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