The extended discussion on internships has covered many aspects of
the experience from all points of view. What still seems to be missing
is a common understanding of how sites, educational institutions and
the interns themselves define and thus shape that experience. The
Canadian Museums Association once defined internship as "a continuous
period of museum work completed in conjunction with a programme of
formal study in which the theoretical material already learned, or
being studied, may be put into practice under the supervision of a
qualified individual or individuals."

The definition does much to clarify the distinction between volunteer
and intern and between intern and employee. It establishes the
relationship between the training programme and the museum and
specifies the primary responsibility of the internship site. The
internship is transformed from open ended "work experience" or "job
creation" to a planned and negotiated learning contract, one which
allows interns to complement and enrich their existing skill and
knowledge base; acquire new skills and methods beyond the scope of the
programme; immerse themselves in the work culture and day to day
operations of their chosen site while being guided and supported by
both the museum *and* the training institution.

The internship is both a confirmation of learning and a point of
departure. At best, all three partners benefit. The training
institution stays informed and current in terms of issues and
practices in the field. The intern enjoys accelerated personal and
professional growth. The site benefits from an injection
of enthusiasm, new ideas and assistance with operations/projects.

In practice all this is often difficult to accomplish, but does
seem to be an appropriate goal. Like others on the list, our own
interns struggle with the logic of paying college fees for 15 or 30
week block placements while covering re-location and living expenses.
As faculty supervisors, our role is often difficult to sustain at a
distance. Yet despite their real and perceived faults, internships
continue to be one of the few school to work transition opportunities
for entry-level practitioners. Without them, we would all be much the
poorer.

Helen Knibb, Co-ordinator
Museum Management & Art Conservation Techniques Programmes
Sir Sandford Fleming College
Peterborough, ON,
Canada, K9J 7B1