 as far as roles and responsibilities of the organization and the preceptor and the student and the field supervisor. So we're going to do a breakdown of that and hopefully that'll answer some of your questions as far as what your actual role is and what ways to enhance that role, so to speak. We, Gannett and I have talked about this idea of best practices and kind of what really through the years have we seen contributes to a successful internship. So we're going to spend some time talking about that and we've got some pretty clear ideas on that. And then we're going to save some time for Q&A and hopefully get some, answer some of your questions as we kind of move ahead. So with that I'm going to go ahead and let Gannett take over from here with the next slide. So I'll click over to the next slide. And so this is basically discussing what the internship is for our MPH students. So the public health practice as we all know in the world of public health is pretty critical to participating in the world of public health once the students graduate. And with the master's in public health degree the UC Berkeley has a requirement to offer and facilitate an internship, a three month internship for our MPH students in the summertime between their first and second year. So the entity or the organization or the center that provides the academic and administrative structure is the center for public health practice in which Bernard and I and a few other field supervisors are located. So it's and basically our role in being field supervisors is to provide support to the interns, to the organizations and to also make sure that there's a successful and mutually beneficial internship experience. So the logistics of how this all takes place. Some of this is fairly fluid so but we wanted to create some parameters around it nonetheless. So usually the students will start their internships in mid-May and will go till the middle of August or right before classes start. So they've got a pretty full schedule, the internship is scheduled, the requirement is actually 12 weeks, 480 hours, it's a complete three months. When I said it's somewhat fluid what happens every year almost is that something happens in the life of a student or the life of an organization and it requires that the student might have to sometimes carry on an extra week here or there, go into the fall a little bit. If that happens that is something that we're very open to and we've done that in the past and we just want to be notified of that by the student and kind of kept abreast of how that is all working out. We really believe that the success of the internship can be enhanced by strong communication, collaboration between the student preceptor and the field supervisors. And the third field supervisor is Jeff Oxendine who worked with health policy and management students. So that is our goal is to maintain that collaborative kind of mentality and effort and lots of communication between all three of us and make it happen in a positive way. So we've broken this down as to what the purpose is for students, well let me go back, did I skip too many, hold on Bernard I think I skipped, yeah this is the correct next slide. So let me speak a little bit about the purpose of this practical experience for the students. First and foremost we really want the students to apply what they have learned in their academic tenure in their first year to the work world outside of the university so and then also to develop new practice based skills. We really encourage our students to provide, to really work on creating professional networks to allow the students themselves to self assess and figure out what they need in their personal and professional growth. And so this internship is really larger than just the projects that they are working on, it's really about developing their core strengths as public health professionals. And last but not least it's to fulfill a graduation requirement for the two year MPH students. The application of the graduation requirement is through units that's assigned to this course that students sign up for in the fall of the following year after their internship. So it's really a holistic approach for the students and the purpose is so that they can practice new skills and practice the skills and the academic knowledge that they've attained in class. So thinking about the purpose for the organizations one of the things that Gannett and I and Jeff often talk about is this idea of reciprocity that in fact we're really happy that community organizations and our community partners are able to offer internships for our students and it's a wonderful thing but we also believe that our students have a lot to offer the organizations and we wanted to just say a little bit about that. All of our students have strong analytical writing research and presentation skills and have taken courses in planning, evaluation, project management and have a certain level of depth to their public health knowledge so they're very strong in that regard. Almost all of our students have worked prior to their entering the School of Public Health and then in addition to that in their first year it's fairly rigorous the first year and obviously there's a strong academic component that prepares them for the professional work that they're going to be doing. We at the School of Public Health, one of the things that we emphasize is the concept of leadership and to work in teams effectively and to develop skills that enable them to really take initiative and make strong contributions to the organizations that they're going to be working in. To do that obviously students need strong interpersonal skills, communication skills. They are self-starters, they are folks who I like to say are finishers, they get the job done, they take initiative and they're excellent in that regard and so that's part of what they have to do while they're in school and those skills and that knowledge and that initiative I would say really kind of follows them into their internships and into the work world in general. The other thing is that and we all know this is that interns bring fresh ideas and energy to organizations that need that kind of challenge, that need that kind of change and so we've all been in the workplace and we've all been in situations where we kind of get stuck at times I think with our point of view and how we kind of proceed ahead with some of our work and when you can bring someone in new who has that energy, who has that new insight into some of the ideas that the organization is focusing on or some of the concepts or some of the populations then it allows a whole new point of view and a new perspective which is great for the organization. And last but not least is that I think our students provide a fair amount of diversity in terms of their backgrounds, their cultures, their work worlds that they've been involved in, they are skilled and have some strong knowledge in terms of the concepts around cultural competence and cultural humility, language skills so depending on the student they are very strong in that regard and so we really believe they will bring this to your organization and obviously it's a plus for the internship and to be able to understand for the organization that they'll be working with. So the next slide is really talking about the academic requirements and policies and this primarily relates to what the students are expected to do. Before all of these elements the students actually have to first secure an internship and the internship is found in a number of different ways. Usually students will have contacts that they'll tap into or students will find a faculty member that has projects or contacts outside and then but the majority of the students work through our center and all the different sites and positions that we have developed over the years and the contacts we've developed to offer up internships and most of you I think are return preceptors so we're really happy to have you on board and also that very, very grateful that you're giving the opportunity to our students. So these three elements that we're talking about is from the perspective of the students. So the first box looks at the internship agreement. This outlines the summer work plan, the learning objectives and the public health competencies. The students have been given a document that explains the entirety of the internship process as well as how to fill out this internship agreement. This is basically an outline of the work that the student is expected to accomplish by the end of the internship. So initially the students will draft it, they will run it by the preceptor, get an agreement, a review edit and a sign off and then they will send it to one of the field supervisors that's working with them and with their division. So that's the first one, the internship agreement and this is due at the second week after the students start their internship. And we say second week because different students start at different times so it just makes it easier. So the second element is the midpoint update and site visit. This as Bernard mentioned earlier generally happens in the month of July. So this is basically a check-in, it's not an evaluation, an assessment or it's not anything scary for the students or for the preceptors. We just want to be in touch to see how things are going, if the expectations are being met, if the preceptor and the student are getting along, if the site is okay, you know, just a check-in. It usually happens in person especially for the folks that are the students that are local. The student will initiate a time, a meeting between what works for them, their preceptor, you folks and the field supervisor and set up maybe an hours meeting at some point. So for the local folks, it may be a site visit, an in-person site visit, either myself, Bernard or Jeff may stop on by at the scheduled time. For some folks that are out of town, it could be over the phone or it could be an emailed form and the questions are pretty standard and we can go over it a little bit later. The third element is the evaluation of the student intern. A lot of this can be done online. So we will be sending out from the Center for Public Health Practice a reminder and the form that needs to be completed after the internship is completed and so the preceptor will be asked to evaluate the student. The student will also be asked to evaluate the internship site and the experience. A lot of this will be done online so stay tuned, we will email you. But before the evaluation is submitted back to CPHP, we really, really encourage a discussion of the evaluation in form of a constructive feedback with the student. So the student intern will have something to actually be able to be happy about or work on in the following year and it's really encouraged. So these are the three big elements from the perspective of the student. Can I just add something? Sure, sure. Good. Yeah, I just wanted to say one of the things that really impresses me with this group of students that we have is that they're open to the feedback. They're open to hearing what folks have to say about their work and I think the bottom line for so many of our students is how do I get better at this? How do I become a better professional in the field of public health? And so they're open to the critical feedback and they're open to hearing things that they can do to kind of enhance the work that they've been involved in or the work that they will be involved in in the future. So that's always a good thing for me. I've worked with students for a number of years and it's always hard when folks are not open to the feedback and it just makes it that much more difficult. But I think our students for the most part are pretty open to that option. So let me go to the next slide. Gannett has already spoken somewhat about this, the internship agreement. A couple things that I would say about the agreement is that I'm always surprised when I go out and I talk to preceptors and preceptors will tell me that they have students from other MPH programs and there isn't anything like an internship agreement that they have to complete and that Berkeley is a little different in that regard. We see the internship agreement as really a planning tool for the student and the preceptor and the organization to outline the body of work that they're going to be involved in during the course of the 12 weeks. As Gannett said, it's initially drafted by the student but often done in conjunction with the preceptor and obviously reviewed by the preceptor. So it's one of those things where everybody is on the same page. Everybody knows what the student is going to be doing, what their contributions are going to be for the summer, what their deliverables are for the organization. It's a clarifying document that helps the student and helps the organization proceed through the summer. Sometimes it needs to be modified. As things sometimes change during the course of the summer, things are added on or things are taken away and we always ask the students to keep us informed about those changes. The preceptor should review and sign off on it and then as Gannett said already that it would be submitted probably by the end of the second week of the internship. So it's a learning tool. It's a planning tool. It's something that keeps the student on track as far as the body of work they're going to be involved in. Generally speaking, I think it's a very good thing. It's a positive thing to keep folks focused and kind of keep them in a positive direction. So let me switch over to the next slide. In continuation, some of the academic requirements and policies, the internship agreement was something that we pulled together and designed, like Bernard said, to keep everybody on the same page. One of the things that we wanted to include is information about the public health competencies. What are the objectives that fit into the larger public health competencies that we are required to impart to our students from the accreditation units and also from the schools of public health just basically for the degree program. And some of these competencies we've listed them out here and these include things like public health knowledge, examples could be research, evaluation, policy development, all of those types of activities fall within the public health knowledge and competencies umbrella. Then another competency is public health leadership. So things like problem solving, cultural competency, decision making, communication. If there are any elements of the work that relate to cultural competency, for example, the student will write it under the public health leadership competency. And students have been instructed as to how to formulate some of these requirements and how they will write it out in their internship agreement. And when you see the form, it's actually very, very good and you'll be able to see what we're talking about. Some of the other competencies that we have listed here are like the key factors that influence the organization or project, something like understanding the organizational system, current trends, funding policies. And then last but not least, which is very important is the personal and career development, the networking and career exploration, basically identifying trends and opportunities to match the student's interest and direction. So these are things that students will be working on while they're with you. And some of it will be notated down in the internship agreement, and you'll be able to see it and review it, give them feedback as well as sign off on it when it's all correct and on the same frequency or page as the student is. Are there any questions so far? You know, you can type in a question and one of us will be able to answer it for you. Yeah. Or you can save them till the end to we can we have a way of Q&A time there too. So okay, let me so much of this we've we've mentioned briefly already, but we we did want to you know, spend some time on on each of these areas specifically, the midpoint and the midpoint update in site visit. One of the things that really was interesting to me when I started working here was there was there was kind of a fear factor with the midpoint update inside visit students were somewhat leery and wary of us coming out and seeing what they were going to do what the work they were involved in talking with their field supervisors, rather preceptors. And you know what what we've really tried to emphasize is that this is really an update. This is a check in time. This is a time for us to kind of just see how you're doing. Talk to your preceptor have a chance if there are issues or if there are problems. We definitely want to hear about them. But it's, you know, it's a good meeting. It's a good time to just have that check in and and see where everyone's at. Is it, you know, we want students to have a strong learning experience? You know, so far is the at that midpoint is is that their experience? Or are they, you know, are they frustrated in any way? Or, you know, what is going on for them? And we try to do it in a way that is makes it positive and good for the student, but also for the organization. So, um, you know, it's a very important part of the summer. And it's something that we, it's fun for us to do. It's fun for us to get out and see all the preceptors and chat with you all and see our students. It's this whole visit is initiated and scheduled and really facilitated by the student. We encourage the student to facilitate the meeting, to talk about their accomplishment, their progress, the challenges that they faced, if they have concerns or issues. It's also time to reassess the work plan if need be and look at learning objectives and also what is their final project going to be? You know, what is that final project going to look like? And we ask students to talk about that a little bit. And then, as the states generally catch up, um, the way I do it, I think all the field supervisors do these slightly differently. I like to do it. The meeting usually takes about an hour, maybe a little longer. The first half hour, I like to meet with the student, chat with them, and then bring in just so I could hear what's going on from the student perspective. Then, the second half hour, bring in the preceptor or preceptors and have a round table discussion about how things are going thus far. It's always great when you can get a tour of the site and get a look at the materials and projects that our students are working on. And, you know, obviously, for the international students or the non-local internships, we either do a telephone or email or some sort of connection that is, that we reach out to students in other ways to follow up. I have a student in Samoa this summer. I really wanted to go to Samoa, but it doesn't look like that's going to happen this summer. So, I'm going to have to do an email follow-up with her. So, Gannett, I don't know if you want to add anything to this as far as what your experiences have been with this midpoint. Generally, just to reiterate what you said, and it's all of my site visits have been very positive. It's a chance for the students to speak about their experience. It's a chance for the preceptor and or supervisor at the site to check in with us as well. So, it's really a check-in to see how everything is going and to reconnect with the preceptor if we haven't talked to them. So, no, that's about it. Okay, okay. So, next slide. Yeah. So, the element, the final element for the requirements is something I mentioned a little bit earlier. These are the evaluations. They're not due until the end of August, which is generally the end of most of our students' internships. And so, there's a couple of different ones. One is the preceptor evaluation of the student performance. It's an online form with a reminder that will be sent out to you when it's time or close to the time. Then, what I'd initially had said is that it's really encouraged to speak with the student about some of these constructive words to them, places where they've excelled and gone beyond their call of duty or some places or some parts of their professional experience with you that could use improvement and some tweaking. So, we highly encourage that discussion. So, they will be and most of the time, as Bernard had said, students are very open to this because it really will develop their professional and launch their professional careers in the right way. Okay. So, part of the requirements for the field supervisor, your role is to approve the internship agreement. And that's, you know, as I said, the body of work that they're going to be involved in. So, your final approval, we always obviously want you to participate in the midpoint site visit. We want to meet you. We want to chat with you. We want to have that opportunity to check in. We highly value, as do the students, the evaluation. And so, conducting that student evaluation, that final check-in with the student prior to their leaving your organization in August is critical and very important. And then, we want, you know, since we're not there, we want you to obviously ensure that the students complete the full 12 weeks, the 480 hours to receive full credit for their internship. So, that's a major part of what your role will be this coming summer. Let me go on to the next slide. So, here's a very general timeline of when things happen. And this is for your benefit, for preceptors' benefits. So, mid-May, which is around now, now we're kind of towards the end of it, students starts their internship. And then, in early June, as Bernard had mentioned earlier, students will draft, initiate, and get sign off from preceptors on the internship agreement form. Then, in mid-June, that's when they send that into the field supervisors. And we keep it here on file. And in July, the mid-point site visits, the check-ins, as we like to call them. And in the middle of August, emails will be sent to remind you to complete the evaluations. It's basically around the time that internships end. And, you know, like Bernard had mentioned earlier, there could be a plus or minus in terms of how many weeks students need to work in terms of when they start. So, if it, if the end of their internship extends a little bit further out than mid-August, that's fine. Just keep us in the loop. That's, that's all we ask. And so, we'll know where, where things are, and where the evaluations are. And then, at the end of August, August 31st, is when the students' final assignments are due. And when the evaluations are due back from, from them, as well as from you, the preceptors. And final assignments is really the student's responsibility. And we have, we have offered them a variety of different choices of what they can turn in. We're not going to get into the details of the final assignment in this presentation. But it's generally, we highly encourage students to produce works for their internship site, internship sites. And that could be the items that they turn in for their final assignments, if, if, if they decide that that works. But that is generally something that the students and the field supervisors can discuss and come to an agreement on. So, the evaluations and the final assignments are due at the end of August. And then on September 27th of this year, this is actually the actual date. It's a Tuesday evening. We would generally like to invite you and the students to come and join us at this wonderful reception where we get to reconnect and, and, and check in. We usually have some good food and a little bit of some drinks. And it's, it's a lovely event and we will be sending you out of invitations. And this is our way of saying thank you for participating in our, with our students, education. Great. Okay. One more. I think we would go back one. Yeah. So the role of the preceptor is one of, really of being a mentor and a, and a supervisor and an, and an advisor and a coach. All in one. So I think the best preceptors are the, are the folks who, who really reach out to their students who are available to them, who can meet with them on a regular basis and, and play that role as needed. We really want the preceptor to be, to be that person who provides the orientation to the organization, describing the mission and the vision and just kind of what that organization is all about and, and including target populations and any policies or procedures that, that the intern needs to kind of be aware of, including some, some of the basic things around, you know, office equipment and procedures and, you know, kind of how to get things done. So we want, we want there to be a smooth transition for the intern and, and for some of that to happen, they're going to need some guidance from the preceptor. We also believe that, you know, we want the, the preceptor is in a role where they can really provide access to additional meetings or, or individual meetings for the, for the intern. And if you can facilitate some of that, it's always a good thing and it, it just kind of opens up the world of, of that organization to the student. Instead of being, you know, just behind their desk or, you know, at a cubicle, they get to get out a bit more and do a few things and meet kind of all the, the, the players in your organization and that's a real plus. We, we really hope that the preceptor can meet with the student on a weekly basis, you know, at least once per week, have a weekly meeting that has always seemed to be helpful, part of the process. And then, as I said before, provide opportunities to explore career options and leadership skills through informational interviews, both inside the office, but also outside of the office. So, you know, they, you play an important role in, in making some of that happen for the student. And I also think that students like to hear, you know, your story. You know, we all have a story to tell, you know, as far as how we became the people that we are and how we got to be in the roles that we currently find ourselves in. And so, you know, talking about your own trajectory and your, you know, how you decided to, you know, get involved in public health and do this work and why you continue to do it. And I think it's an important part of this. So, you're sharing some of that information is important and we really encourage you to do some of that. We've mentioned the notion of doing evaluations at the end, but we also believe that this idea of giving regular professional feedback on progress, you know, and challenges, is important. We all know that when we've been in probably performance evaluation situations ourselves that it's tougher when you kind of get hit with everything at the end and you weren't kind of ready for it. So, if you can, you know, give that feedback throughout, you know, the 12 weeks of the internship, we see that as a positive thing. And then, you know, securing a workplace and the needed resources, a computer and, you know, just space for the person to work is, you know, very critical to the success of the student in that situation, in that environment. And so, your help in making some of that happen is not only encouraged, but appreciated and we thank you in advance for all your work in helping the student, the student internavigate some of that process. So, go ahead, Gennad. Okay. So, we've kind of outlined here the role of the student intern and in a nutshell, I won't read the entire thing, but it's really to come to work, provide professional quality work to meet the objectives and projects agreed upon in the internship agreement and to really comply with work schedules and policies and procedures of the organization. We encourage them to take the initiative for leadership opportunities if that is appropriate and then to freely communicate their concerns or challenges about the internship with the preceptor or their, or the site supervisor for the student and or with the field supervisor, so it could be addressed in a timely way. And in addition to the other elements we discussed, they, the student's responsibility would be to facilitate the midpoint site visit as well as completing the internship agreement and the evaluations and and doing a good job. So, these are, this is the role of the student. We reiterate them often and yeah, that's that's pretty much it. And to do the work that is really suggested and designed for them through the internship agreement. Okay. Go back one. Okay, so the role of the field supervisor myself and Gannett and Jeff is, is really to be a resource to students and and preceptors as much as possible. We're here pretty much all summer and we are available for email, phone calls. You know, if you need to see us before the midpoint site visit, whatever you need in regards to this process, we want to, we want to be there for you. So, we want to encourage you to, you know, reach out to us as needed. That's our job. That's our role and we take it seriously and we want to, like I said, be there for you as much as you need us to be. We also want to, you know, if there's anything you need to, any type of technical assistance that you need in regards to the university or any of the requirements, things may come up at at different times during the summer where you, you might just be seeking out some sort of information in regards to the program that the students in and the competencies that they are, you know, working on. We're available for that. Let's see, it's important to visit the site and to be, you know, part of the process. So, we may help assess this, the student progress, help discuss the changes that are needed in the internship agreement. As the internship agreements come into us, our role is to look at them, to review them, and then to, you know, tweak them as necessary and or to send them back to the student and ask for, you know, some sort of tweaking on the part of the student to make it a tighter agreement and a better agreement. And I said to be available by phone or email throughout the process. So, if problems, if any kind of problems come up, we want to be, you know, part of that loop and notified and, you know, we want to be there to help out as needed. So, okay, let me switch over. I just realized in looking through this that this is a duplicate slide. So, this is basically the internship agreement they're organized in the form of the competencies and we had talked about it earlier on. So, in lieu of talking about this, I can talk about the next slide. And it also saved us some time for Q and A later. Okay, so, one of these, one of the, one of the things we really want to share with you is best practices from the so many years of doing this internship with students. So, the main thing that students had and preceptors had said are very critical for a good internship is a strong orientation at the beginning of the internship. This may include basically orienting the student to the divisions, the layout of the place, the office, introducing them to the right people, the office folks, the supervisors and office administrative assistants as well as showing them where the coffee is or the coffee room or the coffee room and so these, this has been really a critical element in having a really good internship. And then another pretty essential element is having a regular meeting with the student intern. Now, we all know that your schedules may be super busy and you may or may not be on site all summer but we do highly recommend that you meet with the students on a regular basis and we recommend once a week, it doesn't have to be a super long meeting just it could be a check-in and some of the preceptors may or may not be on site so which means there may be a supervisor on site which we will encourage to have regular meetings with the student as well. And then the others are suggestions for the interns to network basically allowing them to meet people in the internal or external environments for the students to meet and network with. A strong participation in the midpoint site visit and then a thorough evaluation at the internship with constructive and critical feedback and then really offering the student intern opportunities to practice internship, I mean leadership skills. So these have been mentioned over and over that these are elements that are work really well and provide a mutually beneficial good strong internship relationship between the student and the preceptor as well as the field supervisors in the office. Do you have anything to add? Yeah I was just gonna say probably many of us have been in situations where we've started new jobs or we've done internships ourselves and you know one of the first things that's given to you is some sort of booklet of the organization or some sort of you know a binder with all the work and the body of work that the organization is involved in and you're supposed to kind of spend the first week or two weeks just kind of reviewing that and we understand that sometimes that's you know an important part of this but you know if that's the only thing the student is doing that you know students it sometimes doesn't work for the student in terms of their orientation and it's a critical part you know getting you know those first two weeks are really critical to kind of the direction of the work that they're going to be involved in and how they feel about their internship and their organization and so you know whatever you can do to help facilitate that orientation process is very much appreciated by us because it makes the student feel like they're a part of something that they're you know they're integral to the mission of the organization and that they're contributing and that's what they want you know 12 weeks isn't a lot of time but it's enough time to really do some positive work and we really believe our students can make those contributions so I think we're ready for Q&A unless Gannett I don't know if you had anything else to add at this pointer no this is this is good we're up yeah we're good and we're open to answering some of your questions if you'd like to chime in great so this has been I'm just going to let people know if you if you want you can click if you have access to it you can click on the microphone at the top of the window if you don't have access to that you can always chat in your questions and I see Amizota has raised her hand his hand sorry and if you have access to the microphone please feel free to do it otherwise you can type in your question is how do we set them up well it's it's actually the responsibility of the student to set up the midpoint site visit so we put the onus of responsibility there on the student what they would do is they would work with you to pick a day in the time like I said I normally do them in an hour I know Jeff and Gannett you guys might take a little extra time hour and a half maybe I'm not sure and then they would you know notify us and we would just work on figuring out a time so what what I generally do is I asked the student to check in with the preceptor and or supervisor about a couple of options of dates and times that work a four for the student and the preceptor and then they check in with the field supervisor to make sure that their calendar is open as well because we will be doing a lot of site visits in July so usually what I've been doing is I've been trying to schedule students in in an area in one area sort of around the same time so basically the student will have to make sure that the calendars work for everybody and we go from there if it's completely impossible to set up an on-site visit then we can work together and set up a telephone conversation but it's still up to the student to to initiate that and facilitate the meeting once it happens then Brian asked a question about the slides and receiving a soft copy of the slides and we're happy to provide that that is not a problem that that's easy enough to do so more questions yeah I'm gonna I'm gonna switch over to another view now okay where I believe we are currently sharing and you can download the slides directly from connect here so oh great everyone's view should have changed there is a file share in the upper right hand hopefully everyone can see that that's good there's another question from Kathy Kadama when do we end when do we develop end a project will there be guidelines for that since it seems it should be planned early on I can answer that I think Kathy is going to be I think Kathy's a preceptor for one of my students hi Kathy the final project is is an there's a number of options that we have offered and shared with our students it could be a paper it could be a report it could be a presentation but as I was saying earlier it's really we highly encourage final projects that are already being completed for the internship we we didn't want to add paperwork or basically additional work to the students during their summer internship so if there is anything that you as a preceptor and as an organization are asking the students to to complete and conclude and write up or present that is the piece that they can also turn in to us cphp to the field supervisors as a final project if there is nothing that the students are presenting or submitting to the organization then they can write a report they could type up notes on presentation of something that of the about their internship or about their project about their experience they can also do a professional poster which many students have done they've included data including the process and the data collection pieces from their projects if that's the type of project they're doing onto a professional poster which they later present at a later conference so there are a number of options and we have a really good document that summarizes all of that for our students it's called the 2011 internship guidelines and all the students have access to that from our shared drive on campus and if you have further questions I'd be happy to check in with you if you'd like did that answer your question you know the the other thing I would just mention is that many many of the internships students are actually doing several projects so there there's a body of work that they do and with those projects there's a there's a write-up as Gannett has said so maybe they're doing a needs assessment or maybe they're doing some sort of PowerPoint presentation for a group or maybe they've done some sort of planning for an actual event so part of what I'm trying to say is that students oftentimes many internships are project-based they'll do several different things and what I've gotten in the last couple of years is that is that many students have turned in to me not just one project but like almost like a portfolio of their work that they did for the summer internship and and they submit you know the two or three or four things that they've been working on maybe one's a PowerPoint maybe one's a small paper maybe one's a needs assessment so it could be any number of things and so if someone is doing if there's a body of work you know we we encourage them to include as much as they're comfortable as you know to share that with us and we would that would go into their final project file here at the School of Public Health more questions is typing there's a question I'm not sure if everybody can see it but it's it's asking if folks could use internal forms for as time sheets and that's perfectly fine and time sheets and and elements like that we don't really need to see it since we're considering this as a job for them they basically report to their supervisor or preceptor on site so however way you'd like to handle time sheets you you can you can work with the students were there any more questions from the audience we've got a smiling face oh peter has got thumbs up okay oh lovely you know you know I I just want to say to that when I came over to the School of Public Health and started working with the grad students and started working with you know this whole issue of placing students in community organizations my first thought was how are we going to do this I mean there's a lot of students and you know how are this it's a it's a tough fit sometimes to to make this happen and I was just amazed at how many community orgs are out there that you know support us that work with us that that want to work with graduate students our graduate students and it's just it's kind of a gift to us and to our students that you all are you know doing this work and we you know we couldn't do it without you so it's it's very much appreciated and we thank you for you know supporting the school and and obviously for supporting our students through this process and my contact info I just typed in my email address and it's for some reason it's not highlighting my first name but my email address is gannett underscore sepsibay at berkeley.edu so the whole thing is my email the whole my first name underscore last name at berkeley.edu and for bernard should I type it in for you bernard would you yeah riego at berkeley.edu and we are working throughout the summer so feel free to email us at any time and we really really hope that your internship experience with our students goes really well and it's it's been our experience that internships our wonderful experience for both our preceptors and students and we definitely would like to see you on september 27th when we have our reception so if we don't have any more questions perhaps we can close out yeah well thank you bernard and gannett and thanks everyone for attending thank you yeah we'll go ahead and stop the recording and sign off and uh we will talk to you all soon thank you thanks so much my pleasure