This file was prepared for electronic distribution by the inforM staff.
Questions or comments should be directed to inform-editor@umail.umd.edu.
A VARIETY OF COURSE DESCRIPTIONS:
WOMEN'S STUDIES FIELD EXPERIENCE
NORTHWESTERN UNIVERSITY
Women's Studies C75:
Internship in Women's Services
In this course, students interested in women's studies can explore
the world of women's organizations and women's advocacy groups in
the Chicago area through field research and practical work
experience. Students will be expected to work a minimum of eight
hours per week in their placements and to meet biweekly with the
instructor and the other interns for discussions of common readings
and their internship experience. A final paper analyzing the
organization in which the intern works is also required. Enrollment
limited to ten. Prerequisite: at least one course in women's
studies, preferably Women's Studies B30-1, 2.
UNIVERSITY OF WASHINGTON, SEATTLE
G. St. 345 A
Community Fieldwork: Social Services
Second half of a hyphenated series; G. St. 344-355,
interdisciplinary seminar-fieldwork course in the social service
area. Students will do counseling in mental health clinics, work
with physically handicapped persons, youth centers and other
service agencies. The course is divided into 2 parts--3 credits of
fieldwork (9 hours per week) and 2 credits of seminar. To receive
credit as a course relevant to Women Studies, students must do
fieldwork in an area concerning women. See Women Studies advisor
for further information. A maximum of 20 credits in G. St. 350 and
340-349 series together may be counted toward a degree in Arts and
Sciences. This is a two quarter commitment. Prerequisites:
Permission and entry cards required from the GIS office, see Women
Studies advisor first; 5 credits; Time: Tues. 1:30.
UNIVERSITY OF PITTSBURGH
WOMEN'S STUDIES PROGRAM ---- FIELD PLACEMENT ---- 3 CREDITS
By Appointment
Special permission is required for this opportunity to extend your
academic training to a practical work experience. A request for
field placement implies that you have gained some expertise in an
area you wish to explore in a work situation. Applicants must: be
3rd year students in good standing; have completed two courses in
women's studies and four courses relevant to the field placement;
and plan to work a minimum of six hours in an appropriate agency.
A preliminary proposal should be submitted, with a women's studies
application form, in the term prior to registering for the course,
and this must be approved by both the Women's Studies faculty
sponsor and the agency supervisor. Students will be required to
meet regularly with the faculty sponsor during the term and will be
expected to produce a 15-page final report relating their field
experience to their academic training. Grading is based on
placement performance as rated by the agency supervisor and the
quality of the final report.
RUTGERS UNIVERSITY
DOUGLASS COLLEGE
WOMEN'S STUDIES
988:490 SEMINAR: WOMEN AND CONTEMPORARY PROBLEMS (4)
Prerequisite 988: 201
Open to seniors enrolled for Women's Studies
Certificate;
others by permission of Women's Studies Director
Seminar 3 hours: internship or advanced research
This seminar involves either an internship in a community
organization or agency or an advanced research project. Students
meet weekly to discuss assigned reading, research, and internship
experience.
All Douglass College Women's Studies Certificate students are
required to take this upper level seminar subtitled "Women
Organizing for Change." It involves a field work type experience
chosen by the student. The list of papers done in last spring's
seminar is below.
An Inquiry with the Effectiveness, Safety and Potential
Hazards of Over-the-Counter Pharmaceuticals (Johnson &
Johnson, Squibb)
Women's Resource and Survival Center: Analysis of an
Organization (Monmouth County)
Organizing for Change: The Woman Journalist
Volunteer at Middlesex County Battered Women's Shelter
Analysis of the New Brunswick Free Medical Clinic
The Hammond House
Organizing Experiences at the Center for the American Woman in
Politics and Women in Politics Workshop (Eagleton Inst.)
Organizing a Film Program for International Women's Day
56 Place - Pre-selection Training
Critique of New Brunswick Planned Parenthood
Sexuality and Birth Control
An Evaluation of the Women's Studies Department at Douglass
College
The Women Helping Women Shelter for Battered Women
Battered Women's Shelter - Keyport, New York
Douglass Feminist Collective - Action Against Rape
Peer Counseling - Gatehouse Drop-In Center
Self-Awareness Discussion with South Brunswick High School
Girls
Women Organizing for Fun - 1st Annual WOFF Picnic
C.S. MOTT COMMUNITY COLLEGE
FLINT, MICHIGAN
WOMEN'S STUDIES/SOCIAL SCIENCE DIVISION
Women's Studies 119, Field Work
3 Credits
Prerequisites: Permission of the Instructor
This course provides the individual student with practical
experience directly related to his/her personal educational
and occupational goals. In consultation with the instructor,
the student selects an agency, business setting or
organization in which to complete a project and obtain skills
relating to women's studies.
Procedures and Requirements:
Each student meets individually with the instructor to plan
his/her field work placement. An agency is selected, and the
student, instructor and agency representative meet to arrange
the student's program.
- Student and agency arrange for the student to work in the
agency for at least 10 hours per week.
- Student, agency and instructor select and plan a project
that the student can accomplish during the placement.
All students in the course meet for a one hour per week
seminar to exchange experiences and learnings in their various
settings.
In cooperation with instructor and agency, outside visits or
readings are assigned to help the student complete the
project.
Objectives:
- To assist the student in acquiring skills in working with
women in a business or agency setting.
- To provide information in depth in the student's particular
area of interest.
- To acquire skills in independent study doing bibliographies
of resources, learning community resources for women, and/or
skills in being a helping agent for women.
- To learn about other agencies and interests by attending
seminar meetings.
Since this course is totally individualized, a variety of
different teaching materials will be employed. For some
students, materials available in the instructional media
center will be used. In some cases, there are community
resources available--e.g., speakers, conferences, etc.--that
will be included in the student's program. There are also
numerous books and periodicals in the field of women's studies
available in the library.
Evaluation:
- Students will be required to keep a journal of their field
work experience. This journal will include information about
what they are doing, a log of the time spent in the agency,
and an annotated bibliography of readings and media or
speakers.
- Each student will write a final report on his/her project.
- Each student will write an initial statement of goals for
the placement, and a final self evaluation of the
experience.
Relevance to the Student and College:
Required for the completion of the Certificate of Achievement
in Women's Studies, "Field Work" provides the student with an
opportunity to explore knowledge in the area to a practical
situation. It also gives each student information about
services available for women in this community, and experience
dealing with problems that are unique to women. This course is
designed to be a complement to the more theoretical offerings
in the other women's studies courses. "Field Work" will be
reviewed after it has been offered two semesters. It has been
tried on a seminar basis during Fall 1979, and has already
been subjected to an initial review.
Effect on Existing College Arrangements:
- Faculty are currently available to teach this course.
- A variety of teaching materials are available in the IMS and
the College library. In addition, students have access to
the materials and library at the Everywoman's Center in
Flint.
- There is no overlap with other courses.
- There would be no change in other courses.
- Implementation data: Fall 1980.
THE PROGRAM ON WOMEN
NORTHWESTERN UNIVERSITY
EVANSTON, ILLINOIS 60201
INTERNSHIP IN WOMEN'S SERVICES
The Program on Women at Northwestern University offers its
Internship in Women's Services as part of a diverse university
offering in Women's Studies. The internship program, administered by
the Director of the Program on Women, fills an important place in
the curriculum by responding to the question of what an
undergraduate can "do with" a concentration in Women's Studies. The
internship is designed to introduce undergraduates to the variety
and rewards of professional work with women's organizations and
women's advocacy groups.
Students enrolled in the internship program must be in their
sophomore year or beyond, must have classroom experience in Women's
Studies, and must display active interest in professional careers
in fields related to women's issues. As an indication of their
interest in this work, they are responsible for doing initial
research on available organizations which fit their interests and
making those choices known to the instructor for the course.
The course currently carries one academic credit per ten-week
quarter. Students are therefore expected to work, at a minimum,
eight hours per week in their chosen placement. They will also meet
bi-weekly with the instructor to compare their experiences and
develop some working hypotheses about the special problems and
challenges faced by women's organizations.
At the end of the term, each student will prepare a relatively
brief paper analyzing the organization in which s/he interned. The
paper will include descriptions of the sponsoring organization's
goals, its day-to-day activities, funding problems, special
interactional styles, and its directions for future development.
That paper will account for one-third of the student's grade in the
course. One-third will depend on participation in the bi-weekly
discussions, and the last third will depend on a report from the
student's supervisor to the course instructor. That report will
include such matters as industry, initiative, cooperativeness, and
general performance in assigned tasks.
The internship program is designed to introduce students as fully
as possible to the total workings of the organizations in which
they work. Supervisors are therefore requested to urge the student
to gain as much varied experience as possible, perhaps working in
several areas of the organization's activities. It is also
important that the student be encouraged to take on as much
responsibility as is consistent with the smooth functioning of the
organization.
The Program on Women is grateful to the organizations who agree to
receive its interns. The staff of the Program will be glad to hear
about problems as they develop, and to take whatever corrective
actions may be necessary. It is our best hope that the internship
be a valuable and rewarding experience for both student and
sponsoring organization.
UNIVERSITY OF CALIFORNIA, SANTA CRUZ
KRESGE COLLEGE
WOMEN'S STUDIES INTERNSHIP PROGRAM
Criteria for selection of organizations and interns for the
Internship Program sponsored by Women's Studies.
I. Criteria for Organizations: Groups accepted by the
Internship Task Force and approved by the Collective for
placement of student interns ...
1. shall provide the opportunity for the student to expand
her or his knowledge, understanding and awareness of
woman from a variety of socio-economic, racial and/or
cultural backgrounds.
2. shall be concerned with problems of social inequities in
both its goals and activities, particularly those
affecting women in this society.
3. shall have clear and viable mechanisms whereby the
individuals served by the program are able to have
significant input into the program, and shall be
attempting to understand and articulate the needs of
these individuals.
4. shall be sympathetic to the goals and objectives of the
Women's Studies Collective and its Internship Program.
5. shall be non-profit and direct-service oriented, have a
need for volunteers and a mechanism for integrating them
into the program on a useful and meaningful level of
involvement, given the five limits within which the
intern will remain in the program.
II. Minimum Eligibility for Student Interns:
1. Participation in the Women's Studies Collective at
least one quarter prior to internship, or during the
quarter of internship.
2. Commitment to work in the Internship Task Force (one
meeting per week) during the field study and to
consider continuing in the Task Force for at least one
quarter after the internship.
III. Internship Task Force - Organization and Function:
1. Meets on a weekly basis.
2. Maintains contact with participating groups:
a. has one contact person--a member of the Task
Force--responsible to each organization (not the
person who is doing field study in that group)
b. there will be a person in each group or
organization who will maintain contact with the
intern and with the Task Force and who will act as
the contact person for that group
c. the contact person from the Task Force will
maintain communication with the contact person from
the group or organization
3. The faculty sponsor, in consultation with the
Internship Task Force, will write a final evaluation
of the intern based on evaluation from the
organization and intern's self-evaluation.
4. Each quarter, the Task Force will select the groups
and the number of students to participate in the
program for the next quarter, subject to the approval
of the Collective.
5. The Internship Task Force will provide applications to
all interested students, and will interview them. The
applicant will also be interviewed by the prospective
group. The final selection will be made by the
Internship Task Force on the basis of the interview
and application.
6. There will be an orientation for all prospective
applicants the quarter preceding the internship. At
this time applications will be distributed and will be
due the second day of instruction. Interviews will be
conducted the first week of school and interns will
start their work the second week.
IV. Requirements for Interns:
1. Be active members of the Internship Task Force and
attend its meeting once a week. The meetings will be a
place to share experiences, discuss related readings,
and organize the program.
2. Work in the organization at least ten hours a week.
3. Read general materials on field study work suggested by
the Task Force as well as books or articles specific to
the interest or direction of the organization.
4. Keep a journal, write an evaluation of, or give a
presentation on the field experience which will be
available to the Women's Studies Collective on a
permanent basis.
5. Write a short self-evaluation.
6. Organize an experience-sharing meeting with incoming
interns.
LORETTO HEIGHTS COLLEGE
WS 463: Practicum in Women Studies, 2-6 credits, required of all
minors
The student, in conjunction with the Director of the Women Studies
Minor, selects an internship which is congruent with her/his Women
Studies Minor and/or with personal and career goals. The student
receives one hour of credit for each 32 hours of practicum
experience with a satisfactory rating from the Practicum Supervisor
and the Director of the Women Studies Minor (faculty advisor). In
addition to the internship and the Practicum Supervisor's
evaluation, credit requires some written work--a journal or paper,
which must be evaluated by the academic advisor. Work must relate
clearly to Women Studies and must be substantive. A file of
internship possibilities is available in the Research Center on
Women, and the Director of the Research Center/Women Studies Minor
is responsible for locating appropriate placements. Prerequisite:
Permission of Instructor.
WS 451: Independent Study in Women's Studies, 2-6 credits. Directed
research and reading.
Placement Procedures
I. Establishing the Placement
A. Student contacts Instructor and discusses goals for
placement, including skill development, career
exploration, experience of feminist agency, commitment to
particular issues, previous experience, etc. Student
indicates interest in general area and/or particular
placement.
B. Instructor contacts agency or feminist contact and
inquires about the need for an intern, kinds of work
available, etc. If a new placement site, explains goals
of practicum, responsibilities of interns and
supervisors, etc. Describes student's experience,
learning goals, etc.
C. Student initiates meeting with potential supervisor(s).
When agency and student agree to placement, they contract
regarding hours and times committed, student learning
goals, type of work to be performed, feedback and
supervisory sessions, criteria on which student is to be
evaluated, relation to rest of agency, etc. Contract is
open to renegotiation.
D. Student contracts with Instructor for independent study
to accompany internship. Terms of contract generally
include:
1. Number of hours to work. Credit is assigned on the
basis of 2.5 hours of work for a sixteen week semester
per credit, or roughly 40 hours of work per credit.
2. Student's learning goals for practicum, including
specific work skills, interpersonal skills, knowledge of
feminist agency or issue, analytic questions to explore,
etc.
3. Written work, usually including a journal or log,
responses to reading, brief written assignments designed
to analyze some portion of the work experience, and a
final evaluation of the experience and the learning it
encouraged.
II. The Placement
Student performs ongoing work and receives supervision at the
work place. Academic instructor telephones placement
supervisor at least twice during the term to see how the
intern is doing, and is available to help negotiate issues
between intern and supervisor if necessary; generally, intern
is encouraged to negotiate for herself.
III. Processing the Placement
A. Student and Instructor meet for an hour roughly every 2-4
weeks, depending on student need and on Instructor's
sense of how much direction is necessary for the student.
Discuss the work, encourage student to develop analyses
of work situation and/or feminist issues, and to develop
supports for whatever emotional turmoil may result from
stressful placements, like rape counseling.
B. Encourage new insights through: responses to journal.
conversation, assigned reading, work observation
exercises.
C. Evaluation. Grade assigned by academic instructor on
basis of her evaluation of academic component, placement
supervisor's evaluation of intern (in both cases taking
into account intern's goals and previously-contracted-for
evaluation criteria), and taking into account student's
self-evaluation as reflected in conversation and in final
paper.
CALIFORNIA STATE UNIVERSITY
HAYWARD
Sociology DGS 3920
Fieldwork in Women's Agencies
Purpose of the Course
The purpose of the course is to give students field work experience
in an agency or organization providing services to women, to
provide a classroom forum for fieldwork students to discuss their
fieldwork experiences, and to give an overview and analysis of some
services for women available in the Bay Area.
Completing the course requirements explained below will result in
a grade of CREDIT. The four units of credit will carry the course
designation, Sociology or Women's Studies. The ramifications of the
course designation for receiving units in your major, minor, or
upper division general education are too complicated to explain
here. Consult with me and/or your major advisor in making your
choice.
Course Requirements
1. Attend these Thursday class meetings from 12:00-1:50: Sept.
27, Oct. 4, 11, 18, 25, Nov. 1, 8, 15, 29, Dec. 6, and
Tuesday, Dec. 11.
2. Be prepared to actively discuss your fieldwork experiences
and your agency in class meetings.
3. Do 4 hours of fieldwork per week or a total of at least 44
hours of fieldwork completed between Sept. 27 and Dec. 11
in an agency that you, the agency, and the professor have
agreed upon.
4. Prepare a journal wherein you record the following
information about each fieldwork session:
a. Date
b. Time in, time out
c. Name of supervisor
d. Describe the work you did.
e. Tell what you learned from the work.
f. Tell what you learned about the agency.
5. Turn in your journal for grading (typed or neatly hand
written) on Oct. 25 and Dec. 11. (You can have the journal
back after Dec. 13. It's something you should keep for
future reference and to show to prospective employers.)
Fieldwork Instructions
1. Select an agency assignment as quickly as possible.
2. Notify me of your selection before contacting the agency.
3. Contact the agency and clarify your commitment and your
duties with them.
4. Complete the Fieldwork Contract in triplicate. Keep a copy
for yourself. Give one to me. Give one to the agency.
5. Fulfill your Fieldwork Contract with the agency and the
course requirements previously stated.
Fieldwork Guidelines
If your fieldwork placement is not working out for you or the
agency, you must see me promptly about rewriting your contract or
substituting another fieldwork placement. Nothing will be lost if
you ask for a different fieldwork assignment as you will be
credited for fieldwork already done.
Follow these common-sense guidelines for agency work: Even if
asked, don't provide a service that you don't feel that you are
adequately trained or qualified to give; don't provide a service
that makes you morally or ethically uncomfortable; don't do
anything illegal; avoid situations which might bring personal harm
to you or others.
Additional Course Credit
Some agencies require a commitment of 6 months or longer. This is
because they invest a great deal of time in training you and they
want it to pay off for the agency.
If you can use the additional units for agency work, then think
about making a 6-month commitment. If this course is not offered
Winter Quarter, I promise to work with you on an individual study
basis for Sociology or Women's Studies units.
It is also possible to receive Psychology units for Winter Quarter
field-work through Psychology 4430, Psychology in the Community.
CALIFORNIA STATE UNIVERSITY
HAYWARD
FIELDWORK CONTRACT, SOCIOLOGY 3920
In partial fulfillment of the course requirements of Sociology
3920, Fieldwork in Women's Agencies, I promise to volunteer
approximately _____ hours a week for ____ weeks at (name) _____
_______________ (address) _____________________________________,
(phone of agency) _______________________ doing (specify volunteer
activities) ____________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
under agency supervision of (name of supervisor(s)) ____________
________________________________________________________________
This contract is voidable if the student volunteer and/or the
agency express a desire to void it.
______________________________
Signature of Student Volunteer
______________________________
Signature of Agency Supervisor
_____________________
Signature of Professor
Please sign three copies
Distribution: Student
Agency
Professor
WOMEN'S STUDIES
THE UNIVERSITY OF CONNECTICUT
Storrs, Connecticut 06268
Box U-181 Tel 436-3970
WOMEN'S SEMESTER
One of the most important aspects of Women's Studies is its
insistence that the separation of university ("learning") and the
community ("experience") is an arbitrary one and that the most
productive educational processes combine didactic and experiential
learning. Women's Semester enables students to expand their
university education with actual work experience and, at the same
time, to enrich their work experience by bringing to it theoretical
knowledge gained in the classroom.
Each term, a limited number of students may earn 12 credits in field
placements with organizations that deal with women's issues or with
a woman in a non-traditional field or in a position whose duties
include administration, policy making, and/or research.
Requirements: 18 hours a week of unpaid field work; 9 hours per
week of library work or research; and a weekly 3-hour seminar in
which students, through lectures, discussion, and readings, explore
the academic side their chosen fields. Prerequisite: one women's
studies course, preferably Introduction to Women's Studies (INTDL
102). Enrollment limit: 10 students per semester. Minimum semester
standing: 5.
Field work includes 18 hours per week for 13 weeks in a field
placement and 9 hours per week research and library work. A report
of research and work will be accepted in the form of a placement
background report, a log and journal which summarize and analyze
day-to-day activities in the field, a field work project, and a
final report. Field supervisors are asked to take an active role in
structuring the project in order to insure that the work and the
reports will be useful to the placement as well as fulfilling
university requirements.
Field placements might include, for example, working at a family
planning clinic, a rape crisis center, an insurance company, or the
Permanent Commission on the Status of Women; as an aide to a women
legislator or an intern to the state personnel director; or in
association with a self-employed woman. Students are expected and
encouraged to engage in independent work activity and to serve in
an active, significant, and responsible pre-professional role in
the placement. Field and research projects should fill the needs
and objectives of both the field placement and the course; both
students and placements or supervisors, then, should benefit from
this program.
Through lectures, discussion, assigned readings, and research
projects, the seminar enables students to explore issues of special
concern to women, with an emphasis on theoretical and concrete
responses to these issues. Some areas of concern include violence
against women, women and the law, racism, feminist therapy,
unionization, and women and the arts. For the seminar, students
must write midterm and final exams and a research paper. In
addition, part of the weekly meeting time is devoted to providing
support for students as they consider these issues and as they do
their field work.
Students must have permission from their major academic advisor in
order to register for Women's Semester. Field supervision is
conducted by a committee that includes the Women's Semester field
placement coordinator, the Director of the Women's Studies Program
the major advisor, and the Placement Supervisor. Students are
expected to maintain contact with each member of the committee.
Although the final evaluation of a student's work is determined by
the Women's Semester field placement coordinator, the opinions,
suggestions and comments of the committee members weigh heavily in
the evaluation process.
Three forms have been designed for use in evaluating students
during the semester. Form A is a work plan for the semester. It is
suggested that the student and the supervisory committee work
together in the formulation of this plan. Placement supervisors and
the students also complete an assessment (Forms B1 and B2) of
students' progress toward their stated goals at midsemester. During
the final week of the semester, supervisors will be asked to
complete Form C in order to evaluate students' work and their
success in assessing and dealing with women's issues in the field.
The student also writes a final report. These evaluations from
students, supervisors, and the seminar instructor are submitted to
the field placement coordinator for the final grade.
Women's Semester provides an opportunity for students not only to
gain significant job experience before graduation, but also to
engage in action which might help solve some of the many problems
women face. For further information, contact Women's Studies
Program, Box U-181, University of Connecticut, Storrs, CT 06268,
(203) 486-2186.
University of Connecticut
Women's Semester
Intd. 260
Schedule for Field Placement Responsibilities (Co-seminar
assignments are listed in a separate syllabus)
Sept. 3 Introduction
10 Form A due
17 Background paper
24 Project proposal
Oct. 1 Log, journal review
15 Lunch project
22 Forms B1 and B2 due
Nov. 12 Resume due, log, journal review
26, 27, 28 Vacation
Dec. 3 Field project due
10 Final evaluation, Form C, log, and journal
You are responsible for working 18 hours per week for 13 weeks on
a schedule arranged with your field supervisor. For some
placements, you may work longer some weeks and less others. Field
work must total 234 hours. You must make specific arrangements in
advance for how to notify your field supervisor if you will be late
or unable to work on a scheduled day. You are not required to work
on those days which are official holidays at your placement (e.g.,
state holidays,snows).
Description of Written Work
Forms A, B1, B2, and C: are self-explanatory. You will, of course,
consult with your supervisor when completing Form A, and an
evaluative conference at midterm probably will be helpful for both
of you.
Background paper: 2-3 pages in which you describe the following
about the organization you work for (adapt according to your
individual placement): history, structure, funding source(s). What
people will you be working with and how do they fit into the
structure (be specific--names, titles, responsibilities, etc.)?
What is your position within the organization? Provide as much
detail as possible.
Field Work Project: A specific project at your placement on which
you focus your energies. This project should provide some
substantial contribution to the organization you work for, but need
not be your sole occupation. Some examples: a local referral file
for a battered women's shelter. a special research project for an
agency, a single mother's support group through an agency that
works with children, a task force on a special women's issue for an
organization (e.g., women's health). The proposal should describe
the project, its purpose, its value to the organization, the
method(s) you will use to complete it, and a tentative time table
for completion. When you submit the project at the end of term,
write a description of how you went about doing it and what you
think are its values and shortcomings. If the project itself is not
written (e.g., organizing a support group), write a full
description of the project.
Field Work Log: A straightforward, daily account of the work you
do, including a tally of hours at the end of each week. Indicate
what tasks you perform each day and include, for example, summaries
of conferences with your supervisor or other workers, or minutes of
meetings you attend. Anyone who looks at this log should have a
clear idea of what you do at your placement. This log is submitted
to the academic supervisor and a copy may be turned over to the
placement for their records. Your field supervisor will take this
log into account for your final evaluation.
Journal: Should provide an ongoing account of your field work and
your `analysis' and `evaluation' of it. This is the place where you
record what you are thinking about your field work, e.g., your
analysis of relationships, your own position within the
organization (perhaps how that is changing), day to day problems
and triumphs, your discontent and/or pleasure with the placement.
Don't simply say, "I learned a lot today;" describe specifically
what you learned and how you learned it. Don't say, "The meeting
went well;" summarize the meeting and analyze why it was successful
(or a waste of time). Don't simply say, "I really admire X person;"
try to sort out what it is about that person you respect. `Use'
this journal to try to sort through any problems you are having, to
record your observations of the organization. Be as detailed as
possible. This record will be important to you at the end of term
when you write your final evaluation because you will be able to
see in it your own progress during the semester, supported with
specific examples. The academic supervisor will read both the log
and the journal twice during the term and again at the end of the
semester. The log and journal together should provide a substantial
account of your semester's work. It is not enough simply to put in
your eighteen hours a week. You must be accountable for that time
and provide some analysis and evaluation of that experience.
Resume: A formal resume in which you make full use of your field
work. We will discuss the construction of resumes during the term.
Final evaluation: A report in which you first describe your work
during the semester (tasks, responsibilities) and, second,
summarize what you have learned: did you reach the goals you set
initially? How? Did you alter those original goals? What kinds of
insights into your academic program has this experience provided,
or how does Women's Semester "fit" into the rest of your college
education? What did you learn about women's issues or the women's
movement? The third section should be an evaluation of the
placement itself. Would you recommend it to other students? Did you
find your field supervisor helpful? What was of most value to you?
What was of least value or the greatest source of distress? How
could your field experience have been improved?
University of Connecticut
Women's Seminar
Fall 1980
Text: Adrienne Rich, "On Lies, Secrets, and Silence"
Other Readings to be distributed
Course Description: Women's Seminar is a course designed to provide
some of the factual information and emotional support
students need as they consider sexism in the society and
begin to make political, professional and personal
decisions regarding feminist issues.
Each semester, I find developing the syllabus for the course
becomes harder. What I try to do is develop a blend of
factual learning and personal consciousness-raising. To
achieve the former, a preplanned outline of topics seems
required. To achieve the latter, there must be room for
people to examine where they are and where their own
questioning leads them. My solution, this time, is to
suggest an outline of topics and to remain flexible and
ready to continue or omit any topic according to my own and
students' sense of what we want. Readings are suggested for
the first several weeks and others will be added as the
semester goes on.
Course Requirements: Attendance: If unable to be at any session,
please leave the instructors a message saying so....What you
learn and how you change is up to you, but we will grade you
Disinterested if you cut classes.
Paper: Research a particular aspect of feminist activity.
Your paper should define a problem, outline historical
attempts to solve the problem, and present a proposal for
present and/or future activity. Please include something
about the reason for your interest in the problem and your
plan for a personal contribution to its solution, as well as
evidence of your familiarity with the relevant literature.
Your topic may or may not be related to the activity you
focus on in your field placement project. If it is that
activity, your project and research paper may be combined.
Otherwise, this will be a separate research paper.
The University of Connecticut
Women's Semester
Intd. 260
Field Placement: Form A
(Please print or type)
I. Student's Name ________________________________________________
Local Address _________________________________________________
City, State ________________Zip__________Phone_________________
Other (or permanent) Address __________________________________
City, State ________________Zip__________Phone_________________
Major ____________________Major Advisor________________________
Semester Standing ________________As of________________________
II. Placement with _______________________________________________
Address ______________________________________________________
City, State________________Zip___________Phone________________
On-site Supervisor____________________________________________
Title or Position_____________________________________________
III. Description of Proposed Work (use additional sheets, if
necessary):
IV. Manner and Criteria for Evaluation (e.g., weekly meetings,
written reports, etc. Please be specific):
V. Women's Semester qualifies for_______hours major credit,
hours related credit,_______other (explain).
VI. 1. Student's personal goals for the semester:
2. How will Women's Semester contribute to your academic or
career goals?
3. In what way(s) will this placement help you to analyze and
deal with women's issues?
VII. Field Work Tasks (in order of priority):
VIII. Brief description of Placement Project:
IX. Work Schedule/Time Allocation. Please indicate work location
and times for regular meetings, tasks:
Time Monday Tuesday Wednesday Thursday Friday
___________________________________________________
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
| | | | |
X. Check off the following skill areas in which you are gaining
experience through your field work. Describe the specific skills
and tasks to which they relate:
( ) Counseling Skills (interviewing, therapy, etc.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Research Skills (legal research, writing skills, etc.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Community Organization Skills (advocacy, calling and/or
chairing meetings, etc.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Technical Medical Skills (lab work, medical tests, etc.)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Grant Writing
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Lobbying
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Public Relations
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Administrative Skills (Leadership positions, planning,
involvement in setting policy)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Communication Skills
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Business Skills (budgeting, bookkeeping, management)
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
( ) Other
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
XI. Approval Signatures
______________________________________ Date __________________
Student
______________________________________ Date __________________
Field Work Supervisor Position
______________________________________ Date __________________
Major Advisor Department
______________________________________ Date __________________
Women's Semester Coordinator
Women's Semester
Intd. 260
Midterm Evaluation -- Form Bl
To be completed by on-site supervisor
Student Name_______________________________________________________
Supervisor_________________________________________________________
Placement__________________________________________________________
Please assess the student's progress on regular tasks and on the
major project.
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
In your opinion, what are the strengths and weaknesses of this
student's work?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Do you think the student has set realistic goals? Will these goals
be reached by the end of the semester?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
If not, what suggestions would you make towards the facilitation or
improvement of the student's work?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Women's Semester
Intd. 260
Midterm Evaluation -- Form B2
To be completed by student
Student's Name_____________________________________________________
Placement__________________________________________________________
In what ways are you successfully reaching your personal goals for
the semester?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
What do you need to do during the remainder of the semester in
order to reach the goals?
__________________________________________________________________
__________________________________________________________________
Describe the progress that you have made thus far on field work
tasks and your project:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Are you satisfied with your progress, and why or why not?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
UNIVERSITY OF MASSACHUSETTS
HARBOR CAMPUS
WOMEN'S STUDIES
WOST 490 INTERNSHIP IN WOMEN'S STUDIES 6 CREDITS
For 8-15 hours of field work each week students will earn 3 credits
(of the six) on a Pass/Fail basis. Placements may be in women's
organizations, alternative institutions, political campaigns, and
agencies serving women or the family. Students may seek a placement
from the listings in the Women's Studies Resource Center or may
propose a field placement of their choice for supervised field work
to the faculty member acting as academic supervisor for the
internship.
An internship seminar will allow students to apply their academic
knowledge in women's studies to their practical experiences as
working women. Topics will include theoretical issues relevant to
the field placements, evaluation of basic skills learned in field
work, and career development exercises. Guest speakers will
describe their own career goals and progress. Considerable
discussion time will be devoted to an analysis of students' on-site
work.
The seminar will be graded separately from the field work, and
students must enroll in both. Students will keep a journal, make a
presentation in the seminar, and write a paper on some aspect of
their field work.
Open to a maximum of 12 students each semester, by permission of
instructor. Students must secure their placement before the end of
the semester prior to the one they enroll in the course.
Prerequisite: two women's studies courses or equivalent. Junior or
senior standing.
Course Outline
I. Introduction
Background
Purposes of seminar: integrate theoretical/practical, support
group for cooperative learning
II. Theoretical Issues - 4 weeks
A. History of women in service professions and social change
fields
B. Service work and sex roles
C. The structure of organizations and service institutions:
large and small; hierarchical and egalitarian
D. Autonomous women's organizations (e.g., 9 to 5, N.O.W.) vs.
women's programming in institutions
III. Basic Skills - 4 weeks
A. Resource development: referral and proposal writing skills
B. Assertiveness training; coping with forms of discrimination
C. Planning and administrative skills
D. Groups skills vs. one-on-one skills
IV. Career Development - 4 weeks
Topics will be selected from this list:
A. Defining values, interests, goals
B. Networking; surveying the job field; job hunting
C. Relating to supervisors, co-workers, supervisees
D. Preparing a resume; job interviewing techniques
V. Course evaluations
Goals for Students
1. Assist students in gaining both greater conceptual awareness and
practical understanding of their own interest in and potential
for a career in the service professions or social change
organizations.
2. Students will be asked to define, by the end of the course, how
their own ideas about service or social change work have been
clarified or changed.
3. Students will gain essential skills critical to effective
performance in service or social change work.
4. Students are introduced to individual and group assessment
skills so they will be prepared for the career decisions facing
them after graduation.
UNIVERSITY OF MASSACHUSETTS
HARBOR CAMPUS
WOST 490 INTERNSHIP IN WOMEN'S STUDIES
BOOKS
Richard Bolles, "What Color is Your Parachute: A Practical Manual
for Job Hunters and Career Changers," 1975 .
Fidell and DeLamater, eds., "Women in the Professions: What's All
the Fuss About?" 1971 .
Florence Howe, "Women and the Power to Change," 1975.
Ruth B. Knudsin, "Women and Success: The Anatomy of Achievement,"
1974.
Renee Levine, "How to Get a Job in Boston, Vocations for Social
Change."
Herta Loeser, "Women, Work and Volunteering," 1974.
S. Ruddick and P. Daniels, eds., "Working It Out," 1977.
Catherine Samuels, "The Forgotten Five Million: Women in Public
Employment, (A Guide to Eliminating Sex Discrimination)," Women's
Action Alliance, 1975.
"No Bosses Here: A Manual on Working Collectively, Vocations for
Social Change."
ARTICLES
"Leadership," Organizational Psychology, An Experimental Approach,
edited by Kolb, Rubin, Mclntyre.
"Networks," Jane Wilson, Savvy, 1979.
"Race, Sex, and the U.S. Working Class," Albert Szymanski, Social
Problems 21, 1974.
"Sex Roles: Persistence and Change," Journal of Social Issues 32
(3), 1976.
"The Role of Structural Factors in Limiting Women's Institutional
Participation."
"Fear of Success: Attribution of Causes to the Victim."
"Big Time Careers for the Little Woman: A Dual Role Dilemma."
"Sexual Harassment", Radical America 12 (4).
Chapter on "Social Housekeeping" in Mary Ryan, Womanhood in
America.
"Trust, Loyalty and the Place of Women in the Informal Organization
of Work," Judith Lorber, Women: A Feminist Perspective, ed. by Jo
Freeman.
"The Tyranny of Structurelessness," Joreen.
"Why Bosses Turn Bitchy," Rosabeth M. Kantor, Psychology Today, May
1976.
"Work Aspirations of Women: False Leads and New Starts," Judith
Laws, and "Occupational Segregation and the Law," Margaret Gates,
Signs 1 (No. 2, Part 2) 1976.
"Women and Interpersonal Power," Paula Johnson, Women and Sex
Roles, A Social Psychological Perspective, 1978.
"Can We Be Feminists and Professionals?" Mary Howell, unpublished
paper.
"Who Shall Work?" Bertrand B. Pogrebin, Ms. Magazine, December
1975.
UNIVERSITY OF MASSACHUSETTS
HARBOR CAMPUS
REQUEST FOR STUDENT INTERN
Name of Organization ______________________________________________
Address______________________________City_____________Zip__________
Phone______________________________________________________________
Purpose and Structure of your Organization:
Provide a concise description...a clear statement that describes
the purpose, function, and day to day activities of your
organization or agency. If it would be relevant to a potential
intern, give a brief account of the history of your organization.
Job Description: Job Title:_________________
Describe in detail the duties and responsibilities of the proposed
job, indicating what a student might expect to learn from the work.
If any special background or level of experience would be
desirable, please say so. Job description will be read by
interested students.
If you have already had experience with interns, please describe it
briefly.
Supervision:
Indicate frequency and style of student supervision. In general,
how would a student be kept informed about her/his performance?
If necessary, are you willing to participate with faculty advisors
in evaluating the student's work?
Student requested for:
Fall 19____ Spring_____ Summer 19____
Directions:
Is your organization accessible to public transportation?
Yes_____ No____
Closest MBTA stop and other special directions:
Return to: Women's Studies Programs/Internships
University of Massachusetts
Harbor Campus
Boston, Massachusetts 02125
(617) 287-1900, ext. 2378
UNIVERSITY OF PITTSBURGH
WOMEN'S STUDIES PROGRAM
1012 CATHEDRAL OF LEARNING
(412) 624-6485
Field Placement Guidelines
Goals
1. To offer students an opportunity to extend their academic
training to a practical work experience. This implies that the
student has gained some expertise in an area s/he wishes to
explore in a work situation.
2. To show in concrete terms the work options available to
students through an apprenticeship semester which can provide
job-related training.
3. To illustrate the Women's Studies Program commitment to
translating feminist ideas into action. This implies that the
field placement experience is not only goal-oriented, but also
ideological; therefore, the student should have a specific
academic background, and a broad understanding of the issues
confronting women today, obtained by concentrating on a wide
range of women's studies courses.
4. To broaden the scope of the Women's Studies Program and to
enrich the program by contact and exchange with community
groups/agencies.
Prerequisites
1. The student must be a junior (3rd year) in good academic
standing.
2. The field placement must compliment the student's academic
training in women's studies and other university courses.
Field placement assignments will be made on the basis of the
student's academic background and area of interest.
3. The student must have completed at least 2 courses (6 credits)
in women's studies and 4 courses (12 credits) relevant to the
field placement, or a total of 12 credits in relevant academic
studies. Women's studies courses may serve as all or part of
the 12 credit total requirement.
Requirements
1. A one or two page typewritten proposal, outlining the
student's goals and relating her/his previous academic
training to the field placement, must be submitted to Women's
Studies Program with the Field Placement Application Form.
2. The proposal must be approved by both the faculty sponsor and
the agency supervisor in the semester prior to beginning the
field placement.
3. Students should plan to work a minimum of 6 hours per week in
the agency. Individual schedules will be arranged between the
student and the agency and it is the student's responsibility
to notify Women's Studies Program of the schedule
arrangements.
4. Students must meet with their Women's Studies Program faculty
sponsor at regular intervals to discuss their progress at the
agency. It is recommended that the student keep a written log
of the placement experience to be examined by and discussed
with the Women's Studies Program faculty sponsor.
5. A 15-page typewritten report, relating the field experience to
the student's academic training is required for the completion
of the field experience. This report should also include the
student's specific duties at the agency and a critique of the
strengths and weaknesses of the field placement in terms of
her/his academic and personal development.
6. Grading will be based on placement performance as rated by the
agency supervisor and the quality of the final report.
7. Grading option may be credit/no entry or a letter grade, as
designated by the student when applying for admission to field
placement.
University of Pittsburgh
Women's Studies Program
WOMEN'S STUDIES FIELD PLACEMENT
NAME_____________________________________________DATE___________
ADDRESS_________________________________________________________
_______________________TERM & YEAR OF PLACEMENT_________________
TELEPHONE_______________________GRADING OPTION__________________
STUDENT NUMBER__________________________________________________
FACULTY SPONSOR_________________________________________________
DATE____________________________________________________________
FIELD PLACEMENT_________________________________________________
PLACEMENT SUPERVISOR____________________________________________
PREREQUISITE COURSES: DATE COMPLETED:
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
_____________________________ ___________________________
COMPLETION ASSIGNMENTS: COMMENTS:
GRADE ASSIGNED_______________ ____________________________
FACULTY SIGNATURE____________ ____________________________
DATE_________________________
This form should be completed the semester before the field
placement begins. A one/two page statement outlining the relation
of the placement to the student's previous training and the
student's goals for the placement should be attached to this form.
UNIVERSITY OF PITTSBURGH
WOMEN'S STUDIES PROGRAM
1012 CATHEDRAL OF LEARNING
(412) 624-6485
WOMEN'S STUDIES FIELD PLACEMENT AGENCY AGREEMENT FORM
Name of Agency: Phone:
Address:
Agency Supervisor(s) and Title:
Student Intern: Phone:
Term/Year of Placement:
WSP Faculty Supervisor: Phone:
Address:
In recognition of a commitment to provide practical work experience
for the above named student, we agree to work collaboratively with
the Women's Studies Program at the University of Pittsburgh
according to the following guidelines:
1. Agency supervisor and/or other qualified personnel agree to
introduce and orient student to agency objectives, structure,
policies and procedures, and to interpret them as needed.
2. Specifies meetings and/or conferences that student will be
permitted to participate in.
3. Agrees to provide adequate space and equipment to enable the
student to perform her/his tasks.
4. Will provide appropriate supervision and/or instruction from
qualified field instructors, who have the time and interest to
assume the required responsibility for the student's
educational experience.
5. Clearly define the student's duties, specifying her work will
be with women.
6. Student/agency agreement on number of working hours per week.
(Minimum of 6 hours for 3 credit field placement.)
7. Have regular supervisor/student conferences focusing on the
development of the student.
8. Agrees to accept ongoing responsibility for evaluation of
student progress and final evaluation report to Women's
Studies Program.
9. Agrees to consult with Women's Studies Program faculty
regarding student's progress, problems, etc., before taking
any final action.
_________________________________________
Agency Supervisor Date
Agreement Form for Field Placement
University of Pittsburgh
Women's Studies Program
The Women's Studies Program of the University of Pittsburgh agrees:
1. To assign a faculty representative to facilitate communication
regarding student's educational progress. Faculty
representative agrees to be available for consultation with
agency supervisor when needed.
2. To provide services of administrative assistant to facilitate
effective communication lines between Women's Studies
Program/Agency on all matters other than educational progress.
3. To provide agency with student profile if required, listing
student's educational background, field of interest, and
qualifications for working in the particular agency.
4. To provide academic calendar specifying beginning and ending
dates of placement and dates student will be excused from
field instruction.
5. That student will comply with agency holiday schedule on field
placement days, university schedule on school days.
6. That student placements and terminations shall not be
considered final until the educational plan has been fully
reviewed by Women's Studies Program, the agency, and the
student. Modifications/changes, such as early terminations,
shall be submitted in writing.
7. To keep agency informed through faculty representative or
administrative assistant of any changes in university policy
or curriculum which affect agency-program relationship or
field instruction.
8. That faculty sponsor will offer guidance to agency supervisor
(if needed) as to requirements/content of final evaluation
report of student's progress.
9. That this agreement shall continue until review or termination
is requested in writing by Women's Studies Program, agency, or
student.
_______________________________
Faculty Supervisor Date
Portland State University
Course Description for Women's Studies 409, PRACTICUM
Practicum is intended primarily for Women's Studies Certificate
students. Students select a fieldwork placement with an
organization or group that serves women or is involved with women's
issues. Three credits granted for eight hours of placement plus
one hour of class meeting weekly. Variable credit, three to six
credits per term. Total Practicum credit maximum: nine credits.
Some Remarks on Practicum's Role in the Women's Studies Certificate
Program
Among the requirements for a Women's Studies Certificate
(essentially a second major) at Portland State University is six
credits of Practicum. Students should plan to take three credits
of Practicum in each of two of their last three terms. The
Feminist Theory sequence should precede Practicum, so that students
are prepared to reflect on their classroom learning during their
fieldwork period, testing for themselves the ways in which theory
and practice do and do not meet.
PRACTICUM PLACEMENT POSSIBILITIES
Fall Term 1980
Bradley-Angle House (Sharon Parker): Battered women's shelter
crisis and advocacy work
Transition House (Pat Butler): Longer term housing for battered
women--advocacy or child care work
League of Women Voters (Darlene Lemley): Study and lobby for
legislation, interview candidates for office, write newsletter copy
National Abortion Rights Action League (Phyllis Oster): Community
organizing, education, and lobby for pro-choice legislation
Sexual Assault Prevention Program, Division of Crime Prevention,
Portland Police Department (Lynne Landau): Community education on
self-defense and assault, learn self-defense
Solo Center (Betty Dagett): counseling, referral, etc. with newly
single people
Northwest Pilot Project (Holly Nelson): advocacy, counseling, etc.
with indigent, elderly, inner-city women
American Civil Liberties Union: Research, writing, and action on
legal issues
Columbia River Girl Scout Council (Peggy Mihata): Organize and
publicize G.S. troops, organize and coordinate a Career Conference
for adolescent girls
Domestic Violence Intervention: Train for counseling and advocacy
Women's Resource Center, YWCA (Anne Bagwell): Train for direct
service work, call-in and walk-in, referral, must be sensitive to
ethnic and gay issues
Self-Help Group Project, Regional Human Services Research
Institute, School of Social Work, Portland State (Nancy Barron):
Organize support groups for returning women, help in evaluation of
rap groups
Women's Union, Educational Activities, Portland State (Megan
Boyle): Organize women's activities on campus, initiate programs
and organize women to be involved in them
Woman's Place Bookstore: Work with collective in selling, ordering,
managing the store and its budget
Planned Parenthood: Train for contraceptive education
Women's Shelter, Washington County (Catherine Marvin): Do crisis
line work, advocacy with residents
Rape Relief Hotline (Kathy Oliver): Train for hotline work, work on
publicity, community education, research, fundraising
Raphael House: Battered women's shelter, crisis and advocacy work
230 Portland State University
Women's Studies 409: PRACTICUM
FALL TERM 1980
Objectives
- Integrating course material with actual experience, learning
to critique and analyze both;
- Moving beyond recognition of women's oppression to active ways
of coping with and changing women's position;
- Learning more about issues and controversies shaping the lives
of women in similar and different situations from ourselves
and how to work with them for social change,
- Creating a feminist learning context for developing skills in
problem solving, organizational analysis, interpersonal
communication, co-working, and constructive criticism;
- Gaining skills and information that may serve in longer term
personal and career goals;
- Acting as a bridge between the Women's Studies Certificate
Program and the women in the Portland area, especially, but
not solely, feminist activists.
Placements
Many of you have already arranged placements and met with me.
Those who have not can choose several prospective placements from
a list I have assembled. It is your responsibility (and an
important learning experience) to arrange an interview at your
chosen placement and meet with your prospective supervisor. The
decision to take a placement lies with you, the supervisor, and me,
as course instructor.
At the interview you should find out just what the
organization does and what would be your place in it. Be sure the
supervisor understands the terms of your work commitment in
Practicum and agrees to those terms.
During the second or third class meeting (depending on when
all of you have firm placement commitments), we will draft letters
to your supervisors that will constitute a contract between the two
of you. You will want this as a reference, should differences come
up in the course of the term, but also to assure you have
thoroughly thought out and understood the work you will be doing.
Class Structure
Practicum has two distinct components: placement work and the
class meeting.
You are expected to complete 88 hours of placement work (8
hours/week for the 11 weeks of the term) for three credits, and
commensurate work based on that ratio for four, five, or six
credits. Just how you distribute those hours is up to you and your
supervisor. You may have an intensive, multi-day training to go
through that will eat up lots of your work commitment all at once,
or you may want to work steadily a certain number of hours each
week. Be sure you discover how to get the full number of hours in
at the beginning of the term and arrange to do so. Later on, your
other classes will be more of a burden and I will not be inclined
to grant incompletes just because you didn't budget your time well.
(That's something to learn from the course, too.)
The class meets as a seminar for an hour each week. The class
has a twofold purpose. First, it is a place for sharing experience
and discussing issues that arise directly out of your placement
work. Second, it will provide you with a perspective on your work
that comes out of our readings on issues relating to feminism and
work. Each session will be divided between these two tasks; our
time is short and we will have to make much of it.
The reading list (for which there is a course packet) is not
set up week-by-week. It seems better to discuss issues as the need
for them arises out of your work placements.
[ Thanks to Paula Mindes and Marti Bombyck at Women's Studies at ]
[ the University of Michigan, whose work on U-M's "Women in the ]
[ Community" course I have integrated here. ]
Grading and Evaluation
Practicum is graded pass/no pass, so it is not necessary to do
any fancy footwork about assigning grades. You will receive a
"pass" for satisfactorily fulfilling the following:
- Completing placement work commitment. This means all the hours
and also receiving an evaluation from your supervisor. This
evaluation will be for sharing--giving you information about
your work from a second perspective, telling me some things I
should know about future placements in that agency, and giving
the class a further basis for discussion of your and their
work experience.
- Attending class regularly and participating in our
discussions. This is extremely important. This is a support
group as well as a seminar; you should use it as both. We are
all contracting with each other to be helpful and evaluative
about each other's work as well as our own. Obviously, this
entails that you have read the assigned material in advance
and done some thinking about it.
- Writing a course log. I hesitate to use any of the terms
log/journal/diary, for what I have in mind here is somewhat
unlike what they traditionally mean. You will want to note
down personal reflections on your work and also log your hours
as the term goes on. But, also, your log will be reactions to
readings and often responses to specific questions that are
presented in class. The idea is that you read, think, and
observe, with your log entry as the basis for our class
discussions. You may all want to keep some hours just before
class meeting for this task. At the end of the term your log
will be a personalized, small theory of feminism and feminist
social action.
- Evaluating the class and your placement. This will be the
final assignment. I have some components of the evaluation in
mind; we will generate others out of our class discussion.
Second Term Students
Since the program requires six credits of Practicum for the
Certificate, some students may be in their second term in the
class. Second-term students are a valuable resource for all of us
and we will expect you to take an active and sometimes leadership
role in class. Additional readings may be asked of you, if some of
the work is redundant.
Reading List
The reading list contains material relating to such issues as
workplace politics, interpersonal interaction, power and
organizational structures, volunteerism, and feminist process. We
will read from it as issues arise.
Eleanor Olds Batchelder and Linda Nathan Marks, 1969. "Creating
Alternatives: A Survey of Women's Projects," Heresies 2:3, pp.
94-127.
Charlotte Bunch, 1974. "The Reform Tool Kit," Quest 1:1, pp. 37-51.
Mary-Therese Riccio, 1978. "If I've Upset You, You've Got the
Message," Quest 4:4, pp. 37-41.
Andre Leo, 1973. "ADC: Marriage to the State," in A. Koedt, E.
Levine, and A. Rapone, eds.,Radical Feminism. Quadrangle, pp.
222-27.
Barbara Benedict Bunker and Edith Whitfield Seashore, 1976. "Power,
Collusion, Intimacy-Sexuality, Support: Breaking the Sex-Role
Stereotypes in Social and Organizational Settings," in A.
Sargent, ed., Beyond Sex Roles. West Publishing, pp. 356-70.
Joreen (Jo) Freeman,1973. "The Tyranny of Structurelessness," in A.
Koedt, E. Levine, and A. Rapone, eds., Radical Feminism.
Quadrangle Books, pp. 285-299.
Pam Mavrolas and Jim Crowfoot, n.d., "Group Process." Manuscript,
The University of Michigan, 5 pp.
Nancy Henley and Jo Freeman, 1979. "The Sexual Politics of
Interpersonal Behavior," in J. Freeman, ed., Women: A Feminist
Perspective, Second Edition. Mayfield, pp. 474-86.
Joyce Rothschild-Whitt, 1979. "Conditions for Democracy: Making
Participatory Organizations Work," in J. Case and R. Taylor,
eds., Co-ops, Communes, and Collectives, Pantheon, pp. 215-44.
Heidi Hartmann, 1976. "Capitalism, Patriarchy, and Job Segregation
by Sex," Signs 1:3, pt. 2, pp. 137-69.
Francine D. Blau, 1979. "Women in the Labor Force: An Overview," in
J. Freeman, ed., Women: A Feminist Perspective, Second
Edition. Mayfield, pp. 26-48.
Kay Lehman Schlozman, 1979. "Women and Unemployment: Assessing the
Biggest Myths,: in J. Freeman, ed., Women. A Feminist
Perspective, Second Edition, Mayfield, pp. 290-312.
Rosabeth Moss Kanter, 1977. "Power", Chapter Seven of Men and Women
of the Corporation. Basic Books, pp. 164-205.
Doris B. Gold, 1971. "Women and Volunteerism" in V. Gronick and B.
Moran, eds., Woman in Sexist Society, Basic Books, pp.
533-554.
Eugenie Bolger, 1975, "Take it Out of My Salary;" Ellen Sulzberger
Straus, 1975, "In Defense of Unpaid Labor;" Margaret A.
Sanborn and Caroline Bird, 1975, "The Big Giveaway: What
Volunteer Work is Worth," Ms., February, pp. 70-75, 87--89.
W.S. Practicum
30 Sept. 80
Name ____________________________ Certificate Student? ___
Year of Study ______
Address and Phone ___________________________________________
Placement ______________________ Supervisor ________________
Address ______________________________________ Phone ________
Work description:
Women's issues of interest to you:
Previous involvement in feminism/women's groups:
Previous work/volunteer experience:
Background relevant to placement, if any
Topics or issues relating to women in organizations, feminism,
social action and social change that you think are important as
part of this course:
Why are you taking practicum?
Other information I should have:
THE GEORGE WASHINGTON UNIVERSITY
WOMEN'S STUDIES PROGRAM
WOMEN'S STUDIES 283/284: PRACTICUM
(General Information)
Practicum: Description
Students registering for WStu 283: Practicum are expected to define a field
experience in an appropriate community setting, and to devote at least 100
hours toward a project which both highlights women's studies issues and con-
tributes toward functional skill development. The student may, in agreement
with an agency supervisor, function as a counselor, administrator, teacher,
researcher and/or program developer as suits their combined interests and
needs. In short, it is to be an experience which provides knowledge, insights
and experience not available in a traditional academic setting.
The Practicum course is required of masters degree students not electing the
thesis, and is seen as a link connecting the student's coursework, the world
of work and her personal, academic and career goals. It is an opportunity for
knowledge and skills to be developed and applied and for reality to be
tested. A Practicum experience could also relate to a student's research or
teaching interests.
Persons registering for WStu 283: Practicum should have completed 24 hours of
coursework toward the degree and should consult with the Practicum
Coordinator at least eight weeks prior to course registration to consolidate
Practicum objectives and review possibilities. Sometimes, however, exceptions
to the 24 hour rule will be made, especially if the student's program of
study and career goals are well defined.
Practicum students, in addition to their placement activities, will be
expected to participate in monthly Practicum Meetings, and to write one
paper. Credit will be given on a credit/no credit basis, and evaluation will
be based on the agency supervisor's written evaluation, the paper,
participation in group meetings, and a closing interview with the Practicum
Coordinator.
Doing a Double Practicum
Women's Studies 284: Practicum is an elective course for students interested
in a more intensive practicum experience, or experience in a second setting.
Procedures are the same as for WStu 283, and approval is needed from the
Practicum Coordinator prior to registration.
Procedures for Practicum Placements
Students registering for a Practicum in the women's studies program are
responsible, with supportive assistance from the Practicum Coordinator, for
finding a practicum setting which will meet their needs and meet program
requirements. What follows is a list of procedures relative to practicum
placements which each student should be familiar with:
1. Practicum coordinator interviews student concerning interests, needs,
and practicum possibilities.
2. Student and Coordinator review practicum possibilities, both those the
student has generated herself and others the Coordinator has on file.
3. Student and Coordinator research further possibilities as needed.
4. Student and Coordinator select desired agency/agencies.
5. Student or Coordinator makes appointment in agency; visits agency;
discusses project possibility; explains requirements of the women's
studies program.
6. Student and designated Agency Supervisor agree to work together defining
the specifics of a practicum project.
7. Student writes a one page list of her "learning objectives" for her
practicum placement.
8. Agency Supervisor writes a one page list of her "project objectives" for
the practicum student.
9. Student submits both 7. and 8. to the Practicum Coordinator.
10. Letter from Practicum Coordinator to Agency Supervisor to formalize
student placement and agreed upon learning objectives and activities.
11. Student attends monthly Practicum Meetings, beginning the second
Wednesday of the semester, 5:00 p.m. to 6:00 p.m., Women's Studies
office, to share experiences, discuss issues and integrate practicum
experience with future career goals.
12. Student keeps a record of her work experience, hours spent and meetings
with supervisor. (Some kind of journal of the practicum experience would
be most helpful when preparing the required paper later.)
13. Practicum Coordinator confers with Agency Supervisor and student as
needed.
14. Student completes and submits written assignment to Practicum
Coordinator.
15. Practicum Coordinator requests evaluation of student's performance from
Agency Supervisor.
16. Agency Supervisor submits evaluation of student's performance to
Practicum Coordinator.
17. Practicum Coordinator and student meet to discuss paper, the Agency
Supervisor's evaluation, and the practicum experience as a whole.
18. Practicum Coordinator prepares grade sheet for Office of Registrar.
Comments on Contracting
Procedures 7 and 8 above are designed to make as explicit as possible the
agreement that a student and an Agency Supervisor are making with each other.
In making such a "contract" all involved have a written record to go back to
in case clarification is needed, and when the practicum experience is
finished one can assess whether or not each person's objectives have been
met.
The Practicum Coordinator is available to conduct a session on developing a
contract and on management by objectives if Practicum students want to use
one of the Wednesday meetings in this fashion.
Evaluation of Practicum Experiences
As noted in the general description, a student's grade in the practicum
experience will be based on four items: (1) the Agency Supervisor's written
evaluation, (2) a paper, (3) participation in Practicum Meetings, and (4) a
closing interview with the Practicum Coordinator.
Since the Practicum experience is viewed as an opportunity to reflect on
issues, skills and career plans, evidence of each will be taken into account.
A practicum student, therefore, will want to keep the following questions in
mind:
1. How do I observe women's studies issues in the practicum setting
(e.g., power, dependency, sexuality, competition, sexism and
discrimination, changing roles, special problems, etc.)?
2. What skills am I developing/expanding in my practicum placement?
What skills do I wish I had or do I want to develop further?
3. How does my practicum experience relate to my future career
objectives? Do I want to pursue a similar kind of work? What have
I learned about myself that will influence the kind of work I
pursue?
4. Is the relationship I am developing with my supervisor supportive,
helpful, guiding, challenging, nominal, peripheral, antagonistic,
neutral, etc.? In other words, am I making the best use of my
supervisor as an aide in meeting my learning objectives?
Career Counseling
The Practicum experience is viewed as a setting in which the student is
preparing for implementing later career goals. One can use it as a time for
focusing, reflecting and evaluating one's potential and readiness for a
particular kind of work. Insofar as possible, therefore, the Practicum
Coordinator is available for career counseling, and can be called on to lead
career planning sessions during Wednesday meetings if the students wish her
to do so.
THE GEORGE WASHINGTON UNIVERSITY
WOMEN'S STUDIES PROGRAM
WOMEN'S STUDIES 283/284: PRACTICUM
Write an evaluative summary of your practicum experience in which you analyze
its relationship to your academic preparation, your special research and
vocational/professional/political concerns and your post-degree plans.
Please include:
1. A "one page summary" of what your practicum involved (suitable for
Xeroxing to share with others interested in practicum examples).
2. Indication of the extent to which your project activities and
learning objectives were completed and, if not, why not.
3. Reflection of women's issues within the practicum setting (power,
leadership, competition, sexism, sexuality, recognition of
competence, etc.).
4. Learning what you had which was unexpected but useful.
5. Skills developed and how they relate to future work plans.
6. Problems you had and how you dealt with them.
7. Comments about how you related to your supervisor.
8. Things you wish you had known in retrospect.
9. Feedback to the Practicum Coordinator about your experience--things
you liked and things that could be improved related to program
administration, counseling and group sessions.
10. How satisfied are you with your own performance?
11. Any other comments that are pertinent to a summary evaluation of
your practicum experience including overall value of the experience
in the Women's Studies Program context.
Please also include on the "cover sheet":
- Your name
- Women's Studies 283 (or 284) - Practicum
- Name and address of agency
- Name and title of supervisor
- Approximate number of hours completed
- Brief description of the project
THE GEORGE WASHINGTON UNIVERSITY
WOMEN'S STUDIES PROGRAM
Evaluation of Practicum Student (WStu 283-284)
Name of Student_________________________________________________________
Brief Job Description:
I. Overall, how would you rate the student on her accomplishments in this
setting?
II. To what extent did you meet your designated project objectives? If they
were not met, why not?
III. Do you feel the student is well suited to doing further work of this
nature?
IV. What kinds of things did she do most effectively?
V. What skills do you think she should develop further?
VI. Any other comments you would like to make regarding the student or
practicum experience as a whole:
VII. Would you like to have another practicum student? (Check one)
( ) definitely
( ) possibly
( ) no
If yes, to do what?
If no, why not?
Signature________________________________________Date__________________
Title____________________________________________Phone_________________
Organization___________________________________________________________
Please return to: THE GEORGE WASHINGTON UNIVERSITY
WOMEN'S STUDIES
2025 I Street, NW
Washington, D.C. 20052
UNIVERSITY OF MICHIGAN
WOMEN'S STUDIES 350/351
WOMEN AND THE COMMUNITY
Women's Studies 350 combines work experience in the community with an
academic analysis of women's status and experience in organizations.
Internships are available in areas such as law reform, health care,
reproduction, rape, media, domestic violence advocacy, day care, and
counseling. Class topics include the analysis of organizations,
voluntarism, feminist social reforms, power, sexism in the work place,
and leadership roles. Emphasis is placed on the development of skills to
help students form and attain their career goals. Students arrange
schedules for five hours a week in the community in addition to two
hours a week in class, Tuesday 7-9 p.m. Prerequisites: W.S. 240, 200, or
permission of the instructor.
Women's Studies 351 is a 2-credit sequence for students who have
completed WS 350. Most students continue to work in their previous field
placement for a required commitment of 5 hours weekly. In addition, they
meet individually with the instructor monthly and complete a written
project, frequently a project useful to their placement site.
Course Objectives
1. To move beyond the recognition of women's oppression by exploring
various reforms and activities for improving the situation of women.
2. To provide a feminist experiential learning context for the
development of skills in problem-solving, organizational analysis, etc.,
which can contribute to the formation or acquisition of students' career
goals while serving women's needs.
3. To integrate academic materials and topics with students'
experiences in ways which are relevant and applicable to students' immediate
and long-term interests and concerns.
Course Structures and Process
Student will select a placement or internship from the list provided at the
beginning of the term. They will work in those placements for an average of
5 hours per week throughout the semester until approximately December 9. In
addition to regular participation in placements, students are expected to
attend and participate in class Tuesday nights. The first hour of class will
usually be devoted to lecture/discussion of the week's topic and assigned
readings. The second hour will usually be a discussion focused on students'
placement experiences as they relate to the topic or what is going on, what's
interesting, bothersome, fun, difficult, etc. It is expected that students
will have completed all the required readings for the topic prior to class so
that discussions will be productive and worthwhile.
The format of the course will vary (lecture, discussion, exercises, guest
speakers, etc.). However, throughout the course students are encouraged to
share with each other some of their readings, and to provide each other with
a notion of what their different organizations are like.
Students are also encouraged to fully utilize office hours to discuss course
material or their placement. It is very important that in the event there are
problems at the placement or in keeping up with the course work, the student
come see me so that problems can be smoothed out before they become
disastrous.
Student Evaluation
Unlike many experiential learning courses, this course is not graded on a
pass/fail basis. Though the whole grading system may be viewed as a necessary
evil, it is important to make it as fair as possible and to use it
constructively. Therefore, I attempt to fully explicate grading standards
before assignments are due, and if these are unclear, students should ask for
more clarification. I also try to provide considerable written feedback as
well as verbal feedback. If this is not enough, ask for more--particularly if
you are unsatisfied with my feedback and your grade.
350 Students
1. Logs: Students are required to keep a weekly log with dated
entries that describe and analyze their recent experiences in their
placements, specifically answers any assigned questions or exercises,
analyzes/reacts to readings, and critically integrates the intellectual and
personal levels of their overall course experience. Logs will be evaluated
for (1) application of concepts and ideas to placement experiences; (2)
integration of readings, placements and class sessions; (3) critical analysis
of readings; (4) personal reaction to readings, class sessions, and placement
experiences. I appreciate ongoing feedback about the course and what could be
improved, etc., though this is not required. Remember, though, quality is
preferred over quantity: be concise but elaborate ideas as needed. The logs
do not need to be typed as long as your writing is reasonably legible.
Due Dates: October 21, November 18, and December 9. They will be
graded immediately and returned to students before the next class session in
individual appointments where logs and placements can be discussed.
2. Placements: Near the end of the semester, students will be asked to
give evaluation forms to their supervisors or placement sponsors. Evaluators
will answer questions concerning the student's reliability in showing up at
the agreed time and place, responsibility in completing agreed tasks, ability
to handle problems, attitudes and behaviors toward co-workers, clients,
overall quality of work, strength/weaknesses, etc. In addition, a written
evaluation will be given to you at the end of the term for your files.
You do not receive an A-B-C grade from these evaluations, but extreme
responses (positives or negatives) will be taken into account in the
determination of your final grade.
3. Miscellaneous: I will also take into account students' class
attendance, participation, supportiveness/respectfulness toward other
students, and your personal development over the course of the term.
351 Students
Advanced students have the option of keeping a log or writing a log or
writing a written project that is based on research, is an essay, or in
someway is directly useful to the placement in addition to usual placement
work. Examples include: a biography of a feminist activist, a paper on the
history and development of rape crisis centers, a description and analysis of
a national women's organization (e.g., NARAL, NOW, National Women's Political
Caucus, WAVEPAM, etc.), a referral directory for your organization, a
training manual, etc. In addition to a written component, 351 students will
also be evaluated for their placement activities (see above).
Univ . of Michigan
WOMEN AND THE COMMUNITY
Readings
9/9 Introduction to course placements
9/16 Review of placement progress, introduction to syllabus, etc.
I. Women's Community Service
9 /23 A. Voluntarism
- Gold, Doris. "Women and Voluntarism," in V. Gronick and B. Moran
(eds. ), "Woman in Sexist Society", New York: Basic Books, 1971,
pp. 533-554.
- Bolger, E. "Take It Out of My Salary: Volunteers on the Prestige
Circuit" and Straus, E. "In Defense of Unpaid Labor" and
Sanborn, M. and Bird, C. "The Big Giveaway: What Volunteer Work
is Worth" in Ms., Feb. 1975, 70-75, 87-89.
-*Loesser, H. "Women, Work, and Volunteering", Appendix D, Boston:
Beacon Press, 1974, pp. 211-218.
9/30 B. Making History and Tracing Origins
- Sanford, W. "Working Together Growing Together: A Brief History
of the Boston Women's Health Collective," Heresies, Spring 1979,
2(3), pp. 83-92.
- Evans, S. "Tomorrow's Yesterday: Feminist Consciousness and the
Future of Women" in Berkin and Norton (eds. ), Women of America:
A History, Boston : Houghton-Mifflin, 1979, pp .389-415 .
10/7 C. Feminist Reforms: Women Working with Women for Women
- Bunch, C. "The Reform Tool Kit," Quest, 1974, 1(1), 37-51.
10/14 D. Race and Class Differences in Community Activism
- Brightman, C . "The Women of Williamsburg, " Working Papers,
Jan./Feb. 1978, 6(1), 50-57.
- Delapire, J. "Women and the Latin Community," Quest, 4(4), Fall
1978, 6-14.
- Combahee River Collective, "Why Did They Die?" A Document of
Black Feminism, Radical America, 13(6), Nov.-Dec.,1979,
pp..41-50.
II. Working In Organizations
10/21 A. Analyzing Our Organizations
*JOURNALS DUE*
- Handouts will be distributed
10/28 B. Power
- Kanter, R. "Power," Men and Women of the Corporation, NewYork:
Basic Books, 1977, pp. 164-205.
- Johnson, P. "Women and Power," Journal of Social Issues,32(3),
1976, pp. 99-110.
11/4 C. Women and Leadership
- Staines, G., Tavris, C., and Jayartne, T. "The Queen Bee
Syndrome," Psychology Today.
- Kanter, R. "Numbers: Minorities and Majorities" and
"Contributions to Theory: Sturctural Determinants of Behavior in
Organizations" in Men and Women of the Corporation, Chapters 8
and 9.
11/11 D. Sexual Harrassment
- Bularzik, M. "Sexual Harrassment at the Workplace," Radical
America, 12(4), July-Aug. 1978, pp. 25-43.
- Farley, Lin. "Sexual Harrassment: A Profile" and "Men,"Chapters
2 and 10 in Sexual Shakedown. New York: McGraw-Hill Book
Company, 1978.
11/18 E. Collective Strategies to Change the Workplace
*JOURNALS DUE*
- "We Walk the Line: The Struggle at Preterm," Radical America,
13(2), 1979, pp. 9-24.
- Wertheimer, B. "Union is Power: Sketches from Women's Labor
History" in J. Freeman (ed.) Women: A Feminist Perspective, 2nd
edition, 1979, pp. 339-358.
-*UNION W.A.G.E. Organize! "A Working Woman's Handbook", 1975, pp.
4-17
11/25 F. Stress and Support Systems: Personal Survival Strategies
- Bardwick, J.M. and Douvan, E. "When Women Work," in R. Loring
and H. Otto (eds.) New Life Options: The Working Woman's
Resource Book, New York: McGraw-Hill, 1976, pp. 32-45.
- Maslach, C. "Burned Out," Human Behavior, Sept. 1976, 16-22.
- Genovese, R. "A Women's Self-Help Network as a Response to
Service Needs in the Suburbs," Signs 1980, S(3) Suppl. pp.
S249-S256.
12/2 G. Feminist Collectives and Participatory Democracy
- Hireeb, "The Tyranny of Structurelessness" in Loedt, Levine, and
Rapone (eds.) Radical Feminism, New York: Quadrangle Books,
1973, pp. 285-299.
- Crow, G., Riddle, D., Sparks, C. "The Process/Product Debate,
"Quest 4(4), Fall 1978, pp. 15-36.
- Rothschild-Witt, J. "Conditions for Democracy: Making
Partipatory Organizations Work" in J. Case and R. Taylor (eds.),
Co-ops, Communes, and Collectives, New York: Pantheon Books,
1979, pp. 215-244.
12/9 *JOURNALS DUE*
- Leftovers, wrap-up and evaluation.
(Readings with an asterisk (*) are not required but recommended.)
UNIVERSITY OF MICHIGAN
STUDENT PLACEMENT EVALUATION
Women and the Community
(Women's Studies 350/351)
This evaluation consists of two parts. The first part is a series of
questions regarding the performance of the student in her placement. The
second part requires a separate written evaluation which will be copied and
returned to the student for her files. It is possible that the written
evaluation will be used as a letter of reference by the student at a later
time.
Please allow sufficient time to thoughtfully complete these materials
as they will provide the necessary information which will help form the basis
of the student's final grade.
PART ONE
STUDENT'S NAME ______________________________________________________________
COMMUNITY PLACEMENT _________________________________________________________
1. On the average, approximately how many hours per week did the student
volunteer?
_________ 6 or more
_________ 4-5
_________ 3 or less
2. Was the student prompt and reliable in keeping agreed appointments,
meetings, or work shifts?
________ Always
________ Most of the time
________ Some of the time
________ Hardly ever
3. How well did the student get along with co-workers?
________ Very well
________ Good for the most part (e.g., minor problems)
________ Problematic (PLEASE EXPLAIN:)
________________________________________________________________
________________________________________________________________
________________________________________________________________
4. Overall (and within the bounds of what could be realistically expected),
did the student fulfill the responsibilities she accepted?
________ Yes
________ No (PLEASE EXPLAIN:)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
5. If relevant, was the student respectful and helpful toward
clients/consumers of your organization's services?
_________ Good relationships with clients
_________ Fair or adequate relationships with clients
_________ Strained relationships with clients (PLEASE EXPLAIN:)
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
_________ Not applicable
6. If relevant, did the student complete the necessary training
period/socialization phase of your organization?
_________ Yes
_________ No (PLEASE EXPLAIN:)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_________ Not applicable
7. Please briefly describe the student's activities, responsibilities, etc.,
in her placement this term.
8. Please briefly describe your perception of the student's attitudes and
behaviors regarding her work and her relationships with her co-workers,
etc.
9. How could the student's contribution to this or similar work settings be
improved?
10. How could the student's contribution to this or similar work settings be
improved?
11. Additional comments on student performance?
12. Based on my experience working with student(s) from Women and the
Community this term, I/my organization
______ is willing to continue offering student placements next term
______ would like to discuss further continuation of student placement
offerings
______ would prefer to discontinue offering student placements
13. If you have other comments about the student placement system, etc. that
would be helpful for the future, please add them below:
PART TWO
On the following page please (1) briefly summarize what the student did her
placement this term, and (2) generally describe/evaluate her competence,
skills, attitude, etc.
Thank you for completing these materials.
STUDENT EVALUATION
WOMEN AND THE COMMUNITY
(Women's Studies 350/351)
STUDENT'S NAME_______________________________________________
COMMUNITY PLACEMENT__________________________________________
Name (please print)_______________________
Signature_________________________________
Relationship to student___________________
Date______________________________________
UNIVERSITY OF MARYLAND
COLLEGE PARK 20742
WOMEN'S STUDIES PROGRAM 0204 BEHAVIORAL AND
(301) 454-3841 SOCIAL SCIENCES BUILDING
WOMEN'S STUDIES
INTERNSHIP PROGRAM
RESPONSIBILITIES OF AGENCY SUPERVISOR
During the Internship the Agency Supervisor Must:
1. Provide adequate supervision of the intern's work. An agency super-
visor is usually appointed with the following responsibilities:
a. Arrange an initial orientation to the organization. This is
intended to give students an understanding of how activities
they are involved in relate to the overall function of the
organization, for example, by attending staff or organizational
meetings that may be of interest.
b. Complete a Progress Report. Mid-Term Evaluation. The internship
director will give the student a Progress Report which must be
co-signed with the agency supervisor and returned to the Women's
Studies Office. This contract affirms or revises the
responsibilities of the internship position and assesses the
quality of the intern's work.
c. Keep the internship director informed about all changes and/or
problems regarding the internship.
d. Schedule weekly or bi-weekly meetings with the student, to
evaluate the effectiveness of the work being done.
e. Complete a Final Evaluation concerning the student's activities
which will be requested by the Internship Director.
Direct any questions you may have to:
Director, Internship Program
Women's Studies Program
University of Maryland
College Park, Maryland 20742
(301) 454-3841
UNIVERSITY OF MARYLAND
COLLEGE PARK 20742
WOMEN'S STUDIES PROGRAM 0204 BEHAVIORAL AND
(301) 454-3841 SOCIAL SCIENCES BUILDING
PROCEDURE FOR STUDENT INTERN ENROLLMENT
1. Student makes initial contact with WMST office and fills out a
STUDENT INTEREST FORM (see attached). The purpose of this form is
to: (a) establish student's areas of interest and pertinent data
that will enable the director to keep this student aware of present
and future internship possibilities, and (b) to record transactions
between us: names and dates of organization referrals, interviews,
etc.
2. An interview follows immediately with the internship director or an
appointment is made for shortly thereafter. Together, the student
and director determine what organizations best fit the student's
needs by reviewing the available material on each organization
found in alphabetized folders. Oftentimes, this information has
been solicited from the organization and includes a job description
for the intern (see attached). The student is now prepared to call
the organization herself. Encouraging student initiative is a
necessary part of the internship experience; and while from the
outset the student knows that individual responsibility is
required, she also has received the director's assurance of support
and detailed information that allows her to make an informed
inquiry.
3. Student, armed with appropriate information, makes phone calls and
usually sets up interview with organization to then call the WMST
internship director with results.
4. Interview takes place after the student has made herself familiar
with the "Contract Work Sheet" (see attached) and perhaps takes
this with her in order to confirm training schedules, hours,
responsibilities.
5. Contract Work Sheet is returned to internship director with her own
and field supervisor's signature.
6. Student is requested to inform director of class schedule for
following semester as soon as possible in order to arrange a time
for bi-weekly seminar.
UNIVERSITY OF MARYLAND
COLLEGE PARK 20742
WOMEN'S STUDIES PROGRAM 0204 BEHAVIORAL AND
( 301 ) 454-3841 SOCIAL SCIENCES BUILDING
WMST 386: FIELD WORK (6-8 hours weekly, to be arranged)
WMST 387: FIELD WORK ANALYSIS (Wednesday 7:00-8:15 p.m.)
THE FIELD ANALYSIS SEMINAR
Course Objectives:
The seminar which accompanies the women's studies internship will
focus on women and work. We will read and analyze different perspectives and
theories you are likely to confront in your placements and in your futures as
working women. Considerable discussion time will be devoted to your placement
experiences as they interest, frustrate and challenge you. In our bi-weekly
meetings students are encouraged to share with co-seminar members incidents
that occur on the job so that together we can explore the issues to be faced
in implementing feminist theory and actualizing feminist commitment. Learning
together and from one another is a primary objective of this course.
Requirements:
Attendance. You are expected to attend each seminar meeting. If, for
some extenuating circumstance, you must miss a class, notify either me or
another member in advance of our meeting. Bi-weekly classes mean that we will
come together only seven times during the term, so full attendance is
extremely important to the progress and coherence of our group. In other
words, attendance is mandatory.
Participation. This seminar is focused on you and your experiences.
Your participation is required and considered seriously as a grading
component. You are each responsible for listening as well as responding to
group members. Active listening is as important as verbal participation in
this course, and we will look at various communication/cooperation skills as
part of our work this semester.
Readings. For each session there will be assigned readings, which
you'll find in your study packets.
Written Work. Students will keep journals with dated entries that
describe analyze their recent placement experiences and react to assigned
readings, specific questions and exercises. The purposes behind your journal
are varied. There should be two sections: First, a place to log
straightforward accounts of your hours and tasks. Anyone who looks at this
section should have a clear idea of what you do every day you work. Catalogue
this information daily. At the end of the semester these pages will be
collected and filed in the women's studies program office. Second, a place
where you react: analyze, complain, exclaim and consider your placement in
relation to the seminar readings and discussions. This part of the journal
should be written once a week, in depth. It's a good idea to jot down notes
for your weekly entry directly after your working hours. Please write on
every other line and leave margins wide enough for my comments. Use a
notebook that allows you to remove and submit pages without disrupting the
continuity of your progress.
The journal will be evaluated for: (1) application of concepts and seminar
discussions to placement experience; (2) personal reactions to readings,
class discussions and placement experiences; (3) critical analysis of
reading. I prefer quality writing to quantity and will review the journals
and grade them twice during the semester. Feel free to use the journal to
comment on your experiences in the women's studies internship program and
field analysis seminar. Your suggestions, questions and criticisms are not
only welcome, but highly valued in this class.
Learning Contracts. Due September 17, 1980. All signatures must be
included except my own. Before submitting, be sure you have made the
necessary number of xeroxed copies for all concerned.
Mid-Term Evaluations - Student and Supervisor. Your self-evaluation
form is due October 22, 1980. Your supervisor must be given her/his
evaluation form on or before October 22 (include an addressed envelope to me)
with directions to return your evaluation by October 29, 1980.
Resume. Due November 19, 1980. We will have a resume-writing workshop
before this date. This assignment will not be graded.
Supervisor's Final Evaluation. Submitted with envelope by November 26,
1980, to be returned to me by December S, 1980. Self Evaluations are due at
the same time.
Journals Submitted: October 22, 1980 and December 10, 1980.
UNIVERSITY OF MARYLAND
WOMEN'S STUDIES INTERNSHIP Fall, 1979
Field Work and Field Work Analysis
Student/Program/Agency/Faculty
Agreement Worksheet
________ credits ________ credits requested _______ grading option
Student's Name _________________________________________________________
Address ________________________________________________________________
Telephone ____________________Social Security No. ______________________
Major Field of Study____________________________________________________
Semester hours completed________________________________________________
Women's Studies Certificate Student: yes no (circle one)
Faculty Advisor__________________________________________________________
(On the reverse side list women's studies courses taken, and list or describe
the rest of your completed or projected program of study.)
Organization student will work with:______________________________________
__________________________________________________________________________
Brief description of that organization (history, function, structure...):
Organization address_______________________________________________________
___________________________________________________________________________
Phone number_______________________________________________________________
Name and title of supervisor_______________________________________________
Duties student will perform at placement: (attach separate sheet if needed)
Dates for beginning and ending placement___________________________________
Number of hours student will work weekly___________________________________
Schedule, if established:
Type and frequency of supervision:
Type of evaluation supervisor will provide to student and to Internship
Director, during and at conclusion of placement:
(Note: Fall semester evaluation must be complete by or before December 14.)
Specify training provided by organization for the duties assigned:
What are the organization's goals or expectations for this placement?
What are the student's learning goals: "At the end of the experience I hope
to have learned..."
1._____________________________________________________________________
2._____________________________________________________________________
3._____________________________________________________________________
4._____________________________________________________________________
What are the skills/experience the student brings to the agency?
Other comments:
For those students requesting additional credit in Field Work Analysis
Name of faculty sponsor_____________________________________________________
Department/phone____________________________________________________________
Study/analysis/research project student will undertake: (be as specific as
possible)
Type and frequency of faculty supervision:
How will this work be evaluated, and when?
What are the student's learning goals for this project, and how are they
related to the organizational placement and its duties?
Would it be useful/necessary/appropriate to schedule consultation between
faculty sponsor and field supervisor?
Other comments:
(All students in Women's Studies Internship will register for 1 credit of
Field Work Analysis, and participate in group seminar.)
ANTIOCH COLLEGE
CENTER FOR COOPERATIVE EDUCATION
CO-OP SYLLABUS
INTRODUCTION
In the spring of 1978 the faculty of CCE agreed to reinstitute the
requirement that all Antioch students prepare a paper or project
demonstrating their learning during the co-op period. The paper or project
should be submitted at check-in upon return to campus for the next study
quarter. Students will determine whether the materials should be returned to
them, placed in the CCE library, and/or distributed to other members of the
faculty.
During your co-op quarter you will be involved in learning in a number
of contexts, both on and off the job. The purpose of the paper or project is
to provide a framework for you to think about your learning during the
quarter and to create a basis for discussion about that learning when you
return to campus.
While you should be as broad as possible in planning your educational
objectives before you leave campus and completing the self-evaluation when
you return, the paper or project provides the opportunity for you to focus in
depth on a central aspect of your learning which is particularly meaningful
to you.
The paper or project should be analytical rather than merely descriptive
about your learning experience. It may take any form (such as photo essay,
dance, analysis of a journal) which meets the following criteria:
- documentation of what you have learned;
- clarity of communication;
- evidence of thoughtfulness about your learning; and
- care in preparation.
The following syllabus has been prepared to help you and your advisors
organize, understand, and evaluate the educational value of each co-op
period. The heart of the syllabus is an extensive list of questions organized
into four sections: Person, Place, Job, and Philosophy of Work.
These questions may be helpful in identifying areas of current
importance or interest to you. The list should also be consulted from time to
time during the co-op period. The same issues may maintain their importance,
or others may take their place. You may also do a paper or project on a topic
which is not touched upon by these questions.
This syllabus was prepared by a committee of CCE, Library and classroom
faculty and students. CCE would like to hear your suggestions for changes in
this syllabus which you think will make it more helpful.
The Person
Learning takes place within an individual, regardless of the context
(classroom, library, job, neighborhood, home, etc.). Personal growth and
understanding are a major part of the whole. Some individual change results
from all educational experience. Recognizing and understanding this personal
development is important to learning, and it helps with continuing
self-insight and future growth. The following questions are relevant:
I. Placement and Preparation (The Jumping-Off Place)
- How did you feel in anticipating going on the job? Did you have any
fantasies relating to the job?
- How did you first hear of the job?
- How did you participate in getting the job?
- How did you contact your employer before leaving?
- How did you work out your living arrangements before leaving?
- What were your hopes and expectations about the job?
- As you prepared to leave, how did it feel to be going off on your
own? To be leaving friends and familiar places?
- During this preparatory phase, from where did you draw your
personal support? How did that work out?
II. Travel Arrangements and Preparations
- What problems existed in preparing to travel?
- How did you travel? What happened on the way?
- What did you learn? What travel skills did you develop?
III. On the Job
A. Beginning
What was your first job contact like? Anything like you
expected? How did you feel and react?
What was your first day like?
What were your first impressions of the people on the job?
Do you remember the first time you saw where you were going to
live? How did it fit your expectations? How did you react?
B. Continuing
As the co-op continued, what changes did you experience? How
did you feel about these changes?
Did your perceptions of supervisors or fellow-workers change?
How did these relationships work out?
How did you relate to authority, hierarchy, and
responsibility?
Did you make new friends? Do you or will you still keep in
touch?
Were you in touch with people out of your "class" and/or age
group? How did you respond?
Did you feel you were able to meet your needs on co-op? Where
did you get personal support when you needed it?
What was your experience with money? Did you earn enough? If
not, how did you manage? What was your experience with
financial planning and budgeting?
What was the high point of your co-op experience? Low point?
C. Finishing up
Do you have any "unfinished business" with people you met or
worked with? What didn't you say? Why?
Do you wish you had done things differently?
How did you react to evaluations of your work?
IV. What differences do you now see between your on-campus world and your
co-op world?
What have you discovered about your capacity for making decisions?
Has it changed? How?
How would you assess your capacity for personal communication?
Writing? Listening? Speaking?
Were there any significant changes in your personal qualities such
as empathy, sensitivity, being "up front" and "straight?"
Were you able to find sources for information you needed? Did you
feel comfortable with your environment?
Did you experience any cultural differences with people on co-op?
Behavior? Dress? Dialect? Language? Thinking? Values?
What did you learn about yourself in relating to these differences?
Having completed your co-op, what considered advice do you have for
a first-year student about to go on co-op?
The Place
Co-op Locations, Settings and Environments
During your Antioch career there will be several places where you will
live and work. Ideally there will be a variety among them (large/small,
urban/rural, live-in/on one's own). Gaining skills in coping with, observing,
participating in, using, and learning from these environments is a vital part
of the total educational program of the College. During co-op periods you
will have an excellent opportunity to exploit these places for significant
educational gains. The following is a list of relevant questions to be
considered (before, during, and after the experiences):
I. Culture
What were the significant cultural offerings in the city or
town where you worked? What was lacking? How did you use or
enjoy what you found?
How is your background different from the cross-cultural
influences encountered where you lived and worked? Did you run
into culture related difficulties? How did you grow or change
as a result of these experiences?
II. Learning
Can you identify ideas or principles from your academic work
which were illuminated or tested in the co-op environment? Are
there experiences you had on co-op you wish to investigate
further in courses on campus?
Did you learn as much or more from the place where you were as
from the job you performed? What did you learn from your
location?
What new knowledge, attitudes, or values have you acquired in
relation to the people and places of the world in general? Or
of specific locales in particular.
III. Issues
A. What were the major political and economic problems in the
community where you were? How is the city or town organized?
In what ways did you participate? What changes would you
advocate and what are the prospects of achieving them?
Can you analyze some of the major issues of the day in
relationship to the community where you lived and worked?
Examples might include questions about energy, urbanization,
qualities and necessities of life, racism, sexism, political
and economic forces, education, health, and the environment.
Make up a rating scale for the best and worst places you knew
of and rate your work and living environment according to this
scale. 261 How did your community respond to emergencies,
crises, or disasters? What facilities and resources were
available? What was your role, and how did you participate or
contribute?
B. What kind of a neighborhood did you live in? Describe the
people, the buildings, the life and tempo. Who lived where and
why? What happened? How did you fit in?
Where are businesses and industries located in the place where
you worked? What sorts of clusters or mixtures exist? What
dependencies were there in industrial relationships? How are
these situations growing or changing, and how is this
affecting the life of the people?
What are the primary means of transportation in the city or
town where you were? How do goods and people move about? What
major transportation problems exist? What improvements are
needed? How can these be brought about?
IV. Personal Expectations
A. How did the environment you lived and worked in fulfill or not
fulfill the expectations you had in mind when you went? How
would you use it differently another time?
B. Finally, do you feel able to cope and survive in most or all
new environments? Do you feel you can go anywhere (strange
city, isolated outpost, foreign culture to live and work?)
The Job
The focus of most co-op experiences is the job itself. While the job is
by no means everything, it does represent a major commitment of time and
energy during most co-op periods. The learnings which result from co-op
experiences are usually examined in terms of the workplace. The following
questions address themselves to this area.
I. General
What suggestions would you make to another co-op student considering
your present type of work?
What improvements in the employer's organization and operation might you
suggest?
II. A. Choices
How has the job helped you make choices relevant to future jobs?
How has the job helped you make choices relevant to your career?
Do you prefer working with people, paper, machines, or other
things?
B. Content
What knowledge are you acquiring in your field of study?
Define and describe any new educational work skills obtained during
your experience.
What particular skills and techniques did you learn on this job?
How are they useful to you?
III. Academic
Indicate any specific academic courses you may want to take as a
follow-up to this work period. How has this job helped you to make
choices relevant to future study plans?
How have your classes prepared you for this job?
Can you identify principles from recent courses that have been tested as
a result of this experience?
IV. Social Relations
A. General
Some co-op students find that the work environment provides as much
if not more education than the tasks they perform. To what extent
does this apply in your present experience?
Describe specific situations during this work period which
presented problems. How were they resolved?
B. The Workplace
What is the organization of the workplace? Who works in what
environment? Who does and does not punch a time clock? Why does the
employer hire co-op students?
What are the hierarchies and chains of authority? Were they built
into the structure of the workplace, or did they just evolve? Is
there any evidence of racism, sexism, or other human rights
violations? How are the various job classifications distributed
among members of the various ethnic groups, races, social classes,
and sexes? Is there mobility for people to move up the job ladder?
What do various workers do with their breaks? What modes of
behavior are necessary for a worker to "fit right in" with the
organization? How are health and safety issues involved with this
job? What improvements seem to be needed in the workplace and how
might they be brought about?
C. Work and Society
What factors determine the training for the jobs? Who gets trained?
Who determines what are the precepts of the training?
What is the role of the employer? Where is the work done? Who pays
the salary? Why? How did they get into a position to be employers?
By whom and by what process is it decided what the compensation
shall be?
What is the role of the occupation in society? What are the fruits
of the labor? Do they meet real or created needs? Who benefits or
is otherwise affected by this occupation and in what ways? What is
the role of the worker in this occupation in society and how is
this role determined? How is the workplace related to the community
in which it resides?
What alternatives exist or have existed to the way in which the job
is now done? This would include historical alternatives,
alternatives from other societies, and utopian as well as other
hypothetical alternatives.
D. The Student in the Job
How did your particular job contribute to the overall function of
the organization for which you worked?
How did you feel about your work; interested? bored, etc? Why? Were
these feelings engendered by factors inherent in the work itself or
by the nature of the specific job situation that you had?
Philosophy of Work
Many people spend a lifetime attempting to develop an individual and/or
collective philosophy of work. Often it is useful to revise such a framework
due to individual and societal changes. Some people seem to give little
thought to these philosophical matters, although just about everyone has
attitudes about enjoyment and satisfaction in different kinds of work. The
following questions address these issues.
I. Enjoyment of Work
Did you enjoy your job? In what ways?
Generally, do you enjoy working? Why? How? Under what
circumstances?
How do you measure work "success?"
II. Defining Work
How do you define "work?" Where did your definition originate? Have
you developed a philosophy of work? If so, can you describe it? How
did it change or develop on the job?
Is it important or desirable to work out a personal philosophy of
work?
How dependent is your philosophy of work on the society in which
you live?
III. Types and Purposes of Work
What is the best kind of job? The worst kind?
What is the function and future of manual labor, assembly-line, and
regimented work in our society?
What is the relationship between work and leisure?
How does work relate to the necessities of life and your sense of
well-being?
Who or what should benefit from work?
MORE SPECIFIC EVALUATION OF THE STUDENT'S WORK
Relations with others
__ Exceptionally well accepted
__ Works well with others
__ Gets along satisfactorily
__ Some difficulty working with others
__ Works very poorly with others
Reaction to work
__Outstanding in enthusiasm
__Very interested and industrious
__Average in diligence and interest
__Somewhat indifferent
__Negative-not interested
Judgment
__Exceptionally mature
__About average in making decisions
__Usually makes the right decision
__Often uses poor judgment
__Consistently uses bad judgment
Dependability
__Completely dependable
__Above average in dependability
__Usually dependable
__Sometimes neglectful or careless
__Unreliable
Initiative and self reliance
__Demonstrates outstanding initiative
__Seeks out new responsibilities
__Works well independently
__Follows directions adequately
__Requires constant supervision
Quality of work
__Excellent
__Very good
__Good
__Below average
__Unsatisfactory
WOULD YOU HIRE THIS STUDENT IN AN APPROPRIATE JOB ON A PERMANENT BASIS?
yes___ no___
PLEASE COMMENT ON WAYS IN WHICH THE STUDENT MIGHT IMPROVE PERFORMANCE ON THE
NEXT WORK ASSIGNMENT.
____________________________________________ ______________________________
Signature of Supervisor Title
Date_________________________
Has this been discussed with the student? Yes___ No___
ANTIOCH COLLEGE
YELLOW SPRINGS
CO-OPERATIVE JOB RATING
________________________ ____________________ ___________________
Student's Name Academic Year Quarter Job Held
__________________________________ __________________ ____________
Employing Organization City State
Exact dates of Employment: From__________, 19___ to___________, 19___
Job Title or Type of Work____________________________________________
Co-operative work experience is a degree requirement for all Antioch
students, and job ratings are an integral part of their college records.
If possible, you are urged to discuss this rating with the student since
it becomes the basis of conferences between students and their advisors
when they return to campus. Please send this form to the Center for
Cooperative Education, Antioch College, Yellow Springs, Ohio 45387.
PLEASE DESCRIBE THE RESPONSIBILITIES OF THE POSITION HELD BY THE STUDENT.
PLEASE EVALUATE THE STUDENT'S WORK IN LIGHT OF THE ABOVE REQUIREMENTS.
WEAL Fund
Women's Equity Action League
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005
202/638-1961
INTERN PROGRAM POLICIES
Administrative Work
WEAL Fund believes that individuals involved in an organization
should be familiar with all of its aspects and should be aware of
how various activities contribute to the total functioning of the
organization. To develop an understanding of how organizations
function and to assist WEAL Fund in conducting its work, interns
are expected to spend part of their time performing administrative
tasks for the Fund. Examples of some of these tasks are answering
the telephone, sorting the mail, duplicating materials, filling
orders for publications and otherwise helping the staff perform
their tasks. Interns are also responsible for clerical work that is
part of their projects.
Supervision of Interns by WEAL Fund Staff
Your learning experiences will be supervised by a WEAL Fund staff
member who is benefitting from your services on a specific project.
The following areas are important to consider.
1. Laying the Groundwork for your participation can help you
understand where your contribution fits into work already
completed and work planned for the future. Ask your supervisor
to explain tasks so that you understand their importance
within a framework of short-term and long-term goals. It is
useful for you to understand the history of a project,
including the need and rationale for its existence, as well as
the processes used in making major decisions up to that point.
2. Regular and Open Communication is probably the single most
important element in a successful experience for both intern
and staff member. You should meet at a mutually convenient
regular time each week. Content of such meetings should
include:
a. Mutual expectations
b. Developing and modifying, if necessary, intern job
description
c. Clarifying goals and objectives of organization, staff
member and intern
d. Constructive feedback
e. Feelings
f. Specific issues and problems re: Project work
g. Monitoring of progress within the framework of externally
imposed deadlines
Expenses
For each day that an intern works a minimum of 5 hours s/he is paid
a stipend of $4.00. There is no way in which WEAL Fund can repay
interns for the valuable services they perform, but this allowance
represents the Fund's attempts to reimburse the interns for some of
the costs of volunteering. Interns keep a separate record of the
hours and days worked and submit a monthly expense account voucher,
after it is initialed by their supervisor.
Over and above the record for the routine expense account voucher,
a record for approved expenses incurred in project-related
activities (e.g., bus transportation from the WEAL Fund office to
a meeting) is kept and an expense requisition form, separate from
the above voucher is submitted to the administrative coordinator if
it is under $5.00, or to the Treasurer if it is over $5.00.
For Your WEAL Fund File
WEAL Fund staff are often asked to write evaluations or
recommendations for interns. To do this we need more than a memory
of you and so we are asking that when you leave us, you provide the
following written material for your file:
- A copy of any report, paper or analysis you produce during
your internship (your product).
- A brief report of any meeting you attend. If more than one
intern attends a meeting they may jointly fill out an
Out-of-Office Report Form. One copy should be given to the
Administrative Coordinator for the Meeting Notebook. Another
copy goes into the file of each intern who attended the
meeting.
WEAL Fund
Women's Equity Action League
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005
202/638-1961
INTERN:__________________________________________________________
Beginning Date:___________________Completion Date:_______________
Schedule:________________________________________________________
Supervisor:______________________________________________________
Project:_________________________________________________________
Weekly Meetings with Supervisor:_________________________________
Mid-Session Evaluation:__________________________________________
Job Description:
Goals and objectives for WEAL Fund internship:
WEAL Fund
Women's Equity Action League
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005
202/638-1961
WEAL FUND - INTERN CONTRACT
INTERN AGREES:
- to work _____ hours per week for _____ weeks.
- to become thoroughly familiar with WEAL Fund's policies and
procedures.
- to be prompt and reliable in reporting for work; to notify
the staff if unable to work as scheduled.
- to be responsible to the Assistant Director of the Intern
Program, and Project Supervisor.
- to notify the Assistant Director at least two weeks in
advance of any resignation.
- to accept WEAL Fund's right to dismiss any intern for poor
performance, including poor attendance.
- to exercise good judgment when acting on WEAL Fund's behalf
in any situation and to appropriately protect the
confidentiality of all information relating to WEAL Fund.
WEAL FUND AGREES:
- to work out with each intern a written job description that
includes tasks to be performed and guidelines for
evaluation.
- to provide orientation about WEAL Fund.
- to train interns to whatever extent is necessary.
- to provide a supervisor who will be available to guide and
assist interns during work hours and conduct periodic
performance evaluations.
- to provide a counselor and advocate who will assist interns
in evaluating their experience in relation to their own
goals and who will act as liaison between the interns and
the WEAL Fund staff.
- to promote full understanding among the interns of WEAL
Fund's operations and decisions.
- to pay interns
- to provide student interns with evaluations and information
required by their academic institutions so they can
receive credit for their internships.
- to provide interns with a detailed recommendation
appropriate for inclusion in an academic file or for
review by potential employers.
- to schedule regular meetings (arranged on a rotating basis
that will enable interns to attend at least one meeting
per month) for the discussion of matters of concern to
either the staff or the interns.
_____________________________ _______________________
for WEAL Fund Intern
_____________________________
Date
WEAL Fund
Women's Equity Action League
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005
202/638-1961
EVALUATION OF WEAL FUND INTERNS
The following questions are useful in evaluating how well you
adapted to WEAL Fund activities during your internship and the
exact nature of your contribution to WEAL Fund. Please respond
briefly.
1. Were you in the office when you planned to and did you take
responsibility for the project and activities for which you
contracted?
2. To what extent did you develop an understanding of the
organization's functions, policies and procedures?
3. To what extent did you develop effective working relationships
with other interns and staff?
4. When supervisory help and constructive criticism were offered,
how did you react to them?
5. If a work-related problem arose, how were you able to solve it?
6. To what extent did you take advantage of special opportunities
offered, for example, an outside conference, meeting, or an
extra project?
7. Were there specific instances of your taking the initiative in
performing duties or becoming involved in office functioning?
Please elaborate.
8. Did you find there were opportunities to be creative, and if
so, explain how you used these opportunities?
9. How effective were you in written and oral communication? Give
examples.
10. On a scale of 1 (lowest) - 10 (highest), what was the overall
quality of your work in regard to:
- follow-through and attention to detail? ______
- initiative? ______
- accuracy? ______
- research techniques? ______
- quality of writing? ______
PROGRAM EVALUATION
NAME: Part Time ( ) Full Time ( )
Average No. of hours/week________
PROJECTS:
Listed below are the major programmatic not very
components of the Intern Program. very worth-
Please indicate their value to you.(circle) useful while
A. Orientation
Intern Packet 1 2 3 4 5
First day/week program 1 2 3 4 5
B. Training (specify)
Office workshops 1 2 3 4 5
Outside workshops/ Meetings 1 2 3 4 5
C. Brown Bag Lunches
Guests 1 2 3 4 5
Discussions with staff and
other interns 1 2 3 4 5
D. Intern Meetings 1 2 3 4 5
The Intern Program is working to provide interns with a range of
information and experiences. Please rate how your internship
provided you with each of the following:
Needed Very
More Sufficient Well
A. Information about WEAL and WEAL Fund 1 2 3
B. Information about legal issues
affecting women 1 2 3
C. Information about governmental
processes 1 2 3
D. An opportunity to learn how an office
functions 1 2 3
E. An opportunity to learn how an
organization functions 1 2 3
F. Opportunities to work with other groups
or individuals concerned with
similar issues 1 2 3
G. Opportunities to participate in the
political process (e.g. meeting
government or elected officials
or attending hearings) 1 2 3
H. Experiences relevant to personal career
planning 1 2 3
In what way were the following experiences valuable to you? If they
were not of value, please explain why.
INTERN OF THE DAY:
PROJECT:
What activities or experiences of your internship were most
satisfying?
Which were least satisfying?
What specific skills or knowledge did you acquire during your
internship?
Please comment on project supervision and staff assistance you
received during your internship.
What do you think you have gained from your internship experience?
What suggestions can you make for improvements in the Intern
Program?