C O LLE G E O JT G UI DE L INE S

DE R C OV ID 19 P A N D E M I C
UN
PERIOD
WHO ARE INCLUDED?

THIS GUIDELINE WILL ONLY TAKE EFFECT WITHIN THE SCHOOL YEAR 2020-2021 FOR ALL COLLEGE
STUDENTS UNLESS SOONER REPEALED, AMENDED, OR RESCINDED BASED ON THE CONTINUING CHANGES IN
THE NATIONAL SITUATION.
WHAT ARE THE OPTIONS?

A. ON-SITE INTERNSHIP

AMAES AND ITS BRANCHES MUST THOROUGHLY ASSESS WHETHER THE HOSTS AND THE ACTIVITIES ARE
SAFE ENOUGH AND CAN PREVENT THE STUDENTS FROM BEING INFECTED BY THE CORONA VIRUS. IF THE
INTERNSHIP ACTIVITIES CAN BE CONDUCTED BY ABIDING THE INSTRUCTION ON PHYSICAL AND THE
INSTITUTION AND STUDENT BELIEVE THAT THEY WOULD BE SAFE TO CONDUCT THE ACTIVITIES, THEN THE
INTERNSHIP CAN BE CONDUCTED.
B. REMOTE / VIRTUAL/ MICRO- INTERNSHIP

THESE TYPES OF INTERNSHIP ARE THOSE IN WHICH WORK IS COMPLETED OFF-SITE. COMMUNICATION MAY
HAPPEN THROUGH ELECTRONIC PROCESS SUCH AS EMAIL, ONLINE CHAT, OR PHONE. DURING THIS “WORK
FROM HOME” PERIOD, THESE OPPORTUNITIES OFFER A WAY FOR ORGANIZATIONS TO MEET THEIR SHORT-
AND LONG- TERM BUSINESS GOALS, AND FOR STUDENTS TO GAIN VALUABLE WORKPLACE EXPERIENCE TO
DEVELOP THEIR CAREER COMPETENCIES.
•
CONT..

THESE COULD BE ALSO A SHORT-TERM, PAID, PROFESSIONAL ASSIGNMENTS THAT ARE SIMILAR TO THOSE
GIVEN TO NEW HIRES OR INTERNS. THESE PROJECTS ENABLE COLLEGE STUDENTS, GRADUATE STUDENTS,
AND RECENT COLLEGE GRADUATES TO DEMONSTRATE SKILLS, EXPLORE CAREER PATHS, AND BUILD THEIR
NETWORKS AS THEY SEEK THE RIGHT FULL-TIME ROLE.
 C. ALTERNATIVE LEARNING OUTPUT

IF OPTIONS A & B ARE UNAVAILABLE OR UNDESIRABLE FOR OUR STUDENTS, THE INSTITUTION NEED TO
CREATE ALTERNATIVE PROGRAMS OR LEARNING EXPERIENCES THAT ARE SIMILARLY OR RELATED TO
STUDENT’S FIELD OF SPECIALIZATION AND CAN MEET THE MINIMUM STANDARD OF AN INTERNSHIP
PROGRAM.
THERE’S MORE!
1. PROBLEM- OR CASE-BASED LEARNING PROJECTS THAT REQUIRE INTERNS TO CONDUCT BACKGROUND
RESEARCH ON A TRENDING WORLD ISSUES RELATED TO THEIR FIELDS, INTERVIEW EXPERTS IN THE FIELD, AND
PREPARE A REPORT OR PAPER THAT SUMMARIZES A SOLUTION OR APPROACH TO THE PROBLEM.
2. SERVICE OR COMMUNITY ENGAGED LEARNING WHERE INTERNS CAN APPLY THEIR COURSES DIRECTLY WITH
MEMBERS OF THE COMMUNITY OR BARANGAYS TO CONDUCT A PROJECT FOCUSED ON MEETING AUTHENTIC
REAL-COMMUNITY NEEDS.
3. SHORT REFLECTION PAPERS THAT REQUIRE INTERNS TO REFLECT ON THEIR OWN PROGRESS THROUGHOUT THE
EXPERIENCE, INCLUDING THE SUCCESSFUL (OR NOT) ACHIEVEMENT OF THEIR LEARNING GOALS, ISSUES OR
CHALLENGES FACED, AND THINGS TO WORK ON IN THE FUTURE.
• PROJECTS THAT FOCUS ON IMPORTANT COMPETENCIES SUCH AS COMMUNICATION, TEAMWORK AND
PROBLEM-SOLVING. THESE CAN BE EMBEDDED IN PROJECTS MENTIONED ABOVE (E.G., PROBLEM-BASED
LEARNING) OR CAN BE EMPHASIZED IN SHORTER ACTIVITIES SUCH AS VIRTUAL PRESENTATIONS OR
CREATING EXCEL DATASETS FOR AN ASSIGNMENT
5. INTERDISCIPLINARY LEARNING PROJECTS IN WHICH STUDENTS APPLY SKILLS OR INVESTIGATE ISSUES
ACROSS MANY DIFFERENT SUBJECT AREAS OR DOMAINS OF KNOWLEDGE THAT TEND TO ENCOURAGE
STUDENTS TO CONNECT THEIR PROJECTS TO COMMUNITY ISSUES OR PROBLEMS, AND TO INTEGRATE
OUTSIDE-OF-SCHOOL LEARNING EXPERIENCES, INCLUDING ACTIVITIES SUCH AS INTERVIEWS, SCIENTIFIC
OBSERVATIONS, AND ETC.
6. LONG-TERM INVESTIGATIVE PROJECTS THAT CULMINATE IN A FINAL PRODUCT, PRESENTATION, OR
PERFORMANCE. THAT WILL REQUIRE STUDENTS TO SELECT A TOPIC, PROFESSION, OR SOCIAL PROBLEM
THAT INTERESTS THEM, CONDUCT RESEARCH ON THE SUBJECT, MAINTAIN A PORTFOLIO OF FINDINGS OR
RESULTS, CREATE A FINAL PRODUCT DEMONSTRATING THEIR LEARNING ACQUISITION OR CONCLUSIONS (A
PAPER, SHORT FILM, OR MULTIMEDIA PRESENTATION, FOR EXAMPLE), AND GIVE AN ORAL PRESENTATION ON
THE PROJECT TO A PANEL OF TEACHERS, EXPERTS, AND COMMUNITY MEMBERS WHO COLLECTIVELY
EVALUATE ITS QUALITY.