Date Submitted: Wed, 21 Dec 2016 18:39:30 GMT

Viewing: SRV_LRN 3028HW foleya : Civic Leaders Internship - Honors/Writing Intensive

Last approved: Thu, 10 Nov 2016 17:10:57 GMT

Last edit: Thu, 10 Nov 2016 17:10:57 GMT

Changes proposed by: foleya

Proposal Type

Honors
Writing Intensive

Contact Information

foleya
Anne-Marie
Foley
FoleyA@missouri.edu
573/882-0227
VP Undergraduate Studies
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
foleya
Anne-Marie
Foley
FoleyA@missouri.edu
573/882-0227
VP Undergraduate Studies
Subject Area’s Department Chair/Director:
spainj
Jimmy
Spain
SpainJ@missouri.edu
573/882-5995
VP Undergraduate Studies

Term for Proposal

Spring 2017
 

Course Catalog Information

PRVST
Service Learning (SRV_LRN)
Service Learning
3028HW
3
6
30
Civic Leaders Internship - Honors/Writing Intensive
Students in any major may enroll in 3-6 credit hour internships with state government offices and agencies.
 
Internship/Externship
A-F (allow student to choose S/U option)
consent and application required. Honors eligibility required.
 
 
 

Instructor Information

foleya
Anne-Marie
Foley
FoleyA@missouri.edu
573/882-0227
VP Undergraduate Studies
(numbers only)
Adjunct Instructor
204 Lowry Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply
Adjunct Faculty
Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

Background:

The Office of Service-Learning has offered Honors leadership and public service internships for over 17 years. We work in partnership with the Chancellor and UM system offices to place gifted MU students in internships with State Representatives and Senators, as well as state-wide elected offices such as the Governor, Attorney General and Secretary of State; the Missouri Congressional delegation in Washington, D.C. and community leaders in non-profit organizations across Missouri. Students may serve in their internships either full or part time; full time state government interns earn $2000 scholarships, and Congressional interns earn merit scholarships and need-based funding to support their living expenses in and transportation to Washington, D.C. The Chancellor's Office supports the Congressional scholarships.

SRV_LRN 3028H: Civic Leaders Internship Program has 3 sections:

Section 1: State Government Internships
Section 5: Non-Profit Internships
Section 12: Congressional Internships

Course Description:

The coursework and meetings provide a framework for students to seriously reflect on their internship experiences and to articulate their personal and professional development. Students are encouraged to better understand the role of non-profits and government, and explore the social and political challenges we all face. Each assignment and discussion challenges Honors students to step back and consider their field experiences through multiple lenses. In addition, in the progress reports as well as the Honors assignments, interns research important issues facing the citizens of Missouri and our nation and propose solutions. This research inspires creative policy discussion and community development. Research and reflection empowers students to be better and more effective interns.

Honors Course Assignments:

1. Office and Constituency Profile: Interns research the missions and goals of their internship sites as well as detail their role as interns and the expectations the offices hold for them. They research their constituencies so that they might better understand the citizens they will be serving, as well as the issues that face our state/nation. Finally, students reflect on their learning goals for the internship, and then refer back to this document in subsequent progress reports and personal assessments.

2 Progress reports/Journals: Because each student intern works in a different site with diverse learning experiences, the progress report/journal format allows them to explore and articulate their unique experiences and professional development. Sections in these reports include a summary of their internship activities; a discussion of what they have learned about public service, civic engagement and professional contexts; and substantive research concerning public policy and the constituencies they are serving. Of importance in these reports are the choices they make for research, personal development, and creating effective service contexts. The more they know, the better they will be able to serve their constituents.

3. Internship Self-assessment: In this final report students describe the trajectory of their internships, taking into consideration the learning goals they set for themselves, the research they have performed, and their contributions to their offices. Students reflect on what they have learned about the role and processes of government or how non-profits engage resources to fill voids in community development. Finally, interns reflect on and articulate the skills they have developed or discovered within themselves, and how they may engage in impactful public service in the future.

4. Honors Project: Public Policy or Community Development Papers. For Congressional and state government internships, honors students choose public policy topics that are directly relevant to their offices. They are encouraged to work with Representatives, Senators and Congressional staffers to create their research prospectus, propose policy approaches and outline measurable outcomes. Honor students often submit their policy statement to the offices where they serve, as well as present their ideas to their colleagues in the course. Non-profit interns work in much the same way, working to research and define community challenges that are relevant to their non-profit and to propose direct, community based solutions that will impact the populations that they have served. In each case, Honors students are encouraged to use their skills to empower the lives of others and their creativity to create a vision.

As with our other service-learning and public service programs, CLIP courses are writing intensive and engage critical thinking through dialogue, research and the very nature of the challenging and prestigious offices and organizations where they serve. Honors students are encouraged to share their projects and research with the offices where they intern, and work together in CLIP honors meetings to create solid policy/development programs.
3
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 
Short essays
Oral reports
Other
Term papers
 
As part of the Honors component of these internship courses, Honors students engage in significant research, paired with their field experiences, to create public policy or community development projects that directly contribute to and benefit the government offices or NPO's at which they work. Honors students meet with me to discuss projects and research, report on progress, and finally they present their projects to their honors cohort.
70
 
Students submit an application and undergo an interview before receiving a permission number.
 

Writing Intensive Course Information

The Civic Leaders Internship Program CLIP engages MU students from degree programs campus-wide in 16-30 hour government internships primarily legislative and statewide elected offices, at the same time as they study public policy and the processes of state government. CLIP students enroll in a weekly seminar/writing workshop in which we discuss their learning and how they reflect on their internship experiences through writing assignments.
We are adding a self-assessment piece as well as increasing the public policy research in the progress reports. Though this is an internship project, and thus many of our students are working across Missouri and for the government internships in Jefferson City, we meet with our different sections between 6-7 times throughout the semester for writing workshops.
Face-to-face
Self paced?

90
100
Should this course be considered for funding?
Yes
Large Enrollment Courses:
The interns meet between 6-8 times each semester for writing workshops. Otherwise, they spend the bulk of their time engaging in their internships.
We skype, work through blackboard, meet with students in Jefferson City as well as 2-3 times during the semester in Washington, D.C. We engage in writing workshops, meetings at placment sites, and individual meetings in my office.
For each assignment we engage in grade norming and compare grades on multiple papers. Since we use "Turnitin," I can review the grading practices of the group and make adjustments and suggestions.

Writing Intensive Assignments

Pages
Office and Constituency/Community Profile
Interns research the missions and goals of their internship sites as well as detail their role as interns and the expectations the offices hold for them. They research their constituencies so that they might better understand the citizens they will be serving, as well as the issues that face our state/nation. Finally, students reflect on their learning goals for the internship, and then refer back to this document in subsequent progress reports and personal assessments.
Length of assignment:
5
Pape, Foley, GA
6
Pape, Foley, GA
11

Progress Reports/Journals
Because student interns work in different sites with diverse learning experiences, the progress report/journal format allows them to explore and articulate their unique experiences and professional development. Sections in these reports include a summary of their internship activities; a discussion of what they have learned about public service, civic engagement and professional contexts; and substantive research concerning public policy and the constituencies they are serving. Of importance in these reports are the choices they make for research, personal development, and creating effective service contexts. The more they know, the better they will be able to serve their constituents.
Length of assignment:
18
Pape, Foley, GA
12
Pape, Foley, GA
30

Internship Self-Assessment
In this final report students describe the trajectory of their internships, taking into consideration the learning goals they set for themselves, the research they have performed, and their contributions to their offices. Students reflect on what they have learned about the role and processes of government or how non-profits engage resources to fill voids in community development. Finally, interns reflect on and articulate the skills they have developed or discovered within themselves, and how they may engage in impactful public service in the future.
Length of assignment:
8
Pape, Foley, GA
 
 
8

Honors Project
Public Policy or Community Development Papers. For Congressional and state government internships, honors students choose public policy topics that are directly relevant to their offices. They are encouraged to work with Representatives, Senators and Congressional staffers to create their research prospectus, propose policy approaches and outline measurable outcomes. Honors students often submit their policy statement to the offices where they serve, as well as present their ideas to their colleagues in the course. Non-profit interns work in much the same way, working to research and define community challenges that are relevant to their non-profit and to propose direct, community-based solutions that will impact the populations that they have served. In each case, Honors students are encouraged to use their skills to empower the lives of others and their creativity to create a vision.
Length of assignment:
12
Pape, Foley, GA
 
 
12

Total pages for all assignments:
First drafts:
43.00
Revisions:
18.00
61.00
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
 
N/A
Each one of the writing assignments includes the possibility of interpretation, explanation, analysis, and evaluation. In my opinion, these qualities are essential in terms of critical reflection of this type of field experience.
The Organization and Constituency Profile begins the writing process, as students define their field experience, their constituency, and their roles in the offices. Progress reports, 3 times throughout the semester, serve to outline their experiences as well as provide a venue for public policy research and reflection on personal and professional learning. The self-assessment piece submitted during finals weeks creates a context in which interns may reflect on the trajectory of their internship, how they impacted their sites and what they learned about service, government and professional skills.
85
%
 
2
The majority of the GA's contribution involves working directly one-on-one with students concerning their progress reports and reasearch, and reading and grading throughout the semester. The GA attends the Campus Writing workshop, and we work together at the beginning of the semester to clearly define the pedagogical goals we set for progress report writing and our expectations of student reflection. As students submit their writing, we engage in on-going discussion of their performance and grade norming. The GA works all hours in the office as well as Jefferson City, so that we have constant interaction about student performance.

Course Syllabus

Upload Course Syllabus

Administrative Information

Humanities and Arts
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Thu, 10 Nov 2016 17:10:50 GMT): I have added SRV_LRN 3028HW, sections 01, 05 and 12 to the Spring 2017 Schedule of Classes and cancelled the regular sections of SRV_LRN 3028H, sections 01, 05 and 12 for Spring
Key: 528