INTERNSHIP - BestSemester Internship syllabus.pdf · 11 Sep – Mon First day of Internship 14 Sep...
Transcript of INTERNSHIP - BestSemester Internship syllabus.pdf · 11 Sep – Mon First day of Internship 14 Sep...
INTERNSHIP Fall 2017
September 11 – December 7
Available Work Times: Monday, Tuesday, Wednesday, Thursday: 8 am – 6 pm
Work Hours: 28 hours per week, 336 work hours total
Recommended Credit Hours: 8.0 semester – 12.0 quarter
COURSE INSTRUCTORS
COURSE DESCRIPTION
This course provides you with an opportunity to gain work experience in a professional setting
related to your academic studies and career interests. The internship enables you to learn more
about how professional organizations actually operate, including how ideas and theories learned
on campus are applied in real time. Reflective journaling requirements are designed to help you
make connections between what you are learning in the classroom and on the job, identify the
specific analytical and interpersonal skill sets you are developing, and seek a clearer understanding
of how your identity and callings in Christ shape your work. During the 12-week course, interns
usually work seven-hour days on Mondays—Thursdays, for an average of 28 hours per week and
336 work hours total.
COURSE LEARNING OUTCOMES
After completing the required readings, reflective writing assignments, and work experience, students
should be able to:
1. Cite specific work experiences to explain how professional organizations actually operate.
2. Reference internship experiences to explain how ideas and theories learned on campus are applied
in real time.
3. Use a Learning Contract to identify the specific analytical and interpersonal skills they gained
through their work experiences.
4. Reference journal reflections to explain how the student’s developing sense of identity and vocation
in Christ influenced the student’s view of the character and purpose of their work.
COURSE MATERIALS
Graves, Stephen R. The Gospel Goes to Work: God’s Big Canvas of Calling and Renewal. Fayetville,
AR: KJK Inc. Publishing, 2015.
Peter J. Baker, Ph.D.
202-546-3086, x. 500
Office Hours: By appt.
Zachariah Mills, M.A.
202-546-3086, x. 205
Office Hours: By appt.
Internship (Fall 2017) – page 2
ASSIGNMENT SCHEDULE & REQUIRED DOCUMENTS
11 Sep – Mon First day of Internship
14 Sep – Thur Submit Internship Confirmation Form (e-survey link to be emailed to you)
22 Sep – Fri Submit Learning Contract—signed by your supervisor—to your FIM.
25 Sep – Mon Journal #1 due (A); update DTA log
2 Oct – Mon Journal #2 due (B); update DTA log
6 Oct – Fri Journal #1 and #2 grades returned
16 Oct – Mon Journal #3 due (A); update DTA log
30 Oct – Mon Journal #4 due (B); update DTA log
3 Nov – Fri Journal #3 and #4 grades returned
13 Nov – Mon Journal #5 due (A); update DTA log
20 Nov—24 Nov No Internship—Thanksgiving Break
4 Dec – Mon Journal #6 due (B); update DTA log
7 Dec – Thur Last day of Internship
Internship Confirmation Form. The purpose of this document is to confirm the weekly schedule and
substantive nature of the internship experience, thereby justifying the academic credit you will receive
from your home campus. A sample form is provided in Appendix 1. You will complete an online
version of this form by the end of the first week at the internship. Your ASP faculty internship monitor
will bring a hard copy of this from to the midterm onsite visit for your supervisor to sign.
Learning Contract. The learning contract documents three types of goals: knowledge goals, skill goals,
and character/vocation goals. The student composes the list of goals and meets with his/her supervisor
to discuss and revise them. In short, this document represents the student’s definition of a successful
internship and communicates these goals and expectations to the supervisor, who, in turn, commits to
supporting the student’s efforts to achieve these goals. A sample learning contract is provided in
Appendix 2. Please email a draft to your ASP faculty internship monitor for feedback before sending
to your internship supervisor.
COURSE REQUIREMENTS AND EVALUATION
Your overall internship experience includes both “action” and “reflection,” and our evaluation of your
internship experience and peformance addresses both components.
Participation policies and requirements (70% of course grade):
Participation policy #1: Weekly minimum and maximum hours. To be awarded 8 hours of academic
credit, you must work at least 22 hours each week, but no more than 36 hours. We recommend a 28-
hour week in which you work 7 hours each day. You will complete the Internship Confirmation Form
(Appendix 1) and your supervisor will sign it at the midterm onsite visit to ensure you meet these
requirements.
Participation policy #2: Excused and unexcused absences. In a “once-in-a-lifetime” type situation,
a student may ask for an excused absence. An excused absence requires permission from both the
ASP faculty internship monitor and the internship supervisor.
What does “once-in-a-lifetime” mean? The opportunity must be D.C.-based (i.e. “I could only do this
because I chose to study in D.C. this semester) and clearly advances your professional or academic
development. Past examples include:
“My office has been invited to a special ceremony at the White House, where we will meet with
the President.”
Internship (Fall 2017) – page 3
“I have spent all semester working on this event and it takes place next Friday, our class day.”
“My prime minister is in D.C. and will be speaking at my embassy” (international student).
“My Senator in the office I work at has asked me to shadow her for the day on Friday.”
Spending time with visiting fiancée, friends, or family is never an excuse to miss work (or class). Do
not ask your supervisor for the day off in these situations. Your fiancée/friends/family will understand.
It is also not appropriate for your office to require your presence on a Friday because they are short-
staffed and need extra help.
One unexecused absence will reduce the student’s participation grade by a whole letter (i.e. A to B).
A second unexcused absence will result in a failing grade for the course.
Participation policy #3: Sick days. In the event of illness, students must notify their internship
supervisor and their ASP faculty internship monitor as soon as possible; depending on circumstances,
the student may need to make up these internship hours at a later time. If illness results in a student
working less than 22 hours for the week, those hours must be made up.
Participation policy #4: Office closings. In the event of office closings, students will be excused from
their internships and not required to make up those hours.
Participation policy #5: Out-of-office work arrangements. There are two types of “out-of-office”
work arrangements: regular and irregular. An example of a regular arrangement is when your
supervisor informs you that you will need to “work from home” on a particular day each week or “from
time to time.” In these cases, you must immediately notify your ASP faculty internship monitor to
discuss a work plan. We expect you to spend at least 4 hours each day outside the Dellenback to perform
your work duties. Suitable “public office” spaces include the Library of Congress, a local library, a
congressional cafeteria, or a coffee house. An example of an irregular arrangement is when your office
closes due to weather, a facilities issue, or an unstaffed office (e.g. everyone is away attending an out-
of-state event). Again, you must immediately notify your ASP faculty internship monitor of the
situation to discuss a work plan. In most cases, you are credited these hours and do not need to make
them up. In some cases, your supervisor will expect you to continue to make progress on projects, in
which case the “regular arrangement” policy comes into effect.
Midterm On-site Visits. Between October 9 and October 26, your ASP faculty internship monitor will
conduct an on-site visit to your internship office to meet with you and your internship supervisor. This
assessment serves as a “progress report” on how well you are meeting your supervisor’s expectations,
your own learning contract goals, and overall course requirements. The objective is to create an
opportunity for positive encouragement and constructive guidance. Prior to the meeting, your ASP
faculty internship monitor will email the internship supervisor a link to a short online survey evaluating
your work performance. The form includes a midterm grade awarded by your supervisor. This grade is
NOT averaged into your final internship grade, but it does signal where you are at and what still needs
to be done in order to earn an excellent grade from your supervisor by the end of term. A sample copy
of the midterm onsite evaluation form is provided in Appendix 3.
Supervisor Evaluation of Student Work Performance (70% of course grade). After the internship
has ended, the student’s ASP faculty internship monitor will email the internship supervisor a link to
an online survey evaluating the student’s work performance. The survey is identical to the midterm
onsite evaluation form (see Appendix 3). The supervisor will complete the form and issue a letter grade,
which constitutes 70% of the course grade. The student will receive a copy of the supervisor’s
evaluation with the student’s Internship course grade report.
Internship (Fall 2017) – page 4
Written requirements (30% of course grade): Reflection Journals. You will submit 6 journal entries over the course of the semester. The journal
entries are organized into and graded as three packets, as indicated in the couse schedule above. Journal
Packet #1 is worth 10% of the course grade, Journal Packet #2 is 10%, and Journal #3 is 10%.
The objective of these reflective exercises is to document lessons learned from work activities and
thinking through their implications on your future activities and decisions. This extra effort is what is
required to turn a great experience into a great learning experience.
There are two types of journal assignments, designated “A” and “B,” respectively. Type A assignments
focus on documenting work experiences, professional lessons learned, and thoughts on how to build on
these experiences. Type B assignments also focus on documenting work experiences and professional
lessons learned. It also asks you to provide a larger reflection on what we are learning about how the
biblical ideas of vocation or calling help us work through questions about identity and success at work.
The expectations for your internship journal entries are outlined in Appendix 4 and 5, the Internship
Journal “A” Rubric and Internship Journal “B” Rubric.
Submission. You will submit your journal entry to your ASP internship faculty monitor by email. Each
journal is due by 11:59 pm on the date indicated in the course schedule. Submit your journal in MS
Word format electronically as an email attachment. Please DO NOT submit an internship journal in
the same email with any other assignments, even if the assignments are due on the same day. Title the
subject of your email: “Intern Journal #1” and so forth. There are no extensions. Journal entries
received after their due date/time will automatically reduce your journal grade by one-third of a letter
(i.e. A to A-), and an additional one-third letter grade for each subsequent 24-hour period.
Formatting and Length. On the first page of each journal entry, please indicate in the upper left-hand
corner your name, the internship location, the name of your ASP faculty internship monitor, and the
date of submission. Required format is MS Word, typed, 8 ½ x 11 paper, Times New Roman font, 12
cpi, double-spaced, with 1-inch margins and numbered pages. Please do not forget to number your
pages. Type “A” journal minimum word count is 1,200. Type “B” journal requires at minimum a 5
sentence annotation of the required reading and 500-word integrative reflection on the reading.
Grading. Your ASP faculty internship monitor reads and grades your journal. You are encouraged to
consult your monitor over the course of the semester to discuss the content and quality of your journals.
A “C” grade indicates an uneven mix of adequate and inadequate work product, a “B” indicates
adequate and complete work, and an “A” indicates excellent, creative, and integrative work. Grades
lower than this represent inadequate work that must be resubmitted.
Internship (Fall 2017) – page 5
APPENDIX 1. INTERNSHIP CONFIRMATION FORM
Student Intern Name: ______________________________________________
Intern Telephone: _________________________ Intern Email: ________________________
Intership Site: _____________________________________________________
Site Address: _____________________________________________________
_____________________________________________________
Site Supervisor Name: ______________________________________________
Site Supervisor Telephone: __________________________________________
Site Supervisor Email: ______________________________________________
Internship Start Date: ______________________ Internship End Date: _________________
Internship Schedule:
Monday: ______________________________________________________ (ex. 9a – 5p)
Tuesday: ______________________________________________________
Wednesday: ___________________________________________________
Thursday: _____________________________________________________
Total work hours each week: ______________________________________
Semester work schedule exceeds 264 total hours (circle): Yes No
Academic Credits: 8
Position status (circle): Paid Unpaid
If paid, hourly rate or stipend amount: ______________________________
Please sign to confirm that the information in this document is correct.
Student Intern signature and date
Site Supervisor and date
Internship (Fall 2017) – page 6
APPENDIX 2. SAMPLE LEARNING CONTRACT
Name: Peter J. Baker
Date: September 21, 2017
Internship Site: American Enterprise Institute
KNOWLEDGE GOALS:
1. Be able to define a think-tank and explain how it differs from a university and also from other
organizations in D.C. that advocate policy positions, but do not carry the think-tank label.
2. Become familiar with the community of think-tanks in D.C. and how they identify and
differentiate themselves.
3. Learn the process of how one publishes an article in a newspaper or magazine.
4. Become familiar with new research methods and sources of information to assist in the research
process.
5. Gain a better understanding of the root causes of the problems my scholar studies.
6. Become familiar with different conceptualization of the problem, as argued by other scholars.
Identify whether freedom, equality, order, or another value is being prioritized for each position.
7. Identify how my scholar sees “who is responsible” for addressing the problem, and how this
differs from her ideological opponents.
8. Develop a position of my own on the subject, informed by my scholar’s expertise and my ASP
coursework.
SKILL GOALS:
1. Learn how to organize a scholarly conference.
2. Learn how to design a research agenda.
3. Develop oral presentation skills by arranging for a briefing of my scholar on a subject of our
mutual choosing.
4. Develop better active listening skills.
5. Develop a better understanding of the “professional” use of email and the telephone.
6. Develop stronger communication skills when interacting with those in positions of authority.
7. Develop a greater competence in asking clear questions and getting complete answers.
8. Develop a sensitivity to the relationships between scholars and staff, investing in activities to get
to know each group equally.
9. Become a better multi-tasker.
CHARACTER & VOCATIONAL GOALS:
1. Learn how to manage anxiety when my workload overwhelms.
2. Learn how not to be defensive when taking criticism from my supervisor.
3. Learn how to fight inferiority thoughts when comparing my experience to those of other interns.
4. Learn how to manage conflict situations with my supervisor or fellow interns, rather than avoid
them.
5. Become more intentional in seeking coherency between my beliefs and my behavior at the
workplace.
6. Identify ways in which the workplace culture may preach the fact/dichotomy split.
7. Identify ways in which “the code” is spoken at the workplace, even in unknowingly.
Supervisor’s Signature ______________________________________________________
Internship (Fall 2017) – page 7
APPENDIX 3. SAMPLE INTERNSHIP EVALUATION FORM
STAGE 1 (online): Quantitative Assessment Please circle the number below that best describes the student’s performance in the following areas.
1-2: Beginning - performance is unprofessional or far from adequate
3-4-5: Developing - improving or uneven proficiency, not yet consistently meeting expectations
6-7-8: Proficient - performance meets basic expectations for an undergraduate intern
9-10: Exemplary - performance exceeds basic expectations, equivalent with entry-level professionals
BEGINNING
DEVELOPING
PROFICIENT
EXEMPLARY
COMMENTS
Punctuality (faithfulness to schedule)
1 2 3 4 5 6 7 8 9 10
Professionalism (to include appearance, dress, personal management &
respectfulness)
1 2 3 4 5 6 7 8 9 10
Attitude (enthusiasm, humility, self-confidence, willingness to do any
kind of work)
1 2 3 4 5 6 7 8 9 10
Competence/Productivity (produces high-quality work; exhibits efficiency, follow-
through, organization &
analytical skills)
1 2 3 4 5 6 7 8 9 10
Dependability (demonstrates reliability and
responsibility)
1 2 3 4 5 6 7 8 9 10
Communication Skills (to include writing, verbal communication & telephone
skills)
1 2 3 4 5 6 7 8 9 10
Interpersonal Skills (exhibits strong human relations skills; gets along with and works
well with others)
1 2 3 4 5 6 7 8 9 10
Initiative/Creativity (when possible, shows initiative & creativity in pursuing interests
and/or taking tasks to the next
level)
1 2 3 4 5 6 7 8 9 10
Resourcefulness (shows initiative in taking
advantage of opportunities to
learn and grow, i.e. networking with others, attending enriching
events)
1 2 3 4 5 6 7 8 9 10
Inquisitiveness/Curiosity (asks good questions, seeks to understand the “bigger picture”)
1 2 3 4 5 6 7 8 9 10
Using the categories and corresponding evaluative descriptions above, please complete the
sentence: “The undergraduate intern’s overall performance corresponds with the following
numerical score (1-10): _____ .”
STAGE 2 (in-person): Qualitative Assessment Please identify the intern’s greatest strength(s).
Please identify areas for the intern’s continued improvement and professional growth.
Please offer any additional advice for how the intern can continue to make the most of this experience.
Internship (Fall 2017) – page 8
APPENDIX 4. INTERNSHIP JOURNAL “A” RUBRIC
Exemplary - 4 Acceptable - 3 Inadequate - 2 Poor - 1
Part One: Work Experience and Lessons Learned (1,200 word minimum)
Quality of
Experiential
Specificity
(70%)
The internship journal
evidences a careful and
specific detailing of the
knowledge and/or skills
you are gaining from
(a) specific work
projects or assignments,
(b) specific internship
events or meetings,
and/or (c) specific
interactions with people
at your internship (i.e.
supervisors, co-
workers, etc.).
The internship journal
provides a general
detailing of the
knowledge and/or skills
you are gaining from
(a) specific work
projects or assignments,
(b) specific internship
events or meetings,
and/or (c) specific
interactions with people
at your internship (i.e.
supervisors, co-
workers, etc.).
The internship journal
is too often vague in
documenting the
knowledge and/or skills
you are gaining from
(a) specific work
projects or assignments,
(b) specific internship
events or meetings,
and/or (c) specific
interactions with people
at your internship (i.e.
supervisors, co-
workers, etc.).
The internship journal
does not adequate
detail the knowledge
and/or skills you are
gaining from (a)
specific work projects
or assignments, (b)
specific internship
events or meetings,
and/or (c) specific
interactions with people
at your internship (i.e.
supervisors, co-
workers, etc.).
Quality of
Reflections on
Lessons
Learned
(20%)
Discussion of lessons
learned demonstrates
careful thought about
how newly acquired
knowledge or skills are
influencing the way you
think about what it
means to be a
professional, to succeed
as a professional, your
own professional
development, and/or
future career interests.
May cite the Learning
Contract.
Provides a basic
reflection on newly
acquired knowledge or
skills by explaining in
basic but clear terms
how they are
influencing the way you
think about what it
means to be a
professional, to succeed
as a professional, your
own professional
development, and/or
future career interests.
Discussion of newly
acquired knowledge or
skills is too often vague
or incomplete when
explaining their
influence on your
thinking about what it
means to be a
professional, to succeed
as a professional, your
own professional
development, and/or
future career interests.
Discussion of lessons
learned and how they
are contributing to your
growth as a young
professional is missing
or wholly inadequate.
Part Two: Application (no minimum word count)
Application
Plan
(10%)
The journal provides
two or more
“application ideas” and
questions, which
clearly connect to what
you are doing and
learning at your internship, as described
in the earlier section.
The author explains in
clear and concise terms
why these questions or
application ideas are
important. Questions
and application ideas
demonstrate your
intentionality iand
commitment to growing
as a young professional.
The journal provides
two “application ideas”
and questions, which
generally connect to
what you are doing and
learning at your
internship. The author
explains in general
terms why these
questions or application
ideas are important.
Questions and
application ideas
demonstrate a general
awareness of this
opportunity to grow as
a young professional.
It is mostly unclear how
these application ideas
relate to what you are
doing and learning at
your internship. The
author is too often
vague or unclear when
explaining why these
questions or application
ideas are important.
The journal does not
provide an adequate
number of “application
ideas” and questions.
What is offered appears
to be disconnected from
lessons learned at the
internship. There is no
explanation of why
these questions or
application ideas are
important.
Formatting &
Submission
Type “A” journal entries submitted on time and as
its own email with the subject heading of “Journal
Entry #--.” Each entry meets or exceeds the 1,200
word limit. The journal is formatted with
subheadings as outlined in the journal assignment
instructions.
Grade is penalized by 1/3 because journal
entry is submitted after
the deadline, but before
a full 24 hours has
passed; or, journal entry
is between 1,000-1,200
words.
Grade is penalized by a
whole grade because journal entry is more
than two days late or
journal entry is less
than 1,000 words.
Note: A journal may be returned for re-submission if it fails to meet professional standards for spelling,
grammar, punctuation, or formatting. Late penalties will apply.
Internship (Fall 2017) – page 9
APPENDIX 5. INTERNSHIP JOURNAL “B” RUBRIC
Exemplary - 4 Acceptable - 3 Inadequate - 2 Poor - 1
Part One: Work Experience and Lessons Learned (700 word minimum)
Quality of
Experiential
Specificity
(40%)
The internship journal
provides a careful and
specific detailing of the
knowledge and/or skills
you are gaining from (a)
specific work projects or
assignments, (b) specific
internship events or
meetings, and/or (c)
specific interactions with
people at your internship
(i.e. supervisors, co-
workers, etc.).
The internship journal
provides a general
detailing of the
knowledge and/or skills
you are gaining from (a)
specific work projects or
assignments, (b) specific
internship events or
meetings, and/or (c)
specific interactions with
people at your internship
(i.e. supervisors, co-
workers, etc.).
The internship journal is
too often vague in
documenting the
knowledge and/or skills
you are gaining from (a)
specific work projects or
assignments, (b) specific
internship events or
meetings, and/or (c)
specific interactions with
people at your internship
(i.e. supervisors, co-
workers, etc.).
The internship journal
does not adequate
detail the knowledge
and/or skills you are
gaining from (a)
specific work projects
or assignments, (b)
specific internship
events or meetings,
and/or (c) specific
interactions with
people at your
internship (i.e.
supervisors, co-
workers, etc.).
Quality of
Reflections
on Lessons
Learned
(10%)
Provides a careful
reflection about how
newly acquired
knowledge or skills are
guiding your thinking
about what it means to be
a professional, to succeed
as a professional, your
own professional
development, and/or
future career interests.
May cite the Learning
Contract.
Provides a basic
reflection on newly
acquired knowledge or
skills by explaining in
basic but clear terms how
they are influencing the
way you think about
what it means to be a
professional, to succeed
as a professional, your
own professional
development, and/or
future career interests.
Discussion of newly
acquired knowledge or
skills is too often vague
or incomplete when
explaining their influence
on your thinking about
what it means to be a
professional, to succeed
as a professional, your
own professional
development, and/or
future career interests.
Discussion of lessons
learned and how they
are contributing to
your growth as a
young professional is
missing or wholly
inadequate.
Part Two: Reflection on Vocation and Occupation (6 sentences, plus 500 word minimum)
Quality of
Annotation
(30%)
Provides accurate and
detailed descriptions of
main point(s) of the
reading; annotation
exceeds the 6-sentence
minimum.
Provides accurate but
general descriptions of
the main point(s) of
reading; annotation
meets the 6-sentence
minimum.
Provides overly vague
or sometimes inaccurate
descriptions of the main
point(s) of reading,
indicating it was not
read carefully or
completely; annotation
fall just short of the 6
sentence minimum, or
meets the minimum
using sentences that lack
much substance.
Annotation is
incomplete or
contains serious
errors, indicating
poor or incomplete
reading. Annotation
fails to meet the 6
sentence minimum.
Quality of
Integrative
Reflection on
Content
(20%)
Meaningfully evaluates
the main points detailed
in the annotation in
integrative fashion,
connecting analysis and
questions to specific
semester experiences;
annotation exceeds the
6 sentence minimum
and reflection exceeds
the 500 word minimum.
Provides a clear and
informed statement in
response to the reading
or lecture, but could do
more to explain the
reasoning behind each
evaluation by citing
experiences; annotation
and reflection meets the
6 sentence and 500
word minimums,
respectively.
Responses are too
general or vague,
indicating superficial
engagement with course
material. Connections to
semester experiences are
too vague or superficial;
annotation fall just short
of the 6 six sentence
minimum or reflection is
between 465-499 words.
Author’s response or
connections to
semester experiences
are missing or wholly
inadequate.
Annotation is well
under the 6 sentence
minimum or
reflection is below
465 words.
Internship (Fall 2017) – page 10
Formatting
&
Submission
Type “B” journal entries submitted on time and as its
own email with the subject heading of “Journal Entry
#--.” Each entry meets or exceeds the word minimum
and the heading is formatted as outlined in the course
syllabus.
Grade is penalized by 1/3
because one journal entry
in the packet is submitted
after the deadline, but
before a full 24 hours has
passed; or, journal entry
is between 450-499
words.
Grade is penalized by
a whole grade because a journal entry is more
than two days late; or
two or more entries
were submitted after
the deadline, or journal
entry is less than 400
words.
Note: A journal may be returned for re-submission if it fails to meet professional standards for spelling,
grammar, punctuation, or formatting. Late penalties will apply.
Internship (Fall 2017) – page 11
INTERNSHIP JOURNAL “A” ASSIGNMENT
#1: MONDAY, SEPTEMBER 25TH @ 11:59 PM
#2: MONDAY, OCTOBER 16TH @ 11:59 PM
#3: MONDAY, NOVEMBER 13TH @ 11:59 PM
INSTRUCTIONS
Please complete both sections of the journal assignment. Be sure to consult the grading rubric
before you begin.
PART ONE
Record and Reflect on Professional Experiences at the Internship (90%)
What are you doing at work and what are you learning from it all? More specifically, explain and
reflect on 1 or 2 moments at work this week that really stand out to you. Why do they stand
out?...What career or professional development questions or lessons learned did you take away?
Consider…Is the experience positive, or negative? Did you learn something by making a
mistake? Did you achieve something you really worked hard for? Did you learn
something from observation (e.g. your supervisor leading a meeting or handling an office
dispute) or at a special event (e.g. conference panel, congressional hearing)?
Word count: 1,200 minimum
PART TWO
Application Plan—Building on Key Questions and Lessons Learned (10%)
We want to build on the questions and lessons learned we collect from our work experiences.
How can you keep the momentum building? Please provide at least two responses that explain
what questions you take away or concrete actions you can take to continue your professional
development and why you believe these questions or steps are worthwhile.
For example, who in your office could you follow up with for a coffee to get their
perspective on career or professional questions you’re thinking through? Or ,what kind
of additional research and reading could be done to learn more?
1.
2.
Word count: No word count, but estimate 3-5 sentences.
Internship (Fall 2017) – page 12
INTERNSHIP JOURNAL “B” ASSIGNMENT
#1: MONDAY, OCTOBER 2ND @ 11:59 PM
#2: MONDAY, OCTOBER 30TH @ 11:59 PM
#3: MONDAY, DECEMBER 4TH @ 11:59 PM
INSTRUCTIONS
Please complete both sections of the journal assignment. Be sure to consult the grading rubric
before you begin.
PART ONE
Record and Reflect on Professional Experiences at the Internship (50%)
What are you doing at work and what are you learning from it all? More specifically, explain and
reflect on 1 or 2 moments at work this week that really stand out to you. Why do they stand
out?...Which career or professional development questions and lessons learned do you want to be
sure to document and remember?
Consider…Is the experience positive, or negative? Did you learn something by making a
mistake? Did you achieve something you really worked hard for? Did you learn
something from observation (e.g. your supervisor leading a meeting or handling an office
dispute) or at a special event (e.g. conference panel, congressional hearing)?
Word count: 700 minimum
PART TWO
Reflections on Vocation and Occupation: Considering Identity and Success at Work (50%)
First, provide a 6-8 sentence annotation of key content from the assigned reading.
October 2nd: The Gospel Goes to Work, Introduction through Chapter 3.
October 30th: The Gospel Goes to Work, Chapters 4-6.
December 4th: The Gospel Goes to Work, Chapters 7-9.
Lastly, evaluate the reading. What do you think? How is your thoughtfully considered response
informed by your own internship or semester experiences thus far, and/or to your thoughts more
generally about matters of career and post-grad plans?
Word count: 6-8 sentence annotation plus 500-word minimum integrative reflection.