CM4299 FINAL YEAR INTERNSHIP IN CHEMISTRY (16 MCs; Graded) - NUS ...

CM4299-GUIDELINES/2019-2020

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CM4299 FINAL YEAR INTERNSHIP IN CHEMISTRY (16 MCs; Graded)
CM4299 Coordinating Committee
The Coordinating Committee, apart from performing the administrative duties of running the
module, assigns the Staff Advisor and two Examiners. The Coordinating Committee is also
responsible for collecting all the grades from all assessment items then transforming them
into an overall mark and final grade for the internship. The procedure adopted for this can be
found in Annex J.

 Module Coordinator:
 Dr Hoang Truong Giang, Department of Chemistry
 chmhoan@nus.edu.sg
 Module Administrators:
 Toh Soh Lian, Wong Suk Tak, Carrie
 chmtohsl@nus.edu.sg, chmwst@nus.edu.sg

1) Module Description
This module is for students pursuing a Bachelor of Science (Honours) degree with a primary
major in Chemistry. In this module the student will participate in a full-time five to six-month-
long internship (absolute minimum 21 weeks) in a chemistry related industry. The internship
itself need not be project-based, but should be significantly related to chemistry. As such a
substantial percentage of the overall grade (28%, cf. intended learning outcome 3 below) is
weighted toward demonstrating a deep understanding and application of chemical
knowledge and concepts that has been taught over the first three years of the B.Sc. degree in
the major of chemistry. Students should be aware that the granting of 16 MC and a passing
grade by the University does not come lightly. The academic credit and grade will not be given
for simply working for six months, informing the Department every two weeks regarding what
the intern has been doing, then reporting back at the end of the internship on what was
performed. The intern must prove that they achieved the intended learning outcomes of this
module. This can only be done through proper maintenance of a Reflective Journal (described
herein) during the course of the internship and specific attention given to any related
chemistry within the internship. If the student does not wish to maintain a Reflective Journal,
nor find where related chemistry within the internship then the Chemistry Department will
not grant a passing grade for the internship. This is because the above two requirements is
central to maximizing the learning experience and meeting the intended learning outcomes
of the module. The internship culminates in the submission and presentation of a report and
a portfolio demonstrating how the candidate has met the learning outcomes.

2) Rationale
The module CM4299 Final Year Internship in Chemistry is an option offered to chemistry
majors to be considered for the completion of the Level 4000 Honours year major
requirements. Differing from CM4199A Honours Project in Chemistry which involves a
research based project – judged solely on the scientific merit and understanding of the
project, CM4299 serves as a platform to accommodate internship and professional
placements in applied and industrial contexts relevant to science graduates majoring in
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chemistry. CM4299 is not intended to be taken in conjunction with any specialization in
chemistry, and is most appropriate for students receiving a general chemistry degree with
honours.

3) Criteria
The following are the criteria necessary to qualify for modular credit to be awarded for
CM4299:
  An internship encompassing work with defined aims/objectives and deliverables;
  An applied context relating in any way or extent to Chemistry;
  A length of full-time commitment of 21-26 weeks;
  The internship is to be based beyond the context of a university.

4) Pre-requisite
  A CAP of 3.20 or more.
  Completed major requirements under the B.Sc. programme.
  Fulfilled 100 MCs or more.

5) Aims and Learning Outcomes
An Honours level internship immerses and prepares chemistry major students with practical
experience that differs in both form and content from the basic science research-based
project offered in the final year project. Nevertheless, it is to be regarded as equivalent in
modular credit to the Honours year research project (FYP, CM4199A), but is available to those
students whose interests lie in a direction other than discipline-based research and
specialization.

The aims of this module are to:
 1. Provide students with greater flexibility in their undergraduate education by allowing
 them to initiate and engage in a full-time, credit-earning and graded internship which
 deviates from the basic science research offered in the final year project;
 2. Provide students with the opportunity to self-source for and participate in a credit-
 earning, graded internship that serves as partial fulfilment to the Honours year
 requirements for the Chemistry Major;
 3. Provide students not interested in obtaining necessarily any research experience with
 a head-start in their career search before graduation;
 4. Incorporate more experiential learning within the chemistry major which better aligns
 with the University’s graduate experiential learning outcomes;
 5. Ensure participating organisations/companies/institutions are better aware of NUS
 Chemistry major students and graduates, as well as to participate fully as our partners
 in cooperative education.

Intended Learning Outcomes
 1. Demonstrate a satisfactory ability to communicate rationally and logically, concisely,
 clearly and effectively the nature of the internship and the intern’s learning outcomes.
 2. Discover and adopt the desired work attitudes, ethics, safety culture and
 professionalism through working interactions with supervisors, co-workers, clients

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 and other people related to the organisations and institutions where the internship is
 conducted.
 3. Explain in detail some aspect of the chemistry learnt within the degree that is directly
 relevant to the internship.
 4. Reflect on the skills learnt and their impacts on the intern’s personal and career
 development.
 5. Reflect and improve upon the intern’s performance in the workplace.

6) Workload, Duration and Timeline
Students embarking on CM4299 Final Year Internship (FYI) will commit 21-26 weeks (i.e. 5-6
months) of full-time work. In the academic record this is regarded as a module one regular
semester in duration. Participating students are not permitted to read other modules in NUS
within this period of commitment (including night classes) unless specifically granted by the
Department of Chemistry on a case-by-case basis. Unless extenuating circumstances apply,
additional leave, outside normal public holidays, is not expected to be taken.

In general, the latest end date is the Friday of the first week of the examination period in the
semester for which the module is registered so that the examination can be held on the
Wednesday of week 2 of the examination period. The latest start date is 21 weeks prior to
the latest end date. The latest self-sourced internship deadline is one week prior to the latest
end date for the semester the student enrolls in level 4, or if the internship is to be taken in
the semester after the semester they enroll in level 4, then the latest self-sourced internship
deadline will be the first day of the teaching semester for the semester the student enrolls in
level 4.

Table 6-1 Timeline for CM4299 in Semester 1
 FOR CM4299 TO BE COMPLETED IN: SEMESTER 1 AY2019/2020
 OFFICIAL SEMESTER WINDOW 12 August to 7 December 2019
 MINIMUM DURATION 21 weeks
 LATEST START DATE 8 July 2019
 EARLIEST END DATE 29 November 2019
 REPORT & PORTFOLIO TO BE SUBMITTED BY (submitted during presentation)
 PRESENTATION SCHEDULED ON THE 4 December 2019
 MODULE REGISTRATION AY2019/2020 Semester 1
 GRADE ISSUED IN AY2019/2020 Semester 1

Table 6-2 Timeline for CM4299 in Semester 2
 FOR CM4299 TO BE COMPLETED IN: SEMESTER 2 AY2018/2019
 OFFICIAL SEMESTER WINDOW 13 January to 9 May 2019
 DURATION 21 weeks
 LATEST START DATE 9 December 2019
 EARLIEST END DATE 30 April 2020
 REPORT & PORTFOLIO TO BE SUBMITTED BY (submitted during presentation)
 PRESENTATION SCHEDULED ON THE 6 May 2019
 MODULE REGISTRATION AY2019/2020 Semester 2
 GRADE ISSUED IN AY2019/2020 Semester 2
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7) Procedures
A module briefing for CM4299 students will be held annually toward the end of January or
early February. Third year students interested in seeking an internship will register their
interest with a CM4299 module administrator. Within one – two weeks interested students
will receive (a) a sample letter to be personalized and sent to prospective internship
providers, (b) a list of internship providers that have taken our interns before, or have
expressed interest in taking interns, (c) an Excel spreadsheet which must be filled in by the
internship provider if the student receives an offer of an internship. Students need not seek
internships from any of the companies listed in (b) above, but may seek internship elsewhere.
It is imperative that students do not accept any offers of internships until they have been
approved by the CM4299 coordinating committee. Once the module administrator has
received the filled in Excel spreadsheet the internship will then be assessed and the internship
provider contacted to determine whether they agree to our terms and conditions. The
internship will then be either approved or rejected by the CM4299 coordinating committee.
If approved, the student then may inform the internship provider that they accept the
internship. If the student accepts the offered and approved internship then the student must
inform the CM4299 module administrator of their decision.

Internship Search and Registration
All internships are self-sourced. Students seeking an FYI will thus experience the equivalent
of a job search process. See the previous paragraph for additional details.

CM4299 Staff Advisor
A student need not search for a staff advisor for CM4299; this will be assigned for every
approved FYI by the Coordinating Committee. Nonetheless, should there be a preferred staff
member that a student wishes to engage as a CM4299 Staff Advisor, and an agreement is
obtained, this can be made known to the CM4299 Coordinating Committee.

The responsibility of the Staff Advisor is to ensure that the fortnightly log submissions are
appropriate and read and that progress is satisfactory. The Staff Advisor will grade each log
submission as described in section 8. Additionally, at around two months of the internship
the Staff Advisor will visit the place of work and talk with the intern’s supervisor and the intern
individually. The Staff Advisor will then fill in a pro forma report which can be found in Annex
A. Of particular importance is that the Staff Advisor inspect the Reflective Journal when s/he
visits the student. Appropriate advice/feedback will be given regarding what is observed in
the journal. If necessary, students will be reminded of the consequences of not properly
maintaining the Reflective Journal. Based on the findings of the Staff Advisor, a follow-up
meeting may be necessary. This visit is required as part of our quality assurance of the
internship and to determine if an appropriate working environment is provided to the intern.
Additionally, any reservations the intern’s supervisor may have can be better appreciated.

Internship Deliverables and Details
Details of the internship and deliverables are required for each FYI and are to be submitted
to the CM4299 Coordinating Committee for approval. All necessary details are to be provided
an Excel spreadsheet described earlier in this section. Information required includes:

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  Organisation / Company / Institution
  Supervisor and email address
  A title for the internship work
  Relevance/relationship of the FYI with regards to Chemistry
  FYI Aims/Objectives
  FYI Description
  FYI Deliverables

Pre-internship Briefing
Having secured an internship, all interns will be briefed on administrative matters,
expectations (including our policy on taking leave) and lines of communication open to them
prior to commencing the internship. In addition, clarification of the assessment will be
provided to the students. The importance of appropriate Fortnightly Log Submissions (item
A, section 8), the keeping of a Reflective Journal (section 8) and the focus of some aspect of
the chemistry, to be submitted within the report (ILO3), will be emphasized. Not maintaining
a Reflective Journal will result in an F GRADE being awarded for the internship, and not
maintaining it properly will result in a D GRADE. These grades override all other assessment
items. To further emphasize this point and to elicit an appropriate level of commitment from
the prospective interns, an Internship Learning Contract (see below) must be signed by all
students wishing to take this module.

During the briefing students will also be made fully aware of the rubrics and how to
appropriately make entries in the Fortnightly Log Submissions and Reflective Journal.
Students will also be given examples as well as coached on what might be contained in the
Portfolio (item E, section 8).

Finally, students will be made aware of how it is possible to meet ILO 3, above, particularly if
an internship is only loosely related to Chemistry. Regardless of whether the internship is
laboratory based it is expected that within the report a detailed discussion of chemistry is
conducted that will involve some degree of referral to either lecture notes, text books and/or
library reference materials.

The Internship Learning Contract
The Internship Learning Contract to be signed by the interns commits them to having put in
real effort to maximize their learning during the internship. This will occur by properly
maintaining the Reflective Journal in order to provide evidence to be included in the portfolio
when they specifically show how they have met ILOs 4 and 5. The Internship Learning Contract
explicitly states that the students understand and accept that an F grade will be awarded for
not maintaining a Reflective Journal, and a D grade if it is not done properly. A copy of the
learning contract can be found in Annex H of this guide.

CM4299 Examiners
Two examiners will be chosen by the Coordinating Committee – one of which may, or may
not, be the Staff Advisor. The examiners will assess items C through F found in the assessment
components in section 8. Subject to the discretion of any examiner, any claim made by the
students in the reflective essay (see item E in section 8) can be verified with the Intern’s
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workplace supervisor. Students will be made aware of this. All verification requests must go
through the Coordinating Committee.

If it is felt necessary and after all assessment items have been submitted by the examiners,
the Staff Advisor, together with the two Examiners may jointly fill in a pro forma report (Annex
B) on the overall quality of the internship and the appropriateness of sending our students on
a similar internship again with the same company/organization if necessary.

Internship Quality Assurance
In order to ensure that the quality of the internship is at a satisfactory standard and can be
used in future internships a number of indicators are used. Initially, the Staff Advisor will
monitor the fortnightly log submissions (item A in section 8). Additionally the Staff Advisor
will visit the intern and supervisor and submit pro forma report on the internships progress
(Annex A). The Internship Report (item D in section 8) will be assessed by the Examiners for
the internship’s quality. The intern will be asked to provide their feedback on the internship,
and whether or not they feel the internship should be offered to future students. Finally, after
all assessment of the intern has been conducted, the Examiners and Staff Advisor may meet
to decide on the overall quality of the internship. If required, they will be provided with any
(optional) feedback the employer may have and the feedback from the intern. Collectively
they may wish to fill in pro forma report (Annex B) to be submitted to the Coordinating
Committee if they feel that the overall quality of the internship should be officially recorded.

8) Assessment
Assessment Components:
 A. Fortnightly log submissions (5%)
 B. Performance assessment by supervisor (boss) at workplace (25%)
 C. Presentation (21%)
 D. Internship Report (18%)
 E. Portfolio (12%)
 F. Examiners Impression of Overall Student Learning (19%)

Assessment by Intended Learning Outcomes:
 ILO1 Communication (15%)
 ILO2 Overall performance in the workplace (35%)
 ILO3 Explanation of an aspect of chemistry (28%)
 ILO4 Reflect on skills learnt and impact on personal and career development (9%)
 ILO5 Reflect and improve upon the intern’s performance in the workplace (13%)

As a university our focus is, and always should be, on student learning, so half of the
weightage in the assessment for this module is on ILO’s 3 – 5, and not simply just doing well
at work or impressing the employer. Table 8-1 shows which intended learning outcomes
(ILOs) are assessed by the assessment components, listed above. The amount by which each
ILO contributes to the overall grade is also given. Of key importance in the student’s ability to
demonstrate that they have met ILOs 4 and 5 is the Reflective Journal, which is described now.

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 Table 8-1 Intended Learning Outcomes (ILOs) Assessed by Components

 Weight Logs Boss Present. Report Portfolio Impression
 ILO 1
 15% 5% 5% 3% 2%
 (communicate)
 ILO 2
 35% 25% 10%*
 (work place)
 ILO 3
 28% 10% 15% 3%
 (chemistry)
 ILO 4
 9% 2% 4% 3%
 (new skills)
 ILO 5
 13% 4% 6% 3%
(reflect & improve)
 TOTALS 100% 5% 25% 21% 18% 12% 19%
* This mark is determined by the Chemistry Department Level IV Board of Examiners. See assessment item F below for
details.

 The Reflective Journal (required for ILOs 4 and 5)
 This is a journal in which students record any incidents or thoughts that help them reflect on
 the ILOs 4 and 5. It is crucial that the students properly maintain this journal as it will facilitate
 and enable them to demonstrate that these ILOs have been met as well as how well they have
 been met. The reflective journal is NOT a diary of routine events and activities – no such entries
 should appear in the reflective journal. In addition, the reflective journal is not the fortnightly
 logs, but is an entirely separate document. The usefulness of the journal is that it will assist
 the student in (a) where they have gained new skills so that they may reflect upon the impacts
 of these skills on their personal and career development (ILO 4), and (b) where they have used
 professional judgment on past decisions and problem solving and assist them in reflecting
 upon those with a view toward personal improvement. Additionally, the journal would
 include considered approaches to be taken towards improvement and then the outcomes of
 having made the change. Such outcomes may include the recording of interactions and
 feedback from peers and/or supervisor (ILO 5).

 Due to the personal nature of this journal, it will not be submitted in its entirety for detailed
 examination as part of the portfolio. However, the journal must be produced at the
 presentation and inspected by the examiners to verify that students have, in fact, been
 keeping such a journal and it was properly maintained. Entries in the Reflective Journal serve
 as a source of evidence that ILOs 4 and 5 have been met. Students will be required to submit
 selected extracts of their own choosing from this journal as part of their portfolio in order to
 support the claims made in their portfolio on how well they have met ILOs 4 and 5.

 According to the pedagogical literature a Reflective Journal, if done properly, ensures that the
 students learn more during their workplace experience. Because of the reflective component
 of the assessment “…their learning experience was sharpened through the reflective writing.
 They were motivated to communicate more frequently with their supervisors and peers to
 critique their own practice and also the application of theory and practice.” Another study
 found that the journal provided “…a useful tool for transformative reflection, providing them

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with opportunities to search for and express their learning in a personal way and to relate
and apply their learning to their own” working situation1.

Explain an Aspect of Chemistry (required for ILO 3)
The final year internship is a capstone module, and as such students are required to
demonstrate that they can integrate their chemistry knowledge, skills and concepts taught
within their degree into the workplace. In order to satisfy this ILO students need to select
some aspect of chemistry involved in their work and explain it as if they were teaching it to
third year chemistry majors. Where relevant, references to lecture notes, text books and the
scientific literature should be made. Students will be assessed based on their understanding
of the material presented in the presentation and report. The rubrics for assessment can be
found under the various assessment items.

Details of Assessment Components
A. Fortnightly log submissions (5%)
This assessment item is used to assess ILO 1. It is also serves as part of the quality assurance
of the internship itself and should be included in its entirety in an appendix of the Internship
Report. A total of 10 - 13 work progress logs to be emailed to the Staff Advisor. Each log is
submitted fortnightly and each successfully received log is graded as either unsatisfactory,
satisfactory or good by the Staff Advisor. The rubric for the three grades can be found in Annex
C. All progress logs are weighted equally. The fortnightly log should normally only consist of
about a paragraph briefly stating what activities the student has performed at work over the
previous fortnight. The student should also record in the log if, and how many, entries have
been made in their Reflective Journal over the previous fortnight.

B. Performance assessment by the supervisor at the workplace (25%)
This assessment item contributes most of the weighting to ILO 2. An assessment on the work
performance of the student will be carried out by the intern’s supervisor at the workplace at
the end of the project. Supervisors will fill in the assessment, which the Coordinating
Committee will translate into marks. The workplace performance assessment form can be
found in Annex D.

C. Presentation (21%)
An individual presentation will be delivered by the student at the end of the internship to
present their report and portfolio to the examiners. Each student is given a 30 min time slot
in which 5 minutes is used to setup/pack up, 20 min used for the talk and 5 minutes for Q&A.
The 20 min presentation should be broken down into the following topics:

  Spend about 3 minutes on a brief introduction highlighting the profile of the
 company/organization;
  Spend about 5 minutes giving a brief description of the job and responsibilities;
  Spend about 8 minutes explaining an aspect of the chemistry relevant to the
 internship (ILO 3).

1
 Teaching for Quality Learning at University, 4th Ed., J. Biggs and C. Tang, Mc Graw Hill, Berkshire, 2011, ISBN
13:978-0-33-524275-7, page 262.
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  A brief 4 minute explanation of why each item in the portfolio was selected by the
 student to satisfy ILOs 4 and 5.

The presentation is used to assess ILOs 1, 3 – 5 in the proportions found in Table 8-1. The
rubric used in the assessment of the presentation can be found in Annex E.

D. Internship Report (18%)
(A template is available from the IVLE)

A report is submitted simultaneously with the portfolio at the presentation. It is mostly
assessed on how well the student is able to explain an aspect of chemistry relevant to their
internship (ILO3). The report also helps establish how well the student is able to communicate
the nature of their internship (ILO 1).

The report will be made available to future students so that they may gain an indication of
what to expect during an internship with the same company/organization doing the described
work. The report may also serve as a useful reference and starting point/point of contact for
the Chemistry Department should the Department wish to communicate with the host
company/organization of the internship. Finally, the report also serves as one of the items
used in the quality assurance of the internship itself.

The Internship Report should consist of:

 1. A profile of the company/organization in not more than about 400 - 500 words.
 2. A description of the job and responsibilities in not more than about 1000 words.
 3. An explanation of some aspect of chemistry relevant to their internship. The
 explanation should be pitched at a level 3 chemistry major. It should be detailed
 enough to “teach/educate” the reader about the selected chemistry topic, and be of
 a standard one would expect to find in an advanced (senior) chemistry text book. This
 section should not exceed 2500 words.
 4. Appropriate citations.
 5. Appendix containing all of the fortnightly log submissions.

Graphics, tables, captions, section titles and headings, contents, appendix and references are
not included in the word count.

Students should avoid the use of jargon, abbreviations and acronyms unless they are fully
explained within the report. The rubric for assessing the report can be found in Annex F.

E. Portfolio (12%)
(A template is available from the IVLE)

The portfolio serves as the main assessment item for establishing how well the student met
ILOs 4 and 5. It will consist of items judiciously selected by the student that clearly
demonstrates how well they have met these ILOs. The student will need to be wisely selective
because dumping in items that do not address the ILOs will not impress. There are three parts
to the portfolio which are listed below:
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 1. A contents for the portfolio.
 2. A reflective essay of not more than 1500 words. The reflective essay is the key
 component in the portfolio. It describes how each of the ILOs 4 and 5 have been met
 and provides an explanation for each of the pieces of evidence that were included in
 the portfolio. The essay should make it clear, by use of headings (see the template),
 where each of the ILOs 4 and 5 are addressed.
 3. At least two extracts from the Reflective Journal should be used as evidence of
 meeting each of ILOs 4 and 5. Each extract from the Reflective Journal counts as one
 piece of evidence and needs to be cited in the reflective essay.

Students may select any additional non-perishable pieces of evidence they wish to include in
the portfolio. However, each piece of evidence selected requires an explanation and
justification in the Reflective Essay, above, of why it was included. The rubric for assessing the
report can be found in Annex G.

The portfolio should not consist of more than 8 pieces of evidence.

F. Examiner’s Impression of Overall Student Learning (19%)
ILO 2: Workplace Performance (10%)
By default, the mark upon 100 for this component is identical to the converted mark upon
100 given by the supervisor at the workplace (assessment item B above). However, in certain
extreme cases supervisors may give unjustified very low or high marks to an intern or simply
just inconsistent marks either internally, within their own marking, or externally compared to
marks provided by other supervisors. The Chemistry Department level 4 board of examiners
will review the marks given to all interns by workplace supervisors and any comments and
justifications provided along with all other pertinent information and assign an appropriate
mark to this component as is seen as fit and proper and consistent with all other workplace
supervisor marks for the semester.

ILOs 3 – 5: Student Learning (9%)
Based on the presentation including the student’s answer to questions, report, portfolio and
fortnightly log reports each examiner will provide a grade for overall student learning
achieved during the internship. This holistic grade also allows for positive unintended learning
outcomes from the internship. Additionally, it may be evident that students have learnt more
than they expressed (or expressed poorly) in the above assessment items, so some
opportunity is given here to better reflect the student’s overall learning experience. The rubric
for this assessment item can be found in Annex I

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Annex A
On-Site Evaluation Report by the Staff Advisor
 Student Intern Name

 Date of Visit

 Internship Site
 Company/Organization

 Address

 On-site Supervisor

 Nature of Internship

 Report on student’s internship experience
 Student’s general satisfaction with internship experience

 Is support and on-site supervision adequate?
 Yes
 No
 Comments

 Has substantial work or projects been assigned?
 Yes
 No
 Examples

 Is the Reflective Journal being maintained? Are the entries appropriate?
 Yes, and Yes.
 Yes, and No.
 No.
 Comments

 How are relations with fellow workers and superiors?

 Is general atmosphere at the workplace agreeable, friendly?
 Yes
 No
 Comments

 Further comments regarding student’s experience

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 Report on site supervisor’s satisfaction with student
 Overall satisfaction with intern

 Work habits of the intern are satisfactory
 Yes
 No
 Comments

 Intern shows reasonable sense of responsibility/dependability
 Yes
 No
 Comments

 Intern applies himself/herself to developing skills in task performance
 Yes
 No
 Comments

 Attitudes of the intern are healthy and positive
 Yes
 No
 Comments

 Intern’s skills in human relations are satisfactory
 Yes
 No
 Comments

 Further comments regarding site supervisor’s satisfaction with student

 General remarks/observations

 Follow-up visit necessary?
 Yes
 No

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Annex B
Internship Quality Assurance Report (optional)
 Evaluators
 Staff Advisor

 Examiner 1

 Examiner 2

 Internship Site
 Company/Organization

 Address

 On-site Supervisor

 Nature of Internship

 Based on the Fortnightly Log Submissions and earlier site visit, was the work the intern
 engaged in sufficient and appropriate for a graduate? If not, please comment

 Is the work described in the Internship Report consistent with the Fortnightly Log
 Submissions? If not, please comment

 Did the internship supervisor bring up any issues that may indicate that another
 internship with the same company/organization and supervisor may not be appropriate?
 If so, please comment

 What is your consensus assessment of the overall quality of the internship?

 Should the Coordinating Committee allow another internship with the same
 company/organization and supervisor?

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Annex C
Fortnightly Log Submission Rubric
Ideally a fortnightly log shouldn’t exceed more than a paragraph or two. Only a brief
statement of each day’s work needs to be given. Note that the fortnightly long is not the
Reflection Journal.

 Zero Unsatisfactory Satisfactory Good
 Submission missed Very little Sufficient As “satisfactory”,
 by more than a information information but it is also clear
 week. Contact the provided. Unable to provided to that a significant
 student and find out determine how two determine how the amount of effort
 why no submission weeks could last two weeks were went into writing
 was made. Remind possibly have been spent. the log with overall
 the student that the spent doing what details and duration
 log submissions was described. of what was done
 form part of the Contact the student provided. Delays
 assessment of the and inform them and difficulties
 module and that that they need to might also have
 they have received a give more details of been highlighted.
 zero for this what they have Brief reasons may
 submission. been doing. be given for the
 tasks performed.

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Annex D
Workplace Performance Assessment
 Student Intern Name

 Company/Organization

 Address

 Internship Supervisor

 Supervisor Position/Title

 Supervisor Phone Number

 Supervisor Email

 Date of Evaluation

The purpose of this assessment is to provide the Chemistry Department with a candid, objective assessment
of the student intern on his/her internship experience. This evaluation form should be completed by the
internship site supervisor or the individual who is most closely responsible for supervising the intern’s work
assignments.

The student’s grade is partially based on your evaluation of his/her performance on each of the internship
dimensions identified below. Use the evaluation rubric to assess the student’s performance on each
dimension by specifying a score based on the performance ratings and descriptors delineated in the rubric
form. Candid and objective comments regarding the student’s performance are also very much appreciated.
Please add your relevant comments in the space provided in the form, or on a separate sheet if the space
provided is inadequate.
Achievement of Objectives and Deliverables: The extent to which the student accomplishes objectives and
deliverables of the internship agreement.

Quality of Work: The degree to which the student’s work is thorough, accurate and completed in a timely
manner.

Ability to Learn: The extent to which the student asks relevant questions; seeks out additional information
from appropriate sources; understands new concepts/ideas/work assignments; and is willing to make
needed changes and improvements.

Initiative and Creativity: The degree to which the student is self-motivated; seeks out challenges/more
work; approaches and solves problems on his/her own; and develops innovative and creative
ideas/solutions/options.

Character Traits: The degree to which the student is reliable; follows instructions and appropriate
procedures; is attentive to detail; and requires supervision.
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Attendance and Punctuality: The degree to which the student reports to work as scheduled and on-time.

Organizational Fit: The extent to which the student understands and supports the organization’s mission,
vision, and goals; adapts to organizational norms, expectations, and culture; and functions within
appropriate authority and decision-making channels.

Response to Supervision: The degree to which the student seeks supervision when necessary; is receptive
to constructive criticism and advise from his/her supervisor; implements suggestions from his/her
supervisor; and is willing to explore personal strengths and areas for improvement.

 Supervisor Evaluation of Internship – Grading Rubric
 Performance Rating
 Evaluation
 Needs Improvement Meets Expectations Excellent Score
 Dimensions
 1 2 3 4 5 6
 Internship Evaluation Dimensions – Grading Criteria
 Accomplished few if any objectives Accomplished most objectives as Met or exceeded all objectives as
 Achievement of
 as specified in the internship specified in the internship specified in the internship
 Objectives and
 agreement agreement agreement
 Deliverables
 Comments:
 Work was done in a careless With a few minor exceptions, Thoroughly and accurately
 manner and was of erratic quality; adequately performed most work performed all work
 work assignments were usually late requirements; most work requirements; submitted all work
 Quality of Work
 and required review; made assignments submitted in a timely assignments on time; made few if
 numerous errors manner; made occasional errors any errors
 Comments:
 Asked few if any questions and In most cases, asked relevant Consistently asked relevant
 rarely sought out additional questions and sought out questions and sought out
 information from appropriate additional information from additional information from
 sources; was unable or slow to appropriate sources; exhibited appropriate sources; very quickly
 understand new concepts, ideas, acceptable understanding of new understood new concepts, ideas
 Ability to Learn and work assignments; was unable concepts, ideas, and work and work assignments; was
 or willing to recognize mistakes assignments; was usually willing to always willing to take
 and was not receptive to making take responsibility for mistakes and responsibility for mistakes and to
 needed changes and to make needed changes and make needed changes and
 improvements improvements improvements
 Comments:
 Had little observable drive and Worked without extensive Was a self-starter; consistently
 required close supervision; showed supervision; in some cases, found sought new challenges and asked
 little if any interest in meeting problems to solve and sometimes for additional work assignments;
 standards; did not seek out asked for additional work regularly approached and solved
 Initiative and
 additional work and frequently assignments; normally set his/her problems independently;
 Creativity
 procrastinated in completing own goals and, in a few cases, tried frequently proposed innovative
 assignments; suggested no new to exceed requirements; offered and creative ideas, solutions,
 ideas or options some creative ideas and/or options
 Comments:
 Was insecure and timid, and/or Except in a few minor instances, Demonstrated an exceptionally
 regularly exhibited a negative demonstrated a confident and confident and positive attitude;
 attitude; was dishonest and/or positive attitude; regularly consistently exhibited honesty
 showed a lack of integrity on exhibited honesty and integrity in and integrity in the workplace;
 several occasions; was unable to the workplace; was usually aware was keenly aware of and deeply
 Character Traits
 recognize and/or was insensitive to of and sensitive to ethical and sensitive to ethical and diversity
 ethical and diversity issues; diversity issues on the job; issues on the job; always
 displayed significant lapses in normally behaved in an ethical and behaved in an ethical and
 ethical and professional behavior professional manner professional manner
 Comments:

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 Supervisor Evaluation of Internship – Grading Rubric
 Performance Rating
 Evaluation
 Needs Improvement Meets Expectations Excellent Score
 Dimensions
 1 2 3 4 5 6
 Internship Evaluation Dimensions – Grading Criteria
 Was generally unreliable in Was generally reliable in Was consistently reliable in
 completing work assignments; did completing tasks; normally completing work assignments;
 not follow instructions and followed instructions and always followed instructions and
 procedures promptly or accurately; procedures; was usually attentive procedures well; was careful and
 Dependability
 was careless, and work needed to detail, but work had to be extremely attentive to detail;
 constant follow-up; required close reviewed occasionally; functioned required little or minimum
 supervision with only moderate supervision supervision
 Comments:
 Was never absent and almost
 always on time; or usually reported
 Always reported to work as
 Was absent excessively and/or was to work as scheduled, but was
 Attendance and scheduled with no absences, and
 almost always late for work always on time; or usually reported
 Punctuality was always on-time
 to work as scheduled and was
 almost always on-time
 Comments:
 Was unwilling or unable to Completely understood and fully
 Adequately understood and
 understand and support the supported the organization’s
 supported the organization’s
 organization’s mission, vision, and mission, vision, and goals; readily
 mission, vision, and goals;
 goals; exhibited difficulty in and successfully adapted to
 satisfactorily adapted to
 Organizational adapting to organizational norms, organizational norms,
 organizational norms, expectations,
 Fit expectations, and culture; expectations, and culture;
 and culture; generally functioned
 frequently seemed to disregard consistently functioned within
 within appropriate authority and
 appropriate authority and appropriate authority and
 decision-making channels
 decision-making channels decision-making channels
 Comments:
 Rarely sought supervision when On occasion, sought supervision Actively sought supervision when
 necessary; was unwilling to accept when necessary; was generally necessary; was always receptive
 constructive criticism and advice; receptive to constructive criticism to constructive criticism and
 seldom if ever implemented and advice; implemented advice; successfully implemented
 Response to
 supervisor suggestions; was usually supervisor suggestions in most supervisor suggestions when
 Supervision
 unwilling to explore personal cases; was usually willing to explore offered; was always willing to
 strengths and areas for personal strengths and areas for explore personal strengths and
 improvement improvement areas for improvement
 Comments:

In addition, we would also very much appreciate your assistance in evaluating the extent to which the
student intern has performed the skills and abilities listed below which should have been acquired during
the course of their degree.

For each of the skills and abilities identified below and based on the student’s performance in the internship,
please use the evaluation rubric to assess the extent to which the student demonstrated their competence
by specifying a score based on the performance ratings and descriptors delineated in the rubric form. Candid
and objective comments regarding the student’s performance are also very much appreciated. Please add
your relevant comments in the space provided in the form, or on a separate sheet if the space provided is
inadequate.

Technical Skills: Students will be able to employ appropriate quantitative methods and use relevant
information technology in support of the organizations objectives and deliverables. Such methods,

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knowledge and skills are what you would expect either a Chemistry Major to possess, a Science Major to
possess of a Degree holder to possess.

Written Communication Skills: Students will be able to construct coherent written forms of communication.

Oral Communication Skills: Students will be able to compose and present effective oral forms of
communication.

Analytical/Critical Thinking Skills: Students will be able to demonstrate analytical and critical-thinking skills
in the context of organizational decision making.

Leadership Abilities: Students will be able to demonstrate effective leadership abilities for the purpose of
organizational growth and change.

Interpersonal and Teamwork Skills: Students will be able to demonstrate effective interpersonal skills and
the ability to work successfully in teams of diverse composition.

 Supervisor Evaluation of Internship – Degree-Level Assessment Rubric
 Performance Rating
 Evaluation
 Beginning Competent Accomplished Score
 Dimensions
 1 2 3 4 5 6
 Degree Evaluation – Degree-Level Assessment Criteria
 Had difficulty in understanding and Satisfactorily employed Effectively employed quantitative
 applying quantitative methods quantitative methods appropriate methods appropriate to the job;
 appropriate to the job; exhibited to the job; in most cases, successfully and proficiently
 limited facility with relevant adequately utilized relevant utilized relevant information
 information technology, including information technology, including technology, including word
 Technical Skills word processing, spreadsheet, and word processing, spreadsheet, and processing, spreadsheet, and
 presentation software, in the presentation software, in the presentation software, in the
 development of work products and development of work products and development of work products
 the completion of work the completion of work and the completion of work
 assignments assignments assignments
 Comments:
 Written work products displayed Written work products were
 Written work products exhibited
 inadequate organization and/or effectively organized and
 satisfactory organization and
 development making the work developed and were easily
 development; written work
 difficult to follow; the written work understood; readability of
 products were readable and easy
 products exhibited multiple errors written work products was
 to follow with only a few lapses;
 Written in grammar, sentence structure, enhanced by facility in language
 used good language conventions
 Communication and/or spelling; unacceptable use, excellent mechanics, and
 and mechanics with a few minor
 Skills writing skills (e.g., weaknesses in syntactic variety; used language
 errors in spelling, grammar,
 language facility and mechanics) conventions effectively (e.g.,
 sentence structure, and/or
 hindered readability and spelling, punctuation, sentence
 punctuation; written work products
 contributed to ineffective work structure, paragraphing,
 met expectations in this area
 products grammar, etc.)
 Comments:

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 Supervisor Evaluation of Internship – Degree-Level Assessment Rubric
 Performance Rating
 Evaluation
 Beginning Competent Accomplished Score
 Dimensions
 1 2 3 4 5 6
 Degree Evaluation – Degree-Level Assessment Criteria
 Work assignments were
 Presentations could not be Work assignments were presented
 presented in a logical, interesting,
 understood because there was no in a sequence that the audience
 and effective sequence, which
 logical sequencing of information; could follow; graphics supported
 the audience could easily follow;
 intern used superfluous or no and were related to the work
 presentations used effective
 graphics; graphics did not support assignments; intern maintained eye
 graphics to explain and reinforce
 or relate to work assignments; contact with the audience with a
 the information presented; intern
 intern read most or all of the work few minor exceptions; intern read
 maintained eye contact with
 assignment information with little from notes on a few occasions;
 Oral audience, seldom returning to
 or no eye contact; intern intern used good voice dynamics
 Communication notes; intern spoke in a clear
 mumbled, incorrectly pronounced and clearly enunciated terms;
 Skills voice and used correct, precise
 terms, and/or spoke too quietly; intern was comfortable for the
 pronunciation of terms;
 presentations rambled, were most part and adequately
 presentations were thorough,
 unclear, and could not be followed answered questions; overall, the
 clear, compelling, informative,
 by the audience; intern lacked presentations were delivered in a
 and professionally delivered;
 confidence, was uncomfortable, satisfactory manner and met
 intern was confident,
 and could not answer basic expectations with respect to oral
 comfortable, and answered
 questions communication skills
 questions effectively
 Comments:
 Presented little if any analysis in Adequately assessed and Accurately and appropriately
 work assignments; rarely sought presented information from some evaluated and interpreted
 out additional information from sources and perspectives with only relevant information from a
 other sources and/or considered minor inconsistencies, variety of sources and
 differing perspectives; presented irrelevancies, or omissions; perspectives; developed and
 Analytical/ few solutions, alternatives, or satisfactorily outlined solutions, justified multiple solutions,
 Critical Thinking options to problems in work alternatives, or options for some alternatives, or options for a
 Skills assignments, or solutions, work assignment problems that variety of work assignment
 alternatives, or options were often were logical and consistent; in problems; solutions, alternatives,
 inaccurate, inconsistent, and/or most cases, developed solutions, or options were clear, coherent,
 not justified; ideas were presented alternatives, or options in a clear well supported, logically
 in a vague manner manner consistent, and complete
 Comments:
 Demonstrated proficiency on
 Displayed only a limited ability to Evidenced an ability to guide,
 each of the leadership
 guide, encourage, and motivate encourage, and motivate others
 dimensions listed under the
 others toward identified goals; toward identified goals; balanced
 ‘competent’ performance level,
 focused excessive attention to the the need for task accomplishment
 plus: listened actively, and
 task or to interpersonal relations in with the needs of work group
 acknowledged and built on
 work groups; asked for ideas, members; showed understanding
 others’ ideas; engaged all work
 Leadership suggestions, and opinions but, in and support of work group
 group members; kept work
 Abilities many cases, neglected to consider members; sought and respected
 groups on track as needed;
 them; on occasion, showed others’ opinions; sought agreement
 intervened when tasks were not
 favoritism to one or more work with and acceptance of ideas and
 moving toward goals; involved
 group members; rarely recognized, plans of action; provided
 work group members in setting
 encouraged, or involved work recognition of and encouragement
 challenging goals and planning
 group members to work group members
 for their accomplishment
 Comments:

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 Overall Performance Evaluation of Student Intern
 Outstanding Very Good Satisfactory Marginal Unsatisfactory
     

 If a position were available within your company/organization, would you Yes No
 recommend this student for employment?  
 Comment:

 Are there any other additional comments you wish to add regarding the student intern?

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Annex E
Presentation Assessment Rubrics
 Performance Rating
 Evaluation
 Excellent Good Marginal Unsatisfactory Grade
 Dimension
 A+, A, A- B+, B, B- C+, C, D+ D, F, zero
 Holds attention of
 entire audience with Consistent use of
 Holds no eye contact
 the use of direct eye direct eye contact with
 with audience, as
 contact, seldom audience, but still Displays minimal eye
 entire report is read
 looking at notes, if at returns to notes contact with audience,
 from notes. Speaks in
 all. Speaks with occasionally. Speaks while reading mostly
 Delivery low volume and/ or
 fluctuation in volume with satisfactory from the notes. Speaks
 (ILO1) monotonous tone,
 and inflection to variation of volume in uneven volume with
 which causes audience
 maintain audience and inflection. little or no inflection.
 to disengage.
 interest and emphasize Coherent, Difficult to understand.
 Incoherent and
 key points. Coherent, understandable and
 unintelligible.
 understandable and logical.
 logical.
 A simple or freshman
 An advanced chemistry An advanced chemistry
 chemistry topic chosen
 topic chosen with a topic chosen with a Trivial chemistry is
 or an advanced one,
 very clear explanation plausible explanation poorly explained, or
 but with little
 of its relevance to the of its relevance to the little to no
 understanding. Gives a
 internship. internship. Is at ease understanding of
 plausible explanation
 Demonstrates full with answering most advanced chemistry is
 of its relevance to the
 knowledge of the questions, without demonstrated. Does
 internship.
 material by answering elaboration. Has not have grasp of
 Uncomfortable with
 Chemistry all examiner questions somewhat clear information and
 the material and is
 Explained with explanations and purpose and subject; cannot answer
 only able to answer
 (ILO3) elaboration. Provides some examples, facts, questions about
 only rudimentary
 clear purpose and illustrations; subject. Does not
 questions. Provides
 subject; pertinent reasonably clearly define subject
 weak examples, facts,
 examples, facts, understandable. Could and purpose. Could not
 illustrations; hard to
 illustrations; fully be part of a level 3 CM be part of a CM major
 understand. Could be
 understandable. major lecture, but lecture, as almost all of
 part of a CM major
 Clearly could be part of would need some the explanations are
 lecture, but would
 a level 3 CM major better explanations in simply wrong.
 need a lot better
 lecture. places.
 explanations in places.
 Unusual or unexpected The student clearly
 evidence is presented, presents evidence
 Evidence presented,
 not just extracts from supporting having met
 and it’s clear that it is,
 Evidence for the reflective journal. the ILO, but it does not
 yet the student is Meaningless or no
 ILO 4 (reflect It is obvious that appear to be
 unable to properly evidence presented.
 skills) significant time was particularly impactful
 convey how it supports
 spent reflecting on the or moderate too little
 the ILO.
 new skills and their effort was spent in
 personal impact. reflection.
 Unusual or unexpected
 evidence is presented, The student clearly
 not just extracts from presents evidence
 the reflective journal. supporting having met Evidence presented,
 It is obvious that the ILO, but the and it’s clear that it is,
 Evidence for
 significant time was improvement doesn’t yet the student is Meaningless or no
 ILO 5 (reflect
 spent reflecting on appear to be unable to properly evidence presented.
 & improve)
 issues with substantial particularly significant convey how it supports
 effort going into or moderate too little the ILO.
 making a real change effort was spent in
 resulting in significant reflection.
 improvement.

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Annex F
Internship Report Assessment Rubrics
 Performance Rating
 Evaluation
 Excellent Good Marginal Unsatisfactory Grade
 Dimension
 A+, A, A- B+, B, B- C+, C, D+ D, F, zero
 All present,
 understandable and Most of the following Only one or two items
 meaningfully present in some form: present from Company
 presented: Company Company overview, overview, Not done, or not
 Company
 overview, audience/customers, audience/customers, understandable nearly
 Profile
 audience/customers, important statistics, important statistics, so.
 important statistics, financial information, financial information,
 financial information, competition. competition.
 competition
 No use of jargon, very
 brief yet concise very Perhaps a little use of Undefined jargon
 Description of
 clear and precisely defined jargon, but used; not exactly clear Incomprehensible, or
 Job and
 understandable exactly reasonably clear and what the job and nearly so.
 Responsibilities
 what the job and understandable. responsibilities were
 responsibilities were.
 As good, but No citations, when No citations, when
 throughout the report Citations present, there should be, but there should be, or
 Citations and
 citations are made in when there should be log submissions present and
 Log
 appropriate places, and log submissions present. Or citations inappropriately
 Submissions
 including references to present. present, but log formatted. Log
 log submissions. submissions missing. submissions missing.
 An advanced chemistry
 topic chosen with a
 plausible explanation
 An advanced chemistry of its relevance to the
 topic chosen with a internship. Has
 very clear explanation somewhat clear
 of its relevance to the purpose and subject;
 Material is plagiarized
 internship. some worked A simple or freshman
 (score 0).
 Demonstrates full examples, facts, chemistry topic chosen
 OR
 knowledge of the illustrations; or an advanced one,
 Trivial chemistry is
 material. Provides reasonably but with little
 poorly explained, or
 clear purpose and understandable. understanding. Gives a
 little to no
 subject; pertinent Perhaps some sample plausible explanation
 understanding of
 Chemistry worked examples, problems or exercises of its relevance to the
 advanced chemistry is
 Explained facts, illustrations; fully given, with almost all internship. Provides
 demonstrated.
 (ILO 3) understandable. correct solutions weak examples, facts,
 Chemistry doesn’t
 Additionally some intended to test the illustrations; hard to
 make sense.
 nontrivial sample reader if they have understand. Might be
 Explanations, concepts
 problems or exercises understood the part of a CM major
 and knowledge is often
 given, with correct material. The problems textbook, but would
 wrong. Could not be
 solutions intended to or exercises may not need a lot better
 part of a CM major
 test the reader if they be quite relevant or explanations in places.
 textbook at any level.
 have understood the perhaps too simple.
 material. Clearly could Could be part of a level
 be part of a level 3 CM 3 CM major lecture,
 major textbook. but would need some
 better explanations
 and corrections in
 places.

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