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Roles & Responsibilities
Guidelines for the Fieldwork Agreement
Getting Credit and/or Pay
Evaluation and Grading
Forms
Site selection
Site suggestions
Sites interested in participating in the field experience program
Roles & Responsibilities
Student. The primary responsibility for designing a successful field experience rests with the student. Prior to beginning the fieldwork, The student will:
- Select a site with the assistance of faculty and the fieldwork coordinate that meets the student's learning objectives.
- Negotiate an initial agreement with the site. This involves identifying a willing site supervisor (an experienced information professional), agreeing to a general outline of activities during the fieldwork and an acceptable schedule.
- Gain approval for the fieldwork from the student's faculty advisor.
- Gain approval from a faculty member who will act as faculty supervisor for the fieldwork.
- Register for INLS 795 (299): Professional Field Experience (for graduate students) or INLS 397: Information Science Internship (for undergraduate students).
- Develop a Fieldwork Agreement identifying the learning objectives and one or more strategies to meet each objective. The Fieldwork Agreement should be signed by the student, the site supervisor and the faculty supervisor. The agreement is to be completed prior to beginning the fieldwork.
During the field experience, the student will:
- Fulfill the Fieldwork Agreement by spending 135 hours at the site (for a 3 credit hour experience).
- Maintain a daily reflective log of the experience outlining activities and events and providing a reflection (opinion, question, comment) on them. The log is submitted to the faculty supervisor after approximately 60 hours on site (about midway through the experience) have been completed. The log will trigger the faculty supervisor to arrange a site visit (or telephone conference call) to review the learning experience with the student and the site supervisor.
- Participate in the required fieldwork seminar (three consecutive sessions) or the online discussion forum equivalent.
- Select a relevant topic concerning an aspect of the experience. Upon approval of the topic, compile a brief bibliography (6-10 readings) and write a 6-8 page paper on the topic. Submit paper to faculty supervisor.
At the end of the field experience, the student will:
- Meet with the site supervisor to review his/her evaluation.
- Meet with the faculty supervisor to review the paper and the overall experience.
- Complete and turn in a site assessment form to the fieldwork coordinator.
Site Supervisor. Although the student is ultimately responsible for his/her own learning, the site supervisor has the major responsibility of ensuring that a professional work experience is provided for the student. The site supervisor offers professional guidance and facilitates learning opportunities for the student. Specifically, the site supervisor:
- Agrees to work with a student. The supervisor has the right to reject an applicant. The agency may require that the student complete an application process before selection.
- Works with the student to develop the Fieldwork Agreement identifying areas, projects and activities at the site that are appropriate for student involvement and assuring that the Fieldwork Agreement details the nature, rationale, methodology, responsibilities and criteria for evaluation for the work that the student will do.
- Makes necessary arrangements with the site. This includes alerting co-workers and other appropriate personnel and providing space, equipment and supplies for the student.
- Orients the student to the site, its physical layout, organizational structure, clientele and services offered.
- Meets with the student during the field experience as necessary for review and discussion.
- Communicates with the faculty supervisor on the student's progress.
- Completes a written evaluation form provided by the School at the end of the experience and meets with the student to review the final evaluation.
- Contacts the faculty supervisor or the fieldwork coordinator if any questions or problems arise.
Faculty Supervisor. The faculty supervisor is the link between the School and the host site. Once a faculty member agrees to supervise a student's field experience, he/she will:
- Review and approve the student's Fieldwork Agreement.
- Approve the student's proposed paper topic and scope.
- Review the student's reflective log submitted by the student upon completion of 60 hours.
- At the approximate midway point of the student's experience, schedule a meeting (or telephone conference call) with the site supervisor and the student to learn more about the site and the student's activities there.
- Continue to monitor the student's progress and remain alert for possible problems requiring intervention.
- At the conclusion of the fieldwork experience, meet with the student
- to provide feedback on the student's fieldwork paper,
- to review the site supervisor's evaluation, and
- to discuss the overall experience relative to the student's learning objectives.
- Sign the evaluation sheet certifying that the student has completed all requirements and recommending a P, L, or F grade. Turn in the form to the fieldwork coordinator.
Fieldwork Coordinator. The fieldwork coordinator's responsibility is to ensure that the fieldwork experience works smoothly for the school, the various sites and the students. The coordinator will:
- Serve as a clearinghouse for potential fieldwork sites. This involves contacting potential and prior sites to consider including them as approved sites and maintaining contact information about viable sites.
- Serve as the point of contact within the school for information about fieldwork. This involves discussing possible fieldwork options with students and responding to questions about policies and procedures.
- Facilitate the process of matching students to sites and students with faculty supervisors.
- Maintain appropriate records on sites and site supervisors, student placements and faculty supervisors, fieldwork agreements, supervisor evaluations, site evaluations and grade submissions.
- Arrange onsite and online seminar sessions for fieldwork students.
- Correspond with site supervisors sending official letter of welcome with information about the experience and evaluation form copying the faculty supervisor and the student. Follow up with thank you letter on completion of experience.
- Recommend changes in policies and procedures as needed to the faculty through the master's committee.
Guidelines for the Fieldwork Agreement
Suggested Activities to be included in the Fieldwork Agreement. Each fieldwork is unique and governed by the learning objectives specified by the student, agreed to by the site supervisor and approved by the faculty supervisor. Some suggested activities that might be included in the Fieldwork Agreement are listed below:
- Orientation Activities. These activities are based on an introductory level of involvement rather than as activities that should be completed at the beginning of the field experience.
- Receive orientation to the work setting, to include introduction of co-workers; location of restrooms, vending machines, employee lounge; place to keep purse or other valuables; when and where to take lunch and breaks; general conduct expectations (eating/drinking at work station, radios or walkmans, etc.)
- Receive orientation to administration of department, to include work schedule; location of department policy and procedures manuals; how to use mail and any special policies; how to use specialized databases and any special policies on use; assignment of any needed system passwords.
- Receive orientation on aspects relating to attendance just as: whom to notify about illness or tardiness and when; adverse weather policy; expected attendance at meetings.
- Receive orientation on use of telephones, supplies, use of copiers, mail and housekeeping procedures and liaison.
- Arrange to interview the top administrator at the site to learn philosophy, future plans, relationship of agency to larger setting.
- Attend meetings of outside agencies and special groups to learn ways in which the information agency provides services or might provide services.
- Confer with staff on topic of how institutional objectives and activities are reflected in resources and services.
- Site Experiences. All students should have opportunities to:
- Cooperate closely and plan with a supervising professional.
- Become informed about existing policies and their relationship to effective use of services and programs.
- Contribute to the maintenance of an atmosphere conducive to achieving the goals and objectives of the organization.
- Contribute unique talents to special projects.
- Become familiar with reports that are developed each year (e.g., annual reports, budgets) including how the information is gathered, processed, presented, routed and used.
- Discuss with the supervisor the criteria used to evaluate services and programs.
- Participate in activities in the user community, as appropriate.
- Use and improve professional skills.
- Optional Site Experiences. These may apply only to certain sites.
- Consult with users in order to provide services to meet their particular needs.
- Encourage the development of cooperative services for user needs.
- Provide user instruction and reference service.
- Work intensively with one or more groups of users (i.e., storytelling, book talks, working with volunteers, designing a database, creating an information and referral service).
- Design and produce media or software for special needs.
- Study for possible redesign the selection, arrangement and use of furnishings, equipment and space allocation.
- Take inventory and weed one part of a collection based on an analysis of strengths, weaknesses and relevance of items in light of current and projected programs and needs. Make recommendations for new acquisitions.
Developing the Fieldwork Agreement. Each student develops a learning contract, the Field Experience Agreement (FEA). Learning contracts provide a vehicle to make the planning of learning experiences a mutual undertaking between the learner and site and faculty supervisors. By participating in the process of determining needs, formulating objectives, choosing strategies and evaluating accomplishments, the learner develops a sense of ownership of and commitment to the plan. The learning contract is also a means for making the learning objectives of the field experience clear and explicit for both the learner and the site supervisor.
Getting credit and/or pay
Students doing fieldwork spend a minimum of 135 hours at the work site (the equivalent of 45 hours per credit hour) for a 3-credit experience. Students may register for up to six credits of field work but no more than three credits may be earned at any one site. Three credit hours of fieldwork generally translate to nine hours of work per week during a 15-week semester.
The time on site does not have to be spread evenly across the semester but may be scheduled at times mutually convenient for the site and the student. A student may receive pay for the experience or may not, dependent on policies and resources at the host site. If pay is available, a fieldwork student may receive both credit and pay. Credit for a job at which the student is already working is not allowed. The fieldwork experience is intended to provide a new learning experience for the student. A new project or a distinctly different learning experience at an existing job may qualify.
Evaluation and Grading
The site supervisor will evaluate the student's performance relative to the Fieldwork Agreement and general standards of professional performance (see Forms below).
The student will discuss the evaluation with the site supervisor and sign the evaluation before giving it to the faculty supervisor. The faculty supervisor will review the experience with the student and recommend a grade of either P, L or F to the fieldwork coordinator. As it is not possible to earn a high pass (H) on field experience, the grade is not included in the grade calculation for the Beta Phi Mu honorary society.
Forms
You may register for the Field Experience Course during regular registration via the web.
The statement of learning objectives and how the learning will be accomplished is detailed on the Field Experience Agreement. It should be signed by the site supervisor and the faculty supervisor and turned in the fieldwork coordinator before the first day of classes for the semester you are enrolled.
A daily reflective log of the experience outlining activities and events and providing reflective comments on them is to be maintained for the first 60 hours of the experience and submitted to the faculty supervisor who will then arrange a site visit or telephone conference call.
An assessment of the student's work is to be performed by the site supervisor at the completion of the required 135 hours of work on the Field Experience Evaluation. The particular learning objectives should be written in to Part I of the form.
On completion of the field experience, the student is to complete his/her own assessment of the experience and the site on the Student Field Experience Evaluation. This form is to be given to the Fieldwork Coordinator.
Site Selection
Criteria for Qualified Site. A site must meet three criteria in order to qualify as a fieldwork site:
- The fieldwork opportunity must constitute a learning experience for the student.
- A practicing professional must agree to act as the student's site supervisor (see roles and responsibilities below).
- The student's work/project/tasks must be primarily of a professional or beginning professional nature.
Type of Site. A wide variety of learning situations are possible. The purpose for most students is to experience work in a setting that will be similar to their post-graduation plans and will allow “hands-on” learning. The field experience is an academic course and not a part-time job. The learning goals in the Fieldwork Agreement should reflect the educational intentions of the experience.
Site Selection. Sites will be identified in a variety of ways. Information organizations and information professionals may volunteer by contacting the fieldwork coordinator. The school may identify potential agencies and solicit their participation. Or a student may identify specific site and request permission to do fieldwork there. All new sites will be reviewed by the fieldwork coordinator or another faculty member to assure that they meet the criteria specified above.
Site Suggestions
American Dance Festival
Atlanta Journal-Constitution - Library
Blue Cross Blue Shield - Library
Carrboro Elementary
Chapel Hill High School
Chapel Hill Public Library
Chatham Middle School
Coats Elementary
Culbreth Middle School Media Center
Cumberland County Public Library
Duke University - Divinity School Library, Perkins Library Reference, Perkins Library Circulation/Collections Development, Rare Books, Manuscripts and Special Collections
Duke University - Forest History Society Library & Archives
Durant Road Elementary School - Library
Durham County Public Library
East Chapel Hill High School
East Lee Middle School
Forest View Elementary School
Glaxo Wellcome - Library
Grady Brown Elementary School - School Library
Highway Safety Research Center Library
Independence Regional Library
INTRAH - Special Library
Math & Science Education Network
MCNC, RTP
Menninger Clinic - Professional Library
Missoula Public Library
MTS Sintech
Museum of Early Southern Decorative Arts (MESDA)
Nashoba Brooks School
National Council for Air & Stream Improvement
NBC News Library - Washington Bureau
NC Wesleyan College - Pearsall Library
NC School of Science and Math - School Library
NCSU Veterinary Medical Library
New York Academy of Medicine
News & Observer
Nortel Networks
North Chatham Elementary School
Pearsontown Elementary
Rollins College
Olin Library
SAS Institute
Simple Start
South Regional County Library
Southeastern Baptist Theological Seminary
Union Theological Seminary Library
University of New Mexico - Health Science Library
University of North Carolina at Chapel Hill - Brauer Math/Physics Library, Chapin Planning Library, Computer Science Department, General Administration, Geology Department Library , Hanes Art Center , Health Science Department Reference Library, School of Government, School of Information and Library Science Library, School of Law Library, School of Nursing, School of Public Health Center for Distance Learning, University Career Services, WUNC
UNC at Chapel Hill Ackland Art Museum - Art Library, Museum
UNC at Chapel Hill Davis Library - Reference, Systems, Collection Development, Cataloging, Monographic Cataloging
UNC at Chapel Hill Wilson Library - Documenting the American South, Manuscripts Department, Photographic Services, Rare Books
US Environmental Protection Agency (EPA) - Special Library, Atmospheric Sciences Modeling Division
USA SOC Archives, Ft Bragg
VA Medical Center
Virginia Tech - University Libraries
Wake Forest-Rolesville Middle School - School Library
Wake Medical AHEC Library - Wake Area Health Education Center
Wead Public Library
West Lake Elementary School
Sites interested in participating in the field experience program
Bowman Gray School of Medicine - Winston-Salem, NC
Cameron Village Public Library (Wake County) - Raleigh
Carolina Population Center Library (UNC) - Chapel Hill
Cary Public Library - Cary, NC
Center for Creative Leadership - Greensboro, NC
Center for Literacy and Disability Studies (UNC) - Chapel Hill
Center for Transportation and Environment
Ciba-Geigy Corporation - RTP
Congressional Reference Division, Library of Congress - Washington, D.C.
Duke School for Children - Durham
Duke Medical Center - Durham
Duke University Archives - Durham
Duke University, Fuqua School of Business Library Durham
Duke University, Forest History Society Library & Archives
Forest History Society - Durham
Herald Sun Newspaper Library - Durham
Judea Reform Congregation - Durham
J.Y. Joyner Library, East Carolina University - Greenville, NC
Lorillard Research Center Library - Greensboro, NC
Magnum Primary Care Center - Bahama, NC
Meredith College - Raleigh
National Council for Air and Stream Improvement, Inc. - RTP
Nations Bank - Charlotte, NC
North Carolina Museum of Art - Raleigh
N.C. Supreme Court Library - Raleigh
Oxford University Press
Partnership for Minority Advancement in Biomolecular Sciences (UNC) - Chapel Hill
St. Mary's High School & College - Raleigh
Student Conservation Association, Inc. - various locations nationwide
UNC at Chapel Hill Undergraduate Library Reference - Chapel Hill
United States Court Library - Raleigh
WebPress - Capitol Information Services - Raleigh
WUNC TV and RADIO - RTP and Chapel Hill