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                   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.

                      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 
                          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

           Prerequisite 988: 201

           Open to seniors enrolled for Women's Studies           
           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

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

     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

     Women Organizing for Fun - 1st Annual WOFF Picnic

                 C.S. MOTT COMMUNITY COLLEGE
                       FLINT, MICHIGAN


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

     In cooperation with instructor and agency, outside visits or
     readings are assigned to help the student complete the


     - 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.


     - 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     

     - 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          

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    

     - There is no overlap with other courses.

     - There would be no change in other courses.

     - Implementation data: Fall 1980.

                  THE PROGRAM ON WOMEN
                 EVANSTON, ILLINOIS 60201


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

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.

                       KRESGE COLLEGE


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  

                    LORETTO HEIGHTS COLLEGE

WS 463: Practicum in Women Studies, 2-6 credits, required of all

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

      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

          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,

          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

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

      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


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

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. 



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

                     WOMEN'S STUDIES
                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      

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 __________________

    ______________________________________ 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_______________________________________________________



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_____________________________________________________


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?

                        HARBOR CAMPUS

                       WOMEN'S STUDIES


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

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

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

   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 
     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       

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.

                        HARBOR CAMPUS



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,"

Renee Levine, "How to Get a Job in Boston, Vocations for Social

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."


"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
"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

"Trust, Loyalty and the Place of Women in the Informal Organization
of Work," Judith Lorber, Women: A Feminist Perspective, ed. by Jo

"The Tyranny of Structurelessness," Joreen.

"Why Bosses Turn Bitchy," Rosabeth M. Kantor, Psychology Today, May

"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

"Who Shall Work?" Bertrand B. Pogrebin, Ms. Magazine, December

                          HARBOR CAMPUS


Name of Organization ______________________________________________



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


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____


     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


                 WOMEN'S STUDIES PROGRAM 
               1012 CATHEDRAL OF LEARNING
                     (412) 624-6485

             Field Placement Guidelines


  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


  1. The student must be a junior (3rd year) in good academic

  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.


  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

  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

                                           University of Pittsburgh
                                           Women's Studies Program




_______________________TERM & YEAR OF PLACEMENT_________________

TELEPHONE_______________________GRADING OPTION__________________

STUDENT NUMBER__________________________________________________

FACULTY SPONSOR_________________________________________________


FIELD PLACEMENT_________________________________________________

PLACEMENT SUPERVISOR____________________________________________


_____________________________       ___________________________

_____________________________       ___________________________

_____________________________       ___________________________

_____________________________       ___________________________

_____________________________       ___________________________

_____________________________       ___________________________


GRADE ASSIGNED_______________       ____________________________

FACULTY SIGNATURE____________       ____________________________


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.


                   WOMEN'S STUDIES PROGRAM
                  1012 CATHEDRAL OF LEARNING
                       (412) 624-6485


Name of Agency:                                Phone:

Agency Supervisor(s) and Title:

Student Intern:                                Phone:
Term/Year of Placement:

WSP Faculty Supervisor:                        Phone:

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

                                    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

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.

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


   - 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.


     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.

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.

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.

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:


           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

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

 14. Student completes and submits written assignment to Practicum

 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

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

      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

      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.

                    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

                       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

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

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?




                  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

                        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


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,        

                        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. 

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.      

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

                       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

        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    

   _________ 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,  

9. How could the student's contribution to this or similar work settings be 

10. How could the student's contribution to this or similar work settings be 

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  
    ______ 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)_______________________


                                  Relationship to student___________________


                     UNIVERSITY OF MARYLAND
                        COLLEGE PARK 20742

(301) 454-3841                               SOCIAL SCIENCES BUILDING

                                                WOMEN'S STUDIES
                                                INTERNSHIP PROGRAM


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


     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,

      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

       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,

      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.


       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.

WOMEN'S STUDIES INTERNSHIP                                   Fall, 1979

Field Work and Field Work Analysis

                         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..."


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_____________________________________________________


Study/analysis/research project student will undertake: (be as specific as

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

                              CO-OP SYLLABUS


     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

     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

               Did you make new friends? Do you or will you still keep in

               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

               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

            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

 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

      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

          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

          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

          Who or what should benefit from 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

     __Exceptionally mature
     __About average in making decisions
     __Usually makes the right decision
     __Often uses poor judgment
     __Consistently uses bad judgment

     __Completely dependable
     __Above average in dependability
     __Usually dependable
     __Sometimes neglectful or careless

Initiative and self reliance
     __Demonstrates outstanding initiative
     __Seeks out new responsibilities
     __Works well independently
     __Follows directions adequately
     __Requires constant supervision

Quality of work
     __Very good
     __Below average

yes___  no___


____________________________________________  ______________________________
Signature of Supervisor                       Title

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.



Women's Equity Action League      
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005

                     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

     a. Mutual expectations
     b. Developing and modifying, if necessary, intern job        
     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


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    

WEAL Fund  
Women's Equity Action League  
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822  
Washington, D.C. 20005  


Beginning Date:___________________Completion Date:_______________




Weekly Meetings with Supervisor:_________________________________

Mid-Session Evaluation:__________________________________________

Job Description:

Goals and objectives for WEAL Fund internship:

Women's Equity Action League
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005

                   WEAL FUND - INTERN CONTRACT


     - to work _____ hours per week for _____ weeks.
     - to become thoroughly familiar with WEAL Fund's policies and 
     - 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.


     - to work out with each intern a written job description that 
          includes tasks to be performed and guidelines for       
     - 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


Women's Equity Action League
Educational & Legal Defense Fund
805 15th Street, N.W., Suite 822
Washington, D.C. 20005


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

1.   Were you in the office when you planned to and did you take
     responsibility for the project and activities for which you

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

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________


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.



What activities or experiences of your internship were most

Which were least satisfying?

What specific skills or knowledge did you acquire during your

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