graduate college ph.d. in interdisciplinary studies
TRANSCRIPT
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Graduate College
Ph.D. in Interdisciplinary Studies—Educational Studies Concentration
Internship Guide and EDST 875 Syllabus
January-June 2019 (2019 7A)
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Contents Overview of the Internship……………………………………………………………..3
Preparing for the Internship……………………………………………………………3
Processes and Procedures...................................................................................4
Roles and Responsibilities of Internship Participants………………………………5
The Intern………………………………………………………………………..5 The Internship Field Supervisor……………………………………...............6 The Internship Advisor...............................................................................6
Documenting the Experience…………………………………………………………7
Activities Log...………………………………………………………………….7 Reflective Journal………………………………………………………………8
Internship Evaluations…..……………………………………………………………..8
Appendices.…………………………………………………………………..…………9
A. Internship Application and Approval Form………………...…………….10 B. Internship Agreement Form……………………………………………… 13 C. Internship Evaluation Form……………………………………………….17 D. Internship EDST 875 (2017 7A) Syllabus…...…………………………..21 E. Sample Internship Activity Log……………………………………………36
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Overview of the Internship Educational Studies students are required to complete a 150-clock-hour (minimum) internship as an “Advanced Seminar” in the academic program. The internship carries a total of three credit hours. The internship provides students the opportunity to integrate theory and practice while under the supervision of a qualified individual who possesses documented expertise in education and leadership. The internship is not meant to be “business as usual.” Rather, the experience is intended to challenge students in new ways, requiring them to step outside of their comfort zones. A central purpose of the internship is for students to explore the complexities involved in furthering ideals of social justice within an educational or related setting.
Preparing for the Internship
Preparation begins in advance of the student’s EDST 875 academic semester, when students work with the internship advisor to develop plans for an internship within their area of specialization. Students may also choose to confer with faculty, staff, and peers in conceptualizing an appropriate experience.
In developing an internship proposal, students should consider that the objectives of the internship are as follows:
x To further the interns’ acquisition of professional knowledge, skills, and dispositions in the field of education. x To facilitate the interns’ development as competent practitioners who assume responsibility for their own actions
and self-development. x To provide interns with training and practice in identifying, assessing, and ethically responding to needs of
students and other stakeholders. x To enhance the interns’ abilities to work appropriately and effectively within socially and culturally diverse
organizations. x To provide interns with opportunities for educational and leadership experiences which align with the goals and
objectives of UI&U’s Ph.D. Program, including those related to social justice and ethical practices. All students are required to design an internship that presents a challenge to the norms of their previous or current professional experiences. For example: an urban school professional might choose to participate in an internship in rural
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setting; a community college professor might choose to experience a 4-year or graduate college setting; a university faculty member might work with an administrator.
In proposing the internship, the student must identify and clearly define goals and objectives, which must include developing further competencies in ethical leadership and social justice. The internship must be relevant to the practice of educational leadership and should reflect increasing levels of responsibility and/or depth of engagement over its duration.
Processes and Procedures
The processes and procedures for development and implementation of the internship experience are described below:
1. Each student meets with the internship advisor to discuss possible internship settings and activities. These
discussions begin during the second academic semester. 2. When a specific internship has been proposed and approved in concept by the internship advisor, the student
prepares an Internship Application and Approval Form (Appendix A). The form includes a rationale for and detailed description of the proposed internship, the competencies to be achieved, and the qualifications of the internship field supervisor. The application must also incorporate programmatic objectives as set forth above.
3. The internship advisor reviews and evaluates the application, indicating approval for the student to make final arrangements for the proposed internship. (Note that approval may require revisions based on the internship advisor’s initial review).
4. The student meets with the internship field supervisor to negotiate final details of the internship (approval meeting). Once agreed upon, these details are attached to the internship application and approval form, which is then signed by the student and the field supervisor. Details should include hours and days that the intern will be at the internship site and all tasks and goals to be accomplished.
5. During the approval meeting, the student provides the field supervisor with the Internship Agreement Form (Appendix B). The student and field supervisor sign the form, which is then forwarded to the internship advisor (who will confer with the Ph.D. EDST concentration chair for final review and approval). The internship advisor must receive the signed internship agreement form prior to the start of the student’s EDST 875 semester.
6. The internship advisor sends copies of the signed Internship agreement form to the internship field supervisor and the student.
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7. The student may not begin the internship until the student, the field supervisor, the dean or designee, and the internship advisor have signed both the internship application/approval form and the internship agreement form.
Roles and Responsibilities of Internship Participants
The Intern
As an adult student and professional, the intern is expected to be proactive in designing an appropriate internship and ensuring the fulfillment of all requirements.
The roles and responsibilities of the intern are to:
x Complete any training required by the internship supervisor. x Chart interactions with internship site personnel per the regulations and requirements of the internship site. x Comply with all federal, state, and municipal laws, rules, and regulations. x Abide by all policies and expectations for the internship set forth in the Program’s Student Handbook. x Maintain confidentiality of student records in compliance with the Family Educational Rights and Privacy Act.
(FERPA). x Perform duties in a timely, accurate, and ethical manner consistent with the intern’s level of training and with the
ethical guidelines most applicable to the internship experience. x Be subject to the supervision requirements imposed by the supervisor or other professionals affiliated with the
internship site. x Conduct himself/herself in a professional manner. x Engage in all duties and activities stipulated in the approved internship proposal (attached). x Refrain from rendering any professional service without the written consent and supervision of the internship field
supervisor, it being understood and agreed that all professional services are under the direct order and control of the supervisor at the internship site.
x Attempt to resolve directly with the field supervisor any conflicts that arise. x Report, in writing, any conflicts that may arise to the internship advisor. x Complete the internship program, including, but not limited to, all internship site-specific requirements/assignments
made by the field supervisor and/or internship advisor.
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The Internship Field Supervisor
The internship field supervisor must be an individual with expertise in the student’s area of specialization who fosters a learning environment that emphasizes appropriate behavior/professional conduct, the value of diversity, and the importance of ongoing communication and constructive feedback. Qualifications of proposed field supervisors are examined by the internship advisor in light of the work that the student proposes to do. While field supervisors will not always be required to hold an earned doctorate, they must have had prior experience in advising, supervising, or teaching graduate level interns or students.
The roles and responsibilities of the field supervisor are to:
x Provide an appropriate orientation and introduction to the internship site. x Provide a learning experience that conforms to all ethical and legal standards of the profession of education. x Provide one (1) hour of individual, face-to-face supervision each week. x Complete a formal evaluation of the intern’s work at the conclusion of the internship term using the evaluation
form provided by Union Institute & University. x Share/discuss that evaluation with the intern before forwarding it to the internship advisor at Union Institute &
University. x Meet regularly (by phone, e-mail, or in person) with the internship advisor to ensure the quality of the internship
experience. x Attempt to resolve directly with the intern any conflicts that may arise. x Report, in writing, any conflicts that may arise to the internship advisor. x Retain at all times responsibility, authority, and accountability for the duties performed by the intern. x Comply with all federal, state, and municipal laws, rules, and regulations. x Maintain confidentiality of student records in compliance with the Family Educational Rights and Privacy Act.
(FERPA). x Maintain confidentiality of intern records.
The Internship Advisor
The internship advisor is the primary point of contact for all parties involved in the internship process, from planning to
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implementation to evaluation. The roles and responsibilities of the internship advisor are to:
x Approve proposed internship.
x Coordinate all required paperwork to begin internship.
x Provide training/orientation to internship field supervisors via telephone and email prior to the start of the internship, regarding applicable programmatic and institutional policies and procedures as well as with the University’s expectations of field supervisors and the criteria and processes for evaluating interns’ performances.
x Support the intern in all phases of the internship experience.
x Monitor the internship experience by meeting at least once per month via telephone with each intern.
x Coordinate with the internship field supervisor regarding the formal evaluation of the intern.
x Provide forms to the internship field supervisor for evaluation of the intern.
x Maintain confidentiality of student records in compliance with the Family Educational Rights and Privacy Act (FERPA).
Documenting the Internship Experience
Activities Log
The student maintains a log of internship activities (meetings, discussions, workshops, training sessions, work with students, etc.). It is important to continually track all activities, dates, and hours spent. The total internship requirement of
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150 hours (minimum) includes time spent in the internship seminar. Although the intern and field supervisor should choose a format that best suits them (see Appendix E for a sample format), the following information must be tracked
x Brief description of activity (for repetitive activities, it is possible to use an abbreviation with an explanatory key provided)
x Date activity performed
x Amount of time spent in activity
x Optional: Competencies being addressed Reflective Journal
Interns are required to maintain an ongoing reflective journal that examines internship experiences in relation to one or more ideas/theories from their formal academic studies. Detailed expectations appear in the syllabus.
Internship Evaluations Internships are evaluated at the end of the semester. At the conclusion of the internship, the student compiles an internship portfolio comprised of: (a) an activities log demonstrating a minimum of 150 hours1, (b) a reflective journal, and (c) a statement of any changes to the internship from the original proposal. The intern must submit the completed activities log to the internship field supervisor, who completes an Internship Evaluation Form (Appendix C). The student then submits the portfolio and the signed evaluation form to the internship advisor, who reviews all of the materials and assigns a grade. The portfolio and the internship field supervisor’s evaluation must document that all proposed internship activities have been completed and that all proposed goals and objectives have been achieved.
Students who do not satisfactorily complete the internship will be given an Incomplete (I) grade, with one semester to work with the internship advisor and internship supervisor to successfully complete the internship requirement. If the internship is not successfully completed during this additional semester, the Dean and internship advisor will meet to discuss the issues that have prevented successful completion of the internship. A possible outcome of this meeting is the initiation of the Special Review Process as outlined in the Student Handbook.
1 The three-credit designation per term is based on the 150-hour minimum. Thus, if fewer than 150 hours are reported, the student must apply for an Incomplete grade in accordance with the Student Handbook.
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APPENDICES
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Appendix A. Internship Application and Approval Form
Educational Studies Internship Application and Approval Form Instructions: Please complete the following information and submit this form with all attachments to the internship advisor for review
and approval. The form must be submitted to the internship advisor at least 6 weeks prior to the start of the semester in which the
internship is to begin. Please email attach the completed, scanned form and accompanying documentation to
Student Name Student ID
Address
Phone Numbers: Work Home
E-mail Address
Semester
Name of Organization or School (Internship Site):
Address
Telephone Number
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Email address Proposed Internship Field Supervisor
Name:
Position/Title: (Please attach the internship field supervisor’s resume/vita)
Internship Start Date End Date
NARRATIVE
Please attach a 3- to 4-page (double-spaced) statement in which you address the following components:
Describe the proposed internship. Include in your description consideration of how the context of your internship is different
from your current and past professional experiences. The internship must be relevant to the practice of education and should
reflect increasing levels of responsibility and/or depth of engagement over its duration.
The internship must constitute at least 150 clock hours of professional activities. Describe how much time you will spend each
day at the internship site engaged in internship activities (how many days each week, how many hours each day).
Identify your goals and objectives for the internship. Include in your description the competencies you expect to
develop/achieve as a result of the internship, and how the internship will respond to the learning goals established for the
internship by the Educational Studies Program, as described in the Internship Guide, p. 4.
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APPROVALS/SIGNATURES
I propose to carry out the internship as described in this application and attachments, subject to approval by Educational Studies
faculty and agreement of the proposed internship supervisor.
Student (Intern) Signature Date
I have reviewed this proposal, and approve this internship as described, subject to agreement of the proposed internship field
supervisor and signing of an internship agreement between Union Institute & University and the proposed field supervisor.
Internship Advisor Signature Date
I agree to serve as the onsite supervisor for this proposed internship per the terms of the attached internship agreement.
Internship Field Supervisor Signature Date
The internship may proceed as described in this application and all attachments.
Dean or Designee Signature Date
Attachments:
Resume/vita of proposed Internship Field Supervisor
Signed Internship Agreement Form
Narrative
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Appendix B: Internship Agreement Form
Internship Agreement
Instructions: Please share this Agreement with your internship field supervisor. After you have both signed the form, scan and return
it to the internship advisor via email attachment to [email protected]
This document represents an agreement with Union Institute & University, 440 East McMillan Street, Cincinnati, Ohio. This
internship Agreement is entered into this day of , 20 . The purpose of this agreement is to guide and
direct a working relationship for those involved in providing internship training experiences for students seeking a terminal degree
(Ph.D..) at Union Institute & University.
In consideration for providing the internship training experience to the intern, the parties agree as follows:
Objectives of the Internship Program The objectives of the Internship Program are as follows:
To further the intern’s acquisition of professional knowledge, skills, and attitudes in the field of education.
To facilitate the intern’s development as a competent practitioner who assumes responsibility for his/her own actions and self-
development.
To provide the intern with training and practice in identifying, assessing and ethically responding to needs of students. To expose the intern to educational services with culturally diverse populations.
To provide opportunities that reflect the mission of Union Institute & University’s Ph.D. Program, including issues of
social justice and ethical practices.
Responsibilities of the Internship Field Supervisor By signing this agreement on behalf of your organization, you agree to:
Provide an appropriate orientation and introduction to the internship site.
Provide a learning experience that conforms to all ethical and legal standards of the state and the profession of education.
Provide one (1) hour of individual, face-to-face supervision each week.
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Complete a formal evaluation of the intern’s work at the conclusion of each term (every six months) that the intern is assigned
to the internship site, using the evaluation form to be provided by Union Institute & University.
Share/discuss that evaluation with the intern before forwarding it to the Dean of the Ph.D. Program at Union Institute &
University.
Meet regularly (by phone, e-mail, or in person) with the intern’s faculty advisor to ensure the quality of the internship Program
experience.
Attempt to resolve directly with the intern any conflicts that may arise.
Report, in writing, any conflicts that may arise to the intern’s faculty advisor or the Dean of the Ph.D. Program.
Additionally, the internship supervisor agrees to:
Retain at all times responsibility, authority and accountability for the duties performed by the intern.
Comply with all federal, state, and municipal laws, rules, and regulations.
Maintain confidentiality of student records in compliance with the Family Educational Rights and Privacy Act. (FERPA).
Maintain confidentiality of intern records.
Responsibilities of Union Institute & University. Through its representative’s signature on this agreement, Union Institute & University agrees to:
Coordinate with the internship field supervisor regarding the formal evaluation of the intern.
Provide forms to the internship field supervisor for evaluation of the intern.
Comply with all federal, state, and municipal laws, rules, and regulations.
Maintain confidentiality of student records in compliance with the Family Educational Rights and Privacy Act. (FERPA).
Responsibilities of the Intern By signing this agreement, the intern agrees to:
Complete any training required by the internship supervisor.
Chart interactions with internship site personnel per the regulations and requirements of the internship site.
Comply with all federal, state, and municipal laws, rules, and regulations.
Abide by all policies and expectations for the internship set forth in the Program Student Handbook.
Maintain confidentiality of student records in compliance with the Family Educational Rights and Privacy Act. (FERPA).
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Perform duties in a timely, accurate, and ethical manner consistent with the intern’s level of training and with the ethical
guidelines most applicable to the internship experience.
Be subject to the supervision requirements imposed by the supervisor or other professionals affiliated with the internship site.
Conduct himself/herself in a professional manner.
Engage in all duties and activities stipulated in the approved internship proposal (attached).
Refrain from rendering any professional service without the written consent and supervision of the internship field supervisor,
it being understood and agreed that all professional services are under the direct order and control of the supervisor at the
internship site.
Attempt to resolve directly with the field supervisor any conflicts that arise. Report, in writing, any conflicts that may arise to her or his faculty advisor and the Dean of the Ph.D. Program.
Complete the internship program, including, but not limited to, all Internship Site specific requirements/assignments made by
the field supervisor and/or faculty advisor.
Binding Effect Once signed, this Agreement shall be binding upon the heirs, successors and assigns of the parties hereto.
Severability In the event that any provision of this Agreement shall be deemed to be unenforceable for any reason, such shall not render the remainder of this Agreement unenforceable. Instead, the remaining terms and provisions of this Agreement shall be fully enforceable.
Authorization The undersigned warrant that they are authorized to enter into this Agreement.
Conflicts Any conflicts that may arise will be handled in accordance with the professional ethics statements most applicable to the proposed internship, and as applicable, Ohio law.
Modification Modifications to this Agreement may be made only with written consent of all parties hereto.
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Termination Upon sixty (60) days prior written notice, any party may terminate this Agreement. If an internship supervisor should exercise the option to terminate the Agreement while the internship is ongoing, the intern will be allowed to complete any pre-stipulated internship
requirements, subject to early termination for cause in accordance with the due process procedures set forth from time to time in the
Student Handbook.
Not an Employment Relationship The parties acknowledge and agree that intern is not an employee or agent of the internship site, or of Union Institute & University, and the internship side and Union Institute & University have no obligation to pay wages, either minimum wage or overtime, or
benefits, to the intern. To the extent that intern is found to be an employee of the internship site, other than with respect to obligations
under any Worker’s Compensation law, Union Institute & University agrees to indemnify and hold harmless the internship site for any
wages, benefits or withholdings determined to be due to the intern. Term.
Unless terminated under the “Termination” section of this Agreement, this Agreement shall be for _
months and shall
begin on the day of , 20 , and shall terminate on the day of , 20 . IN WITNESS WHEREOF, the parties have executed this Agreement the day and year first above written.
By: _
Dean of the Ph.D. Program, Union Institute & University
By: _ Internship Field Supervisor, (organization)
By: _
Intern
Attachments: A copy of the intern’s approved Internship Application and Approval form must be attached to this Agreement.
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Appendix C: Internship Evaluation Form
Internship Evaluation Form
Instructions: Please ask your internship field supervisor to complete this form and discuss the evaluation with you. After you have both
signed the form, scan and return it to the internship advisor via email attachment [email protected] Internship Evaluation Form
Intern/Student: ID
Internship Field Supervisor:
Internship Advisor:
Internship Location:
Internship Dates:
Please circle one: PROGRESS EVALUATION or FINAL EVALUATION
Be sure to note the intern’s name at the top of every page
To Internship Field Supervisors: This evaluation is designed to focus on the degree to which the intern has achieved specific competencies. Please indicate whether you believe the intern has demonstrated the level of competence that could reasonably be expected of a student at
his/her level of training. Written comments and descriptions in addition to the categorical ratings are particularly helpful in evaluating student progress. Thank you for your time and effort.
Ratings: Evaluators should use a developmental approach in determining if the intern is below, at, or above expected competence levels. In other words, a rating of “minimum level of
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Internship Evaluation Form competence” may be a satisfactory rating in a progress evaluation submitted at the conclusion of the first half of the internship, but it would not be a satisfactory rating for the final evaluation at the conclusion of the internship.
Competencies
Below
Minimum Competence
Minimum
level of competence
Above
Minimum
Level of Competence
High Level
of Competence
Very High
Level of Competence
Rating
Ethical a. Knowledge of
ethics and legal issues
0
1
2
3
4
Comments:
b. Ethical behavior in interactions with others
0
1
2
3
4
Comments:
Social Justice a. Demonstrates
respect for culturally diverse backgrounds
and experiences
0
1
2
3
4
Comments:
b. Demonstrates
respect for different
perspectives
0
1
2
3
4
Comments:
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Internship Evaluation Form b. Integrates
knowledge of diversity into professional
practice.
0
1
2
3
4
Comments:
Interaction and Communication
a. Interacts effectively with others; responsive to suggestions and feedback
0
1
2
3
4
b. Timely completion of assignments; punctual, regular attendance
Intern’s strengths: (attach additional pages as needed)
_
Areas needing further development: (attach additional pages as needed)
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_
_
Summary/suggestions for further preparation and training: (attach additional pages as needed)
_
Internship Field Supervisor Signature:
Date_ Intern Signature:
Date_
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Appendix D: Internship EDST 875 Syllabus
Ph.D. Educational Studies Internship
Syllabus
(January-June, 2019)
EDST 875: Internship
Instructor: Dr. Beryl Watnick
Contact information: [email protected]
Internship Description
The internship (minimum 150 hours) provides students the opportunity to synthesize their academic learning with practical experiences.
Students plan and arrange, with faculty guidance, an internship experience that will challenge them to move outside of their
professional comfort zones. The Internship experience provides students with a direct, sustained, and engaged professional experience
and thereby requires students to assess the applicability of ideas and information learned in the core and advanced seminars to the
opportunities and constraints present within a professional setting. The internship continues the program’s emphasis on issues
of social justice, requiring students to explore the difficulties associated with making changes guided by considerations of social
justice.
Social Justice Integration
Prior to the internship, students should have acquired a thorough and critical understanding of four conceptions of justice. Explicitly
or implicitly, each level and type of educational system, or administrative unit within a system, is based on and reflects, in part, a
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value orientation associated with one or more of the four conceptions of justice. This underlying value orientation provides the basis
for integrating social justice into the internship experience. In addition to their efforts to address issues of praxis by bringing their
knowledge of educational studies into a professional environment, the students will also be required to present and critically assess the
several ways in which the institutional setting of the internship represents the conceptions of social justice and to develop strategies for
changing or advancing the institution’s dynamics with respect to social justice. The relative prominence of any particular view of
justice within a particular educational setting varies with the institutions’ specific organization, policies, and practices. In general,
however, hypothetical examples may be helpful in identifying the expected patterns.
x An Ethic of Individual Choice and Justice as Procedural Fairness. Depending on the view of equal opportunity embedded
within a school or program, possibilities include (1) a private, college-preparatory academy or an honors program or (2) a
comprehensive public school/college with programs designed to meet the needs of students with learning disabilities. In either
case, priority is assigned to providing opportunities that promote individual student’s success on the basis of clear, explicit
rules.
x An Ethic of Virtue and Justice as Community Obligation. A religious-based school that emphasizes the building of students’
character as represented by the values, teachings, and expectations regarding conduct of the school’s religious orientation.
x An Ethic of Care and Justice as Close Attentiveness to Others. A school or program for at-risk students that incorporates
educational principles and strategies designed to identify and support each student’s specific needs and circumstances.
x An Ethic of Identity and Justice as Social Transformation. A charter or other school (Native American, African American,
etc.) organized and operated, in part, for the purpose of teaching the history and cultural norms/practices of a particular cultural
group and of promoting change strategies designed to provide greater social and political support for the designated cultural
group within the broader society.
Topics
x The roles of educational institutions within social and academic communities;
x Ethics and social justice as related to educational studies;
x Legal and ethical principles that support alternative conceptions of social justice in educational environments;
x Application of the internship experience to the student’s future educational role.
Residency
January 5 - 12
Important Dates
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Post-Residency: January 13 – 20, no written assignments (papers or discussion posts) due the week after Residency, but it is expected
that students will remain actively engaged in course readings as required by the instructor.
Mid-Semester Break: No written assignments (papers or discussion posts) due March 11 - 17, but it is expected that students will remain
actively engaged in course readings as required by the instructor.
Virtual Mid-Semester Residency (MSR):
Workshops, Friday, March 22 @ 7 – 9 p.m. (eastern)
Social Justice Presentation, Saturday, March 23 @ 11a.m. – 1 p.m. (eastern)
Concentration meetings, Saturday, March 23 @ 1:15 - 2:15 p.m. (eastern)
Workshops, Sunday, March 24 @ 3 – 5 p.m. (eastern)
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University and EDST Concentration Outcomes
II. CRITICAL & CREATIVE THINKING: Use multiple modes of disciplinary and interdisciplinary inquiry to explore ideas and issues
from multiple perspectives.
III. ETHICAL & SOCIAL RESPONSIBILITY: Express ethical & social implications in one’s social, professional, artistic and/or
scholarly practice
ii) Demonstrate understanding of theories and practices of the creative process, engaging difference, and social justice.
iv) Offer creative interpretations of data, texts, artifacts, performances that bridge personal insights and scholarly debates.
(Additional outcomes)
x Construct and complete an appropriate internship in an academic setting and assess the professional and intellectual value of
the internship.
x Analyze and evaluate the internship organization’s history, mission, goals, structure, and culture.
x Analyze and evaluate the organization’s role in or impact within the educational community.
x Analyze and evaluate the potential effect on a leadership role within education.
x Integrate experiential and cognitive knowledge gained from the internship experiences into a proposal for increasing the
support for social justice into an educational system’s mission and operation.
Instructional Delivery Methods
x Meetings and discussions with internship advisor and internship site supervisor
x Assigned readings and journaling
x Participation in the January residency
x Multimedia presentations
Assignments
Internship Portfolio
The Internship Portfolio is a collection of materials that documents the entire internship experience.
DUE DATE: NO LATER THAN MAY 20th. IF YOU DO NOT YET HAVE 150 DOCUMENTED HOURS BY THAT
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DATE, YOU MUST REQUEST A GRADE OF INCOMPLETE
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x Internship Application and Approval Form: The instructor will evaluate the narrative components of the application with
respect to Educational Studies Program Competency 10 (Design professional development practices that integrate scholarship,
reflection and praxis).
x Reflective Journal: The student is expected to journal at least once every two weeks during the semester. Each journal should
demonstrate the student’s capacity for critical reflection to improve professional practice. The journal must strike a balance
between describing the experience and reflecting on growth, social justice, and taking theory into practice. The journal is
evaluated according to the following criteria:
o The student produces descriptions that fully disclose the internship experiences. o The student uses the journal to express significant professional and personal growth by meeting internship goals and
objectives.
o The student addresses the nexus between leadership and social justice issues. o The entries are well written with attention to proper grammar, spelling, and punctuation. o The journaling is done bi-weekly (and dated). o Each entry should be at least 2-3 paragraphs. o NOTE: One journal entry must be a reflection on the following:
x The internship organization’s history, mission, goals, structure, and culture and its role in or impact within the
educational community.
x Activity Log: The purpose of the activity log is to track hours and activities each day that the student is engaged in internship
activities. The activity log is also a means of showing that goals and objectives are being met. There is a sample activity log
format in the Internship Handbook. The log must at least contain:
o Activity date o Brief activity description o Amount of time spent each day on the internship o Cumulative hours of at least 150 hours (or a precise explanation of how the hours will be achieved in a timely manner) o Supervisor’s signature attesting to final hour count for the semester
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x Internship Field Supervisor’s Progress Evaluation
x Statement of proposed changes to internship or goals/objectives (if any)
Portfolio Presentation Students will develop Power Point or other media-based presentation to share with faculty during a pre-arranged adobeconnect in May,
2019. The 20-minute presentation should describe and analyze the internship to date, demonstrating (a) integration of scholarship, reflection, and practice and (b) attention to social justice issues.
Reading Response Paper Students will select a book of their own choosing to analyze and critique within the context of their internship experience. The book must be identified by the student and approved by the faculty no later than February 15. They will write a paper not to exceed ten pages (double spaced, APA format, inclusive of title page and references) that explains how lessons learned from the internship experience up to that point align or contrast with themes within the reading. What would you change about the organization? What has been most effective for you in your role as an intern? What have you learned about the challenges of leadership? Support your statements with at least 5 additional scholarly resources.
DUE DATE APRIL10.
Evaluation of EDST 875 (letter grade)
Internship Portfolio 50%
Portfolio Presentation 25%
Reading Response Paper 25%
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INTERNSHIP PORTFOLIO RUBRIC
Criteria 1 – Unacceptable 2 - Developing 3 – Proficient 4 - Exemplary
Completeness
5%
Does not include
all require
components.
Portfolio is rejected
until complete.
Not applicable Include all required
components
Include all required
components in highly
organized manner
Competency 10:
Design of
Professional
Development
15%
Does not identify
professional
development
practices that
integrate
scholarship,
reflection and
praxis.
Propose professional
development practices
that integrate
scholarship, reflection
and praxis.
Design professional
development
practices that
integrate scholarship,
reflection and praxis.
Exemplify professional
development practices
that integrate
scholarship, reflection
and praxis.
Journals Bi-
weekly During
Internship
15%
Does not meet
requirement.
Journal will not be
evaluated until
minimum
requirement is met.
Not applicable Meet weekly
journaling
requirement.
Exceed minimum
journaling requirement.
Descriptions of
Internship
Experiences
20%
Provides mostly
brief descriptions
or general
statements with
minimal detail.
Produce inconsistently
developed descriptions
or descriptions that
consistently offer
minimal detail.
Produce consistently
strong descriptions
that fully disclose the
internship
experiences.
Produce consistently
clear and incisive
descriptions that vividly
reveal internship
situations and
dynamics.
Progress
Toward
Demonstrate little
or no progress.
Demonstrate
professional and/or
Demonstrate
significant
Demonstrate superior
professional and
29 Revised 12-13-18
Internship
Goals and
Objectives
20%
personal growth by
meeting some
internship goals and
objectives.
professional and
personal growth by
meeting internship
goals and objectives.
personal growth by
surpassing internship
goals and objectives.
Employ critical
reflection to
improve
leadership
practices that
address social
justice issues.
20%
Does not recognize
the importance of
critical reflection to
improve leadership
practices that address
social justice issues.
Recognize the importance of critical reflection to improve leadership practices that address social justice issues.
Employ critical reflection to improve leadership practices that address social justice issues.
Model critical reflection as a practice to improve leadership practices that address social justice issues.
Mechanics
5%
Inconsistent
grammar, spelling,
and punctuation
throughout essay
Some errors in
grammar, spelling, and
punctuation
Generally proper
grammar, spelling,
and punctuation
Consistently proper
grammar, spelling, and
punctuation
30 Revised 12-13-18
PORTFOLIO PRESENTATION RUBRIC
Criteria 1 – Unacceptable 2 - Developing 3 – Proficient 4 - Exemplary
Design of
Professional
Development
40%
Does not identify
professional
development
practices that
integrate
scholarship,
reflection and
praxis.
Propose professional
development practices
that integrate
scholarship, reflection
and praxis.
Design professional
development
practices that
integrate scholarship,
reflection and praxis.
Exemplify professional
development practices
that integrate
scholarship, reflection
and praxis.
Employ critical
reflection to
improve
leadership
practices that
address social
justice issues
40%
Does not recognize
the importance of
critical reflection to
improve leadership
practices that
address social
justice issues.
Recognize the
importance of critical
reflection to improve
leadership practices that
address social justice
issues.
Employ critical
reflection to improve
leadership practices
that address social
justice issues.
Model critical reflection
as a practice to improve
leadership practices that
address social justice
issues.
Organization
20%
Presentation lacks
clear and logical
development.
Clarity and logic of
presentation is inconsistent. Clear and logical
presentation of ideas.
Clear, logical, and
integrated presentation
of ideas.
31 Revised 12-13-18
RESPONSE PAPER RUBRIC
Criteria 1 -
Unacceptable
2 - Developing 3 – Proficient 4 - Exemplary
Introduction /
Thesis
15%
weak
introduction of
educational
issues and
subtopics
thesis is weak
and lacks an
arguable position
adequate
introduction that states
educational issues and
some of the subtopics
thesis is somewhat
clear and arguable
proficient
introduction that states
educational issues and
all subtopics in order
thesis is a clear and
arguable statement of
position
exceptional
introduction that
engages reader’s
interest
organizes,
educational
issues, thesis, and
all subtopics
thesis is lucid,
arguable, and well
developed
Quality of
Information /
Evidence
20%
limited
information on
topic
lack of
research, details
or accurate
evidence
some aspects of
essay are researched
accurate evidence
from limited
perspectives
essay is well
researched in detail
accurate & critical
evidence from a
variety of perspectives
essay has depth
and breadth
insightful detail
conceptually
accurate
critical
evidence from a
variety of
perspectives &
disciplines
Support of
Ideas /
Analysis
minimal
connections
between
evidence,
limited connections
between evidence,
subtopics, thesis /
topic, &
consistent
connections between
evidence, subtopics,
thesis / topic, &
critical,
relevant, and
consistent
connections
32 Revised 12-13-18
20% subtopics, thesis,
&
counterargument
s,
lack of
analysis
counterarguments,
shows
some analysis
counterarguments,
shows good analysis
between evidence,
subtopics, thesis /
topic, & counter-
arguments
perceptive
analysis
Organization/
Development
of Ideas
20%
essay lacks
clear and logical
development of
ideas
lacks
transitions
between ideas
and paragraphs
clarity and logical
development of
subtopics is
inconsistent
inconsistent
transitions between
paragraphs
clear and logical
subtopic order that
supports thesis
good transitions
between paragraphs
substantial
development of
subtopics
clear, logical,
and integrated
innovative
development of
subtopics that
support thesis
excellent
transitions
between
paragraphs
Mechanics
10%
inconsistent
grammar,
spelling, and
punctuation
throughout essay
some errors in
grammar, spelling, and
punctuation
generally proper
grammar, spelling, and
punctuation
consistently
proper grammar,
spelling, and
punctuation
APA style
5%
lack of proper
format in essay
& citations
few errors in APA
format
consistent proper
APA format used
error free
33 Revised 12-13-18
The Ph.D. program uses a letter grade system as shown in the table below. In order to remain in good academic standing, students
will be required to maintain a grade point average of B or better. A grade of C or lower will result in probationary status and a special
review.
Grade Criteria
A Academic work reflects: impressively thorough and accurate knowledge
of assigned material, including the complexities and nuances of major and
minor theories, concepts, and intellectual frameworks; exceptional
evidence of capability to compare, assess, and synthesize material;
especially strong capability to logically critique extant theories and claims
and to develop persuasive arguments based on original thinking.
B Academic work reflects: Accurate grasp of major concepts, theories, and
prevailing knowledge; abundant evidence of capability to offer informed
analysis of extant knowledge and ideas; clear capability to synthesize and
apply key information from prevailing knowledge; appropriate critiques of
extant theories and knowledge; considerable demonstration of capability
to develop and logically present own judgments.
C Academic work reflects: some familiarity with relevant ideas and
knowledge, although interpretations of key theories and concepts are
occasionally incomplete and flawed; written and verbal accounts of
information, theories, and concepts remain at the level of description;
critiques are present but at a surface level with occasional interpretive
errors; little or no evidence of capability to present thoughtful, sustained
critiques of to develop unexpected insights.
34 Revised 12-13-18
U Academic work reflects: Insufficient capability to comprehend and
accurately present ideas and information; superficial and unpersuasive
critiques; no evidence of capability for original thinking.
In some instances, the instructor may recommend that an “Incomplete” grade be awarded (rather than probationary status) when the
instructor believes that the student is capable of work that would result in a grade of “A” or “B” but has been prevented from
completing the work due to professional or personal emergency. The Dean must review and approve all “Incomplete” grades. When
an incomplete grade is awarded, the student will be given an extension of no more than six months to complete the required work, at
which point the final grade will be awarded. A student who has not completed such work within two academic terms will be
administratively withdrawn from the Educational Studies program and will be required to apply for readmission.
Attendance and Participation
Participation in all seminars, activities, and practicum experiences is an essential element in each student’s development. As in all
seminars at Union, but particularly in these Doctoral Program experiences, the ability to critically read, to think and analyze, to speak
and write clearly and persuasively, and to listen carefully and critically are essential skills for the educational leader and these skills will
be emphasized. All students are expected to fully participate in each of the online and face-to-face activities that comprise this Seminar.
Such participation is important to individual student’s preparation for educational leadership positions and to try out, to challenge, and
to reinforce the learning of new ideas and concepts. Participation is also important to the entire Cohort so that the ideas and concepts
presented are fully explored and that all members have an opportunity to learn from one another. The quality of thinking and listening
is more important than the quantity of comments by a given member.
We expect every student will prepare fully each residency experience and (as appropriate) every synchronous on-line activity. Our
time together is precious. If we are not prepared to define and explore the key concepts of this Seminar, our time together could easily
deteriorate into nonproductive chats.
35 Revised 12-13-18 We expect every student to attend each scheduled Seminar meeting, whether face to face or online. We must take advantage of every
opportunity to consult with colleagues during these meetings. Attendance is not only important to individuals, but to the entire student
Cohort. Questions and concepts need to be fully explored if we are to strengthen our community to the point where we make a
difference in our learning, in our profession, and in our respective lives.
Your obligation to the learning that is possible in this seminar – both your own learning of that of colleagues - will be superimposed
on family and professional responsibilities. We must acknowledge that the successful completion of this Seminar constitutes partial
fulfillment of the requirements of the highest academic degree; we expect that attendance at required Seminar meetings will be
handled professionally.
The Writing Center Union Institute & University’s Writing Center offers self-help resources and free one-on-one tutoring sessions over the phone for all
students. Tutoring sessions are available mornings, afternoons, evenings and weekends. Self-help resources are located at
http://www.myunion.edu/writing-center. Appointments for tutoring by telephone can be scheduled through the writing center’s
CampusWeb group or by contacting the center (phone: 513-487-1156 or toll free: 1-800-861-6400 ext. 1156 or email: writing-
Course Communication
Additional information will be provided throughout the semester. You will want to check your Union email account regularly and
responsibly (at least once a day).
ADA Accommodations Union Institute & University is committed to providing equal access to its academic programs and resources for individuals with
disabilities. Information on ADA policies and services is located on UI&U’s public website: https://myunion.edu/current-
students/student-services/disability-services/
Academic Integrity
Union Institute & University’s Academic Integrity policy can be found on Campus Web at
https://campusweb.myunion.edu/ICS/icsfs/Academic_Integrity_Policy.pdf?target=9ccd7549-1590-445f-876e-a959b1724c31
36 Revised 12-13-18
ACADEMIC INTEGRITY
Refer to the Catalog for policies regarding Academic Integrity:
https://www.myunion.edu/about/policies/academic-integrity-policy/
Summary of Assignments:
ASSIGNMENT DUE DATE
Portfolio Presentation TBD May
Reading Response Paper April 10
Internship Portfolio w/ 150 hours May 20
IMPORTANT NOTE: PLEASE UPLOAD YOUR PORTFOLIO INTO CAMPUS WEB NO LATER THAN MAY 20. THIS
SERVES AS THE “ARTIFACT” FOR EDST 875. FAILURE TO DO SO WILL DELAY FINALIZATION OF YOUR GRADE
UNTIL YOUR DOCUMENT HAS BEEN UPLOADED AND SUBMITTED TO CAMPUSWEB AND MAY ALSO RESULT IN A
DECREASE IN YOUR GRADE FOR THIS SEMINAR.
37 Revised 12-13-18
Appendix E: Sample Internship Activity Log (To be maintained by intern and shared with field supervisor at end of each term. It becomes part of the Portfolio.)
SAMPLE Ph.D. Internship Activity Log
Student: John Dewey
Internship Site: Charter School X, Chicago, IL
ACTIVITY
DATE
TIME SPENT
(nearest quarter hour)
DESCRIPTION OF ACTIVITY ADDITIONAL NOTES CUMULATIVE
HOURS
1-14-17 2.5 hrs Orientation to principal’s office procedures and policies; met with office staff
2.5
1-19-17 4.25 hrs Met with committee to review new policies on special ed referrals; began working on drafting new
policies
Relevant to social justice;
access to special
ed services
6.75