and
20
Kahn (2009) revealed that the use of Kolb's model is the
recommended strategy for improving the learning process.
This study uses Kolb's model to examine the
experiential learning (internship) program at A Midwestern
Public University.
Figure 2 - Kolb's Experiential Learning Model (Extended

Model)
r Accommodatin
Concrete
Experience ins !
Planning Active Reflective

Experimentation Observation
Converging Abstract Assimilating

Conceptualisation
Adapted from Kolb.
21
CHAPTER 2
Review of Related Literature and Research
In modern educational systems, learning has
traditionally taken place in classrooms, laboratories, and
libraries. However, learning also takes place outside the
classroom. Learning outside the traditional classroom
setting has typically included internships (experiential
learning programs), and are widely recognized as vehicles
for the dissemination of knowledge. Learning is enhanced
when the systems studied are relevant to the lives of the
learners (Bova & Koth, 2001). For the last century or so,
the relevancy of classroom content in traditional learning
environments has been questioned by educators and non-
educators alike. In the early part of the 20 th century,
Dewey advocated the integration of academic and vocational
knowledge (Braundy, 2004).
Academic knowledge (traditional learning), provides
awareness and sensitivities that encourage new connections
and the creation or development of new systems and
22
relationships (Braundy, 2004). Vocational knowledge
(experiential learning) provides the tools and skills that
accomplish essential tasks in life (Braundy, 2004).
Experiential learning occurs when learners are in
situations in which they have an unambiguous link between
their goals and the specific information, concepts, or
knowledge available to them. Experiential learning has a
clear advantage over traditional learning in that it is
practical, immediate, specific, and concrete. On the other
hand, traditional learning tends to be theoretical,
gradual, general, and abstract. Experiential learning
serves as a bridge between theory and practice, between
academic and vocational learning.
Experiential learning accounts for the diverse
experiences of students in a variety of contexts as they
acquire the ability to understand and manipulate classroom
content. Experiential learning places an emphasis on the
principal function of the practicality of the learning
process (Kolb, 1984). Specifically, it has been defined as
"learning as it occurs outside of classrooms" (Keeton,
1977, p.5) and as "learning activities that engage the
learner directly in the phenomena being studied" (Kendall,
et al, 1986, p. 1 ) . More recently, it has been defined as

23
a supplement to classroom instruction and a link to the
real world (Gross, 1993). Internships in almost any
discipline fall within the scope of the aforementioned
definitions of experiential learning.
Experiential learning begins with a concrete
experience and progresses through a stage of reflection to
a stage of abstract conceptualization - integration of
reflection into generalizations or theories. The theories
of abstract conceptualization are tested in active
experimentation (action) which leads to more complex
concrete experiences (Lewis & Williams, 1994). Kolb (1984)
envisioned four knowledge forms resulting from a
representation of experience and a mental transformation of
that representation.
The representation and transformation processes are
accomplished through apprehension, comprehension, intention
and extension. Apprehension is tangible experience while
comprehension is a symbolic representation (Kolb, 1984).
Intention refers to internal reflections, and extension is
the manipulation of the external world (Kolb, 1984).
Learners must grasp experience with figurative
representations through apprehension or comprehension and
transform them through intention or extension (Kolb, 1984).

24
Both representation and transformation must occur to
produce learning.
A number of professions including law, medicine and
divinity were the first to call for a blend of theory and
practice in higher education. Other professions, such as
teaching, pharmacy, nursing, and business originated as
crafts in which skills were learned through experiential
learning programs. As training in these fields became more
formalized in institutional settings, experiential learning
programs were developed to serve as the capstone of the
curriculum (Little, 1981). This concept of experiential
learning is the foundation of most programs.
Experiential Learning Theory
Experiential learning theory is an educational
perspective that accounts for the diverse experiences of
students in various contexts as they acquire the ability to
understand and manipulate content (Kolb, 1984). In
contrast to the content-centered education of many academic
programs, experiential learning theory focuses on student-
centered learning and places value on the experiences of
individuals as they travel the path of learning.
25
Experiential learning theory is built on the research
of various scholars such as Dewey, Freire, Kilpatrick, and
Piaget among others who shared a common belief that
experience is central to learning. Experiential learning
theory also forms the basis for understanding student
learning from a practical perspective. Experiential
learning theory is an example of an educational theory that
must be understood as an attempt to fix traditional
approaches to teaching and learning.
Experiential learning theory is based on the
foundation of several principles that distinguish it from
other approaches to education (Caffarella & Barnett, 1994).
These concepts emphasize the role of the learner in the
construction of knowledge and meaning from the intentional
reflection on concrete experience. The principles are
experiential knowledge, reflective practice, constructivist
learning and situated cognition (Caffarella & Barnett,
1994) .
Experiential knowledge consists of more than
information disseminated in classrooms by teachers to
passive students. Bransford and Schwartz (1999) found that
students, relying solely on traditional classroom learning
of lectures and readings, were unlikely to develop an

26
effective means of solving problems. Experiential
knowledge is complemented by empirical knowledge.
Empirical knowledge grows out of both educational research
and experiential truth that develops via reflection on
practice (Caffarella & Barnett, 1994).
A second foundational principle of experiential
learning theory is reflective practice. Reflective
practice results in learning that is disciplined in self-
assessment and review of experience which contributes to
improved practice (Caffarella & Barnett, 1994). Critical
reflection, critical thinking, challenging assumptions, and
evaluating presuppositions are all components of reflective
practice. As metacognition is thinking about thinking,
reflective practice is thinking about what has been done.
The assumption behind this activity is that continual
monitoring of one's actions leads to greater effectiveness
(Davis, Sumara, & Luce-Kapler, 2000).
As students reflect on experiences, they participate
in the creation of knowledge and understanding. Dewey
(1938) argued that the regurgitation of information taught
in the classroom does not meet the standards of knowledge
and understanding. The standard for the construction of
knowledge (constructivist learning) results from the

27
application of prior knowledge as individuals attempt to
form meaning from new information (Jackson & Maclsaac,
1994). Students with knowledge and understanding of
concepts have a higher likelihood to be able to articulate
varying perspectives of those concepts (Wiggins & McTighe,
2005). Constructivism suggests people are interactive in
relation to their environment and that learning is the
development of generalized insights that guide behavior.
Constructivism is a purposeful and creative activity that
is reflected in knowledge, skills, attitudes, values or
commitment to change (Bigge & Shermis, 1999).
The fourth foundational principle is situated
cognition. Piaget (1976) recognized two adaptive cognitive
actions that facilitate the progression of children through
the developmental stages of cognitive ability. These
adaptive processes reflect the effect of the environment
and experience on knowledge construction. First,
assimilation occurs as information is collected from the
environment and made compatible with existing cognitive
frameworks. Individuals continually interpret external
conditions based on previously formed methods of thinking.
The second adaptive action is accommodation. This occurs
as individuals alter their cognitive understandings in

28
order to make them congruent with the reality of the
environment. Both assimilation and accommodation are
attempts to make sense of experiences through the
reconstruction of existing methods of cognition. At the
heart of constructivist learning is the attempt to
negotiate meaning from life experiences, which assimilation
and accommodation make possible.
Because learning is an amalgam of the student, the
subject, and the setting, it is often beneficial to create
learning experiences that are situated as closely as
possible to the context in which learning will be applied.
Education is augmented when aspects of the learning
context, including the nature of tasks and the physical
environment, parallel the anticipated circumstances of
future performance (Caffarella & Barnett, 1994). Kolb
(1984) has labeled these affectively complex learning
environments "in which the emphasis is on experiencing what
it is actually like to be a professional in the field under
study. Learners are engaged in activities that simulate or
mirror what they would do as graduates" (p. 198). In this
way the transfer of learning to similar settings is
enhanced. As a result, the context of experiential
learning is not limited to the classroom.

29
Many educators and scholars have proposed the use of
experiential learning. These individuals have articulated
the rationale and purpose for this form of learning in
their works. Dewey (1938), a leader in this school of
thought, argued that genuine education is a result of
practical experiences which enables students to acquire
information and skills requisite to their professional
needs. His views were based in contrast to what he
believed to be the fundamental values of education:
information and skills transmission to students; codes of
conduct being established via conformity to existing rules
and regulations; and academic institutions being above
other community institutions.
Instead, Dewey (1938) argued that a close and
essential link exists between practice and theory. Dewey's
progressive views on education were marked by an emphasis
on individualized, hands-on learning that rejected any
emphasis on knowledge as an end of education.
Dewey, as noted above, was not alone in suggesting
that education and experience were inextricably connected.
Kilpatrick (1922) suggested a project method approach to
education which was driven by a purposeful act. For

30
Kilpatrick, educational activities that were not viewed as
important in the eyes of students lead to short-term, rote
performance rather than an in-depth understanding expected
in an experiential learning program. The work of
Kilpatrick mirrors that of Dewey in that both demanded that
educational activities be organized around the genuine
interests of students if they were to fully develop.
In addition to Kilpatrick, the work of Freire also
mirrors that of Dewey. Freire (1970) described traditional
learning environments as fundamentally narrative. In the
narrative approach to education, teachers narrated
information to students who passively accepted what was
given. The information transmitted to students constituted
what was considered true knowledge. For education to be
liberating, Freire (1970) believed the educational process
to be reciprocal in nature. Students learn from teachers
and teachers learn from students.
While Dewey, Kilpatrick, Freire and others trumpeted
the benefits of experiential learning, more current
scholars developed experiential learning models based on
their previous research. One such scholar, Chickering
(1977) constructed an experiential learning model that
forms from the experiential learning experience. These

31
include the ability to: 1) enter new experiences openly; 2)
observe the new experiences without bias and reflect on
their significance; 3) develop a theory to give order to
the observations; and 4) be able to apply the theories
learned in decision-making and problem solving exercises.
The Chickering model of experiential learning is
important to higher education because it offers students
the opportunity to gain an understanding of the inner
workings of their respective career fields. The
experiential learning process functions as an extension of
the classroom. However, instead of gaining a theoretical
understanding the students gain a practical understanding
that helps them gain a better understanding of the
theoretical framework. Such first-hand experience,
according to Chickering (1977), is the result of two
processes: active experimentation and hypothesis testing,
both of which lead to participation that allows for
suspension of past beliefs and supposition.
Chickering (1977) also highlighted two cognitive
processes in the model: 1) recording of reflections, and 2)
analysis of the reflections. Experiential learning
programs allow students to attach major importance to
various ideas. When an idea is tested for its

32
consequences, the results must be acutely observed and
analyzed. Such analysis requires discrimination and
synthesis to create a record of the significant elements of
the experience. More importantly, Chickering (1977) found
the best use of experiential learning in higher education
is found in the form of internships, practica and work-
study programs. Many authors have echoed the sentiments of
Chickering in their works.
Kolb (1984), the educator most closely associated with
experiential learning, constructed an experiential learning
model that provides an opportunity for a more holistic
learning experience. The Kolb model features a cyclical
process that includes the four basic dimensions of Lewin's
model. Combined, the four stages provide a basis for a
method of blending education and learning as a life-long
process (Kolb, 1984). More importantly, it provides an
explanation of the way students gather and process
information to make meaning and learn from their internship
experiences.
Kolb (1984) went on to develop a more complex model of
experiential learning in which the framework for learning
is found in the interactive properties of each mode and
manner in which the dialects are settled. The

33
abstract/concrete dialectic involves two varying processes
of prehension (how the mind grasps and experience).
Comprehension is the reliance on conceptual interpretation
and symbolic representation; and apprehension is the
reliance on tangible, felt qualities of immediate
experience (Kolb, 1984). The active/reflective dialectic
involves two varying processes of transformation
(transforming prehension into figurative representation of
experience) (Kolb, 1984). Intention is internal
reflection; extension is active external manipulation of
the external world.
Kolb (1984) viewed these dialectics as forming a grid
of two axis that result in four basic knowledge forms: 1)
divergent, 2) assimilative, 3) convergent, and 4)
accommodative. Divergent knowledge is developed through
apprehension and cultivated through intention while
assimilative knowledge is developed through comprehension
and cultivated through intention (Atherton, 2005).
Convergent knowledge is developed through comprehension and
cultivated through extension while accommodative knowledge
is devloped by apprehension and cultivated by extension
(Atherton, 2005). The central idea is that learning and
34
knowing demands an understanding of experience and
processing the situation (Kolb, 1984).
The essence of the Kolb model for experiential
learning is that each of the four stages serves as a
supplement to the theoretical approaches taught in the
traditional classroom setting. Under this model, theory is
combined with practicality to provide greater insight to
the field of study. As a result, the work of Kolb (1984)
has allowed educators to gain a better understanding of how
the experiential learning process benefits student
learning.
Student learning is a powerful motivator in the
experiential learning process because it is constructive,
significant and authentic (Kendall, et al, 1986). Unlike
the classroom setting, the learning environment in
experiential learning programs offers opportunities for
problem-solving with immediate and periodic feedback.
Also, since many students participate in the design and
implementation of their learning in experiential learning
programs they have greater motivation to perform.
In their research on the nature of experience,
Steinaker and Bell (1979) placed experiential learning in a
theoretical framework comprised of five basic categories:

35
exposure, participation, identification, internalization,
and dissemination. The combination of these categories
leads to the desired end result: student learning based on
practical experience. Exposure refers to the learner's
awareness of the experiential learning program and the
resulting expectations of the experience. Participation
refers to the learner's actual involvement in the
experiential learning program. Identification refers to
the point in the experiential learning program when
previously learned theoretical concepts are applied in the
practical environment; while internalization refers to the
point when the theoretical concepts are applied in
situations outside of the practical environment. Lastly,
dissemination refers to the point when the learner shares
information about the experiential learning program based
on the perception of it being beneficial to others.
Benefits of Experiential Learning
Experiential learning is beneficial to the mission of
higher education primarily because it fits the three
pillars of the academy: teaching, research and service.
The primary implication for teaching as it relates to
experiential learning is complete learning. Complete

36
learning is a combination of active and meaningful
learning. Active learning involves doing and thinking
about what is being done (Bonwell & Eison, 1991) while
meaningful learning places an emphasis on the relationship
between new information and information already known
(Cross & Steadmen, 1996). In terms of student learning,
active learning has been proven to produce better student
learning outcomes (Hativa, Barak, & Simhi, 2001) and
meaningful learning exposes students to a new level of
learning (Dawson, 1997).
As Kolb's (1984) model illustrates, when students have
a concrete, practical experience from which to build, it
leads to the opportunity to reflect on that experience.
The students can then test their conclusions through new
experiences, resulting in the mastery of both theory and
practice. The mastery of theory and practice also provides
an opportunity for students to transfer what they have
learned in new arenas (Bransford, Brown, & Cocking, 2000).
More importantly, the concrete, practical experience
provides a bridge to help students transition from the
classroom the workforce (Wright, 2000). However, despite
the benefits of experiential learning, complete learning
begins with teaching in the traditional classroom setting.

37
Teaching provides the framework from which experiential
learning is built.
Along the same lines as teaching, experiential
learning presents a host of opportunities for research.
As faculty members become more involved with the
experiential learning process, they may become aware of
issues to be researched and studied for further
understanding (Kendall, et al, 1986). During the
experiential learning process faculty members are likely to
come in contact with various professionals in the field who
are a rich source of field expertise. Faculty are likely
to be kept up to date with the latest developments in the
field (Stone & McLauren, 1999) . This represents a
multitude of opportunities for collaborative research,
research funding, and/or the use of cutting edge technology
and resources.
The service component of experiential learning is
represented in terms of service to the university and the
community in addition to the opportunity to facilitate
learning. Service learning is a common manifestation of
experiential learning. Service learning serves as a
gateway to real-world experiences by removing students from
the comforts of the classroom (Lee, Wrigley, & Dreby,

38
2006). Research by Osbourne, Hammerich, and Hensley (1998)
found a direct correlation between service learning and
student improvements in their ability to work with others
and their ability to work in the field.
In addition to being a part of the three pillars of
the academy, experiential learning programs also directly
benefit academic institutions and the participating
agencies. Academic institutions benefit from internships
by working with participating agencies and gaining a
greater understanding of the needs of professionals in the
field (Parilla & Smith-Cunnien, 1997). Other benefits to
academic institutions involve internships serving as a tool
to determine if their curriculum is significant in the
context of applying theory to practice and its relationship
to the field (Ross & Elechi, 2002). This allows for
academic institutions to make decisions regarding
curriculum changes in relation to relevance to practical
applications of the theoretical foundations.
Experiential education directly benefits the academy
by contributing to institutional stability through enhanced
admissions, student retention and public relations
(Kendall, et al, 1986). Parents and students have become
more aware of the value of experiential learning programs.

39
As a result, institutions that feature experiential
learning programs as a part of their educational mission
may realize a competitive advantage over their competitors.
More importantly, experiential learning programs impact
student motivation and persistence and helps students to
gain a better understanding of the practical aspects of the
theoretical curriculum.
Experiential learning also provides the opportunity
for faculty members to observe students' actual work
performance. Research by Eyler, Giles, and Braxton (1997)
found that experiential learning led to increased faculty-
student interaction in addition to the professional
development of the students. The success of students in
the workplace demonstrates academic programs are
successfully teaching relevant skills.
A study by the National Association of Colleges and
Employers (2006) found that many agencies see internship
programs as a means to for recruiting new hires. The time
an intern spends with an agency provides the agency a
first-hand account of how well the student fits into their
organizational culture and structure. In addition to using
internship programs as a recruitment tool, agencies gain
the use of entry-level employees at little or no cost (Ross

40
& Elechi, 2002). As internships are being awarded for
academic credit, agencies enjoy the benefit of additional
labor without many of the costs associated with new hires.
More importantly, during down economic times and severe
understaffing in many agencies, interns can be used to
complete projects that otherwise would be shelved (Reed &
Carawan, 1999).
Problems with Experiential Learning
While many scholars highlight the benefits of
experiential learning and its role in the academy, some
scholars believe moving from the abstract to the concrete
makes for a difficult transition for students. One of the
problems with experiential learning lies in the area of
student performance assessment.
In the traditional educational setting, student
performance assessment is completed through the use of
examinations, case studies, quizzes, and/or research
papers. However, it is unreasonable to think traditional
methods of student performance assessment can be used in
non-traditional settings. One issue related to performance
assessment deals with academic dishonesty. Schibrwosky and
Peltier (1995) reported a higher potential for academic

41
dishonesty in experiential learning programs in relation to
traditional learning programs. As such, with experiential
learning programs being offered for academic credit, it has
been paramount to gain the support of faculty.
Understanding that sentiment, the Middle States Commission
on Higher Education (2002) noted that academic institutions
must address faculty concerns in assessment of student
learning outcomes.
To counteract the trepidation of faculty, an academic
institution should develop a method for assessing student
learning outcomes at the institutional, program and course
level (Middle States Commission on Higher Education, 2002).
Ekman and Pelletier (2008) suggested that engaging faculty
members in the assessment of student learning is a critical
component to improving student learning. Evidence of
learning can be amassed in a variety of ways, such as oral
examination, written reports, appraisal of professional
work, or a combination thereof.
In addition to concerns regarding performance
assessment, early research in experiential learning
highlighted the negative criticism of awarding academic
credit in experiential learning. De Mott (1972) noted a
reluctance to grant academic credit to students in

42
internship situations without satisfactory university
oversight while Garrison (1981) contended that universities
weakened their academic programs by giving academic course
status to internships. More recent research shows that
such trepidation still exists as Fitt and Heverly (1992)
found that faculty struggled with the concept of offering
academic credit for internships. More recent studies have
indicated that poorly structured internship programs lack a
integration of theoretical foundations and do not
contribute to student learning (Vogelgesang & Astin, 2000) .
As a result, the educational growth (or lack thereof) of
the student may not justify awarding academic credit for
the experience.
Experiential Learning in Criminal Justice Sciences
A majority of criminal justice sciences and other
related academic programs have incorporated internships as
an academic requirement. Internships have proven to
provide valuable experience that blends academic training
with real-world problems and situations. More importantly,
the internships serve as a supplement to the classroom
learning experience by emphasizing a practical approach to
theoretical frameworks. This is critical to student

43
learning because Stice (1987) asserts that students
remember 10 percent of what they read, 26 percent of what
they hear, 30 percent of what they see, 50 percent of what
they see and hear, and 90 percent of what they see as they
are doing it.
Understanding this, the Academy of Criminal Justice
Sciences (1998) developed minimum standards for criminal
justices sciences and related programs "for the improvement
of quality in criminal justice higher education" (p.2).
Curricular standards include offering internships that are
"meaningful, relevant, and related to educational
objectives" (p.4) and involve conceptual learning.
Further, ACJS recommends conducting student outcome
assessments and post-graduation satisfaction assessments.
The importance of internships in criminal justice
sciences lies in the perception of benefits of the
experiential learning program. One of the more commonly
cited values of internships in the field is the integration
of theoretical and practical learning (Sgroi and Ryniker,
2002). In the internship experience, students develop an
enhanced appreciation of the concepts learned in class and
how those concepts are applied in a practical setting.
Through the internship experience, students have an

44
opportunity to learn concepts and approaches that are not
taught in the classroom or not yet available in text books
(Ross & Elechi, 2002).
In learning new concepts, students become immersed in
the participating agency and are often presented with
opportunities to contribute through the introduction of new
ideas. More importantly, Sherman (1978) concluded that in
addition to learning new concepts, students get a first-
hand look at the reality of the field as opposed to what
they have learned in the classroom and through the media.
Students also benefit from the internship experience
through observations of the actual practices of the field.
The practical nature of internships allow students to
observe how the participating agency operates, how
employees conduct themselves, and the impact of the
organization on the people it serves. As a result,
students gain a better understanding of the challenges of
the field. This exposure to the organization and the field
provides students the opportunity build valuable contacts
and to ease the transition from school to work (Stone &
McLauren, 1999) .
In addition to providing experience, internships in
criminal justice sciences can help students in their career

45
choice. As noted by Sgroi and Ryniker (2002), internships
allow students to determine whether or not they are ready
for their choice of career. Without an internship
experience, especially in the field of criminal justice
sciences, students enter a field without a solid
understanding what to expect. With the internship
experience, students will gain a clearer understanding of
the requisite knowledge, skills, and abilities of the
field. In the event of a negative experience, students can
then refocus their career plans without a great amount of
time, effort and energy invested in a career in which they
would ultimately be unhappy (Dale, 1996) .
Across the nation, internship programs vary in
organization and complexity from institution to
institution. There are differences in regards to which
students are eligible for credit-bearing internships, the
number of internships a student can receive credit for, the
number of credit hours to be earned, the number of contact
hours, and how the internship is supervised (Gross, 1993).
Much of the recent research in experiential education
suggests that it will play an increasingly important part
in higher education in the 21st century. Roling (1998)
suggests that new paradigms in participatory learning have

46
yet to be formed into effective praxis while deCourcy
(1998) noted that experiential learning devices and
techniques can be used effectively even in such an abstract
setting as an undergraduate course in theology.
Thus, if by nothing else than its burgeoning volume,
the aforementioned research appears to attest to Bonham's
(1977) conclusion that experiential learning is a respected
part of higher education curriculum. This has led
educators to focus less on credit hours and more on
competence, working knowledge, and career development.
47
Chapter 3
Research Design
Survey research methodology was used for gathering
data in this study. The purpose of survey research is to
provide a systematic and accurate description of facts
about, and characteristics of, the population of interest
(Isaac & Michael, 1981). Therefore, the intent of this
study is to collect accurate information about the
internship experiences of students in Criminal Justice
Sciences at Midwestern Public University.
Participants
The participants in this study are graduates of the
Department of Criminal Justice Sciences at Midwestern
Public University. The sample for this study consists of
students who 1) have completed undergraduate degrees in
Criminal Justice Sciences at Midwestern Public University,
and 2) successfully completed CJS 398.01, Criminal Justice
Internship I; and CJS 398.02, Criminal Justice Internship
II.
48
CJS 398.01 and CJS 398.02 are offered for six credit
hours each (for a combination of 12 hours, to be taken
concurrently) during the second semester of the students'
senior year. The purpose of CJS 398.01 and CJS 398.02 are
to "provide students with both an educational experience
and a work experience through the performance of an
internship" (Midwestern Public University Website, 2008).
Since students must have concurrent enrollment in CJS
398.01 and CJS 398.02, they will be referred to as CJS 398.
The participants selected completed CJS 398 between
the 2000-2001 academic year and the 2006-2007 academic year
(the academic year at Midwestern Public University begins
in the fall semester). This study covers students from the
fall 2000 semester through the summer 2007 semester.
A total of 923 students met the criteria defined for
this population. The population consists of 171 (18.5
percent) students who completed their internships in the
fall semester, 411 (44.5 percent) students who completed
their internships in the spring semester, and 341 (36.9
percent) students who completed their internships in the
summer semester. By school year, the population included:
2000-2001, 135 (14.6 percent); 2001-2002, 153 (16.6
percent); 2002-2003, 118 (12.8 percent); 2003-2004, 123

49
(13.3 percent); 2004-2005, 111 (12.0 percent); 2005-2006,
131 (14.2 percent); 2006-2007, 152 (16.5 percent).
Each of the students in this population served their
internships at a departmentally approved agency under the
supervision of an agency professional (or site supervisor).
In consultation with the departmental internship
coordinator, students select a specific criminal justice
related agency to complete their internship.
Study Participants and Sampling Procedures
To ensure the best possible sample size, a
determination was made to survey students over the course
of seven academic years, beginning with the 2000-2001
academic year and continuing through the 2006-2007 academic
year. This method helped to reach a greater number of
students. More importantly, this method provides greater
understanding of how the internship program has been
perceived over time.
Delimitations of the Sample
Several delimitations were imposed on the sample to
acquire an accurate picture of criminal justice sciences
interns at Midwestern Public University.

50
The sample was delimited to students who participated
in the internship program. The internship program carries
a minimum grade point average requirement of 2.4
(cumulative and within the major). Also, there have been a
small number of students who met the grade point average
requirements but did not participate in the internship
program. This includes students with a criminal record or
non-traditional students with full-time jobs that precluded
their participation. Instead of completing the internship,
these students were required to take course work.
Instrumentation
To facilitate the collection of data, a researcher-
designed, Web-based survey questionnaire was developed
using various concepts and procedures outlined in Gall,
Borg and Gall (1996) and Fowler (1993). The survey is
designed to capture student perceptions of their internship
experiences. The survey instrument for this study consists
of two parts. The first section of the instrument, survey
items one through six, is comprised of demographic items
developed by the researcher.
The second section of the instrument contains 14
questions measuring self-reported outcomes using a 5-point

51
Likert scale. The scale rates items on the survey from 1-
5, with the following representations: 1) strongly
disagree, 2) disagree, 3) neutral, 4) agree, and 5)
strongly agree. The 14 questions were constructed using
the Kolb (1984) model as a conceptual framework (see
Appendix D ) .
A panel of experts was selected in order to evaluate
the instrument's validity. This panel will consisted of
four professors (two full and two assistant) and two career
development professionals. A letter was sent to panel
members explaining the nature of the research and
requesting their participation. Based on the suggestions
and recommendations of the panel, revisions, if necessary,
were made to the instrument.
The instrument was field tested by a pilot group for
validity and reliability. The pilot group consisted of
less than 15 students who completed an internship in a
related field of study, including psychology, sociology and
anthropology, and politics and government.
Based on the findings of the pilot study, a small
number of research items were removed from the study.
Demographic questions related to race and socioeconomic
status was removed. It was the opinion of the researcher

52
and the expert panel that race should removed due to the
low number of African-American, Asian, Hispanic and Native
American students enrolled in the program. It was also the
opinion of the researcher and the expert panel that
socioeconomic status should be removed because it may not
have a direct bearing on student satisfaction.
There were three questions removed from the self-
reported outcomes section because they were redundant.
Data Collection Procedures
A researcher-designed, Web-based survey instrument
consisting of 16 questions was given to graduates of the
Department of Criminal Justice Sciences at Midwestern
Public University. The graduates received an email
informing them of the study. The email, which was sent
from the Donor Services office of the Midwestern Public
University Foundation, contained a link to the Web-based
survey. While research indicates the response rates of
online surveys are lower (30 percent) than that of
traditional mail surveys (50-70 percent), the data quality
is relatively the same but the response speed is higher
(Sue & Ritter, 2007) .
53
This study reflects descriptive quantitative research
and was conducted in five phases. The first phase is an
investigation of the precedent literature relevant to the
study. These areas include experiential learning theory,
internships in higher education, and internships in
criminal justice sciences and related fields.
The second phase of the study entails the creation of
an inventory instrument that is based on the precedent
literature and organized according to the five research
questions. Prior to distribution, the instrument was field
tested and reviewed by a panel of experts to test validity
and reliability.
The third stage consists of the collection of marked
data. The instrument was administered to a sample
population so that inferential statistics can be applied to
the information. The sample population consisted of less
than 15 students recruited from related fields of study.
The researcher-developed survey instrument was
developed online and students who completed CJS 398
beginning in the fall 2000 semester of the 2000-2001
academic year through the summer 2007 semester of the 2006-
2007 academic year are eligible to participate. Each
54
participant's computer had to enable cookies to insure they
could participate only once.
The fourth stage of the study involves analyzing the
data. After tabulating the responses the data was analyzed
based on the three research questions. This information is
presented in chapter four.
Lastly, conclusions were drawn from the study in the
form of implications and applications of internships in the
Department of Criminal Justice Sciences at a Midwestern
Public University. This is presented in chapter five.
Data Analysis Procedures
Upon completion of the data collection procedures and
construction of various data files, a variety of analyses
were completed. The data was analyzed utilizing the
computer software program Statistical Package for Social
Science (SPSS). The variety of analyses includes
descriptive analyses of all demographic and related
instrument items as well as composite variables; factor
analyses and multiple regression analyses of Likert-scale
items; and a One-Way Analysis of Variance (ANOVA) to make
comparisons among the various demographic variables for the
variables measured.
55
CHAPTER 4
This chapter presents the results of the study
examining student perceptions of the internship program in
the Department of Criminal Justice Sciences at a Midwestern
Public University. This study explores the relationship
between student learning and the internship experience.
Specifically, the research questions guiding the study were
as follows:
1. What are students' perceptions of the internship
placement?
2. What are students' perceptions of the usefulness of
the internship experience to their careers?
3. What are students' overall levels of satisfaction with
the internship experience?
The remainder of the chapter focuses on the findings
of the research. Following a brief discussion of the
survey response rate, demographic data is summarized,
concluding with a presentation of results relating to each
of the previously mentioned discussion questions.
56
Compilation Protocol
Data were collected from graduates of the Department
of Criminal Justice Sciences at a Midwestern Public
University. The graduates were sent an email link to an
online survey administered by Freeonlinesurveys.com from
the Donor and Information Services office of Midwestern
Public University. The researcher did not have any direct
contact with the subjects.
Upon completion of the surveys, the data from each
survey was tabulated by the online survey site and
incorporated into an Excel spreadsheet for analysis. The
data was then transferred into the Statistical Package for
Social Sciences (SPSS) version 16.0 in order to perform a
number of statistical analyses. Information concerning
demographic data was investigated first. This was followed
by statistical analysis as it applied to each research
question and the corresponding inventory items.
Return Rate
The participants were selected beginning with the
2000-2001 academic year and ending with the 2006-2007
academic year (the academic year at Midwestern Public
University begins in the fall semester). This study covers

57
students from the fall 2000 semester through the summer
2007 semester. A total of 923 students met the criteria
defined for this population. There were 334 surveys
returned (36.1 percent), all of which were used in the
study.
Demographic Data
Respondent demographic characteristics are illustrated
in Table 1. There were 175 males (52.4 percent) and 159
females (47.6 percent) participating in the survey. The
majority of the internships were served in the spring
(N=140, 41.9 percent) and summer (N=129, 38.6 percent)
semesters.
Student internships were completed in a number of
criminal justice sciences related fields that were broken
into 10 categories: law enforcement, court services,
correctional institutions, attorney's offices, social
service agencies, private investigations, retail chains,
corporate security and other. Nearly one-half of all the
students surveyed completed their internships in law
enforcement (N=150, 44.9 percent). Court services (N= 55,
16.5 percent) and attorney's offices (N=51, 15.3 percent)
had the second and third most students, respectively. None

58
of the students indicated retail chains or corporate
security as internship fields.
In addition to asking for general biographical data
such as gender, internship field, and the semester the
internship was completed, the participants were asked basic
questions relating to receipt of an internship job
description, receiving job related training, and the
frequency of performance evaluations.
Of the 334 respondents, 271 (81.1 percent) indicated
they received an internship job description while 241 (72.1
percent) indicated they received job related training.
With four choices from which to choose (once a day, once a
week, once a month, and other), nearly one-half of the
respondents (N=146, 43.7 percent) indicated "other." Close
to one-third of the participants (N=100, 29.9 percent)
indicated "once a week."
59
Table 1
Participant's Demographic Characteristics (N=334)
n %
Gender
Male 175 52.4
Female 159 4 7.6
Internship Semester
Fall 65 19.5
Spring 140 41.9
Summer 129 38.6
Internship Field
Law Enforcement 150 44.9
Court Services 55 16.5
Correctional 23 6.9
Institutions
Attorneys Offices 51 15.3
Social Service Agency 14 4.2
Private Investigations 14 4.2
Other 27 8.0
Receipt of Job
Description
Yes 241 72.2
No 93 27.8
Receipt of Job Training

Yes 271 ' 81.1
No 63 18.9
Performance Evaluation
Once a day 34 10.2
Once a week 100 29.9
Once a month 54 16.2
Other 146 43.7
60
Findings and Displays
Data in response to each of the three research
questions were collected through the use of a five-point
Likert scale to assess the relationship of the internship
experience to the learning styles outlined by Kolb.
Respondents responded to the statements by indicating their
level of agreement with " 1 " representing "Strongly
Disagree," " 2 " representing "Disagree," "3" representing
"Neutral," " 4 " representing "Agree," and " 5 " representing
"Strongly Agree."
Factor analysis of survey items seven through 20
yielded a solution of three components with all 14 items
being retained. The principal component analysis was
conducted utilizing Varimax Rotation. Item loading for the
factors identified were guided by the following set of
decision rules: 1) the minimum value for retaining an item
on a factor was .33; 2) an item was retained if it
primarily loaded on the factor which its loading was
greatest; and 3) if an item loaded on more than one factor,
the item was retained if the difference of the squared
loadings was .20 or greater.
Analysis of the first set of survey items (13 and 15-
19) yielded a solution of one component with each of the

61
six items being retained (see Table 2 ) . Component factor
loading ranged from .631 to .851. This component was named
Agency Experience and accounted for 26.6 percent of the
total variance.
62
Table 2
Factor Loading of Agency Experience Components
Item Survey Question Factor

Loading
13 My internship experience . 631

allowed me to do work similar
to the work of the professional
staff.
15 My internship experience .785

provided an opportunity to
apply core knowledge in a
practical setting.

provided an opportunity for me
to identify, formulate and
solve problems.

to work with others to
accomplish a goal.

to develop my writing skills.

to develop my oral presentation
skills.
Analysis of the second set of survey items (10-12, 14,
and 20) yielded a solution of one component with each of
the five items being retained (see Table 3 ) . Component

63
factor loading ranged from .629 to .825. This component
was named Career Exploration and accounted for 24.3 percent
of the total variance.
Table 3
Factor Loading of Career Exploration Components

Loading
10 My internship experience helped .629

me clarify my career interests.

allowed me to acquire
references and contacts that
have been useful in seeking
employment.
12 My internship experience has .825

enhanced opportunities for me
to be employed in the field of
criminal justice sciences.

provided me the opportunity to
gain a better understanding of
career opportunities in the
field of criminal justice
sciences.
20 As a result of my internship .750

experience, I was able to
determine whether or not to
stay in the field of criminal
justice sciences.
64
Analysis of the final set of survey items (7-9) yield
a solution of one component with each of the three items
being retained (see Table 4 ) . Component factor loading
ranged from .723 to .865. This component was named Overall
Satisfaction and accounted for 6.1 percent of the total
variance.
Table 4
Factor Loading of Overall Satisfaction Components

Loading
7 As a result of my internship I .832

gained new knowledge about the
sciences that was not
previously learned in the
classroom.

provided opportunities for me
to take action or think about
how I might act in specific
situations.
9 My internship experience helped .8 65

me gain greater insight into my
capabilities of working in the
sciences.
65
Reliability Analysis
Computation of the Cronbach Alpha internal consistency
reliability coefficients were performed for each of the
three components. The reliability coefficients reported
are based on aggregated items result from the component
analysis conducted. The Alpha coefficients ranged from a
low of .845 for Overall Satisfaction to .882 for
Perceptions of the Internship Placement. The analysis
indicated the components were reliable as indicated by the
Cronbach Alpha coefficients. Additionally, each of the
items contained in the components were closely clustered
together. Table 5 contains information on the summary of
Cronbach Alpha Reliability Coefficients for each of the
three components.
66
Table 5
Summary of Standardized Cronbach Alpha Reliability

Coefficients for the Three Instrument Subscales
Number Cronbach Alpha

of Items Coefficients
Perceptions of Agency 6 .882

Experience
Perceptions of Career 5 .879

Exploration
Perceptions of Overall 3 .845

Satisfaction
Research Question 1
The first research question asked, "What are students'
perceptions of the internship placement?" Inventory items
13, 15, 16, 17, 18, and 19 applied specifically to this
research question. Table 6 includes a summary of item
means and standard deviations for items 13 and 15-19. Item
statements are also included in Table 6. Items for Agency
Experience were rated using a 5-point Likert scale
(l=Strongly Disagree to 5=Strongly Agree).
The highest mean for this component was 4.13 for item
15 (applying core knowledge in a practical setting) while
67
the lowest mean was 2.78 for item 19 (providing an
opportunity to develop oral presentation skills).
Table 6
Summary of Item Means and Standard Deviation for Agency
Experience Components
Item Survey Item Mean Standard

Deviation
13 My internship experience 3.75 1.213

allowed me to do work
similar to the work of the
professional staff.
15 My internship experience 4.13 .936

provided an opportunity to
apply core knowledge in a
practical setting.

provided an opportunity
for me to identify,
formulate and solve
problems.

for me to work with others
to accomplish a goal.

for me to develop my
writing skills.

for me to develop my oral
presentation skills.
68
Research Question 2
The second research question asked, "What are
students' perceptions of the usefulness of the internship
experience to their careers?" Inventory items 10, 11, 12,
14 and 20 applied specifically to this research question.
Table 7.1 includes a summary of means and standard
deviations for items 10-12, 14, and 20. Item statements
are also included in Table 7. Items for Career Exploration
were rated using a 5-point Likert scale (l=Strongly
Disagree to 5=Strongly Agree).
The highest mean for this component was 4.11 (helping
to clarify career interests) while the lowest mean was 3.38
(enhancing opportunities to be employed in the field).
69
Table 7
Summary of Item Means and Standard Deviations for Career
Exploration Components
Item Survey Question Mean Standard

Deviation

helped me clarify my
career interests.

allowed me to acquire
references and contacts
that have been useful in
seeking employment.

has enhanced opportunities
for me to be employed in
the field of criminal
justice sciences.

provided me the
opportunity to gain a
better understanding of
career opportunities in
justice sciences.
20 As a result of my 4.00 1.271

internship experience, I
was able to determine
whether or not to stay in
justice sciences.
70
Research Question 3
The third research question asked, "What are students'
overall levels of satisfaction with the internship
experience?" Inventory items 7, 8, and 9 applied
specifically to this research question. Table 8 includes a
summary of item means and standard deviations for items 7-
9. Item statements are also included in Table 8.
The highest mean for this component was 4.37
(providing an opportunity to take action or think about how
to act in specific situations) while the lowest mean was
4.35 (gaining greater insight into the capability of
working in the field).
71
Table 8
Summary of Item Means and Standard Deviations for Overall
Satisfaction Components
Item Survey Question Mean Standard

Deviation
7 As a result of my 4.36 .932

internship I gained new
knowledge about the field
of criminal justice
sciences that was not
previously learned in the
classroom.

provided opportunities for
me to take action or think
about how I might act in
specific situations.

helped me gain greater
insight into my
capabilities of working in
justice sciences.
Differences in Levels of Perception Based on Selected
Variables
When analyzing responses to the research questions,
the three instrument subscales were used to construct three
variables: Agency Experience, Career Exploration and
Overall Satisfaction (see Table 9 ) . The demographic data
72
provided in survey items one through six (gender,
internship semester, internship field, receipt of job
description, receipt of job training, and performance
evaluation) were used to run a univariate analysis of
variance using each of the variables.
Table 9
Computation of New Variables
Agency Career Overall

Experience Exploration Satisfaction
Mean 21.82 19.10 13.08

Standard 5.158 4.931 2.478
Deviation
Agency Experience. A UNOVA was conducted to evaluate
the relationship between perceptions of the agency
experience with regard to the respondent's gender,
description, receipt of job training and performance
evaluation.
In relationship to gender, the study revealed there
was no significant difference in respondent perceptions, F
(1, 332) =.462, p=.497 (see Table 10).
73
Table 10
Respondent Perceptions of based on Agency Experience
Components (n=334)
Gender Mean Standard N

Deviation
Male 21.63 5.710 175
Female 22.02 4.481 159
In relationship to internship semester, the study
revealed a significant difference in respondent
perceptions, F (2, 331) =9.860, p<.001 (see Table 11).
Particularly, respondents completing their internship in
the Fall semester reported a more positive perception than
those in the Spring and Summer semesters. However, it is
important to note that of the total number of respondents,
less than 20 percent completed Fall semester internships.
Table 11
Components (n=334)
Internship Semester Mean Standard N

Deviation
Fall 23.88 3.798 65
Spring 22.05 5.455 140
Summer 20.53 5.078 129
74
In relationship to internship field, the study
Particularly, respondents in Court Services and Private
Investigations reported a more favorable perception. On
the other hand, respondents in Other reported a less than
favorable perception. It is important to note, however,
that of the 334 respondents approximately 20 percent
completed internships in Court Services and Private
Investigations combined. Furthermore, respondents in Other
accounted for approximately eight percent of the
internships.
Table 12
Components (n=334)
Internship Field Mean Standard N

Deviation
Law Enforcement 22.05 4.359 150
Court Services 24.11 4.732 55
Correctional Inst. 20.26 2.562 23
Attorneys Offices 20.12 5.070 51
Social Service Ag. 21.50 1.557 14
Private Invest. 23.50 6.745 14
Other 19.70 8.995 27
75
In relationship to the receipt of a job description,
the study revealed a significant difference in respondent
perceptions, F (1, 332) = 18.729, p<.001 (see Table 13).
More than 81 percent of the respondents who received a job
description reported a more favorable perception.
Table 13
Components (n=334)
Receipt of Job Mean Standard N

Description Deviation
Yes 22.39 5.089 271
No 19.35 4.739 63
In relationship to the receipt of job training, the
study revealed a significant difference in respondent
perceptions, F (1, 332) =11.660, p=.001 (see Table 14).
More than 72 percent of the respondents who received job
training reported a more favorable perception.
76
Table 14
Components (n=334)

Training Deviation
Yes 22.41 4.765 241
No 20.29 5.811 93
In relationship to frequency of performance
evaluation, the study revealed a significant difference in
respondent perceptions, F (1, 332) =10.770, p<.001 (see
Table 15). Particularly, respondents receiving
performance evaluation on a daily basis reported a more
favorable perception. On the other hand, respondents who
reported Other had a less than favorable perception. It is
important to note that of the 334 respondents,
approximately 10 percent received daily performance
evaluation and approximately 44 percent received Other.
Table 15
Components (n=334)
Performance Mean Standard N

Evaluation Deviation
Once a day 24.50 3.553 34
Once a week 22.79 4.375 100
Once a month 22.80 3.428 54
Other 20.16 5.950 146
77
Career Exploration. A UNOVA was conducted to evaluate
the relationship between respondent's gender, internship
semester, internship field, receipt of job description,
receipt of job training and performance evaluation.
(1, 332) =.172, p=.679 (see Table 16).
Table 16
Respondent Perceptions of based on Career Exploration
Components (N=334)

Deviation
Male 19.21 5.289 175
Female 18.99 4.517 159
revealed there was no significant difference in respondent
perceptions, F (2, 331) =.473, p=.624 (see Table 17).
78
Table 17
Components (N=334)

Deviation
Fall 19.54 5.084 65
Spring 18.84 4.389 140
Summer 19.18 5.406 129
Particularly, respondents in Law Enforcement and Court
Services indicated a more favorable perception. The
remaining options each received a less than favorable
perception, with Other receiving the lowest score.
Table 18
Components (N=334)

Deviation
Correctional Inst. 18.00 3.317 23
Attorneys Offices 16.65 4.927 51
Social Service Ag. 16.93 1.859 14
Other 14.56 5.996 27
79
the study revealed there was no significance in respondent
perceptions, F (1, 332) = 4.650, p=.032 (see Table 19).
Table 19
Components (N=334)

Yes 19.38 4.759 271
No 17.90 5.488 63
a. Sum of Squares = 111.815
b. R Squared = .014 (Adjusted R Squared = .011)
c. F = 4.650
study revealed there was no significance in respondent
perceptions, F (1, 332) =.058, p=.810 (see Table 20).
Table 20
Components (N=334)
Mean Standard N
Deviation
Receipt of Job
Training
Yes 19.15 4.654 241
No 19.00 5.611 93
80
evaluation, the study revealed there was significance in
respondent perceptions, F (1, 332) =6.423, p<.001 (see
Table 21). Particularly, respondents receiving performance
evaluation on a daily basis reported a more favorable
perception. On the other hand, respondents who reported
Other had a less than favorable perception. It is
important to note that of the 334 respondents,
approximately 10 percent received daily performance
evaluation and approximately 44 percent received Other.
Table 21
Components (N=334)

Once a day 21.29 5.988 34
Once a week 20.01 3.868 100
Once a month 19.22 4.151 54
Other 17.93 5.299 146
Overall Satisfaction. A UNOVA was conducted to
evaluate the relationship between respondent's gender,
81
description, receipt of job training and performance
evaluation.
(1, 332) =.022, p=.882 (see Table 22).
Table 22
Respondent Perceptions of based on Overall Satisfaction
Components (N=334)

Deviation
Male 13.10 2.822 175
Female 13.06 2.041 159
revealed there was no significant difference in respondent
perceptions, F (2, 331) =4.214, p=.016 (see Table 23).
Table 23
Components (N=334)

Deviation
Fall 13.46 1.863 65
Spring 13.35 2.244 140
Summer 12.59 2.893 129
82
revealed there was significant difference in respondent
Particularly, respondents in Law Enforcement and Attorneys
Offices reported a more favorable perception. On the other
hand, respondents in Other reported a less than favorable
perception.
Table 24
Components (N=334)

Deviation
Correctional Inst. 12.70 .470 23
Attorneys Offices 14.24 .862 51
Social Service Ag. 12.00 .000 14
Other 9.11 3.620 27
the study revealed there was significant difference in
respondent perceptions, F (1, 332) = 9.207, p=.003 (see
Table 25). Particularly, respondents who reported No had a
more favorable perception than those reporting Yes.
83
However, it is important to note that approximately 19
percent of the respondents reported No.
Table 25
Components (N=334)

Yes 12.88 2.674 271
No 13.92 .972 63
study revealed there was no significant difference in
respondent perceptions, F (1, 332) =1.806, p=.180 (see
Table 26).
Table 26
Components (N=334)

Training Deviation
Yes 13.19 2.312 241
No 12.78 2.855 93
evaluation, the study revealed there was no significant

84
difference in respondent perceptions, F (1, 332) =.191,
p=.902 (see Table 27).
Table 27
Components (N=334)

Once a day 13.00 3.384 34
Once a week 13.22 2.809 100
Once a month 12.93 1.272 54
Other 13.05 2.342 146
85
CHAPTER 5
This chapter includes a summary of the study as well
as a discussion of the research findings. It also presents
the results, findings, and conclusions of this study.
Additionally, this chapter includes recommendations derived
from the study for students, academic institutions, and
participating agencies. Further, it includes
recommendations for further research.
Overview of the Study
Assessment of student learning is being used as an
accountability measure for academic institutions and has
become synonymous with accountability in higher education
in general (Shavelson, 2007). Assessment is an important
and integral part of any academic program and typically
involves assessing student learning and course outcomes.
However, assessment goes beyond evaluating student
performance in a course or evaluating how well a course
meets its intended objectives. Rather, assessment is a
means through which students demonstrate the ability to

86
perform at an acceptable level and the ability to
demonstrate knowledge and skills relative to specific
program outcomes (Rogers, 2003).
Assessment of student learning is a four-step cycle
that 1) begins with a clear definition and articulation of
learning outcomes; 2) offers experiences to achieve those
learning outcomes; 3) assessing student achievement of
those learning outcomes; and 4) using the results to
improve teaching, learning, planning and allocation of
resources (Middle States Commission on Higher Education,
2005). There are a number of valid approaches to
assessment including direct assessment, indirect
assessment, assignment assessment, course assessment and
program assessment. Assessment helps academic institutions
determine how well a program is meeting its instructional
goals and helps to identify where alterations to the
curriculum may need to be made.
This research focuses on the second step of the
assessment of student learning cycle: offering experiences
to achieve learning outcomes. In academic institutions
throughout the country, work-integrated learning is an
integral part of the curriculum. Work-integrated learning
includes, but is not limited to, cooperative education,

87
service-learning, and experiential learning (Sovilla &
Varty, 2004).
The Academy of Criminal Justice Sciences (1998)
developed a minimum set of curricular standards designed to
improve the academic quality in criminal justice education.
The curricular standards include offering experiential
learning programs that are pertinent and can be linked to
the educational mission of academic institutions and
involve conceptual learning. Feynman (1985) found that
without experiential learning, a majority of students were
only able to exhibit an ability to recite definitions as
opposed to applying concepts to real-life problems.
Experiential learning programs, or internships, have proven
to provide valuable experience that blends academic
training with real-world problems and situations. More
importantly, internships serve as a supplement to the
classroom learning experience by emphasizing a practical
approach to theoretical frameworks.
Kolb's (1984) conception of experiential learning is
used as the conceptual framework for this study. His model
includes four different forms of knowledge and learning
styles: divergent (concrete experience and reflective
observation); assimilative (reflective observation and

88
abstract conceptualization); convergent (abstract
conceptualization and active experimentation); and
accommodative (active experimentation and concrete
experience). The central idea is of the Kolb (1984) model
is that education requires learners to have a clear
understanding of an experience and be able to articulate
what the experience means.
This study provides insight into student perceptions
of their satisfaction with the internship program at the
Midwestern Public University Department of Criminal Justice
Sciences.
Research Question One: Student Perceptions of the Agency
Experience
According to Kolb (1984), experiential learning is a
process that allows students to blend theory and practice.
The result of experiential learning is the concept of
complete learning. Complete learning is a combination of
active learning (doing and thinking about what is being
done) and meaningful learning (the relationship between
what is known and what has been learned). Student
perceptions of the internship placement are central to
understanding whether complete learning has taken place.

89
Six questions were used to determine the outcome of
question one. Using the five-point Likert scale,
respondents indicated their level of agreement with " 1 "
representing "Strongly Disagree," " 2 " representing
"Disagree," " 3 " representing "Neutral," " 4 " representing
"Agree," and "5" representing "Strongly Agree." Ratings
were considered favorable at 4.0 or higher (with 5.0 being
the highest).
Respondents had a favorable perception of their
internship placement in two key areas: 1) applying core
knowledge in a practical setting; and 2) identifying,
formulating and solving problems. The favorable
perceptions of these areas are positive in that they fall
in line with mandates from the Academy of Criminal Justice
Sciences (1998): offering internships that improve the
quality of education and are related to educational
objectives. A recent study revealed that students with
internship experience demonstrated a more complex
understanding of field related issues than those without a
similar experience (Steinke & Fitch, 2003) .
Although respondents had a favorable perception in two
key areas, they had a less than favorable perception of the
internship placement in the four other areas: 1) working

90
with others to accomplish a goal; 2) doing work similar to
the work of professional staff; 3) developing writing
skills; and 4) developing oral presentation skills. These
less than favorable perceptions highlight one of the major
concerns with experiential learning: loss of institutional
control regarding the work being performed (Peters, 1975).
Moreover, it highlights the need for academic institutions
to work more closely with participating agencies to develop
learning agreements to insure the internship is an actual
learning experience. Research shows that faculty
involvement with experiential learning allows for students
to develop a deeper understanding of the field and to
better adapt to changes in the field (Bransford, et al,
2000).
A more thorough investigation of this question
involved using the three instrument subscales to create
three new variables: Agency Experience, Career Exploration
and Overall Satisfaction. These variables, measured
against the demographic data provided in survey items one
through six (gender, internship semester, internship field,
receipt of job description, receipt of job training, and
performance evaluation), revealed a more in-depth response
to the question.
91
Respondents indicated that internship semester,
internship field, receipt of job description, receipt of
job training and performance evaluation were significant
factors in determining satisfaction with the internship
placement.
Major Finding Based on Research Question One
Students in Criminal Justice Sciences at Midwestern
Public University indicated an overall level of
satisfaction with their agency experiences, but also
expressed levels of dissatisfaction in several areas.
Major Conclusion Based on Research Question One
Research question one deals with student perceptions
of their internship placement. During the internship
placement students are primarily involved in the Active
Experimentation stage of the Kolb (1984) cycle because the
emphasis is on learning the practical aspects of the field
in relation to the theoretical concepts learned in class.
However, learning from the internship placement requires
students to be able to grasp the knowledge being
transmitted.
92
One of the indicators of the success of any type of
academic program is the ability of its students to
demonstrate their ability to articulate what they have
learned (Middle States Commission on Higher Education,
2002). According to the findings of research question one,
the internship program is a good learning experience but
could stand to use some improvements. The areas in need of
improvement are the areas that Cook, et al (2004) found to
be important to students. Their longitudinal study over a
10-year period found that enhancing the ability to work
with others, maturing as individuals, and developing people
skills were important to the students in their study.
Research Question Two: Student Perceptions of Career
Exploration
Some of the direct benefits of experiential learning
programs to students is the opportunity to gain an
experience that offers important responsibilities and
preparation for the practical challenges of the experience
and for learning from the experience (Schweitzer & King,
2004). These perceived benefits help students make a
determination of their suitability for the field. The
experience either reinforces their decision to enter the

93
field or helps to influence the decision to switch career
goals.
Five questions were used to determine the outcome of
question two. Using the five-point Likert scale,
"Disagree," "3" representing "Neutral," " 4 " representing
"Agree," and " 5 " representing "Strongly Agree." Ratings
the highest).
Respondents had a favorable perception of the
usefulness of the internship experience in two key areas:
1) clarifying career interests and 2) determining whether
or not to stay in the field. Favorable perceptions in
these areas highlight the benefits of the internship.
Research suggests that well designed internships contribute
to a deeper understanding of the field and the ability to
work in the field (Bay, 2006). More importantly, Dale
(1996) noted that a negative experience had positive
benefits because it allowed students to refocus their
career plans without entering a field they would ultimately
dislike.
94
The least favorable perceptions stemmed from 1)
gaining a better understanding of career opportunities; 2)
acquiring references and future contacts; and 3) enhancing
opportunities to work in the field. These less than
favorable perceptions are relevant, but not as important,
to the success of an internship. Gaining a better
understanding of career opportunities requires students to
better research their field and for academic institutions
to make students aware of labor projections in the field.
Acquiring references and future contacts is dependent on
how students interact with others during their internship.
Again, this is something that must be addressed by the
academic institutions. Finally, enhancing opportunities to
work in the field is dependent on the student and their
level of performance during the internship.
95
to the question.
Respondents indicated that internship field and
performance evaluation were significant factors in
determining satisfaction with the usefulness of the
internship to their careers.
Major Finding Based on Research Question Two
Students who completed their internships in the fields
of Law Enforcement and Court Services indicated higher
levels of overall satisfaction with their internship
experience than did students in the other internship
fields.
Major Conclusion Based on Research Question Two
The second research question focuses on the career
exploration aspect of the internship placement. Under the
Kolb (1984) model, learners grasp knowledge which leads to
a phase of construction that transforms the learning
experience. To this point, Broughton and Otto (1999)
reported that students who participated in an experiential
learning program reported a growth in job skills
development. Moreover, Cook, et al (2004) found that

96
students who completed internships later in their
undergraduate study were more likely to make career
decisions based on their internship experiences.
According to the findings of research question two, in
terms of career exploration, the various components of the
field of criminal justice sciences, while offering a
multitude of opportunities for students, do not offer a
practical learning environment across fields. It appears
as if the internships outside of Law Enforcement and Court
Services do not offer experiences that allow interns to
fully construct an opinion on their suitability for the
field.
Research Question Three: Student Perceptions of the Overall
Experience
Internships have been incorporated into the curriculum
of many academic programs because they have proven to
provide a valuable experience that blends theory and
practice. A study conducted by the National Association of
Colleges and Employers (2008) found that internships have
been used as a means of recruiting new employees because
the internship experience provides students with a greater
likelihood of success in their careers. The study also

97
found that internship experiences in general were
beneficial to students even if they find work at an
organization other than where they gained the internship
experience.
Three questions were used to determine the outcome of
question two. Using the five-point Likert scale,
"Disagree," " 3 " representing "Neutral," " 4 " representing
"Agree," and "5" representing "Strongly Agree." Ratings
the highest).
Respondents had an overall favorable response to each
of the survey items: 1) having the ability to take action
or learn how to think in various situations; 2) gaining new
knowledge not previously learned in the classroom; and 3)
gaining greater insight to their ability to work in the
field.

98
to the question.
Respondents indicated that internship field and
receipt of job description were significant factors in
determining overall satisfaction with the internship
experience.
Major Finding Based on Research Question Three
Students appeared to be most satisfied with their
internship experience in three areas: 1) having the
opportunity to take action or learn how to think in various
situations; 2) gaining knowledge not previously learned in
the classroom; and 3) gaining greater insight into their
ability to work in the field. These findings are
consistent with the research of Hart Research Associates
(2006) which suggests that students without an internship
experience generally lack the necessary skills and
abilities demanded for success in the workplace. To that
end, Sweitzer and King (2004) concluded that students must
use their internship to process and organize the internship
experience to facilitate knowledge acquisition. Moreover,

99
Schwartz, et al (2005) found that internships allow
students to use their previous level of knowledge and
understanding (classroom learning) to interpret the
internship experience and increase their level of knowledge
and understanding.
Major Conclusion Based on Research Question Three
Research question three focused on students' overall
satisfaction with their internship experience. Under the
Kolb (1984) model, optimal learning takes place when there
is a balance between the four stages: Concrete Experience,
Reflective Observation, Abstract Conceptualization and
Active Experimentation. A higher level of learning can be
achieved when this balance is reached. Research conducted
by Ross and Elechi (2002) found that students in their
survey reported there was a disconnection between what they
learned in the classroom and what they learned on their
internships. It is incumbent upon academic institutions to
find a way to bridge the theoretical framework with the
practical experience.
Tener (2004) found that internships with a well
structured educational component positively contribute to
the learning process. To make the transition from the

100
classroom to the internship a successful one, academic
institutions should develop learning outcomes for students
and work closely with participating agencies to develop
learning agreements. The learning agreements provide a
guide to insure student learning outcomes are met and that
students are actively participating in the learning process
(Schweitzer & King, 2004).
Research Implications
The major findings and conclusions of the study were
identified and summarized in the previous section. In
addition to those conclusions, a number of implications
related to students, academic institutions, participating
agencies and future research were identified. This section
addresses those implications.
Although this research focused primarily on criminal
justice sciences, the implications cited for students,
academic institutions, and participating agencies are
applicable to a cross-section of social science programs.
These findings and conclusions will be beneficial to other
programs, including but not limited to social work and
political science.
101
Implications for Students
The following implications for students emerged from
the study's findings and conclusions.
1. Students should enter the internship with a
realistic set of expectations for their internship
experience.
2. Students should develop a goals statement at the
beginning of the internship that outlines their
expectations for the internship.
3. Students should develop an end-of-internship report
that compares and contrasts their goals with their
accomplishments.
4. Students should enter the internship with a
realistic understanding of the field and market
outlook.
Implications for Academic Institutions
The following implications for academic institutions
emerged from the study's findings and conclusions.
1. Academic institutions should develop formal learning
agreements with participating agencies that outline
institutional expectations of the student internship
experience.
102
2. Academic institutions should develop a formal set of
learning outcomes for the internship program.
3. Academic institutions should develop assessment
procedures to be conducted before the internship
(pretest) and after the'internship (posttest) to
gain a clearer picture of the effectiveness of the
internship experience.
4. Academic institutions should develop a formalized
academic component to the internship.
5. Academic institutions should develop a mechanism to
use survey results to improve student learning
outcomes.
Implications for Participating Agencies
The following implications for participating agencies
emerged from the study's findings and conclusions.
1. Participating agencies should develop a formal job
description for each internship position.
2. Participating agencies should develop a formal
training program to insure that interns have a
clear understanding of what the internship entails
and what the agency expectations are.
103
3. Participating agencies should develop a regular
schedule to evaluate an intern's job performance
and to provide feedback regarding their
performance.
4. Participating agencies should provide interns with
a mentor within the agency to help guide the intern
through the internship.
5. Participating agencies should assign projects to
interns that are similar to projects taken on by
the professional staff.
Implications for Future Research
The following implications for further study emerged
from the study's findings and conclusions.
1. At the conclusion of each internship class, an
assessment of student satisfaction should be
conducted.
2. The assessment of student satisfaction should be
both qualitative and quantitative.
3. A longitudinal study needs to be conducted to gain a
better understanding of how the internship
experience impacts graduates five and 10 years after
graduation.
104
Chapter Summary
Experiential learning programs (internships) have long
been recognized as important components of the educational
process. Experiential learning provides an opportunity to
apply theory in a practical context. Moreover,
experiential learning accounts for the diverse experiences
of students in a variety of contexts as they acquire the
ability to understand and manipulate classroom content.
With continued assessment, internships will be beneficial
to students, academic institutions and participating
agencies.
Dissertation Summary
This study used the Kolb (1984) model as a conceptual
framework. This model consists of four forms of knowledge
and learning styles: divergent, assimilative, convergent
and accommodative. The results of this study indicate that
students had an overall favorable perception of
satisfaction with their internship experiences. However,
these findings also suggest some areas for improvement.
105
Areas of Satisfaction: Of the four knowledge and
learning styles, students indicated greater satisfaction
with the divergent and assimilative styles.
The divergent learning style (concrete experience and
reflective observation) featured two questions. These
questions related to the internship 1) helping students
gain great insight into their capabilities of working in
the field, and 2) helping students gain a better
understanding of career opportunities in the field.
The assimilative learning style (reflective
observation and abstract conceptualization) featured three
questions related to the internship 1) clarifying career
interests, 2) providing an opportunity to identify,
formulate and solve problems; and 3) making a determination
whether or not to stay in the field.
Areas in Need of Improvement: Students indicated less
satisfaction with the convergent and accommodative learning
styles.
The convergent learning style (abstract
conceptualization and active experimentation) featured five
questions. These questions involved 1) having
opportunities to take action or learn how to think in
various situations; 2) doing work similar to that of

106
professionals; 3) applying core knowledge in a practical
setting; 4) developing writing skills; and 5) developing
oral presentation skills.
The accommodative learning style (active
experimentation and concrete experience) feature four
questions that involved 1) gaining new knowledge not
previously learned in the classroom; 2) acquiring future
references and contacts; 3) enhancing career opportunities;
and 4) working with other to accomplish goals.
107
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APPENDIX A
ILLINOIS STATE UNIVERSITY IRB FORM

October 10, 2008
Dear Department of Criminal Justice Sciences Graduate:
I am asking your assistance with a research project regarding the

Department of Criminal Justice Sciences Internship program (CJS
398.01, Criminal Justice Internship I; and CJS 398.02, Criminal
Justice Internship II). The purpose of this study is to examine
student perceptions of the internship program in the Department of
Criminal Justice Sciences at Midwestern Public University. This study
will explore the relationship between student learning and the
internship experience. The question of interest here is what are
students' overall levels of satisfaction with the internship
experience? A relatively short survey has been developed for this
purpose. The survey is designed to be completed within 10 minutes.
Your participation in the study is strictly voluntary. You are

not required to participate in this study and may stop your
participation at any time by not submitting the survey. Your
responses to this survey will remain confidential.
By participating in this survey you help us to gain an

understanding of student satisfaction with the Criminal Justice
Sciences Internship program. I would appreciate your help with
this research project. You are going to receive an email
notification of the availability of the survey. If you would
like to be part of this research study, please go to the website
and complete the survey.
If at any time, prior to, during, or after your participation is

completed, you have any questions or concerns regarding this
study, please discuss them with Dr. Mohamed Nur-Awaleh, the
principal investigator, at (309) 438-5422 or the Research Ethics
& Compliance Office at (309) 438-8451.
Thank you in advance for your time and participation.
Sincerely,
Mohamed Nur-Awaleh, Ph.D.
Name
Phone Number
119
APPENDIX B
INFORMED CONSENT FORM
120
Federal and university regulations require signed consent
for participation in research involving human subjects.
Information regarding the present study is provided below
to help you decide whether you wish to voluntarily partake
in the study. After reading the statements, please indicate
your willingness to be involved in the study by signing
this form. Please be informed that you are free to end your
participation at any time with no penalty imposed. If at
any time, prior to, during, or after your participation is
completed, you have any questions or concerns regarding
this study, please discuss them with Mohamed Nur-Awaleh,
Ph.D., the principal investigator, at (309) 438-5422. If
you have any questions about your rights as a
subject/participant in this research, or if you feel you
have been placed at risk, you can contact the Research
Ethics & Compliance Office at Illinois State University at
(309) 438-8451.
Title of Research: An Analysis of Undergraduate Internship

Experiences in the Criminal Justice Sciences Department at
Midwestern Public University
Principal Investigator: Mohamed Nur-Awaleh, Ph.D.
Department: Educational Administration and Foundations
Purpose of Research: The purpose of this study is to

examine student perceptions of the internship program in
the Department of Criminal Justice Sciences at Midwestern
Public University. This study will explore the
relationship between student learning and the internship
experience.
Procedure: During this study you will be asked to complete

an online survey that assesses your internship experience,
including the internship placement, the usefulness of the
internship to your career, and your overall satisfaction
with the internship. Completion of this questionnaire will
take approximately 10 minutes of your time.
Risks and Discomforts: This study involves no risk of

physical injury or discomfort.
121
Benefits: While you may not directly benefit from this
study, the knowledge gained from the study may have
implications regarding how the internship program is
operated.
Confidentiality: You are asked not to write your name on

the questionnaire. The information collected from you will
be kept in a locked filing cabinet in the principal
investigator's office. Your results will be combined with
those of other participants and they will be studied only
in this fashion. If the data are used for conference
presentations, publications in research journals, or for
teaching purposes, no names or identifiers will be used.
Any data collected and used will be destroyed 5 years after
the study.
I certify that I have read and understand this consent form

and agree that known risks to me have been explained to my
satisfaction and I understand that 1 will receive no
compensation for participating in this research. I certify
that I am 18 years of age or older. My participation in
this research is given voluntarily. I understand that I
may discontinue participation at any time without penalty
or loss of any benefits to which I may otherwise be
entitled. I certify that I have been given a copy of this
consent form to take with me.
Participant
Date
122
APPENDIX C
CRIMINAL JUSTICE SCIENCES INTERNSHIP INVENTORY
123
Agreement to Participate
The research in which you are about to participate is

designed to evaluate the internship experiences of
Midwestern Public University students in the Department of
Criminal Justice Sciences. This study is being conducted
for a dissertation by Vincent S. Boyd on evaluating the
experiences of students completing the required internship
in CJS.
In this survey you will be asked to reflect on your

internship in CJS 398.01, CJ Internship I; and CJS 398.02,
CJ Internship II, and respond to questions about your
experiences. Any information you provide will be held
strictly confidential, and at no time will your name be
requested, reported or identified with your responses.
Furthermore, it will be impossible to connect your identity
with the agency where you completed your internship.
Participating in this study is totally voluntary and you

are free to withdraw from the study at any time.
By your completion of this Criminal Justice Sciences

Internship Inventory, and by placing and "X" in the
appropriate box below, you are giving informed consent for
the use of your responses in this research.
[ ] I agree to participate.
[ ] I do not agree to participate.
Please respond to the following questions as they apply to

your criminal justice sciences internship and return this
survey within one week.
Place an "X" in the appropriate bracket. Example: [X]
1. What is your gender?
[ ] Male [ ] Female
124
2. When did you complete your internship?
Spring Summer Fall
2000 []
2001 [ ] [ ] [ ]
2002 [ ] [ ] [ ]
2003 [ ] [ ] [ ]
2004 [ ] [ ] [ ]
2005 [ ] [ ] [ ]
2006 [ ] [ ] []
2007 [1 []
3. In what field did you complete your internship?
[ ] Law enforcement (Federal, State or Local)
[ ] Court Services (Adult or Juvenile Probation)
[ ] Correctional Institutions (Federal, State or

Community)
[ ] Attorneys Offices (Federal, State or Private)
[ ] Social Service Agencies
[ ] Private Investigations
[ ] Insurance Companies
[ ] Retail Chains
[ ] Corporate Security
[ ] Other (Specify)
4. Were you given a job description describing your duties

and responsibilities?
[ ] Yes
125
[ ] No
5. Were you provided any type of training related to your
duties and responsibilities?
[ ] Yes
[ ] No
6. How often was your performance evaluated by your

supervisor?
[ ] Once a day
[ ] Once a week
[ ] Once a month
[ ] Other (Specify)
For the following questions circle the number that best

matches your level of agreement.
(1) Strongly Disagree (2) Disagree (3) Neutral
(4) Agree (5) Strongly Agree
Strongly Strongly
Disagree Disagree Neutral Agree Agree
7. As a result of my internship I gained new knowledge

about the field of criminal justice sciences that was not
previously learned in the classroom.
1 2 3 4 5
8. My internship experience provided opportunities for me

to take action or think about how I might act in specific
situations.
1 2 3 4 5
126
9. My internship experience helped me gain greater insight
into my capabilities of working in the field of criminal
justice sciences.
1 2 3 4 5
10. My internship experience helped me clarify my career

interests.
1 2 3 4 5
11. My internship experience allowed me to acquire

references and contacts that have been useful in seeking
employment.
1 2 3 4 5
12. My internship experience has enhanced opportunities for

me to be employed in the field of criminal justice
sciences.
1 2 3 4 5
13. My internship experience allowed me to do work similar

to the work of the professional staff.
1 2 3 4 5
14. My internship experience provided me the opportunity to

gain a better understanding of career opportunities in the
field of criminal justice sciences.
1 2 3 4 5
15. My internship experience provided an opportunity to
apply core knowledge in a practical setting.
1 2 3 4 5
16. My internship experience provided an opportunity for me

to identify, formulate and solve problems.
1 2 3 4 5
127
to work with others to accomplish a goal.

to develop my writing skills.
1 2 3 4 5

to develop my oral presentation skills.
1 2 3 4 5
20. As a result of my internship experience, I was able to

determine whether or not to stay in the field of criminal
justice sciences.
1 2 3 4 5
128
APPENDIX D
MATRIX FOR SURVEY QUESTIONS
129
Survey Citations Learning Styles
Questions
7. Gained new Cross & Accommodat ive
knowledge Steadmen,
about the 1996; Ross &
field. Elechi, 2002;
Sgroi &
Ryniker, 2 0 02
8. Sgroi & Convergent

Participated Ryniker, 2 0 02
in active
learning.
9. Gained Sherman, 1978; Divergent

insight into Sgroi &
the ability to Ryniker, 2 0 02
work in the
field.
10. Stone & Assimilative

Clarification McLauren, 1999
of career
interests.
11. Made Sgroi & Accommodative

contacts and Ryniker, 2 002
future
references for
the future.
12. Enhanced Sgroi & Accommodative

opportunities Ryniker, 2 0 02
for future
employment.
13. ACJS, 1998; Convergent

Participated Reed &
in work Carawan, 1999;
similar to Ross & Elechi,
professional 2002
staff.
14. Gained Stice, 1987 Divergent

130
better
understanding
of career
opportunities.
15. Applied Keeton, 1977; Convergent

classroom Kolb, 1984;
learning in a Kendall, et
practical al, 1986;
setting. Gross, 1993.
16. Applied ACJS, 1998; Assimilative

problem Bonwell &
solving. Eison, 1991
17. Worked in Ross & Elechi, Accommodative

a group 2002
setting.
18. Developed ACJS, 1998; Convergent

writing Bonwell &
skills. Eison, 1991
19. Developed ACJS, 1998; Convergent

oral Bonwell &
presentation Eison, 1991
skills.
20. Dale, 1996; Assimilative

Determination Stone &
of suitability McLauren,
for the field. 1999; Ross &
Elechi, 2002
131

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AN ANALYSIS OF UNDERGRADUATE INTERNSHIP EXPERIENCES IN THE

CRIMINAL JUSTICE SCIENCES DEPARTMENT AT A MIDWESTERN PUBLIC

VINCENT STERLING BOYD

A Dissertation Submitted in Partial

Department of Educational Administration and Foundations

Illinois State UNIVERSITY

All rights reserved

INFORMATION TO ALL USERS

CRIMINAL JUSTICE SCIENCES DEPARTMENT AT A MIDWESTERN PUBLIC

VINCENT STERLING BOYD

Date Diane Dean

Date John K. Rugutt, Co Chair

Date Mohamed A. Nur--Awaleh, Chair

Date Venus Evans-Winters

CRIMINAL JUSTICE SCIENCES DEPARTMENT AT MIDWESTERN PUBLIC

VINCENT STERLING BOYD

131 Pages August 2010

The concept of experiential learning has become a

fundamental aspect of many academic programs. Experiential

learning theory is built on the belief that practical

experience is central to learning. Under this model,

theory is combined with practicality to provide greater

insight to the field of study. As a result, the work of

Kolb (1984) has allowed educators to gain a better

understanding of how the experiential learning process

benefits student learning.

In an effort to standardize student learning the

Academy of Criminal Justice Sciences (1998) developed

minimum standards "for the improvement of quality in

criminal justice higher education" (p.2). These standards

include 1) offering internships that are "meaningful,

relevant, and related to educational objectives" (p.4) and

involve conceptual learning. More importantly, the

organization also recommended conducting student outcome

With this in mind, it was important to conduct a study

that focused on the experiential learning experience and

student satisfaction with said learning experiences. For

this research project, data were collected using an online

survey with 334 graduates with degrees in criminal justice

sciences, who completed internships between the fall 2000

semester and the summer 2007 semester.

These results suggest satisfaction with the internship

experience was positive. Respondents were most satisfied

with gaining new knowledge and applying core knowledge in a

practical setting, and they were least satisfied with

developing their writing skills and oral presentation

There were no significant differences in overall

satisfaction based on gender. However, a significant

difference was found in satisfaction based on the field in

which respondents completed their internship.

First, and foremost, I want to thank God for giving me

the strength to get through my program while working full-

time and giving of myself to the campus community.

I also want to thank my mother, Loretta Boyd, and

paternal grandmother, Berleana Rogers, for always believing

in me and giving me the inspiration to reach for the skies

in all that I do. Although you have both gone on to Glory,

you are always in my heart and I will be forever grateful

for the sacrifices you made for me.

I want to give a heartfelt thank you to my academic

advisor and dissertation chair, Dr. Mohamed A. Nur-Awaleh.

I know there may have been times that it seemed as if I

were not listening but I was. I have learned a great deal