DOCUMENT RESUME

ED 0S2 615 HE 004 620

TITLE Service-Learning in the South. Higher Education andPublic Service 1967-1972.

INSTITGTION Southern Regional Education Board, Atlanta, Ga.SPONS AGENCY Economic Development Administration (DOC),

Washington, D.C.PUB DATE 73NOTE 113p.

EDRS PRICEDESCRIPTORS

ABSTRACT

MF-$0.65 HC-$6.58Anthologies; Educational Programs; Evaluation; *FieldExperience Programs; *Higher Education; *internshipPrograms; *Social Problems; Student Experience;*Undergraduate Study

The Southern Regional Education Board (SREB) has beenoperating a program of service-learning in resource development forstudent interns, public service agencies, and institutions of highereducation since 1967. The objectives of the program are: (1) to givemanpower assistance to agencies concerned with economjc and socialdevelopment; (2) to provide opportunities for students to participatein the solution of social and economic problems; and (3) to encouragestudents to consider careers in development programs and publicservice. This publication is an anthology of articles written bythose who first helped to start the service-learning programs and isdivided into three sections. Section I deals with the development ofthe service-learning concept, section II with translation of theconcept into a variety of settings, and section III with attempts atevaluating both the concept and practice. A major result of thisprogram has been the emergence of a philosophy that can apply to thebroader development of off-campus experiences for students byproviding students with opportunities to combine social and economicinternships with their college programs. (Author/PG)

FILMED FROM BEST AVAILABLE COPY

U S DEPANTMENT0F8EALTk,EDUCATION et VVELFARE

TioNAL INSTITUTEOFEDL:ATION

F..4,"

Higher Educationand Public Service

1967-1972

Southern Regional Education Board

Higher Educationand Public Service

1967-1972

Supported by a grant from the Office of Economic Research,Economic Development Administration, U.S. Department of Commerce

The Student Intern ProjectSOUTHERN REGIONAL EDUCATION BOARD

130 Sixth Street, N. VV.Atlanta, Georgia 30313

1973

Contents

introduction Peter Meyer 1

Section I: The Development of the Service-LearningConcept

Service-Learning as a Strategy for Innovationin Undergraduate Instruction William R. O'Connell, Jr. 4

Diakonia Paideia and the Resource DevelopmentInternship Programs Donald J. Eberly 8

Service-Learning: An Educational Style Robert L. Sigmon 16

Section II: Expansion of Service-Learning: The Developmentof State Programs

North Carolina Internship Office Robeit L. Sigmon andDa vicl N. Edwards, Jr. 21

The Georgia Intern Program Michael A. Hart andLonni A1117 Fredman 26

Virginia Resource Development InternshipProgramSummer 1970 State Coins

Education

Interns for Community Developmentin South Carolina Edward

Richard K.

Section III: Evaluation of Service - Learning

Agency Supervisors' and Faculty Counselors' Eva luaof the SREB Internship Program

Service-Learning Takes a Look at Itself

The Agency Supervisors' Evaluation of the 1971Summer Governor's Intern Program Walt

An Examination of Attitudinal Changes in SREBIn,erns: Summers, 1968-1970 Walt(

Guidelines for Further Development and Expansion of theTexas Service-Learning Program H. Merrill Goodwyn, Jr. 32 Intern Data Tables-1967-1971 Walt

Contents

Peter Meyer 1

the Service-Learning

n- InnovationWilliam R. O'Connell, Jr. 4

i-ce DevelopmentDonald J. Eberly 8

al Style Robert L. Sigmon 16

e- Learning: The Development

Robert L. Sigmon andDavid N. Edwards, Jr. 21

Michael A, Hart andLonni Ann Fredman 26

lent and Expansion of theH. Merrill Goodwyn, Jr. 32

Virginia Resource Development InternshipProgramSummer 1970 State Council of Higher

Education for Virginia 44

Interns for Community Developmentin South Carolina Edward R. Cole and

Richard K. Smurthwaite 49

Section III: Evaluation of Service-Learning

Agency Supervisors' and Faculty Counselors' Evaluationof the SREB internship Program Huey B. Long 55

Service-Learning Takes a Look at Itself David Kiel 66

The Agency Supervisors' Evaluation of the 1971Summer Governor's Intern Program Walter Jr. Gordon 91

An Examination of Attitudinal Changes in SREBInterns: Summers, 1968-1970 Walter J. Gordon 98

Intern Data Tables-1967-1971 Walter J. Gordon 109

iii

Introduction

Peler Meyer

The Southern Regional.Education Board (SREB) has been operating aprogram of service-learning in resource development for studentinterns, public service agencies, and institutions of higher educationsince 1967. For five years a large number of students, agencypersonnel, educators, and observers have struggled to give birth toand nurture the educational and service components ofservice-learning internships. The life of the child and its many parentshas been neither easy nor simple. The struggle for acceptance and thedynamic growth of service-learning will continue so long as both theconcept and those applying the concept remain alive.

At this particular juncture it seems appropriate to reflect uponsome of the issues emerging from the growth of service-learning.What is service-learning? What are the service and learningcomponents of internships? What are internships? What isexperiential education? What is off campus education? As theprogram has developed over the past five years, these and many morequestions have arisen out of a continuous dialogue among the variousindividuals and groups working with the SREB service-learningprogram as well as with developing service-learning programs in otherregions of the country.

Many approaches to this particular publication could have beentaken. It could have been, for example, a chronological history of theprogram, written by one individual. It could have developed into aseries of discrete monographs, each dealing with one aspect of theoryor program development and each published and distributedseparately. However, we believe that the major dynamics of theprogram are best conveyed in an anthology format, which allowssome of the parents of service-learning to describe how they haveattempted to help the child develop.

With the exception of Huey Long, whose evaluation of the effect

Peter Meyer served as Director of the Student Intern Project from January 1971 untilAugust 1972 and is currently a professor in the School of Health and Social Services ofFlorida International University.

of the program on agency supervisors appears in Sectiothe contributing authors has been intimately lilyservice-learning effort in a variety of roles. William O'Copening article gives service-learning a historical perhelped nurture the program through various stages asSpecial Programs for SREB. Robert Sigmon and Michamembers of the original SREB project staff, writperspective as well as from the perspective of currentindependent, but affiliated, state-wide programs.represented by the contributions of Merrill Goodwyn, 1Richard S-murthwaite, David Kiel and Walter Gordon.*so many intern authors are represented in this publicatthe high quality of intern participation and testifies as IAthe most crucial factors of the service-learning prograiintervention of the intern in his own experience as wformulation of that experience for those who will follow.

The publication is divided into three sections. Sewith the development of the service-learning concept, Sethe translation of the concept into a variety of settings.HI with attempts at evaluating both the concept andattempt has been made to alter the mariner of presentby each author. It has been necessary to edit some obecause of their original length. There is obviously somecontent but it is included because the repetition, wherehandled by each author from his own perspective andthe varying ways in which the same material is treatedpeople.

Finally, the various agencies that have fundedservice-learning effort during the five years should be meidiversity of financial assistance demonstrates the yulewho have had sufficient faith in the effort to make it

*Walter Gordon, a student at Emory and an intern at SREI3, was responsthe preparation of this volume and thus deserves special credit.

Introduction

Peter ei.er

cation Board (SRB) has been operating ag in resource development for studentcies, and institutions of higher educationrs a large number of students, agencyobservers have struggled to give birth toational and service components ofThe life of the child and its many parentsmple. The strtiggle for acceptance and thelearning will continue so long as both thethe concept remain alive.ture it seems appropriate to re;lect uponng from the growth of service-learning,

What are the service and !cantinaps? What are internships'? What ishat is off-campus education? As thethe past five years, these and many morea continuous dialogue among the various

orking with the SREB service-learning'eloping service-learning programs in other

is particular publication could have beenor example, a chronolog:cal history of thendividual. It could have developed into ahs, each dealing with one aspect of theory

and each published and distributed'elieve that the major dynamics of thed in an anthology format, which allowsvice-learning to describe how they havedevelop.They Long, whose evaluation of the effect

of the program on agency supervisors appears in Section III, each ofthe contributing authors has been intimately involved in theservice-learning effort in a variety of roles. William O'Connell, whoseopening article gives service-learning a historical perspective, hashelped nurture the program through various stages as Director ofSpecial Programs for SREB. Robert Sigmon and Michael Hart, bothmembers of the original SREB project staff, write from thatperspective as well as from the perspective of current directors ofindependent, but affiliated, state-wide programs. Interns arerepresented by the contributions of Merrill Goodwyn, Edward Cole,Richard Smurthwaite, David Kiel and Walter Gordon.* The fact thatso many intern authors are represented in this publication indicatesthe high quality of intern participation and testifies as well to one ofthe most crucial factors of the service-learning program: the directintervention of the intern in his own experience as well as in theformulation of that experience for those who will follow him.

The publication is divided into three sections. Section 1 dealswith the development of the service-learning concept, Section II withthe translation of the concept into a variety of settings, and SectionIII with attempts at evaluating both the concept and practice. Noattempt has been made to alter the manner of presentation chosenby each author. It has been necessary to edit some of the articlesbecause of their original length. There is obviously some repetition incontent but it is included because the repetition, where it occurs, ishandled by each author from his own perspective and demonstratesthe varying ways in which the same material is treated by differentpeople.

Finally, the various agencies that have funded the SREBservice-learning effort during the five years should be mentioned, Thediversity of financial assistance demonstrates the variety of peoplewho have had sufficient faith in the effort to make it economically

the Student Intern Project from January 1971 untilkfessor in the School of health and Social Services. of *Walter Gordon. :1 student at Emory and an intern at SREII, was responsible for much of

the preparation of this volume and thus deserves special credit.

feasible for SREB to continue the program. As has already beenmentioned, the Office of Economic Research of the EconomicDevelopment Administration has afforded SREB continuous supportover the five years. In addition, the following agencies havecontributed support at one time or another: the Office of TechnicalAssistance of the Economic Development Administration, theDepartment of Labor, the Office of Economic Opportunity, theAppalachian Regional Commission, the Coastal Plains Commission,the Tennessee Valley Authority, the Moody Foundation of Texas,and many state and local governmental agencies.

Through the far-sighted vision of our primary funding source, theOffice of Economic Research of the Economic DevelopmentAdministration (Department of Commerce), service-learninginternship programs are now being offered through the WesternInterstate Council for Higher Education (WICHE), the New EnglandBoard of Higher Education (NEBHE), and Midwest Advisory Councilfor Higher Education (MACHE). In effect, what began as a modesteffort in the state of Tennessee in 1964-65 has national scope now in1972, for there are only a few states that do not now have or havenot had in the past five years some involvement in theservice-learning effort. Since the SREB effort was the first one, andsince the other regional programs are modeled after SREB's, it seemslogical that this publication dealing with service-learning should comefrom the Board.

2

Section IThe Development of

The Service-Learning Concept

Service-Learning as a Strategy for Innovationin Undergraduate Instruction

William R. O'CmIneil..11'.

Off-campus, experiential education is fast becoming a major andacceptable part of undergraduate education across the country. Moreand various types of institutions arc adding activities outside theclassroom and off the campus for many students. In the past yearthere have been several national meetings which have included afocus on some aspect of this development. Current interest inproviding non-traditional educational opportunities for students hasbeen stimulated largely by recommendations from national bocsuch as the Carnegie Commission on Higher Education and theNewman Task Force. Of course, interest on the part of educators isalso stimulated by growing recognition of the possibility thatlocations away from the institution can provide legitimate learningenvironments.

Field work, internships, and cooperative education of varyingtypes have long been a part of most professional education, but thecurrent interest is much more encompassing and attention is beingturned to developing opportunities for all students, not just those inprofessional programs, to gain practical experience as a regular partof the undergraduate experience.

Over the past five years, a program has been operated in theSouthern region to provide college students opportunities tocombine social and economic development internships with theircollege programs. A major result of this program has been theemergence of a philosophy which can apply to the broaderdevelopment of off-campus experiences for students. The uniquecontribution of this program to the development of innovations inundergraduate instruction is the concept of a balance between serviceand learning through the relationships among the variouscomponents of the internship.

A speech given to a small group discussion session on innovations in UndergraduateInstruction, 27th National Conference on Higher Education, Chicago, IA, March 7, 1972.William O'Connell is the Director of Special Programs at the Southern Regional EducationBoard.

4

The Development of Service-

Work to develop service-learningSouthern higher education began withwhich started in Oak Ridge, Tennessand expanded by the Oak Ridge Associ

The internship program was basestudents had been used as interns bylocal development association during tlunder the leadership of several Oak Ria volunteer basis. Second, with ninadministering educational programsuniversities for the Atomic Energconsidering the possibility of utilizingthan nuclear science. The Tennesseehelped with the first local internshiexpanding that idea. °RAU, agreed tosupport from other agencies for additexperience in administering similar proutilizing Oak Ridge administrativeprocedures, thirty-nine interns were pia

To further expand and developmoved to the Southern Regional Edmove in 1967 officially expandedparticipating SREB states and beganstimulate college student involvement

The expansion of these internshipstheir movement to SREB grew out ofeducation to programs of social and ccon a tested sample of the potential sgrowing public acceptance of the plea.educational experiences.

Service-Learning as a Strategy for Innovationin Undergraduate Instruction

William R. O'Connell, Jr.

ducation is fast becoming a major andiduate education across the country. Moreitutions are adding activities outsLie theipus for many students. In the past yearational meetings which have included a

this development. Current interest inducational opportunities for students has

recommendations from national bodiesii mission on Higher Education and thearse, interest on the part of educators isng recognition of the possibility thatistitution can provide legitimate learning

s, and cooperative education of varyingof most professional education, but the

iore encompassing and attention is beinginities for all students, not just those in'ant practical experience as a regular partence.irs, a program has been operated in theide college students opportunities tomic development internships with theirr result of this program has been theilly which can apply to the broaders experiences for students. The uniqueun to the development of innovations in

the concept of a balance between servicethe relationships among the variousip.

discussion session on Innovations in Undergraduatecc on Higher Education, Chicago, Al., March 7, 1972.'Special Programs at the Southern Regional Education

The Development of Service-Learning in thc south

Work to develop service-learning as strategy for change inSouthern higher education began with wmmunity service programwhich started in Oak Ridge, Tennc-bee, and was further developedand expanded by the Oak Ridge Associated Universities (GRAM.

The internship program was based on two perspectives. First.students had been used as interns by the Clinch-Powell River Valleylocal development association during the summers of 1964 and 1965,under the leadership of several Oak Ridge staff members working ona volunteer basis. Second, with nineteen years of experience inadministering educational programs involving many colleges anduniversities for the Atomic Energy Commission. ORAU wasconsidering the possibility of utilizing this experience in areas otherthan nuclear science. The Tennessee Valley Authority. which hadhelped with the first local internships, expressed an interest inexpanding that idea. ORAU agreed to develop a program and to seeksupport from other agencies for additional internships. Drawing onexperience in administering similar programs for science students andutilizing Oak Ridge administrative and program developmentprocedures, thirty-nine interns were placed in 1966.

To further expand and develop these ideas, the program wasmoved to the Southern Regional Education Board (SREB). Thismove in 1967 officially expanded the program to the fifteenparticipating, SREB states and began the concentrated effort tostimulate college student involvement off campus.

The expansion of these internships in resource development andtheir movement to SREB grew out of a concern for relating highereducation to programs of social and economic change, and was basedon a tested sample of the potential service of students as well as agrowing public acceptance of the pleas of students for more relevanteducational experiences.

Internship Objectives

Since the formalization of tags program, its objectives haveremained consistent, though sonic .:f the elements have been refinedthrough experience. There are several dimensions to the orogramwhich appear to be somewhat distinct, though they are relatedthrough these underlying objectivt::s. The continuing objectives of theprogram are

1. to give immediate manpower assistance, through the work ofstudents, to agencies concerned with economic and socialdevelopment:2, to provide constructive service opportunities for studentsseeking to participate in th solution of social and economicproblems;3. to encourage young people to consider careers and citizenleadership in programs of development and provide a pool oftrained personnel for recruitment in public service;4. to allow students, agency personnel, and faculty to engage ina shared learning experience from which all can benefit;5. to provide additional avenues of communication betweeninstitutions of higher learning and programs of social andeconomic development by making the resources of theuniversities and colleges more accessible to the community andproviding a means for relating curriculum, teaching, and researchto contemporary societal needs.

The internship design has remained consistent since its inceptionwhile continually being reviewed and evaluated. The dynamicrelationship between the manpower and educational goals givesvitality to the cxpeciences of all involved. The term service-learninghas been adopted best describing this combination of theperformance of a s:Tol service for society and the disciplinedinterpretatio: c ik t e, 0:.rience for an increase in knowledge and inumi-.:rstanding MI. The coupling of action and reflection hasimplications far botl. ed..Jeation and vocation and also is seen as moret!. in a useful techniue for performing a task or for educationalenrichment. It leads to practice in the development of a lifestyle.

The concept of service, which is promoted in this program,implies an obligation to contribute to the welfare of others or to the

community as a means of development andbeing. It recognizes the need for honest and rthese experiences as a disciplined means of iof In1111:111 needs. These two concepts couplepossibility of a lifestyle of sensitivity, muttcreativity. Service-motivated action for n

either as a career or through citizen actdeliberate, self-directed learnftg as an unend

Service-learning has proven to have mpublic and service agencies ",!i'ld to educacontributions of students as extra manpdimension of practical experience are obviotthis internship program. The linking of servicas provided in the SREB internship pattern iusually found either in student jobs or infield experience programs.

Internship Pattern

The SREB internship structure varies soistudent, the choice of topic, the characterthe policies of the participating college orfollow a basic pattern which includes commtto maximize the potential for both effectilearning,

Each intern is assigned to an organizationrelated to social or economic developmentutilize the student's ability and contribute to

Each internship begins with the definitihost organization, with assistance from progrepresentatives. The work to be done in theby the host organization, be of sufficient smotivation and growth of the student, and helimitations of time and the student's experien

Universities and colleges usually participain their own geographical areas. They provitpurposes, scope, and methods to be used inproject as well as determining educationrecruited through participating colleges amshare in planning the specific project work

n ternship Objectives

tion of this program, its objectives haveugh sonic of the elements have been relinedere are several dimensions to the programmewhat distinct, though they are related

objectives. The continuing objectives of the

manpower assistance, through the work of[es concerned with economic and social

ructive service opportunities for studentste in the solution of social and econoiic

ung people to consider careers and citizenms of development and provide a pool ofrecruitment in public service:agency personnel, and faculty to engage in

erience from which all can benefit:ional avenues of communication betweener learning and programs of social andent by making the resources of theees more accessible to the community andr relating curriculum, teaching, and researchetal needs.

has remained consistent since its inceptiong reviewed and evaluated. The dynamice manpower and educational goals giveses or all involved. The term service-learningbest describing this combination of theit service for society aild the disciplinedperience for an increase in knowledge and in. The coupling of action and reflection hasication and vocation and also is seen as more

for performing a task or for educationalactice in the development of a lifestyle.Ice, which is promoted in this program,

contribute to the welfare of others or to the

community as a means of development and fulfillment as a humanbeing. It recognizes the need for holiest and rational interpretation ofthese experiences as a disciplined means of increasing understandingof human needs. These two concepts coupled one unit suggest thepossibility of a lifestyle of sensitivity, maturity, commitment, andcreativity. Service-motivated action for meeting society's needs,either as a career or through citizen action, is encouraged anddeliberate, self-directed learning as an unending process is promoted.

Service-learning has proven to have much to commend it topublic and service agencies and to educational institutions. Thecontributions of students as extra manpower and the learningdimension of practical experience are obvious and are not unique tothis internship program. The linking of service and learning, however,as provided in the SREB internship pattern provides experiences notusually found either in student jobs or in the traditional academicfield experience programs.

Internship Pattern

The SREB internship structure varies somewhat with the type ofstudent, the choice of topic, the character of the host agency, andthe policies of the participating college or university. However, allfollow a basic pattern which includes common ingredients that seemto maximize the potential for both effective service and effectivelearning.

Each intern is assigned to an organization carrying out programsrelated to social or economic development which can effectivelyutilize the student's ability and contribute to his learning.

Each internship begins with the definition of a project by thehost organization, with assistance from program staff and universityrepresentatives. The work to be done in the project must be neededby the host organization, be of sufficient scope and level to assuremotivation and growth of the student, and be feasible in terms of thelimitations of time and the student's experience.

Universities and colleges usually participate in internship projectsin their own geographical areas. They provide assistance in definingpurposes, scope, and methods to be used in completing the chosenproject as well as determining educational values. Interns arerecruited through participating colleges and begin immediately toshare in planning the specific project work and schedule. Faculty

5

counselors for each internship come from the participatinginstitutions.

Each intern has a project committee including a host agencyofficial, a faculty counselor, and often a technical representative. Theagency official gives the intern guidance, assists him in gaining accessto community resources, relates the project to the overall program ofthe organization, and aids the intern in obtaining any neededservices. The university counselor is available to advise on proceduresand methods and assists the intern to set and meet standards incarrying out the project and preparing a report. The counselor alsoassists the intern to review and interpret his experience for educa-tional and personal development. The technical representative issomeone who assists with projects in specialized areas. He assists theintern in identifying technical resources and in properly dealing withtechnical matters in his report.

Interns are charged with performing a specified task and are giventhe time, financial support, organizational status, and personnelresources to accomplish the project objectives. They are primarilyresponsible for determinining their own schedules and settingdirections. They can call on committee members to assist rather thansupervise them. This independence and self-direction is an importantfeature of the program in stimulating student response, growth, andachievement.

Seminars held for all students are designed to stress theinterrelationships among various activities and problems in de-velopment. These gatherings allow interns to share experiences andgain a broader perspective on public issues in social change.

A final report is required of each intern, causing him to organizeand articulate his accomplishments, observations, and recommenda-tions. It is a report to the host agency and therefore must be usefulas well as meet academic standards. Project reports are normallyreproduced in quantity for use by the host organization.

Interns have completed projects in such diverse areas as industrialdevelopment, tourism, recreation, conservation, reclamation, forestmanagement, watershed development, manpower development,health, education, haining, social services, and municird management.

Program Expansion

From its informal beginnings with four interns in 1964 through

6

the summer of 1968, theadministered internships for 35grown and agency responsepoint that many were willingsupport intents.

SREB deckled 1969 thaSouthern region should be thenlarge the administrative cap:important, to extend andconcepts. Since 1969, SREcouraging and assisting the estaresults have been dramatic itinstitutions, and agencies invowide programs and several aplanning. Affiliated state-levelfor more students to panicinternships with agencies and hassociation. This closer relatiofrom colleges, often includinginstitutional expense.

Final

Financial support for the.non-educational agencies. Uncosts were paid by grants oSREB. These funds providedparticipants as well as the gintern receives a stipend for Ipaid by the program, thoughpart of their regular institutiotravelif required by the prreport reproduction.

Support has been provide('the Economic DevelopmentEconomic Opportunity, CoApplachian Regional Commis~the Department of Labor. Thehowever, has been the sustainito attract funds from educa

or each internship come from the participating

rn has a project committee including a host agency.lty counselor, and often a technical representative. The1 gives the intern guidance, assists him in gaining accessresources, relates the :Toject to the overall program of

ion, and aids the intern in obtaining any neededuniversity counselor is available to advise on proceduresand assists the intern to set and meet standards inhe project and preparing a report. The counselor alsoem to review and interpret his experience for educa-rsonal development. The technical representative isassists with projects in specialized areas. He assists the

tifying technical resources and in properly dealing withers in his report.charged with performing a specified task and are given

ancial support, organizational status, and personnelecomplish the project objectives. They are primarily)r determinining their own schedules and settingey can call on committee members to assist rather than1, This independence and self-direction is an importantprogram in stimulating student response, growth, and

held for all students are designed to stress theips among various activities and problems in de-ese gatherings allow interns to share experiences andperspective on public issues in social change.

)ort is required of each intern, causing him to organizehis accomplishments, observations, and recommenda-Tort to the host agency and therefore must be usefulet academic standards. Project reports are normallyquantity for use by the host organization,ve completed projects in such diverse areas as industrialtourism, recreation, conservation, reclamation, forestwatershed development, manpower development,

on, training, social services, and municipal management.

Program Expansion

nformal beginnings ,7ith four interns in 1964 through

the summer of 1968, the intern project had developed andadministered internships for 356 students. Interest from students hadgrown and agency response was extremely favorable even to thepoint that many were willing to use their own operating funds tosupport interns.

SREB decided in 1969 that program decentralization across theSouthern region should be the next emphasis. This move served toenlarge the administrative capacity of the program and, what is moreimportant, to extend and further develop the service-learningconcepts. Since 1969, SREB's effort has been devoted to en-couraging and assisting the establishment of state-level programs. Theresults have been dramatic in terms of the number of students.institutions, and agencies involved. Five states have operated state-wide programs and several others are in various stages of programplanning, Affiliated state-level programs have provided opportunitiesfor more students to participate and for the development ofinternships with agencies and higher educational institutions in closerassociation. This closer relationship has brought more commitmentfrom colleges, often including the assgnment of staff and faculty atinstitutional expense.

Financial Suppoll

Financial support for these internships has come largely fromnon-educational agencies. Until decentralization efforts began, allcosts were paid by grants or contracts from federal agencies toSREB. These funds provided for the payment of all but agencyparticipants as well as the general operating costs. Each studentintern receives a stipend for his work and faculty counselors were'paid by the program, though currently many faculty participate aspart of their regular institutional load. Other costs include studenttravelif required by the project and to attend the seminarandreport reproduction.

Support has been provided through the years at varying levels bythe Economic Development Administration (EDA), Office ofEconomic Opportunity, Coastal Plains Regional Commission,Applachian Regional Commission, Tennessee Valley Authority, andthe Department of Labor. The Office of Economic Research of EDA,however, has been the sustaining agency; even in the face of inabilityto attract funds from educational agencies or foundations, this

agency has provided financial and philosophical support for therefinement of the service-learning concept and is responsible for theprogram's survival. Parenthetically, it should be noted that officialsof this EDA office initiated efforts in 1969 to establish similarregional programs across the country in agencies comparable toSREB. These programs began by using the procedures and principlesestablished in the SREB program, though each has now developed itsown distinct characteristics.

Beginning with the 1969 efforts to decentralize program opera-tions, principles of cost-sharing were also developed. Many agenciesaccepting students agreed to pay portions of the interns' stipends,sometimes the travel costs, and often the full cost of report reproduc-tion. Some colleges have provided faculty counselors at no cost or onreleased time with expenses for travel paid by the program. Fundsavailable under federal grants were supplemented through cost-sharingand program decentralization to the extent that there were 500 in-terns in 1969 as compared with 150 in the summer of 1968 withroughly the same amount of financial support from federal agencies.

Since that time, while operating with even fewer funds availablethrough grants to SREB, the number of students involved hascontinued to expand with the addition of new sources of funds ineach of the affiliated programs and through new arrangements forsharing the costs involved.

Successes and Challenges

The success of these service-learning internships has been judgedlargely on the basis of enthusiastic response to the idea andtestimony of successful experiences. The demand from students foropportunities to participate has outstripped the ability of anyprogram administrator to supply positions. Agencies that once hostinterns Under this plan are anxious to have more, even when requiredto invest additional program funds. Some colleges have officiallyestablished service-learning internships as part of their academicofferings. One such college is Mars Hill in North Carolina, which hascompletely revised its curriculum and reflects earlier extensiveparticipation in this program. Examples of such dramatic responseare scarce however.

Several pilot studies have provided ev;denee that basic beliefsabout the program are sound. A sample survey of agencies which hadparticipated in the program showed that participants felt the interns

had made definite contributions topositive service to the communities.learning dimensions, interns have indicstanding community problems, public naffect solutions to these problems and nexperiences students say they learned adifferent from themselves and ways thewith these fellow members of socicounselors both indicate that generallyidentifying specific, practical problentermining ways to deal with them

As a strategy for affecting changericulum, service-learning in the Southacademic community with sufficient indeserve special consideration. Like mostparticularly those in the area of experithe learning dimensions is the most cornwork has been done through the Northand may provide a design for further said

A very important aspect of this multiopportunity for new institutional -commastudent as the focus, the faculty memberin a relationship that seems uniqueeducational approach. Working togetherhelps them to develop new insights intocan make to the other's work. Facucontributions to the curriculum while asource of technical assistance. More systaspect of the program is also needed.

The full potential of service-learningmost colleges and universities which hainevitable that off-campus, experientialcontinue to grow. Whether an institutservice-learning approach or some other.tested in this action program offer adtraditional programs of field work, practThe service-learning model offers anothgram that seems specifically suited for cnon-experimental college or universityprogram to include opportunities fornon - traditional settings.

financial and philosophical support for the;ice-learning concept and is responsible for therenthetically, it should he noted that officialsinitiated efforts in 1969 to establish similarross the country in agencies comparable tois began by using the procedures and principles:13 program, though each has now developed itsistics.e 1969 efforts to decentralize program opera-st-sharing were also developed. Many agenciesreed to pay portions of the interns' stipends,osts, and often the full cost of report reproduc-ve provided faculty counselors. at no cost or onTenses for travel paid by the program. Fundsgrants were supplemented through cost-sharingdization to the extent that there were 500 in-pared with 150 in the summer of 1968 withtint of financial support from federal agencies.hile operating with even fewer funds availableREB, the number of students involved haswith the addition of new sources of funds inprograms and through new arrangements for

ved.

Successes and Challenges

;t: service-learning internships has been judgedof enthusiastic: response to the idea and

ul experiences. The demand from students foricipate has outstripped the ability of anyto supply positions. Agencies that once hostare anxious to have more, even when required

)rograin funds. Some colleges have officiallyruing internships as part of their academic,11cge is Mars Hill in North Carolina, which hasis curriculum and reflects earlier extensiverogram. Examples of such dramatic response

ies have provided evidence that basic beliefssound. A sample survey of agencies which hadgrain showed that participants felt the interns

had made definite contributions to the agencies and providedpositive service to the communities. In efforts to evaluate thelearning dimensions, interns have indicated an increase in under-standing community problems, public needs, and the realities thataffect solutions to these problems and needs. Through cross-culturalexperiences students say they learned a great deal about people verydifferent from themselves and ways they might or might not workwith these fellow members of society. Students and facultycounselors both indicate that generally interns gain new skills inidentifying specific, practical problems and independently de-termining ways to deal with them.

As a strategy for affecting change in the undergraduate cur-riculum, service-learning in the South has still to provide theacademic community with sufficient evidence that these conceptsdeserve special consideration. Like most suggested innovations, andparticularly those in the area of experiential education, evaluatingthe learning dimensions is the most complex task. Some preliminarywork has been done through the North Carolina Internship Officeand may provide a design for further study of these concepts.

A very important aspect of this i, ulti-dimensional program is theopportunity for new institutional-community relationships. With thestudent as the focus, the faculty member and agency personnel servein a relationship that seems unique in this community-basededucational approach. Working together as partners with the studenthelps them to develop new insights into the contributions that eachcan make to the other's work. Faculty often realize potentialcontributions to the curriculum while agencies may identify a newsource of technical assistance. More systematic investigation of thisaspect of the program is also needed.

The full potential of service-learning seems yet to be realized bymost colleges and universities which have been involved. It seemsinevitable that off-campus, experiential educational activities willcontinue to grow. Whether an institution chooses to adopt thisservice-learning approach or some other, the concepts developed andtested in this action program offer additional alternatives to thetraditional programs of field work, practicum, coop, or work-study.The service-learning model offers another type of off-campus pro-gram that seems specifically suited for consideration by the public,non-experimental college or university interested in expanding itsprogram to include opportunities for undergraduates to learn innon-traditional settings.

7

Diakonia Paideia and the Resource DevelopmentInternship Programs

Donald J. Eberly

It is useless to try to report the Resource Development InternshipPrograms (RDIP) of the Souther!, Regional Education Board (SREB)in one dimension, albeit that is the traditional approach taken toproblem-solving. If we want a job done, we hire someone to do it. Ifwe want someone to learn, we teach him and thereby, theassumption goes, he learns. If we want to promote university-com-munity relations, we establish a Committee for the Promotion ofRelations between the University and the Community. But that kindof uni-dimensional approach just won't work with the internshipprogram. However, it is reassuring to note that if we took a series ofsnapshots of the program along different axes, we would seeeveryday occurrences. Looking along one dimension, we would see aperson doing a job; along another, a person learning in the field oflaw or economics; along another, a person experiencing life in apoverty area for the first time; along still another dimension, aperson deciding upon a career. And so on. The list is a long one.

The beauty and strength of the RDIP is that all these things canhappen to the same person at the same time, for the internshipconcept rejects the notion that learning can occur only at school asfirmly as it does the notion that a job is a job and has no businessbeing examined against the writings of Plato, or Spinoza, or Frost, orKeynes, or King.

Yet there seems to be no word or phrase that captures the essenceof this kind of service-learning program. On such occasions, it hasbeen helpful to borrow from ancient Greek, as Norbert Wiener did incoming up with the word cybernetics, to try to symbolize theproject. In this paper we use diakonia and paideia. two Greek phrasesthat carry with them the concepts of teaching and learning throughactivity, and of a style of life geared to contributing to the welfare ofof hers.

This evaluation was included in the '968 project report of the Resource DevelopmentInternship Program published in the spring of 1969. (At that time Don Eberly um serving asExecutive Secretary to the National Service Secretariat.) In 1972 the name of the projectwas changed to Student Intern Project.

8

In our special shorthand, then,diakonia piadeia concept as implemeRDIP. It is based on the writer'sinterns, counselors, government allattendance at RDIP conferences in 1

confidential reports of program paexposure to the diakonin pahleiu con

Unfortunately, the medium in winnot permit a simultaneous examinaticand the program. so it will loocomponents: manpower for service.munity-university relationships. Theocomponents meet, namely. program 1ing, and the future. The report assumthe program that can be obtained breports of the RDIP.

Manpower for

A fundamental change that is occuof work was emphasized by the intern.evaluation reports. According to theirthe interns in 1967 and 1968 sougforder to get a job. The other 97(I) relate academic theory to thedevelopmental activities; (3) acquirewith people; or (5) help with career ch

Traditionally, a job is something (make ends meet. One doesn't go to hisminute overtime without remunerascorned. One feels a sense of relief onmorning is blue. Economists can coatindustries and services simply by

Diakonia Paideia and the Resource DevelopmentInternship Programs

Donald J. Eberly

seless to try to report the Resource Development Internshipus (RDIP) of the Southern Regional Education Board (SREB)dimension, albeit that is the traditional approach taken to

n-solving. If we want a job done, we hire someone to do it. Ifrat someone to learn, we teach him and thereby, thetion goes, he learns. If we want to promote university-corn-relations, we establish a Committee for the Promotion of

ns between the University and the Community. But that kinddimensional approach just won't work with the internshipn. However, it is reassuring to note that if we took a series ofAs of the program along different axes, we would seeiy occurrences. Looking along one dimension, we would see adoing a job; along another, a person learning in the field ofeconomics; along another, a person experiencing life in aarea for the first time; along still another dimension, a

deciding upon a career. And so on. The Hsi is a long one.beauty and strength of the RDIP is that all these things canto the same person at the same time, for the internship

t rejects the notion that learning can occur only at school asas it does the notion that a job is a job and has no businessxamined against the writings of Plato, or Spinoza, or Frost*, or

or King.there seems to be no word or phrase that captures the essencekind of service-learning program. On such occasions, it has

lpful to borrow from ancient Greek, as Norbert NArierwr did inup with the word cybernetics, to try to symbolize the

. In this paper we use diakonia and paideia, two Greek phrasesrry with them the concepts of teaching and learning thiough, and of a style of life geared to contributing to the wc:fare of

ration %vas included in the 1963 project report of the Resource DevelopmentProgram published in the spring of 1969. (At that time Don Eberly 1,JS serving asSecretary to the National Service Secretariat.) In 19 72 the Wine of the project

ed to Student Intern Project.

In our special shorthand, then, this paper is a report on th:.diakonia piadeia concept as implemented and administered by thRDIP. It is bused on the writer's interviews with s.:v,ral of th(interns. counselors, government officials, and admil'istrators,attendance at RDIP conferences in 1967 and 1968. Vis perusal ofconfidential reports of program participants. and 1iis deliberateexposure to the diakonia paideia concept for the past 'wo decades.

Unfortunately, the medium in which this report is r ndered, doesnot permit a simultaneous examination of all aspects -,f the conceptand the program. so it will look separately at three majorcomponents: manpower for service. the learning asp ct, and com-munity-university relationships. Then it will explore areas where allcomponents meet. namely, program balances and imbalances, fund-ing, and the future. The report assumes the kind of familiarity withthe program that can be obtained by reading the 19:, and :967reports of the RDIP.

Manpower for Service

A fundamental change that is occurring in the American cnceptof work was emphasized by the interns in their application forms andevaluation reports. According to their statements, only 3 percent ofthe interns in 1967 and 1968 sought internship appointments inorder to get a job. The other 97 percent apvied in order to:(1) relate academic theory to the real world; (2) contribute todevelopmental activities; (3) acquire research experience; (4) workwith people: or (5) help with career choice.

Traditionally, a job is something obtained to enable a person tomake ends meet. One doesn't go to his job a minute early or remain aminute overtime without remuneration. It is something to bescorned. One feels a sense of relief on Friday afternoon, and 1v.ondaymorning is blue. Economists can control the flow of manpov er intoindustries and services simply by regulating salaries and wages,

because employees automatically seek the highest level ofemoluments.

John Kenneth Galbraith punctured this picture of a job when henoted, in The Affluent Society, that some middle-class collegegraduates would prefer low-pressure jobs in pleasant surroundings tobetter-paying jobs that involve high tension and long commutingtime. It has been further punctured by some 25,000 Peace Corpsvolunteersmost of them college graduateswho have sometimeschosen a primitive existence in a strange land at subs'stent wages overmore "attractive" offers at home. And today it is being furtherdeflated by thousands of ministers who turn down suburbanchurches for ghetto parishes, lawyers who choose legal aid help forthe poor over prestige law firms, and business graduates who aremore interested in a firm's social involvement than its corporateprofits.

Most interns appear to have similar attitudes. They want a jobwith meaning, where they can learn and serve and work with people.

The internship concept gives to government officials, privateemployers, and educators an opportunity to transform the classicalnotion of a job into one that has the characteristics described above.Today's youth is searching for meaning and relevance and many havefound that jobs can be structured to include these attributes byassigning much of the drudgery to automation.

Many business and labor officials are actively concerned withrestructuring jobs so that the worker performs more effectively andgains satisfaction from learning and serving. But there is littleevidence to suggest that the spirit which motivates such officials is atall pervasive, or that it stems from little more than a reaction todemands and events. It should be clear from recent upheavals oncampuses and in major cities that more than reacting is required.Imagination and initiative is needed in the realm of transforming jobsinto experiences with greater meaning, relevance, and satisfaction forthe worker. The internship program offers an ideal setting for such atransformation.

Interns are young. They possess the energy, imagination, ideals,and mobility of youth. Further, they serve only a short time (twelveweeks in the case of RDIP), which permits a wide array ofexperiments with little risk of loss from those which fail. Also,internships occur at the interface of the generation gap, and at apoint where the academic world and the world of work meet.

At the same time, the internshiReal work is done, real so-vices presearch done by a two-man intern tgrant to the agency where the u

research contributed to passage of acontrols on loan sharks. We know tland career development in the fiefresults can be seen in the intern'sreceived from their summer employeprograms such as the shift of a law stlaw to poverty law.

With a firm foundation in maniplishment of useful services. the dioRDIP'.; implementation of it givegovernment. labor. and education athe classical notion of a job into oneIt also offers a constructive alternatiplace across the nation by providopenings for all youth who seek the

With the changing attitude towability about jobs. It has recently bk.half of today's jobs for college gradethe future on the basis of extrapolaticsuggests that more important criteriinternational events. neither of whicannot be very specific in attempt in'be performed in 1980.

Hence it is a disservice to studettraining element of any educilionaassembly-line operation. Rather, thfreedom within the training processand explore related areas of interinitiative. RDIP interns seem to podegree than do their colleagues in oftraditional, vocationally oriented ineducation, public administration) weiRDIP Review Conference as overpexposure to other fields and givinghimself from feeling like a student.little mutual exploration between t

automatically seek the highest level

Abraith punctured this picture of a job when hewilt Society, that some middle-class collegeer low-pressure jobs in pleasant surroundings tohat involve high tension and long commutingirther punctured by some 25,000 Peace Corpsthem college graduateswho have sometimes

istence in a strange land at subsistent wages overffers at home. And today it is being furthernds of ministers who turn down suburbanparishes, lawyers who choose legal aid help forige law firms, and business graduates who are. firm's social involvement than its corporate

ear to have similar attitudes. They want a jobthey can learn and serve and work with people.

oncept gives to government officials, privateators an opportunity to transform the classicalone that has the characteristics described above.ching for meaning and relevance and many have

be structured to include these attributes bydrudgery to automation.

nd labor officials are actively concerned withthat the worker performs more effectively andom learning and serving. 3ut there is littlehat the spirit which motivates such officials is att it stems from little more than a reaction to

It should be clear from recent upheavals onOr cities that more than reacting is required.ative is needed in the realm of transforming jobs

greater meaning, relevance, and satisfaction forreship program offers an ideal setting for such a

g. They possess the energy, imagination, ideals,th. Further, they serve only a short time (twelveof RDIP), which permits a wide array of

the risk of loss from those which fail. Also,the interface of the generation gap, and at a

mic world and the world of work meet.

At the same time, the internship program is far from ethereal.Real work is done, real services performed. It was reported thatresearch done by a two-man intern team was the basis of a 5500,000grant to the agency where the interns were engaged. Another'sresearch contributed to passage of a new law in Tennessee which putcontrols on loan sharks. We know that interns undergo real trainingand career development in the fields in which they serve. Theseresults can be seen in the intern's evaluation reports, in job offersreceived from their summer employers; and in changes in educationalprograms such as the shift of a law student's career from corporationlaw to poverty law.

With a firm foundation in manpower development and accom-plishment of useful services, the diakonia 'which, concept and theRDIP's implementation of it gives today's leaders in business,government, labor, and education a model for the transformation ofthe classical notion of a job into one that has meaning and relevance.It also offers a constructive alternative to the confrontations takingplace across the nation by providing the prospect of internshipopenings for all youth who seek them and are willing to participate.

With the changing attitude toward jobs goes greater unpredicta-bility about jobs. It has recently been reported that ten years agohalf of today's jobs for college graduates did not exist. We can guessthe future on the basis of extrapolation or current trends. but historysuggests that more important criteria are scientific discoveries andinternational events. neither of which yield to extrapolation. Wecannot be very specific in attempting to define jobs that will have tobe performed in 1980.

Hence it is a disservice to students and to society to regard :-hetraining element of any educational program as a uni-dimensio;ialassembly-line operation. Rather, there must be several degrees offreedom within the training process to enable the student to probeand explore related areas of interest, and to do so on his owninitiative. RDIP interns seem to possess this freedom to a greaterdegree than do their colleagues in other. older intern programs. Thetraditional, vocationally oriented intern programs (e.g., medicine,education, public administration) were seen by conferees at a recentRDIP Review Conference as overprogrammed, offering too littleexposure to other fields and giving the intern little chance to freehimself from feeling like a student. There seems to have been verylittle mutual exploration between the RDIP organizers and those

9

who administer traditional internship programs. It would appear thatboth groups could benefit from discussions and, perhaps, cooperativeprograms.

Similar exploratory discussions should occur with leaders ofstudent-sponsored community service proj&cts, which can be foundon most campuses. Typicaily, these are part-time programs, with noacademic credit given, with little academic consideration of what isobserved while serving, and with little feedback to the classroom.Here again all parties could benefit from a mutual exploration ofinterests and activities.

One vital, unanswered question in the manpower field is, howmany jobs exist? This question should have high research prioritybecause of its implications for the eventual magnitude of internshipprograms. One or more small areas should be selected and approachesmade to all organizations where interns might be placed to determinehow many could be used and in what capacity. Both summer andacademic-year interns should be considered. It is strongly suggestedthat this survey be linked with a promise or interns for agencieswhich want them and are qualified to receive them. Just anothersurvey would mean that some administrators would pull numbers outof a hat or throw the surveyor out of the office in order to get rid ofa useless intrusion. To be done properly, there must be communitybacking, wide publicity, full explanation, a comprehensive survey,and, of course, interns and funding.

The Learning Dimension

It is well established that what is learned in an educational settingmay bear small resemblance to what is taught. An intern spends verylittle time in a classroom but most of the summer, whether he is onthe job, at a counseling session, or in an intern seminar, is spent in alearning environment. The same is true of the other full-timeparticipants, members of the SREB staff, and to a lesser extent, ofthe part-time participants, the counselors, supervisors, and con-sultants. What, then, is learned?

Written reports and comments by all conference participantsemphasize these kinds of learning:

1. The participant learns interpersonal skills which contribute tobeing an effective person and discovers his strengths

10

weaknesses in sensitive situations.2. He learns the consequences (conceived in a theoretical or vicar3. Ile learns how to identify aresources to hear on its solution.4. He learns what moves people a5. Ile learns something aboutinvolved in resource development.6. He learns strategies that can ntunities for himself and others.7. He learns some of the characcompetitive process and the stren8. He learns that the actual acinevitably more complex and dindreaming.9. He learns how creative freedmbe combined in enabling a perbecome a constructive force.10. lie learns of deficiencies infeeds hack this information to his1 I. He learns vital techniques inresearch, and writing reports.12. More prosaically, he gains kidisciplines related to his assignmtthe textbooks or lectures.

Obviously, there is overlap amongdescribed above. Perhaps they coustatements. Perhaps thirty statemensufficiently.

The critical question is, what pagency representatives and counselorsdifferent internship programs, yet thently point to the RDIP program"payoff."

What strikes the observer as themost clearly in the dramatic presenelRDIP Review Conference. The lorsupervisor who was pushing him tofederal grant, a counselor from the t

er traditional internship programs. It would appear thatould benefit from discussions and, perhaps, cooperative

ploratory discussions should occur with leaders ofored community service projects, which can be foundWises. Typically, these are part-time programs, with nolit given, with little academic consideration of what isle serving, and with little feedback to the classroom.

1 parties could benefit from a mutual exploration of

unanswered question in the manpower field is, how-ist? This question should have high research priorityimplications for the eventual magnitude of internshipor more small areas should be selected and approaches

ganizations where interns might be placed to determineuld be used and in what capacity. Both summer andinterns should be considered. It is strongly suggested

Ty be linked with a promise of interns for agencieshem and are qualified to receive them. Just anothermean that some administrators would pull numbers outrow the surveyor out of the office in order to get rid ofsion. To be done properly, there must be communitypublicity, full explanation, a comprehensive survey,

, interns and funding.

The Learning Dimension

stablished that what is learned in an educational settingII resemblance to what is taught. An intern spends veryclassroom but most of the summer, whether he is on

°tinseling session, or in an intern seminar, is spent in aonment, The same is true of the other full-timenembers of the SREB staff, and to a lesser extent, of

participants, the counselors, supervisors, and con-, then, is learned?Torts and comments by all conference participantsse kinds of learning:

rt: ipant learns interpersonal skills which contribute to( ive person and discovers his strengths and

weaknesses in sensitive situations.2. He learns the conse.,uences of putting to the test his ideasconceived in a theoreti( or vicarious setting.3. lie learns how to ioentify a problem and bring appropriateresources to bear on its solution.4. He learns what move.; people and what prevents movement.5. He learns something about the totality of facts and forcesinvolved in resource t!evelopment.6. He learns strategies that can maximize service-learning oppor-tunities for himself and other:.7. He learns some of the characteristics of the cooperative andcompetitive process and the strengths and weaknesses of the two.8. He learns that the aL accomplishment of something isinevitably more complex and difficult than is studying, planning,dreaming.9. He learns how creative ft eedom and imaginative guidance canbe combined in enabling a person to accomplish things andbecome a constructive force.10.11e learns of deficiencies his regular academic work andfeeds back this information to his academic colleagues.II. lie learns vital techniques in interviewing people, conductingresearch, and writing reports.12. More prosaically, he gains knowledge of the one or severaldisciplines related to his assignment--knowledge that was not inthe textbooks or lectures.

Obviously, there is overlap .i-nong, the twelve types of learningdescribed above. Perhaps they couL' be fully covered in threestatements. Perhaps thirty staement. are needed to differentiatesufficiently,

The critical question v at p °duces these learnings? Someagency representatives and cotc.i,elon participate in as many as sevendifferent internship programs, yet I! 2y consistently and independ-ently point to the RDIP program as having much the biggest"payoff."

What strikes the observLl as the prime ingredient came throughmost clearly in the dramatic presentation of a case study at the 1908RDIP Review Conference. The lonely intern, surrounded by asupervisor who was pushing to complete an application for afederal grant, a counselor from the university who was trying to pull

him into producing research data of interest to the counselor, and anattractive technical representative who was trying to lure him into anextended visit to her agency, turned to the RDIP official and asked,"Who am I responsible to?"

"You are responsible to yourself," came the reply.In short, an intern is seen by the RDIP staff as an adult and is

treated in that manner. He is expected to give evidence of havinglearned without resorting to a multiple-choice exercise or therephrasing of his counselor's pet theories. He is expected to seekoutside aid while seeing that it remains secondary to his mainproject.

Second, the RDIP insists on maintaining an even balance betweenservice and learning. This attitude frustrates the impatient officialand professor who think in only one dimension at a time. "What isthe real purpose," they demand, "to learn or to serve?" When theanswer "both" conies back, the inquirer is dumbfounded and maywant no more to do with the idea. Receptivity to the concept ismore likely to be found among those who have themselvesexperienced service-learning and by those who commonly practicemulti-dimensional thinking.

Third, it is well managed. Interns show up at the appointed time,stipends arrive on schedule, interns' reports are published as prom-ised. This aspect does not require a detailed analysis, but must beincluded in a list of attributes because too many good concepts havefoundered in the sludge of technical incompetence and mismanage-ment.

Fourth, the seminars and reports appear to be valuable learninginstruments. Several interns came to the seminars with problems theythought were unique but discovered they were common to most ofthe other interns, and everyone benefited from the ensuing dis-cussion, Both seminars and reports produce some tension in internsbecause they must assume responsibility for something that will bepublicly assessed. On the whole, the tension does not seeminordinate; after the internships, some students look upon theirresponsibilities in the seminar or report-writing as the most valuablepart of the internship.

Fifth, off-campus experience appears to be a crucial ingredient ofthe internship program. On campus, even in a work situation, theusual protective forces and pecking orders are at play. Off campus,the intern encounters the real world with its loneliness, its demands,

its unreasonableness, its rewards.Academic credit for internships is

basis of the twelve kinds of learning listnot essential to the learning process, alsome cases and perhaps harmful in otheISO interns received credit, although fewof their program. Although the promisstimulate some interns to learn more, itgiving full reign to their ideas in deferenwill produce the best grades.

Of course, academic credit, like avalue. It is simply an arbitrary measurinto many people and institutions. Learniicredit was invented and will continueexists and must be considered. The waycredit might provide a due to itsinternship program. The student who vit.series of undesirable hurdles to be gone'from receiving credit. On the other hanacademic credit as accurately reflecting texperiences appropriate to a person or 1interests will benefit from receivingconsistent with his outlook.

Moreover, academic credit for internprogram's loot in the door of the acprogram can be listed in the college catalcan decide that counseling five interns isclass of, say, twenty students. Thus, acawould give the program institutional bacin the eyes of government officials and oof institutional support as a major indexWhat has to be guarded against in tlslackening of standards.

Unless more detailed studies revealinternships leads systematically to a strlearning, it would probably be wise tctreating each case on its merits. At theshould remain responsive to requests for Iacademic credit.

Two factors that one might assume

research data of interest to the counselor. and an1 representative who was trying to lure him into aner agency, turned to the RDIP official and asked,ible to?"-)nsible to yourself," came the reply.item is seen by the RDIP staff as an adult and isinner. He is expected to give evidence of havingresorting to a multiple-choice exercise or thecounselor's pet theories. He is expected to seekseeing that it remains secondary to his main

AP insists on maintaining an even balance bet,Neenng. This attitude frustrates the impatient official) think in only one dimension at a time. "What is

they demand, "to learn or to serve'?" When themes back, the inquirer is dumbfounded and maydo with the idea. Receptivity to the concept is

be found among those who have themselvese-learning and by those who commonly practicethinking.11 managed. Interns show up at the appointed time,schedule, interns' reports are published as prom-loes not require a detailed analysis. but must be)f attributes because too many good concepts havesludge of technical incompetence and mismanage-

minars and reports appear to be valuable learning1 interns came to the seminars with problems theyue but discovered they were common to most of

and everyone benefited from the ensuing dis-mars and reports produce some tension in internst assume responsibility for something that will be

On the whole, the tension does not seemthe internships. some students look upon theirlie seminar or report-writing as the most valuable

us experience appears to be a crucial ingredient ofgrain. On campus, even in a work situation, the)rces and pecking orders are at play. Off campus,ers the real world with its loneliness, its demands,

its unreasonauleness, its rewards.Academic credit for internships is certainly justifiable on the

basis of the twelve kinds or learning listed above. However, credit isnot essential to the learning process. although it may be helpful insome cases and perhaps harmful in others. In 1968 about 40 of the150 interns received credit, although few expected it at the beginningof their program. Although the promise of academic credit mightstimulate some interns to learn more, it might constrain others fromgiving full reign to their ideas in deference to doing what they thinkwill produce the best grades.

Of course. academic credit, like a dollar bill. has no intrinsicvalue. It is simply an arbitrary measuring device which is convenientto many people and institutions. Learning went on before academiccredit was invented and will continue after it is discarded. But itexists and must be considered. The way a student regards academiccredit might provide a clue to its proper relationship to theinternship, program. The student who views credit requirements as aseries of undesirable hurdles to be gotten rid of would benefit littlefrom receiving credit. On the other hand. the student who regardsacademic credit as accurately reflecting the importance of a series ofexperiences appropriate to a person of his age and background andinterests will benefit from receiving credit because it will beconsistent with his outlook.

Moreover, academic credit for internships is a means of getting aprogram's foot in the door of the academic establishment. Theprogram can be listed in the college catalogue and the administrationcan decide that counseling five interns is the equivalent of teaching aclass of. say, twenty students. Thus, academic credit for internshipswould give the program institutional backing as well as higher esteemin the eyes of government officials and others who look for evidenceof institutional support as a major index of the merits of a program.What has to be guarded against in this kind of situation is a

slackening of standards.Unless more detailed studies reveal that academic credit for

internships leads systematically to a strengthening or weakening oflearning, it would probably be wise to continue the practice oftreating each case on its merits. At the same time. RDIP officialsshould remain responsive to requests for help in handling the issue ofacademic credit.

Two factors that one might assume to be crucial are not. One.

the nature or content of the intern's assignment, is not necessarilyimportant. For example, a chemistry student conducted a survey ofcounty purchasing procedures and in so doing produced a usefuldocument for the agency. He came away feeling that he had learneda great deal. Two, it's not necessarily important whether the agencywhere the intern works is efficient or inefficient, whether hissupervisor is strong or weak. Each kind of situation provides a settingfor a learning experience, give"' the interest of the intern and thesupport and guidance of the counselor.

What is important in regard to the preceding paragraphand thisgets us back to the heart of the conceptis that the total operationnot be thought of as the addition of its parts in which a "good"agency is rated +2, a bad supervisor as -3, but instead as a processthat includes a multitude of interrelationships. This holistic per-spective is held by members of the SREB staff and many othersinvolved in the internship program. Applicants l'or an intern programneed not have it, but many acquire it in the course of theirinternship, as is evident from their reports.

"The university and public service" has been the subject of amuch publicized, on-and-off debate. It is disappointing that thedebates have emphasized the role of the university in providinginstitutional support for presumably beneficial programs, to thevirtual exclusion of the importance of community service by staff,faculty, and students in the performance of its teaching function.

Whether, how much, and how the university as an institutionshould serve the community may be debatable issues. Whether theuniversity should be a seat of learning is not. The embarrassingquestion for educators is, how do you expect to prepare yourstudents to become competent in their fields, and more important,to become effective and constructive citizens unless you arrange forthem to experience meaningful involvement in the real world and toreflect upon this involvement in the company of your learnedfaculty?

William James tells us that reading and listening can enable us toknow about something but that we do not know it until we haveexperienced it. For example, it has been reported that a full-yearinternship for Ethiopian university students teaching in villageschools added nothing to the students' awareness of rural povertyand its associated problems. But what did happen to the averageAmerican intern in similar situations was that he moved from the

12

level of awareness to the level of crural poverty. In the United Stomorrow can be identified throsolved without commitment.

For university leaders whohigher form of learning than iiitime has come to introduce intintegral part of the learning prose.

The University al

As with the awarding ofuniversity-community relationshiitionalize from the outside. Clearlmove beyond the traditionalcommon to academic institutionsAt one university, businessmen anvisiting lecturers and discussants aimore common is the practice osometimes with pay and sometinThe RDIP is another bridge betanother means by which mutual 1-%

At the RDIP Review Confereediscussion on university-communiegies for expanding the RDIP typwere unanimous in urging progrcautioned that, as presently consreached in terms of administrative ''

It was generally agreed that scorder, but where responsibility shagreement. The case for universitthose who saw the internships aswho believed that the learning diiauspices outside the university. Astudents be involved in progranproblem, of course, would be tluniversity. For example, one woadministered by the School of Puby the School of Education.

Persons who argued for state

or content of the intern's assignment, is not necessarilyFor example, a chemistry student conducted a survey ofchasing procedures and in so doing produced a usefulor the agency. He came away feeling that he had learned1. Two, it's not necessarily important whether the agency

intern works is efficient or inefficient, whether hiss strong or weak. Each kind of situation provides a settinging experience, given the interest of the intern and the1 guidance of the counselor.important in regard to the preceding paragraphand this

K to the heart of the conceptis that the total operationught of as the addition of its parts in which a "good"ated +2, a bad supervisor as -3, but instead as a processes a multitude of interrelationships. This holistic per-held by members of the SREB staff and many othersthe internship program. Applicants for an intern programhave it, but many acquire it in the course of theiris is evident from their reports.niversity and public service" has been the subject of aicized, on-and-off debate. It is disappointing that thee emphasized the role of the university in providing

I support for presiumibly beneficial programs, to theusion of the importance of community service by staff,students in the performance of its teaching function.

, how much, and how the university as an institutionthe community may be debatable issues. Whether the

-hould be a seat of learning is not. The embarrassingr educators is, how do you expect to prepare yourbecome competent in their fields, and more important,Ifective and constructive citizens unless you arrange forlerience meaningful involvement in the real world and ton this involvement in the company of your learned

James tells us that reading and listening can enable us tot something but that we do not know it until we have

it. For example, it has been reported that a full-yearfor Ethiopian university students teaching in villageed nothing to the students' awareness of rural povertyciated problems. But what did happen to the averagetern in similar situations was that he moved from the

level of awareness to the level of commitment to do something aboutrural poverty. In the United States, the problems of today andtomorrow can be identified through awareness. but they cannot besolved without commitment.

For university leaders who consider knowing something to be ahigher form of learning than merely knowing about something, thetime has come to introduce internships of the RDIP type as anintegral part of the learning process.

The University and the rlmmunity

As with the awarding of academic credit, the fostering ofuniversity-community relationships is almost impossible to institu-tionalize from the outside. Clearly, the thrust of RDIP interest is tomove beyond the traditional town-gown kind of relationshipcommon to academic institutions into patterns of real participation.At one university, businessmen and others in the community serve asvisiting lecturers and discussants and are listed in the catalogue. Muchmore common is the practice of professors' engaging themselves.sometimes with pay and sometimes without, in community affairs.The RDIP is another bridge between community and university,another means by which mutual participation can flourish.

At the RDIP Review Conference in the fall of 1968, most of thediscussion on university-community relationships centered on strat-egies for expanding the RDIP type of internship program. Confereeswere unanimous in urging program expansion, but RDIP officialscautioned that, as presently constituted, its ceiling has almost beenreached in terms of administrative capability.

It was generally agreed that some kind of decentralization was inorder, but where responsibility should rest was a point of major dis-agreement. The case for university administration was espoused bythose who saw the internships as primarily a learning experience andwho believed that the learning dimension would wither away underauspices outside the university. Also, it was suggested that universitystudents be involved in program policy and administration. Oneproblem, of course, would be the location of the program in theuniversity. For example, one would envision the type of programadministered by the School of Public Health, and quite another typeby the School of Education.

Persons who argued for stat.: sponsorship seemed to feel that a

state agency would maintain a better balance of interests betweendoing a job (many of the agencies where interns serve arestate-related) and learning, (Most interns serve in their respectivestates so the states have a vested interest in them as humanresources.)

What is so clear is that the SREB program has the confidence ofall parties in the intern program and any new agency, wherever it isbased, will be suspect by one or more parties, perhaps to the extentthat it would never be able to get off the ground. Further, anyattempt to create an entirely new of agencies would give rise toin-fighting that could well defeat the program.

Given the magnitude of good will and breadth of support for theprogram, SREB-RDIP will be delinquent in its responsibility to theSouth. and to the nation, if it fails to continue to play a central rolein building the internship program. This cz n be done in ways that donot necessarily mean a greatly expanded administrative role for theRDIP. For example, the RDIP could establish guidelines forinternships, at as a conduit of funds for programs, and evaluateprograms. This kind of arrangement would permit a variety ofsponsorsa university here, a state agency thereto evolve on thebasis of merit and in the image of the SREB -RDIP.

Another possibility would be for the RDIP to create or tocontract to a separate agency the bulk of administrative chores whichit presently carries. In this way, the RDIP could maintain its presentsmall staff, who could concern themselves with keeping on the righttrack a greatly expanded internship program.

Balances and Imbalances

To return to the multi-dimensional view of the internshipprogram, it is obvious that a number of balancing acts must becarried on simultaneously. Among these are:

I. A balance between elements of rigidity, e.g., the writing ofreports on schedule, and elements of flexibility, e.g., scope forintern initiative2. A balance between the intern's particular assignment andexposure to new fields and situations3. A balance between making suitable arrangements for learningto occur, but not making things so easy that little or no learning

will occur4. A balance between an intern's pegaining knowledge and wisdom5. A balance wheel to maintain a (IN

the program objectives and amongforces that come into play (Review Cthat SREB-RDIP is just the right kind

Two important aspects of the inter"seriously out of balance: the program is fwith the need for it and it appears to receout of proportion to the returns. For reaof internship is one that should be withinuniversity student, all 6 million of them.to one region of the country, nor to stuhear about it. It is certainly not foreseen tlto participate in this program, for sonictheir own internships and others will refBut no one should be excluded from thisfor lack of funds, information, jobcounseling.

To try to analyze costs and benefits isunknowns. We do not know, for examplassign to the participating university or ho.what dollar value to assign as the benefitby the federal or state government or by 1.1

In spite of these unknown-, certainfrom what we do know, and from assumptNot every case yields a savings comparawhich, at a total cost of 55,000, complewhich the host agency had been prepared IS5 I ,000. But reports from supervisors antthat the overwhelming majority of inter'the host agency at least equivalent to tlinterns. Only in a minority of internshipsmake a contribution to the stipend. The firfull payment of the intern's stipendeconomically justifiable.

We also know that the internship proamount of learning by the intern. Thi.

militant a better balance of interests betweenof the agencies where; interns serve are

ruing. (Most interns serve in their respectivehave a vested interest in them as human

that. the SREB program has the confidence ofn program and any new agency, wherever it isby one or more parties, perhaps to the extentbe able to get off the ground. Further, anyentirely new set of agencies would give rise towell defeat the program.ide of good will and breadth of support for thewill be delinquent in its responsibility to the

ion, if it fails to continue to play a central roleship program. This can be done in ways that doa greatly expanded administrative role for the

the RDIP could est:tblish guidelines forconduit of funds for programs, and evaluateof arrangement would permit a variety ofherf,-, a state agency thereto evolve on the

le image of the SREB-RDIP.

11

y would be for the RDIP to create or toagency the bulk of administrative chores which

, this way. the RDIP could maintain its presentconcern themselves with keeping on the right

ed internship program.

Balances and Imbalances

e multi-dimensional view of the internshipis that a number of balanr.:ing acts must beisly. Among these are:

veen elements of rigidity, e.g., the writing ofle, and elements of flexibility, e.g., scope for

ween the intern's particular assignment andelds and situationseen nuking suitable arrangements for learningmaking things so easy that little or no learning

will occur4. A balance between an intern's performing a useful task andgaining knowledge and wisdom5. A balance wheel to maintain a dynamic equilibrium amongthe program objectives and among the sometimes competingforces that come into play (Review Conference participants feltthat SREB-RDIP is just the right kind of balance wheel)

Two important aspects of the internship program seem to beseriously out of balance: the program is far too small in comparisonwith the need for it and it appears to receive its money from sourcesout of proportion to the returns. For reasons cited earlier, this kindof internship is one that should be within reach of every college anduniversity student, all 6 million of them. It should not be restrictedto one region of the country, nor to students who just happen tohear about it. It is certainly not foreseen that every student will wantto participate in this program, for some are in a position to set uptheir own internships and others will prefer alternative uses of time.But no one should be excluded from this kind of experience simplyfor lack of funds, information, job openings, supervision, orcounseling.

To try to analyze costs and benefits is difficult because of severalunknowns. We do not know, for example, what overhead costs toassign to the participating university or host ag ncy. We do not knowwhat dollar value to assign as the benefits of an internship receivedby the federal or state government or by the university.

In spite of these unknowns, certain conclusions can be drawnfrom what we do know, and from assumptions that seem reasonable.Not every case yields a savings comparable to the two-man teamwhich, at a total cost of $5,000, completed an analysis and reportwhich the host agency had been prepared to contract out at a cost of$5 ,000. but report!, from supervisors and others give clear evidencethat the overwhelming majority of interns make a contribution tothe host agency at least equivalent to the stipend they receive asinterns. Only in a minority of internships does the host agency evenmake a contribution to the stipend. The first conclusion, then, is thatfull payment of the intern's stipend by the host agency iseconomically justifiable.

We also know that the internship process generates a significantamount of learning by the intern. This outcome is seen in the

13

awarding of academic credit to interns, and in reports of the internsand their advisors. While impossible to quantify exactly, it wouldseem to be fairly comparable to what is learned in half a normalsemester.

Judging by tuition charges at institutions receiving the lowestamounts of public subsidies, the cost to the student of a half-term'slearning is at least 5500. Hence, the second conclusion is that theamount of relevant learning derived from the internship processjustifies full payment of the university counselor's fee ($300) by theuniversity. (Also, the university overhead appears to be at least offsetby the learning gained by the professor and benefits gained by theinstitution, as a consequence of participation in the internshipprogram.)

Benefits to the several governmentsfederal, state, and localaremore general. The expectation is that interns will select careersconsistent with the needs of society, that they will be better citizensand more productive members of the economy. Whether or not theseexpectations materialize will not be known for twenty or more years.At this stage, it can be reported that the internship process is havingthe kind of effect on interns that they are moving themselves in thesedirections. Here again, quantification is impossible, but in com-parison with the magnitude of public support for classroomeducation, and considering the assumptions upon which it is based,financial support for experiential education of the RDIP varietycertainly appears to be a better investment than support forclassroom education. The objective should be to achieve a properbalance between classroom and experiential education which, infinancial terms, will be reached when the rates of return oninvestment become equal.

In addition to the federal agencies supporting the RDIP,experimentation with the diakonia paideia concept can be found insuch programs as the Peace Corps, College Work-Study Program,Neighborhood Youth Corps. Job Corps, VISTA, and Teacher Corps.This experimentation shoidd continue, and changes should be madewhere needed.

From where this observer stands, the RDIP offers a uniqueexperiment in the qicikonia paideia concept and, as may be inferredfrom foregoing J b se rva t ion s, more advanced than other experimentsin several impertant respects. Hence, wh le a realignment of financialsupport is appropriate, continued support from government agencies

14

is warranted during this experiment:As the internship program bec

endeavor to alter its support pattern

I. The university should coverand should assume a greater ndevelopment of projects. semina2. The host agency should pathat reflects the real worth orso much as to make the agenccontrol over the intern. Thus,always be less than the salary creceive for doing the interi's is

agency could be expected c

percent rf the intern's allow:, IcL3. Government, at all threepurpose support of sufficient mdetermine the appropriate bahmand experiential education for c

In addition to altering the supposavings. Consider the team concephave one basic task, one universitadvisor, and write a single report.consultants by 75 percent.

Another saving in scale shouldrecruitment and placement efforts.for 100 interns from one campus ofraction of the present administratiby 100.

One important funding featureconduit of funds. Both the governnmuch prefer dealing with one placeseveral. Of course, SREB does notagency, but there is really little plRDIP could allocate funds just f)

missions could be made to the SRand evaluation. Much of the legwccould be assumed by the institutions

c credit to interns, and in rivorts of the internsVhile impossible to quantify exactly, it wouldmiparable to what is learned in half a normal

an charges at institutions receiving the lowestbsidies, the cost to the student of a half-term's500. Hence, the second conclusion is that thelearning derived from the internship processof the university counselor's fee (S300) by the

university overhead appears to be at least offseted by the professor and benefits gained by thensequence of participation in the internship

!veral governmentsfederal, state, and localareexpectation i. that interns will select careerseeds of society, that they will be better citizensmembers of the economy. Whether or not theseize will not be known for twenty or more years.)e reported that the internship process is havinginterns that they are moving themselves in thesein, quantification is impossible, but in com-nagnitude of public support for classroomdering the assumptions upon which it is based,r experiential education of the RDIP variety

be a better investment than support forThe objective should be to achieve a proper

ssroom and experiential education which, in1 be reached when the rates of return on

the federal agencies supporting the RDIP,1 the diakonia paideia concept can be found inc Peace Corps, College Work-Study Program,Corps, Job Corps, VISTA, and Teacher Corps.should continue, and changes should be made

observer stands, the RDIP offers a uniqueikonia paideia concept and, as may be inferredations, more advanced than other experimentsespects. Hence, while a realignment of financial', continued support from government agencies

is warranted during this experimental period.As the interrship program becomes institutionalized, it should

endeavor to alter its support pattern in three ways, as follows:

1. The university rhould cover the cost of fees for the counselorsand should assume a greater role in the recruitment of interns,development of projects, seminars, and report writing.2. The host agency should pay a share of the intern's stipendthat reflects the real worth of the intern to the agency, but notso much as to make the agency feel it can exert an employer'scontrol over the intern. Thus, the agency's contribution shouldalways be less than the salary or wage a regular employee wouldreclve for doing the intern's job. Using these criteria, a typicalagency could be expected to contribute from 50 percent to 75percent of the intern's allowance.3. Government, at all three levels, should provide generalpurpose support of sufficient magnitude to enable researchers todetermine the appropriate balance between classroom educationand experiential education for college and university students.

In addition to altering the ypport pattern, SREB should look forsavings. Consider the team concept. A team of four interns couldhave one basic task, one university counselor, and one technicaladvisor, and write a single report, thereby reducing the number ofconsultants by 75 percent.

Another saving in scale should result from more concentratedrecruitment and placement efforts. The administrative backstoppingfor 100 interns from one campus or at one agency should be only afraction of the present administrative costs for one intern multiplirJby 100.

One important funding feature to retain is use of SREB as aconduit of funds. Both the govt rnme.tt ageivies and the universitiesmuch prefer dealing with one place having fiscal responsibility thanseveral. Of course, SREB does not want to become a large operatingagency, but there is really little problem here because the SREB-RDIP could allocate funds just as foundations do. Project sub-missions could be made to the SREB -RDIP for approval, payment,and evaluation. Much of the legwork now done by the RDIP staffcould be assumed by the institutions submitting the projects.

The Future

The inevitability of change is truer today than ever, for changesoccur more quickly than before. Yet the nnrn is in danger ofstagnation. As presently constituted and sponsored, the numericceiling has been reached and, because of general program excellence,qualitative changes can be expected to lead to incremental improve-ment only.

Given this rather constraining situation, what should be thefuture course of the RDIP? In reviewing the observations andsuggestions contained in this paper, the following activities should becarefully considered:

1. Experiment with larger-scale programs. This academic year,pursue aggressively the possibilities for larger programs in NorthCarolina, Georgia. and Atlanta. Next year, concentrate on one ortwo campuses, guarantee internships to all who genuinely seekthem, discover what percentage of students come forward. At thesame time, saturate a community or region to determine thenumber of internships available among a given population.Include semester-long and academic-year internships.2. Encourage campuses to share the counselor's allowance andagencies the intern's allowance.3. Encourage universities, agencies, and consortia to sponsorinternship projects on their own, but tied in with the RDIP forstandards, consultations, and, where appropriate, funds.4. Spread the word. Proceed with the conference being plannedfor 1969. Invite a few representatives from outside the domain ofSREB. Make it a setting for the strongest kind of endorsementpossible for the RDIP program and discuss future plans.

Service-Learning: An Educational Style

Robert L. Signiori

Most of us would acknowledge that a significant portion of today'sstudents are alienated. The signs of this alienation are many:extensive drug use, long hair, and the development of communes andother intensive communities. Just as critical, although not as evident,is an increasing uneasiness about the possibilities for one's futureemotional and intellectual growth. This uneasiness is evident, forinstance, in the general reluctance of students to enter public life.

Several factors have been consistently advanced as causes of thisalienation. One historian, Richard Hofstadter, has suggested that adetermining factor is the lack of a sense of vocation among youth inAmerican society (see Newsweek: July 6, 1970). This lack can beattributed partially to a technological culture in which the productsof one's work are increasingly less visible. Related to Hofstadter'sanalysis is another which attributes alienation to the fact that youthare denied responsibility and that their entry into meaningful publicroles is prevented for too long a period. An increasing number ofstudents, however, view the life and values of American society asnot so meaningful and even bankrupt; they view entry into rubliclife as an unwise investment of energy and commitment.

Experiential Learning

One means of getting at the source of this alienation is toexamine in greater detail the criticism of the manner in which weeducate ourselves. Our current educational' approaches possess atleast three basic deficiencies. The first deficiency is a result of ourseeming inability to recognize that learning is a constant in the life ofevery individual and that experience itself can be the subject-matterof education. The pattern of formal education implies that one's

These remarks were presented on July 16, 1970, ;o a group of interns. public agencyrepresentatives, and faculty counselors at the University of North Carolina at Charlotte. Thetext was later published by the North Carolina internship Office. Dr, Sigmon serves asDirector of that office.

16

competence to enter public life is certif.We recognize that a man has been athaving acquired some technical skill orhuman by having been exposed to t

traditions of Western civilization. Bolllatter (which is considered the more libenecessity of communicating some bodyappropriated by the individual and lain-his own experience. I believe that this ait is similar to maintaining that human lipis, that human action is always a resulprinciple. In my theological seminarycurrent movements in philosophy andsophical inquiry and thought begins withinstances, formal educational practices 1life proceeds inductively. As a result, wegenerators of the culture which eduLsponsible for transmitting. For installthought and argument is taught withphilosophy was derived inductively fronof his experience. if we truly want odevelop humane and competent peoplproceed would be to enable students toexperiences a,; creatively and as exitproceeding from a false assumption,provides little opportunity to learn hoproblems other than those that arepercentage of university and college edulifestyles and process understanding orinfluence behavior. Most of the currentfactual information, content delivery, anskills. Research tells us that within five yeither forgotten or outdated. This loss to

Service-Learning: An Educational Style

Robert L. Sigmon

owledge that a significant portion of today's. The signs of this alienation are many:hair, and the development of communes and

titles. Just as critical, although not as evident,ness about the possibilities for one's futuretwit growth. This uneasiness is evident, forreluctance of students to enter public life.

been consistently advanced as causes of thisn, Richard Hofstadter, has suggested that ae lack of a sense of vocation among youth inVewsweek, July 6, 1970). This lack can betechnological culture in which the products

2asingly less visible. Related to Hofstadter'sh attributes alienation to the fact that youth

and that their entry into meaningful public00 long a period. An increasing number of

the life and values of American society aseven bankrupt: they view entry into publiclent of energy and commitment.

Experiential Learning

ting -at the source of this alienation is todi the criticism of the manner in which we

current educational' approaches possess atncies. The first deficiency is a result of ourgnize that learning is a constant in the life ofIt experience itself can be the subject-matterern of formal education implies that one's

on July 16, 1970, to a group of interns, public agencynselors at the University of North Carolina at Charlotte. Thele North Carolina Internship Office. Dr. Sigmon serves as

competence to enter public life is certified in the receipt of a degree.We recognize that a man has been adequately trained by simplyhaving acquired some technical skill or that he has been made morehuman by having been exposed to the cultural and intellectualtraditions of Western civilization. Both modes, and especially thelatter (which is considered the more liberal and humane), assume thenecessity of communicating some body of knowledge which is thenappropriated by the individual and utilized to meet the demands ofhis own experience. I believe that this assumption is fallacious sinceit is similar to maintaining that human life proceeds deductively, thatis,' that human action is always a result of the application of someprinciple. In my theological seminary days I began to sense fromcurrent movements in philosophy and psychology that all philo-sophical inquiry and thought begins with human experience. In manyinstances, formal educational practices have failed to recognize thatlife proceeds inductively. As .a result, we have failed to learn from thegenerators of the culture which educational institutions are re-sponsible for transmitting. For instance, the content of Kant'sthought and argument is taught without the realization that hisphilosophy was derived inductively from his attempts to make senseof his experience. If we truly want our educational processes todevelop humane and competent people, ri more sensible way toproceed would be to enable students to learn to examine their ownexperiences as creatively and as critically as possible. Besidesproceeding from a false assumption, formal education, in factprovides little opportunity to learn how to learn or how to solveproblems other than those that are hypothetical. Only a smallpercentage of university and college education involves questions oflifestyles and process understanding or examines how institutionsinfluence behavior. Most of the current emphasis in education is onfactual information, content delivery, and the preparation of specificskills. Research tells us that within five years this kind of education iseither forgotten or outdated. This loss to society and the individual is

a result of the failure to recognize that learning is a constant factorof human experience from birth to death. Educational relevanceoccurs when individuals begin to deal competently and compassion-ately with their experience of the world.

Cross-Cultural Settings

A second deficiency of formal education is its lack of emphasison cross-cultural experience. The exposure to other cultures andlifestyles through the mass media is indeed high, yet, our understand-ing of other behavior patterns an(' cultures is low. This irony is duelargely to the fact that the exposure to other cultures is passive. Imaintain that only by living in cross-cultural contexts and byexperiencing other behavioral patterns and modes of thought does anindividual become aware of cultural distinctions and of the valuesthat are uniquely his own. In many instances, formal education hasfailed to recognize the educational validity of cross-cultural experi-ence. However, if one's goal becomes learning how to learn, thensuch experience is not only valid but essential. Whether in an Indianashram, a black community in Charlotte or eastern North Carolina,in the management arm of a large business, or in a mental healthfacility, the immediate and direct confrontation of other ways ofviewing reality would produce the individual's appreciation of sharedvalues as well as of genuine differences. Properly engaged in.cross-cultural experience enhances an individual's ability to proceedinductively and to conceptualize on the basis of his experience of theworld. In a study of Peace Corp training (Journal of AppliedBehavioral Science. Vol. 3, No. 4), Roger Harrison notes that trainingprograms employing the instructional methods of formal educationleft trainees ill-prepared to adjust quickly to life in other cultures andto conceptualize on the basis of their experiences. A recurringphenomenon among Peace Corp returnees was also their inability todo more than simply exchange "war stories." Harrison attributes thisinability to the fact that most of their education had not been spentdealing intellectually with their concrete experience.

The study also suggested that this inability was due to more thansimply a lack of previous cross-cultural experience or an emphasiswithin formal education on modes of learning other than experi-ential. The major deficiency which Harrison noted was that fewPeace Corp trainees had been prepared by their formal education to

cope with the high degree of auto;Ism- solving in Peace Corp environm

Student Initiative

This lack of emphasis on develstudent initiative is a third deticieiin our society have been taught wa significant portion of theirexceedingly difficult when they aformal education, as it is currentlyto do and how to do it as well a.unimportant. One very dangerousthat the educational system will phave things decided for them. Infavor, the present systrm of educatconfident people whose learning is s

Service-Learning h

These criticisms of formal educreflect what is behind the learning siI have argued that an emphasis on e.settings, and student initiative andvery deeply that this kind of educarewarding primarily because its aslearning and being human involveMost universities are not in the busto students working to solve immeproblems. Within formal educatidispassionate analysis, which mostabstract concerns. I am sure, hownever as humane and realistic as theout of direct contact with peopllearning internships have as theirflexible, competent, learning, ancriticisms of non-experiential mode.on the self, this emphasis is baservice-learning internships by therecognitic n that it is only i" "givi;

to recognize that learning is a constant factork.! from birth to death. Educational relevancegals begin to deal competently and compassion-'ience of the world.

Cross-C.Atural Settings

ncy of formal education is its lack of emphasis'erience. The exposure to other cultures andmass media is indeed high, yet, our understand-patterns and cultures is low. This irony is due

tat the exposure to other cultures is passive. Iby living in cross-cultural contexts and by

havioral patterns and modes of thought does anvare of cultural distinctions and of the valuesown. In many instances, formal education hasle educational validity of cross-cultural experi-te's goal becomes learning how to learn, thent only valid but essential. Whether in an Indianinanity in Charlotte or eastern North Carolina,rm of a large business, or in a mental healthto and direct confrontation of other ways ofproduce the individual's appreciation of sharedf genuine differences. Properly engaged in,nee enhances an individual's ability to proceedtceptualize on the basis of his experience of'theof Peace Corp training (Journal of Applied01. 3, No. 4), Roger Harrison notes that trainingthe instructional methods of formal educationd to adjust quickly to life in other cultures andthe basis of their experiences. A recurring

'eace Corp returnees was also their inability toexchange "war stories." Harrison attributes thishat most of their education had not been spentvith their concrete experience.ggested that this inability was due to more thanious cross-cultural experience or an emphasision on modes of learning other than experi-ficiency which Harrison noted was that fewad been prepared by their formal education to

cope with the high degree of autonomy demanded by life and prob-lem-solving in Peace Corp environments.

Student Initiative and Autonomy

This lack of emrhasis on developing autonomy and on fosteringstudent initiative is a third deficiency of formal education. Studentsin our society have been taught with authoritarian supports for sucha significant portion, of their lives that they find the goingexceedingly difficult when they are forced to teach themselves. Informal education, as it is currently structured, students are told whatto do and how to do it as well as what is important and what isunimportant. One very dangerous result of this directive approach isthat the educational systerr will produce people who are willing 10have things decided for them. in spite of what could be said in itsf.vor, the present system of education is not committed to creatingconfident people whose learning 's self-generated.

Service-Learning in North Carolina

These criticisms of formal education as it is currently conductedreflect what is behind the learning side of service-learning internships.I have argued that an emphasis on experiential learning, cross-culturalsettings, and student initiative and autonomy is necessary. But I feelvery deeply that this kind of education is also the most exciting andrewarding primarily because its assumptions about the nature oflearning and being human involve service as a natural consequence.Most universities are not in the business of granting academic creditto students working to solve immediate and indigenous communityproblems. Within formal education, a premium is placed ondispassionate analysis, which most often results in unrealistic andabstract concerns. I am sure. however, that students' concerns arenever as humane and realistic as they are when these concerns growout of direct contact with people who have problems. Service-learning internships have as t! "ir intent the development of open,flexible, competent, learning, and caring individuals. Althoughcriticisms of non-experiential modes of education entail an emphasison the self, this emphasis is balanced within the concept ofservice-learning internships by the necessity for service and by therecognition that it is only in "giving a damn" about one's brother

17

that one's own experience, however well-conceptualized, can beginto have meaning.

These thoughts about a new way to approach education andpublic service provide a conceptual framework for the NorthCarolina Internship Office (NCIO). The Department of Administra-tion and the Board of Higher Education of North Carolina stategovernment are cooperating in providing basic support for the NCIO.The basic assumptions and objectives of this office are:

I. College students are a significant source of manpower formeeting public needs in North Carolina, and we seek to providestudent manpower for public service.2. The world of public agencies and needs beyond the classroomis a learning environment that is grossly underutilized, and weseek to foster this understanding.3. We also seek to facilitate the development of institutionalrelationships and linkages which might enhance these primaryobjectives.

With a limited student staff, the NCIO is attempting to stimulate andfoster programs that will provide service-learning opportunities forstudents at the state and local government levels. As a result of ourobjectives, we are also conducting research about the nature of theinternship experience and examining the program goals and designsof at least twenty different programs that are operational in the statethis summer. We are also attempting to provide some long-rangeplanning which might better enable the state to utilize studentinternship participation in state problems and to understand theservice-learning concept.

At least ten internship programs throughout the state haveemerged out of the service-learning concerns which I have beendiscussing with you, and another ten programs are actively utilizingstudent manpower this summer. Five hundred students along with2,000 students under the Plan Assuring College Education (PACE)program constitute a fine beginning by state government in providingopportunities for young people to become involved in public issuesin the state. You at Charlotte are part of this effort.

We have been delighted that this university and theagencies of this area have begun to respond so favorably and socapably to the kind of service-learning activity that we in the NICIO

18

are committed to supporting and enecring of authenticity in that they havare locally administered and you ha%local problems. This design from anappears to be a commendable modelto hear about your enterprise and expr

From an educational point of %participants in the internship proses:faculty counselors, or agency colleaguopportunity. For if you accept the liphave to all three see yourselves as learthis opportunity because of your owlwas something useful to do.

Role of Agency C

For those of you who are agencybusiness) and have a student or two iieducational responsibility rests upoidefined a task within an overall mis.believe can be accomplished in a ten-are, as a result, providing the experientlearning of a student. In most cases, tlexposed to the cultural styles of publicross-cultural setting just by being in yboth you, the agency colleague, ancimmediate worth or usefulness of theequally aware of the possibilities foraware demands some time andadministrative ways for allowing the stpossible, we recommend and have foappointing students in service-learninagents through independent contractuitiate a contract with the student towork and state some educational objeca time period and a given public envithat by arranging this relationship, thecompleted will be better accomplishpursuit of your own objectives.

If the task is recognized by you

)erience, however well-conceptualized, can begin

about a new way to approach education andvide a conceptual framework for the NorthOffice (NCIO). The Department of Administra-

1 of Higher Education of North Carolina stateperating in providing basic support for the NCIO.ns and objectives of this office are:

eats are a significant source of manpower forweds in North Carolina, and we seek to provideer for public service.public agencies and needs beyond the classroom

vironment that is grossly underutilized, and weis understanding.

to facilitate the development of institutionald linkages which might enhance these primary

nt staff, the NCIO is attempting to stimulate andt will provide service-learning opportunities forand local government levels. As a result of our

Iso conducting research about the nature of the.e and examining the program goals and designsfluent programs that are operational in the statee also attempting to provide some long-range

ilht better enable the state to utilize studenttion in state problems and to Linde:-stand theept.ternship programs throughout the slate havec service-learning concerns which I have beenand another ten programs are actively utilizinghis summer. Five hundred students along with

the Plan Assuring College Education (PACE)i fine beginning by state government in providingLing people to become involved in public issuesllarlotte are part of this effort.delighted that this university and the publica have begun to respond so favorably and soof service-learning activity that we in the NCIO

are committed to supporting and encouraging. Your activities have aring of authenticity in that they have been locally determined andare locally administered and you have local students dealing withlocal problems. This design from an administrative point of viewappears to be a commendable model and many others are beginningto hear about your enterprise and express interest in it.

From an educational point of view, those of you who areparticipants in the internship processes, either as student interns,faculty counselors, or agency colleagues, have an immensely excitingopportunity. For if you accept the argument presented tonight, youhave to all three see yourselves as learners. And you are involved inthis opportunity because of your own decisions and because therewas something useful to do.

Role of Agency Colleague

For those of you who are agency colleagues (about the publicbusiness) and have a student or two interning with you, a fantasticeducational responsibility rests upon your shoulders. You havedefined a task within an overall mission that you and the internbelieve can be accomplished in a ten- to twelve-week period. Youare. as a result, providing the experiential context for the service andlearninl of a student. in most cases, the student will not have beenexposed to the cultural styles of public agencies and is therefore in across-cultural setting just by being in your agency. It is my hope thatboth you, the agency colleague, and the students recognize theimmediate worth or usefulness of the task being pursued and areequally aware of the possibilities for significant learning. To be soaware d. minds some time and sensitivity. In order to findadministrative ways for allowing the student to be as autonomous aspossible, we recommend and have found effective the method ofappointing students in service-learning internships as independentagents through independent contractual arrangement. That is, nego-tiate a contract with the student to perform a certain portion orwork and state some educational objectives within the constraints ofa time period and a given public environment. It is my convictionthat by arranging this relationship, the task (the product) you wantcompleted will be better accomplished and more helpful to thepursuit of your own objectives.

If the task is recognized by you as being important, if the

cross-cultural aspects of the office routine or nature of theassignment are entailed, and if the intern is seen as havingindependent status, the host agency has in essence become theenvironment for the student to begin to find his way toward aservice-learning lifestyle, realizing, it is hoped, the values inherent inthe service-learning concept I have discussed. He has exercised apublic responsibility in response to a specific need and has begun tosee that lie must be a caring, learning human being.

Role of Faculty Counselor

The faculty counselor functions as an interpreter for the student.for the agency colleague, for himself, and for his academiccolleagues. With the student he has an indispensable function inassisting with the definition of a carefully conceived task assignment.Too low or too high an expectation can be harmful. He can beavailable to the intern for the personal kinds of concerns that willarise. He can assist the intern in understanding the kinds of experienceshe is encountering and the nature of cultural confrontation and he cansupport the student in his quest for self-directed, autonomous learn-ing during the internship. With the agency representative, he can beavailable to represent the energies and talents of academia for dealingwith public issues. He likewise can be supportive of the learning en-vironment that public life presents. Too often the university-com-munity dialogue never becomes dialogue, since the university providesits services from its storehouses of wisdom and rarely recognizes theeducational uses of the world beyond the classroom.

Faculty members, I believe, hold the key to educational reformbecause they generally hold the key to effective educational power.It is my growing conviction that if faculty members do not becomemore involved in experientia learning opportunities, their credibilitywill begin to deteriorate rapidly.

The Student

Even though I think being a local agency colleague and being aprofessor in these service-learning internships can be a highlyintriguing and demanding enterprise, the real excitement for me is inwhat happens to a student who gets a taste of confronting an issueand seeing something happen as a result or his effort; who begins tosense that his own limited exposures to life have been protective and

begins to see the vastness and expansivenihuman experience; who begins to take chargeducational agenda, and realizes that he calrather than have them happen to him. Thisthe payoffs of the service-learning internship

Some Criteria for Evalui

Each participant in the service-learn'league, faculty member, and studenthave ithey can "put it all together." In this regarsome questions which might be useful in meinternship process:

First, are the students dealing with indigIn other words, is the student's problem or

Second, are we meeting those needs iiThat is, are university officials, agency ofbodies cooperating through the internship p

Third, are we raising the level of dialolife within the university, the community,questions "What is worth doing?" and "Wbeing pursued with any vigor at all?

Fourth, are students beginning to dealas interns and to develop an awareness of tlexperiential learning?

It is the hypothesis of the NCIO tlinternship route which stresses the serviinternship design, these criteria can be meintensity and success. Service - learning for splace to begin realizing a vision about tlsurvive with style in the followim. decades.

Risking Tragedy

Corita Kent and Joseph Pintauro, in tliin Man, say "We must become new men oreither way we risk tragedy." I believe that ttion in student service-learning internships,becoming new men, for we are risking tragbeing open, by attempting to become colways to learn, and by accepting public oblig

the office routine or nature of theand if the intern is seen as havingost agency has in essence become the

;!.nt to begin to find his way toward aalizing, it is hoped, the values inherent in)t. I have discussed. He has exercised a3onsc to a specific need and has begun to

learning human being.

f Faculty Counselor

'unctions as an interpreter for the student,for himself, and for his acadrrnic

nt he has an indispensable function in1 of a carefully conceived task assignment.'expectation can be harmful. He can bethe personal kinds of concerns that will

1 in understanding the kinds of experiencesattire of cultural confrontation and he can

for self-directed, autonomous learn-ith the agency representative, he can be

lergies and talents of academia for dealingise can be supportive of the learning en-presents. Too often the university-com-

nes dialogue, since the university providesuses of wisdom and rarely recognizes theId beyond the classroom.ieve, hold the key to educational reformI the key to effective educational power.1 that if faculty members do not becomeial learning opportunities, their credibility

The Student

eing a local agency colleague and being a'-learning internships can be a highlynterprise, the real excitement for me is inwho gets a taste of confronting an issue'n as a result of his effort; who begins toxposures to life have been protective and

begins to see the vastness end expansiveness and heterogeneity ofhuman experience; who bcg,;ns to take charge of his own life, his owneducational agenda, and realizes that he can cause things to happenrather than have them happen to him. This is excitement and one ofthe payoffs of the service-learning internship style.

Some Criteria for Evaluation

Each participant in the service-learning processagency col-league, faculty member. and studenthave immense opportunities ifthey can "put it all together." In this regard, I would like to suggestsome questions which might be useful in measuring the success of theinternship process:

First, arc the students dealing with indigenous community needs?In other words, is the student's problem or task humanly important?

Second, are we meeting those needs in interinstitutional ways?That is, are university officials, agency officials, and other publicbodies cooperating through the internship process?

Third, are we raising the lovel of dialogue about the quality oflife within the university, the community, and the agency? Are thequestions "What is worth doing?" and "What is worth knowing?"being pursued with any vigor at all?

Fourth, are students beginning to deal with their own experienceas interns and to develop an awareness of the lifestyle possibilities ofexperiential learning?

It is the hypothesis of the NCIO that through the studentinternship route which stresses the service-learning concept andinternship design, these criteria can be met with varying degrees ofintensity and success. Service-learning for students can be the logicalplace to begin realizing a vision about the ways we can learn tosurvive with style in the following decades.

Risking Tragedy

Corita Kent and Joseph Pintauro, in their little book To Believein Man, say "We must become new men or be satisfied as we are . .

either way we risk tragedy." I believe that through mutual participa-tion in student service-learning internships, we are on the frontier ofbecoming new men, for we are risking tragedy by trying to care, bybeing open, by attempting to become competent, by searching forways to learn, and by accepting public obligation.

19

Section IIExpansion cc Service-Learning:

The Development of State Programs

North Carolina Internship Office

Robert L. Signior, and David N. Edwards, Jr.

Recent educational conferences in Sarasota, Florida, and Cleveland,Ohio, indicate not only that community-based experiential learninghas grown dramatically in recent years as a curricular feature ofhigher education but also that this empirical learning style is to be amajor trend in the immediate academic future of the nature.

Obviously such a vigorous movement must have been generatedby strong and pervasive forces. In the views of the staff at the NorthCarolina Internship Office (NCIO) there were three: (I) the begin-nings of action taken on the old recognitions that experience is itselfeducational and that learning continues throughout life; (2) attemptsto introduce cross-subcultural and service-oriented experiences intocurricula: and (3) recent emphasis upon the development of studentautonomy and initiative.

The response of the state of N trth Carolina through NCIO, forthree full years now, has been espousal of service-learning. Thisparticular form of experiential learning is a distillation of consider-able thought about three questions: what is worth knowing; what isworth doing; and how community-based learning can be maximized.To provide a sound learning context, service-learning requires of anyinternship that: t! ) there be a task whose meaning is clear to thestudents; (2) the student receive in his placement careful supportfrom his educational institution; and (3) reciprocal learning amongthe student and his work directors be assumed.

In the three-year history of NCIO the interplay of the threeeducational forces, the three preliminary questions, and the threeingredients of a successful internship has led to the completion of tensubstantial studies by NCIO and two major articles in nationalpublications (Appalachia magazine and NSVP News of ACTION).

Obviously, however, these products of cerebral activity could not

Robert L. Sigmon is the Director and David N. Edmards, Jr., is the Assistant Director of theNorth Carr lina Internship Office. This history of servicelearning programs in NorthCarolina firs' appeared in "Higher Education in North Carolina" (June 14, 1972) publishedby the North Carolina Board of Higher Education.

alone have convinced the governor, the (Department of Administration, and the Nortof Higher Education (BHE) to support servicdone. What dramatized not only the validityservice-learning was the realization that moemn-gies and talents of our 148,000 college stdi: eeted to state program development, manaWna better way to enlist student power thating. Thus, in March 1969 the Southern Reg(SPI:B) and the North Carolina Departmtagreed to establish a state internship office. Ain April of that year, and SREB provided dirstudent intern associate and staff consultaticAdministration gave fin: 'cial and administrathe organizational responsibility vested inEducation. Before 1969 only two majorinvolvement with public issues existed in Nortl

The next thirty-six months saw NCIO nprograms involving over one thousand serviand assist in the development of twelve interthe state. These programs have been supporter5500,000 and by the cooperation of 150 publi

Partly by way of contribution and partburgeoning activity several events helped moldtion of NCIO. In September 1970 GovernorSouthern Governor's Conference:

I want very much for us to provide le'constructive opportunities for college stcontribute more directly to programs ofmental improvement in the South.... Iestablishment of a network of programsthe opportunities for service-learning to a

North Carolina Internship Office

Robert L. Siginon and David N. Edwards, Jr.

-onferences in Sarasota, Florida, and Cleveland,nly that community-based experiential learningilly in recent years as a curricular feature ofalso that this empirical learning style is to be amediate Lcadenuc future of the nature.vigorous movement must have been generated

we forces. in the views of the staff at the North)Rice (NCIO) there were three: (1) the begin-on the old recognitions that experience is itself

learning continues throughout life; (2) attemptsbcultural and service-oriented experiences intont emphasis upon the development of studentve.the state of North Carolina through NCIO, for

has been espousal of service-learning. This;periential learning is a distillation of consider-tree questions: what is worth knowing; what isv community-based learning can be maximized.arning context, service-learning requires of anyhere be a task whose meaning is clear to thelent receive in his placement careful supportinstitution; and (3) reciprocal learning among

u-k directors be assumed.history of NCIO the interplay of the three

le three preliminary questions, and the threesful internship has led to the completion of teny NCIO and two major articles in nationallila magazine and NSVP News of ACTION).er, these products of cerebral activity could not

.ctor and David N. Edmards, Jr is the Assistant Director of theOffice. This history of service-learning programs in Northigher Education in North Carolina" (June 14, 1972) published)f Higher Education.

alone have convinced the governor, the General Assembly, theDepartment of Administration, and the North Carolina State Boardof Higher Education (BHE) to support service-learning as they havedone. What dramatized not only the validity but also the utility ofservice-learning was the realization that most of the vast creativeenergies and talents of our 148,000 college students were not beingdirected to state program development, management, and advocacy.What better way to enlist student power than through service-learn-ing? Thus, in March 1969 the Southern Regional Education Board(SREB) and the North Carolina Department of Administrationagreed to establish a state internship office. A director was employedin April of that year, and SREB provided direct assistance through astudent intern associate and staff consultation. The Department ofAdministration gave financial and administrative support to sustainthe organizational responsibility vested in the Board of HigherEducation. Before 1969 only two major programs for studentinvolvement with public issues existed in North Carolina.

The next thirty-six months saw NCIO manage or help initiateprograms involving over one thousand service-learning internshipsand assist in the development of twelve internship programs acrossthe state. These programs have been supported by the raising of overS500,000 and by the cooperation of 150 public agencies.

Partly by way of contribution and partly in response to thisburgeoning activity several events helped mold the present configura-tion of NCIO. In September 1970 Governor Robert Scott told theSouthern Governor's Conference:

I want very much for us to provide leadership in developingconstructive opportunities for college students and faculty tocontribute more directly to programs of economic and govern-mental improvement in the South.... I would like to see theestablishment of a network of programs so that we can extendthe opportunities for service-learning to a much greater number

21

of students and make more effective use of the energy andtalents of these young people in helping their region achieve ahigher quality of life. This is one approach to making ourcollegiate curricula more meaningful to students. It is also apromising way to attract more able students into public servicecareers.

During the 1971-72 session the General Assembly went on recordsupporting the ideals and programs underpinning service-learning. OnJuly 1, 1971, through a "B" Budget appropriation from the GeneralAssembly, the Board of Higher Education assumed fiscal responsi-bility for NCIO and has recently made the office an integral part ofthe new Center for the Continuing Renewal of Higher Education. OnAugust 20, 1971, the Board of Higher Education passed a resolutionexpressing its support of NCIO and service-learning, recommendinghigher education's use of these two learning resources and suggestingexpansion of the service-learning option to all students, withacademic credit where wan-lilted. On October 15, 1971, as a signalof the success and growing future of state-supported service-learning,an assistant director was added to the full-time staff of NCIO. Thisbrought the composition of personnel to a director, an assistantdirector, an administrative secretary, and ad hoc student internassistance.

The programs and activities generated by this staff have resultedfrom the coordinated focus of three aims: (1) to increase universityand college student involvement with public needs and opportunities;(2) to increase the utilization of off-campus North Carolina as alearning environment; and (3) to provide options for students to beexposed to and to develop a service-learning lifestyle.

NCIO, partially by design and partially because of the availabilityof federal funds, embarked on a strategy from the fall of 1969 to thepresent that included: (1) development of regional service-learningprograms in Appalachian North Carolina; (2) assistance with urban-university-model programs in Charlotte and Winston-Salem; (3) liai-son with existing and newly created student internship programs andtheir managers; (4) development of issue-focused internship programsin planning, health, law, and the ' nvironment; and (5) sustainedplanning, advocacy, and evaluative rt. Lew.

Spreading the service-learning internship design (an agency base.a specific project, university support, project committee support,

22

independent status foi stuckNCIO initially gave attentionor no off-campus learning eagencies that demonstrated aing programs.

The following live sectionpilot efforts to date and inch

University-Regional Progr

As a result of the regionathe Appalachian area of Nortcapacities for arranging andThese schools are AppalachiaJohn C. Campbell Folk SchAsheville, Western Carolina LAmong them different style.Development Institute atInternship Program at Appalaplary program designs. TwoRegional Commission (ARC)have provided basic supportfunds, local agency funds, and

The developmental stratethe five senior colleges andSchool to determine its own ,basic service-learning goals ofthe strengths of this strategy.

From these results a trimemerged. The state, throughseed money to initiate a scrycolleges, because educationalone-third of the costs. Publicfr)in student work, provide (this cooperative arrangemenparticipate and provide directand conceptual guidance hasfull-time coordinator in Ashev.grants.

ul make more effective use of the energy ande young people in helping their region achieve a

of life. This is one approach to making ourcula more meaningful to students. It is also ato attract more able students into public service

'2 session the General Assembly went on recordand programs underpinning service-learning. On

ugh a "B" Budget appropriation from the Generalrd of Higher Education assumed fiscal responsi-d has recently made the office an integral part ofthe Continuing Renewal of Higher Education. Onhe Board of Higher Education passed a resolutionort of NCIO and service-learning, recommendinguse of these two learning resources and suggesting

service-learning option to all students, with'sere warranted. On October 15, 1971, as a signalgrowing future of state-supported service-learning,>r was added to the full-time staff of NCIO. Thisosition of personnel to a director, an assistantnistrative secretary, and ad hoc student intern

and activities generated by this staff have re:teded focus of three aims: (1) to increase universityinvolvement with public needs and opportunities;utilization of off-campus North Carolina as a

nt; and (3) to provide options for students to beevelop a service-learning lifestyle.by design and partially because of the availability

nbarked on a strategy from the fall of 1969 to theed: (I) development of regional service-learning

achian North Carolina; (2) assistance with urban-rograms in Charlotte and Winston-Salem; (3) liai-nd newly created student internship programs anddevelopment of- issue- focused internship programsh, law, and the environment; and (5) sustained, and evaluative review.ervice-learning internship design (an agency base,university support, project committee support,

independent status for student intern, seminars, and final report),NCIO initially gave attention to colleges and universities with limitedor lio off-campus learning experience and to nearby public-serviceagencies that demonstrated a readiness to participate in service-learn-ing programs.

The following five sections highlight the accomplishments of thepilot et forts to date and indicate some ramifications for the future:

University-Regional Program in Appalachian North Carolina

As a result of the regional program approach, six institutions inthe Appalachian area of North Carolina are developing independentcapacities for arranging and managing service-learning programs.These schools are Appalachian State University, Mars Hill College,John C. Campbell Folk School, University of North Carolina atAsheville, Western Carolina University, and Warren Wilson College.Among them different styles have emerged, with the CommunityDevelopment Institute at Mars Hill College and the Studentinternship Program at Appalachian State University providing exem-plary program designs. Two Youth Leadership grants in AppalachianRegional Commission (ARC) Research and Demonstration categorieshave provided basic support that has been supplemented by statefunds, local agency funds, and university resources.

The developmental strategy of NCIO has been to assist each ofthe live senior colleges and universities and J. C. Campbell FolkSchool to determine its own approach and style consistent with thebasic service-learning goals of NCIO. Results to date clearly indicatethe strengths of this strategy.

From these results a triangular funding arrangement model hasemerged. The'state, through NCIO and federal ARC grants, providesseed money to initiate a service-learning program. Universities andcolleges, because educational values are received, provide up toone-third of the costs. Public agencies, because they receive servicesfrom student work ,rovide one-third or more of the total cost. Inthis cooperati-..e. arranvment, organizations have been eager toparticipate and provide direct support. Initial support through fundsand conceptual guidance has been implemented and enhanced by afull-tin le coordinator in Asheville, a position provided for in the ARCgrants.

Urban-University Models

Charlotte and Winston-Salem have been the sites of twoNCIO-assisted models. In the Charlotte area the University of NorthCarolina at Charlotte Institute for Urban Studies and CommunityServii e,s provided the leadership and a base of operation. There wastop administrative support from the vice chancellor's office, manage-ment capability from the institute, and assistance in programdevelopment from members of the student body. Further impetuscame from students at Davidson College and Johnson C. SmithUniversity as well as city and county government officials. Witlk onlyoutside encouragement and limited financial assistance from NCIOthe Charlotte "consortium" has evidenced s'ow, steady, and soundgrowth since the summer of 1969. It row can boast that thirtypublic and private agencies and all post secondary educationalinstitutions in the area are involved with service-learning. Theprogram has paid off for 120 students in the form of academic creditfor their internship experiences and weekly attendance at student-run reflection seminars. The model developed in the Charlotte areacan be translated into almost any other urban or council-of-govern-ments area in the state.

A 1969 summer intern initiated a program in Winston-Salem withthe strong endorsement of the mayor. The city coordinated andmanaged programs for over 200 part-time student interns within oneyear. Title I grants from the BHE were secured for two successiveyears to provide additional support. The Academic Urban AffairsConsortium, based at Wake Forest University, came into being afterthe original effort and assumed operational responsibility for theService-Learning Internship Program (SLIP). in contrast to theCharlotte model, only limited university support has been realized inWinston-Salem, and no sustaining program currently exists there.

Program Liaison with Other Internship Programs

NCIO has provided the leadership for convening project managersof internship programs in the state and providing a clearinghouse ofinformation on programs. The network that is emerging is informaland committed to working collectively in improving and increasingoff-campus service-learning opportunities for college students inNorth Carolina.

NCIO has provided technical assistanin North Carolina state government. NIpublished listings of interns supported b,and summer 1971. Publications on tlfaculty roles in it, and other training-produced and distributed throughout Ntraining designs have been developed andof NCIO in coope.ation with different pr

As the SREB-initiated effort with thmodel from which other states couldprovided direct assistance and much info!personnel in Georgia, Pennsylvania, SoWest Virginia. The NCIO staff' continue.SREB participation, however, has beenRecent collaboration has been limiterresearch and a newly initiated evaluatdirections.

Special-Issue Prog

Through the interest of the Depart'Development (HUD) in exposing minoritplanning issues, through the interest ofuniversities in off-campus learning opporand through the NCIO commitment 1opportunities around special needs or isfrom HUD were made available for socialinterns from Shaw University, Winston-North Carolina Agricultural and Technica

With the emergence of ecological conand provided administrative assistance ii

mental internships in 1970 and thirty ina specific task within a state agency and p

Student-originated projects relating tfunded by the National Science Folindatof North Carolina at Asheville, MarsUniversity, and East Carolina University.received encouragement and support inNCIO.

Under an ARC grant, NCIO was ii

Urban-University Models

Winston-Salem have been the sites of twos. In the Charlotte area the University of Northe Institute for Urban Studies and Communityleadership and a base of operation. Thew was

pport from the vice chancellor's office, manage-mi the institute, and assistance in programembers of the student body. Further impetusat Davidson College and Johnson C. Smith

city and county government officials. With. onlysnt and limited financial assistance from NCIO)rtium" has evidenced slow, steady, and soundminer of 1969. It now can boast that thirtyagencies and all post-secondary educationalarea are involved with service-learning. Thefor 120 students in the form of academic credit

experiences and weekly attendance at student-ars. The model developed in the Charlotte areao almost any other urban or council-of-govern-

ntern initiated a program in Winston-Salem withent of the mayor. The city coordinated andn over 200 part-time student interns within onerow the BI-1E were secured for two successiveditional support. The Academic Urban Affairs

Wake Forest University, came into being afternd assumed operational responsibility for theernship Program (SLIP). In contrast to they limited university support has been realized ino sustaining program currently exists there.

aison with Other Internship Programs

d the leadership f'or convening project managersis in the state anu providing a clearinghouse ofrims. The network that is emerging is informalorking collectively in improving and increasingv.rning opportunities for college students in

NCIO has provided technical assistance to a number of programsin North Carolina state government. NIL. JO has collected data andpublished listings of interns supported by the state for summer 1970and summer 1971. Publications on the service-learning concept,faculty roles in it, and other training-related materials have beenproduced and distributed throughout North Carolina. Research andtraining designs have been developed and applied by the student staffof NCIO in cooperation with different programs across the state.

As the SREB-initiated effort with the state in 1969 was to be amodel from which other states could learn, the NCIO staff hasprovided direct assistance and much information to state governmentpersonnel in Georgia, Pennsylvania, South Carolina, Virginia, andWest Virginia. The NCIO staff continues a relationship with SREB;SREB participation, however, has been minimal over the past year.Recent collaboration has been limited to assistance in certainresearch and a newly initiated evaluation of NCIO's efforts anddirections.

Special-Issue Programs

Through the interest of the Department of Housing and UrbanDevelopment (HUD) in exposing minority students to governmentalplanning issues, through the interest of three predominantly blackuniversities in off-campus learning opportunities for social planning,and through the NCIO commitment to arranging service-learningopportunities around special needs or issues, two sequential grantsfrom HUD were made available for social planning to service-learninginterns from Shaw University, Winston-Salem State University. andNorth Carolina Agricultural and Technical State University.

With the emergence of ecological concern, NCIO has coordinatedand provided administrative assistance in arranging eleven environ-mental internships in 1970 and thirty in 1971. Each student pursueda specific task within a state agency and produced a report.

Student- origi'iated projects relating to environmental issues werefunded by the National Science Foundation (NSF) at the Universityof North Carol:na at Asheville, Mars Hill College, Wake ForestUniversity, and East Carolina University. The first three institutionsreceived encouragement and support in proposal development fromNCIO.

Under an ARC grant, NCIO was instrumental in assisting the

University of North Carolina Medical School Department of FamilyMedicine at Chapel Hill initiate an extern program for fifty medicalstudents in Appalachian learning settings of the state.

With assistance from the North Carolina Central University LawSchool, NCIO through a law student intern-associate developed avital program for law students to work with solicitors and defendersduring the summer of 1971. This effort promises to provide a modelfor other clinical-education experiences for law students in the state.

Combining ARC and NCIO support, Vietnam veterans initiatedveterans' college recruitment and counseling centers at AppalachianState, Warren Wilson, and Western Carolina during 1971. Thesecenters have sparked a marked improvement in assistance to veteransreturning to college life.

Looking Backward and Forward

In the program and projects reviewed above, NC1O has attemptedto maintain a consistent educational philosophy and long-rangeperspective. The questions set forth below reflect the controllingconsiderations, and criteria I and 2 especially were used in many ofthe ten NCIO studies alluded to at the outset.

1. Are the projects dealing with local community needs? Doesthe problem or task of the student internship assignment have asense of human importance about it?2. Are we meeting these needs in interinstitutional ways? Areuniversity officials, agency officials, citizens, and students co-operating through the internship process?3. Are we raising the levels of dialogue about the quality of lifewithin the university, the communities, and public agencies? Arethe questions "What is Worth Doing?" and "What is WorthKnowing?" being pursued with more vigor?4. Are the students involved beginning to deal more competelitlywith their own experiences as interns and to appropriate theirlearning for the development and application of their ownvalues?

Looking to the future, NC1O, directing its resources to aservice-learning promotional strategy, will:

24

I. Further increase service-learnnstudents by urging the state to suthe people in a center for state athtechnical assistance research. andtunities. NCIO. within the new I

potential, and NCIO's current coninventory" on community-based, tshould help develop a realistic plan2. Urge all public and private colletservice-learning as legitimate eduacademic credit, and recognize falearning with financial and status rEducation has set an example foabove.)3. Urge public organizations andpublic needs by participation in ssummer but throughout the yezregular budget designations and sespecially under the position ca

contractual services. training, or spe4. Help infuse existing experientiaing possibilities. This would helppublic issues and events through etagency internship programs, locallative internships, field experiencecolleges and universities).5. Encourage greater student paoperating programs. Such eneouragdiffering learning opportunities toand attack the unresponsiveness ofoften implicated in college dropout

The past :Hid present efforts of NCIprinciple and fact: the future effortsprinciple. To give substance to the preto execute several key projects.

To expand opportunities in thespecifically try to develop a system oftogether what someCmes appear to beA preliminary meeting with several hti.

)lina Medical School Department of Familyinitiate an extern program for fifty medical'earning settings of the state.the North Carolina Central University Law

ct law student intern - associate developed a'dents to work with so icitors and defenders71. This effort promises to provide a model

on experiences for law students in the state.NCIO support. Vietnam veterans initiated

nent and counseling centers at AppalachianInd Western Carolina during 1971. These

parked improvement in assistance to veterans

g Backward and Forward

rojects reviewed above. NCIO has attemptedit educational philosophy and long-rangems set forth below reflect the controllingis 1 and 2 especially were used in many ofded to at the outset.

leafing with local community needs? Doesof the student internship assignment have artance about it?these needs in interinstitutional ways? Areagency officials, citizens, and students co-internship process?levels of dialogue about the quality of life

, the communities, and public agencies? Areis Worth Doing?" and "What is Worth

sued with more vigor?wolved beginning to deal more competentlyriences as interns and to appropriate theirvelopment and application of their own

tire, NCIO, directing its resources to atat strategy, will:

1. Further increase service-learning opportunities for collegestudents by urging the state to support and make accessible tothe people in a center for state advocacy, program development,technical assistance research, and clearinghouse data on oppor-tunities. NCIO, within the new Board of Governors, has thispotenth'l, and NCIO's current compilation of a "state-of-the-artinventory" on community-based, experiential learning programsshould help develop a realistic plan of implementation.2. Urge all public and private colleges and universities to endorseservice-learning as legitimate education, make it eligible foracademic credit, and recognize faculty involvement in service-learning with financial and status rewards. (The Board of HigherEducation has set an example for this in the resolution citedabove.)3. Urge public organizations and private agencies to embracepublic needs by participation in service-learning not just in thesummer but throughout the year. This implies appropriateregular budget designations and student manpower provisions,especially under the position categories of staff personnel,contractual services, training, or special line items.4. Help infuse existing experiential programs with service-learn-ing possibilities. This would help expand youth involvement inpublic issues and events thrOugh current mechanisms (e.g., stateagency internship programs, local government programs, legis-lative internships, field experience programs, special programs atco".cges and universities).5. Encourage greater student participation in planning andoperating programs. Such encouragement, can help adapt widelydiffering learning opportunities to present academic mechanismsand attack the unresponsiveness of the educational establishmentoften implicated in college dropout studies.

The past and present efforts of NC10 have now been presented inprinciple and fact: the future efforts have been set forth only inprinciple. To give substance to the proposed scheme. NCIO intendsto execute several key projects.

To expand opportunities in the state generally. NCIO willspecifically try to develop a system of business internships, bringingtogether what sometimes appear to be incompatible social segments.A preliminary meeting with several business leaders has already been

held to determine feasibility of the project.To gather the latest data on community-based experiential

learning, NCIO staff will visit campuses across the state as follow-upon the previously mentioned state-of-the-art inventory. This informa-tion in abstract form will be made available to any interested partybut especially to schools planning or expanding programs, agenciesinterested in student interns, and funding sources for internshipprograms.

As companion to this inventory a case-study book on service-learning in North Carolina will be prepared for public use thissummer.

The functions of information brokerage, fund-seeking, moralsupport, cultivation of government involvement at all levels, research,program management, and training can thus be seen as commonelements of the recorded past, the developing present, and theprojected future of NCIO. The office has executive, legislative, andadministrative mandates, a list of proven successes with the service-learning model, and at least the potential for a variety of vitalservices to education and government in North Carolina. Withcontinued support, NCIO feels it can realize its goal of seeing thatevery North Carolina college student has the opportunity of at leasttwelve weeks in community-based experiential learning as part of hisacademic career.

The Georgia Intern Program

Michael A. Hart and Lonni Ann Fredman

Goals and Purposes

The goal of the 1971 Summer Governor's Intern Program was tobring together college and university students and Georgia stategovernment in an optimum utilization and synthesis of the resourcesof both.

Since the projects the interns undertook were of a professionalnature and designed by the participating agencies as tasks essential todepartmental operation and because the department's share of theintern stipend was only a fraction of the amount at whichprofessional employees performing the same task would require, theGovernor's Intern Program benefited state government throughservices as well as monetary savings.

To the interns the program offered a comprehensive service-learn-ing experience in the realm of Georgia state government. Rather thanfollowing the traditional pattern of testing theory in the field, theGovernor's Intern Program stressed community-based learning withheavy emphasis on the completion of the specific task and theacquisition of knowledge rind Skills. Frequently the designatedproject suggested further areas for the' engagement of the intern'sattention and the students were thereby in a position to isolate andact upon concerns not readily identifiable in the day-to-dayfunctioning of the department.

Since a primary goal or the intern program was to enable thestudents to acquire an understanding of the total expanse of Georgiastate governmentto gain an insight into its purposes, organization,problems, and methods of operationa series of seminars focusing ona variety of issues requiring public policy was designed tocomplement the intern projees and broaden the total learning

This review of the Georgia Intern Program is extracted from "Governor's Intern Program:Final Report, Summer 1971." Michael Hart is Special Assistant to the Governor for YouthAffairs and serves as Director of the Georgia Intern Program. Lonnie Ann Fredman isAssistant Director.

26

experience. High-ranking officials in variougovernment chaired the meetings, each ofabout twenty students serving in diverseBecause the sessions stressed a dialogue miltanswer format, the interns were able both to ron their individual projects and in school to tpresent their opinions dire....tly to personnelmaking in the areas under discussion.

In bringing the interns together, the setpoint of unity for the program, giving the sttworking outside the Atlanta area) a chant%become familiar with each other's projects, aof identity with the program as a whole.

The development of skills in problem-sorelationships was of high priority. Placementsof well-defined tasks designed by the agencyintern in agency programs. Interns were enown means to meet an agency need and toco-workers and agency clients in determiningally, in meeting the on-the-job situations andin structuring new tasks not anticipatedoriginal project design, many interns discovthey had previously been unaware.

Planning and Recruitmet

Operation of a pilot intern program begatAuthority for directing the program was vex,executive secretary, with administrative anprovided by additional staff from the CDepartment of Family and Children ServkRegional Education Board. The first week in .

government agencies were informed about

The Georgia Intern Program

Michael A. Hart and Lanni Ann Fredman

)als and Purposes

miler Governor's Intern Program was toJ university students and Georgia state

utilization and synthesis of the resources

interns undertook were of a professionalparticipating agencies as tasks essential to1 because the department's share of the

a fraction of the amount at whichforming the same task would require, the

benefited state government throughsavings.am offered a comprehensive service-learn-of Georgia state government. Rather thanattern of testing theory in the field, thestressed community-based learning with

ompletion of the specific task and theand skills. Frequently the designated

ireas for the engagement of the intern'swere thereby in a position to isolate andreadily identifiable in the day-to-daynt.f the intern program was to enable the'rstanding of the total expanse of Georgiain insight into its purposes, organization,perationa series of seminars focusing ontiring public policy was designed torojects and broaden the total learning

ogram is extracted from "Governor's Intern Program:el Hart is Special Assistant to the Governor for Youthte Georgia Intern Program. Lonnie Ann Fredman is

experience. High-ranking officials in various departments of stategovernment chaired the meetings, each of which was attended byabout twenty students serving in diverse areas of the program.Because the sessions stressed a dialogue rather than a question-and-answer format, the interns were able both to relate knowledge gainedon their individual projects and in school to the topic at hand and topresent their opinions directly to personnel influential in policy-making in the areas under discussion.

In bringing the interns together, the sem:nars :Iso served as apoint of unity for the program, giving the students (especially thoseworking outside the Atlanta area) a chance to meet ea.h other,become familiar with each other's projects, and feel a stronger senseof identity with the program as a whole.

The development of skills in problem-solving and interpersonalrelationships was of high priority. Placements were made on the basisof well-defined tasks designed by the agency to actively involve theintern in agency programs. Interns were encour.:ged to seek theirown means to meet an agency need and to become involved withco-workers and agency clients in determining these means. Addition-ally, in meeting the on-the-job situations and in taking the initiativein structuring new tasks not anticipated or designated by theiroriginal project design, many interns discovered abilities of whichthey had previously been unaware.

Planning and Recruitment

Operation of a pilot intern program began in the spring of 1971.Authority for directing the program was vested in the Governor'sexecutive secretary, with administrative and technical assistanceprovided by additional staff from the Governor's office, theDepartment of Family and Children Services, and the SouthernRegional Education Board. The first week in April, directors of stategovernment agencies were informed about the initiation of the

Governor's Intern Program and asked to submit descriptions ofprojects for which they could utilize interns. The following week theGovernor contacted the presidents of all colleges and universities inGeorgia asking them to let their students know about the oppor-tunity for participation in the program.

Over four hundred students applied and over twenty-five stateagencies and eight area planning and development commissionsrequested interns. All applicants were interviewed either in person orby telephone. Screening was usually based upon maturity andinterest in the program and educational classification, with prioritygiven in the following order: (1) upperclassmen or graduate students,(2) Georgians attending Georgia schools, (3) Georgians attendingout-of-state schools, (4) out-of-state students attending Georgiaschools.

Two hundred students were referred to agencies for the finalinterview before appointment, with every effort made by the internoffice to coordinate the students' interests and abilities with thedepartments' needs and functions. Interns and the agency supervisorhad the final say in selection. Interns could accept or reject theproject depending upon the challenge they saw in it. Agenciesaccepted or rejected students depending upon how they viewed thestudents' abilities to do the tasks.

Orientation

The program officially opened on June 14 with an orientationsession in the State House Chambers. University and state govern-ment officials greeted the students and explained the challengesoffered to them by participation in the program and the oppor-tunities to contribute to the welfare of Georgia.

Particular attention was paid to informing the interns of themission of the various funding agencies and the role the interns wereto play in meeting agency goals. A follow-up orientation for smallgroups was held following the general session. At these sessionsinterns were briefed on their particular departments or commissionsand the importance of their individual projects.

Funding and Expenses

Funds for program operation were provided by the Appalachian

Regional Commission, CoastalEconomic Development AdministraAgency, Office of Economic Oppordevelopment commissions, and tweLion, the Atlanta Urban Corps provfor eighteen students participating iiRegional Education Board providedtration and evaluation and grantedfor the program was approximatelyactual cash.

Interns were provided an eduundergraduates and S1,100 for gradeleven-week period. Four stipend chtthe appointment, with a final checkthe final report and its acceptance by

Travel and miscellaneous expen.reimbursed by the cooperating age]expenses for travel involved in attend.

Program Corn

Projects and

The major concern of the progrumeaningful to both intern and agensubstance and depth similar to thatprofessional state employees. At GMmemo was sent to all supervisors strall interns be given challenging tasksand demand top performance from al

One intern was assigned toadjustment and evaluation. He madeinterns at the project locations and dithe interns and their supervisors so tlbe gained of 'what each participanindividual project. For those internssufficiently challenging or were notof their talents, every effort was mathe satisfaction of both intern andthat all students had interesting and

Program and asked to submit descriptions ofthey could utilize interns. The following week the1 the presidents of all colleges and universities inm to let their students know about the oppor-ion in the program.Ired students applied and over twenty-five state

area planning and development commissions\ll applicants were interviewed either in r rson orceiling was usually based upon maturity andgram and educational classification, with priorityng order: (1) upperclassmen or graduate students,tding Georgia schools, (3) Georgians attendings, (4) out-of-state students attending Georgia

tudents were referred to agencies for the finalpointment, with every effort made by the interne the students' interests and abilities with theand functions. Interns and the agency supervisorin selection. Interns could accept or reject theupon the challenge they saw in it. Agenciesi students depending upon how they viewed thedo the tasks.

Orientation

fticially opened on June 14 with a:, OfientationHouse Chambers. University and state govern -

ied the students and explained the challengesy participation in the program and the oppor-te to the welfare of Georgia.tion was paid to i tforming the interns of the)us funding agencies. and the role the interns wereagency goals. A fellow-up orientation for small

'ollowing the general session. At these sessions1 on their particular departments or commissionsof their individual projects.

Funding and Expenses

am operation were provided by the Appalachian

Regional Commission, Coastal Mains Regional Commission,Economic Development Administration, Environmental ProtectionAgency, Office of Economic Opportunity, eight area planning anddevelopment commissions, and twenty-six state agencies. In addi-tion, the Atlanta Urban Corps provided College Work-Study fundsfor eighteen students participating in the program and the SouthernRegional Education Board provided technical assistance for adminis-tration and evaluation and granted limited funds. The total budgetfor the program was approximately 5250,000, with nearly S150,000actual cash.

Interns were provided an educational stipend of S935 forundergraduates and S1,100 for graduates for full-time work for aneleven-week period. Four stipend checks were issued in the course ofthe appointment, with a final check of S100 issued upon receipt ofthe final report and its acceptance by the interns' supervisors.

Travel and miscellaneous expenses related to the project werereimbursed by the cooperating agency. The intern office coveredexpenses for travel involved in attending the seminars.

Program Components

Projects and Reports

The major concern of the program was that the intern tasks bemeaningful to both intern and agency and that the projects be ofsubstance and depth similar to that of assignments undertaken byprofessional state employees. At Governor Jimmy Carter's request, amemo was sent to all supervisors stressing the Governor's desire thatall interns be given challenging tasks and that the st:pervisors expectand demand top performance from all interns.

One intern was assigned to deal specifically with projectadjustment and evaluation. He made a personal visit to each of theinterns at the project locations and discussed program objectives withthe interns and their supervisors so that a better understanding couldbe gained of what each participant wished to derive from theindividual project. For those interns who felt their projects were notsufficiently challenging or were not called for an acl,:quate utilizationof their talents, every effort was made to strengthen the project tothe satisfaction of both intern and supervisor. The goal was to seethat all students had interesting and meaningful assignments and that

17

the individual departments were able to gain optimum benefit fromthe talents and abilities of the interns working with them.

Upon completion of the full-time assignment. each intern wasgiven forty-five days in which to complete a final report on hisproject. The reports were of major significance to the program. Notonly did they require the interns to analyze their summer'sexperience in a coherent fashion and thus enable them to acquire amore ordered perspective on the tasks they had undertaken, but thereports also served as working documents for future departmentaloperation.

Project reports were reviewed by agency personnel to assurevalidity of the facts and conclusions and to evaluate the value of thewritings. Many of the reports were published in large quantities bythe departments, either separately or as part of more extensiveagency documents, and were widely distributed to persons andorganizations to whom the findings would be relevant.

The intern office retained a copy of all reports and published acompendium detailing the contents of each.

Important components of the program in addition to the projectsand reports were the seminars, informal meetings with the Gover-nor's staff, a periodic newsletter, social functions at the mansion. anda retreat for about twenty interns at the end of the program.

Seminars

The seminars dealt with eleven topics relevant to the potentialsand problems facing Geb:gia. Kncwledgeable officials in appropriatedepartments of stag government served as discussion leaders.Though individual ,:essions varied in formattwo of the seminarswere field trips and several featured slide presentationsthe overallemphasis upon a discussion rather than a question-and-answerapproach gave interns and agency people alike the opportunity tobecome involved in a learning process in which both groups served asresource people.

The directors of state agencies or heads of departments withinthe agencies who chaired the seminars provided first-hand contactwith matters concerning the individual agencies and were in positionsto answer authoritatively controversial questions related to theirdepartment's scope of responsibility.

interns brought their specific projects and academic experiences

28

directly to bear upon the topics at handinput of their ideas into receptive zhasessions included interns from a variety (of interest and perspective helped relateto the general milieu of state government

Meetings with Govern(

Small informal meetings with membcdiscuss any ideas, problems, or concerelating to Georgia government or thanother opportunity for the studentsmunication both among state officials ainto direct contact with the operationsoffice.

Newsletter

A periodic newsletter. INTERNalintern serving in the Governor's Aressupervisors abreast of current happeningas a forum for discussion c' pointsphilosophy. Future plans call for the publa weekly basis with one intern project decommunicat ion.

Social Functici

An especially enjoyable aspect of thethe opportunity to atteni social functionand a party at the home of one of theInterns serving out of town were partiopportunities to get acquainted with theimore of a sense of identification with the

Retreat

Toward the end of the summer innotified of a retreat planned for approxindiscuss Goals for Georgia and to re

idual departments were able to gain optimum benefit froms and abilities of the interns working with them.completion of the full-time assignment, each intern was

rty-five days in which to complete a final report on hisfhe reports were of major significance to the program. Not

they require the interns to analyze their summer'se in a coherent fashion and thus enable them to acquire a!red perspective on the tasks they had undertaken, but theIso served as working documents for future departmental

.t reports were reviewed by agency personnel to assuref the facts and conclusions and to evaluate the value Of theMany of the reports were published in large quantities byrtments, either separately or as part of more extensiveocuments, and were widely distributed to persons andions to whom the findings would be relevant.ntern office retained a copy of all reports and published aum detailing the contents of eacli.Cant components of the program in addition to the projectsits were the seminars. informal meetings with the Gover-, a periodic newsletter, social functions at the mansion. andor about twenty interns at the end of the program.

Seminars

eminar4 dealt with eleven topics relevant to the potentialslems la,:ing Georgia. Knowledgeable officials in appropriatents of state government served as discussion leaders.individual sessions varied in formattwo of the seminarsI trips and several featured slide presentationsthe overall

upon a discussion rather than a question-and-answerga-_ interns and agency people alike the opportunity to

evolved in a learning process in which both groups served aswople.lirectors of state agencies or heads of departments withines who chaired the seminars provided first-hand contactters concerning the individual agencies and were in positionsr authoritatively controversial questions related to theirnt's scope of responsibility.s brought their specific projects and academic experiences

directly to Nar upon the topics at hand and had the opportunity forinput of their ideas into receptive channels. Because each of thesessions included interns from a variety or departments, the diversityof interest and perspective helped relate the specific seminar subjectto the general milieu of state government.

Meetings with Governor's Staff

Small informal meetings with members of the Governor's staff todiscuss any ideas, problems, or concerns the interns might haverelating to Georgia government or the intern program providedanother opportunity for the students to establish lines of com-munication both among state officials and themselves and to comeinto direct contact with the operations of the state's highest electedoffice.

Newsletter

A periodic newsletter, 1NTERNal Reriew, compiled by anintern serving in tne Governor's press office, kept interns andsupervisors abreast .)1 current happenings in the program and servedas a forum for Discussion of 2oints of project and programphilosophy. Future Waits call for the publication of the newsletter ona weekly basis with one intern project devoted exclusively to internalcommunication.

Social Functions

An especially enjoyable aspect of the program for the interns wasthe opportunity to attend social functions at the Governor's mansionand a party at the home or one of the Governor's staff members.Interns serving out of town were particularly pleased with theseopportunities to get acquainted with their colleagues and thus to feelmore of a sense of identification with the program.

Retreat

Toward the end of the summer interns and supervisors werenotified of a retreat planned for approximately twenty-five interns todiscuss Goals for Georgia and to review the intern program.

Participants were selected on the basis of their interest in attendingand on recommendations by the supervisors. The retreat was heldAugust 26-28 at the Unicoi National Outdoor Recreation Experi-ment Station near Helen. Georgia. Position papers were developed onGoals for Georgia in the areas of education, protection of personsand property, social development, and natural environment. Acomprehensive list of' suggestions for future program operation wasdrawn up and Goals for Georgia Workbooks were filled out. Theexperience showed that such a relaxed setting is highly conducive tothoughtful and intensive reflection and discussion and serves as avaluable means of integration of program objectivesthe problemsand concerns each intern formerly identified from the perspective ofhis own project are now seen as they relate to the overall realm ofstate government. A greater frequency of such sessions is planned forfuture programs,

Intern Profile

Since placement in the 1971 Governor's Intern Program wasbased on a combination of interest, motivation, and academic major,the 136 students who participated in the program constituted adiverse group of individuals. The following is a capsule summary ofstatistics and information pertinent to this past summer's interns.

Personal Profile

A composite data profile on the interns as a group showed theaverage age to be 21.5 years. Breakdowns according to sex andmarital status show that 103 (76 percent) interns were male, 33 (24percent) female: 115 (85 percent) of the total group were single and21 (15 percent) married. A total of 109 (80 percent) interns werewhite and 27 (20 percent) represented minority groups.

Educational Profile

Students from thirty-eight colleges and universities participatedin the intern program. Twenty Georgia colleges were represented by84 percent of the interns. Eighty-one (60 percent) interns wereundergraduates while the remaining 55 (40 percent) held anundergraduate degree and had either made plans to begin or were

already engaged in a graduate or profefollowing table and list indicate the diNgrounds of the program participants.

Distribution of Academic Majors1971 Governor's Intern

Academic Majors

Social science, education,political science, government

Business, economics, management,accounting

LawHumanities, journalism, music,

English, foreign languages,philosophy

Architecture, landscapearchitecture, engineering

Agricilture, forestry, recitation,physical education

Natural science, mathematicsMedicine, dentistry

Participating Colleges and UnGovernor's Intern Pr

Albany State CollegeArmstrong State CollegeAtlanta UniversityAugusta CollegeClark CollegeClemson UniversityColumbus CollegeDartmouth CollegeEmory UniversityFlorida State UniversityFurman UniversityGardner-Webb CollegeGeorgia Institute of Technology

GeorGeorGeorGeor:,MethMerckMiddMichiMoreMornNewNewNortl

.ted on the basis of their interest in attending-oils by the supervisors. The retreat was heldUnicoi National Outdoor Recreation Experi-

'n, Georgia. Position papers were developed onthe areas of education, protection of personsdevelopment, and natural environment. A

suggestions for future program operation wasfor Georgia Workbooks were filled out. The

it such a relaxed setting is highly conducive toive reflection and discussion and serves as aegration of program objectivesthe problemsern formerly identified from the perspective ofow seen as they relate to the overall realm of,renter frequency of such sessions is planned for

Intern Profile

in the 1971 Governor's Intern Program wasin of interest, motivation, and academic major.o participated in the program constituted aiduals. The following is a capsule summary ofon pertinent to this past summer's interns.

Personal Profile

profile on the interns as a group showed the.5 years. Breakdowns according to sex and

at I 03 (76 percent) interns were male, 33 (2485 percent) of the total group were single andied. A total of 109 (80 percent) interns werent) represented minority groups.

Educational Profile

rty-eight colleges and universities participatedTwenty Georgia colleges were represented byterns. Eighty-one (60 percent) interns werethe remaining 55 (40 percent) held an

and had either made plans to begin or were

already engaged in a graduate or professional degree program. Thefollowing table and list indicate the diversity of educational back-grounds of the program participants.

Distribution of Academic Majors Among Interns in the1971 Governor's Intern Program

Academic Majors N

Social science, education,political scier ce, government 66 48

Business, economics, management,accounting 23 17

Law 11 8Humanities, journalism, music.

English, foreign languages,philosophy 12 9

Architecture, landscapearchitecture, engineering 9 7

Agriculture, forestry, recreation,physical education 5 4

Natural science, mathematics 8 6

Medicine, dentistry 2 1

Participating Colleges and Universities-1971Governor's Intern Program

Albany State CollegeArmstrong State CollegeAtlanta UniversityAugusta CollegeClark CollegeClemson UniversityColumbus CollegeDartmouth CollegeEmory UniversityFlorida State UniversityFurman UniversityGardner-Webb CollegeGeorgia Institute of Technology

Georgia Southern CollegeGeorgia Southwestern CollegeGeorgia State UniversityGeorgia, University ofMedical College of GeorgiaMercer UniversityMiddle Tennessee StateMichigan, University ofMorehouse CollegeMorris Brown CollegeNew Hampshire, University ofNew York UniversityNorth Carolina, University of

29

Northwestern UniversityNotre Dame. University ofPennsylvania, University ofSam Houston State CollegeSavannah State CollegeSmith College

Spelman CollegeVanderbilt UniversityVirginia. University ofWesleyan CollegeWest Georgia CollegeYale University

Agency Profile

The interns served in the twenty-six state agencies and the eightplanning commissions listed below.

Department of CorrectionsDepartment of DefenseState Department of EducationDepartment of Family and

Children's ServicesForestry CommissionDepart men! of Public IlealthHighway DepartmentDepartment of Industry and TradeDepartment of LaborOffice of Lieutenant GovernorMerit System of Personnel

AdministrationBoard of Pardons and ParolesBureau of Planning and

Community AffairsDepartment of ProbationDepartment of Public SafetyPurchasing DepartmentRegents of University System

of Georgia

Department of RevenueDepartment of Game and FishGovernor's Intern Program Officen,rartment of Auditsucorgia Rei_.rckttion CommissionState Office of Economic

OpportunityOffice of the GovernorReorganization OfficeGoals for Georgia Program

Area Planning Commissions

Slash Pine APDCChattahoochee-Flint APDCMiddle Georgia APDCNorth Georgia APDCCentral Savannah River APDCSoutheast Tennessee

Development DistrictCoastal Plains APDC

Conclusions and Projections

The intern program staff sees the short pre-planning period as themain weakness or this summer's program. In addition to as extensivean interviewing process as the program and supervisors wanted, amore thorough briefing of the supervisors on the overall objectives of

30

the program was also hampered by the timeLimited funding was another handica

students who applied could be placed beckmore colleges offer academic credit i'or thepress for additional funding should be lessen

What we view as a strong point of thisby the intern from the program office to eaview as a weakness because it was not as e.liked; we would have preferred to provideso that each intern could have received con.the summer. Overall, the program was egained the praise of Governor, intern, and sa year rather than a couple of months to psummer, the intern office will not only bprogram weaknesses but will be able to 1

components not realized this year.Bccausc of the acceptance of the int

stuaents, and agencies and the Governor'sgreater student involvement, the GovernorAffairs Office; its primary goal is the estabintern program. The program will be supptfederal funds.

It is anticipated that the intern propractices and procedures developed inprogram; at the same time it will explore alt

For programs affecting a specific regionRegional Commission or the Coastal Plaitefforts will be made to place more studentsin state agencies in Atlanta. Tasks for inteceosely related to the state's goals for thagencies will continue to have the flexibilitwill benefit them the most; however, guid

Serious consideration is now beingopportunities for students to become involvwhose solution can be approached from thof different agencies. Air and watereducation, and early child care are examplreceive particular attention as the programareas of concern rather than on a mudepartmental tasks as were undertaken this

Spelman CollegeVanderbilt UniversityVirginia, University ofWesleyan CollegeWest Georgia CollegeYale University

'envy Profile

twenty-six state agencies and the eightwlow.

Department of RevenueDepartment of Game and Fish

)n Governor's Intern Program OfficeDepartment of AuditsGeorgia Recreation CommissionState Office of Economic

OpportunityOffice of the Governor

rade Reorganization OfficeGoals for Georgia Program

Area Planning Commissions

Slash Pine APDCChattahoochee-Flint APDCMiddle Georgia APDCNorth Georgia APDCCentral Savannah River APDCSoutheast Tennessee

Development DistrictCoastal Plains APDC

ons and Projections

sees the short pre-planning period as theer's program. In addition to as extensivehe program and supervisors wanted, asupervisors on the overall objectives of

the program was also hampered by the time element.Limited funding was another handicap. Only 136 of the 400

students who applied could be placed because of lack of funds. Asmore colleges offer academic credit for the internship experience thepress for additional funding should be lessened.

What we view as a strong point of this year's programthe visitsby the intern from the program office to each of the internswe alsoview as a weakness because it was not as extensive as we would haveliked; we would have preferred to provide more supporting servicesso that each intern could have received consultative visits throughoutthe summer. Overall, the program was extremely successful andgained the praise of Governor, intern, and supervisor alike. By havinga year rather than a couple of months to plan the program for nextsummer, the intern office will not only be able to correct currentprogram weaknesses but will be able to build in many additionalcomponents not realized this year.

Because of the acceptance of the intern program by colleges,students, and agencies and the Governor's personal commitment forgreater student involvement, the Governor has established a YouthAffairs Office; its primary goal is the establishment of a year-roundintern program. The program will be supported by state, local, andfederal funds.

It is anticipated that the intern program will continue thepractices and procedures developed in establishing this year'sprogram; at the same time it will explore alternative approaches.

For programs affecting a specific region such as the ApplachianRegional Commission or the Coastal Plains Regional Commission,efforts will be made to place more students in the region rather thanin state agencies in Atlanta. Tasks for interns will be defined moreclosely related to the state's goals for the region. State and localagencies will continue to have the flexibility to define projects whichwill benefit them the most; however, guidelines will be established.

Serious consideration is now being given to expanding theopportunities for students to become involved with specific problemswhose solution can be approached from the perspective of a varietyof different agencies. Air and water pollution projects, drugeducation, and early child care are examples of projects which willreceive particular attention as the program moves to focus on broadareas of concern rather than on a multitude of particularizeddepartmental tasks as were undertaken this past summer.

As the Georgia Intern Program expands, two components willreceive particular attention. Local government and institutions ofhigher education will be encouraged to play a greater role in theprogram. Placement possibilities in city, county, and multi-countyagencies open the door to unlimited internships. As colleges movemore and more into the area of off-campus education, the modelestablished by the intern program should be a natural vehicle. Whenacademic credit is awarded for the intern experience, the numbers ofinterested students should rise significantly.

The Georgia Intern Program staff will become brokers ratherthan administrators as the program expands. By advocating intern-ships, providing technical assistance, securing funds, and conductingtraining sessions the staff should be able to provide opportunities forall students interested in community involvement, assist in de-veloping youth leadership, and supply a needed manpower resource.

Guidelines for Further Development and Expansionof the Texas Service-Learning Program

II. Merrill Goodwyn, Jr.

Introduction

The objective of this report is to present recommendations andguidelines for the implementation and administration of an internprogram based on the service-learning concept and involving thestate's college students in units of state, regional, and localgovernment. The state-wide program is to be an outgrowth of theTexas Service Learning Program (TSLP), a pilot intern programfunded by a grant from the Moody Foundation of Galveston, Texas.The TSLP was coordinated by the Office of the Governor, Divisionof Planning Coordination (DPC), with the cooperation of theSouthern Regional Education Board (SREB) and the CoordinatingBoard, Texas Colleges and Universities. It was conducted during thesummer months of 1971 and involved twelve internseleven inRegional Councils of Government (CoG's) in the state and one in theDPC.

The TSLP can be considered an extension of the ResourceDevelopment Internship Program of the SREB, which has beensuccessfully implemented in a number of federal, state, regional, andlocal government agencies in North Carolina, South Carolina,Tennessee, Georgia, Virginia, and Arkansas. All of the ResourceDevelopment internships are ba:;(1 on the concept of service andlearning. Because of the general success and positive acceptance ofthis concept, it was adopted without reservation in the TSLP. Fromthe extensive literature available on the Resource DevelopmentIntern Progra:ns, an intern program terminology has been adoptedand used throughout this report. Wherever the three terms intern.internship, and service-learning are used, they denote the followingideas:

An intern is an upperclassman or graduate student seeking

Merrill Goodwyn prepared this report as part of his internship assignment with the Divisionof Planning Coordination in the Office of the Governor in Austin, Texas. It was published inNovember 1971 by the Division of Planning Coordination.

32

professional experience in a supervised mAs differentiated from a part-time o

is an experience in which the internground into an actual, practical situationdecisions of an agency as well as toproblem-solving. The internship, thensituation involving not only the interninvolved in that agency's policy decisiona faculty member familiar with the inwho can relate the experience of the int

The two fundamental requirementsship are that it provide a needed service tthat it is a learning experience for theintern. Service-learning is the integratioineeded task with educational growth.

Obviously, the adoption of the prefurther examination introduces a cerHowever, experience in the TSLP hapromoted by their adoption form aprogram that is both an extension of tlvalid involvement of the intern in the op

The young, dynamic, and progressivt.the accomplishment of their delegated radministration of the pilot program hason the future location for administraprogram. That bias, no doubt, will appea

The Individuals in an Int

Throughout the investigation of inteone factor dominate,: all other findingspersonal experience and its success, byentirely dependent upon interaction an

Guidelines for Further Development and Expansionof the Texas Service-Learning Program

II. Merrill Goodwyn, Jr.

Introduction

report is to present recommendations andementation and administration of an internservice-learning concept and involving the

is in units of state, regional, and localwide program is to be an outgrowth of the

Program (TSLP), a pilot intern programthe Moody Foundation of Galveston, Texas.

ited by the Office of the Governor, Divisionion (DPC), with the cooperation of thecation Board (SREB) and the Coordinatingnd Universities. It was conducted during the)71 and involved twelve internseleven inwernment (CoG's) in the state and one in the

considered an extension of the Resource) Program of the SREB, which has beend in a number of federal, state, regional, andIcies in North Carolina, South Carolina,rginia, and Arkansas. All of the Resources are based on the concept of service ande general success and positive acceptance ofpted without reservation in the TSLP. From

available on the Resource Developmentern program terminology has been adoptedpis report. Wherever the three terms intern,earning are used, they denote the following

Ipperclassman or graduate student seeking

report as part of his internship assignment with the DivisionOffice of the Governor in Austin, Texas. It ttus published inof Planning Coordination.

professional experience in a supervised working situation.As differentiated from a part-time or summer job. an internship

is an experience in which the intern extends his academic back-ground into an actual, practical situation and is exposed to the policydecisions of an agency as well as to the day-to-day aspects ofproblem-solving. The internship, then, is I: structured learningsituation involving not only the intern but also a supervisor who isinvolved in that agency's policy decision process and, where possible,a faculty member familiar with the intern's academic backgroundwho can relate the experience of the internship to that background.

The two fundamental requirements of a service-learning intern-ship are that it provide a needed service to the sponsoring agency andthat it is a learning experience for the participants, particularly theintern. Service-learning is the integration of the accomplishment of aneeded task with educational growth.

Obviously, the adoption of the preceding terminology withoutfurther examination introduces a certain bias into this report.However, experience in the TSLP has shown that the conceptspromoted by their adoption form a sound basis for an internprogram that is both an extension of the educational process and avalid involvement of the intern in the operation of government.

The young, dynamic, and progressive attitude of the DPC staff inthe accomplishment of their delegated responsibilities as well as theadministration of the pilot program has also influenced my thinkingon the future location for administration of a state-wide internprogram. That bias, no doubt, will appear throughout this report.

The Individuals in an Intern Program

Throughout the investigation of internships and intern programs,one factor dominated all other findings. Each internship is a highlypersonal experience and its success, by any set of criteria, is almostentirely dependent upon interaction among the participants in the

intern program, motivation of the intern, and the relevance of thework performel to the goals of the intern, his supervisor, and hisfaculty advisor. Therefore, the organizational structure of a programdesigned to provide student interns with a meaningful learningexperience and, at the same time, to provide a needed service forhost government agencies must be capable of operating within thecomplex framework of distinct personalities motivated by differentfactors and striving toward diverse but hopefully not mutuallyexclusive goals.

At this stage, it is desirable to identify the potential participantsin an internship and attempt to develop a personality for each thatwill be useful to the coordinator of an intern program. It is hopedthat this approach will allow the intern program coordinator theflexibility to structure a program with the broadest possible appealto students, government administrators, and educators. These fourparticipants are the intern, the host agency supervisor, the facultyadvisor, and the intern program coordinator.

The program, of course, must center on the educationaldevelopment of the internan upperclassman or graduate studentwith an interest in public service but unsure of its potential as achallenging career and of his ability to significantly influence publicpolicy. He is probably motivated by a desire to enhance the socialand economic environment of himself and of his fellow man. He isalso seeking a job that will correlate his academic training with "realworld" experience. He is looking for an experience that will, withincertain limitations, challenge his intellectual abilities or, at least, helphim to realize what those abilities are. As perceived by the intern, therelevance of that experience to the social and economic problems ofour society will be a factor in his desire to accept a structuredinternship and in his performance in that position. He may also bemotivated by a promise of academic credit for the internship. But, heis still a student facing an uncertain future, facing the need for socialstatus in life, and knowing that personal economic gain is animportant factor in the future as well as the present attainment of hisgoals. Therefore, the adequacy of the salary or stipend he receives asan intern will be a dominant factor in his acceptance of andsatisfaction with an internship appointment.

The participant with the greatest potential for influencing theintern's perception of his effectiveness as an individual and hisexperience .within a learning context is the host agency supervisor.

Through daily contact with the intern, theupon his shoulders the burden, or opportintern's as yet unproved abilities as a produof structuring the intern's program and reducational and personal growth needs, anto seek future employment in the publicdifficult task faced by the intern progranidentification of potential agency superviresponsibilities as opportunities rather than

The intern's perception of the agencyprofoundly influenced by his relationshilthrough his supervisor, the intern perceivsympathetic, and open to new ideas. he iswith the internship than another individual

The first responsibility of an agency sand its immediate as well as future needs. Ito fulfill some part of those needs by perfagency .could not afford without intern hstudies have shown that factors such as recrfuture positions in the agency and, threstablishment of agency-university liaisonagency supervisors to participate in intservice aspect of a service-learning intern pr*agency supervisor's mind.

The intern's faculty advisor is a p:rsoeducational change, but his function withicounselor. He is thus at least one step rechange. He is in the tenuous position or htthat, although the internship is structuredthe agency supervisor, who is probably paNintern's salary, expects the intern to produwhich is not necessarily consistent witgrowth. In those instances where the intcredit, this difference in perspectivesatisfaction of both the faculty advisor anto the beginning of the internship. When tacademic credit, the faculty advisor could fintern to be somewhat superficial since tlmerit of his work will be judged primarily

The faculty advisor, however, can pro

2r

ation of the intern, and the relevance of thele goals of the intern, his supervisor, and hisfore, the organizational structure of a programstudent interns with a meaningful learninge same time, to provide a needed service forcies must be capable of operating within the)f distinct personalities motivated by differenttoward diverse but hopefully not mutually

desirable to identify the potential participantsittempt to develop a personality for each thatcoordinator of an intern program. It is hopedill allow the intern program coordinator the

a program with the broadest possible appealnt administrators, and educators. These fourItem, the host agency supervisor, the facultyprogram coordinator.

course, must center on the educationalnternan upperclassman or graduate studentublic service but unsure of its potential as aof his ability to significantly influence publicmotivated by a desire to enhance the social

ment of himself and of his fellow man. He iswill correlate his academic training with "realis looking for an experience that will, within

illenge his intellectual abilities or, at least, help)se abilities are. As perceived by the intern, therience to the social and economic problems of

factor in his desire to accept a structuredperformance in that position. He may also be

of academic credit for the internship. But, hean uncertain future, facing the need for socialnowing that personal economic gain is anfuture as well as the present attainment of his

dequacy of the salary or stipend hc receives asdominant factor in his acceptance of andernship appointment.ith the greatest potential for influencing the

f his effectiveness as an individual and hisarning context is the host agency supervisor.

Through daily contact with the intern, the agency supervisor carriesupon his shoulders the burden, or opportunity, of drawing out theintern's as yet unproved abilities as a productive member of his staff,of structuring the intern's program and responsibilities to serve hiseducational and personal growth needs, and of motivating the internto seek future employment in the public sector. Probably the mostdifficult task faced by the intern program coordinator will be theidentification of potential agency supervisors who will treat theseresponsibilities as opportunities rather than burdens.

The intern's perception of the agency for which he works will beprofoundly influenced by his relationship with his supervisor.through his supervisor, the intern perceives the agency as efficient,sympathetic, and open to new ideas, he is more.likely to be satisfiedwith the internship than another individual with a contrary view.

The first responsibility of an agency supervisor is to his agencyand its immediate as well as future needs. He thus expects the internto fulfill some part of those needs by performing a service which theagency could not afford without intern help. Surprisingly enough,studies have shown that factors such as recruiting college students forfuture positions in the agency and, through the internship, theestablishment of agency-university liaison do not strongly influenceagency supervisors to participate in intern programs. Thus, theservice aspect of a service-learning intern program is uppermost in theagency supervisor's mind.

The intern's faculty advisor is a person interested in social andeducational change, but his function within an internship is that ofcounselor. He is thus at least one step removed from the locus ofchange. He is in the tenuous position of having to recognize the factthat, although the internship is structured as a learning experience,the agency supervisor, who is probably paying all or a portion of theintern's salary, expects the intern to produce a service to the agencywhich is not necessarily consistent with the intern's academicgrowth. In those instances where the intern is receiving academiccredit, this difference in perspective must be settled to thesatisfaction of both the faculty advisor and agency supervisor priorto the beginning of the internship. When the intern is not receivingacademic credit, the faculty advisor could find his relationship to theintern to be somewhat superficial since the intern realizes that themerit of his work will be judged primarily by the agency supervisor.

The faculty advisor, however, can provide a vital service to the

33

internship within a framework of mutual understanding amonghimself, the intern, and the agency supervisor. In the event that theintern finds it difficult to relate personally to his supervisor, thefaculty advisor can fill the intern's needs as a personal advisor andfriend. When the intern's project is within the faculty advisor's realmof expertise, he can be a valuable technical consultant. Under any setof circumstances, the faculty advisor must b, able to relate theintern's practical experience to his academic background.

Our experiences in the TSLP indicate that, when the facultyadvisor is able to relate to the intern as either personal or technicalcounselor or both and when this relationship is understood andrespected by the agency supervisor, the faculty advisor performs animportant and vital function within the service-learning context.When Ile is not able to perform that function, his talent as acounseicr and educator is wasted and therefore his positive percep-tion and future support of the intern program as an educationalexperience cannot and should not be expected.

Probably the single most important talent that the internprogram coordinator must possess is the ability, to recognize thosepersonal characteristics of potential agency supervisors, interns, andfaculty advisors that can be combined to form a viable internshipwithin the context of service and educational growth. This is aformidable task. It will become even more difficult as the internprogram expands to include more students, agencies, and educationalinstitutions. Somehow, the program coordinator must be able tomaintain a highly personal relationship with each of the participantsin the program, at the same time expanding his contacts with agencypersonnel, incorporating new disciplines and projects into theprogram, and dealing with a whole new set of student interns eachsemester. The learning curve for acquisition of this talent by theprogram coordinator will be a shallow one.

In addition to the task of maintaining personal relationships withindividuals in the program, the coordinator must administer theprogram, function as a clearinghouse for information on theprogram, act as a broker of information for existing intern programs,act as a grantsman for securing funds for the program, arrangesupporting services such as conferences and seminars for theparticipants, and maintain some system for evaluating the program'seffectiveness. Where the needs of an individual intern are not fulfilledby his agency supervisor or faculty advisor, the program coordinator

34

must either fill those needs or rind sthen, he must be able to coincparticipants in the program, particulHe will require adequate staff to peduties of his office so that hisestablishment and maintenance of pagencies and colleges and universiinterns, organization of supportingconstant evaluation of the program's

In identifying the potential parattempting to describe their personalapparent that each cannot be assigservice-learning context. To do sorequired flexibility of an intern preparticipant to play a role he is 116.personal factors or lack of direct a( ce.

It is more appropriate to d'scu.participant on the assumption flu]participant normally expected to satisone of the other participants mustfoolproof since certain needs canparticipants. However, it is more tie.of tasks to each of the participadiscussion.

Since the personalities of each p.been described in some detail previoof needs can function here as both afor future use.

The intern, in the selection, delihis internship project, seeks satisfactic

I. an insight, not available in the'abilities to function as a productiv2. correlation between academitisolving;3. an insight into the problennsector;4. adequate compensation forproviding;

F

Framework of mutua; understanding amongd the agency supervisor. In the event that the'It to relate personally to his supervisor, theI the intern's needs as a personal advisor andn's project is within the faculty advisor's realma valuable technical consultant. Under any setfaculty advisor must be able to relate the

ence to his academic background.n the TSLP indicate that, when the facultye to the intern as either personal or technicalId when this relationship is understood andcy supervisor, the Faculty advisor performs anfunction within the service learning context.

to perform that function, his talent as anr is wasted and therefore his positive percep-rt of the intern program as an educationalshould not he expected.'le most important talent that the internmist possess is the ability to recognize those

of potential agency supervisors, interns, andan be combined to form a viable internshipf service and educational growth. This is aill become even more difficult as the internelude more students, agencies, and educational, the prograr, coordinator must be able toonal relationship with each of the participantssame time expanding his contacts with agencying new disciplines and projects into thewith a whole new set of student interns eachg curve for acquisition of this talent by theill be a shallow one.task of maintaining personal relationships withogram, the coordinator must administer thes a clearinghouse for information on theer of information for existing intern programs,or securing funds for the program, arrangeuch as conferences and seminars for thetain some system for evaluating the program'se needs of an individual intern arc not fulfilledor or facility advisor, the program coordinator

must either fill those needs or find someone who will. Of necessity,then, he must be able to communicate effectively with theparticipants in the program, particularly with the college students.He will require adequate staff to perform the purely administrativeduties of his office so that his time can be devoted to theestablishment and maintenance of personal contacts in governmentagencies and colleges and universities, interviews with potentialinterns, organization of supporting. services for the program, andconstant evaluation of the program's effectiveness.

In identifying the potential participants in an internship andattempting to describe their personalities in broad terms, it becomesapparent that each cannot be assigned a specific role within theservice-learning context. To do so would unnecessarily limit therequired flexibility of an intern program. Why ask an internshipparticipant to play a role he is not capable of fulfilling because ofpersonal factors or lack of direct access to the intern on a daily basis?

It is more appropriate to discuss the needs of each programparticipant on the assumption that, if a need arises and theparticipant normally expected to satisfy that need cannot do so, thenone of the other participants must step in. This approach is notfoolproof since certain needs can only be met by one of theparticipants. However, it is more flexible than the simple assignmentof tasks to each of the participants described in the previousdiscussion.

Since. the personalities of each participant in an internship havebean described in some detail previously, a relatively concise listingof needs can function here as both a summary and a set of guidelinesfor future use.

The intern, in the selection, definition, and accomplishment ofhis internship project, seeks satisfaction of the following needs:

1. an insight, not available in the academic community, into hisabilities to function as a productive member of society;2. correlation between academic theory and actual problem-solving;3. an insight into the problems and operation of the publicsector:4. adequate compensation For the services he is capable ofproviding;

5. early assurance of his assignment as an intern and a cleardefinition of the scope of his project;6 adequate physical facilities in which to work;7. a concise definition of his role and status in the agency inwhich he works;3. a knowledge of why his work is important to the agency, aclear picture of its impact on the agency's operation, and aknowledge of his host agency's function within the largerframework of state, local, or regional government;9. an orientation in the overall operation of his host agency andimmediate involvement in productive work for that agency;10. guidance in his personal ability to function effectively in anew environment;1 I. technical assistance in the accomplishment of his assignedproject(s);12. permissive but concerned supervision of his work:13. adequate exposure to the policy process to assure anunderstanding of his supervisor's and agency's abilities andlimitations in that process;14. candid and competent evaluation of his progress andabilities;15. a receptive atmosphere for discussion and evaluation of hisown ideas and perspectives;16. an understanding of the needs of the agency supervisor,faculty advisor, and program coordinator and of their functionsand responsibilities in the internship.

The host agency supervisor in the selection of an intern, thedefinition of his project and responsibilities, and the supervision andguidance of the intern's progress needs:

1. additional manpower to serve the agency's needs effectively;2. assurance that the intern is capable and willing to serve thoseneeds;3. assurance that the intern will fit in to the overall operation ofhis agency;4. guidance in the selection and definition of a project withinthe service-learning internship context;5. an understanding of his authority al,! its limitations over theintern as a quasi-member of his staff;

6. assurance that the intern is pelf()limits of his capability;7. an understanding of the needs ofand program coordinator and their Iin the internship.

The faculty advisor as technical andintern needs:

I. assurance that the internship is aintern and possibly for himself:2. satisfaction tint the project isabilities and an extension of his acade3. exposure, through the intern, to psector;4. a feeling of adequacy and hnporta5. an opportunity to academiin social and educational change;6. adequate compensation for the e.advisor or relief from his normal lodevote time to his advisory responsibi7. an understanding of the needssupervisor, and the program coordinresponsibilities in the internship.

The needs of the intern program coexisting internships, develops new ones,services associated with an intern progran

I. personal contact with a majorityin the program;2. control over individual internship.assure adherence to the service-learnii3. assurance that participants in theand follow the guidelines for service-I4. assurance of adequate funding toprograms and for development of ne5. administrative support for routineto allow freedom for tasks requiring p6. strong policy support from his sup

of his assignment as an intern and a clearope of his project :.al facilities in which to work:ition of his role and status in the agency in

why his work is important to the agency, ais impact on the agency's operation, and a

host agency's function within the largerlocal, or regional government:

1 the overall operation of his host agency andnein in productive work for that agency;s personal ability to function effectively in a

lance in the accomplishment of his assigned

concerned supervision of his work:)sure to the policy process to assure anhis supervisor's and agency's abilities androcess:ompetent evaluation of his progress and

losphere for discussion and evaluation of his'ect ives:mg of the nee,ls of the agency supervisor.I program coordinator and of their functionsin the internship.

upervisor in the selection of an intern, thet and responsibilities, and the supervision andprogress needs:

ower to serve the agency's needs effectively:e intern is capable and willing to serve ti'ose

le intern will fit in to the overall operation of

selection and definition of a project withininternship context;' r,f his authority and its limitations over thember of his staff;

6. assurance that the intern is performing op to and within thelimits of his capability:7. an understanding of the needs of the intern. faculty advisor,and program coordinator and their functions and responsibilitiesin the internship.

The faculty advisor as technical and educational counselor to theintern needs:

I. assurance that the internship is a !caning experience for theintern and possibly for himself:2. satisfaction that the project is a challenge to the intern'sabilities and an extension of his academic background:3. exposure, through the intern, to problem-solving in the publicsector:4. a feelini, of adequacy and importance in the advisory role:5. an opportunity to follow academic interests and to participatein social and educational change:6. adequate compensation for the extra time he spends as internadvisor or relief from his normal load as a faculty member todevote time to his advisory responsibilities:7. an understanding of the needs of the intern, the agencysupervisor, and the program coordinator and their functions andresponsibilities. in the internship.

The needs of the intern program coordinator as he administersexisting internships, develops new ones, and supervises the variousservices associated with an intern program include:

I. personal contact with a majority if not all of the participantsin the program;2. control over individual internships to the extent necessary toassure adherence to the service-learning concept;3. assurance that participants in the intern program understandand follow the guidelines for service-learning internships;4. assurance of adequate funding to finance and control existingprograms and for development of new internships and concepts;5. administrative support for routine tasks in the program so asto allow freedom for tasks requiring personal attention:6. strong policy support from his supervisors and from any other

35

group or individuals responsible for policy input to the program.

When one surveys the personalities and needs of internshipparticipants as described in the preceding pages, one senses the stronginterdependence of the individuals involved in a service-learningconcept. This i:iterdependence can best be described as a "partnershipin learning. "* That partnership is a potential learning experience notjust for the intern but also for the other participants in the program.Based on mutual trust and understanding among governmentadministrators, college students, and faculty members of the state'scolleges and universities, the service-learning internship program canbecome a viable extension of the process of higher education inTexas.

Development of ar Expanded Intern Program

Although the success of any intern program eventually dependsupon the participants in individual internships, a framework forcoordination of a number of internships is required if internprograms in units of state, regional, and local government are tobecome a viable extension of the process of higher education.

This section of the report is devoted to the development ofalternatives for structuring, coordinating, administering, and expand-ing a state-wide intern program in Texas. Topics discussed includethe goals, functions, alternative structures, and guidelines for acentral intern program coordinating office.

Goals

A number of goals for intern programs appear in the extensiveliterature available on the subject. The goal statements fall generallyinto two categories: general goals for the intern program and goalsspecifically for the office administering an intern program.

Possible goals for an intern program include:

I. provide competent and highly motivated student manpowerto public-service agencies;

*A term 1 first heard from Peter Meyer, Diructor of the Resource Development InternshipProgram for the SRE11.

36

2. extend the process of highof the public-policy arena;3. give immediate manpowestudents to sponsoring govern4. encourage young peoplesector;5. provide a pool of traitrecruitment by sponsoring agt.6. establish channels of cornhigher education and public-s'7. make the resources of t

accessible to the solution of tl8. provide constructive seriicto participate in the soluproblems.

Within the context of a voluithe part of the student to partiassumption. However, that motivon the remuneration availableability of the student to conassignment is almost entirely delselection and that process' abilityassignment. The relevance of thaagency's, faculty advisor's, ordetermine how meaningful it willservice aspect of service-learninprovide needed and constructiveing agency. This goal is by definiprogram we wish to establish in T

Modern educators seem tohigher education has been itsproblems of the administrator orschool could not possibly simulasituations a college graduate willthen, is the only way that a sttproblems in an educational contthe public sector presents an optto the public-policy process. Lacoften reflected in the public'.

',vials responsible for policy input to the program.

rveys the personalities and needs of internshipbribed in the preceding pages, one senses the strong)f the individuals involved in a service-learningdependence can best be described as a "partnershipt partnership is a potential learning experience notbut also for the other participants in the program.

I trust and understanding among governmentliege students, and faulty members of the state'srsities, the service-lear&ig internship program canextension of the proce.,3 of higher education in

pment of an Expanded Intern Program

success of any intern program eventually dependsants in individual internships, a framework for

number of internships is required if internof state, regional, and local government are to

tension of the process of higher education.f the report is devoted to the development ofucturing, coordinating, administering, and expand-itern program in Texas. Topics dis;:usse includens, alternative structures, and guidelines for arain coordinating office.

Goals

goals for intern programs appear in the extensiveon the subject. The goal statements fall generallys: general goals for the intern program and goalsoffice administering an intern program.or an intern program include:

petent and highly motivated student manpower'e agencies;

m Peter Meyer, Director of the Resource Development Internship

2. extend the process of higher education into the "real" worldof the public-policy arena;3. give immediate manpower assistance through the work ofstudents to sponsoring government agencies;4. encourage young people to consider careers in the publicsector;5. provide a pool of trained and qualified personnel forrecruitment by sponsoring agencies;6. establish charnels of communication between institutions ofhigher education and public-service agencies;7. make the resources of the colleges and universities moreaccessible to the solution of the community's problems;8. provide constructive service opportunities for students seekingto participate in the solution of governmental and socialproblems.

Within the context of a voluntary intern program, motivation onthe part of the student to participate in a public service is a safeassumption. However, that motivation is, to some degree, dependenton the remuneration available through the intern program. Theability of the student to complete successfully his internshipassignment is almost entirely dependent upon the process of internselection and that process' ability to match the student to the properassignment. The relevance of that assignment to the intern's, not theagency's, faculty advisor's, or program coordinator's goals, willdetermine how meaningful it will be in the student's education. Theservice aspect of service-learning assumes that the program willprovide needed and constructive manpower assistance to the sponsor-ing agency. This goal is by definition, then, an r.;ssential to the internprogram we wish to establish in Texas.

Modern educators seem to feel that the missing ingredient inhigher education has been its divergence from the day-to-dayproblems of the administrator or problem-solver in the real world. Aschool could not possibly simulate all or even a small portion of thesituations a college graduate will face in his career. The internship,then, is the only way that a student can be exposed to these realproblems in an educational context. Additionally, an internship inthe public sector presents an opportunity for exposure of the internto the public-policy process. Lack of exposure to this process is toooften reflected in the public's lack of understanding that its

government must be responsive to the needs of al; of the citizens itrepresents. In the event that a student is preparing for a career in thepublic sector, an internship in government is the only way he may beexposed to the policy process. If the student is not planning apublic-service career, such exposure will prepare him for a moreresponsible role as a private citizen.

The goal of providing trained manpower for recruitment bysponsoring agencies produces sonic interesting observations. Havingserved an internship, the student becomes a more attractiveemployment prospect in both the public and private sector.Ironically, then, the host agency must compete on the open marketfor its own product. Although participants in the State FellowsProgram of the University of Texas' Institute of Public Affairsinterned in agencies of Texas state government, only abc at 30percent of them are currently employed by the state. However. 54percent of them are employed in both the public and private sectorsin Texas and a partially overlapping 54 percent are still employed inthe public sector throughout Texas and the nation. Although thestatistics of this limited sample cannot be generalized to all internprograms, it is safe to say that an agency cannot rely too heavilyupon an intern program's potential as a recruitment program. Amajority of the agency supervisors interviewed during the course ofthis project were fully aware of this situation; in some cases, itproduced a negative reaction on their part to internships.

Both in my interviews with agency supervisors and in some of theliterature from other state's intern programs, the goal of establishingchannels of communication between institutions of higher educationand public service agencies was questioned. Generally, the desire forthese channels among both faculty and agency personnel did notexist. Where that desire did exist, close geographic proximitybetween the college and the agency was usually the rule. Also, thechannel between an individual faculty member and the governmentagency had usually been established prior to the internship.

We can turn now to an examination of the second category ofpossible goals, those for the office administering an intern program:

I. develop the administrative capacity to conduct an internshipprogram stressing service and learning;2. create a focal point for state-wide activities involving youth incommunity or off-campus programs;

3. educate participants in the operalearning internship program.

A large number of activities invaprograms are already established in colletIt is probably not desirable or pos.administer, all of these programs from ttelephone interviews a majority of facultfor a central focal point in the state ticoordination, cooperation, funding aid,further development of their programnumber of these faculty contacts wantedprograms more meaningful to the stuncontext.

Functions

The specific functions of a cent:state-wide intern program will necessarilgoals and the structure of that office.functions, services, and duties that canstaff will be pres( nted here and will sewhich an admini7trative structure is I

functions might include:

I. direct administration of an intern2. acting as a grantsman for secuprogram;3. arranging supporting services for pworkshops, publicity, and publicatioi4. contacting agencies, colleges, anthem as potential participants in the'5. periodically evaluating the success;6. functioning as a clearinghouse aneother intern programs involving si

regional, and local government;7. developing a regional or some othoperation of and expansion of thebecomes too large to administer effeoffice.

responsive to the needs of all or the citizens itnt that a student is preparing for a career in the"Ishii-) in government is the only way he may becy .process. If the student is not planning asuch exposure will prepare him for a more

rivate citizen.viding trained manpower for recruitment byroduces some interesting observations. Having), the student becomes a more attractivet in both the public and private sector.'ost agency must compete on the open market. Although participants in the State Fellowsversity of Texas' Institute of Public Affairsof Texas state government, only about 30

currently employed by the state. However, 54mploycd in both the public and private sectorsly overlapping 54 percent are still employed inoughout Texas and the nation. Although theed sample cannot be generalized to all intern) say that an agency cannot rely too heavilyam's potential as a recruitment program. Ay supervisors interviewed during the course ofly aware of this situation; in some cases, itaction on their part to internships.ews with agency supervisors and some of thestate's intern programs, the goal of establishing-ation between institutions of higher educationncies was questioned. Generally, he desire for

both faculty and agency personnel did notesire did exist, close geographic proximitymd the agency was usually the rule. Also, thendividual faculty member and the government

established prior to the internship.to an examination or the second category of

r the office administering an intern program:

ministrative capacity -.o conduct an internshipervice and learning;oint for state-wide activities involving youth incampus programs;

3. educate participants in the operation of a meaningful service-learning internship program.

A large number of activities involving youth in off-campusprograms are already established in colleges and universities in Texas.It is probably not desirable or possible to supervise, or evenadminister, all of these programs from a central office. However, intelephone interviews a majority of faculty contacts expressed a desirefor a central focal point in the state to which they could turn forcoordination, cooperation, funding aid, advice, and education in thi,further development of their programs. And, not surprisingly, anumber of these faculty contacts wanted to know how to make theirprograms more meaningful to the student within an educationalcontext.

Functions

The specific functions of a central staff for administering astate-wide intern program will necessarily depend upon the programgoals and the structure of that office. However, general set offunctions, services, and duties that can be accomplished by a centralstaff will be presented here and will serve as the framework uponwhich an administrative structure is to be superimposed. Thosefunctions might include:

I. direct administration of an intern program;2. acting as a grantstnan for securing funds to support theprogram;3. arranging supporting services for participants such as seminars,workshops, publicity, and publications:4. contacting agencies, colleges, and universities and screeningthem as potential ,,- articipants in the progr..m;5. periodically evaluating the success and imp. .;t of the program;6. functioning as a clearinghouse and broker of information forother intern programs involving students in units of state,regional, and local government;7. developing a regional or some other coordinative network foroperation of and expansion of the program if and when itbecomes too large to administer effectively from a single centraloffice.

37

Alternative Structures for Administration

There are four structures that could be employed to administer astate-wide intern program. Rather than consider each alternativeseparately, it will probably be desirable where possible to combinethe strong points of each into a single mechanism and to continuallyadapt that mechanism to the changing needs of the program. Asseparate structures, however, those alternatives are:

1. Administer the program totally in the office of the governor.This alternative has the advantage of offering strong, continuouscontrol over the program's development and operation from thehighest level of government in the state. Since a comprehensivestate-wide program would require the governor's endorsement andcontinuing support, administration of the program from his officealmost presupposes their existence. Intern programs in Georgia,North Carolina, and South Carolina are administered through thegovernor's office.

An intern program administered by the governor's office is alsosubject to at least some of the political fortunes (or misfortunes) ofthe governor. In Texas, where state agencies operate somewhatindependently of the governor's control, there might occasionally bea temptation to use the intern program for political gains.

2. Coordinate the program from the governor's office butdiversify some of its administrative and contact functions, particular-ly with units of local government, through other existing agenciesand institutions. For instance, in the TSLP, the regional councils ofgovernment were given the responsibility of contacting facultyadvisors and screening potential interns for the summer. Otherorganizations that could serve a similar function in a diversifiedstructure might be the Texas Municipal League and Texas CityManager's Association, the Interagency Councils, the Association ofTexas Colleges and Universities, and the Coordinating Board, TexasCollege and University System.

To some degree, this structure offers the same advantages anddisadvantages of the first alternative with the added advantage ofbroadening the program's exposure to more units of government andto more colleges and universities. Along with this added advantagegoes the disadvantage of loss of control of internships and a possiblecompromise of the guidelines by which the central office may wishto operate the program. As the program grows to include a large

38

number of interns in all levels of govvolume of administrative work refitsome form of diversification.

3. Create a private, non-profitprogram whose directors include c(municipal officials, faculty, studen t.spriate. This structure would probablintern program from the realm ofwould probably be more difficult forprivate corporation to establish as clunits of state, regional, and local gotrator in a high position in state goverto be better suited to intern programserving only that community.

4. Contract for administration opublic or private, non-profit instituagreement with the University of Heprogram for its headquarters near Icould contract with any number of sin the state for either complete admior for certain services such as faceseminars. It could also contract with,Texas City Managers Association for cin local government.

This alternative offers the advanoffice of the need for the additionalcertain functions of an intern prop:member would have to monitor thewith its terms. It is doubtful, houniversity would extend its full coopto a private institution which has beestate-wide program for the governor's

In order to broaden its appealintern programs, any one of the fouabove could incorporate a policy achoperation. Such a board should incluthose organizations desiring to paThrough those representatives, the prccloser ties with the organizations theprogram, an provide a broader poi!

Structures for Administration

Lures that could be employed to administer a1111. Rather than consider each alternativLibly be desirable where possible to combineh into a single mechanism and to continuallyto the changing needs of the program. Asover, those alternatives are:ogranz totally in the office of the governor.advantage of offering strong, continuous

development and operation from theiment in the state. Since a comprehensiveild require the governor's endorsement andlinistratibn of the program from his officeit existence. Intern programs in Georgia,uth Carolina are administered through the

dministered by the governor's office is alsoof the political fortunes (or misfortunes) of

where state agencies operate somewhaternor's control, there might occasionally be

'tern program for political gains.nrogram from the governor's office butlinistrative and contact functions, particular-)vernment, through other existing agenciesance, in the TSLP, the regional councils of

the responsibility of contacting facultypotential interns for the summer. OtherI serve a similar function in a diversifiedTexas Municipal League and Texas City

le Interagency Councils, the Association ofersities, and the Coordinating Board, Texasstern.structure offers the same advantages andt alternative with the added advantage of

s exposure to more units of government and'versifies. Along with this added advantageloss of control of internships and a possiblelines by which the central office may wi01As the program grows to include a large

number of interns in all levels of government in the state, the sheervo'ume of administrative work required will probably necessitatesome form of diversification.

3. Create a private, non-profit corporation to operate theprogram whose directors include community residents, state andmunicipal officials, faculty, students. and other citizens as appro-priate. This structure would probably do the most to remove theintern program from the realm of politics. On the other hand, itwould probably be more difficult for the program administrator in aprivate corporation to establish as close a working relationship withunits of state, regional, and local government as could an adminis-trator in a high position in state government. This alternative appearsto be better suited to intern programs ntganized in a community andserving only that community.

4. Contract for administration of the program with an existingpublic or private, non-profit institution. NASA has a contractualagreement with the University of Houston to administer an internprogram for its headquarters near Houston. The governor's officecould contract with any number of schools of public administrationin the state for either complete administration of an intern progrmor for certain services such as faculty advisors, conferences, andseminars. It could also contract with, say, the Municipal League andTexas City Managers Association for development of intern programsin local government.

This alternative offers the advantage of relieving the governor'soffice of the need for the additional staff necessary to support all orcertain functions of an intern program, although at least one staffmember would have to monitor the contract to assure compliancewith its terms. It is doubtful, however, whether one college oruniversity would extend its full co( peration to another university orto a private institution which has been so fwored as to administer astate-wide program for the governor's office.

In order to broad( n its appeal to all potential participants inintern programs, any one of the four alternative structures offeredabove could incorporate a policy advisory board or council into itsoperation. Such a board should include interested representatives ofthose organizations desiring to participate in intern programs.Through those representatives, the program coordinator can maintaincloser ties with the organizations they represent, publicize the internprogram, and provide a broader point of view upon which to base

policy decisions. To become a viable element in administration of theprogram, however, the board must be charged with specific responsi-bilities rather than being called upon by the program administratoron an "as needed" basis.

Guidelines

The "Atlanta Service-Learning Conference Report, 1970" recom-mends ten guidelines for a service-learning intern program that I wishto present here as applicable to a state-wide program in Texas. Theyare:

1. Students see the importance of their assigned tasks.2. Internships require utilization of the student's academicbackground.3. Both agency supervisor and intern understand clearly theirresponsibilities.4. Intern assignments do not displace regular agency employees.5. Students consider in advance what they want to learn fromtheir assignments.6. All interns receive stipends for their work.7. Students consult with academic advisors during their intern-ships and write a report upon completion.8. Academic recognition be accorded to students' learningexperiences.9. Adequate follow-up be carried out when appropriate so thatng,W interns build upon the work of predecessors rather thansimply repeating it.10. Administration of the program be non-political.

Basically, the function of the program administrator is to soc thatthese guidelines are followed whenever possible.

Administration of the Program

The single word sumnmrizing the administration of an internprogram should be flexibirty. This section of the report reviews anumber of the questions and problems that will arise in the programadministrator's mind and presents some conclusions and recom-mendations about them. It also summarizes the findings of my

interviews with state agency directors and .

programs in the state. It was designed as aprogram administrator and presents alternattthem that he may wish to experiment withexpanded program or combine into a flexible

Funding

In a nutshell, the program administratorof his most important functions will be thefunds to conduct a broad-based intern progconcept requires students capable of perfocomparable to that of a new agency employ(come "cheap"nor do the services of a factto their stipends, interns and faculty advi.publication, and miscellaneous expenses etassigned tasks.

Total cost per internship in the TSLthree-month period, not including the coconsulting fees for SREB. Obviously, fundsprogram cannot continue to come from a sMoody FoLindation grant for the TSLP orgovernor's office.

Just as obvious, however, is the fact thapromote and control an intern program estabenefit of units of government in Texas,those funds must be state monies. Somefederal, local, agency, and private funds mu.by the program coordinator to finance the pr

Several schemes are available to the properformance of his juggling act. First he mu.in the general appropriations bill or as a conof the governor's office or some state agentone-fourth to one-half of his desired opt:ratfiscal year. With this "hard" money combprivate, federal, state agency, educational, tform of matching funds, or "soft" money.

Following are methods by which he maysave on expenses:

I. Since the units of state, regional,

:27

ne a viable element in administration of thehard must be charged with specific responsi-called upon by the program administrator

Guidelines

Learning Conference Report, 1970" recom-service-learning intern prograr: that I wish

ble to a state-wide program in Texas. They

iportance of their assigned tasks.e utilization of the student's academic

rvisor and intern understand clearly their

do not dis: lace regular agency employees.in advance what they want to learn from

tipends for their work.ith academic advisors during their intern-

1 upon completion.tion be accorded to students' learning

p be carried out when appropriate so thaton the work of predecessors rather than

the program be non-political,

of the program administrator is to see thated whenever possible.

istration of the Program

marizing the administration of an internility. This section of the report reviews and problems that will arise in the programpresents some conclusions and recom-It also summarizes the findings of my

interviews with state agency directors and survey of existing internprograms in the state. It was designed as a set of guidelines for theprogram administrator and presents alternatives on various aspects ofthem that he may wish to experiment with in the early years of theexpanded program or combine into a flexible overall program.

Funding

In a nutshell, the program administrator's most difficult and oneof his most important functions will be the acquisition of adequatefunds to conduct a broad-based intern program. The service-learningconcept requires students capable of performing at a level roughlycomparable to that of a new agency employee. Such service does notcome "cheap"nor do the services of a faculty advisor. In additionto their stipends, interns and faculty advisors will require travel,publication, and miscellaneous expenses commensurate with theirassigned tasks.

Total cost per internship in the TSLP was $1,850 for thethree-month period, not including the costs of conferences andconsulting fees for SREB. Obviously, funds for a large, continu::igprogram cannot continue to come from a single source such as theMoody Foundation grant for the TSLP or from the budget of thegovernor's office.

Just as obvious, however, is the fact that, if the state is going topromote and control an intern program established primarily for thebenefit of units of government in Texas, a significant portion ofthose funds must be state monies. Some combination of state,federal, local, agency, and private fpads must be continually juggledby the program coordinator to finance the program.

Several schemes are available to the program coordinator in theperformance of his juggling act. First he must acquire, as a line itemin the general appropriations bill or as a commitment in Vie budgetof the governor's office or some state agency, a fund approximatingone-fourth to one-half of his desired operating budget for the nextfiscal year. With this "hard" money committed, he may then seekprivate, federal, state agency, educational, and local support in theform of matching funds, or "soft" money.

Following are methods by which he may acquire ;:oft monies orsave on .xpenses:

1. Since the units of state, regional, and local government

39

participating in the intern program are receiving a service from theinternship, they should, at a minimum, contribute all travel andpublication costs of the intern. Several of those state agenciesinterviewed were willing to contribute a portion or all of the intern'sstipend if they were given sufficient time to include the item in theirbudget preparations. (The guidelines for implementation of the StateEmployees Training Act of 1969 as published in an officialmemorandum by .Governor Smith on October 31, 1969, provide forfunding of intern programs. Presumably, these guidelines form a basisfor intern program funding requests by state agencies.) The responseof a number of the regional councils of government participating inthe TSLP indicate a willingness to bear at least a portion of the costof future interns.

2. Colleges and universities can donate the salary of a facultyadvisor and staff time to support or coordinate the program oncampus. When the college or university offers credit for aninternship, it is then a part of the school's curriculum and the facultyadvisor's salary and expenses should be included in this departmentalbudget.

3. The program administrator may hire a full-time facultyadvisor for the period of a summer to counsel as many as fifteen ortwenty interns located within a relatively small area such as Austin.His single salary could represent a savings over the stipend of $300per advisor provided by the TSLP.

4. As the program grows, internships can be classified intocategories for which specialized federal or private grants can beobtained. For example, Law Enforcement Assistance Administration(LEAH) funds could be used to finance internships in the criminaljustice field. Many of the private foundations in Texas (of whichthere are approximately 250) finance only projects in their specificareas of interest. A complete list of private foundations in the nation,organized by state, can be found in The Foundation Directory,which is published periodically by the Russell Sage Foundation inNew York.

5. Although the faculty advisor can contribute significantly toan internship, the needs of the intern normally fulfilled by theadvisor could be fulfilled by another participant in the internship.Then the cost of the faculty advisor would be eliminated butpossibly at the expense of the support of the academic community.This alternative, of course, should not be considered when academic

40

credit is offered for the internship.Unfortunately, the financial success of

to a large degree on the coordinator's abilithowever, the program is well enough manreception by the participating units of govewilling to contribute a substantial p ntionexpenses.

Publicity for a State-wide

In order to expand the TSLP to incland units of state and local government apublicity vehicle must be developed by thoffice. Several options are available and, a,of them will probably be used as needed.

First, a brochure describing the progbrochure can be general in nature anoperation, and potential for learning of thused more than one or two years, it shagencies participating in the program or siinterns. Instead, it can categorize the typesgive a range of stipends. This brochure cused publicity vehicle for the program andof government as well as to colleges and um

Second, a bulletin aimed specificallyprinted. This bulletin could be distributed tin the quantities needed for posting on depIt should emphasize and sell those points abcollege students are interested, especial!application procedures.

Third, personal letters from the highesoffice administering the program can be senof government at the state, regional, and 1(of the colleges and universities in the state.of units of government can emphasize tlprogram and the letter to college presiclearning aspects. Both letters should specwithin the unit of government or thecoordinate the program with its administrat

Fourth, and probably most important

program are receiving a service from theit a minimum, contribute all travel andintern. Several of those state agenciescontribute a portion or all of the intern s

sufficient time to include the item in theirguidelines for implementation of the State

of 1969 as published in an officialr Smith on October 31, 1969, provide for. Presumably, these guidelines form a basis

requests by state agencies.) The responsecouncils of government participating in

mess to bear at least a portion of the cost

sities can donate the salary of a facultysupport or coordinate the program on

ge or university offers credit for anof the school's curriculum and the facultyes should be included in this departmental

nistrator may hire a full-time faculty'Ammer to counsel as many as fifteen orin a relatively small area such as Austin.

resent a savings over the stipend of $300TSLP.ows, internships can be classified intoalized federal or private grants can bew Enforcement Assistance Administrationsed to finance internships in the criminal

private foundations in Texas (of which0) finance only projects in their specific

e list of private foundations in the nation,)e found in The Foundation Directory,catty by the Russell Sage Foundation in

y advisor eau contribute significantly toof the intern normally fulfilled by theby another participant in the internship.culty advisor would be eliminated butthe support of the academic community.should not be considered when academic

credit is offered for the internship.Unfortunately, the financial success of the program will depend

to a large degree on the coordinator's ability to acquire soft funds. If,however, the program is well enough managed _o acquire a positivereception by the participating units of government, they will be morewilling to contribute a substantial portion of the intern's stipen0 andexpenses.

Publicity for a State-wide Program

In order to expand the TSLP to include more college studentsand units of state and local government as well as the CoG's, somepublicity vehicle must be developed by the program's administrativeoffice. Several options are available and, as the program develops, allof them will probably be used as needed.

First, a brochure describing the program can be printed. Thebrochure can be general in nature and present the objectives,operation, and potential for learning of the program. In order to beused more than one or two years, it should not contain specificagencies participating in the program or specific stipends offered tointerns. Instead, it can categorize the types of internships offered andgive a range of stipends. This brochure can be the most generallyused publicity vehicle for the program and can be distributed to unitsof government as well as to colleges and universities.

Second, a bulletin aimed specifically at college students can beprinted. This bulletin could be distributed to colleges and universitiesin the quantities needed for posting on departmental bulletin boards.It should emphasize and sell those points about the progrTm in whichcollege students are interested, especially available stipends andapplication procedures.

Third, personal letters from the highest executive position in theoffice administering the program can be sent to the directors of unitsof government at the state, regional, and local levels plus presidentsof the colleges and universities in the state. The letter to the directorsof units of government can emphasize the service aspects of theprogram and the letter _o college presidents can emphasize thelearning aspects. Both letters should specify that a single contactwithin the unit of government or the '..:ollege be established tocoordinate the program with its administra' ive office.

Fourth, and probably most important, will be personal contact

between the program administrator and the potential or existingparticipants in the program. As can be seen in the section on myinterviews with state agency directors, personal salesmanship isprobably the most effective means of promoting the philosophy andoperation of an intern program and of avoiding misunderstandingabout its goals. It would be desirable for the program administratorto talk with college students around the state in classes, seminars, orassemblies, but it is doubtful whether he could contact a significantnumber of them in the period of one or two years. However, thistactic may work as a method of recruiting students in a special fieldsuch as public administration, engineering, or social work.

One of the important functions that can be served by the facultyadvisors or by members of an advisory board is that of publicizingthe program to students and to units of government. Faculty andadvisory board members who are enthusiastic about the programcould greatly expand the number of personal contacts that theprogram administrator needs to make and could, through anunderstanding of the service-learning philosophy, serve as a valuableinput to the intern selection process. A majority of the interns in the1971 program were selected by faculty members and, realistically,faculty input to selection process may be the only way toconduct a program involving a much larger group of interns.

The Selection of Interns and Faculty Advisors

The process, of selection of interns and faculty advisors will betedious and time - consuming but will be critical to the success of theprogram, particularly in its initial phases. I suggest that severalmethc Is be used and that the method remain flexible as the programadapts to changing needs and structures.

In the 1971 program, both interns and faculty advisors wereselected by the directors of the host CoG's with some help from theDPC staff. This method of selection encouraged the opening ofchannels of cohimunication between the CoG and the colleges anduniversities of each participating region. Since the development ofsuch linkages is a potential goal of the intern program, thatdevelopment should be continued. It also seems logical that theselection of interns and faculty advisors for internships in units oflocal government could be accomplished in a similar manner with thesame potential goal in mind.

It may, however, be stretching the pexpects units of state government to cointerns and faculty advisors. Since mostgovernment will be served in Austin, thein the recruitment and selection procesdirectors from committing their agencythe program administrator should accrecruiting potential participants in statrecruitment process for each agency shouits being accomplished, by the agency sadministrator. Agreement should be reachthe project, the academic background anddesired intern, the desirability of theadvisor, and whether the project is suitahlthe participation of a faculty advisor willthese criteria agreed upon, the prograiprovide the agency supervisor with sinternship and final selection could thenafter interviewing each candidate.

The program administrator wouldstudents through the application processsection on publicity. He could interviesending him to an agency supervisor forprogram becomes very large, this wouldexpensive process. (This personal interviemented with in the early stages of the pro,it produced results that are beneficial to tprocess should require only one trip to Aown expense and should occur atinternship begins.

Selection of faculty advisors for anplished in several ways. It is doubtfulinterviews conducted by the agency supefor the program 'among potent faculty acould be required to contact a potentialselection interview with the agency supersthe intern is selected by the supervisor,internship with his faculty advi or 1,assupervisor. This process would .ssure tadvisor with a personal interest in the into

listrator and the potential or existingAs can be seen in the section on my.y directors, personal salesmanship ismeans of promoting the philosophy andrani and of avoiding misunderstandingicsirable for the program administratoriround the state in classes, seminars, orI whether he could contact a significant

d of one or two years. However, thisI of recruiting students in a special fieldengineering, or social work.

ctions that can be served by the facultyin advisory board is that of publicizingI to units of government. Faculty andio are enthusiastic about the programlumber of personal contacts that theIs to make and could, through anearning philosophy, serve as a valuableiroeess. A majority of the interns in theby faculty members and, realistically,on process may be the only way tomuch larger group of interns.

sterns and Faculty Advisors

)1 interns and faculty advisors will bebut will be critical to the success of the

initial phases. I suggest that severalmethod remain flexible as the program

structures.oth interns and faculty advisors werehe host CoG's with some help from theselection encouraged the opening of

ietween the CoG and the colleges andting region. Since the development ofI goal of the intern program, thatfilmed. It also seems logical that theIty advisors for internships in units ofomplished in a similar manner with the

It may, however, be stretching the potential goal too far if oneexpects units of state government to contact and select their owninterns and faculty advisors. Since most. internships in units of stategovernment will be served in Austin, the expenses and time involvedin the recruitment and selection process could discourage agencydirectors from committing their agency to the program. Therefore,the program administrator should accept the responsibility ofrecruiting potential participants in state agency internships. Therecruitment process for each agency should be agreed upon, prior toits being accomplished, by the agency supervisor and the programadministrator. Agreement should be reached on the general nature ofthe project, the academic background and other qualifications of thedesired intern, the desirability of the participation of a facultyadvisor, and whether the project is suitable for academic credit (if so,the participation of a faculty advisor will probably be essential). Withthese criteria agreed upon, the program administrator can thenprovide the agency supervisor with several candidates for theinternship and final selection could then be made by the supervisorafter interviewing each candidate.

The program administrator would learn of the interest ofstudents through the application process discussed in the previoussection on publicity. He could interview each applicant prior tosending him to an agency supervisor for final selection but. if theprogram becomes very large, this would be a time-consuming andexpensive process. (This personal interview process could he experi-mented with in the early stages of the program to determine whetherit produced results that are beneficial to the program.) The selectionprocess should require only one trip to Austin by the student at hisown expense and should occur at least six weeks before theinternship begins.

Selection of faculty advisors for an internship can be accom-plished in several ways. It is doubtful whether faculty selectioninterviews conducted by the agency supervisor would build supportfor the program among potential faculty advisors. Instead, the interncould be required to contact a potential faculty advisor prior to hisselection interview with the agency supervisor and, in the event thatthe intern is selected by the supervisor, finalize his plans for theinternship with his faculty advisor based on the advice of thesupervisor. This process would assure the selection of a facultyadvisor with a personal interest in the intern's development and who

41

is familiar with the intern's background. It would also probablyassure that the faculty advisor teaches in the department in whichthe intern is studying and case the process of arranging for academiccredit. It presents, however, the disadvantage of the agency super-visor's having to accept the faculty advisor prior to meeting him anddiscussing the internship with him. Alternatives include the selectionof faculty advisors by the program administrator or by the agencysupervisor based on the subject-matter of the project. In either case,the faculty advisor would be familiar with the project but not withthe intern or with the project's potential for academic credit in theintern's curriculum unless, by coincidence, he teaches in the sameschool and department in which the intern is studying.

After the program has existed for several years (and assumingthat the participating far illy advisors are favorably impressed withit), a core of faculty members familiar with thc program will beestablished in schools throughout the state; they can help inpublicizing the program, recommend potential interns and otherfaculty advisors, and advise the program administrator as to furtherimprovements in the program. This seems to be the case with otherestablished intern programs and is a "growing" phase that the TSLPmust go through in its establishment and institutionalization.Selection of qualified interns will be, then, somewhat dependent onthe contacts developed among faculty members, the programadministrator, and directors of units of government in the state andshould remain flexible enough to allow for any combination ofindividuals and processes that can be beneficial to the program.

Academic Credit and Internships

SREB recommends that academic recognition be accorded to theintern's experience. As I have defined internship and service learning,the intern program should be an extension of, if not a required partof, the educational process, Most college administrators seem to feelthat actual experience should be incorporated into this process. Itshould not be difficult, then, to promote the idea of academic creditor recognition for internships. Indeed, the most difficult problemmight be that of working out the details associated with offeringcredit in an off-campus situation.

Academic creclit for internships may be offered either directly orindirectly, Using the full-time summer internship as an example, the

42

two methods might work as follows. Direfor a structured program in which the inseries of reports meeting pre-establishedthe faculty advisor and agreed upon by 1intern's grade would depend primarilyreport(s), as judged by the faculty adviscould vary from three to nine hours (a I

load) depending upon whether the interinternship on preparation of the report(s).would require an agreement made prior tfaculty advisor and agency supervisor onboth a learning experience and a needed sdirect credit method would probably requ(and pay tuition) for a summer courseinternship, or, more in line with a numbercolleges today, a special problems course.

Indirect credit could be granted to a sinternship by requiring him to write a rephis summer work during subsequent scmagain be granted through a special problthesis or professional report for which thethe internship. (One TSLP intern doing grlusing the regional solid waste inventorysummer as basic data for his thesis.) Undcgranting credit, the intern would not haveand. depending on the nature of the requias close cooperation between faculty advi.as the direct method.

Comments on the 1971 Texas Servic

Several important factors contributed tTSLP. A majority of the participating CoG'a number of projects in which they welacked the full-time staff needed to pursuthe interns were treated as staff members,the work of the CoG was considered as imiprofessional staff. Another important fact(of faculty advisors to the CoG offices whica working relationship among the program

intern's hackground. It would also probablyty advisor teaches in the department in which

and ease the process of arranging for academicowever. the disadvantage of the agency super-pt the faculty advisor prior to meeting him andhip with him. Alternatives include the selectiony the program administrator or by the agencyhe subject-matter of the project. In either case.mild be familiar with the project but not withc project's potential for academic credit in thenless. by coincidence. he teaches in the sameit in which the intern is studying.in has existed for several years (and assuming

faculty advisors are favorably impressed withy members familiar with the program will beIs throughout the state; they can help inram, recommend potential interns and otheradvise the pro:2 Jun administrator vs to furtherprogram. This See111% to be the t..;,Ne with othergrams and is a "growing" plias.. that the TSLP

its 2Ntablish men t and imtitutionalization.interns will be, then. somewhat dependent on

ped among faculty members, the programectors of units of govornment in the state andle enough to allow for any combination ofses that can be beneficial to the program.

demic Credit and Internships

Is that academic recognition he accorded to thes I have defined in/airship and service-learning.could 1w an extension of, if not a required part(mess. Most college administrators seem to fed

should be incorporated into this process. Itt, then, to promote the idea of academic creditternships. Indeed. the most difficult problemirking out the details associated with offerings situation.)r internships may be offered either directly oriLill -time summer internship as an example, the

two methods might work as follows. Direct credit could he offeredfor a structured program in which the intern produces a report orseries of reports meeting pre-established requirements set forth bythe faculty advisor and agreed upon by the agency supervisor. Theintern's grade would depend primarily upon the quality of hisreport(s), as judged by the faculty advisor. The amount of creditcould vary from three to nine hours fa light to moderate summerload) depending upon whether the intern spent part or all of hisinternship on preparation of the report(s). Ti e direct credit situationwould require an agreement made prior to the internship betweenfaculty advisor and agency supervisor on a program that providedboth a learning experience and a needed service to the agency. Thedirect credit method would probably require the student to register(and pay tuition) for a summer course which ...ould he called aninternship. or. more in line with :111111111)er of such courses offered incolleges today, a special problems course.

Indirect credit could Ile granted to a student who has served aninternship by requiring him to write a report about some aspect ofhis summer work during subsequent semesters. This credit couldagain he granted through a special problems course or through athesis or professional report for which the data was gathered duringthe internship. (One TSLP intern doing graduate work in forestry isusing the regional solid waste inventory he developed during thesummer as basic data for his thesis.) Under this indirect method ofgranting credit. he intern would not have to register and pay tuitionand. depending on the nature of the required work, may not requireas dose cooper,tion between faculty advisor and agency supervisoras the direct n.ethod.

Comments on the 1971 Texas Service-Learning Program

Several important factors contributed to the initial success of theTSLP. A majority of the narticipating CoG's were relatively new, hada number of projects which they were interested, and usuallylacked the full-time sta.. needed to pursue those projects. Most ofthe interns were treated as staff members, and their contribution tothe work of the CoG was considered as important as the work of theprofessional staff. Another important factor was the close proximityof faculty advisors to the CoG offices which produced in many easesa working relationship amony the program participants that would be

difficult to duplicate in internships located in areas away fromstudents' colleges and universities.

Two conferences which brought the interns together to discusstheir projects, mutual problems, and personal observations were alsoimportant to the program.

Several problems surfaced during the pilot program %vill mustbe addressed by the administrator of a future program. Therelationship of the intern to his faculty advisor was not a productiveone in all cases. This problem resulted from the distance between theadvisor's and intern's offices, personality conflicts or, as in one case.respc nsibilities assigned the intern by his faculty advisor which werebeyond the scope of his project and contrary to program guidelines.While the selection and atching of projects, interns and facultyadvisors in the pilot program was a problem, the process was moresuccessful than it might have been given the short period of time inwhich it was accomplished (approximately one 11011111). Payment ofstudent and faculty stipends and travel and miscellaneous expensesalso presented some problems in the pilot program because ofadministrative delays and wide variations in project expenses.

The pilot TS LP conducted during the summer of 1971 was atleast as successful as was hoped for by the Division of PlanningCoordination. Response of the interns lc 'he program was almostentirely positive and enthusiastic. Response of the CoG directors asreflected in their letters and comments about the program and the;rrequests for continuation of the program and expansion into moreregional councils was just as positive. Letters from faculty advisorshave been favorable and have offered a number of suggestions forimprovement. Although SREB's participation and guidance in thepilot program was invaluable and to a great degree responsible for itssuccess, the consensus among those of us who worked with theprogram seems to be that with the experience gained this summer theDPC staff is now capable of conducting the entire program in thefuture.

Virginia Resource Development Internship ProgramSummer 1970

State Council of Higher Education for Virginia

Between April and June the State Council of Higher Education forVirginia initiated a program which placed forty-three students inresponsible, well-planned jobs with a wide variety of public-serviceagencies. Over the summer, the students worked on problems rangingfrom environmental planning to cost-accounting systems. Their workand the reports they wrote on their findings provided much-neededhelp to the host agencies and unique educational experience for thestudents.

At a time when students are allegedly losing faith and interest insocial institutions, it is the experience of the Virginia program that agreat many students are enthusiastically trying to work with theseinstitutions, that the institutions are benefiting from the students'work, and that the students are learning from the experience.

In developing its own program, the State Council worked in closecooperation with institutionally based programs at the University ofVirginia, Lynchburg College, Virginia Polytechnic Institute, andVirginia Military Institute. By combining financial and administrativeresources, both the state and the individual institutions accomplishedmore than either could have done alone.

To support the program the State, Council supplemented statefunds with direct and indirect contributions from the host agencies,the Southern Regional Education Board (SREB), the TennesseeValley Authority, the College Work-Study Program, the EconomicDevelopment Administration, and the Office of Education.

Goals and Structure

The Virginia Resource Development Internship Program hasthree objectives:

to provide competent and highly motivated student

This report of Virginia's pilot servic.: !earning program was ,miblis-had by the State Councilof Higher Education for Virginia in fall of 1970.

44

manpower to public-service age2. to provide college and graresponsible public-service workal and personal development;3. to establish links betweenpublic-service agencies.

In the Virginia program each sagency on a project-oriented, comethe student's work centers on aproject, which is defined by the hoby the Virginia program must beand personally challenging to thucompleted in ten to twelve weeks.a written report on some aspect or I

Each intern is guided by a contive from the host agency, a fact'university, and, where possible, a tthe problems involved but who lifrom the other members. Initially,with the intern and insures that iagency and educationally stimulatiibegins work on the project, the ho.supervision may be necessary. Thestudent, but individual membeL arand for confirmation that his woand academic standards. Interns arconsiderable initiative arid self-diretheir projects and reports.

This administrative arrangemegram's objectives by insuring that tin a project will be met. The ageexpects a responsible, stimulating j

Virginia Resource Development Internship ProgramSummer 1970

State Council of Higher Education for Virginia

c the State Council of Higher Education forgram which placed forty-three students ind jobs with a wide variety of public-serviceer, the students worked on problems ranging

nning to cost-accounting systems. Their workote on their findings provided much-neededs and unique educational experience for the

lents are allegedly losing faith and interest inthe experience of the Virginia program that a

enthusiastically trying to work with thesestitutions are benefiting from the students'Tits are learning from the experience.n program, the State Council worked in closetionally based programs at the University ofollege, Virginia Polytechnic Institute, andte. By combining financial and administrative

and the individual institutions accomplishedlave done alone.gram the State Council supplemented stateidirect contributions from the host agencies,

Education Board (SREB), the Tennesseeollege Work-Study Program, the Economic

ation, and the Office of Education.

Goals and Structure

urce Development Internship Program has

mpetent and highly moti,,. ted studentwke-learning program was published by the State Councilin the fall of 1970.

manpower to public-service agencies;2. to provide college and graduate students with well-defined,responsible public-service work that will enhance their education-al and personal development;3. to establish links between institutions of higher learning andpublic-service agencies.

In the Virginia program each student works with a public-serviceagency on a project-oriented, committee-directed job. That is to say,the student's work centers on a specific area of responsibility, aproject, which is defined by the host agency. Each project supportedby the Virginia program must be useful to the agency, intellectuallyand personally challenging to the student, and capable of beingcc Ipieted in ten to twelve weeks. The intern is expected to producea written report on some aspect of his internship.

Each intern is guided by a committee consisting of a representa-tive from the host agency, a faculty counselor from a cooperatinguniversity', and, where possible, a third member who is familiar withthe problems involved but who has a slightly different perspectivefrom the ether members. Initially, the committee reviews the projectwith the intern and insures that it and the report are useful to theagency and educationally stimulating to the student. When the internbegins work on the project, the host agency provides whatever directsupervision may 17:e necessary. The committee does not supervise thestudent, but individual' members are available to him for consultationand for confirmation that his work is meeting appropriate agencyand academic standards. Interns are, nevertheless, expected to showconsiderable: initiative and self-direction in planning and completingtheir projects and reports.

This administrative arrangement is designed t(.' meet the pro-gram's objectives by insuring that the interests of each party involvedin a project will be met. The agency expects help and the studentexpects a responsible, stimulating job. If either one or the other does

not gain the benefits he expects, he is unlikely to provide the effortand enthusiasm necessary for anyone to gain from the project.

The agency can be sure that the intern will be useful because theagency plays the essential role in defining what the intern's projectand report will be. The Virginia program does not infringe on theagency's responsibility to determine what the agency problems areand how they can best be solved. The agency also makes the final.decision on what student it will hire and has day-to-day supervisionover him once he is hired. The program will help the agency findstudents to interview, but the agency makes the final selection andsets standards for his performance. Finally, the agency receives theindirect, and sometimes direct, benefits of the faculty counselor'sexpertise. Although such service to the agency is not the primary roleof the faculty counselor, the intern is likely to perform better in hiseveryday tasks if he has someone to help him understand whereexactly he is going, why he is trying to get there, and how his agencywork relates to problems and ideas he has considered in an academicsetting.

The student can reasonably expect a responsible, useful, andchallenging job because the program does not support projects whichfail to meet this description. The agency outlines what it wants done,but we make the final decision on whether we will help them do it.(Even in those cases where the agency's needs are not appropriate totile requirements of our program, we may help the agency find aninterested student.) The student's educational interests are also metby the provision of a faculty counselor. Weekly conversation withthe counselor should prevent the student from becoming soenmeshed in daily problems that he loses sight of what he is trying todo and, more important, why he is trying to do it. He is helped inmaking connections between what he is learning on the job and whathe has already heard in more abstract terms in the classroom. Finally,we insist on a written report from the student. The report forces thestudent to take the difficult and educationally important step frommerely understanding a problem to putting it in writing in such away that his ideas are understandable and useful to someone else.

The final objectivelinks befween college and public serviceisnot essential to the success of each project but is one of the greatestpotential benefits from the program as a whole. There are alreadyindividuals both in colleges and in service agencies who recognize themutual benefits that occur when these two types of institutions work

together. The internship program trieschannels for these people, at the same tithat these benefits do exist. Beyond thethere is nothing in the structure of theare established between college and apreceding objectives are achieved, suchmatter of course.

Development, Operation,of the Virginia Pr

The Virginia Resource Developmenoutgrowth of concur that Virginiaadvantage of federal College Work-StudyGeneral Professional Advisory Cornmittand Development Advisory Committee tstate might increase its use of availalinvestigation began with a survey of curother state. -, After reviewing a numberand some original proposals, the commitof a program similar to the highly succc.Internship Project conducted by the SoBoard (SREB). In addition to utilizing v.project made use of other federal n

important, offered more to both studentother proposals considered. Using theSREB, the state council developed its ow!

The actual operation of the Virginiapart of April when a full-time field repbudget proposal was submitted.

Funds for the internship programsources: federal funds allocated to the Sthrough individual educational institutelocal internship programs in cooperationstate matching funds from Items 496Appropriations Act.

SREB committed funds and somdevelopment of the Virginia program. Sobtained from the Economic DevelopmTennessee Valley Authority, they were n

he expects, he is unlikely to provide the effortnary for anyone to gain from the project.

sure that the intern will be useful because the-Mittl role in defining what the intern's projectI'he Virginia program does not infringe on they to determine what Cie agency problems arecst be solved. The agency also makes the finallent it will hire and has day-to-day supervisionhired. The program will help the agency find

but the agency makes the final selection andperformance. Finally, the agency receives the

nes direct, benefits of the faculty counselor'swit service to the agency is not the primary rolelor, the intern is likely to perform better in hishas someone to help him understand where

by he is trying to get there, and how his agencyIns and ideas he has considered in an academic

reasonably expect a responsible, useful and-e the program does not support projects whichiption The agency outlines what it wants dom.,I decision on whether we will help them do it.vhere the agency's needs arc not appropriate toiur program, we may help the agency find anhe student's educational interests are also met

faculty counselor. Weekly conversation withd prevent the student from becoming soblems that 1w loses sight of what he is trying toint, why he is trying to do it. He is helped inetween what he is learning on the job and whati more abstract terms is the classroom. Finalb,report from the student. The report forces the.fficult and educationally important step froma problem to putting it in writing in such ainderstandable and useful to someone eke.links between college and public serviceis

cress of each project but is one of the greatestn the program as a whole. There are alreadyleges and in service agencies who recognize thecur when these two tydes of institutions work

together. The internship program tries encourage and providechannels for these people, at the same tim: trying to convince othersthat these benefits do exist. Beyond the use of the faculty counselorthere is nothing in the structure of the program to insure that linksare established between college and agency. If, however, the twopreceding objectives are achieved, such links seem to develop as amat ter of course.

Development, Operation, and Benefitsof the Virginia Program

The Virginil Resource Development Internship Program is anoutgrowth of concern that Virginia has not been taking fulladvantage of federal College Work-Study funds. In October 1969 theGeneral Professional Advisory Committee requested the Resourcesand Development Advisory Committee to explore ways in which thestate might increase its use of available work-study funds. Thisinvestitr4tion began with a survey of current work-study programs inother states. After reviewing a number of existing program modelsand some original proposals, the committee recommended initiationof a program similar to the highly successful Resource DevelopmentInternship Project conducted by the Southern Regional EducationBoard (SREB). In addition to utilizing work-study funds, the SREBproject made use of other federal money and, what is moreimportant, offered more to both student and agency than any of theother proposals considered. Using the experience and aivice ofSREB, the state council fleveloped its own program.

The actual operation of the Virginia program began in the latterpart of Andl when a full-time field representative was hired and abudget proposal was submitted.

As for the internship program came from three generalsources; federal funds ";located to the SREB, federal funds availablethrough individual educational institutions which were developinglocal internship programs in cooperation with the state program, andstate matching funds iron: Items 496 and 498 of the 1968-70Appropriations Act.

SREB committed funds and some staff assistance to thedevelopment of the Virginia program. Since these funds had beenobtained from the Economic Development Administration and therennessee Valley Authority, they were matched by state funds. The

45

Virginia Program also made use of federal funds allocated toindividual educational institutions. The University of Virginia andLynchburg College had, in previous summers, worked individuallywith SREB on the development of institutionally based internshipPrograms similar to the one being initiated by the state. As part oftheir programs, these two institutions had roughly $37,000 in federalwork-study and Title I funds earmarked for internship developmeiin the summk.r of 1970. These institutions agreed to work with thestate program, and the state matched $25,000 of their federallyprovided money.

This $25,000 of state money was essential to the di, lopment ofthe program because of the nature of the federal funds '-..x,olved. Ifthe University of Virginia and Lynchburg College had been :trictedto soli reliance on their federal funds, their programs ,,t'Juld havebeen limited to those students who met the work-study requirementsof financial need. Furthermore. the financially eligible students couldhave been placed only in those agencies which could afford to paythe 20 to 24 percent of the student's salary as required by theWork-Study Program. On the other hand, with the state funds addedto the previously committed federal money, these institutionalprograms had the flexibility recess: fy to select students and agencieson the basis of the contributions they could make to the programand not solely on their financial situation. In return, as we shalldiscusc later, the institutions provided the stilt= with extremelyhelpful services in identifying internships and interns and handlingpayroll and other intern support functions.

In summary, the amount of funding involved in the Virginiaprogram totaled approximately 555,000.

When the request for state matching funds was approved, thefield representative for the program began visiting educationalinstitutions and public-service agencies in order to arrange individualinternships and to work out the terms of cooperation between thestate program and institutionally based programs. Between late Apriland early June, the representative visited twenty-four agencies andtwelve colleges throughout the state. The visits covered a broad rangeof city, regional, and state agencies and a similarly wide variety ofpublic and private, two -year. four-year. and graduate educationalinstitutions. In addition to these visits, the program began inmid-May receiving a number of unsolicited requests for interns. Bylate May, it v'as apparent that th;.: demand by agencies and students

46

for this type of program was eonsiderabkand staff' been available, the program coltwice as many interns.

Because of these restraints of timedepended heavily on the cooperation of iwere developing their own programs. Inmentioned cooperation with the UnixLynchburg College, the Virginia program pfinancial help to programs at Virginia I

Virginia Military Institute. In return the in.of the time-consuming effort of workingwith interested students and agencies. 1faculty counselors and undertook the adpaying and otherwise supporting many ofdone in addition to the commitment to lland other institutionally administered fund

By the middle of June the:e were forwhich met the requirements and wereprogram. In addition, the state program wresponsible for the hiring or support of atin similar or related programs.

The cost to the state of supporting asummer can be tabulated as follows:

Institutional support:University of VirginiaVirginia Polytechnic InstituteVirginia Military InstituteLynchburg Collegx.,

TotalIntern stipendsFaculty stipends and travelSeminarsAdministrationYouth Advisory CouncilMiscellaneous

The funds listed under "Institution:'provided by the state and administered by

nade use of federal funds allocated toititutions. The University of Virginia andin previous summers, worked individually'ipment of institutionally based internshipme being initiated by the state. As part ofinstitutions had roughly $37,000 in federalnf Is earmarked for internship developmentrhesc institutions agreed to work with thestate matched 525,000 of their federally

money was essential to the development ofhe nature of the federal funds involvea. Ifand Lynchburg College had been restrictedfederal funds, their programs woul I haveltints who met the work-study requirementsmore, the financially eligible students couldthose agencies which could afford to paythe student's salary as required by the

the other hand, with the state f nds addedbitted federal money, these institutionaly necessary to select students and agenciesibutions they could make to the programfinancial situation. In return, as we shallions provided the state with extremelyying internships and int,:rns and handlingpport functions.mnt of funding involved ii the Virginialately $55,000.

state matching finals was approved, thethe program- began visiting educationalvice agencies in order to arrange individualnit the terms of cooperation between theionally based programs. Between late Aprilsentative visited twenty-four agencies andthe state. The visits covered a broad range

e agencies am_ a similarly wide variety ofear, four-year, and graduate educationalto these visits, the program began in

)er of unsolicited requests for interns. Bythat the demand by agencies and students

for this type of program was considei.able and that, had more timeand staff been available, the program could have involved at leasttwice as many interns.

Because of these restraints of time and budget. the programdepended heavily on the coopciation of individual institutions thatwere developing their own programs. In addition to the previouslymentioned cooperation with the University of Virginia andLynchburg College, the Virginia program provided advice and limitedfinancial help to programs at Virginia Polytechnic Institute and"irginia Military Institute. In return the institutions undertook muchof the time-consuming effort or working out individual internshipswith interested students and agencies. They also helped identifyfaculty counselors and undertook the adminktrative functions ofpaying and otherwise supporting many of the interns. All this wasdone in addition to the commitment to the program of work-studyand other institutionally administered funds.

By the middle of June there were forty-two interns in projectswhich met the requirements of and were administered by the stateprogram. In addition, the state program was also wholly or partiallyresponsible for the hiring or support of at least forty other studentsin similar or related programs.

The cost to the state of supporting a program of this size for thesummer can be tabulated as follows:

Institutional support:University of Virginia S8,900Virginia Polytechnic Institute 9,000Virginia Military Institute 1,500Lynchburg College 6,000

Total S25,400Intern stipends S 10,300Faculty stipends and travel 1,300Seminars 1,600Administration 3,900Youth Advisory Council 3,500Miscellaneous 500

S46,500

The funds listed under "Institutional Support" were thoseprovided by the st, to and administered by the institutions according

to guidelines established in each case by a letter of agreementbetween the state and the institution. As mentioned above. the fundswent primarily to supplen,ent other funds, sncli as work-study,available to the institutions for supporting interns. Some of thesefunds were also spent on faculty and administrative support. Theintern and faculty stipends listed separately arc those administereddirectly by the state. The costs of the seminars were incurrej inbringing the interns to Richmond and paying their expenses during atwo-day series of talks and discussions on the problems andopportunities of internships. Administrative costs include the fieldrepresentative's salary and travel expenses as well as general officeexpenses. Although the goals and structure of the Youth AdvisoryCouncil did not correspond exactly to those of the state program, wedid provide S3,500 to assist in their support. Miscellaneous costsinclude reproduction of reports required by the state agreement withSREB and minor unforseen expenses. The remaining funds can heused to begin development of a school-year program and of aprogram for next summer.

The costs nv4y be summarized in the simple taNe given above.but the benefits are much more difficult to describe. A completeassessment would require a case study of each project, but a moremanageable evaluation can be made by citing a few examples ofbenefits to agencies, students, and universities.

At the beginning or the summer, one of the newly staffedplanning district commissions found its limited manpower stretched;inpossibly thin by a combination of federal and local demands. Iffederal requirements for a comprehensive plan could not be met on avery tight time schedule, essential funds would become unavailable.If, on the other hand, strong local pressures for land-use control andenvironmental planning were not satisfied, public support would belost, public support necessary to make effective use of federal funds.The commission resolved these difficulties by using three interns toundertake the problems of local interest, thus freeing the pro-fessional staff to work on the comprehensive plan. Without theassistance of interns, the commission would have had to locate fundsto hire consultants or another full -time staff member, and either ofthese alternatives would have cost significantly more than wascurrently budgeted.

Another agency, concerned about its growing transportationcosts, used an intern to study possible solutions to this difficulty. In

his report the intern made rec.()interagency transportation system a:tions with a review of the advantaadministrative and budgetary modecoordinator of an interagency corntion of his plan.

The benefits to the studentseducational. l'he l'igh proportion ofinterns indicates the role the prograaid. In addition to the pay, more tacademic credit for their work. Iracademic credit are not, however. tIinterns. The interns were only a feware eager to take advantage of aresponsibilities in seeking solutionshave demonstrated this eagerness inplans to change their academic majde..ided on a career in city planning imost striking example of student ennumber of interns who included infor getting other student: involvedsubmitting a curriculum proposalundertake service-learning internshilduring the regular year. If accepteeffect of establishing a program likeof the regular curriculum of his univusing what they have learned thbooklets to help other students untschool year.

Like the students, the universderived a variety of benefits. By suwith state funds, the University of Vmore than double the number ouniversity initially located and placactual projects were under way.assistance by assuming administrativeof Virginia interns working in actorThus, at the University of '.'irgini:the stvte and the institutions coinfinancial resources to achieve what

in each case by a letter of avreemente institution. As 'mentioned above, the fundsdement other funds, such as work-study,ions for supporting interns. Some of these'n faculty and administrative support. Theitls listed separately are those administeredhe costs of the seminars were incurred in

Iichmond and paying their expenses during a's and discussions on the problems and

Administrative costs include the fieldid travel expenses as well as general officegoals and structure of the Youth Advisorynd exactly to those of the state program, weassist in their support. Miscellaneous costsreports required by the state agreement witheell expenses. The remaining funds can belent of a school-year program and a

mmarized in the simple table given above,ch more difficult to describe. A complete

a case study of each project, but a morean be made by citing a few examples of.nts, and universities.

the summer, one of the newly staff:dions found its limited manpower stretcheduhination of federal and local demands. Ift comprehensive plan could not be met on aessential funds would become unavailable.ong local pressures for land-use control andvere not satisfied, public support would be,nary to make effective use of federal funds.these difficulties by using three interns toof local interest, thus freeing the pro-

un the comprehensive plan. Without thecommission would have had to locate fundsother full-thae staff member, and either ofI have cost significantly more than was

icerned about its growing transportationRudy possible solutions to this difficulty. In

Otis report the intern made recommendations for a non-profitinteragency transportation system and supported these recommenda-tions with a review of the advantages and disadvantages of severaladministrative and budgetary models. The intern is now serving ascoordinator of an interagency committee working on implementa-tion of his plan.

The benefits to the students have been both financial andeducational. The high proportion of work-study students among theinterns indicates tae role the program played as a source of financialaid. In addition to the pay, more than half of the interns receivedacademic credit for their work. Important as they are, pay andacademic Credit are not, however, the major benefits received by theinterns. The interns were only a few of the great many students whoare eager to take advantage of a chance to assume significantresponsibilities in seeking solutions to real problems. The internshave demonstrated this eagerness in a variety of ways. Some haveplans to change their academic majors and at least one intern hasdecided on a career in city planning instead of business. Probably themost striking example of student enthusiasm for the program is thenumber of interns who included in their reports specific suggestionsfor getting other students involved in similar activities. One intern issubmitting a curriculum proposal that would allow students toundertake service-learning intern' ips both during the summer andduring the regular year. If accepted, his proposal would have theeffect of establishing a program like the Virginia internships as a partof the regular curriculum of his university. Several students are alsousing what they have ;earned this summer to write "how-to"booklets to help otter students undertake similar work during theschool year.

Like the students, the universities involved in the programderived a variety of benefits. By supplementing work-study moneywith state funds. the University of Virginia, for example, was able tomore than double the number of interns in its program. Theuniversity initially located and placed these interns. but once theactual projects were under way, the state program providedassistance by assuming administrative supervision of those Universityof Virginia interns working in accordance with state requirements.Thus, at the University of Virginia, as at the other institutions,he state and the institutions combined their administrative and

financial resources to a:hieve what neither could have done atone.

47

The Virginia program also provided a less tangible but equallyimportant benefit to institutions by offering a well-structured andacademically sound model for off-campus edt:cation. At a time whena large and growing number of institutions arc interested inexpanding education beyond its pres:nt heavy dependance onclassroom teaching such a model is particularly valuable.

In addition to these benefits that are directly related to theprogram structure and goals, the Virginia program was also re-sponsible for a number of indirect benefits to similar or relatedprograms. For the most part, these indirect benefits resulted fromthe existence of a single program with state-wide interest in the useof student manpower in public service. As a result the programtended to become an informal clearinghouse for ideas and informa-tion. The exact nature of these indirect benefits is difficult to pindown, but a few of the clearer-cut examples may be given.

As mentioned earlier, the program assisted agencies in findingstudents even for those jobs that did not meet the programrequirements. Similarly, it encouraged agencies to adopt a project-oriented, committee-guided use of students, whether or not theywished to be a part of the Virginia program. In one city, for example,the city manager outlined to the program's field representative aproject that the city wanted completed. The field representativefound a faculty member interested in the project and was in theprocess of helping the city locate an interested and capable studentwhen such a student volunteered his services to the city. Since thefaculty member wos also willing to volunteer his help, the citydecided that it could carry out the project on its own and thatfurther state assistance or advice was unnecessary.

Not all of the program's attempts to interest agencies indeveloping their own programs were quite as unplanned as the eventsjust described. The program and Lynchburg College cooperated inconducting for agency administrators two Title I Workshops on theuse of student manpower. The first of these workshops was designedas a training session for those administrators who would be workingwith state interns over the summer, The second workshop, held inlate August, was designed to present the Virginia program as anadministrative model and to suggest possible sources of non-statefundings. This workshop concentrated on administrators from

48

agencies not using state interns.The Virginia program also work

Commonwealth Interns and the GomaEarly in the summer a new director waof the Commonwealth Interns. lie dsentative or the Virginia program the pand specific suggestions based on thprogram and SREB. Although differarated the two programs in many arecommon interest or of common diffiinformation was helpful to both progra

When the Governor's Youth Advisfield representative spent several daystudents and in discussions of what prhow the council could best be orgyprecluded the use of common adminisof common interest were exploitedexample, members of the council al(Interns attended the internship seminathe state program.

The experience r f the past swumprogram offers important benefits in I

In the short term it provides agenciesmanpower, and it offers the studentspossibility of receiving academic credimportant, however, are the long-termuch-needed help in seeking solutionprocess they also have the opportuniservice administrators with a kindunavailable anywhere else. By gettinresponsibility and to deal with significtoffered a unique chance to gain agovernment operates, of its potential.when students are allegedly losinginstitutions, it is the experience of themany students are enthusiastically tryiitions, that the institutions are benefitand that the students are learning from

gram also provided a less tangible but equally) institutions by offering a well-structured andmodel for off-campus education. At a time whenig number of institutions are interested in

beyond its present heavy dependance on.ich a model is particularly valuable.iese benefits that are directly related to thend goals, the Virginia program was also re-ber of indirect benefits to similar or relatedost part, these indirect benefits resulted from

igle program with state-wide interest in the useer in public service. As a result the program

informal clearinghouse for ideas and inform-ire of these indirect benefits is difficult to pinle clearer-cut examples may be given.idler, the program assisted agencies in findinghose jobs that did not meet the programly, it encouraged agencies to adopt a project-guided use of students, whether or not theythe Virginia program. In one city, for example,flitted to the program's field representative a

wanted completed. The field representativenber interested in the project and was in thee city locate an interested and capable studentvolunteered his services to the city. Since thealso willing to volunteer his help, the city

d carry out the project on its own and thate or advice was unnecessary.program's attempts to interest agencies inprograms were quite as unplanned as the eventsrogram and Lynchburg College cooperated iny administrators two Title I Workshops on thewer. The first of these workshops was designedor those administrators who would be workinger the summer. The second workshop, held ingned to present the Virginia program as anand to suggest possible sources of non-state

-shop concentrated on administrators from

agencies not using state interns.The Virginia program also worked in cooperation with the

Commonwealth Interns and the Governor's Youth Advisory Council.Early in the summer a new director was hired to coordinate activitiesof the Commonwealth Interns. He discussed with the field repre-sentative of the Virginia program the program's administrative modeland specific suggestions based on the experience of the Virginiaprogram and SREB. Although different goals and structures sep-arated the two programs in many areas, there were several areas ofcommon interest or of common difficulties where the exchange ofinformation was helpful to both programs.

When the Governor's Youth Advisory Council was initiated, thefield representative spent several days assisting in the selection ofstudents and in discussions of what problems could be expected andhow the council could best be organized. Again, different goalsprecluded the use of common administrative organization, but areasof common interest were exploited on an informal basis. Forexample, members of the council along with the CommonwealthInterns attended the internship seminars arranged and sponsored bythe state program.

The experience of the past summer indicates that the Virginiaprogram offers important benefits in both the short and long term,In the short term it provides agencies with capable and inexpensivemanpower; and it offers the students a summer job with a strongpossibility of receiving academic credit as well as pay. Far moreimportant, however, are the long-term benefits. Agencies receivemuch-needed help in seeking solutions to major problems. In theprocess they also have the opportunity to provide future public-service administrators with a kind of training and motivationunavailable anywhere else. By getting an opportunity to assumeresponsibility and to deal with significant problems, the students areoffered a unique chance to gain a real understanding of howgovernment operates, of its potentials and limitations. At a timewhen students are allegedly losing faith and interest in socialinstitutions, it is the experience of the Virginia program that a greatmany students are enthusiastically trying to work with these institu-tions, that the institutions are benefiting from the students' work,and that the students are learning from the experience.

Interns for Community Developmentin South Carolina

Edward R. Cole and Richard K. Smurthwahe

Introduction

Purpose

Early in 1970, the Commission on Higher Education becameinterested in pursuing the feasibility of a state program of internshipsfor South Carolina. The commission was encouraged in this by theSouthern Regional Education Board (SREB), which had been activein the internship field since 1967. A group of state and otheragencies which had had interns before or had indicated that theywould be interested in such a program were invited to participate ona state internship committee. The State Planning and Grants Divisionwas one of those asked.

As part of its Project P-41, a state-wide urban developmentmanpower project sponsored by the United States Department ofHousing and Urban Development, the State Planning and GrantsDivision decided to host two interns. Their task entailed: (1) examin-ing the concept of internships in order to explore its relationship tostate agency and local government manpower needs. This was theirmain goal. (2) Discussing the general concept of internships withagency heads and local government officials to document theirthoughts and suggestions and to encourage them to sponsor internsin their agencies when areas could be identified in which they couldwork for the summer of 1971. (3) Determining the feasibility of acentrally administered state internship program in state and localgovernment areas related to urban development for the summer of1971 and considering and recommending a procedure for continuingthe development of such a program. During the academic year theeffort would necessarily consist of confirming agency sponsorship,

The authors conducted this study as interns for the State Planning and Grants Division ofthe Office of the Governor of South Carolina in cooperation with the South CarolinaCommission on Higher Education. The report was published in October 1970.

seeking university cooperation, and securinin such a program.

Orientation

The project began on June 22. 1970, wit]information period. This initial period inclsurveys of state agency and local govern!'primarily intended to acquaint the internsrelated to those situations. Also includedvarious members of the project committee.valuable assistance in their particular areas oto community development. The orientatiinformation which familiarized the interns wi

I. structures of local governments, statfdistricts;2. major problem areas related to cornstate agencies and local governments;3. officials of these various government!interview concerning a state internshipconducted:4. a preliminary look at how a statemight benefit the governmental compone5. general advice on approaches and met]

Method

From this base of information, the intomethod, which was made flexible in order tlas interns received information during thecedural aspects consisted simply of a lettcfollow-up interview with a group of selected'

Interns for Community Developmentin South Carolina

Edward R. Cole and Richard K. Snitirthwaite

Introduction

Purpose

Commission on Higher Education becamethe - feasibility of a state program of internships'he commission was encouraged in this by theucation Board (SREB), which had been activeId since 1967. A group of state and otherlad interns before or had indicated that they

such a program were invited to participate onmittee. The State Planning and Grants Division

reject P41, a state-wide urban developmentonsored by the United States Department of)evelopment. the State Planning and Grants,st two interns. Their task entailed: (I) examin-ernships in order to explore its relationship to1 government manpower needs. This was theirsing the general concept of internships withcal government officials to document theirons and to encourage them to sponsor internsareas could be identified in which they couldof 1971. (3) Determining the feasibility of astate internship program in state and local

tcd to urban development for the summer ofand recommending a procedure for continuinguch a program. During the academic year theily consist of confirming agency sponsorship.

curdy as interns for the State Planning and Grants Division ofof South Carolina in cooperation with the South Carolinaion. the report was published in October 1970.

seeking university cooperation, and securing students to participatein such a program.

Orientation

The project began on June 22. 1970. with a short orientation andinformation period. This initial period included a study of recentsurveys of state agency and local government situations and wasprimarily intended to acquaint the interns with current problemsrelated to those situations. Also included were interviews with thevarious members of the project committee, who were able to rendervaluable assis.ance in their particular areas of itterest as they relatedto community development. T1, orientation provided a base ofinformation which familiarized tb . interns with:

1. structures of local gover, rents. state agencies, and sub-statedistricts:2. major problem areas re:(.1 to community development instate agencies and local governments:3. officials of these various governmental entities with whom aninterview concerning a state internship program might best beconducted;4. a preliminary look at how a state program of internshipsmight benefit the governmental components involved;5. general advice on approaches and method.

Method

From this base of information. the interns formulated a loosemethod, which was made flexible in order that it could be modifiedas interns received information during their interviews. The pro-cedural aspects consisted simply of a letter of introduction to afollow-up interview with a group of selected state agencies and local

49

governments. The primary purpose of the letter was to inform thegovernment agencies of the idea of a state internship program and tostart them thinking in terms of incorporating an intern into theirmanpower planning for the summer of 1971. This would lead tothoughts about the project on which the student might work. Thesecondary purpose was simply to acquaint the recipients with thename of the intern from the State Planning and Grants Division whowould contact them regarding the intern program. By following thissimple interview procedure, the interns gathered the informationwhich is the subject of this report.

The Internship Concept Generally

Some Basic Characteristics of Internships

An attempt to narrowly define the position of the intern mightdeprive the position of the flexibility we are seeking to achieve.Flexibility is necessary for a number. of reasons, the most obviousbeing the multifaceted needs of local governments and state agenciesin the manpower area. Any attempt to define an intern at this pointis, therefore, to eliminate possible areas in which a student mightwork. Some basic characteristics of an internship, however, can bementioned that can be found in a varied number of positionsstudents can undertake.

I. An internship provides the student with the opportunity tocombine service and learning. His service makes a measurablecontribution to the agency's efforts to accomplish a necessarytask. Through his experiences he becomes familiar with thepurpose and functional apparatus of the agency for which heworks and develops valuable insights and skills.2. The internship program may prove a valuable avenue tosources of needed manpower for state agencies and localgovernments, if the scope of the intern's project is such that hecomes to understand the role of the agency or government and toconsider public service for his career.3. Participating in an internship program represents a com-mitment on the part of the student, the agency, and theuniversi,y to the concept of cooperative education or at least anadmissio that practical experience is a necessary part of theeducational process.

50

Within these guidelines. a vanbe found in state and local agenciea cross-section of assignments dillstudent is given and allowing Ilexiof students, the length 01' the inand credit.

Type of

Presenting internships tend togiving students a service-learningmonly undertaken by SREB interwhich the student concentrates tagency, accumulating the skillsbilities and writing a report ofinternship. Supervision has atependency allowed. if not always emost cot unon in state agenciesaimed at exposing the studentresponsibilities. In these program.time in a number of areas andBecause of the nature of this tyinormally required to write a repothough they are generally asked tthe summer.

Both types of internship pro!*learning opportunities to the studshould be to encourage flexibilityor local government's part in delinternships they sponsor. Any statsummer will aim at developing a cLessons learned from comparing tling different type internships mayfuture shape of the state-wide eft'o

Tim

Though the length of an SREBweeks, no reason exists not to encdepending on the type of intt.

mary purpose of the letter was to inform the.if the idea of a state internship program and ton terms of incorporating an intern into theiror the summer of 1971. This would lead topied on which the student might work. Theis simply to acquaint the recipients with the)ni the State Planning and Grants Division whoegarding the intern program. By following thisedurc, the interns gathered the informationthis report.

Internship Concept Generally

sic Characteristics of Internships

-row ly define the position of the intern' mightof flexibility we are seeking to achieve.

for a number, of reasons, the most obviousneeds of local governments and state agenciesAny attciopt to define an intern at this point

nate ossibie areas in which a student mightracteristics of an internship, however, can bebe found in a varied number of positions

irovides the student with the opportunity tond learning. His service makes a measurable.e agency's efforts to accomplish a necessaryexperiences he becomes familiar with , the

tonal apparatus or the agency for which hevaluable insights and skills.program may prove a valuable avenue to

d manpower for state agencies and locale scope of the intern's project is such that heid the role of the agency or government and toice for his career.an internship program represents a corn-

part of the student, the agency, and thencept of cooperative education or at least anctical experience is a necessary part of the

Within these guidelines, a variety of' positions for students mightbe found in state and local agencies. The program hopes to encouragea cross-section of assignments differing in the type of assignment thestudent is given and allowing flexibility in the selection and paymentof students, the length of the internship, and academic counselingand credit.

Type of Internship

Presenting internships tend to be one of two types, both aimed atgiving students a service- !earning experience. The type most co-monly undertaken Oy SREB interns in the past has been projects inwhich the student concentrates on one task of importance to theagency, accumulating the skills needed to complete his responsi-bilities and writing a report on his project at the end of hisinternship. Supervision has often been limited and some inde-pendence allowed, if not always encouraged. The type of internshipmost common in state agencies that have instituted programs isaimed at exposing the student to the rauge of a department'sresponsibilities. In these programs, students often work for a shorttime in a number of areas and receive much direct supervision.Because of the nature or this type of internship, students are notnormally required to write a reportitt the end of their employment,though they are generally asked to evaluate their experience duringthe summer.

Both types of internship programs can provide valuable service-learning opportunities to the student. One aim of any state programshould be to encourage flexibility and initiative on the state agencyor local government's part in defining the form and content of theinternships they sponsor. Any state internship program initiated nextsummer will aim at developing a cross-section of quality assignments,Lessons learned from comparing the experiences of agencies sponsor-ing different type internships may prove valuable in determining thefuture shape of the state-wide effort.

Timing

Though the length of an SREB internship has usually been twelveweeks, no reason exists not to encourage shorter or longer programs,depending on the type of internship, Several , of the officials

interviewed expressed interest in internships during the school year.The present effort to develop an internship program was not begun,however, at a time that would permit work on defining or institutingmeasures needed to sustain a state-wide school-year internshipprogram for 1970-7 I in South Carolina.

The Internship Program as It Related to Manpower Planning

The state's high school, technical education, and college studentscompose a source of nronpower that is not utilized to its fullestextent employers, including state agencies and local governments.Accor li:ndy, internship programs may be viewed by the manpowerplanner in two ways: they encourage students to fill important rolesduring the summer months or part time, and the', familiarizestudents with the work performed by an agency or government,perhaps encouraging them to consider public service as a career.

Participation in a summer intern program may prove particularlyuseful to an agency because:

I. Students represent a source of manpower from which peoplewith a wide variety of different skills and educational back-grounds can be recruited.2. Students can work on projects of short duration, relieving anagency of the problem of having to pull a full-time person fromhis main, continuing responsibility to work on such a project: orthe intern may work on a number of c tremely short projects forwhich an agency lacks the manpower to complete within alimited time and budget.3. Students are usually fairl: mobile; they can live where workneeds to be done and their schedules can be flexible. They are,therefore, a relatively inexpensive source of skills.4. Since the intern's stipend may be issued through a state-centered administrator, the student does not have to be routedthrough any of the requirements demanded for full-timeemployees.

Findings

Local Governments

Out of thirty-six people with whom the internship program was

discussed, only two indicated that the,the program. Two others thought thegave their blessings to it, but said theiradequately taken care of in other wwhelmingly in favor of the establishnprogram. The word enthusiavic would t

Most of the people interviewed undof what an intern should be, that is. i

"measurable contribution" approach wiexperience. Therefore, the program foihave projects whose content value is vadequate supervision. The people interunderstanding of their responsibilitiesthe learning aspect of his internship.

These men whose responsibility it isgovernment see local government becothey thus fee' there is a need for bettergenerations- not only by those who wbut by those who will be private chi?program of internships has teen estahlby the men interviewed, who realize thto offer more opportunities for its youproblems and working of local governorhave more manpower in all phasesinternship program could be an iini)ostudents in this rapidly expanding field.

Several people indicated an interesnormal school year of September t

government components have programwork, but these do not necessarily cosummer period. This may indicate that tsome form of cooperative education.

Quite a number of these people Iduring the summer in previous yearvarying degrees of responsibility. Thestudents had done in the past met tlestablished for internships in the state pr

The responsibilities of the stucienemploying agency. The host agency rnusmake its personal choice of candidat

interest in internships during the school year.levelop an internship program was not begun,t would permit work on defining or instituting;sustain a state-wide school-year internship

South Carolina.

;gram as It Related to Manpower Planning

!lool, technical education, and college studentsmanpower that is not utilized to its fullest1u:iding state 4..-ncies and local governments.p programs may be viewed by the manpower:hey encourage students to fill important rolesmonths or part time, and they familiarizeirk performed by an agency or government,em to consider public service as a career.ummer intern program may prove particularly

lit a source of manpower from which peoplety of different skills and educational back-

)rk on projects of short duration, relieving anlens of having to pull a full-time person fromg responsibility to work on such a project; ork on a number of extremely short projects forlacks the manpower to complete within adget.rally fairly mobile; they can live where worknd their schedules can be flexible. They are,y inexpensive source of skills.n's stipend may be issued through a state-tor, the student does not have to be routedthe requirements demanded for full-time +f

Findings

Local Governments

ople with whom the internship program was

discussed, only two indicated that they were not at all interested inthe program. Two others thought the program was a good idea andgave their blessings to it, but said their student manpower needs wereadequately taken care of in other ways. The response was over-whelmingly ill favor of the establishment of a planning internshipprogram. The word enthusiastic would be appropriate.

Most of the people interviewed understood very well the conceptof what an intern should be, that is, in relation to the "project" or"measurable contribution" approach within a service-learning type ofexperience. Therefore, the program for the summer of 1971 shouldhave projects whose content value is very high and with more thanadequate supervision. The people interviewed also exhibited a fineunderstanding of their responsibilities to the student in relation tothe learning aspect of his internship.

These men whose responsibility it is to look to the future of localgovernment see local government becoming increasingly important:they thus feel there is a need for better understanding of it by futuregenerations not only by those who will become public employeesbut by those who will be private citizens. The need for a plannedprogram of internships has been established. The need was stressedby the men interviewed, who realize that South Carolinz. must beginto offer more opportunities for its young people to learn about theproblems and working of local governments. Local governments musthave more manpower in all phases of their operations. A stateinternship program could be an important approach in interestingstudents in this rapidly expanding field.

Several people indicated an interest in using interns during thenormal school year of September through May. Various localgovernment components have programs on which a student couldwork, but these do not necessarily coincide with the twelve-weeksummer period. This may indicate that there is a growing demand forsome form of cooperative education.

Quite a number of these people had, of course, used studentsduring the summer in previous years in varying capacities withvarying degrees of responsibility. The descriptions of what somestudents had done in the past met the criteria which have beenestablished for internships in the state program.

The responsibilities of the student must be primarily to theemploying agency. The host agency must be allowed to interview andmake its personal choice of candidates. The people interviewed

51

seemed to think that this point was essential.The attitude toward students and their ability to make meaning-

ful contributions was good on the whole. This is obvious when weconsider the overall enthusiasm for the project. Two agenciesindicated that they had nothing students could do, and one of thetwo stated flatly that students could not make value judgments. Thehead of this agency asserted that students could only perform menialchores.

The main concept to agencies interested in using an intern wasusually funding. The area in which difficulties were encountered canbe limited almost solely to the municipalities, where the interviewswere conducted with city managers. The maximum amount which acity could spend at this point is S1,000-1,100. Cities are mainlyinterested in seeing most of the money go to the intern stipend.Municipalities have little "slack money" with which an intern couldbe paid. Money for an intern would have to be budgeted in mostcases. This means that the city council must approve any expenditurefor an into n. (This difficulty should be minimal however, since mostof the city managers who were interviewed are willing to recommendthat money for the hiring of an intern be budgeted. One citymanager indicated his city could not afford the program unless fullyor mainly funded with outside funds.) Sub-state districts, planningcommissions, and Model Cities Programs sluJuld have little or noproblem with funding.

The city managers all seemed to be progressive, sincere, anddedicated men. They were very practical but seemed to be ;nterestedin the growth and development not only of their own cities, but thestate as well. They were as cooperative a group as one could hope forin working on a project of this type. They were limited by beingbudget-c tted, but this is their primary responsibility. Citymanagers almost invariably also cited the provisions of the SouthCarolina Constitution which limit the growth and operations of themunicipalities and counties in the state. Within these limitations theywere, without exception, willing t" try to participate in the programby using an intern.

The directors of sub-state districts, seven of whom wereinterviewed, were very interested in the program, with the exceptionof one. He had no faith at all in student judgment. This wassurprising in light of the enthusiastic response given by the other six.These sub-state districts seem to be accomplishing the task of getting

52

across the idea of regional cooperacity officials or towns in various cregional commission.

There was some negative reacounselor where there had been :counselor. Criticisms such as "theadvise the student at all during his

no value at all to the intern weiwere very much against paying thsummer. They Felt that either the$100 or the college or universitproviding the academic counselor.however, felt that a Faculty counsel(with the academic world and as a tspecialized types of projects.

State Ag

The most evident and most ofagencies from making definite cornthe problem of funding. Agencies wcost of the internships, whichS1,200-$1,500 per intern. The spmentioned included:

I. Agencies that have in the painterns hate been denied their rt.Board.2. One agency that planned tothe projects the full-time cm]from monies allotted to pay phad these funds withdrawn byThe agency's assistant directorwork on defining possible areasto request funds for interns if Irequest would not be denied aga3. Several agencies, such as tEconomic Opportunity, arc exithe monies granted to support tI4. Some agencies funded by

uis point was essential.I students and their ability to make meaning-:ood on the whole. This is obvious when we'enthusiasm for the project. Two agencies

nothing students could do, and one of thetudents could not make value judgments. Therted that students could only perform menial

to agencies interested in using an intern wasca in which difficulties were encountered cany to the municipalities, where the interviewsty managers. The maximum amount which auis point is $1,000-1,100. Cities are mainlyost of the money go to the intern stipend.c "slack money" with which an intern could

, intern would have to be budgeted in mostle city council must approve any expenditureculty should be minimal however, since mosto were interviewed are willing to recommendiring of an intern be budgeted. One cityity could not afford the nrogram un!css fullyoutside funds.) Sub-sta c districts, planning

el Cities Programs shoved have little or no

all seemed to be progressive, sincere, andere very practical but seemed to be interestedlopment not only of their own cities, but theas cooperative a group as one could hope fort of this type. They were limited by beingthis is their primary responsibility. Cityably also cited the provisions of the SouthvWch limit the growth and operations of theties in the state. Within these limitations they1, willing to try to participate in the program

sub-state districts, seven of whom wereinterested in the program, with the exceptionith at all in student judgment. This wasenthusiastic response given by the other six.seem to be accomplishing the task of getting

across the idea of regional cooperation in an excellent fashion. Thecity officials of towns in various districts all spoke highly of theirregional commission.

There was some negative reaction to the idea of a facultycounselor where there had been a bad experience with a facultycounselor. Criticisms such as "the counselor had not been present toadvise the student at all during his internship" or the counselor was,of no value at all to the intern were voiced. The people interviewedwere very much against paying the faculty counselor $300 for thesummer. They felt that either the cost should be reduced to around$100 or the college or university should bear the expense ofproviding the academic counselor. Many of the people interviewed,however, felt that a faculty counselor could be very valuable as a linkwith the academic world and as a technical advisor to the student onspecialized types of projects.

State Agencies

The most evident and most often articulated barrier preventingagencies from making definite commitments to employ interns wasthe problem of funding. Agencies were asked to contribute the directcost of the internships, which would be in the range of$1 ,200 -$ I ,500 pct. intern. The specific problems and experiencesmentioned inclu&d

1. Agencies :hat have in the past specifically requested fuo.ds forinterns have been d- ded their request by the Budget and ControlBoard.2. One agency that planned to pay interns to work on some ofthe projects the full-time employees would have undertaken,from monies allotted to pay personnel which were never hired,had these funds withdrawn by the Budget and Control Board.The agency's assistant director said he would be reluctant towork on defining possible areas in which interns ,:ould work andto request funds for interns if he could receive no assurance therequest would not be denied again.3. Several agencies, such as those funded by the Office ofEconomic Opportunity, are experiencing substantial cutbacks inthe monies granted to support their programs.4. Some agencies funded by the federal government receive

grants for projects only 60 to 90 days before the project is tobegin. Although this does not prevent their employing interns inthe projects, it does make it more difficult for the agency toanticipate the type of intern it may be able to employ.

The Need for a State Program'of Internshipsin South Carolina

A basic consideration in determining whether a South Carolinainternship program is feasible is: does the need for such a programexist? The reality of this need was confirmed through discussionswith state agency and local government officials and through a studyof recent reports on the shortage of public sector manpower andservices.

Most state agency and local government officials expressed aneed for more manpower to execute their responsibilities and mostsaid they thought that students could help supply the services theypresently lacked. Many of those agencies that did not. have at presenta pressing need for more manpower saw the importance of such aprogram in encouraging college and TEC students to consider a stateagency career. The role of an internship program in encouraging stateand local government careers was especially important to thoseagencies requiring skill and expertise not emphasized in under-graduate education; exposure to the agency's activities might beginto lend interns with these agencies some understanding of that field.

Studies conducted during the past two years have uncovered theneed on the part of communities for more resources to meet theirproblems. In the. "South Carolina Local Government Study," thearticulated needs included aid in housing, crime prevention, fringedevelopment, finance, the development of natural resources, plan-ning, the preparation of applications for funds, purchasing, andmanagement. It was suggested that these needs could be met by"requests for state assistance" and increases in local governmentmanpower. In some cases, these solutions could be read, "byproviding or hiring someone to work full-time at a specific project,"a position that could well be filled by an intern.

Section IIIEvaluation of Service-Learning

Agency Supervisors' and Faculty Counselors' Evaluationof the SREB Internship Program

Huey B. Long

Introduction

By tne spring of 1971 the Southern Regional Education Board(SREB) internship program, based on cooperative arrangementsamong SREB, institutions of higher learning, and public agenc%. s,had been in operation for five years. The purpose of this evaluation isto identify the qualities that seem to have accounted for thesuccesses of the internship program during these five years. These fallinto three categories: (I) the characteristics of the internship projectsthat generated specific, tangible benefits; (2) the characteristics ofthe interns themselves; and (3) the characteristics of the sponsoringagencies. Success as used here is a subjective measure based on theperceptions of academic counselors and agency representativesconcerning the degree to which the inter.: achieved the projectobjectives and the extent of subsequent contributions of the project.

A specific and basic question directing the focus of theevaluation was, "Have SREB internships made any definite andobservable contributions to the agencies and communities served?"

An evaluation of the SREB Internship Program at this time[19711 appears to be desirable for several reasons. First, the programappears to be developing a kind of institutional form. Second, nooutside agency has previously critically examined the program.Third, many of the individuals in supervisory roles in the programhave become victims of the mobile society.

The implication of the first and third reasons for evaluating theprogram in 1971 are somewhat related. The individuals whoparticipated in the program during its formative stages as advisors orsupervisors guided the program into the current framework. Fiveyears is long enough for the framework to become stabilized, but not

This report was prepared by the Institute of Community and Area Development, Universityof Georgia for SREB and published in July 1971 under the direction of Huey B. Long,professor in the Institute.

so long as to prevent a modificatmany of the advisors and superviagencies and locations with increyear or two it may he impracticaladvisors and supervisors. Such a tstructure of the program to becmol.e difficult to modify if desired

The second reason given aboveobjective view of the program. SRcommendations, and criticisms frprogram. However, it is common!reviews may be less than the impaagency.

The evaluation is limited to Nstate lying north and west of aMacon to Columbus. This linedefined "Fall Line" that separate.Plain portion of Georgia. Interdesignated area are not included.

Judgments of the agency repreconstituted the basic data used iiverification of such judgments orassumed that the perceptions aiviewed accurately reflect the getter

This evaluation does not di.learning value of the internshipexperience made valuable contribtand analysis of such benefits lie bproperly may be an area worthymore, since the evaluation is prigcollege dimensions of the prograndata were not collected fromprofessionals was often difficult

Agency Supervisors' and Faculty Counselors' Evaluationof the SREB Internship Program

Huey B. Long

Introduction

he Southern Regional Education Boardnn, based on cooperative arrangements

of higher learning, and public agencies,ive years. The purpose of this evaluation isthat seem to have accounted for the

program during these five years. These fallc characteristics of the internship projectsngible benefits; (2) the characteristics of

I (3) the characteristics of the sponsoring)cre is a subjective measure based on thecounselors and agency representativeswhich the intern achieved the projectsubsequent contributions of the project.question directing the focus of the

EB internships made any definite and) the agencies and communities served?"SREB Internship Program at this timeMe for several reasons. First. the programkind of institutional form. Second, nously critically examined the program.uals in supervisory roles in the programmobile society.first and third reasons for evaluating themewhat related. The individuals whoduring its formative stages as advisors or

gram into the current framework. Fiveframework to become stabilized, but not

lute of Community and Area Development, Universityin July 197! under the direction of Huey B,

so long as to prevent a modification of the structure, if desired. Yetmany of the advisors and supervisors appear to be moving to otheragencies and locations with increasing speed. Thus, within anotheryear or two it may be impractical to contact such a large number ofadvisors and supervisors. Such a time extension would also allow thestructure of the program to become solidified and consequently,more difficult to modify if desired.

The second reason given above suggests the need for a critical andobjective view of the program. SREB files contain recommendations,commendations, and criticisms from individuals associated with theprogram. However, it is commonly accepted that the impact of suchreviews may be less than the impact of comments by an independentagency.

The evaluation is limited to North Georgia, i.e., that part of thestate lying north and west of a line drawn from Augusta throughMacon to Columbus. This line generally follows the geologicallydefined "Fall Line" that separates the Piedmont from the CoastalPlain portion of Georgia. Intern projects lying outside of thedesignated area are not included.

Judgments of the agency representatives and academic counselorsconstituted the basic data used in the evaluation. No independentverification of such judgments or perceptions was attempted. It isassumed that the perceptions and responses of individuals inter-viewed accurately reflect the general value of the intern program.

This evaluation does not discuss or treat the educational orlearning value of the internship experience. It is assumed that theexperience made valuable contributions to t;ie student. Measurementand analysis of such benefits lie beyond the scope of this study andproperly may be an area worthy of further examination. Further-more, since the evaluation is primarily directed at the agency andcollege dimensions of the program as they relate to intern behavior,data were not collected from any intern. Locating establishedprofessionals was often difficult and the problem would have been

55

greatiy increased by including interns in the data collection activity.A further restriction concerns the intern project index. Only

those intern projects in the designated geographic area that wereincluded in the index provided by SREB were considered. Forexample, some respondents indicated that they had worked withinterns not listed in the material provided by SREB. In such cases,these intern projects were not included or discussed in theevaluation.

Terminology used in the report is generally straightforward andbased on common usage. There are, however, a few terms that mayneed clarification. These terms are: agency representative. academiccounselor, college, and intern project.

Agency representative or AR is the term used to refer to anemployee of the organization employing the intern. The AR isgenerally the person who directly supervised the intern's activities. Ina few cases, such as when the original supervisor was no longeravailable, another knowledgeable person emplc,, ed by the agencywas the respondent.

The term academic counselor or AC is used to refer to thefaculty member of a college or university who provided academicguidance to the intern.

College is used as an inclusive term to refer also to universities.The term intern project is used in the report to refer to specific workactivities of students placed in the employing agencies. Internprojects are individually enumerated in this report whereas individualinterns are not. For example, there are 101 intern projects in thepopulation, but since some interns served more than one internshipduring the five year period, fewer than 101 individuals were involved.

Evaluation Procedures

As one of the first systematic efforts to assess certain dimensionsof the SREB Internship Program by an outside agency, theevaluation may properly be of great value to future studies of theprogram. Consequently, the evaluation procedures adopted bear thecharacteristics of a pilot study.

The procedure was designed to provide information on theprogram from two sources, ACs and ARs. Due to the thrust of theevaluation, it was believed desirable to obtain more interview datafrom ARs than ACs on as many intern projects as possible. As a

56

measure of cross-validation, an efforton a number of intern projects fnexample, on an intern project titledobtained from the AC and AR.

There was no way to determine heleft filch. places of employment uinitiated. Therefore, no magic perccdesign primarily called for a 100 perkpotential respondents). The results

itisfactorily achieved.Interview procedures were design

data. The first level concerned specsecond level concerned the program in

The population from which the sathe population included in the matedesign suggested that the populationbest treated within the following classcies; (2) agency representatives; (3) acand (5) locations.

The agency population containe(weft! classified according to sixteenDevel-pment Commissions (APDCs),sixterh categories.-It thus followedlargest. number of intern projects (66)potential respondents.

Special mobility, physical limitatiprecluded the possibility of internrespondents. However, every reasonah100 percent sample in all categopopulation distribution and the numbtrepresented in the final tabulation.

Finding:

The respondents were requestedin terms of how much it contributedreproduces the question and a tabulati

Table 2 reveals a phenomenon th;of the evaluation: ARs tended to ratthan did ACs. The possible reasondiscussed later.

ing interns in the data collection activity..oncerns the intern project index. Only'le designated geographic a,-ca that wereovided by SREB were considered. For

indicated that they had worked withiaterial provided by SREB. In such cases,re not included or discussed in the

le report is generally straightforward andhere are, however, a few terms that mayrins are: agency representative, academicn project.or AR is the term used to refer to antion employing the intern. The AR isrectly supervised the intern's activities. In

the original supervisor was no longergeable person employed by the agency

unselor or AC is used to refer to these or university who provided academic

elusive term to refer also to universities.sed in the report to refer to specific work

,:ed in the employing agencies. Internunerated in this report whereas individual)1e, there are 101 intern projects in theinterns served more than one internship

fewer than 101 individuals were involved.

uation Procedures

-.made efforts to assess certain dimensionsProgram by an outside agency, the

e of great value to future studies of theevaluation procedures adopted bear the

dy.signed to provide information on the

, ACs and ARs. Due to the thrust of thedesirable to obtain more interview datamany intern projects as possible. As a

measure of cross-validation, an effort was also made to secure dataon a number of intern projects from both ACs and ARs. Forexample, on an intern project titled Open Space Study, data wereobtained from the AC and AR.

There was no way to determine how many ACs or ARs may haveleft their places of employment until alter the evaluation wasinitiated. Therefore, no inlgic percentage or quota was set. Thedesign primarily called for a 100 percent contact (with all availablepotential respondents). The results suggest that such a :mil wassatisfactorily achieved.

Interview procedures were designed to probe for two levels ofdata. The first level concerned specific inte- a projects while thesecond level concerned the program in general.

The population nom which the sample was drawn was limited tothe population included in the materials furnished by SREB. Thedesign suggested that the population and subsequent sample may bebest treated within the following classification framework: ( I) lzren-cies; (2) agency representatives; (3) academic counselors; (4) interns;and (5) locations.

The agency population contained three kinds of agencies thatwere classified according to sixteen categories. Area Planning andDevelopment Commissions (APDCs) formed a majority of thesixteen categories. It thus followed that the nine APDCs placed thelargest number of intern projects (66) and had the largest number ofpotential respondents.

Special mobility, physical limitations, and conflicting schedulesprecluded the possibility of interviewing all of the potentialrespondents. However, every reasonable effort was made to obtain a100 percent sample in all categories. Table 1 illustrates thepopulation distribution and the number and percent of the categoriesrepresented it the final tabulation.

Findings

The respondents were requested to describe each intern projectin terms of how much it contributed to the agency mission. Table 2reproduces the question and a tabulation of the responses.

Table 2 reveals a phenomenon that was reflected in several areasof the evaluation: ARs tended to rate the activities more favorablythan did ACs. The possible reasons for this difference will bediscussed later.

TABLE 1

Sample Obtained and Included in Interviews

Cateyories PopulationN

InterviewedN

Interviewed

Kinds ofagencies 16 16 100

ARs 47 28 60ACs 52 23 44Intern

projects 101 75 74Geographic

locations 16 11 70

TABLE 2

Perceptions of Individual Intern Projects

AC AR Total Weight

a. The internship contributed nothingto our agency mission

b. The internship contributed nothingto our agency mission but was help-ful in other ways

c. The internship contributed a littleto our mission

d. The internship contributed a lot toour mission

e. The internship was very helpful inachieving our agency mission

4

2

12

9

4

5

5

8

8

27

9

7

20

17

31

0

1

2

3

4

Totals (Responses) 41 53 94(Means) 1.68 2.89 2.36

The combined quantified measure of thsource of 2.36 on a 4-point scale.

One possible measure of the success of adegree to which the project objectives werethe respondents were requested to make awhether or not the interns achieved the projecbased on the responses to that question.

TABLE 3

Perceptions of Intern Project Objective A

Total Was Obj

Respondent Evaluation Yes Partial!Class Responses N N

AC 32 3AR

.4654 39 5

Combineddata 100 71 8

One hundred responses were provided hresponses do not include all intern projects. Eassessed by either kind of respondent, and twassessed by both the AC and the AR. All orespondent of only one class. In the twenty-siboth the AC and the AR, agreement existed inwas no particular pattern evident in the respothe remaining nine projects.

A substantial number of the ARs and a srdiscussed specific benefits that accrued to theas a result of specific intern projects. The betrespondents may be classified accordingbenefits to the agency; (2) direct "brick and nlocal communities; and (3) a combination of th

The benefits cited by the respondents varhelped us meet a statutory or legal requiremelproject a federal grant has been received," tojob for us that we needed having done, but cmthe manpower to pin on it."

TABLE 1

ed and Included in Interviews

Interviewed Interviewed

16 10028 6023 44

75 74

11 70

TABLE 2

Individual Intern Projects

AC AR Total Weight

hing

hinghelp-

4 5 9 0

tle

2 5 7 1

t to

12 8 20 2

9 8 17 3

I in4 27 31 4

41 53 941.68 2.59 2.36

The combined quantified measure of the response is a meansource of 2.36 on a 4-point scale.

One possible measure of the success of an intern project is thedegree to which the project objectives were achieved. Accordingly,the respondents were requested to make a judgment concerningwhether or not the interns achieved the project objectives. Table 3 isbased on the responses to that question.

TABLE 3

Perceptions of Intern Project Objective Achievement

Total Was Objective Achieved?

Respondent Evaluation Yes Partially No UnknownClass Responses N N N N

AC 46 32 3 6 5AR 54 39 5 10 0Combined

data 100 71 8 16 5

One hundred responses were provided by respondents. Theseresponses do not include all intern projects. Eight projects were notassessed by either kind of respondent, and twenty-six projects wereassessed by both the AC and the AR. All others were rated by arespondent of only one class. In the twenty-six projects assessed byboth the AC and the AR, agreement existed in seventeen cases. Therewas no particular pattern evident in the respondents' judgments onthe remaining nine projects.

A substantial number of the ARs and a smaller number of ACsdiscussed specicie benefits that accrued to the community or agencyas a result of specific intern projects. The benefits reported by therespondents may be classified according to: (1) administrativebenefits to the agency; (2) direct "brick and mortar" benefits to thelocal communities; and (3) a combination of the above.

The benefits cited by the respondents varied from "the projecthelped us meet a statutory or legal requirement," "as a result of theproject a federal grant has been received," to "the intern did a goodjob for us that we needed having done, but could never seem to havethe manpower to put on it."

57

ACs and ARs generally perceived the internship program to be ofvalue. The ACs appeared to be less enthusiastic about the programthan the agency personnel. Table 4 reports the responses of bothkinds of respondents.

Data in Table 4 continue to reflect the difference in perceptionsof ACs and ARs. The quantified mean score for the programprovided by ACs was 3.09 compare6 with 3.86 by the ARs. A grandmean of 3.61 on a 5-point scale places the overall assessment welltoward the favorable end of the scale.

Seventy-two percent of the academic counselors and 79 percentof the agency representatives selected the two highest ratingspossible. Of the combined total of respondents, 77 percent selectedthe highest possible ratings. Conversely, 24 percent or the ACs and 8percent of the ARs selected the two lowest ratings. or the combinedtotal of respondents, 15 percent selected the lowest possible ratings.

Question 20 in the interview schedule provided the respondentswith an opportunity to weigh the benefits to the agency against thecosts of the program to the agency. These costs were direct andindirect. Examples of the direct costs include the salary of the intern,travel expenses, and report publication costs. Indirect costs includedthe time required of regular staff members to supervise and provideguidance or assistance, clerical assistance, and work space. Table 5reports the findings.

The ACs were not as noncommital as the data indicate. Many ofthe ARs were interviewed with a second-generation interviewschedule that did not contain the question in explicit terms. Thevalue of the data is not greatly diminished by that fact, however,since the thrust of the question concerned the value to the agency.

Of the ARs interviewed, eighteen believed the internship programto be of a net positive value, five believed the program to be ofnegative value. An example of the feelings of the latter is, "We couldhave employed a full-time staff member to do the job and wouldhave obtained a better report at less cost."

Ideally, a project director might strive for 100 percent successwith 1 01 projects but even in such a case it is expected that somewould be better than others. The SREB internship program was notperceived as an "ideal"; otherwise the evaluation would not havebeen requested. Therefore, it was assumed that some projects %void,be found on the negative end of the scale.

However, before- presenting the findings, several observations

58

TA

Rating of the SREB Inter

How would you describe the SREBInternship Project?

a. Of no value to our agency

b. Of limited value to our agency andlittle value to students

c. Of limited value to our agency andgreat value to students

d. Valuable to our agency and of limitvalue to students

e. Valuable to our agency and valuablto students

f Of great value to our agency and tcstudents

(Total Respondents)(Means)

Two counselors did not respond t

TAB

Perceptions ofSREB Internship Pr

Responses

23 ACs28 ARs51 Total

NetPositiveBenefit

61824

perceived the internship program to he ofo be less enthusiastic about the programt. Table 4 reports the responses of both

ite to reflect the difference in perceptionsuantified mean score for the programcompared with 3.86 by the ARs. A grand

t scale places the overall assessment wellthe scale.the academic counselors and 79 percent

tives selected the two highest ratingstotal of respondents, 77 percent selectedConversely, 24 percent of the ACs and 8

I the two lowest ratings. Of the combinedrecut selected the lowest possible ratings.rview schedule provided the respondentsgh the benefits to the agency against thehe agency. These costs were direct andrect costs include the salary of the intern,publication costs. Indirect costs includedstaff members to supervise and provide

teal assistance, and work space. Table 5

mcommital as the data indicate. Many ofd with a second-generation interviewtaro the question in explicit terms. Theeatly diminished by that fact, however,ion concerned the value to the agency.eighteen believed the internship programlue, five believed the program to be ofof the feelings of the latter is, "We couldstaff member to do the job and wouldt at less cost."

for might strive for 100 percent successn in such a case it is expected that somes. The SREB internship program was nottherwise the evaluation would not haveit was assumed that some projects would

of the scale.sting the findings, several observations

TABLE 4

Rating of the SREB Internship Project by Respondents

How would you describe the SREBInternship Project? ACs ARs Overall

a. Of no value to our agency

b. Of limited value to our agency and of a

0 i 1

little value to students

c. Of limited value to our agency and ofgreat value to students

d. Valuable to our agency and of limited,3lue to students

e. Valuable to our agency and valuableto students

f. Of great value to our agency and tostudents

5

1

0

13

2

1

2

1

15

8

6

3

1

28

10

(Total Respondents) 21" 28 49(Means) 3.09 3.86 3.61

Two counselors did not respond to this question.

TABLE 5

Perceptions of Net Value of theSREB Internship Program To the Agency

NetPositive Net

Responses Benefit Negative NoncommitalN N N

23 ACs 6 3 1428 ARs. 18 5 551 Total 24 8 19

concerning efforts to describe a project as "successful" or "unsuc-cessful" appear to be in order. There appear to be several differentdimensions or criteria for success. The first one, placed beyond thescope of this study, concerns the contribution of the experience tothe development of the intern. The second concerns the question ofachieving project objectives. For example, a student may haveachieved the project objectives but the project ended with the report.Two such examples come to mind: k student produced the desireddata; in other words, he met his project objectives but because hisproject could not be implemented without additional organizationalfunds the project has remained in limbo. In another example, anagency head with little or no interest in an intern's project replacedthe administrator who originally developed the project. As soon asthe intern completed the project it was forgotten in that agency.However, the AC reports that agencies in other areas have found thereport useful. A third dimension concerns the program structure. Forexample, one intern's project was setting up a library. The intern didthat and the project received the highest possible score (4) from theAR, But the intern failed to submit a written report and the ACtherefore gave the project a score of "1".

According to data reported in Table 3, sixteen of the onehundred projects failed to achieve their objectives. Attention willfirst be directed toward those projects. First, it should be noted thatof the sixteen projects, only two were judged as not achievingobjectives by both advisors. There was disagreement among theadvisors on several of the projects.

Of the sixteen projects that tailed to achieve planned objectives,three were conducted by females and six by graduate students. Thus,approximately 20 percent of these projects were carried out byfemales, while 1 I percent of the projects evaluated were by females.Of the failing projects. 40 percent were carried out by graduatestudents, while 55 percent of the projects evaluated were by graduatestudents.

Eleven of the projects that failed to achieve objectives wereplaced in APDCs. Thus, approximately 70 percent of the failingProjects were placed in APDCs: ten of the eleven were performed forAPDCs while one of the eleven was performed for an 0E0-CAAagency. Of the projects evaluated, 65 percent were placed in APDCs.

Reasons given by the respondents for the failure of the internprojects to achieve the planned objectives are varied. However, five

general categories appear to be appropsixteen projects in the five categories is as

1. Project design flaws and student abi2. Personal problems and lack of inter3. Failure to complete the project-44. Intern left-35. Lack of agency guidance-1

The interview was structured to recurof project and related activities that apppossibilities for z,ticcessful completion.cloud the area but generally it appears thatseveral of the following characteristics:

1. The project was carried out bygrade-point average.2. The project was in the student's aca3. The student was mature.4. The AR provided good supervision.5. The project was meaningful.6. The project (lid not require cointerpretation of data.7. The project often consisted ofexisting data in a different form.

There was considerable difference ofinterviewing and coordination of activities

The seventy-five projects included i

classified according to ten kinds of rdevelopment, economic labor, governmenland-use, recreation, and miscellaneous.projects in the ten categories were rated by

The seventy-five projects were rated 1.),The average cumulative rating for all proji2.6. Thirty-eight ACs' ratings produced aififty-six ARs' responses yielded an average

According to the cumulative averagcrime-related projects (with the exceptionprojects) were most helpful to the ager

escribe a project as "successful" or "unsuc-I order. There appear to be several differentor success. The first one. placed beyond theIcerns the contributiln of the experience tointern. The second concerns the question of

Alves. For example, a student may have,actives but the project ended with the report.ne to mind: A student produced the desired

met his project objectives but because hisplemented without additional organizational'remained in limbo. In another example, anor no interest in an intern's project replacedoriginally developed the project. As soon ashe project it was forgotten in that agency.s that agencies in other areas have found themension concerns the program structure. Foroject was setting up a library. The intern didived the highest possible score (4) from theed to submit a written report and the ACt a score of "I".reported in Table 3, sixteen of the 911Cto achieve their objectives. -Attention willthose projects. First, it should be noted that, only two were judged as not achievingisors. There was disagreement among theprojects.

cts that failed to achieve planned objectives,y females and six by graduate students. Thus,LIU of these projects were carried out byIt of the projects evaluated were by females.40 percent were carried out by graduate

nt of the projects evaluated were by graduate

ects that failed to achieve objectives wereapproximately 70 percent of the failing

APDCs: ten of the eleven were performed forhe eleven was performed for an 0E0-CAAevaluated. 65 percent were placed in APDCs.le respondents for the failure of the internplanned objectives are varied. However, five

general categories appear to be appropriate. Distribution of the:sixteen projects in the five categories is as follows:

1. Project design flaws and student ability-42. Personal problems and lack of interest-43. Failure to complete the project-44. Intern left-35. Lack of agency guidance I

The interview was structured to secure a description of the kindof project and related activities that appeared to contain the bestpossibilities for successful completion. Many qualifying remarkscloud the area but generally it appears that successful projects reflectseveral of the following characteristics:

1. The project was carried out by a student with a highgrade-point average.2. The project was in the student's academic area of interest.3. The student was mature.4. The AR provided good supervision.5. The project was meaningful.6. The project did not require complex manipulation andinterpretation of data.7. The project often consisted of obtaining and compilingexisting data in a different form.

There was considerable difference of opinion concerning fieldinterviewing and coordination of activities with other agencies.

The seventy-Five projects included in the evaluation can beclassified according to ten kinds of projects: crime, economicdevelopment, economic labor, governmental, housing, information,land-use, recreation, and miscellaneous. Table 6 reveals how theprojects in the ten categories were rated by the respondents.

The seventy-five projects were rated by ninety-three respondents.The average cumulative rating for al projects on a 4-point scale was2.6. Thirty-eight ACs' ratings produced an average score of 2.6 andfifty-six ARs' responses yielded an average score of 2.7.

According to the cumulative average, social, recreation, andrime-related projects (with the exception of the three miscellaneous

projects) were most helpful to the agencies. Conversely, projects

59

TABLE 6

Rating by Nature of Intern Project

Total Cumulative AC AC AR ARKind of Project Projects Rating Rating Rate Rating Rate Rating Rate

N N Mean N Mean N Mean

Land-use, zoning,& landscape 7 29 10 2.9 4 3.0 6 2.8

Crime 3 9 3 3.0 2 3.0 1 3.0Economic

development 10 38 15 2.5 7 3.1 8 2.0Employment, labor 5 8 6 1.3 4 1.5 2 1.0Recreation 5 21 7 3.0 4 2.8 3 3.3Governmental 22 64 25 2.6 6 2.3 19 2.6Social 11 37 12 3.1 4 2.8 8 3.3Housing 5 21 9 2.3 4 2.3 5 2.4Information 4 12 5 2.6 2 1.5 3 3.0Miscellaneous 3 8 2 4.0 1 4.0 1 4.0

Totals 75 247 94 2.6 38 2.6 56 2.7

devoted to employment and labor and to housing were least helpful.The ACs' rating differed from the composite. Projects concerned

with crime remained high but recreation and social projects werereplaced by land-use and economic development projects. The ARs'strong ratings for crime, recreation, and social projects appear tohave influenced the composite rating sufficiently to overcome thelower score given by the ACs.

Table 7 provides an additional breakdown of ratings by sex andclass standing. Projects conducted by males and undergraduatesreceived higher composite scores than did the females or graduates.The ACs rated the projects by females at a low score of 1.6compared with a 2.6 score for males. ARs ranked projects by malestudents highest, 3.6, while a score of 2.8 was given to each of theother three categories.

The governs tenth' classification contains twenty-one projects.Because of the variation among projects in this category, and becauseof a perceived nattern, the governmental classification was further

60

examined. Table 8 contains some (additional analysis.

Twenty-five ratings by respc!-wentv-two projects. Of these, si

TAB L

Mean Ratings by

I.C.s

Mean

Female 5 1.6Male 32 2.8Undergraduate 19 2.6Graduate 20 2.3

TABLE

Governmental Studies and I

Projects

N

Financial capabilitystudies 12

Other projects 10Females 2Males 20Undergraduates 14Graduat ,s 8

received the maximum score of 4. 1of 0 and three could not be recallecproject that appears to have a lofinancial capability study. Since ovigovernmental classification are ofto be important. Furthermore, fivein such projects.

TABLE 6

by Nature of Intern Project

mutative ACating Rating Rate Rating

N Mean N

AC ARRate RatingMean N

ARRate

Mean

29 10 2.9 4 3.0 6 2.89 3 3.0 2 3.0 1 3.0

38 15 2.5 7 3.1 8 2.08 6 1.3 4 1.5 2 1.0

21 7 3.0 4 2.8 3 3.364 25 2.6 6 2.3 19 2.637 12 3.1 4 2.8 8 3.321 9 2.3 4 2.3 5 2.412 5 2.6 2 1.5 3 3.08 2 4.0 1 4.0 1 4.0

247 94 2.6 38 2.6 56 2.7

nd labor and to housing were least helpful,ed from the composite. Projects concernedh but recreation and social projects wereeconomic development projects. The ARs'recreation, and social projects appear to

posite rating sufficiently to overcome theCs.dditional breakdown of ratings by sex andconducted by males and undergraduatese scores than did the females or graduates.ects by females at a low score of 1.6re for males. ARs ranked projects by maleile a score of 2.8 was given to each of the

assification contains twenty-one projects.mong projects in this category, and becausehe governmental classification was further

examined. Table 8 contains some of the data generated through theadditional analysis.

Twenty-five ratings by respondents were provided for thetwenty-two projects. Of these, six, or 25 percent of the projects,

TABLE 7

Mean Ratings by Classification

ACs

N Mean

ARsN Mean

TotalN Mean

Female 5 1.6 9 2.8 14 2.5Male 32 2.8 34 3.6 66 3.2Undergraduate 19 2.6 26 2.8 45 2.7Graduate 20 2.3 29 2.8 49 2.6

TABLE 8

Governmental Studies and Interns by Sex and Class

Projects

N

CumulativeRating

N

RatingN Mean

Financial capabilitystudies 12 34 15 2.3

Other projects 10 30 10 3.0Females 2 4 2 2.0Males 20 60 23 2.6Undergraduates 14 38 15 2.5Graduates 8 26 10 2.6

received the maximum score of 4. Three received the minimum scoreof 0 and three could not be recalled by the respondents. The kind ofproject that appears to ha' e a low probability of success is thefinancial capability study. Since over one-half of the projects in thegovernmental classification are of this kind, such a probability seemsto be important. Furthermore, five of the APDCs supervised internsin such projects.

There is a possibility that other variables influenced the relativelylow performance on the financial topics. The four projects receivingthe high scores were all in two APDC areas. The other eight weredistributed :among three other APDCs. Thus, it appears that if anintern in the Coosa, Lower Chattahoochee Valley, or Oconee APDCareas undertook a financial capability study, the odds against successwere great.

The possibility of a project-agency interaction that may havealft..,:ted the score or the accomplishment of an intern project

TABLE 9

Ratings of Intern Projects by Agencies

Kind of AgencyTotal

Projects

N

ProjectsRated

N

ACAverage

AR CombinedAverage Rating

Central Savannah River APDC ,.., 3 2.0 4.0 3.0ChattahoocheeFlint APDC 6 1 4.0 none 4.0Coosa Valley APDC 11 7 2.7 2.6 2.6Georgia Mountains Planning &

Development Commission 8 6 3.6 3.6 3.6Lower Chattahoochee Valley

APDC 5 5 2.7 2.0 2.3Middle Georgia Area

Planning Commission 7 3 2.5 none 2.5Northeast Georgia APDC 17 17 2.3 1.6 2.0North Georgia APDC 2 2 3.0 4.0 3.7Oconee APDC 6 5 2.7 1.4 1.9Atlanta Model Cities 3 3 2.0 3.0 2.8Atlanta Region Metropolitan

Planning Commission 7 5 none 3.0 3.0Augusta College 3 3 none 4.0 4.0Coastal Plains Regional

Commission 2 2 none 2.5 2.5Department of Labor 3 3 2.0 2.0 2.00E0 agencies 9 5 .5 3.7 2.4Miscellaneous 8 5 3.5 4.0 3.6

Totals 101 75 2.6 2.7 2.6

appears to be worthy of examination. Tabthat is useful in such an examination.

Sixteen classifications of agencies appeaThree agencies appear to have served as ththat received conspicuously high ratings-APDC, the Atlanta Model Cities, and thUnfortunately, data from each of thesereliable because the Chattahoochee-Flintproject and the North Georgia score concerAtlanta Model Cities score is based on thmore acceptable than the other two. Thehave greater possibilities for reliability. isAFDC.

Low mean scores were given to projectsDepartment of Labor (Georgia State EmplAthens and Atlanta), and the Lower Chattal

Data is not sufficient to concludeinteraction existed, but neither is data spossibility. The fact that two of the agentscores were also two agencies that hourfinancial capability studies is sufficient evicare in project definition within the two age

There appear to be three major areas reor contribution of intern projects. These t

characteristics, (2) supervisory cluracteristi,acteristics. Profiles of the identifk 1 desirabof the above three areas based on intervielbelow.

Twenty-one intern characteristics wetspondent to select from. Each respondent vas he believed to be of impor'tance.

Six of the characteristics appear to havesignificantly more important than the othtorder (with the percent of selections) they ai

1. The intern shot:id be able to expressword-91 percent.2. The intern should be able to exipercent.3. The intern shottlu be able to woi

it other variables influe.iced the relativelyiancial topics. The four projects receivingtwo APDC areas. The other eight were

tiler APDCs. Thus, it appears that if anrChattahoochee Valley, or Oconee APDC'capability study, the odds against success

oject-agency interaction that may haveaccomplishment of an intern project

TABLE 9

tern Projects by Agencies

Totalrojects

N

ProjectsRated

N

ACAverage

AR CombinedAverage Rating

4 3 2.0 4.0 3.06 1 4.0 none 4.0

11 7 2.7 2.6 2.6

8 6 3.6 3.6 3.6

5 5 2.7 2.0 2.3

7 3 2.5 none 2.517 17 2.3 1.6 2.02 2 3.0 4.0 3.76 5 2.7 1.4 1.93 3 2.0 3.0 2.8

7 5 none 3.0 3.03 3 none 4.0 4.0

2 2 none 2.5 2.53 3 2.0 2.0 2.09 5 .5 3.7 2.48 5 3.5 4.0 3.6

75 2.6 2.7 2.6

appears to be worthy of examination. Table 9 provides informationthat is useful in such an examination.

Sixteen classifications of agencies appear appropriate for analysis.Three agencies appear to have served as the home of intern projectsthat received conspicuously high ratings-the Chattahoochee-FlintAPDC, the Atlanta Model Cities. and the North Georgia APDC.Unfortunately. data from each of these agencies may not be asreliable because the Chattahoochee-Flint score concerns only oneproject and the North Georgia score concerns only two projects. TheAtlanta Model Cities score is based on three projects and may bemore acceptable than the other two. The next agency, which doeshave greater possibilities for reliability, is the Georgia MountainsAPDC.

Low mean scores were given to projects in the Oconee APDC, theDepartment of Labor (Georgia State Employment Service Office inAthens and Atlanta), and the Lower Chattahoochee Valley APDC.

Data is not sufficient to conclude that an agency-projectinteraction existed, but neither is data sufficient to disprove thepossibility. The fact that two of the agencies reporting low successscores were also two agencies that housed students working onfinancial capability studies is sufficient evidence to suggest greatercare in project definition within the two agencies.

There appear to be three major areas related to the achievementor contribution of intern projects. These three areas are (I) interncharacteristics, (2) supervisory characteristics, and (3) activity char-acteristics. Profiles of the identified desirable characteristics in eachof the above three areas based on interview responses are providedbelow.

Twenty-one intern characteristics were provided for the re-spondent to select from. Each respondent was free to select as manyas 11:, believed to be of importance.

Six of the characteristics appear to have been perceived as beingsignificantly more important than the others to the AC. Listed inorder (with the percent o: selections) they are:

I. The intern shouli be able :f.) express himself with the writtenword-91 percent.2. The intern should be able to express himself orally-77percent.3. The intern should be able to -.fork well on independent

61

projects-77 percent.4. The intern should be self-directed-73 percent.5. The intern should be able to meet people with confidence-73percent.

ARs selected similar characteristics:

1. The intern should be able to express himself with the writtenword-81 percent.2. The intern should be self - directed -81 percent.3. The intern should be able to express himself orally-78percent.4. The intern should be able to meet people with confidence-78percent.

One of the possible supervisory characteristics was selected bythe AC as being of greater importance. The AC believes that it is bestto provide the intern with a broad framework within which to workwith periodic evaluation and direction based on project development.

The AR selected three supervisory characteristics as being ofgreat importance. They are:

1. Involve the intern in staff activities sufficiently to make himappear to be a regular staff member-78 percent.2. Select the intern project prior to the intern's arrival-78percent.3. Provide the intern with a broad framework within which towork, periodic evaluation, and direction based on projectdevelopment-74 percent.

Even activity characteristics provide a selection base fromwhich the respondents selected the most important activity charac-teristics. However, the selection distribution among both groups ofrespondents was such that no one characteristic appeared significant-ly more important- than the others. In contrast, it appears that theACs believed that the activity should not be limited to the agencymission or files, whereas the ARs and ACs believed that the activityshould not be theoretical or abstract. Many respondents madequalifying remarks when.selecting from each of the profile areas.

62

General Observati

In addition to the structured qurespondents, an opportunity was proviithat the respondents might wish to niakto be pertinent to the evaluation are repObservations are reported unchanged; 1report to justify, explain, or moderate tlthe statements appears to reside in thereflect the impression of the respondenthe respondents offered opinions that wopinions held by their colleagues.

The role of the AC in the program apof concern of ACs; 18 of 75 recorded st:related to this topic. Observations varied 1project control to specific suggestionsappears that many of the ACs were uncoiuneasiness appears to come from severalbetween ACs and the ARs; (2) lack ofinformation; (4) involvement in projectsor no interest; and (5) involvement at the

The next area of concern to theselecting students for the internship. Itseems to be selling cheap labor instead oSeven observations related to this conceobservations suggested that the AC andjoint project pre-planning. Such pre-plannibetter define projects, activities, andrecruitment.

The third area of concentrated coneThese comments varied from criticismprocedures to lack of clarity about SREIwere directed toward the report. Thererequirement as being too rigid. Another iiproperly the concern of the student alagency."

Other observations are summarized be

1. The agency expects too much from

self-directed-73 percent.able to meet people with confidence-73

iracteristics:

e able to express himself with the written

self-directed-81 percent.be able to express himself orally-78

able to meet people with confidence-78

pervisory characteristics was selected bymportance. The AC believes that it is besta broad framework within which to workI direction based on project development.

supervisory characteristics as being of

staff activities sufficiently to make himaff member-78 percent.roject prior to the intern's arrival-78

vith a broad framework within which totion, and direction based on projectt.

teristics provide a selection base fromacted the most important activity charac-ction distribution among both groups ofno one characteristic appeared significant-e others. In contrast, it appears that the

vity should not be limited to the agencye ARs and ACs believed that the activity

1 or abstract. Many respondents madeecting from each of the profile areas.

General Observations

In addition to the structured questions discussed by therespondents, an opportunity was provided for general observationthat the respondents might wish to make. Observations that appearto be pertinent to the evaluation are reported in the following pages.Observations are reported unchanged; no attempt is made in thereport to justify, explain, or moderate the statements. The value ofthe statements appears to reside in the fact that the observationsreflect the impression of the respondents. Furthermore, several ofthe respondents offered opinions that were exactly opposite fromopinions held by their colleagues.

The role of the AC in the program appeared to be the major areaof concern of ACs; 18 of 75 recorded statements were in some wayrelated to this topic. Observations varied from recommending greaterproject control to specific suggestions of AC tasks. Generally, itappears that many of the ACs were uncomfortable in their roles. Theuneasiness appears to come from several sources: (1) value conflictsbetween ACs and the ARs; (2) lack of communication; (3) lack ofinformation; (4) involvement in projects in which the AC had littleor no interest; and (5) involvement at the last minute.

The next area of concern to the AC was the procedure forselecting students for the internship. It was observed that "SREBseems to be selling cheap labor instead of an educational program."Seven observations related to this concern. In addition, four otherobservations suggested that the AC and AR should engage in morejoint project pre-planning. Such pre-planning, it was suggested, wouldbetter define projects, activities, and roles and facilitate internrecruitment.

The third area of concentrated concern was the role of SREB.These comments varied from criticism of SREB administrativeprocedures to lack of clarity about SREB's role. Related commentswere directed toward the report. There was criticism of the reportrequirement as being too rigid. Another individual said "the report isproperly the concern of the student and the counselornot theagency."

Other observations are summarized below:

1. The agency expects too much from the student.

2. Educational value of the internship should be emphasized.3. The field experience is good for the student.4. Benefits depend upon the appropriate use of student-collecteddata by the agency.5. The program should be expanded and focused on both humanand physical resource development.6. College credit should be given.7. Giving credit would destroy the program.8. Intern success and grade-point average are related.9. The agency using an intern should not have t' pay.10. There should be a sliding scale (financial si.,,,p1rt) accordingto the value of intern projects.II. Supervision is the key to success.12. Agencies lack manpower to provide adequate intern super-vision.13. Perhaps students should be placed in participant-observerroles rather than internships.14. There has been difficulty in securing basic resource datafrom agencies.15. Increase intern salaries.16. Agency provided inadequate supervision.17. SREB should have field contact with interns.18. SREB should not intervene after the project is initiated.19. Interns should have a pre-job training period at university.20. Projects are unrealistictoo detailed.21. The project should be completed by the end of summer.22. ACs should receive pay for work on projects.

ARs were not as loquacious as the ACs. Forty-five observationswere recorded based on comments by the ARs. Some of these aresimilar to observations made by the ACs but some conflict with theobservations reported earlier.

Most of the ARs' comments fall under the general heading ofsupervision. The area receiving the most discussion concerned theimpact of projects on local communities. Three of the observationssuggested that the impact of a project upon the community is due tothe nature of the project. Some projects are designed for directimpact and others are designed to provide information, according tothe AR comments recorded.

The second area of concern produced ccomments. Two of the recorded observatioithat supervision at the agency level is the keOther observations differ; one AR believes thon the student than on the activity. Along ssaid success is related to the intern project.career field. Another saw success as being relevel and maturity of the intern; he believesrestricted to graduate students. Another ARand educational level but he did indicate tlstudent is an important variable.

Observations concerning the intern projec

1. The project should be meaningful.2. The project should be achievablehave a clear terminal point. (Four ofinternships are too short.)3. The educational value of the activity s4. The project should be a time-consunsary task.5. The performance should be of professi6. The student should not be expectedcompetence.7. Basic research projects are better thaiinterns' limited experience and knowledgt8. Interns were less than satisfactory in cresearch. They required more supervisicnecessary.

A fourth area of concern to the ARs NigSix ARs addressed their comments to thesetting project goals, and getting the right kiiARs believe that the employing agency sheinterview and selection procedures.

Like the ACs, the ARs are confused aSREB, and the agencies all fit together. SREthe criticism. One AR said, "The role of SRsaid that SREB should tell the student hesituation and that SREB should discipline

:ernship should be emphasized.1 for the student.ppropriate use of student-collected

onded and'focused on both human

n.

the program.rot average are related.should not have to pay.scale (financial support) according

uccess,to provide adequate intern super-

be placed in participant-observer

in securing basic resource data

to supervision.ntact with interns.e after the project is initiated.ob training period at university.o detailed.ipleted by the end of summer.r work on projects.

s the ACs. Forty-five observationsis by the ARs. Some of these arehe ACs but some conflict with the

fall under the general heading ofhe most discussion concerned theiunities. Three of the observationsjest upon the community is due to

projects are designed for directprovide information, according to

The second area of concern produced comments similar to ACcomments. Two of the recorded observations reveal the perceptionthat supervision at the agency level is the key to a successful project.Other observations differ; one AR believes that success depends moreon the student than on the activity. Along similar lines, another ARsaid success is related to the intern project's being in the student'scareer field. Another saw success as beint, related to the educationallevel and maturity of the intern; he believes the internship should berestricted to graduate students. Another AR did not equate maturityand educational level but he did indicate that the maturity of thestudent is an important variable.

Observations concerning the intern project were as follows:

1. The project should be meaningful.2. The project should be achievable within the time limit :,ndhave a clear terminal point. (Four other ARs said that theinternships are too short.)3. The educational value of the activity should be stressed more.4. The project should be a time-consuming, simple, but neces-sary task.5. The performance should be of professional quality.6. The student should not be expected to possess professionalcompetence.7. Basic research projects are better than field work because ofinterns' lin;ted experience and knowledge of agency.8. Interns were less than satisfactory in carrying out independentresearch. They required more supervision than believed to benecessary.

A fourth area of concern to the ARs was the recruitment area.Six ARs addressed their comments to the area of project design,setting project goals, and getting the right kind of intern. Two of theARs believe that the employing agency should be involved in theinterview and selection procedures.

Like the ACs, the ARs are confused about how the colleges,SREB, and the agencies all fit together. SREB received the brunt ofthe criticism. One AR said, "The role of SREB is unclear." Anothersaid that SREB should tell the student he is in an employmentsituation and that SREB should discipline interns for undesirable

63

behavior. A third said that SREB's involvement increased the cost(by requiring students to travel for orientation sessions and otheractivities) beyond the break-even point. As a result he rated theprogram at a net cost to his agency. A fourth said SREB shouldspend more time with the agencies developing the program.

Two of the ARs believe that the report requirement is too rigidand should be relaxed.

One AR said that his project, financed by a federal grant, hadextremely rigid guidelines that caused numerous difficulties for allconcerned. Ile said, "Send us the intern with fewer stringsattachedwe'll see that an appropriate and good job is done."

Conclusions and Recommendations

Based on the data collected in interviews with 23 ACs and 28ARs, the following conclusions are offered concerning the internprojects covered in this evaluation:

I. ARs believed the internship projects contributed to theiragency mission.2. ACs believed the internship projects may have contributed alittle to the agency mission while being helpful in other ways.3. A majority of the intern projects achieved the plannedobjectives.4. There are perceptions and evidence that the intern projectsmade direct tangible contributions to agencies and local govern-ment.5. ACs and ARs believed the internship program to be valuableto the agencies and to the students.6. The internship program was perceived as being of net positivevalue to the agencies employing interns.7. Many different factors possibly contributed to unsuccessfulprojects. Major factors appear to be supervisory, project design,and intern related factors.8. There is no clear relationship between successful projectaccomplishment and kind of activity.9. Certain intern and supervisory characteristics were considereddesirable. The intern characteristics are the ability to com-municate, be self-directed, and meet people with confidence.

64

Desirable supervisory characterist:cs aprovided with a broad frameworkperiodic evaluation and direction bas(2) the intern project should be selarrival, and (3) the intern should be in

The following recommendations are ofof the SREB internship program:

I. The development of a documentthe SREB internship program. Thisitself to (I) program objectives. (2) 1tionale. and (4) definition of roles ofSREB. Such a document would enallto examine the program structure sufresponsibilities of each participant. Si.provide an opportunity to questionities within a philosophical informatioi2. Placement activities should begin athan at the present. Agencies desirin'the project by November of each yesubmitted for approval (to be grante'inuary 15 of each year). RecruitingNovember with a preliminary screeniitial interns and projects would be pawould also begin in November with a Ipossibly by February I. Potential intbe able to meet between Februaryselection of interns would take )lacement work session including intcrn.possible between April 15 and Mayrequire the employment of a full-timeinstitutions such as the University of G3. Machinery should be instituted tmunications at least within a year of th4. Costs to sponsoring agencies should5. ACs should be remunerated for thei6. No ACs should have more than thre7. Supervisory capability of agency she

hat SREB's involvement increased the costo travel for orientation sessions and otherreak-even point. As a result he rated the'o his agency. A fourth said SREb should

agencies developing the program.eve that the report requirement is too rigid

s project, financed by a federal grant, hads that caused numerous difficulties for allSend us the intern with fewer strings

appropriate and good job is done."

ons and Recommendations

)llected in interviews with 23 ACs and 28esions are offered concerning the internaluation:

internship projects contributed to their

nternship projects may have contributed assion while being helpful in other ways.re intern projects achieved the planned

ons and evidence that the intern projectscontributions to agencies and local govern-

wed the internship program to be valuablethe students.grain was perceived as being of net positivemploying interns.-tors possibly contributed to unsuccessfuls appear to be supervisory, project design,Ors.

relationship between successful projectind of activity.supervisory characteristics were consideredcharacteristics are the ability to com-

cted, and meet people with confidence.

Desirable supervisory characteristics are: (1) the intern should beprovided with a broad framework within which to work withperiodic evaluatio.i and direction based on project development,(2) the intern project should be selected prior to the intern'sarrival, and (3) the intern should be involved in staff activities.

The following recommendations are offered for the strengtheningof tne SREB internship program:

1. The development of a document that outlines and describesthe SREB internship program. This document should addressitself to (I) program objectives, (2) program philosophy, (3) ra-tionale, and (4) definition of roles of intern, agency, college, andSREB. Such a document would enable each participating partyto examine the program structure sufficiently to understand theresponsibilities of each participant. Such a document would alsoprovide an opportunity to question and modify program activ-ities within a philosophical informational framework.2. Placement activities should begin at least nine months earlierthan at the present. Agencies desiring an intern should developthe project by November of each year. Projects could then besubmitted for approval (to be granted or rejected no later thanJanuary 15 of each year). Recruiting of interns could begin inNovember with a preliminary screening by February 15. Poten-tial interns and projects would be paired. Recruitment of ACswould also begin in November with a pairing of ACs and projectspossibly by February I. Potential interns, ACs, and ARs wouldbe able to meet between February I and March 30. Finalselection of interns would take place on April 15. A pre-employ-ment work session including intern, AC, and AR would bepossible between April 15 and May 30. Such a program mayrequire the employment of a full-time SREB coordinator at largeinstitutions such as the University of Georgia.3. Machinery should be instituted to improve follow-up com-munications at least within a year of the completed program.4. Costs to sponsoring agencies should be reduced.5. ACs should be remunerated for their efforts.6. No ACs should have more than three interns at one time.7. Supervisory capability of agency should be evaluated.

8. Variation of the length of the internship should be experi-mented vi ith.9. SREB should consider removing itself from the operationalprocedures after the intern has been selected and placed. Fundsfor salaries and other expenses should he turned over to thecooperating college.10. The program should be expanded.11. The purpose and value of the report requirement should beexamined.12. A mo7e flexible experimental stance should be adopted.

If the above recommendations are followed, it is believed thatthe SREB internship program will be able to cite even greaterbenefits to students, agencies, and communities in the future.

Service-Learning Takes a Look at Itself

David Kiel

Introduction and Note on Method

This study is based on questionnaires administered in the summer of1970 to a sample of participants in internship programs throughoutNorth Carolina. Most of these programs were conducted by a numberof colleges and universities in cooperation with public agencies ofvarious kinds throughout the state. Most of the programs are basedon the concepts of service-learning originated by the SouthernRegional Education Board (SREB), which is the guiding philosophyof the educational efforts of the North Carolina Internship Office(NCIO) for whom this study was undertaken.

Service-learning, as descriptive of a set of educational practices,consists of programs in which students learn by working on a realcommunity problem in an atmosphere of support and autonomy. Ateleven colleges and universities throughout North Carolina, summerinternship programs were operated in 1970 on a service-learningbasis. All programs followed a basic internship format whichincluded thc following items:

I. The student intern received an educational stipend to performa specific service or project for a public agency.2. A faculty counselor was provided by the students' educationalinstitution as an advisor to the student.3. There was a designated agency supervisor for the student'sproject.4. In many cases there were seminars and conferences for thestudent interns which dealt with a variety of issues relevant tothe students' work.

This evaluation of the internship experience of undergraduate students during the summerof 1970 was the remid of three related research efforts conducted by David Kiel in NorthCarolina during three successive internship appointments. It was prepared for the NorthCarolina Internsh,p Office and published in May 1( 71. The final report. which the authorrefers to on this plge, was published by SREB in September 1972.

66

In addition, a number of other studeiprograms that were similar in many way.above, except that they were operauniversities but by state agencies. Thesement Internship Program of the InstitutDepartment of Corrections r u ogram, tlInternships, and a small pro: ortion ofEducation (PACE) program )articipaninvolved about four hundred college anthis summer.

This study is an attempt to explorethat these programs generate and to di::cto the participants involved, with a

information that will be useful in as.effectiveness of these programs.

This study might be labeled "pre-pre-evaluative in the sense that we are gatto be able ultimately to ask the approprihypotheses that we will subsequently testreport the reader will not find extensive tcontrol groups, pre-tests, and post-tests.are employed, they are used as toolspurpose of framing likely hypotheses, not

This study is our second researchprograms and is preparatory to a third.follow-up study of student internsservice-learning programs. In that studywhat seemed to be the crucial phenexperience. In this study we have in manythe relative frequency of these phenomei

See Elizabeth Herzog, "Some Guidelines for EvalthHEW, 1959, p. 79.

Service-Learning Takes a Look at Itself

David Kiel

duction and Note on Method

questionnaires administered in the summer ofparticipants in internship programs throughoutf these programs were conducted by a numberrsities in cooperation with public agencies ofout the state. Most of the programs are basedservice-learning originated by the Southernxird (SREB), which is the guiding philosophyorts of the North Carolina Internship Officestudy was undertaken.descriptive or a se of educational practices,

n which students learn by working on a realan atmosphere of support and autonomy. At

iversities throughout North Carolina, summervere operated in 1970 on a service-learningfollowed a basic internship format whichitems:

srn received an educational stipend to performproject for a public agency.

elor was provided by the students' educationalisor to the student.

ssignated agency supervisor for the student's

here were seminars and conferences for theich dealt with a variety of issues relevant to

rip experience of undergraduate students during the summeree related research efforts conducted by David Kiel h: Northre internship appointments. It $oas prepared for the Northpublished in May 1971. The final report. which the author'cited by SREB in Ceptember 1972.

In addition, a number or other students participated in internshipprograms that were similar in many ways to the internship describedabove, except that they were operated not by colleges anduniversities but by state agencies. These include the State Govern-ment Internship Program of the Institute of Government. the StateDepartment of Corrections Program, the Law and Order DivisionInternships. and a small proportion of the Plan Assuring CollegeEducation (PACE) program participants. In all, these programsinvolved about four hundred college and university student internsthis summer.

This study is an attempt to explore the conditions for learningthat these programs generate and to discover what actually happenedto the participants involved, with a view toward uncoveringinformation that will be useful in assessing and improving theeffectiveness of these programs.

This study might be labeled "pre-evaluative research."* It ispre-evaluative in the sense that we are gathering information in orderto be able ultimately to ask the appropriate questions and to framehypotheses that will subsequently test scientifically. Hence in thisreport the reader will net find extensive use of statistical procedures,control groups, pre-tests, and post-tests. Where statistical methodsare employed, they are used as tools for managing data nor thepurpose or framing likely hypotheses, not testing them.

This study is our second research effort on service ,earningprograms and is preparatory to third. In the fall of 1970 we did afollow-up study of student interns who participated in 1969service-learning programs. In that study we were able to identifywhat seemed to be the crucial phenomena of the internshipexperience. In this study we have in many cases been able to measurethe relative frequency of these phenomena. These data also contain

'See Elizabeth Herzog, "Some Guidelines for Evaluative Research," Children's Bureau,HEW, 1959, p. 79.

our first extensive look at roles of the faculty and agencyparticipants in the service-learning program.

Another goal of this study was to attempt to see in what waysthe internship could be viewed as a developmental process. In orderto do this, questionnaires were administered at the start, middle, andat the end of the programs to each of the three types of participants:intern, counselor, and supervisor. Thus, nine,different questionnaireswere used in-the study.

Finally, this study was for the purpose of discovering whichaspects of the internship program were most important to thelearning opportunities we were trying to provide. So in this report wehave some analysis of how student learning varies with differingprogram aspects such as task, content, supervisory support, internmotivation, and the like.

The major limitation of this study in achieving all of these goalsstems from a declining rate of return* from the first to the thirdquestionnaire in all role categories, as is shown in the table below.

1stQuestionnaire

2ndQuestionnaire

3rdQuestionnaire

Faculty 14 12 8

Agency 30 30 17

Student 67 42 17

The numbers are the. count of the ;;utstionnaires returned for eachadministration. The questionnaires were administered by the co-ordinators of the programs with instructions to distribute themrandomly. At a meeting in Charlotte in the early fall, thecoordinators explained the decline in the rate of return. Generally,their response was that the questionnaires were too long and toomany and that a number of projects were completed by the timethey got the final questionnaires. This information as to thequestionnaire tolerance of our respondents should be useful inplanning our future research efforts.

This decline in actual number of questionnaires is complicated bythe fact that in many cases, particularly among the faculty andagency respondents, different individuals returned questionnaires*Originally we had sent questionnaires to 100 students, 35 faculty counselors, and 35agency supervisors,

each successive administration. Thus wa continuous set of perspectives onbeen due to the fact that progrzcomplaints about excessive question'around." This is again instructive in tthat researchers can cause for thNevertheless, the sample seems to hadistribution. We have tried to note powith the representativeness of the saiquestion some of the possible conch's'the text I have generally indicated thewhich tentative conclusions and, inbased to guide the reader as to thy; wfindings presented.

Despite these drawbacks, I feel thmade toward clarifying the tensions.of the various roles in the service-lesome internship phenomena, and inframework relating internship eventlearning outcome. With the readerjudgment. But I feel in moving thismore carefully controlled follow-up el,:

The Varieties of Inter

Following the classification schereport, we were able to count theprovided largely or exclusively researcl,significant component of setting upbringing about some change, or thatunities for.direct service to individualresponses to our first intern questionnathe intern projects consisted of resenumber, 27, contained a major compointernships, about one-seventh ofopportunities for rendering direct atviduals. One response was unclassifiablabout two-fifths of the internships procross-cultural contact. This meant getstudent providing direct services to or

k at roles of the faculty and agency-learning program.study was to attempt to see in what waysloved as a developmental process. In orderwere administered at the start, middle, and

is to each of the three types of participants:iervisor. Thus, nine,different questionnaires

as for the purpose of discovering whichp program were most important to thewere trying to provide. So in this report weow student learning varies with differingtask, content, supervisory support, intern

of this study in achieving all of these goalsate of return* from the first to the thirdcategories, as is shown in the table below.

ire2nd

Questionnaire3rd

Questionnaire

12 830 1742 17

nt of the questionnaires returned for eachlionnaires were administered by the co-ins with instructions to distribute themg in Charlotte in the early fall, thec decline in the rate of return. Generally,he questionnaires were too long and tooof projects were completed by the time

ionnaires. This information as to theour respondents should be useful in

-11 efforts.lumber of questionnaires is complicated byases, particularly among the faculty and.rent individuals returned questionnairestires to 100 students. 35 faculty counselors. and 35

each successive administration. Thus we have a composite rather thana continuous set of perspectives on the internship. This may havebeen due to the fact that program coordinators, faced withcomplaints about excessive questioning, tried to "spread the loadaround." This is again instructive in terms of the kinds of problemsthat researchers can cause for themselves and administrators.Nevertheless, the sample seems to have at least a good geographicdistribution. We have tried to note points in the text where problemswith the representativeness of the sample seem to call into seriousquestion some of the possible conclusions from the data. Throughoutthe text I have generally indicated the number of questionnaires onwhich tentative conclusions and, in some cases, speculations arcbased to guide the reader as to the weight that he might give to thefindings presented.

Despite these cirawbacks, I feel that significant progress has beenmade toward clarifying the tensions, difficulties, and opportunitiesof the various roles in the service-learning format, in quantifyingsome internship phenomena, and in moving toward a theoreticalframework relating internship events and processes to studentlearning outcome. With the reader, of course, rests the finaljudgment. But I feel in moving this far we have set the stage for amore carefully controlled follow-up evaluation, now underway.

The Varieties of Internship Activity

Following the classificatir 1 schema developed in the 1969repor', we were able to count the number of internships thatprovided largely or exclusively research opportunities, or contained asignificant component of setting up or organizing a program orbrii,ging about some change, or that included significant oppor-tunities for direct service to individuals. We found that of 62 usableresponses to our first intern questionnaire, 26 or about 43 percent ofthe Litern projects consisted of research activity, a nearly equalnumber, 27, contained a major component of organizing, and only 9internships, about one-seventh of tne sample, provided majoropportunities for rendering direct and personal services to indi-viduals. One response was unclassifiable. In addition, we found thatabout two-fifths of the internships provided major opportunities forcross-cultural contact. This meant generally, a middle-class collegestudent providing direct services to or surveying the poor, or a black

67

student working in a predominantly or exclusively white communityagency.

Unfortunately, the poor return rate of the final questionnaireprevents us from drawing any inferences about the relationshipbetween the above categories and the ultimate learning that takesplace. Thus, the evaluation of this particular mix of learningopportunities provided by the NCIO and other programs will have towait until we can establish these linkages between learning outcomesand internship activity and type.

The Orientation of the Participants to theService-Learning Framework

A. Students

The returns from 67 interns reveal a strong confirmation of theconclusions drawn from our 1969 explorations. Given a chance torank order their motivations for accepting an internshii position inthe summer of 1970 from among five factors identified in ourprevious study and also provided with the opportunity to write inadditional factors, 52 of the 67 cited either "a chance to helpothers" or "a chance to work in a field that particularly interestsme" as their chief motivation. A total of 29 students indicated thatone of these statements was ranked first and the other ranked secondin terms of their own hierarchy of motivations. Thus, it seems safe tosay that the population svapled seemed strongly predisposed toservice-learning values. The emphasis seems to be on action. Thestudents seem to be seeking an opportunity to use skills, to try outknowledge gained in school, or to explore interests in a way thatprovides a significant service to others.

B. Faculty

In our 1969 report we identified "interest in social change,educational change, interest in a specific student, and academicinterests" as the chief interests that lead faculty members to assumecounseling roles to service-learners. In our 1970 study we tried toassess the relative strengths of these motivations.

The faculty, as a group, report that opportunities to followacademic interests and to participate in social and educational change

68

programs are about of equal .imptimportant than the opportunity tare personally interested.

Nevertheless, in responding tdescribe the initial stages of theifaculty members reveal that inalready knew the student internsthem in the jobs themselves. hmember worked with a groupreported knowing well six out oand seven out of eight of the stufact that faculty rate prior interemotivation, prio- relationships disituations sampled.

We asked the counselors tolearning needs of the student intthem to think about the variousplace in aft internship situation anto support learning. We also werepossible learning outcomes by bt

The responses to the questionneeds to learn as a person growininto three broad categories: intand self-discipline, and problem-stogether accounted for 19 of 2question. These responses are liste

Under autonomy and self-dis

1. independent action;2. future orientation;3. to become self-motivated;4. self-discipline;5. to work independently;6. how to bundle immense res

Under the category interpersoto learn: (

1. to confront a situation and2. to sensitize himself to peor

a predominantly or exclusively white community

the poor return rate of the final questionnairedrawing any inferences about the relationshipcategories and the ultimate learning that takes

evaluation of this particular mix of learningided by the NCIO and other programs will have to..stablish these linkages between learning outcomes,.it; and type.

) rientation of the Participants to theService-Learning Framework

A. Students

67 interns reveal a strong confirmation of thefrom our 1969 explorations. Given a chance tootivations for accepting an internship position in970 from among five factors identified in our

also provided with the opportunity to write in52 of the 67 cited either "a chance to heir

ice to work in a field that particularly interestsmotivation. A total of 29 students indicated thatlents was ranked first and the other ranked secondvn hierarchy of motivations. Thus, it seems safe toelation sampled seemed strongly predisposed toues. The emphasis seems to be on action. Thee seeking an opportunity to use skills, to try outin school, or to explore interests in a way thatit service to others.

B. Faculty

report we identified "interest in social change,interest in a specific. student, and academic

lief interests that lead faculty members to assume) service-learn-As. In our 1970 study we tried totrengths of these motivations.s a group, report that opportunities to followhid to participak in social and educational change

program are about of equal .importance to them but relatively moreimportant than the opportunity to work with students in whom theyare personally interested.

Nevertheless, in responding to a question which asks them todescribe the initial stages of their relationship with the interns, thefaculty members reveal that in the majority of cases that theyalready knew the student interns from previous courses or had placedthem in the jobs themselves, In two cases where a single facultymember worked with a group of students, the faculty membersreported knowing well six out of seven of the students in one case1.nd seven out of eight of the students in another. Thus, despite thefact that faculty rate prior interest in the student as a relatively lowmotivation, prior relationships did exist in a majority of the internsituations sampled.

We asked the counselors to list their perceptions of the specificlearning needs of the student interns. Our intent was to encouragethem to think about the various kinds of learning that could takeplace in an internship situation and thus aid their ability to interveneto support learning. We also were interested in expanding our list ofpossible learning outcomes by building on their conceptualizations.

The responses to the question "what do you think he (the intern)needs to learn as a person growing toward maturity?" tended to fallinto three broad categories: interpersonal competence, autonomyand self-discipline, and problem-solving skills. These categories takentogether accounted for 19 of 22 items given in response to thisquestion. These responses are listed below:

Under autonomy and self-discipline, the student needs to learn:

1. independent action;2. future orientation;3. to become self-motivated:4. self-discipline;5. to work independently;6. how to handle immense responsibilities.

Under the category interpersonal competence, the student needsto learn:

1. to confront a situation and resolve it as benefits the person;2. to sensitize himself to people involved:

3. to work with adults;4. interpersonal competence;5. how to learn to work with others without an overbearingattitude of superiority.

In the area of' problem-solving skills, the student needs to learn:

1. to think;2. to identify a problem;3. to bring resources together to work toward a solution;4. to screen information;5. to know practical and pragmatic aspects of' the real world;6. to see complexity of bureaucracy;7. more precise knowledge in his field:8. to understand the joining of' the philosophical and thepractical.

Other "personal !earnings" included: "re.ipect for cuitural dif-ferences," self-knowledge. and "more experience and exposure."

When we asked for the students' learning needs as communityproblem-solvers, we got two kinds of responses. Mostly, the facultyspoke about general aspects of problem-solving, but in a few casesthey identified issues that were important to mastering specificinternships. It is probably reflective of the fact that these question-naires were filled out during the initial period of the internship that agreat many of' the perceived learning needs have to do with theprocesses of problem-definition. I would place the following re-sponses in this category:

1. Distinguish between tasks that should be performed by theexpert, the indigenous worker, and the student intern.2. Discover that problem definitions arc imprecise.3. Show persistence and patience in information-gathering.4. Learn the capacities of the problem-solver versus the dimen-sions of the problem.5, Balance between cynicism and idealism and optimism andpessimism.6. Size up a situation and place it in a workable context.7. Conceptual tools to generalize community problems quickly.

8. Know the community and culture.9. Establish relationships with people.10. Come to see the dynamics of the situinvolved.

Learning needs mentioned that were not sinitial stages of problem-solving included:

1. Need to find out about themselves.2. Ability to analyze, speculate.3. To be open to new information.4. To learn to draw conclusions on the bas5. To listen.

Learning needs mentioned that were very s

I. Know more about folk music in the regi"). Learn interview technique.3. Black students develop a sense of worth4. Sense for service delivery problems.5. Understand interagency cooperation.

Finally, we asked the faculty, "what dolearn as a student trying to gain understandingor subject area?" In answering this theprimarily in two ways: they talked about tknowing or sources of data that a student couthe skills he needs to learn in a community sett

The sources of data that the counFe(1) theory and research, written knowledge; (2tion: knowledge that comes from contac(3) knowledge that comes from actual involmitment to action in a community setting.which these sources were mentioned arc aspeople-experience-4; involvement-2.

The skills that the faculty cited as beltstudents to learn may be summarized asproblem definition-3; making connectionspractice-2; information-gathering competence

7).

ith others without an overbearing

skills, the student needs to learn:

to work toward a solution;

matic aspects of the real world;acracy;his field;

1g of the philosophical and the

lcluded: "respect for cultural dif-re experience and exposure."nts' learning needs as communitys of responses. Mostly, the facultyroblem-solving, but in a few cases

important to mastering specificye or the fact that these question-itial period of the internship that arning needs have to do with the

I would place the following re-

that should be performed by theand the student intern.itions are imprecise.Ice in information-gathering.

problem-solver versus the dimen-

and idealism and optimism and

e it in a workable context.ize community problems quickly.

8. Know the community and culture.9. Establish relationships with people.I0. Come to see the dynamics of the situation in which you areinvolved.

Learning needs mentioned that were not so clearly related to theinitial stages of problem-solving included:

1. Need to find out about themselves.2. Ability to analyze, speculate.3. To be open to new information.4. To learn to draw conclusions on the basis of adequate data.5. To listen.

Learning needs mentioned that were very specific included:

1. Know more about folk music in the region.2. Learn interview technique.3. Black students develop a sense of worth.4. Sense for service delivery problems.5. Understand interagency cooperLtion.

Finally, we asked the faculty, "what does the intern need tolearn as a student trying to gain understanding of a particular projector subject area?" In answering this the counselors respondedprimarily in two ways: they talked about the different ways ofknowing or sources of data that a student could use and also aboutthe skills he needs to learn in a community setting.

The sources of data that the counselors identified were(1) theory and research, written knowledge; (2) experience, observa-tion: knowledge that comes from contact with people; and(3) knowledge that comes from actual involvement in and com-mitment to action in a community setting. The frequency withwhich these sources were mentioned are as follows: Reading-7;people-experience-4; involvement-2.

The skills that the faculty cited as being necessary for thestudents to learn may be summarized as follows: Analysis-2;problem definition-3; making connections between theory andpractice-2; information-gathering competeace-4; and interpersonal

69

skills -3. (The numbers represent the frequencies with which theitems were cited.)

After getting the faculty to indicate their perceptions of studentlearning in the areas of personal growth, community problem-solving,and understanding a subject-area of project, we asked, "In which ofthese areas could they help the student?" Eleven indicated that theycould help the stvdent in "understanding a particular project orsubject area," seven replied that they could help him in his "learningneeds as a community problem solver," and three indicated that theythought they could be of assistance in helping the student "learn as aperson growing toward maturity."

The faculty were asked to specify the things that "would makeyour relationship with the student intern a satisfying one." Mostfrequently mentioned sources of satisfaction were: being able to helpthe intern complete his task successfully-6; being associated withinterns who exhibited enthusiasm, sincerity, and capability-7;helping the interns grow in some of the following directionscon-fidence as a problem-solver, concern about social problems, self-awareness, and decision-making ability-6. Fa,.:ulty counselors alsoreported that being accepted and respected by their counseleeswould be satisfying-1.

Last, we asked the faculty what they wanted to learn from theexperience of being intern counselor. Eight emphasized that theywanted to develop their competence as a teacher in an experientiallearning situation. Another major learning goal was in the theory andpractice of service-learning itself: understanding a specific com-munity problem-2; facilitating the use of students as manpower tomeet community needs-2; gaining a better understanding of thelocal community-4.

The faculty are themselves people who are interested in change,but their role is one of counselor. Thus, they are at least one stepremoved from the locus of change. In that role they see the studentas having more needs than they can fulfill. (You recall that onlyabout one-third felt they could meet personal growth needs ofstudents, only about one-half felt they could meet their needs asproblem-solvers, but almost all felt competent to meet their needs astraditional learners.) In talking about what would be satisfying forthem, they talked chiefly about meeting the student's personalgrowth needs and intern needs as problem-solver, as well as thebenefits derived from contact with enthusiastic, involved young

70

people. Finally, when askedrespond typically that theycounselor in this situation.

Thus it seems that by pla'following things: we recruitand who are interested in chinwhich they can only meet thadequately supporting studendo, thus generating a need to Ilearning situation. We will cotthis challenge as we explore lastudents.

C. The

The agency supervisors wefor participating in the internsthem. These reasons were:

1. Perform needed servicwithout intern help.2. Recruit college student3. To get new ideas and p4. Expose students to wegovernme nt.

The results of this inquiry

Reason

1 2

1 17 52 3 7

3 4 10 1

4 4 7

5 2 1

N=30

calculated by adding 0 as

rs represent the frequencies with which the

'acuity to indicate their perceptions of studentpersonal growth, community problem-solving,

abject -area of project, we asked, "In which ofhelp the student?" Eleven indicated that theynt in "understanding a particular project orplied that they could help him in his "learningproblem solver," and three indicated that theyof assistance in helping the student "learn as a

i maturity."asked to specify the things that "would makeh the student intern a satisfying one." Most'sources of satisfaction were: being able to helpIns task successfully-6; being associated with'd enthusiasm, sincerity, and capability-7;ow in some of the following directionscon--solver, concern about social problems, self-n-making ability-6. Faculty counselors also

.tccepted and respected by their counselees

e faculty what they wanted to learn from thentern counselor. Eight emphasized that theyeir competence as a teacher in an experientialther major learning goal was in the theory andruing itself: understanding a specific corn-cilitating the use of students as manpower tocis -2; gaining a better understanding of the

emselves people who are interested in change,of counselor. Thus, they are at least one stepus of change. In that role they see the student

than they can fulfill. (You recall that onlythey could meet personal growth needs ofone-half felt they could meet their needs as

!most all felt competent to meet their needs asIn talking about what would be satisfying forhietly about meeting the student's personaltern needs as problem-solver, as well as the

contact with enthusiastic, involved young

people, Fina.ly, when asked what they want to learn most, theyrespond typically that they want to learn how to be a bettercounselor in this situation.

Thus it seems that by placing faculty in this situation we do thefollowing things: we recruit people who arc interested in studentsand who are interested in change. but who are placed in a situation inwhich they can only meet their need to help bring about change byadequately supporting studentsa task they do not feel equipped todo, thus generating a need to learn how to counsel in the experientiallearning situation. We will continue to look at how the faculty metthis challenge as we explore later in the report their interactions withstudents.

C. The Agency Supervisors

The agency supervisors were asked to rank four suggested reasonsfor participating in the internship program in order of importance forthem, These reasons were:

1. Perform needed services which the agency could not affordwithout intern help.2. Recruit college students for future positions in the agency.3. To get new ideas and perspectives from students.4. Expose students to work in social-service agencies and stategovernment.

The results of this inquiry are summarized in the following table:

Reason Rank

1 2 3 4 5 0 mean rank`

1 17 5 2 4 0 2 1.72 3 7 6 7 0 7 2.83 4 10 10 2 0 4 2.94 4 7 6 8 2 3 2.75 2 1 1

N=30

'calculated by adding 0 as 6.

It appears, then, that tile chief reason for agency participation isto gain extra hands to pert°, inwortant services. Other reasonsexist but they are generally of secondary importance.

This result is confirmed by the data gathered from the agencysupervisors about their hopes and expectations for the interns. Weasked them in the initial questionnaire what "a successful experi-ence" would mean for them in terms of the performance of thestudent interns. We asked them to name as many items as they couldthink of as being a part of a successful experience. The responseswere coded into six categories:

I. Concern about task completion.2. Learning from the interndesiring his ideas and perspectives.3. Teaching the internexposing him to agency operations,recruiting him for future service.4. Service-learning growthwanting the intern to learn aboutcommunity problem-solving methods, develop insight and con-cern about the specific community problem.5. Personal growthwanting the intern to develop ability toschedule and carry out his own work, the ability to work withothers, to have a successful and meaningful experience.6. Make agency-university liaison.

For example, the following response was coded I and 3: "Asuccessful experience with student interns would necessarily meanthe successful completion of the project or projects to which theintern has been assigned. It would also involve an interplay of ideasbetween the agency and the intern. The intern program is viewed bythis office not merely in the light of the contribution the internmakes to the work of the office, but additionally in terms of thecontributions the agency makes to the intern's store of knowledge ofexperiences. The intern should be involved in many various opera-tions of the agency in order to obtain a broad view of the work ofthe agene} . In this particular agency we deal with legal problems andprocedures and feel that a large part of the term 'successfulexperience' is satisfied as the intern receives substantial exposure tothe varied operations of the agency."

The results of the coding arc summarized in the following table:

Coding Ca

2

21 14Frequency

of response

Total N=30.

So successful task completiotsupervisor's positive expectations,learn from the intern, and to haawareness of, concern for, and cotcommunity problems seemed als(agency supervisor's definition of aConcern about the student's indiviexpressed and the desire to levelexpressed in only one case.

In twenty-one cases the supenthe intern or gaining ideas from theabove). In six cases the supervisor.ideas only, in eight cases gainingideas and giving ideas, and in thewas made of teaching or learningsupervisor. I mention this becauseexpectations might turn out tointernship process. Of course, fuverify this hypothesis.

D. The Starting Places:Orientations of tI

Agency supervisors differ in thecounselors in at least one imporexpress an interest in learning fromcounselor; agency supervisors exprecases in learning from the interns th

The faculty express little confidstudents grow personally during

at the chief reason for agency participation is3 perform important services. Other reasonsally of secondary importance.rmed by the data gathered from the agencyhopes and expectations for the interns. We

tial questionnaire what "a successful experi-r them in terms of the performance of the:ed them to name as many items as they couldrt of a successful experience. The responses2gories:

ask completion.he interndesiring his ideas and perspectives.stern exposing him to agency operations.attire service.growthwanting the intern to learn about

in-solving methods, develop insight and con-die community problem.1wanting the intern to develop ability toout his own work, the ability to work with

,:cessful and meaningful experience.iversity

following response was coded I and 3: "A,vith student interns would necessarily meanion of the project or projects to which thed. It would also involve an interplay of ideasd the intern. The intern program is viewed by

in the light of the contribution the internthe office, but additionally in terms of they makes to the intern's store of knowledge ofshould be involved in many various opera-

order to obtain a broad view of the work oficular agency we deal with legal problems andhat a large part of the term 'successfulis the intern receives substantial exposure tothe agency."oding are summarized in the following table:

Coding Categories

1 2 3 4 5 6

Frequencyof response

Total N=30.

21 14 14 15 5 1

So successful task completion figured chiefly in the agencysupervisor's positive expectations, but desire to teach the intern, tolearn from the intern, and to have the intern develop a sense ofawareness of, concern for, and competence in dealing with specificcommunity problems seemed also to figure prominantly in theagency supervisor's definition of a successful internship experience.Concern about the student's individual growth was less frequentlyexpressed and the desire to develop university-agency liaison wasexpressed in only one case.

In twenty-one cases the supervisors cited either giving ideas tothe intern or gaining ideas from the intern (coding categories 2 and 3above). In six cases the supervisors expressed concern about givingideas only, in eight cases gaining ideas only, in seven cases takingideas and ,iving ideas, and in the remaining nine cases no mentionwas made of teaching or learning as a positive expectation by thesupervisor. I mention this because I intuit that these perceptions orexpectations might turn out to be important aspects of theinternship process. Of course, further investigation is needed toverify this hypothesis.

D. The Starting Places: A Comparison of theOrientations of the Participants

Agency supervisors differ in their initial orientation from facultycounselors in at least one important respect. Faculty membersexpress an interest in learning from the experience of being a facultycounselor: agency supervisors express an interest in over half of thecases in learning from the interns themselvesvaluing their ideas.

The faculty express little confidence about being able to help thestudents grow personally during the internship experience but

71

express some sentiment that this would be a positive occurrence thatwould make their experience satisfying. The agency supervisormentions personal growth as we have defined it relatively infre-quently in his description of events involved in a successfulexperience. Nevertheless, the agency supervisors do report a con-siderable interest in other learning goals: motivating students towardpublic service and helping them learn about problem-solving methodsand the nature of community problems.

Thus, while the chief expressed concern of agency supervisor is insuccessful task completion and benefiting his agency, he also has afairly extensive education agenda. We also conclude that the facultycounselor and agency supervisor give little emphasis to the personalgrowth of the intern in their expressed goals and expectations aboutinternship learning.

Finally, it must be said that neither the agency supervisors norfaculty counselors volunteer any interest in the goal of establishinglinks between public agencies and the universityan important goalof the service-learning concept.

The diagram on the next page represents a summary of our findingsof the initial m..)tivation and stated goals of the principal actors in theservice-learning experience. Each of the goals listed are from thestatements of variot:A respondents; all of the goals involve aspects ofthe service-learning concept. The data summarized represents onlystated goals and only statements taken at the outset of theinternship. The double line represents a primary concern of thegroup, the single line represents a secondary concern, and a dottedline represents tertiary concern. No line represents little or no statedconcern.

Interpersonal Relationships withinthe Internship Structure

A. Student Perception of theSupervisory Climate

The mid-project questionnaire asked the interns to indicate howmuch autonomy they had in carrying out their project and also thekind of support they were getting from their supervisors. Threecategories of supervisory relationships were provided in briefparagraph descriptions. Students were to mark the paragraphs that

72

were approximately descriptive of thtwere receiving. They could mark starestrictive style of supervision, a pevisory relationship, or a relatively nThe results were as follows: restrictivecerned 34; permissive-indifferent-5.respondents indicated that they wpermissive supervision.

This finding receives some supporton the perceived helpfulness of variothe internship program. The studentsworkers, other interns, agency supervitheir helpfulness to the intern durinvisors had the second highest mean Iworkers but were judged more helpfulof all these groups fell between thehelpful categories," whereas the faculslightly on the lower side of thehelpful" to "not much help."

Thus. the interns generally foundsupportive climate, though they sawfrom the Acuity counselor.

B. Frequency of ConInternship Prin

Perhaps some of the reasons tI

perceived as significantly more helplulies in the striking differences in the Iintern and .ounselor and intern and stthe agency supervisor confers with thmedian frequency of contact betweenin our sample was biweekly.

C. The Nature of F.

Some differences also appear in thetook place between the student intercounselor.

To assess the nature of the interacti

:,/

L this would be a positive occurrence thatnee satisfying. The agency supervisoras we have defined it relatively infre-

of events involved in a successfulie agency supervisors do report a con-arning goals: motivating students towardem learn about problem-solving methodsv problems.nessed concern of agency supervisor is inand benefiting his agency, he also has a;enda. We also conclude that the facultyviior give little emphasis to the personalr expressed goals and expectations about

that neither the agency supervisors norany interest in the goal of establishing

.s and the universityan important goal)t.age represents a summary of our findingstated goals of the principal actors in theEach of the goals listed are from thedents; all of the goals involve aspects ofThe data summarized represents only

tements taken at the outset of therepresents a primary concern of the

ents a secondary concern, and a dottedrn. No line represents little or no stated

I Relationships withinernship Structure

nt Perception of thervisory Climate

naire asked the interns to indicate howcarrying out their project and also the'getting from their supervisors. Threeelationships were provided in briefnts were to mark the paragraphs that

were approximately descriptive of the nature of the supervision theywere receiving. They could mark statements that described a veryrestrictive style of supervision, a permissive and concerned super-visory relationship, or a relatively indifferent kind of supervision.The results were as follows: restrictive supervision-2; permissive-con-cerned-34; permissive-indifferent-5. Thus over 80 percent of the 41respondents indicated that they were receiving concerned andpermissive supervision.

This finding receives some support from the data collected earlieron the perceived helpfulness of various categories of individuals inthe internship program. The students were asked to rate their fellowworkers, other interns, agency supervisor, and faculty counselor as totheir helpfulness to the intern during the summer. Agency super-visors had the second highest mean helpfulness scores after fellowworkers but were judged more helpful than other interns. The scoresof all these groups fell between the "somewhat helpful" and "veryhelpful categories," whereas the faculty members were judged to fallslightly on the lower side of the continuum from "somewhathelpful" to "not much help."

Thus, the interns generally found themselves in a permissive andsupportive climate, though they saw relatively little help comingfrom the faculty counselor.

B. Frequency of Contact BetweenInternship Principals

Perhaps some of the reasons that agency supervisors wereperceived as significantly more helpful than the faculty counselorslies in the striking differences in the frequency of contact betweenintern and counselor and intern and supervisors. In the median case,the agency supervisor confers with the intern on a daily basis; themedian frequency of contact between faculty members and internsin our sample was biweekly.

C. The Nature of Faculty Help

Some differences also appear in the nature of the interaction thattook place between the student intern and his supervisor and hiscounsek-

To as,ess the nature of the interaction between the counselor and

Faculty Counselors

Helpingstudents

understandproblem-rele-vant theoryand research

Learningabout the

educationalprocess

exemplifiedby the

internship

Agency Supervisors

Generatingknowledge of

and motivationfor communityproblem-solving

Learningfrom

students

Enhancingthe

intern'spersonalgrowth

Student Interns

Successfullycompleting

theproject

Establishingagency-

universityliaison

intern(s), we asked the counselor to describe his own style in termsof both content and process. We asked him to indicate whether liespent "a lot, some or little time" talking about "personal problemsof the intern, the relationship itself, the theoretical and technicaldimensions of the project, and how to get the project done."

The faculty members by their own report spent relatively littletime talking about the personal dimensions of their relationshipcompared to the task and theoretical dimensions.

We asked the faculty to rate themselves in terms of the frequencyof certain styles of counseling behavior: offering or exploringalternatives; asking questions to get the intern to think; giving directadvice. The faculty members saw themselves as relatively Socraticand non-directive in their approach.

In asking the counselors to report the content of their interactionwith the intern, we provided them with an opportunity to add theirown entry if they felt our suggestions were not comprehensiveenough. Nine of the twelve faculty members did add something. It isnoteworthy that five of the nine who added something in the spaceprovided listed discussing "the future implications of the project"and "fall follow-up." It seems that a significant proportion of thesampled faculty spent some time focusing on the question, "wheredo we go from here?" with the interns.

These data certainly confirm the view that the faculty didsupport student autonomy, which is consistent with overall studentperceptions. The fact that they report task-orientation and eschewalof personal problems and their own relationships as topics ofdiscussion might be seized upon as further explanationalong withinfrequency of contactfor the fact that they are perceived asproviding less help to the intern than other actors in the internshipscenario. However, there are indications in the data that such acut-and-dried impression of the faculty role, is incomplete.

In responses to other questions, the faculty counselors showawareness of the feeling and personal dimensions of their relation-ships with the interns, speak about the process of establishing"rapport and trust," are able to recognize that personal growth hasoccurred in the interns, and express particular sensitivity to theemotional phases that the students go through during their intern-ship. Hence the picture is somewhat ambiguous with respect to theclimate of the student-faculty relationship in the service-learningsetting. The other side of the data is most clearly shown in faculty

74

descriptions of their initial stages of their relationshipsstudent interns.

The counselors were asked to describe the kind of helloffered initially to the interns and the kind of help theythe intern as seeking. Their responses are summarized Belo

Kind of Help Offered Frequen

Academic-technical assistanceLiaison servicesIndividual support and counseling

Academic-technical assistance involves, for example,readings, designing questionnaires, making programmatic siLiaison services imply helping the intern make contact whe needs to see in the course of his project and sego-between with the agency supervisor. Individual sucounseling implies giving moral support, motivating theseek his own solutions, listening to problems. In additifaculty members speak of efforts to make themselves "avrapping" and generally approachable.

The third questionnaire provided the counselors adescribe their perception of how the relationship withdeveloped during the summer. Seven out of the eigresponded meaningfully to this question. All seven perceivein either their behavior or the intern's behavior or bothprogress of the summer. One faculty member confesseambivalence" in the beginning but later came to see"stimulation" and providing "academic and theoretical bacIn four cases there is an indication that the faculty memlrelationship changing toward greater trust and opennesssome examples:

As we had more direct one-to-one contact ... our restrengthened. The crucial stage in each relationshipthey had a big problem that I could help them with anetheir confidence.

The relationship moved from a normal, structuredgive-and-take flexibility.

scrine his own style in termshim to indicate whether he

ig about "personal problemshe theoretical and technical't the project done."report spent relatively littlensions of their relationshiptensions.es in terms of the frequency

vior: offering or exploringintern to think; giving directmelves as relatively Socratic

content .if their interactionan opportunity to add their

us were not comprehensivebers did add something. It isIded something in the spacemplications of the project"ignificant proportion of themg on the question, "where

view that the faculty didtsistent with overall studentask-orientation and eschewal

relationships as topics ofher explanationalong withthat they are perceived astiter actors in the internshipm in the data that such ale is incomplete.le faculty counselors showlimensions of their relation-he process of establishingze that personal growth hasyarticular sensitivity to thethrough during their intern-biguous with respect to theship in the service-learningst clearly shown in faculty

descriptions of their initial stages of their relationships with thestudent interns.

The counselors were asked to describe the kind of help that theyoffered initially to the interns and the kind of help they perceivedthe intern as seeking. Their responses are summarized below:

Kind of Help Offered Frequency Reported

Academic-technical assistance 9Liaison services 2Individual support and counseling 9

Academic-technical assistance involves, for example, suggestingreadings, designing quest i )nn tires, making programmatic suggestions.Liaison services imply helpit4 the intern make contact with peoplehe needs to see in the course of his project and serving as ago-between with the agency supervisor. Individual support andcounseling implies giving moral support, motivating the intern toseek his own solutions, listening to problems. In addition, severalfaculty members speak of efforts to make themselves "available forrapping" and generally approachable.

The third questionnaire provided the counselors a chance todescribe their perception of how the relationship with the interndeveloped during the summer. Seven out of the eight facultyresponded meaningfully to this question. All seven perceived a changein either their behavior or the intern's behavior or both during theprogress of the summer. One faculty member confessed to "roleambivalence" in the beginning but later came to see his job as"stimulation" and providing "academic and theoretical background."In four cases there is an indication that the faculty member saw therelationship changing toward greater trust and openness. Here aresome examples: .

As we had more direct one -to -one contact ... our relationshipstrengthened. The crucial stage in each relationship was whenthey hat a big problem that 1 could help them with and thus gaintheir confidence.

The relationship moved front a normal, structured type to agive-and-take flexibility.

I had worked with the boys previously and we already had anexcellent relationship. I can say that the relationship conti iedto grow and change.

Several of the faculty members described definite strategies thatthey followed in developing their relationships with the interns:

At first I attempted to get to know the student in a general way,to find out about his or her general interests, goals, andinclinations. I then began to inquire into their understanding ofwhat the project was all about.

Strong support in beginning. Insisting on student's shoulderingmore toad in the middle. Strong support at the end, through"separation" trauma and evaluation, acceptance of short-termgoals.

When the boys were confused by some situation that arose intheir agency, or when something came up that they did notunderstand or agree with, they came to me and we talked it over.I tried to help them see both sides, and 1 forced them to suggestpossible courses of action; then I insisted that they take whatevercourse seemed best to them.

I would suggest two explanations for these somewhat ambiguousdull. First, there were some faculty members who specificallyshunned all aspects bordering on the interpersonal and kept theirnoses directly on the grindstone, but there other faculty memberswho were keenly aware of the interpersonal dimensions of theirrelationship and whose behavior was guided by these dimensions.Another possible explanation is the fact that many faculty memberswere simply unaware of or did not report when asked directlywhether they dealt with the intern's problems and feelings; rather,they did these things to some extent but subsumed them under thelabel of "facilitating task performance." In either case, the faculty'sunwillingness or inability to deal concertuaily with the interpersonaldimensions of the internship is itself an mportant finding.

D. The Role of the Agency Supervisor

We asked the supervisors to describe their interaction with theintern in detail. Their responses enabled us to develop a list of the

types of behavior which filled the conferand supervisor. The list included: planneating; helping find direction; providitgeneral discussion: and facilitating personaof these categories is not hemogeneous ho%first category, planning and scheduling,planning the intern's daily work, whileproject schedule and deadlines.

In the case of "helping find dircctio"direction," "suggesting," "exploring alteof evaluation we had "daily checking" vt.progress reports." Two categories often me"providing concrete information," are notis difficult to report if there are significantdiscussions held and information proviinternships.

In an effort to generate more infornnature of the interaction between intern ansupervisors to report "some of the things[the interns] that you feel have been t

successfully completing their project?" Theseem to fall into seven broad categories:and autonomy," "being available to help.Wining morale," "orientation toward pcinstructing," "exposure and involvement.'Examples of statements included in these c.

Emphasizing self-direction and autonom

I. Giving them the freedom to developopenly as they wash, etc.2. Let the intern know it was "his" prattempt to influence him or sway his op3. Minimal supervision.4. Letting her set her own pace and w(

Being available to help:

1. Every opportunity has been givenareas he might have.

he boys previously and we already had ancan say that the relationship continued

members described definite strategies thattheir relationships with the interns:

o get to know the student in a general way,his or her general interests, goals, andgan to inquire into their understanding ofII about.

*inning. Insisting on student's shoulderingddle. Strong support at the end, throughand evaluation, acceptance of short-term

confused by some situation that arose inn something came up that they did notith, they came to me and we talked it over.'e both sides, and I forced them to suggestion: then I insisted that they take whateverthem.

xplanations for these somewhat ambiguoussome faculty members who specificallyering on the interpersonal and kept theirdstone, but there other faculty membersof the interpersonal dimensions of theirehavior was guided by these dimensions.ion is the fact that many facu:ty membersor did not report when asked directly

the intern's problems and feelings; rather,me extent but subsumed them under thevrformance." In either (Ilse, the faculty'so deal conceptually with the interpe

ip is itself an important finding.

le of the Agency Supervisor

rs to describe their interaction with theoases enabled us to develop a list of the

types of behavior which filled the conference time between internand supervisor. The list included: planning and scheduling: eval-uating; helping find direction; providing concrete information;general discussion; and facilitating persoal contacts. Behavior in allof these categories is not hemogeneous however. For example, in thefirst category, planning and scheduling, one supervisor talked ofplanning the intern's daily work, while another talked of settingproject schedule and deadlines.

In the case of "helping find directions" we had examples of"direction," "suggesting," "exploring alternatives." In the categoryof evaluation we had "daily checking" versus asking for "periodicprogress reports." Two categories often mentioned, "discussion" and"providing concrete information," are not specifically described so itis difficult to report if there ar- significant variations in the kinds ofdiscussions held and information provided within or betweeninternships.

In an effort to generate more information about the specificnature of the interaction between intern and supervisor, we asked thesupervisors to report "sonic of the things that you have done with[the interns] that you feel have been most helpful to them insuccessfully completing their project?" The helping actions describedseem to fall into seven broad categories: "emphasizing self-directionand autonomy," "being available to help," "motivating and main-taining morale," "orientation toward personnel," "teaching andinstructing," "exposure and involvement," and "problem-solving."Examples of statements included in these categories are listed below:

Emphasizing self-direction and autonomy:

1. Giving them the freedom to develop their own projects, speakopenly as they wish, etc.2. Let the intern know it was "his" project and that I would notattempt to influence him or sway his opinions.3. Minimal supervision.4. Letting her set her own pace and work on her own initiative.

Being available to help:

1. Every opf,ortunity has been given to discuss any problemareas he might have.

75

2. Be a listening post.3. Let intern know he can call on me for any assistance he mayneed at any time.

Motivating and maintaining morale:

1. Personally showed a great deal of interest in project andintern.2. Helping keep the goals in mind at points of confusion anddiscouragement.3. Provided the stimulus for motivating students in theirendeavors.

Orientation toward personnel:

1. Used personal contacts to aid interns.2. Introducing them to as many personnel as possible.3. Suggest helpful contacts in the community.4. Explanation of people in the county and how the commissionworks for them.5. Pointed out who might help their program and who couldcause trouble.6. Giving instructions as to what they can expect from ourpeople.

Teaching and instructing:

1. Going over various forms with them.2. Showing them how to organize their work.3. Showing them how to get information.4. Giving them detailed expkination of the working processinvolved in planning as it is being applied by regular staff.

Exposure and involvement:

1. Involving intern in a structurally orientated program.2. Involving her in committee meetings.3. Exposed him to various components of Juvenile JusticeSystem.4. Exposed him as a participant in a State Juvenile Delinquency

76

Task Force.5. Trying to expose them aand problems of the agency.

Problem-solving:

1. By talking daily we dealt2. Discussing issues involve(various alternatives.3. Talking about the probleihad and how to avoid them.

The agency supervisors wereon their part which may have "hitheir project." While the supverbose about their hindering acthey reported a number of onfrequent response was concern aor "not giving specific enoughconcern was expressed, it was clack of direction, while discomfit

With sonic, perhaps, I have fduties; with others, perhaps theartaches by some warnin,thoroughly by experience.

... not providing enough guiher to use her own creativitfrustrating for her.

Along the same lines, severahad been inadequate prior planrnthe intern's entry into the offibeing able to spend enough timedirectly in several instances an'being able to attend the seminarsto spend enough time discussingprogram in broad generalities ascareers."

A final source of informat

can call on me for any assistance he may

ring morale:

a great deal of interest in project and

oals in mind at points of confusion and

ulus for motivating students in their

sonnel:

cts to aid interns.) as many personnel as possible.acts in the community.ple in the county and how the commission

night help their program and who could

as to what they can expect from our

g:

onus with them.to organize their work.to get information.ed explanation of the working proce.;sit is being applied by regular staff.

ent:

structurally orientated program.unittee meetings.various components of Juvenile Justice

articipant in a State Juvenile Delinquency

Task Force.5. 'frying to expose them as much as possible to the workingsand problems of the agency.

Problem-solving:

I. By talking daily we dealt with problems as they arose.2. Discussing issues involved in the work and the implications ofvarious alternatives.3. Talking about the problems and explaining difficulties I havehad and how to avoid them.

The agency supervisors were also asked to describe any actionson their part which may have "hindered the successful completion oftheir project." While the supervisors were understandably lessverbose about their hindering actions than about their helping ones,they reported a number of omissions and hindering actions. Onefrequent response was concern about "providing too many options,"or "not giving. specific enough directions." But often, when thisconcern was expressed, it was coupled with the evaluation that thislack of direction, while discomfiting, had actually enhanced learning:

With some, perhaps, I have not been specific enough in outliningduties; with others, perhaps too specific! I might have saved someheartaches by some warnings. But perhaps they learned morethoroughly by experience.

... not providing enough guidance at one point because I wantedher to use her own creativity .... This worked well but it wasfrustrating for her.

Along the same lines, several agency supervisors felt that therehad been inadequate prior planning and preparation of colleagues forthe intern's entry into the office. A third major concern was notbeing able to spend enough time with the intern. This was expresseddirectly in several instances and also manifested in regret at "notbeing able to attend the seminars with interns," and at being "unableto spend enough time discussing their reactions or rapping about theprogram in broad generalities as it might affect their future lives orcareers."

A final source of information as to what actually happened

during the internship is our inquiry as to what were the positive andnegative events that the supervisors had observed midway in theinternship experience.

Positive events cluster into categories reminiscent of the agencysupervisor's expressed motivations for accepting interns and theirpositive expectations about the internship experience. Also con-sistent with that data is the frequency distribution of responsesamong these categories. By this I mean that guidance of successfultask performance is the most frequently mentioned "positive event."This is mentioned about fifteen times, while other categories arementioned about five times. The categories of "positive events" are:(1) evidence of successful task performance; (2) manifestations ofintern interest and enthusiasm; (3) learning about the agency, theproblem, demonstrating concern, and awareness: comprehending theoverall purposes of the agency; (4) positive relationships: acceptanceby agency colleagues, the development of rapport between the internand supervisor; and (5) contributing ideas to the agency.

As in the case with reporting helping and hindering actions, theagency supervisors reported fewer negative events than positive ones.In about eight cases the negative events have to do with inadequateacceptance of or adjustment by the interns. The supervisors assignedresponsibility in about half of these cases to their subordinates:"prejudice toward college students," "our own staff attitudes." Inthe other half the responsibility for the negative event was assignedto the interns: "feeling that the agency is part of the establish,3ent,""they brought beer to work," "idealism without practicality."

The worst example ot a negative event for which the interns wereassigned responsibility came from a supervisor in the correctionsprogram:

... 013 area of understanding, coping with, and influencing thebureLacracy . . . . This area has been the area of disharmony,conflict and failure I have tried to help them understand thatno matter how incompetent people are and no matter howinefficient, you must still deal with the sensitivities of theindividuals that make up the "system." You cannot just plow itover! Their attempts to affect positive change have actuallyresulted in serious set backs due to the methods they used.

In about five cases, negative events meant inadequate task

performance: "not rapid enough absori"unwillingness to pitch in (to solve poutlined in project)."

A final source of negative commentnon-work aspects of the internship program"too many questionnaires," "lack ofcounselor."

With some interpretive effort we cansome of the issues that are left veiled by thedata. For example, why is it that the agencthey are in daily contact with the interns, rcould have spent more time with them thathis wish, combined with the data onindicates that the role of intern supervisorand that the supervisors gained consideraleducator-coach-counselor dimensions, whitypical task-oriented role. This is certainlyseeds of danger lest the supervisor's pleasureleads them to take over responsibility for th

This is certainly a tension that alreadythe concern of some of the agency supe"give enough direction" coupled with thenthat the interns would learn more if left onin the presence of the two supervisorysupervisor's catalogue of their interaction.daily checking versus periodic reports. Tdistinguished by the underlying dimensionfidencelack-of-confidence in the capacityact capably and independently.

The agency concern of inadequate presponse to the intern "weightlessness" dreport and may indicate a trace of "superviseambiguity. Finally, the catalogue of positsuggests three interacting dimensions maystanding the development of the intern.environment. I suggest these are: (I) compance; (2) the growth or lack of growthacceptance between intern and the agency st(3) the competence in and motivation towa

r inquiry as to what were the positive andrtpervisors had observed midway in the

into categories reminiscent of the agencyivations for accepting interns and theirit the internship experience. Also con-tire frequency distribution of responses( this I mean that guidance of successful't frequently mentioned "positive event."'fifteen times, while other categories are. The categories of "positive events" are:task performance; (2) manifestations ofiasm; (3) learning about the agency, theKern, and awareness: comprehending theicy; (4) positive relationships: acceptance.velopment of rapport between the internributing ideas to the agency.rrting helping and hindering actions, thefewer negative events than positive ones.ative events have to do with inadequatet by the interns. The supervisors assignedf of these cases to their subordinates:tudents," "our own staff attitudes." Inility for the negative event was assignedthe agency is part of the establishment,"" "idealism without practicality."negative event for which the interns weree from a supervisor in the corrections

ending, coping with, and influencing thearea has been the area of disharmony,1 have tried to help them understand thatetent people are and no matter how

dill deal with the sensitivities of the) the "system." You cannot just plow ito affect positive change have actuallycks due to the methods they used.

egative events meant inadequate task

performance: "not rapid enough absorption of responsibility,""unwillingness to pitch in (to solve problems not specificallyoutlined in project)."

A final source of negative comment was occasioned by thenon-work Lspects of the internship program: "too many seminars,""too many questionnaires," "lack of contact with facultycounselor."

With some interpretive effort we can bring into clearer focussome of the issues that are left veiled by the mere presentation or thedata. For example, why is it that the agency supervisors, even thoughthey are in daily contact with the interns, report that they wish theycould have spent more time with them than they did? I suggest thatthis wish, combined with the data on "positive intern events,"indicates that the role of intern supervisor was inherently satisfying,and that the supervisors gained considerable satisfaction from theeducator-coach-counselor dimensions, which contrasts with theirtypical task-oriented role. This is certainly positive but carries theseeds of danger lest the supervisor's pleasure at being with the internsleads them to take over responsibility for the interns.

This is certainly a tension that already exists. It is manifested inthe concern of some of the agency supervisors that they did not"give enough direction" coupled with their sense (as an educator)that the interns would learn more if left on :heir own. It is also seenin the presence of the two supervisory styles revealed in thesupervisor's catalogue of their interactions with the interns, e.g.,daily checking versus periodic reports. The two styles might bedistinguished by the underlying dimension of trustmistrust, con-fidencelack-of-confidence in the capacity of the interns to learn toact capably and independently.

The agency concern of inadequate prior planning may be aresponse to the intern "weightlessness" documented later in thisreport and may indicate a trace of "supervisor weightlessness" or roleambiguity. Finally, the catalogue of positive and negative eventssuggests three interacting dimensions may be chief keys to under-standing the development of the internship within the agencyenvironment. I suggest these are: (1) competence of task perform-ance; (2) the growth or lack of growth of rapport and mutualacceptance between intern and the agency supervisor and co-workers;(3) the competence in and motivation toward innovating on the part

77

of the interns and the corresponding receptivity to ideas on the partof the agency personnel.

The Evaluation of Learning and Change

A. The Evaluation of Student Learning

Since the internship program of the NCIO is seen as means ofexpanding the range of educational opportunity of upperclassmenand graduate college students, it was one of our objectives in thisstudy to try to specify what was learned from the internshipexperience and also to understand what aspects of the totalexperience could legitimately be seen as chiefly responsible for thatlearning.

In our 1969 report we identified from student interviews anumber of specific categories of learning that seemed to occur withrelative frequency as a consequence of the summer experience. Basedon those categories, we designed fifteen items to be responded to ona 4-point continuum from strongly agree to strongly disagree to get amore specific measurement of student interns at the time theirprojects ended in the summer of 1970. Seventeen students, a verysmall return, completed the questionnaires, so these data must beconsidered as still exploratory.

In addition, for the first time, we have obtained some faculty andagency evaluations of the students' learning. Thus, even though thereare small samples all around, we can look at the question of studentlearning from three perspectives.

B. The Relative Frequency of SelectedLearning Outcomes

By analyzing the frequency distribution of the learning outcomeitems we were able to identify the strongest and most frequentlyoccurring of the learning outcomes. Over two-thirds of the studentsagreed that the internship was a positive experience, that they grewin knowledge of their specific problem area and self-identity, andthat they desire more experiential learning. The same proportiondisagreed strongly that "continued efforts in the area were useless."

In the case of eight items, about two-thirds of the responses wereabout equally distributed between strongly and moderately agree.

78

These included: generating ideas loin awareness of problem complexitness and pride in task accomplislagency, satisfaction with agencyalternatives.

In the case of three items, atclustered in the "agree somewhat"somewhat" area. These were "chatment of action skills," and disaganeeded."

The following table summit.'strength and frequency of the learni

Strongest Learning Moderate Learn!

Positive global Suggestions forevaluation provement

Lack of pessimism Sense ofabout problem worthwhileimprovement sense of acc

plishment

Project area Accomplishmenknowledge

Self-identify Identification ofgrowth future roles

possibilities

Desire for more Increase in awarexperiential ness of prolearning complexity

Satisfaction wiltthe agenciefforts

Desire for re-employmen

A few words of caution need tothese results. First of all, these are

esponding receptivity to ideas on the part

on of Learning and Change

ration of Student Learning

rogram of the NCIO is seen as r 'ans ofiucational opportunity of upperclassmennts, it was one of our objectives in thiswhat was learned from the internshipunderstand what aspects of the totally be seen as chiefly responsible for that

Ne identified from student interviews ales of learning that seemed to occur withequence of the summer experience. Based.igned fifteen items to be responded to on.trongly agree to strongly disagree to get at of student interns at the time their

mer of 1970. S?Arenteen students, a verye questionnaires, so these data must bery.time, we have obtained some faculty andudents' learning. Thus, even though there1, we can look at the question of studentLives.

tive Frequency of Selectedrning Outcomes

ncy distribution of the learning outcomentify the strongest and most frequentlyutcomes. Over two-thirds of the studentsvas a positive experience, that they grewcific problem area and self-identity, and,eriential learning. The same proportionntinued efforts in the area were useless."Is, about two-thirds of the responses werebetween strongly and moderately agree.

These included: generating ideas for improvement of agency, growthin awareness of problem complexity, a sense of project worthwhile-tress and pride in task accomplishment, desire re-employment byagency, satis'faction with agency efforts, identification of jobalternatives.

In the case of three items, about two-thirds of the responsesclustered in the "agree somewhat" area and it; one case the "disagreesomewhat" area. These were "change in acadetnic plans," "develop-ment of action skills," and disagreement that "massive change wasneeded."

The following table summarizes these data on the relativestrength and frequency of the learning outcomes:

Strongest Learning Moderate Learning Least Learning

Positive globalevaluation

Lack of pessimismabout problemimprovement

Project areaknowledge

Self-identifygrowth

Desire for moreexperientiallearning

Suggestions for im- Changed academicprovement generated plans

Sense of Developed actionworthwhileness, skillssense of accom-plishment

Accomplishment

Identification offuture rolespossibilities

Increase in aware-ness of problemcomplexity

Satisfaction withthe agencies'efforts

Desire for re-employment

Agreed that radicalchange wasneeded

A few words of caution need to be added in the interpretation ofthese results. First of all, these are only internal comparisons. They

yield data as to the relative strength and frequency of response toitems in the questionnaire. They say nothing about changes alongthese dimensions compared to other kinds of experiences. Theyreflect only self-perceived changes. i.e.. perceptions that are notexternally validated, and they are based on a very small sample(N=17) of the interns. What we have here, then, can only bedescribed as tentative trends.

Itiving interjected this warning, I would like to venture someinterpretation of these results. The relatively low learning scores onthe action skills item may be accounted for by the under-representa-tion of organizing type internships in this sample. While we say thatover 40 percent of the interns who returned the first questionnaire inthe sample were involved in organizing internships, only about 15percent of those returning the third questionnaire were involved insuch internships. I believe (though it remains to be empiricallydemonstrated) that the chief opportunities for the learning of actionskills occurs in these internships.

Also, the low frequency with which changed academic plansseem to result from the internship experience is surprising in view ofthe trends in this direction suggested by our 1969 report. It may bethat academic plans of interns were, in many cases, alreadyconsistent with the service-learning experience. Or else many of theinterns were seniors who had no opportunity then to change theiracademic plans. We should take note of these possibilities in futureattempts to assess the impact of the experience on interns' academicplans.

C. Framework for Organizing Learning Outcomes

By treating the learning outcome items as intervafly scaledvariables, we were able to generate a correlation matrix of thelearning outcomes. With this tool we were able to identify certainitems that tended to be associated with one another in clusters.

Using as a guide both these empirical results and certain logicalconsiderations inherent in the apparent content of the items, weadvance the following framework for looking at these outcomes. Wecall the first category process variables: these include variablesrelating to the nature of the task and the agency environment. Wefound that sense of project worthwhileness and sense of achievementwere highly correlated (r = .936) and that disagreement that massive

change was needed in the agency. identificwithin the agency, and satisfaction with aintercorrelatcd, forming an index of the interagency. Sense of project worthwhil ant,might be pooled to obtain an index of project

The items which indicated skill and kno%no significant intercorrclations in this sandSelf-identity growth seems to be also uncorr%,knowledge acquisition items. On close exgrowth, one finds that it asks for growth ofrange of areas: e.g., "what I want out of a jolfuture studies we may want to develop itcspecific aspects of identity growth.

A third major factor may be increasedlearning. This would include the future -orpessimism about change, desire for more expofor re-employment, integrating academic plathe summer experience. These items wecorrelated with one other.

If we look beyond the correlations that alevel of probability and scan the pattern ofsome of the learning variables and theinteresting pattern begins tc emerge. Identitnegatively correlated with all of the task tdimensions, and the service-learnine dimensioness of problem complexity has a pattcrn ofthe same direction. On the other hand, the le:in knowledge of the problem area, shows poall the items included in the task factor andshown on the preceding page and with the itservice-learning factor. Furthermore. it is uidentity growth and growth in awareness of pr

This pattern suggests that identity grawareness of problem complexity are, at learelatively more difficult or frustrating intern tis a relatively low sense of utility, low t

relationships in the agency. Both items showtions with "experienced the summer as posithat some desired learning outcomes may bewithin the internship context in view of a

strength and frequency of response toThey say nothing about changes along

I to other kinds of experiences. Theychanges, i.e., perceptions that are notley are based on a very small sampleiat we have here, then, can only be

warning, I would like to venture somets. The relatively low learning scores one accounted for by the under-representa-nships in this sample. While we say that

is who returned the first questionnaire ini organizing internships, only about 15the third questionnaire were involved in(though it remains to be empirically

f opportunities for the learning of action

y with which changed academic plansrnship experience is surprising in view ofuggested by our 1969 report. It may benterns were, in many cases, already.arning experience. Or else many of theid no opportunity then to change theirtake note of these possibilities in future't of the experience on interns' academic

Organizing Learning Outcomes

g outcome items as intervally scaledgenerate a correlation matrix of the

s tool we were able to identify certainated with one another in clusters.iese empirical results and certain logicalthe apparent content of the items, wework for looking at these outcomes. Wecess variables: these include variablese task and the agency environment. Wevorthwhileness and seise of achievement36) and that disagreement that massive

change was needed in the agency, identification of desirable jobswithin the agency, and satisfaction with agency efforts were allintercorrelated, forming an index of the intern's satisfaction with theagency. Sense of project worthwhileness and sense of achievementmight be pooled to obtain an index of project meaningfulness.

The items which indicated skill and knowledge acquisition showno significant intercorrelations in this sample (p = less than .05).Self-identity growth seems to be also uncorrelated with the skill andknowledge acquisition items. On close examination of identitygrowth, one finds that it asks for growth of awareness over a widerange of areas: e.g., "what I want out of a job and life in general." Infuture studies we may want to develop items that identify morespecific aspects of identity growth.

A third major factor may be increased motivation for service-learning. This would include the future-oriented items: lack ofpessimism about change, desire for more experiential learning, desirefor re-employment, integrating academic plans as a consequence ofthe summer experience. These items were seen to be highlycorrelated with one other.

If we look beyond the correlations that are significant at the .05level of probability and scan the pattern of relationships betweensome of the learning .variables and the process variables, aninteresting pattern begins to emerge. Identity growth seems to benegatively correlated with all of the task dimensions, the agencydimensions, and the service-learning dimensions. The variable aware-ness of problem complexity has a pattern of relationships that is inthe same direction. On the other hand, the learning outcome, growthin knowledge of the problem area, shows positive correlations withall the items included in the task factor and agency factor categoriesshown on the preceding page and with the items included under theservice-learning factor. Furthermore, it is uncorrelated with bothidentity growth and growth in awareness of problem complexity.

This pattern suggests that identity growth and increase inawareness of problem complexity are, at least in part, responses torelatively more difficult or frustrating intern experiences where thereis a relatively low sense of utility, low task achievement, poorrelationships in the agency. Both items show small negative correla-tions with "experienced the summer as positive." This may implythat some desired learning outcomes may be mutually incompatiblewithin the internship context in view of the negative correlations

79

between these outcomes and the service-leaming variables.This interpretation is further intimated by the fact that identity

growth, awareness of problem-solving complexity, and action skillslearning show moderate though non-significant intercorrelations, butproblem-area knowledge and action skills are significantly correlated,though problem-area knowledge is uncorrelated with identity growthor awareness of problem-solving complexity.

Thus, identity growth and awareness of problem-solving com-plexity occur together but not with problem-area knowledge,whereas action skills learning seems to draw from both streams in thedata.

We can summarize these data by suggesting the following twohypotheses:

I. If task factors and agency factors are positive, then changeoccurs in the direction of increased motivation toward servico-learn-ing and an acquisition of greater knowledge and action skills incommunity problem-solving.

2. If the task factors and agency factors are negative, thenchange occurs in the direction of increased self-awareness, increasedknowledge of the difficulty of community problem-solving, and asense of acquisition or greater action skill in community problem-solving. There is little increased service-learning motivation.

Of course, this isn't a complete framework. Factors that we havepreviously labeled as important, such as the qualitative nature ofintern activity and type of intern motivation, have not beenintegrated with it. Unfortunately, the poor return of the thirdquestionnaire prevents this integration on an empirical level.

Several notes are in order before closing this section. It was asurprise to the researcher to find that two variablessense of projectworthwhileness and identification of desirable future jobs within theagencyemerged as the most importantly related to many of thelearning outcomes. My theoretical orientation would have led me tobelieve that task accomplishment would have been the moreimportant of the two variables relating to the project itself. But,worthwhileness as a more crucial variable begins to make sense whenone considers the data on initial motivation. The vast majority of thestudents reported that they were strongly motivated by an oppor-tunity to help others. It is therefore not surprising that the capacityof the task to allow the student to meet his need to help othersshould have been an extremely important factor in understanding theinternship process.

80

Similarly, the fact that the identificatiowas an important exp!anatory variable inoutcomes suggests that the desire for a carstrong but unstated need of studentsprograms.

We asked the agency supervisor to puteducator and to evaluate the progam as towas most educational and i:o specify whatis a listing of the items OW the agencyiearned during the summer and an indicatio

Most ValuedLearning Outcome

New awareness and concern aboutpublic needs

Insight into the nature of communityproblems

Broad knowledge of the agency

Insight into the complexities ofproblem-solving efforts

Increased capacity for objectivejudgment

Relating academic theory to thereal world

Increased research competence

Increased self-reliance in communityproblemsolving

Learning how to work with others

Learning how to get things done

No earning

Lean ling that the establishment is human

We also asked which aspects of theiucational. Ten replied, the "direct

Ind the service-learning variables.further intimated by the-fact that identityblem-solving complexity, and action skillshough non-significant intercorrelations, butand action skills are significantly correlated,wledge is uncorrelated with identity growtholving complexity.h and awareness of problem-solving corn-but not with problem-area knowledge,

ing seems to draw from both streams in the

iese data by suggesting the following two

1 agency factors are positive, then changeincreased motivation toward service-learn-1 greater knowledge and action skills in

lg.s and agency factors are negative, thenlion of increased self-awareness, increasedty of community problem-solving, and aeater action skill in community problem-ased service-learning motivation.complet framework. Factors that we have)ortant, such as the qualitative nature of

of intern motivation, have not beentunately, the poor return of the thirdintegration on an empirical level.rder before closing this section. It was ato find that two variablessense of projectfication of desirable future jobs within thenost importantly related to many of the.oretical orientation would have led me toiplishment would have been the moreriables relating to the project itself. But,crucial variable begins to make sense when

initial motivation. The vast majority of the'y were strongly motivated by an oppor-

therefore not surprising that the capacitystudent to meet his need to help othersrely important factor in understanding the

Similarly, the fact that the identification of desirable future roleswas an important explanatory variable in relation to other learningoutcomes suggests that the desire for a career identity may be a verystrong but unstated need of students applying for internshipprograms.

We asked the agency supervisor to put himself in the place of theeducator and !) evaluate the program as to which aspect of the workwas most educational and to specify what the intern learned. Belowis a listing of the items that the agency supervisors thought werelearned during the summer and an indication of their frequency.

Most ValuedLearning Outcome Frequency Observed

New awareness and concern aboutpublic needs

Insight into the nature of communityproblems

Broad knowledge of the agency

Insight into the complexities ofproblem-solving efforts

Increased capacity for objectivejudgment

Relating academic theory to thereal world

Increased research competence

Increased self-reliance in communityproblem solving

Learning how to work with others

Learning how to get things done

No learning

Learning that the establishment is human

4

3

4

10

3

2

4

5

2

1

We also asked which aspects of the internship were mosteducational. Ten replied, the "direct contact/interaction with

colleagues and clients." Fi;.re saw the observation of agency opera-tions as most education:3% 3 like number saw the experience ofcarrying out a project as most valuable. Four others thought that car-rying out research in the community setting was most educational.

In order to collect their impressions of student learning, we wentthrough the list of the faculty evaluation questionnaires (N=8) andnoted each comment that was an observation about student learning.We have arranged the comments under headings that seem appro-priate from the context:

Awareness of difficulty and complexity of community problem-solving:

1. They both learned the reality of public administration thatcan come only from daily involvement.2. Students begin to realize and appreciate that things cannot bechanged overnightmainly because the problem didn't come intobeing overnight.3. The development of perspective on the part of the intern.4. Interns realized that life is not a right or wrong, good or badsituation but a mixture, and yet such compromise can lead toprogress.5. Learn that the human element is primary and that they had toaccept results that were the result of bargaining and negotiating.6. Development of ability to adapt to disappointing as well assatisfying circumstances.7. To learn more humility.

Autonomy and self-confidence:

1. Young adult emerged from being hand-fed information to athinking individual with a good deal more self-confidence than hehad at the beginning.2. Building up of the self-confidence of the young men. Theybegan to think of themselves as men rather than boys.3. Improved self-concept for at least three of seven.4. See the interns become individuals.

Increased motivation:

1. Several students are so excited about their experience that

they are actually seeking employment in2. They really enjoy the experience.3. Rising enthusiasm for the project.

Learning failures:

1. NOT always reliable.2. Never really came to grips with social3. Some students looked at this progrannot allow time for cross-fertilizationinterns.

The categories that the faculty observatioin accord with student observations, thoughwith which the categories are mentioned are s'faculty seemed to note most frequently chatawareness of the complexity of the real widealism with pragmatism, ability to handle clike. The students indicated that such learninincreased motivation for experiential learningnoted. The faculty categories of autononprobably are consistent with our findings onaccomplishment and a sense of doing sometthe latter may be conceived as means to the f

The following grouping (see next page) olearning outcomes by the agency supervisorslist comparable to those learning outcomes ostudents.

The faculty counselors and the agencyfrequently occurring outcome is increasedplexity of community problem-solving, plaemphasis on this item than the students do.see acquisition of new problem-solving skillsfrequent than do the students, who put tllearning outcomes. The agency people conseeing a new awareness and concern about preports of growth in autonomy and self-discip

It may be that students, faculty, and agservice-learning program may have groupevaluation of learning so that an objectivstudent learns may really mean a compositive

" Five saw the observation of agency opera-ional; a like number saw the experience ofas most valuable. Four others thought that car-the community setting was most educational.their impressions of student learning, we wente faculty evaluation questionnaires (N=8) andhat was an observation about student learning.comments under headings that seem appro-

t:

culty and complexity of community problem-

lied the reality of public administration thatn daily involvement.to realize and appreciate that things cannot bemainly because the problem didn't come into

nt of perspective on the part of the intern.that life is not a right or wrong, good or bad

ixture, and yet such compromise can lead to

tartan element is primary and that they had towere the result of bargaining and negotiating.I ability to adapt to disappointing as well asances.iumility.

f-confidence:

merged from being hand-fed information to awith a good deal more self-confidence than he

the self-confidence of the young men. Theyhemselves as men rather than boys.oncept for at least three of seven.become individuals.

on:

s are so excited about their experience that

they are actually seeking employment in a similar area.2. They really enjoy the experience.3. Rising enthusiasm for the project.

Learning failures:

1. NOT always reliable.2. Never really came to grips with social activist ideas.3. Some students looked at this program as a job only and didnot allow time for cross-fertilization reflection with otherinterns.

The categories that the faculty observations fall into seem largelyin accord with student observations, though the relative frequencieswith which the categories are mentioned are somewhat different. Thefaculty seemed to note most frequently changes that had to do withawareness of the complexity of the real world, the tempering ofidealism with pragmatism, ability to handle disappointment, and thelike. The students indicated that such learning was less frequent thanincreased motivation for experiential learning, which the faculty alsonoted. The faculty categories of autonomy and self-confidenceprobably are consistent with our findings on such items as sense ofaccomplishment and a sense of doing something worthwhile, sincethe latter may be conceived as means to the former.

The following grouping (see next page) of the items identified aslearning outcomes by the agency supervisors on page 80 makes thelist comparable to those learning outcomes observed by faculty andstudents.

The faculty counselors and the agency supervisors agree that afrequently occurring outcome is increased insight into the com-plexity of community problem-solving, placing somewhat greateremphasis on this item than the students do. The agency supervisorssee acquisition of new problem-solving skills as relatively much morefrequent than do the students, who put this low on their list oflearning outcomes. The agency people confirm student reports ofseeing a new awareness and concern about public needs and facultyreports of growth in autonomy and self-discipline.

It may be that students, faculty, and agency participants in theservice-learning program may have group-related biases in theevaluation of learning so that an objective picture of what thestudent learns may really mean a compositive picture.

81

Learning OutcomeGrouping Combined Items

CombinedFrequency

New awareness of and concernfor public needs

New knowledge of the problemand the agencies

Insight into the complexityof problem-solving efforts

New problem-solving skills

Increased self-reliance

5,

1

2,

4

6, 7,

8

3

9, 10

4

7

10

13

4

D. Evaluation of the Experience by the Agency Supervisor

Two of the major goals of the program of the NCIO are: (1) toprovide additional manpower to aid communities in dealing withlocal problems; and (2) to develop new linkages between theacademic community and public agencies. In the final agencysupervisor questionnaire we asked questions that were directlyrelevant to the evaluation of the summer intern programs in terms ofthese goals. We asked the supervisor to make an overall evaluation ofthe performance of the student interns. The results are summarizedbelow:

Satisfaction with Student Performance

Highly satisfied 11

Somewhat satisfied 4Somewhat dissatisfiedHighly dissatisfied 1

Total 17

We asked the supervisors, further, to specify the reasons that leadthem to make this evaluation. After looking at these responses, wefound that the model characteristics of the highly successful internwere good work, good rapport, and a high degree of initiative and

82

independence as judged by the agency supervissuccessful interns svmed to fall down on one orcategories, e.g., did good work but didn't get atrapport but didn't perform quite satisfactorily Inhigh dissatisfaction was noted, the intern was desargumentative," and the program itself as "uover-complex." The somewhat dissatisfied superyhis projects had been subverted by the facultoveremphasized the intern seminar. One of thewhat satisfied was a summary statement of the windividually judged: I poor, 2 good, I superior.

Of seventeen supervisors responding, only lc

they planned to maintain contact with the facultycoining year.

So, the students within this sample seemed twell, but the hope for continuing contact on the aseems to be anticipated only in a minority of the

We asked the agency supervisor to describe hiwere most rewarding and that were most trying itThe responses to the inquiry of what was mostagency supervisor, make it clear that he derksatisfactions that had not been anticipated in earl'motivation and positive expectations. We havestatements and listed them in the table on the next

Some illustrative examples of the responses acoded follow:

Establishing warm friendships with some of thehow very much potential lies within young peo

The intern working with me has added enthusimy work frequently by talking with me aboutwe are dealing with as they relate to her own egreatly increased my perspective. [Coded 2]

Seeing a broadening of her understanding of Ihow it works and its limitations; seeing a rresources available to citizens and the meansDiscussions about many subjects; observing liecommunity and area. Observing her become arural community at the family level, more th.level. [Coded 3]

CombinedCombined Items Frequency

1 4

2,3 7

4 10

5, 6, 7, 9, 10 13

8 4

Terience by the Agency Supervisor

of the program of the NCIO are: (I) to.r to aid communities in dealing with) develop new linkages between thepublic agencies. In the final agency

asked questions that were directlythe summer intern programs in terms of

pervisor to make an overall evaluation ofent interns. The results are summarized

with Student Performance

11

41

1

17

, further, to specify the reasons that lead)n. After looking at these responses, wecteristics of the highly successful internort, and a high degree of initiative and

independence as judged by the agency supervisor. The somewhatsuccessful interns seemed to fall down on one or the others of thesecategories, e.g., did good work but didn't get along, or had goodrapport but didn't perform quite satisfactorily. In the one case wherehigh dissatisfaction was noted, the intern was described as "lazy andargumentative," and the program itself as "uncoordinated andover-complex." The somewhat dissatisfied supervisor reported thathis projects had been subverted by the faculty counselor, whooveremphasized the intern seminar. One of the instances of some-what satisfied was a summary statement of the work of four internsindividually judged: I poor, 2 good, I superior.

Of seventeen supervisors responding, only four indicated thatthey planned to maintain contact with the faculty counselors in thecoming year.

So, the students within this sample seemed to have performedwell, but the hope for continuing contact on the agency-faculty levelseems to be anticipated only in a minority of the cases.

We asked the agency supervisor to describe his experiences thatwere most rewarding and that were most trying in a personal sense.The responses to the inquiry of what was most rewarding to theagency supervisor, make it clear that he derived a number ofsatisfactions that had not been anticipated in earlier questions aboutmotivation and positive expectations. We have categorized thesestatements and listed them in the table on the next page.

Some illustrative examples of the responses and how they werecoded follow:

Establishing warm friendships with some of them. Realizing anewhow very much potential lies within young people. [Coded I ]

The intern working with me has added enthusiasm and insight tomy work frequently by talking with me about the program ideaswe are dealing with as they relate to her own experience. This hasgreatly increased my perspective. [Coded 2]

Seeing a broadening of her understanding of local governmenthow it works and its limitations; seeing a recognition of theresources available to citizens and the means of tapping them.Discussions about many subjects; observing her involvement in acommunity and area. Observing her become a working part of arural community at the family level, more than an institutionallevel. [Coded 3]

Category ofPositive

Code Experience

ApproximateFrequency

(N=30)

1 Development of a warm personal rela-tionship with the intern

2 Drew inspiration from the personalcharacteristics of the interns

3

4

5

6

7

Enjoyed seeing the interns grow,learn, and enjoy their internship

Interchange of ideas betweensupervisor and intern

Increased intergenerationa!understanding

Enjoyed being useful as an expert

Increased my sensitivity to thefeelings of others

6

7

7

4

2

1

1

The supervisors also reported a number .of personally tryingexperiences, although one-third of the thirty respondents indicatedno especially trying or frustrating experiences. What bad things didhappen were in the areas of: (I) administrationgetting pay for theinterns, making schedules; (2) dealing with intern performancefailurelack of punctuality, poor report writing, irresponsible atti-tude; (3) mediatingbetween rejecting agency people and well-mean-ing youth or between tactless young people and agency colleagues;(4) finding enough time to provide the kind of supervisory supportdeemed necessary; and (5) feelings of inadequacy in the supervisorrole. Two excerpts illustrate this last category:

The feeling that I might not be giving adequate guidance in theproject, because of my own lack of knowledge and insight, wasthe one thing that bothered me .... I could not always provideclear-cut answers to the questions askeJ, but we did come to abetter understanding of each other's problems.

Providing the proper leadership to insure basic motivation

without taking over. Attempting to Iwent to continue in spite of difficulti

The supervisors were asked what chaintern program. The single response to thunansweredwas that they would takeinterns. They did however, supply a gfor overall change in the program. Thest.timely paydays; more liaison with uniresearch orientation; clearer administrnaires; delete seminars/college advisoprograms.

E. Evaluation of FacultyExperience and Lez

By and large, the counselors saw thWhen asked to rate their experience onfrom highly positive ( I) to highly negativit as a highly positive experience and th"mildly positive" experience (2).

When asked if they thought their bwould be any different next year asexperience, four replied with definitelearning on interpersonal relationships,own knowledge of community problem-.Two others indicated that they anticipabut one of these said, "I am already chandle responsible tasks if given enoughamount of advice."

Here are examples of the definite pmembers report:

Next Year: (I) course content channeeds; (2) plan to use interns as rissues" course.

In order to bring about the (necessastyle ... faculty and administratorssome time in the near future, I'll try nmodus operandi for accomplishing thi

Category ofPositive

Experience

ApproximateFrequency

(N=30)

elopment of .a warm personal rela-tionship with the intern

w inspiration from the personalcharacteristics of the interns

yed seeing the interns grow,learn, and enjoy their internship

change of ideas betweensupervisor and intern

eased intergenerationalunderstanding

yed being useful as an expert

eased my sensitivity to thefeelings of others

6

7

7

4

2

1

1

s also reported a number of i,ersonally tryingigh one-third of the thirty respcndents indicatedg or frustrating experiences. What bad things did

areas of: (I) administrationgetting pay for thechedules; (2) dealing with it tern performancenctuality, poor report writing, irresponsible atti-Tbetween rejecting agency people and well-mean-een tactless young people and a2ncy colleagues;time to provide the kind of supervisory supportand (5) feelings of inadequacy in the supervisor

illustrate this last category:

it I might not be giving adequate guidance in thec of my own lack of knowledge and ins;ght, washat bothered me .... I could not always provideis to the questions asked, but we did come to a

ding of each other's problems.

proper leadership to insure basic motivation

without taking over. Attempting to provide sufficient encourage-ment to continue in spite of difficulties encountered.

The supervisors were asked what changes they would make in theintern program. The single response to this questionwhich most leftunansweredwas that they would take more time to work with theinterns. They did, however, supply a greater variety of suggestionsfor overall change in the program. These suggestions included: moretimely paydays; more liaison with university; greater task versusresearch orientation; clearer administrative liaison; few question-naires; delete seminars/college advisors; and better or:.-mtationprograms.

E. Evaluation of Faculty Counselors'Experience and Learning

By and large, the counselors saw their involvement as positive.When asked to rate their experience on a one-to-four scale rangingfrom highly positive (I) to highly negative (4), five of the faculty sawit as a highly positive experience and three of the faculty saw it as a"mildly positive" experience (2).

When asked if they thought their behavior as faculty memberswould be any different next year as a result of this summer'sexperience, four replied with definite change plans, one stressedlearning on interpersonal relationships, and one spoke of how hisown knowledge of community problem-solving had been expanded.Two others indicated that they anticipated no.change in behavior,but one of these said, "I am already. convinced that students canhandle responsible tasks if given enough confidence and a minimumamount of advice."

Here are examples of the definite plans for change the facultymembers report:

Next Year: (I) course content changes indicated by students'needs: (2) plan to use interns as resource persons in "socialissues" course.

In order to bring about the (necessary) changes in educationalstyle ... faculty and administrators must be re-educated. Atsome time in the near future, I'll try my hand at recommending amocha operand! for accomplishing this.

83

In the second questionnaire we asked a similar question: "Whatare you learning from the encounter as a teacher and a counselor?"Of the twelve faculty members responding, six indicated that theirown service-learning awareness had increased in terms of understand-ing community problems and the practical difficulties in organizingto solve them. Eight responded primarily in terms of what theylearned about students, primarily an increase in their estimation ofstudents' abilities to do competent work independently. In two casesthe faculty member registered both types of !earnings, accounting forthe total of fourteen responses. Interestingly enough, none of thefaculty reported learning about how to be an effective counselor inthis situation. This omission strikes this researcher a fairly significantfinding, though not inconsistent with other data we have notedearlier. It is particularly consistent with the fact that the facultymembers report relatively little dialogue with their students aboutthe nature of their relationship.

Finally, we asked the faculty members about their plans formaintaining contact with the agency the interns were affiliated withduring the summer, keeping in mind that one of the major goals forthe internship office is to increase linkages between universityfaculty and community agencies. Seven of the eight faculty membersreplied to this question. Four replied that they intended to maintaintheir agency contacts, one for the purpose of obtaining fieldexperience for his public administration students, one in order torecruit new students to carry on the project. Another said: "I havealready planned to have the two agency supervisors meet with me inorder to explore formally, more UNC-Charlotte-agency (mentalhealth clinic) communication and joint efforts." Three repliednegatively. In two cases this was because the faculty member wasmoving from the area, in one other it was because contacts with theagency people "did not develop very extensively" during thesummer.

F. Closing Comments on the Agencyand Faculty Change Data

If we were to make some summary statements about theevaluation of the service-learning internship program by the agencysupervisors, we must state that they were generally highly satisfiedwith student task performance; they also received significant and it

84

seems unanticipated interpersonal rewardwith the interns. The main challenges thathave been: overseeing the developmat ofinteins and agency workers, and provileadership, leadership that was both suiencouraged autonomy, independence, andthe interns.

The faculty tended to evaluate thepositive, though somewhat less so than thethe reason for this may lie in the fact thaton the average, much less contact with thefewer of the interpersonal rewards mesupervisors. The learning that the facult}relatively dichotomous: that is, one groutthey learned more about service-learning :solving, whereas another group indicated theto do with the capabilities of students to ddifference may be indicative of a duality oMg relationships that our data has nSecondly, the fact that no faculty melearning in the area of how to be a mointeresting since this was a chief learnitmembers. This finding is understandable infaculty reported earlier that they spent ver.the student about their relationship perfaculty had other opportunities to discussstudent relationships. This apparent lack othat were important in the counselingaccounted for the faculty's failure to repor

While neither the faculty nor agencymotivation to maintain and develop agencfaculty seem to be somewhat more motiv:supervisors sampled. By and large, hoN.

service-learning program must be admittedrealized on the agency-faculty level. There is

faculty members do revise their opinions uifor independent work as a result of beingsome cases this leads to plans for edutfollow-up study should give us some indit.these plans were followed through.

.LF

ionnaire we asked a similar question: "Whathe encounter as a teacher and a counselor?"Members responding, six indicated that theirreness had increased in terms of understand-

Is and the practical difficulties in organizing-sponded primarily in terms of what theyprimarily an increase in their estimation of

competent work independently. In two casestered both types of !earnings, accounting forsponses. Interestingly enough, none of theg about how to be an effective counselor insion strikes this researcher a fairly significantconsistent with other data we have noted

consistent with the fact that the facultyly little dialogue with their students aboutmship.he faculty members about their plans for

the agency the interns were affiliated with)ing in mind that one of the major goals fors to increase linkages between universityagencies. Seven of the eight faculty membersFour replied that they intended to maintainone for the purpose of obtaining field

is administration students, one in order tocarry on the project. Another said: "I havethe two agency supervisors meet with me inally, more UNC-Charlotte-agency (mentalication and joint efforts." Three repliedthis was because the faculty member wasone other it was because contacts with the

t develop very extensively" during the

tg Comments on the AgencyI Faculty Change Data

ke some summary statements about the-learning internship program by the agencyto that they were generally highly satisfiedmance; they also received significant and it

seems unanticipated interpersonal rewards from their associationwith the interns. The main challenges that they had to meet seem tohave been: overseeing the development of rapport between studentinterns and agency workers, and providing the right kind ofleadership, leadership that was both supportive and helpful butencouraged autonomy, independence, and self-reliance on the part ofthe interns.

The faculty tended to evaluate the experience as generallypositive, though somewhat less so than the agency supervisor. Part ofthe reason for this may lie in the fact that the faculty members had,on the average, much less contact with the students and so receivedfewer of the interpersonal rewards mentioned by the agencysupervisors. The learning that the faculty reported seemed to berelatively dichotomous: that is, one group of faculty reported thatthey learned more about service-learning and community problem-solving, whereas another group indicated that their chief learning hadto do with the capabilities of students to do independent work. Thisdifference may be indicative of a duality of faculty-student counsel-ing relationships that our data has not uncovered elsewhere.Secondly, the fact thal no faculty members report significantlearning in the area of how to be a more effective counselor isinteresting since this was a chief learning goal of many facultymembers. This finding is understandable in light of the fact that thefaculty reported earlier that they spent very little time speaking withthe student about their relationship per se. One wonders if thefaculty had other opportunities to discuss the development of theirstudent relationships. This apparent lack of discussion of the eventsthat were important in the counseling relationship may haveaccounted for the faculty's failure to report any growth in this area.

While neither the faculty nor agency supervisors report strongmotivation to maintain and develop agency-university linkages, thefaculty seem to be somewhat more motivated in this area than thesupervisors sampled. By and large, however, this goal of theservice-learning program must be admitted to have been only partlyrealized on the agency-faculty level. There is indication however, thatfaculty members do revise their opinions upward of student capacityfor independent work as a result of being a counselor and that insome cases this leads to plans for educational innovation. Ourfollow-up study should give us some indication of how extensivelythese plans were followed through.

The Internship as a Developmental Process

Can a project-oriented internship be divided into somewhatregularly occurring stages? One objective of this summer's inquirywas to find out. Our findings lead us to conclude that the internship,as presently constructed, leads not to one but to several intertwineddevelopmental processes.

The students report that their internship changes with thedemands of their particular task in a regularly progressing way. Thefaculty has contributed a description of the emotional states thataccompany the various stages of task progression. The agencysupervisor's view has to do with the differing rates of competenceacquisition and the acculturation of the intern to the agency. It isevident from these descriptions that one's perception of thedevelopmental sequence is linked to one's role and motivationswithin the service-learning framework. Nevertheless, these percep-tions are important because they probably have a bearing on feeling,behavior, and learning within the service-learning context.

We have also spent some time exploring in detail the initial stagesof the internship because our 1969 report indicated that studentsexperienced their most intense feelings of difficulty during the firstweeks. The initial stages of the internship are discussed in the sectionon "intern weightlessness" and in the faculty view of the progressionof their relationship with the interns.

A. Internship Stages as a Functionof Task Requirements

Fifteen out of the seventeen interns completing the finalquestionnaire perceived definite stages in their internships. Thesestages were almost exclusively related to the changes in activitycalled for by the intern's project. In a few cases, however, the internsperceived the major stages to be a reflection of changes in theirrelationships to their supervisors (a changing concept of their role inthe office). In the two cases where the internship experience wasperceived to be of a single piece, one internship project consisted ofobservation and recording the nature of cases in district court, theother involved informing the aged poor of their rights under SocialSecurity regulations.

These data provided no evidence for postulating any relationship

between the perception of the internship as :in terms of the number of stages perceivedundertaken by the intern. The following taton the relationship of stage perception to act

ResearchResearch -Organizing

Total N 7 3

Mean stagesperceived 2.3 3.3

Nevertheless, a case-by-case analysis doesfor perceiving the internship as composed ofwith the nature of the intern's activity, evenperceived is not directly related in these data.

In the case of research or data-gatheringconsisted of project design. The interns triewhat they would study and how they wottwo-stage research internship consisted of (11collect and how to collect it, and (2) colleccomplex research endeavors the research aidentifiable phases of internship activity:chiding the design of special research instruntactivity, and (3) interpretation of data and cc

Those interns in the sample who gatheredproblem and tried to implement problem solgenerally saw their internships as divide(Orientation to the problem, data-gathering,point worth noting here is the whole new dimeresearch internship because the intern has to Ion the basis of his information. An excellenelements added is recorded in this excerpt fro!intern:

The third stage was the lastthe actualpeople and the final reportingFor megreatest strain because I had to evaluate t

ornship as a Developmental Process

dented internship be divided into somewhatftages? One objective of this summer's inquiryfindings lead us to conclude that the internship,ted, leads not to one but to several intertwineduses.port that their internship changes with thetitular task in a regularly progressing way. Theted a description of the emotional states thatous stages of task progression. The agencyto do with the differing rates of competence

icculturation of the intern to the agency. It isdescriptions that one's perception of the

nee is linked to one's role and motivations'ruing framework. Nevertheless, these percep-ecause they probably have a bearing on feeling.within the service-learning context.I ,:ome time exploring in detail the initial stagesause our 1969 report indicated that studentsst intense feelings of difficulty during the first,es of the internship are discussed in the sectionness" and in the faculty view of the progressionith the interns.

nternship Stages as a Functionof Task Requirements

the seventeen interns completing the finaled definite stages in their internships. Theseexclusively related to the changes in activityrn's project. In a few eases however, the internsstages to be a reflection of changes in theirsupervisors (a changing concept of their role invo cases where the internship experience wasIngle piece, one internship project consisted ofrding the nature of cases in district court, theling the aged poor of their rights under Social

ed no evidence for postulating any relationship

between the perception of the internship as a developmental processin terms of the number of stages perceived and the kind of activityundertaken by the intern. The following table summarizes the dataon the relationship of stage perception to activity-content categories.

ResearchResearch. DirectOrganizing Service Other

Total N 7 3 5 2

Mean stagesperceived 2.3 3.3 2.0 2.5

Nevertheless, a case-by-case analysis does reveal that the reasonsfor perceiving the internship cs composed of stages had much to dowith the nature of the intern'.; activity, even if the number of stage,.perceived is not directly related in these data.

In the case of research or data-gathering projects, the first stageconsisted of project design. The interns tried to determine exactlywhat they would cu.dy and how they would study it. Thus, thetwo-stage research internship consisted of (1) deciding what data tocollect and how to collect it, and (2) collecting the data. In morecomplex research endeavors the research activity leads to threeidentifiable phases of internship activity: (1) project design, in-cluding the design of special research instruments, (2) data-collectionactivity, and (3) interpretation of data and compilation of a report.

Those interns in the sample who gathered data on some specificproblem and tried to implement problem solutions using their datagenerally saw their internships as divided into three periods:Orientation to the problem, data-gathering, and implementation. Apoint worth noting here is the whole new dimension injected into theresearch internship because the intern has to try to take some actionon the basis of his information. An excellent example of the newelements added is recorded in this excerpt from survey of a Mars Hillintern:

The third stage was the lastthe actual organization of youngpec,ple and the final reportingFor me this was the period ofgreatest strain because I had to evaluate the weeks prior to this

85

point and decide whether my actions had been justified up tothis point and whether I had gained anything during the wholeprocess of involving other people.

The stages of the direct-service internships were defined by theinterns in terms of the stages of the relationships with their clients.In three cases, these were students who worked with a single indigentfamily during the summer in the Plizabeth City area. The internsdescribed their summer in terms of the process of gaining the trust ofthe families with which they worked. They spoke generally in termsof two stages: (1) a stage of disorientation, (2) a period of graduallydeveloping trust and increased activity after the intern really got tobe accepted by the family. An intern who worked as a counselor foralcoholics in a state correctional center described his internshipphases s (1) an initial disorientation and lack of responsibility,(2) airing of dissatisfactions with the agency director. (3) theassignment of counseling duties which he undertook for the rest ofthe summer.

It appears that almost all of the interns perceived that theirsummer's experience could be divided into two or three stages andthat the nature of these stages corresponded to the kind of tasksundertaken. Where research was the task, the student saw theinternship stages in terms of different operations on the informationto be performed; where counseling was the task, the student saw theinternship chiefly in terms of the stages of trust development withthe clients; where action was called for, the lines of demarcationwere between gathering information and using the information inattempting to bring about problem solution.

B. Emotional Correlates of Internship StagesAs Perceived by Faculty

We asked the faculty members to tell us how they saw thedevelopment of the summer internship in stages. The faculty cameup with a much more complex and elaborated view of the internshipprocess than either the students themselves or the agency counselors.Students conceptualized their experience in two or at most threestages, but this data indicates that the faculty could see in some easesas many as five or six distinct stages. For example:

86

1., xcitement. challenge2. Dismay, uncertainty3. Some routinization4. Pleasure with results5. Back to uncertaintyrealization that pro

This model seems to be generally duplicaithree other faculty members. Departures from,Croup piogram where there were initial trucounselor and interns to he overcome due,differences, a group program in which the c(variance in intern motivation, and a report whinterns seemed to grow and develop as they gaemotional phases of the typical project-orielsense to this research :r because they seem tointernship events My composite schema onwould be:

Feeling LevelSin

Inter

Anticipation, excitement

2. Confusion and d;smay

3. Energy, determination

4. Ups and downs

5. Sense of accomplishment,satisfaction, re:id

6. Concvn, uncertainty, anxiety

1. Conceiving and n

2. Actually gettirg rvagueness of th

3. Finally decidingand getting abc

4. Various follow-tl

5. Task completion

6. What to do next'

C. Intern Development from the Agem

The supervisors were asked in the final quithe internship experience in terms of stages aturning points that occurred. Only seven out osupervisors were able to identify definite stages

The developmental sequences described v.

r my actions had been justified up tohad gained anything during the wholepeople.

ervice internships were defined by theof the relationships with their clients.ents who worked with a single indigenti the Elizabeth City area. The internsns of the process of gaining the trust ofworked. They spoke generally in termslisorientation, (2) a period of graduallyd activity after the' intern really got ton intern who worked as a counselor fortional center described his internshiprientation and lack of responsibility,

with the agency director, (3) theies which he undertook for the rest of

11 of the interns perceived that theirc divided into two or three stages and;es corresponded to the kind of tasks

was the task, the student saw thelifferent operations on the informationseling was the task, the student saw thef the stages of trust development withs called for, the lines of demarcationminion and using the information inblem solution.

elates of Internship Stageseived by Faculty

embers to tell us how they saw theinto; r-rlhip in stages. The faculty Cainex aria elaborated view of the internshipis themselves or the agency counselors.r experience in two or at most threethat the faculty could see in some easestages. For example:

1. Excitement, challenge2. Dismay, uncertainty3. Some routinization4. Pleasure with results5. Back to uncertaintyrealization that problems remain

This model seems to be generally duplicated by the reports ofthree other faculty members. Departures from this model included agroup program where there were initial. trust problems betweencounselor and interns to be overcome due to racial and otherdifferences, a group program in which the counselor reports widevariance in intern motivation, and a report which merely said "bothinterns seemed to grow and develop as they gained experience." Theemotional phases of the typical project-oriented internship makesense to this researcher because they seem to follow the pattern ofinternship events. My composite schema on the basis of this datawould be:

Feeling LevelSimultaneous

Internship Event

1. Anticipation, excitement

2. Confusion and dismay

3. Energy, determination

4. Ups and downs

5. Sense of accomplishment,satisfaction, relief

1. Conceiving and negotiating project

2.

3.

4.

5.

6. Concern, uncertainty, anxiety 6.

Actually getting on the job and confrontingvagueness of the real world

Finally deciding on what's to be doneand getting about it

Various follow-through events

Task completion

What to do next?

C. Intern DevelOpment from the Agency Perspective

The supervisors were asked in the final questionnaire to describethe internship experience in terms of stages and to note any majorturning points that occurred. Only seven out of the sixteen reportingsupervisors were able to identify definite stages in the internship.

The developmental sequences described were both positive and

negative. The positive sequences included: increase in competenceand confidence in task performance, steady deepening of relationshipwith agency supervisor, and increasing acceptance and respect wonfrom co-workers and clients. In several cases this process was smoothand steady. In others there were definite lags and breaks.

An example of a steady growth experience:

. Gradually but not slowly, she began to develop a fine feel forthe differences between important, the interesting, and theunimportant. Further she soon developed a keen insight into thedeclared purpose and the actual operations of manpowerprograms. She learned to appreciate, to a surprising degree, thesteps ne,-.sary to bring recognition of an employment needthrough Congressional maneuvering, bureaucrit:c interpretationsanc, tUen, local power infighting, and finally,, to the agency thatimplements the program ....

A rougher growth experience echoing the idea of the "weightlessness"phenomenon:

AL the beginning she was shy, insecure, and frustrated. Sheshowed real fear early in the game. But her poise, self-assuranceand skill increased with leaps and bounds and her contributioncannot rally be measured.

On the negative side, the experiences tended to be of interruptedor incomplete development. Here are examples:

We saw one intern go down-hill. Enthusiasm and plans were highat beginning. Initially, we thought this individual would be themost outstanding. After marriage, this one went down and eachday was less dependable.

. . . he seemed to handle his assignments reasonably well ... yet,when it came time for him to write his project report, he did notseem to put much effort into writing it.

After several weeks on the job, Professor called on us andimpressed upon us the primary importance of the intern'sseminar.... It was our understanding after that meeting that theinterns would have to concentrate on a shorter-range project

which would satisfy their academic reon, the interns kept more to thefocused on a descriptive analysis of tl

D. The Initial Stages: Expl"Weightlessness Phen

The third question of the initial stuted a general probe into the "weiihtlesprocess of the intern's integration wjob-defining process. Fortunately, the renaire was quite good, so the following atintern observations.

The responses have been analyzed onphenomenon: its prevalence, phenomeicauses, resolutions, and the factors presetweightlessness was reported.

In 35 cases, the intern reported somthere was no weightlessness reported,b iguous.

The words used to describe this expcommon theme of general uncomfortablare examples of the different ways theinitial weightlessness described their feat

feeling somewhat directionless ...my purpose or what I was supposesense of helplessness .. . depressinguncertainty ... a feeling of vaguequestions ... frustration pertainingconcerning the project .. . at the begwere all completely lost.

In seven cases, or one-fifth of thosephenomenon, the interns volunteeredfeelings were quite powerful. These are th

At first the feeling of weightlessnes.panic stage ... quite acute ... over-\weightlessness ... intense frustration

sequences included: increase in competenceperformance, steady deepening of relationship. and increasing acceptance and respect wonTents. In several cases this process was smooth

lere were definite lags and breaks.ady growth experience:

lot slowly, she began to develop a fine feel forqween important, the interesting, and theer she soon developed a keen insight into theand the actual operations of manpowerned to appreciate, to a surprising degree, thebring recognition of an employment need

nal maneuve6ng, bureaucratic interpretationswer infighting, and finally, to the agency thatgram....

ience echoing the idea of the "weightlessness"

she was shy, insecure, and frustrated. Sherly in the game. But her poise, self-assurancewith leaps and bounds and her contributionasured.

e, the experiences tended to be of interruptedlent. Here are examples:

go down-hill. Enthusiasm and plans were highlly, we thought this individual would be theAfter marriage, this one went down and each!able.

andle his assignments reasonably well ... yet,for him to write his project report, he did notffc,rt into writing it.

on the job, Professor --- called on us ands the primary importance of the intern'sour understanding after that meeting that theto concentrate on a shorter-range project

which would satisfy their academic requirements. From that timeon, the interns kept more to themsekes and their projectsfocused on a descriptive analysis of the agency and ils operations.

D. The Init 41 Stages: Exploration of the,"Weightlessness Phenomenon"

The third question of the initial student questionnaire consti-tuted a general probe into the "weightlessness phenomenon" and theprocess of the intern's integration within the agency and hisjob-defining process. Fortunately, the response to the first question-naire was quite good, so the following analysis is based on sixty-twointern observations.

The responses have been analyzed on the following aspects of thephenomenon: its prevalence, phenomenology, intensity, &nation,causes, resolutions, and the factors present in the situations where noweightlessness was reported.

In 35 cases, the intern reported some weightlessness, in 20 casesthere was no weightlessness reported, and 7 responses were am-biguous.

The words used to describe this experience vary somewhat but acommon theme of general uncomfortableness seems to emerge. Hereare examples of the different ways the interns who did experienceinitial weightlessness described their feelings:

feeling somewhat directionless ... the feeling of not knowingmy purpose or what I was supposed to do ... we floated .sense of helplessness ... depressing at points ... feelings ofuncertainty ... a feeling of vagueness and lots of overallquestions ... frustration pertaining to the lack of informationconcerning the project ... at the beginning of the internship wewere all completely lost.

In seven cases, or one-fifth of those reporting the weightlessnessphenomenon, the interns volunteered the information that thefeelings were quit() powerful. These are the terms they used:

At first the feeling of weightlessness plagued me almost to thepanic stage ... quite acute ... over-whelming .. a great deal ofweightlessness ... intense frustration .. . completely lost.

87

In one case an intern emphasized that while he did experienceweightlessness, it was not an intense feeling or an overpowering one.In about four-fifths of the cases there was no indication as to theintensity of the feelings. One presumes that there was probably acontinuum of intensity, but that it was an intense feeling for only asmall proportion of the interns (only about 10 percent in thissample).

The duration of these feelings varied also. Eleven of the internrespondents indicated how long these feelings persisted. Theirresponses are summarized as follows: one week or less-2; twoweeks-4; three to five weeks-3; and six or more weeks-2. Ofcourse, these figures are only suggestive and permit no conclusions tobe drawn since we do not have data on persistence for all 35 internswho experienced weightlessness.

The chief cause of weightlessness cited: by the interns is the lackof certainty about exactly what to do and how to do it. Thefollowing response is illustrative:

My period of "weightlessness" began immediately. I didn't knowwhat to do and my supervisor didn't know what to do with me.It took a week for us to get straight on exactly what my jobwould be.

Some other causes of weightlessness cited by the internsincluded: life in a strange town, anxiety about ability to get the jobdone, lack of help from agency personnel, fear that I might "have toconfront some powerful people in order to get the job done."

The twenty interns who did not report feelings of weightlessnessgave reasons which were largely the obverse of those given above.Commonly mentioned were: an initially clear role definition-4;effective orientation programs-5; other prior consultation-3; pre-vious experience in the field-3; prior internship experience I; andstrong support from an agency advisor-3. Flere are some examples ofintern responses who reported no weightlessness.

I didn't experience that kind of feeling. I felt more comfortableand certain of what was expected to be done. The major factorswere: The center is structured to permit easy movement andflexibility. Staff and residents have been receptive to ideas andhelp you can offer staff members. Orientation Week ... aids one

88

to understand the organizationwhat people to contact for differe

My experience this year has bdefinite, concrete, and in fact, easystem. Then the problems becoibut with the preliminary in-serbecome easier and easier to acaccomplished without the feelinand useless time consumed chasin

In two cases the interns reportsbecause they felt the agency was do-be called upon to produce:

There could be no lack of direcearlythe second weekthat themital body which avoids takingsolves problems by covering filetthat the Commission does, I kite\for me or expected of me.

Another example of an agency sweightlessness is worth mentioning.on thorough planning but also inperceived by the interns:

Prior to beginning the internship 'our objective and our methodwere given free reign and infornunless we encountered some instdirection we feel that the successTherefore, we make decisions witlbecause of errors. Therefore we floose.

These feelings of weightlessness alvariety of behavior on the part of theto generate persona! support andinternship so that plans could be cone

ern emphasized that while he did experiencelot an intense feeling or an overpowering one.

the cases there was no indication as to the*s. One presumes that there was probably a, but that it was an intense feeling for only ahe interns (only about 10 percent in this

iese feelings varied also. Eleven of the internhow long these feelings persisted. Their

ized as follows: one week or less-2; twore weeks-3; and six or more weeks-2. Of

only suggestive and permit no conclusions tonot have data on persistence for all 35 internstlessness.weightlessness cited by the interns is the lack'actly what to do and how to do it. Theustrative:

htlessness" began immediately. I didn't knowsupervisor didn't know what to do with me.us to get straight on exactly' what my job

's of weightlessness cited by the internsge town, anxiety about ability to get the jobi agency personnel, fear that I might "have to1 people in order to get the job done."who did not report feelings of weightlessnessre largely the obverse of those given above.were: an initially clear role definition-4;ograms-5; other prior consultation-3; pre-field-3; prior internship experience I; and

agency adviser -3. Here are some examples ofported no weightlessness.

that kind of feeling. I felt more comfortablewas expected to be done. The major factors

s structured to permit easy movement andd residents have been receptive to ideas andstaff members. Orientation Week ... aids one

to understand the organization of the department and to knowwhat people to contact for different information.

My experience this year has been, for the most part, verydefinite, concrete, and in fact, easy projects to ease me into thesystem. Then the problems become progressively more difficult,but with the preliminary in-service orientation projects, theybecome easier and easier to accomplish; that is, they can beaccomplished without the feeling of oyerwhelming frustrationand useless time consumed chasing rabbits.

In two cases the interns reported no feeling of weightlessnessbecause they felt the agency was do-nothing and that they wouldn'tbe called upon to produce:

There could be no lack of direction of what to do. I saw veryearlythe second weekthat the Commission is a weak, noncom-mita] body which avoids taking a stand. on an issue and oftensolves problems by covering them up. Because there is so littlethat the Commission does, I knew that there would be no dutiesfor me or expected of me.

Another example of an agency strategy that tended to reduceweightlessness is worth mentioning. The emphasis here was not onlyon thorough planning but also in reducing the potential threatperceived by the interns:

Prior to beginning the internship we met and thoroughly plannedour objective and our method for reaching this objective. Wewere given free reign and informed that we were on our ownunless we encountered some insurmountable obstacle. With thisdirection we feel that the success or failure rests on our decisions.Therefore, we make decisions with no fear of being hung on rackbecause of errors. Therefore we feel, at least I feel, very free andloose.

These feelings of weightlessness appear to have motivated a widevariety of behavior on the part of the interns. This behavior appearedto generate personal support and more information about theinternship so that plans could he concretized. This "search 'behavior"

seemed mostly to occur in three patterns that have to do with sourceof information. There were those (7) who tended to rely chiefly on asingle authoritative source for direction and information, there werethose (5) who sought information from a wide variety of sources,and there were those (6) who sought information from co-workers orfellow interns.

Here are examples of intern responses that have been categorizedin this way:

[single authoritative source] For about the first two weeks I hadthis feeling of "weightlessness," after these weeks I had a goodidea of what was expected of me. The credit for this can -go tothe advisor whom I worked under, he was very helpful inexplaining every segment of the problem.

[wide variety of sources] In trying to cope with these feelings wetraveled to various subsidiaries, talked with personnel, and readany available material concerning the organization, operation,and plans not only of this office but of the department aswell.... Daily contact with several of the department's youngingenious members has especially strengthened our motivationsand efforts.

[colleagues] During the first week I did feel weightlessness.However, as the week passed and I became more relaxed, thisfeeling soon left. This is probably because the people I workedaround were so nice arid helped in making me welcome to thenew job.

Individual situations elicited still other responses. One individual,working with a group, resolved his anxiety about the lack of group

by providing the ideas which got the project moving.Another student, dissatisfied with the lack of meaningful work aftertwo weeks, aired his grievances with the supervisors and got a newjob. It took another intern six weeks to get to the same point withthe same result. Another intern reported that he just acceptedfeelings of weightlessness as normal and indicated no special steps toalleviate them, saying that he would live with his "inadequacies."

In two cases the interns reported that they struggled through theweightlessness phase without help from others. One of theserespondents expressed it this way.

In coping with these feelings as bessuccessful in forcing myself to aspirproject rather than terminating itpartner and I refused to contact anyondetermined to resolve these ills indepei

E. Factors Affecting the InithFaculty-Student Relat

As the faculty described their initialships with the interns several parameterswere: (1) number of counseleeswere factindividual students or with a group of stuwere working: with a group, were the studdifferent projects? (2) status of prior relknow each other beforehand, (b) did thestudents individually who were strange(c) were the students acquainted with eacas a group with the faculty?

In each case, the task of the facultyexample, when the faculty member haalready established with the interns, heinitial rapport. He may be then in a posdevelop relationships 'among themselves.did not know the student group beforeh"break in"--to relate himself effectively toIn one instance of this type the faculty Instarted off in a friendly and associativeunstructured and informal." But anothercounselor to a group of black interns reithe relationship was formal and one-sided.information and asking for participation .

to give." Another counselor reported: "1overtures" to the interns.

So, in the case where there were pcounselors and students, the climate ofhave been perceived by the counselorswhen the counselor was a stranger to amwere mixed in terms of the climate ofrelationship.

ur in three patterns that have to do with sourcee were those (7) who tended to rely chiefly on amrce for direction and information, there weret information from a wide variety of sources,(6) who sought information from co-workers or

s of intern responses that have been categorized

ive source] For about the first two weeks I hadveightlessness," after these weeks I had a goodexpected of me. The credit for this can go to

in I worked under, he was very helpful inegment of the problem.

ources] In trying to cope with these feelings weis subsidiaries, talked with personnel, and readterial concerning the organization, operation,nly of this office but of the department asmtact with several of the department's youngrs has especially strengthened our motivations

ing the first week I did feel weightlessness.week passed and I became more relaxed, thisThis is probably because the people I worked

lice and helped in making me welcome to the

ins elicited still other responses. One individual,), resolved his anxiety about the lack of groupng the ideas which got the project moving.atisfied with the lack of meaningful work aftergrievances with the supervisors and got a new

intern six weeks to get to the same point withother intern reported that he just acceptedness as normal and indicated no special steps tothat he would live with his "inadequacies."

interns reported that they struggled through thewithout help from others. One of these

I it this way.

In coping with these feelings as best I could however, I wassuccessful in forcing myself to aspire toward completing thisproject rather than terminating it prior to completion. Mypartner and I refused to contact anyone for help because we weredetermined to resolve these ills independently.

E. Factors Affecting the Initial Stages of theFaculty-Student Relationship

As the faculty described their initial stages of building relation-ships with the interns several parameters emerged. These parameterswere: (I) number of counseleeswere faculty meinbers working withindividual students or 'with a group of students? If faculty memberswere working with a group, were the student interns in the same ordifferent projects? (2) status of prior relationship(a) did everyoneknow each other beforehand, (b) did the faculty member know thestudents individually who were strangers among themselves, or(c) were the students acquainted with each other, but unacquaintedas a group with the faculty?

In each case, the task of the faculty member was different. Forexample, when the faculty member had individual relationshipsalready established with the interns, he reported no problems ofinitial rapport. He may be then in a position to help the studentsdevelop relationships among themselves. When the faculty memberdid not know the student group beforehand, his task was how to"break in"to relate himself effectively to the already formed group.In one instance of this type the faculty member reported: "We havestarted off in a friendly and associative relationship with is ratherunstructured and informal." But another faculty member, a whitecounselor to a group of black interns reported: "The beginning ofthe relationship was formal and one-sided. I was faculty feeding theminformation and asking for participation ... that they weren't readyto give." Another counselor reported: "I have had to make all theovertures" to the interns.

So, in the case where there were prior relationships betweencounselors and students, the climate of the relationship seems tohave been perceived by the counselors as generally positive. But,when the counselor was a stranger to an intern group, the resultswere mixed in terms of the climate of the initial stages of therelationship.

89

The Service-Learning Model in the Perspective of the Data

The support model for experiential learning and service used inthe service-learning programs consisted of (1) intern(s), (2) theiragency advisor, and (3) the faculty counselor. This report shows thefaculty counselor role most in need of clearer definition and greatersupport since the faculty counselor is beset by initial feelings ofincompetence to meet student's needs, is perceived as least helpful,and has least contact with the student. I believe that the distance ofthe faculty member may actually be turned to the advantage oflearning because it gives him a crucial time perspective. But thefaculty member must learn how to parlay his perspective into studentlearning and self-evaluation in individual and group situations.

The agency supervisor, it is revealed, may be the chief "educa-tional agent" in the framework. As such he needs to be helped todeal with basic tensions of his role as task-master, educator, andcoach of the interns.

We need to develop more effective means of encouraging thestudent to adequately conceptualize and learn from his on-goingexperience. While the intern's final report summarizes the content ofhis project, there are no mechanimis yet developed to help himunderstand the processes in the human interaction and interactionwith the task which lead to the success or failure of his project.

We need to broaden our understanding of the learning environ-ment to include the influences of non-supervisory agency colleagufellow interns, and the impacts of the service-learning programcoordinating staffs to have a truly comprehensive base for continuedinquiry.

Finally, it is also clear that the relationship between agencysupervisor and faculty counselor is a very weak one. It is not strongenough to assure the hope for collaboration between agency andfaculty for service and learning. Unless mechanisms can be developedthat bring the agency and faculty together more effectively, the goalof increased university-agency communication will continue to beonly occasionally accomplished.

90

The Agency Supervisors' Evaluation of the 1971 SummerGovernor's Intern Program

Walter J. Gordon

One week after the Governor's Intern Program officially ended onAugust 27, 1971, the eighty-one agency personnel who had acted asintern supervisors were asked to evaluate the overall program. Eachsupervisor was asked to complete and return the "Host AgencyQuestionnaire." The questionnaire was divided into four parts, whichcalled on the supervisor to evaluate his relationship with the internhe worked with, the intern's project, the intern himself, and theintern program administration. Even though divided this way for easeof completion and evaluation, the most pertinent and frequentlyappearing comments (e.g., "more advance planning") were foundinterspersed throughout the responses to the questionnaire.

The total sample evaluated contained the responses of 47supervisors who collectively supervised 82 of the 136 interns. Themethod used in evaluating the questionnaires called for dividing thesample into the two following groups: (I) the 33 single internsupervisors who directly worked with only one intern each; and(2) the 14 multiple intern supervisors who collectively supervised 49interns. In most cases, multiple intern supervisors worked with twointerns: in five cases, supervisors were responsible for more than twointerns, with the highest number being in the Purchasing Depart-ment, which supervised fourteen interns.

All questions appearing on the !lost Agency Questionnaire(hereafter abbreviated as IIAQ) were open-end questions: that is, noresponse choices were presented: therefore each question requiredreflection on the summer's experiences before an answer could beformulated. It can be further assumed that, since no set choices werepresented, the answers, appearing in the supervisor's own words,indicate true feelings more accurately. Many supervisors' responseswere similar however, and this allowed for a general categorization ofthe responses which could appear in table form. Therefore, the

..s evaluation teas included as a section (4. the Georgia "Governor's Intern Program: PinalReport, Slonmer 1971" and was published in November /97/. The author teas a student atI:Mory University on assignment vith the Georgia Program as an intern to conduct theevaluation.

categories listed in the tables below do nverbatim from the IIAQ but, rather, show nsupervisor's feelings. Thoigh such categttabulation and display of results, they oftesupervisors' words. For this reason. a sectisome representative comments drawn direct'and some of the various categories the comm

All tables contain both the number of rwell as the number of interns they worketinterns" category should not he seen as thegave a certain response, but rather the numlto the supervisors who gave that response.

Part I of the IIAQ called for an evaluationrelationship. This section was designed hotfor evaluation but also to in some way edforcing him to recall and articulate certainhindered the relationship.

Table 1 shows the amount of contactinterns. As indicated, the greatest number 01with their interns on a daily bask. The set.interns (19) made weekly contacts with thfigure is misleading since all 14 Purchasingfield work in several areas around the statebut weekly contact was unnecessary and imp

Question 2 asked the supervisors to descinteraction with the interns. As Table 2 disaw themselves as playing an "advisory" rothe intern advice when necessary, reviewing tso forth: the next largest group define"discussion" of general project plans and re.groups indicate that the greatest number oflet the intern take a free hand in the exertintervened only when necessary or requested.

The Agency Supervisors' Evaluation of the 1971 SummerGovernor's Intern Program

Walter J. Gordon

Intern Program officially ended onagency personnel who had acted asevaluate the overall program. Each

lete and return the "llost Agencyre was divided into four parts, whichuate his relationship with the intern)roject, the intern himself, and thewen though divided this way for easethe most pertinent and frequentlyre advance planning") were foundmses to the questionnaire.I contained the responses of 47ervised 82 of the 136 interns. Theuestionnaires called for dividing the

groups: (1) the 33 single internd with only one intern each; and'isors who collectively supervised 49intern supervisors worked with twowere responsible for more than twoer being in the Purchasing Depart -interns.

the Ilost Agency Questionnairewere open-end questions; that is, no1; therefore each question requiredient:es before an answer could betimed that, since no set choices wereng in the supervisor's own words,rater . Many supervisors' responsesowed for a general categorization ofmar in table form. Therefore, the

1 the Georgia "Governor's Intern Program: Finalin ,Vorenther /97/. The author was a student atGeorgia Program as an intern to conduct the

categories listed in the tables below do not show responses drawnverbatim from the I-IAQ 'out, rather, show in more general terms thesupervisor's feelings. Though such categories are necessary fortabulation and display of results, they often lose the impact of thesupervisors' words. For this reason, a section is included to showsome representative comments drawn directly from the questionnaireand some of the various categories the comments were put into.

All tables contain both the number of respondent supervisors aswell as the number of interns they worked with. The "number ofinterns" category should not be seen as the number of interns whogave a certain response, but rather the number of interns responsibleto the supervisors who gave that response.

Part I of the IIAQ called for an evaluation of the intern-supervisorrelationship. This section was designed not only to elicit responsesfor evaluation but also to in some way educate the supervisor byforcing him to recall and articulate certain actions which helped orhindered the relationship.

Table 1 shows the amount of contact between supervisors andinterns. As indicated, the greatest number of supervisors had contactwith their interns on a daily basis. The second greatest number ofinterns (19) made weekly contacts with their supervisors, but thisfigure is misleading since all 14 Purchasing Department interns didfield work in several areas around the state and therefore anythingbut weekly contact was unnecessary and impractical.

Question 2 asked the supervisors to describe the nature of theirinteraction with the interns. As Table 2 displays, most supervisorssaw themselves as playing an "advisory" role in the project. givingthe intern advice when necessary, reviewing the interns' progress, andso forth; the next 1; -gest group defined their interaction as"discussion" of general project plans and results. Both of these largegroups indicate that the greatest nun.ber of supervisors preferred tolet the intern take a free hand in the e::ecution of the project andintervened only when necessary or requested.

91

TABLE 1

On the average, how often did you conferwith the intern(s)?

Supervisors

N

InternsN

Daily 29 41Once weekly 5 19Twice weekly 5 73.4 times weekly 6 13Periodically 2 2

TABLE 2

Please describe as specifically as possible the nature of yourinteraction with the intern(s). How did you fit

into the project the intern worked on?

Supervisors Interns

Advisory 15 24Discussion 12 23Supervisory 8 22In multiple ways 5 6In determining project policy 4 4Joint field work 3 3

Allowing interns freedom in project execution also appeared inresponse to Question 3, which asked the supervisor to list the actionstaken on his part which either helped or hindered the intern. AsTable 3 indicates, those actions viewed as most helpful were allowingthu interns freedom, "general orientation" to the agency's functionsand methods for conducting the project, and giving help in locatingresources and making contacts with other agency officials. Incontrast, the greatest number of supervisors saw no hindering actionson their part; the next greatest number saw their inability to give theintern more of their time as the primary hindering action. The onlyother unusually high number of interns appearing in the table were

92

TABLE

What are some of the things that youwere most helpful to him in succes

What are some of the things th.back, might not have h

things more diffi

Helping Actions

General orientationAllowed freedom in workHelped find resources

and make appointmentsDeveloped skillsHelped feel comfortableAccompanied on specific tasksNo answer

Hindering Actions

NoneToo little time for supervisionLack of supportive services

(office space, clerical help, etc.)Programagency goals conflictLack of informationLack of experienceSlow in getting project startedNot accompanying in field workOthers

all Purchasing Department interns; tlobjectives and approaches of thesomewhat in conflict with his goals f

Along the same line, the superviidentify the most rewarding experitrying experiences of the summer'smost rewarding experiences for mowork overall, his attitudes about thand the uniquely fresh outlook thvarious agencies. Difficult or trying t.

TABLE 1

average, how often did you conferwith the intern(s)?

SupervisorsN

InternsN

29 415 195 7

6 132 2

TABLE 2

s specifically as possible the nature of yourwith the intern(s). How did you fit

he project the intern worked on?

Supervisors Interns

cy

15128543

242322

643

edom in project execution also appeared inwhich asked the supervisor to list the actions

ch either helped or hindered the intern. Asactions viewed as most helpful were allowingencral orientation" to the agency's functionsteting the project, and giving help in locating

contacts with other agency officials. Inumber of supervisors saw no hindering actions*reatest number saw their inability to give thele as the primary hindering action. The onlyimber of interns appearing in the table were

TABLE 3

What are some of the things that you did with the intern that you feelwere most helpful to him in successfully completing his project?

What are some of the things that you did that, in thinkingback, might not have helped him or made

things more difficult for him?

Supervisors Interns

Helping Actions

General orientation 15 37Allowed freedom in work 7 8Helped find resourcesand make appointments 13 18

Developed skills 3 4Helped feel comfortable 2 2Accompanied on specific tasks 5 8No answer 2 5

Hindering Actions

None 23 32Too little time for supervision 5 12Lack of supportive services

(office space, clerical help, etc.) 2 5Programagency goals conflict 1 14Lack of information 2 3Lack of experience 3 3Slow in getting project started 3 5Not accompanying in field work 4 4Others 4 4

all Purchasing Department interns; their supervisor viewed the overallobjectives and approaches of the intern program office as beingsomewhat in conflict with his goals for that particular project.

Along the same line, the supervisors were asked in Question 4 toidentify the most rewarding experiences and the most difficult ortrying experiences of the summer's work. Table 4 shows that themost rewarding experiences for most supervisors were the intern'swork overall, his attitudes about the project Li d things in general.and the uniquely fresh outlook that the interns brought into thevarious agencies. Difficult or trying experiences echoed the hindering

TABLE 4

Please try to recall and describe the experiences that have beenmost rewarding or trying to you personally.

Supervisors Interns

Most Rewarding Experiences

Intern's work 12 18Intern's attitudes 9 31

Intern's fresh outlook 6 10Intern's learning 4 4Performance of specific task 7 9Others 2 2

No answer 4 4

Most Difficult co- Trying Experiences

None 27 42Too little time for supervision 3 4Supervisor-intern relationship 2 4Lack of supportive service 4 5Automobile accident 1 14General obstacles in project 3 4Intern's personal traits (tardy, etc.; 4 4Intern's idealism 3 5

actions Jescrihed in Table 3 above. It should be noted Table 4 issomewhat misleading in that while the Purchasing Departmentjustifiably saw an automobile accident (no injuries) as the mostdifficult .L:perience, it involved only two interns rather than allfourteen.

The last question in Part I questioned the supervisor's non-workrelationship with the intern. Table 5 records the results, showing thelarust number of supervisors did not discuss personal problems orengage in social activity with their interns. However, the largestnumber of interns shown on Table 5 did experience a non-workingrelationship with their supervisors. This somewhat paradoxicalsituation can be explained by further analysis of the table. Thosesupervisors who interacted socially were, in almost every case,multiple intern supervisors (8 supervisors for 31 interns). Thepossibility for group social interaction is far greater for supervisors

TABLE 5

Did the intern(s) ever confer with you about persounrelated to his project? Did you have an

with the intern outside of your rworking relationships?

Supervis

NoYesSemi personalYes, social activity

2511

3

with several interns than those with only opracticality of the supervisor's hosting a get-tSuch initial social interaction builds trust, whihealthy working relationship.

Part II of the 1IAQ calls for the supervisoof his intern's uciFic project. Through thecance of the project to the supervisor and ha.Following are questions on the title andproject. As Table 6 shows, most supervisors .during the project, the amount and varioexperiences the intern had over the summer,agency rendered by the intern as the strengtsupervised. As also indicated, most supervisor.their intern's project, or saw the twelve-weebeing too short for the amount of work involve

Table 7 is useful in seeing how the intern pwere accepted overall. Part A shows that moscontinue the project next summer. Most of thonot wish to continue that specific project nexwas only a one-time project and would notThis is further reflected in Part B by the ovethe supervisors who said :hey would be willinvintern again next summer regardless of the prof

Question 5 asks the supervisor to indicproject may prove to be to the host ;igenthought that the volume and types of data

TABLE 4

escribe the experiences that have beeng or trying to you personally.

nces

p

, etc.)

Supervisors Interns

12 18

9 31

6 104 47 92 24 4

27 423 42 44 5

1 143 44 43 5

3 above. It should be noted Table 4 ishat while the Purchasing DepartmentAle accident (no injuries) as the mostolved only two interns rather than all

I questioned the supervisor's non-workTable 5 records the results, showing the

rs did not discuss personal problems orith their interns. However, the largestri Table 5 did experience a non-workingiper'i'ors. This somewhat paradoxicalby further analysis of the table. Those

socially were, in almost every case,(8 supervisors for 31 interns). The

interaction is far greater for supervisors

TABLE 5

Did the intern(s) ever confer with you about personal or other problemsunrelated to his project? Did you have any interaction

with the intern outside of your regularworking relationships?

Supervisors Interns

No 25 30Yes 11 16

Semi -personal 3 5

Yes, social activity 8 31

with several interns than those with only one intern, due to thepracticality of the supervisor's hosting a get-together for the group.Such initial social interaction builds trust, which is a prerequisite to ahealthy working relationship.

Part II of the HAQ calls for the supervisor's personal evaluationof his intern's specific project. Through these responses the signifi-cance of the project to the supervisor and host agency can be seen.Following are questions on the title and general nature of theproject. As Table 6 shows, most supervisors saw the data compiledduring the project. the amount and various types of valuableexperiences the intern had over the summer, or the service to theagency rendered by the intern as the strengths of the project theysupervised. As a:so indicated, most supervisors saw no weaknesses intheir intern's project, or saw the twelve-week internship period asbeing too short for the amount of work involved.

Table 7 is useful in seeing how the intern progrfrn and the internswere accented overall. Part A shows that most supervisors desire tocontinue the project next summer. Most of those supervisors who didnot wish to continue that specific project next summer wrote that itwas only a one-time project and would not need to be continued.This is further reflected in Part B by the overwhelming majority ofthe supervisors who said they would be willing to supervise the-sameintern again next summer regardless of the project.

Question 5 asks the supervisor to indicate how valuable. theproject may prove to be to the host ager.:i. The largest groupthought that the volume and types of data collected during the

93

TABLE 6

What were the project strengths and weaknesses?

Supervisors Interns

Project StrengthsCompilation of data 23General service to agency 11 12

Improved agency's service to public 5 9Generi.1 orientation 1 14

Amoun.., types of experiences 5 5

Working in interest area 5 5

No answer 9 14

Project WeaknessesNone 17 31

Lack of time 13 28Specific project-related 7 8

Lack of information 3 4Project ill-defined 5 8

project would make it highly valuable to the agency. The next largestgroup felt the project's greatest value to be in releasing the supervisorto do other things and in that way increasing manpower at theagency.

Table 9 shows how the project reports will be printed anddistributed. The significant fact to note here is that only 12

TABLE 7

Would you recommerad assigning this project to an intern next summer?Would you be willing to supervise the intern?

Supervisors Interns

A. NoYesNo answer

B. NoYesNo an.,vver

1825

4

537

5

31

438

5

6710

94

TABLE 8

In what ways will the intern's work prove valueto your agency?

S6pervis

Compilation of vital data 21

Manpower relief 8Influenced agency policy 5

Identified problem areas 5

Others 3

No answer 5

TABLE 9

Will the intern's project report be printeto whom will it be distributed

Su pervi

No 12

Unsure 4Included in larger report 6

Yes 2Yesto related agencies 6

Yesin-house 11

Yesto general public 6

supervisors (working with 13 interns) are notpubEsh and distribute the project report. Furtlexplained that the report was very valuable toits limited applications, printing would be unne

Part III of the HAQ solicits the superyindividual intern and his general performanceperiod. Tables 10 through 13 record the suQuestions 1 through 4. The tables are self-expkreflect the supervisors' general feelings rathersub-question. It should be recognized that all rHAQ speak highly of the interns and the pertshould 1)..; taken of the fact that 41 of the 47

6

ngths and weaknesses?

Supervisors Interns

11 2311 12

5 91 145 5

5 5

9 14

17 31

13 287 83 45 8

' to the agency. The next largestto be in releasing the .supervisory increasing manpower at the

-t reports will be printed ando note here is that only 12

7

roject to an intern next summer?upervise the intern?

u pervisors Interns

18 31

25 434 8

5 5

37 6';5 10

TABLE 8

In what ways will the intern's work prove valuable or be of serviceto your agency?

Supervisors Interns

Compilation of vital data 21 47Manpower relief 8 11

influenced agency policy 5 7

Identified problem areas 5 5Others 3 4No answer 5 8

TABLE 9

Will the intern's project report be printed? How andto whom will it be distributed?

Supervisors Interns

No 12 13Unsure 4 5Included in larger report 6 23Yes 2 2Yesto related agencies 6 10Yesin-house 11 18Yesto general public 6 11

supervisors (working with 13 interns) are not making provisions topublish and distribute the project report. Further, several of these 12explained that the report was very valuable to them, but because ofits limited applications, printing would be unnecessary.

Part III of the HAQ solicits the superviso:-.-. opinion of theindividual intern and his general performance during the internshipperiod. Tables 10 through 13 record the supervisors' answers toQuestions 1 through 4. The tables are self-explanatory; the categoriesreflect the supervisors' general feelings rather than response to eachsub-question. It should be recognized that all results from part of theHAQ speak hie ly of the interns and the performance overall; noteshould be taken f.'if the fact that 41 of the 47 supervisors would be

TABLE 10

How well did the intern (s) fit into the overall operation of your agency?Was he aware of the agency's total operation? Did he

work well with others in your agency?

Supervisors Interns

Affirmative 45 80Negative 0 0Fair 1 1

No answer 1 1

TABLE 13

If given the opportunity, would you be willininternis) again? Would you recom

to another group?

Supervisors

A. No 6

Yes 41

B. No 2

Yes 45

willing to work with their interns again, and

TABLE 11willing to recommend their interns to otherreturn (Table 13).

When given a specific responsibility, did the internis) utilize Part IV of the HAQ requests the superbhis resources maximumly to produce results? Was intern program's central administration. In to

he ever slow to get the job done? direction and objectives, this part of the HA

Supervisors Interns

Affirmative 40 72Negative 0 0Fair 6 9No answer 1 1

of the comments made in this part have appwere felt most strongly by the supervisor api.the next four tables. As Table 14 pointsthought it desirable to correhqe the placemen

TABLE 14

What recommendations would you make onplacements of interns for next

TABLE 12

Do you feel that the project report accur,Iely reflects the intern'sefforts? Is the report as thorough as you ex 'Jected? Does

the report fulfill the objectives of the project?

Supervisors Interns

Correlate with academic majorMore lead timeSatisfied with this year's internsDefine qualifications clearlyDefine program outlineLim. to graduate students and seniorsOthersNone

AffirmativeNegativeFairNo sip wer

351

1

10

6621

13

TABLE 1C

fit in, the overall operation of your agency?the agency's total operation? Did hewith others in your agency?

Supervisors Interns

45 800 01 1

1 1

TABLE 11

responsibility, did the intern(s) utilizeaximumly to produce results? Wasslow to get the job done?

Supervisors

4006

Interns

7209

1

TABLE 12

oject report accurately reflects the intern'srt as thorough as you expected? Doesfill the objectives of the project?

Supervisors

351

1

10

Interns

662

1

13

TABLE 13

If given the opportunity, would you be willing to work with theintern(s) again? Would you recommend him

to another group?

Supervisors Interns

A. No 6 6

Yes 41 76B. No 2 2

Yes 45 80

willing to work with their interns again, and 45 of the 47 would bewilling to recommend their interns to other agencies if they couldn'treturn (Table 13).

Part IV of the HAQ requests the supervisors' evaluation of theintern program's central administration. In terms of shaping programdirection and objectives, this part of the HAQ is most valuable. Manyof the comments made in this part have appeared earlier; those thatwere felt most strongly by the supervisor appear several times withinthe next four tables. As Table 14 points out, most supervisorsthought it desirable to correlate the placement of the individual in an

TABLE 14

What recommendations would you make on the selrxtion andplacements of interns for next year?

Supervisors Interns

Correlate with academic major 11 27

More lead time 9 19

Satisfied with this year's interns 7 7

Define qualifications clearly 1 3

Define program outline 1 2

Limit to graduate students and seniors 2 2

Others 5 5

None 11 17

95

agency with his interests or academic major and to allow more timefor the selection and project-planning process.

When asked for their suggestions for improving the program'sadministration, the majority of the supervisors gave none or:.T,rnmented that this aspect of the program was satisfactory thissummer. These si.,.stions are recorded in Table 15.

TABLE 15

What suggestions do you have for improving the centraladministration of the program?

SAlpervisors interns

None 30 48More lead time 3 6Better intercommunication 1 14Supervisor orientation 6 6Others 7 8

Included in the intern program's educational component was aseries of problem-related seminars hosted by agency officials fromvarious areas. Eighteen seminars on eleven different topics were held;each averaged three hours in length. Interns were encouraged toattend at least three seminars during the course of the summer.Question 3 on this part of the HAQ asks for the supervisors' reactionto these seminars. As the talile below indicates, only a very smallnumber of supervisors saw these seminars as being less thanworthwhile.

TABLE 16

What are your reactions to the time the intern(s) spentattending the educational seminars?

Supervisors Interns

No comment 12 15Favorable 19

OK 10 27Not worthwhile 4 5Indifferent 2 2

96

The final question on the HAQimproving the program. As Table I /

to make no further recommendationfrequently appearing comment.

TABLE

Do you have any general recommprogram administratio

NoneMore lead timeOthers

This report shows the general feelwho responded to the 11AQ. In no wcategorical outline of the supervirecommended that the next sectioisupervisors' responses verbatim, bereader can more accurately judge thein tern program.

There can be one overridingevaluation: That the respondent supegreatly pleased with their individuaprogram overall.

Representative

This section contains some NIsupervisors drawn from the Hostcomment is followed by the generalplaced in for purposes of recording res

--Intern - Super"

Question 3. tk..tat are soicge of the till'you feel were most helpful to himproject?

or academic major and to allow more time)jcct- planning process.eir suggestions for improving the program'sajority of the supervisors gave none orspect of the program was satisfactory thisms are recorded in Table 15.

TABLE 15

s do you have for improving the centralinistration of the program?

Supervisors Interns

30 483 61 146 67 8

rn program's educational component was aI seminars hosted by agency officials fromminars on eleven different topics were held;

urs in length. Interns were encouraged tominars during the course of the summer.)1' the HAQ asks for the supervisors' reactionle table below indicates, only a very small

saw these seminars as being less than

TABLE 16

actions to the time the intern(s) spenting the educational seminars?

Supervisors Interns

12 1519 3310 274 52 2

The final question on the HAQ asked again for suggestions forimproving the program. As Table 17 shows, most supervisors wishedto make no further recommendations except for "more le time," afrequently appearing comment.

TABLE 17

Do you have any general recommenriations or suggestions forprogram administration for next year?

Supervisors Interns

None 34 49More lead time 7 22Others 6 11

This report shows the general feelings of the 47 intern supervisorswho responded to the HAQ. !n no way can it be more than a generalcategorical outline of the supervisors' feelings. It is stronglyrecommended that the next section, which contains sonic of thesupervisors' responses verbatim, be read carefully in order that thereader can more accurately judge the supervisors' impressions of theintern program.

There can be one overriding conclusion drawn from thi:;evaluation: That the respondent supervisors were, generally speaking,greatly pleased with their individual interns and with the internprogram overall.

Representative Comments

This section contain.: some representative responses of thesupervisors drawn from the Host Agency Questionnaire. EaChcomment is follov, ed by the general category (in parentheses) it wasplaced in for purposes of recording results.

Part I intern- Supervisor Relations

Question 3. What are some of the things you did with the intern thatyou feel were most helpful to him in successfully completing hisproject?

Actually visiting several industrial parks and going with Joe onhis first visit to one of the local contacts. [Accompanied onspecific tasks]

Intern learned prepare precise, accurate, and brief statisticalreports: intern obtained skill in technical writing techniques.[ Skill development

The most helpful action that 1 took was to tell him whereinformation could be found and to suggest avenues to be pursuedin order to secure the data necessary to comp] rte the project.[Helped find resources and make appointments]

Question 3(B). What are some of the thing.. you did that, in thinkingback, might not have helped the intern or even made things moredifficult for him?

By far the greatest hindrance was my inaccessibility to theinterns at times. [Too little time for supervision]

D re to the sensitive nature of our work and because of the factthat much information obtained is confidential, it was impossibleto allow the interns access to all information which would havebenefited them. [Lack of information]

Intern best qualified to answer this. [Others]

In some cases Jeanne had to find a community resource to meetthe needs of one of the youngsters she was supervising ratherthan simply contact an agency which another worker had anongoing relationship with. [Lack of experience]

Question 4. Please try to recall and describe the experiences thathave been most rewarding to you personally.

The ability of the intern to "take hold" of the project and do anexcellent job without day-to-day direction and guidance.[Intern's work]

Witnessing the intern become truly involved, contributory, andfulfilled in the specific area of work (psychological testing)comprising the project. [Intern's learning]

Steve is a highly intelligent, perceptiveconversations about community and 'fillrewarding, in view of Steve's diffe:enjudgment. [ Intern's fresh outlook [

The sheer vigor, vitality, and enthusiastiLSpitzer to the project. [Intern's work

Part 2Evaluation of Proje

Question 3. What were the project strenpStrengths listed included:

Providing a public and departmental doc.historical development of the Departure[Compilation of data]

The fact that this was (17e first attempt atmethod for distributing these monies[Improved agency's service to public]

This project provided a mathematically °ieopportunity to apply his educational bacl,interest area]

The interns enabled the SWMS to reach sgoals which had thus far been unattainmanpower. [General service to agency]

Weaknesses that were mentioned included the

Perhaps the project weaknesses included tldid not have the in-depth experience and tan in-depth study of the entire payablinformation, experience]

Are you kiddingI wouldn't swap my expinor anything! [None]

Lack of time to see his project throngrunning on the computer. A project of tlabout six months minimum. [ Lack of time

several industrial parks and going with Joe onone of the local contacts. I Accompanied on

o prepare precise, accurate, and brief statisticalobtained skill in technical writing techniques.

;Id action that I took was to tell him whereId be found and to suggest avenues to be ptirs_.:(1Ire the data necessary to complete the project.ources and make appointments)

are some of the things you did that, in thinkingye helped the intern or even made things more

!test hindrance was my inaccessibility the[Too little time for supervision ]

tive nature of our work and because of the factnation obtained is confidential, it was impossibleerns access to all information which would haveLack of information!

lied to answer this. [Others)

aline had to find a community resource to meete of the youngsters was supervising rathertact an agency w11,01 another worker had anhip with. [Lack of experience I

try to recall and describe the experiences thatriling to ylu personally.

e intern to "take hold" of the project and do anvithout day-to-day direction and guidance.

ntern become truly involved, contributory, andspecific area of work (psychological testing)

roject. [Intern's learning)

Steve is a highly intelligent, perceptive individual, and ourconversations about community and highway planning wererewarding. in view of Steve's differences in opinion andjudgment. [Intern's fresh outlook]

The slicer vigor, vitality, and enthusiastic commitment of Mr.Spitzer to the project. [Intern's work]

Part 2 Evaluation of Project

Question 3. What were the project strengths and weaknesses?Strengths listed included:

Providing a public and departmental document portraying thehistorical development of the Department of Public Safety.[Compilation of data]

The fact that this was the first attempt at determining a rationalmethod for distributing these monies is its major strength.[Improved agency's service to public]

This project provided a mathematically oriented student with theopportunity to apply his educational background. [Working "ninterest area)

The interns enabled the SWMS to reach some very worthwhilegoals which had thus far been unattainable due to lack ofmanpower. [General service to agency]

Weaknesses that were mentioned included the following:

Perhaps the project weaknesses included the fact that the interndid not have the in-depth experience and therefore could not doan in-depth study of the entire payables system. [Lack ofinformation, experience]

Are you kiddingI wouldn't swap my experience with these kidsfor anything! [None]

Lack of time to see his project through to completion andrunning on the computer. A project of this kind usually takesabout six months minimum. [ Lack of time]

97

An Examination of Attitudinal Changes in SREBInterns: Summers, 1968-1970

Walter J. Gordon

As the Student Intern Project of the Southern Regional EducationBoard (SREB) moves into its sixth year of operation, the verificationof certain assumptions concerning the resource development intern-ship seems timely. This report is designed, through the evaluation ofdata collected from SREB interns during the summers of 1968,1969, and 1970, to accomplish the following two objectives: (I) toprovide statistical verification of certain attitudinal changes evi-denced in SREB interns as a result of their internship experiences:and (2) to substantiate the internship as a method of educatingyoung people and encouraging them to consider public-servicecareers.

Analysis of the effect of the internship experience on theindividuals involved can take a variety of forms. The approach usedhere is the evaluation of matched sets of questionnaires administeredto SREB interns at the beginning and the end of the twelve-weekinternship period. The total sample mitt. composed of 103 setscompleted by 37 interns in 1968. 40 in 1969. and 27 in 1970. In ailcases. the pre-internship questionnaire (Appendix A) mix; adminis-tered during the first week of the internship period; the post-intern-ship questionnaire Appendix 131 was administered approximatelytwo weeks after the completion of the individual's summer work.

Two types of question:, arc used in this evaluation: (1) reflectivequestions which called on the respondent to analyze his summer'sexperience from a personal standpoint, to therefore show how theintern himself perceived the benefits of his internship; and (2) ques-tions which appeared in substantially the same form on both thepre-internship questionnaire and the post-internship questionnaire, totherefore exhibit certain attitudinal changes which occurred in therespondent between the beginning of his internship and the end. Thequestions rep!csented in Tables I, 6, and 9 are questions of the first

During a sr,lma int:rnxhip, this time with the Student Intern Project of SREB, h'a'terGordon ,4 noted major effort to collecting the data contained in this report. The reportwas completed in December 1971 and is published for the first time in this volume.

98

type: the data presented in ;

answers to questions of the seemThe method used for data

each respondent's answers towhich also contained the reincluding age, sex, marital stattcollege, home state, and type (that such personal data night prwould he likely to give certain aipersonal differences among dinegligible. From these system czthe table form used throughout t

For the sake of brevity, theand "post - internship questionna"post" for the remainder of the

The data examined is presegroups: (I) questions relating tclearning internships; (2) questiinternships on career choices; aship experience to inure traditioi

Four groups of questionsquestions relating to the servicetion of these questions indic(1) that interns are aware of thethey are to help solve; (2) thatthose problems; (3) that the inapproaches for solving the problpart in the solution of the proble

When asked "Has your inter'and economic problems?" the oents answered "Yes" (as Table

Several questions used in this evaluatielshow totals higher than the total sample of

:r

An Examination of Attitudinal Changes in SREBInterns: Summers, 1968-1970

Walter J. Gordon

iect of the Southern Regional Educationis sixth year of operation, the verificationcerning the resource development intern-Jrt is designed, through the evaluation off interns during the summers of 1968,-dish the following two objectives: (I) toion of certain attitudinal changes evi-a result of their internship experiences:internship as a method of educating

aging them to consider public-service

of the internship experience on thee a variety of forms. The approach usedidled sets questionnaires administeredinning and the end of the twelve-weekal sample was composed of 103 sets1968, 40 in 1969, and 27 in 1970. In allestionnaire (Appendix A) was adminis-)f the internship period; the post-intern-ix B) was administered approximatelyion of the individual's summer work.are used in this evaluation: (1) reflectivel!e respondent to analyze his summer'sstandpoint, to therefore show how thebenefits of his internship; and (2) ques-bstantially the same form on both theand the post-internship questionnaire, toitudinal changes which occurred in theinning of his internship and the end. Theles 1, 6, and 9 arc questions of the first

e with the Student Intern Project of SREII. Waltercling the data contained in this report. The reports published fir.- the first time in this volione.

type; the data presented in all other tables was extracted fromanswers to questions of the second type.

The method used for data compilation consisted of transferringeach respondent's answers to selected questions to a system cardwhich also contained the respondent's relevant personal data,including age, sex, marital status, academic status, academic major.college, home state, and type of project. It was originally assumedthat such personal data might prove that certain types of respondentswould be likely to give certain answers. This assumption proved false:personal differences among different groups of respondents wasnegligible. From these system cards, data was tabulated and put intothe table form used throughout the report.

For the sake of brevity, the terms "pre-internship questionnaire"and "post-internship questionnaire" will be abbreviated as "pre" an.:"post" for the remainder of the report

The data examined is presented in the following pages in threegroups: (1) questions relating to the service component of service-learning internships; (2) questions relating to the influence ofinternships on career choices; and (3) questions relating the intern-ship experience to more traditional classroom education.

Four groups of questions fall into the first category, that ofquestions relating to the service component of internships. Examina-tion of these questions indicate four pertinent characteristics:(1) that interns are aware of the social and economic problems thatthey are to help solve; (2) that interns realize the need for solvingthose problems; (3) that the interns are aware of the methods andapproaches for solving the problems; and (4) that they actually takepart in the solution of the problems.

When asked "Has your internship made you more aware of socialand economic problems?" the overshelming majority of the respond-ents answered "Yes" (as Table 1 below indicates). *Further, of the

Several questions used in this evaluation allowed multiple answers: therefore, some tablesshow totals higher than the total sample of respondents.

five who answered "No," three stated that they were aware of theproblems before their internship; therefore, only two can be said tohave given a negative answer. The respondents were also asked to listwhat problems they became aware of during their internship; theresponses are listed below. Even though this question is reflective,and not part of a matched set, it too exhibits attitudinal change onthe part of the respondent by his own admission of increasedawareness. A question appearing on both questionnaires asked the

TABLE 1

Has your internship made you more aware of social and economicproblems? In what ways? (No. 13 post)

N

Yes 98No 5

Problems listed by "Yes" RespondentsAware through first-hand experience 33Aware of problems of poverty 29Aware of attempted solutions to problems 20Aware of bureaucratic inadequacies 13Aware of deplorable living conditions 6Aware of inadequate health care 3Aware of local apathy to problems 3Aware of strained black-white relations 2

respondents to rate the need for accelerating social and economicdevelopment. On both questionnaires 93 percent said that suchacceleration was "vitally needed." The figures in Table 2 belowrepresent the responses of the 95 interns whose responses remainedthe same on both questionnaires.

Only seven interns' responses varied from pre to post on thisquestion; four changed from "vitally needed" to "important, but notpressing," and three others changed from "important, but notpressing" to "vitally needed." Such a small number (less than 7percent of the total sample) indicates that attitudes toward socialand economic development did not change appreciably. Thus, it canbe concluded that interns realize the need for accelerating social andeconomic development.

TABLE 2

How do you rate the need for social and ecin America today? (No. 4 pre, No

Vitally neededImportant, but not pressingPresent rate sufficientCould slow pace without adverse effects

That interns gain insight into methoproblem-solving can be seen through examiquestions. The first trio sets asked the rc.which governmental level resource developnconducted. In the first set, Table 3 shows thainterns gave the same response on bothmajority of these felt that the federal goxeffective agency in developing resources. 01responses changed from pre to post, nearly Ichoices to the feleral government. This stinterns' work with governmental agencies nuaware of the federal government's influence iactivities.

The second set asked the intern's reasonsparticular agency he chose in Table 3; TabInterns whose responses remained the sameand those whose responses changed, realizedand manpower, professional ability, and eft'ment lead toward the solution of probleresource development. Allowing multiplereasons from the 62 non-changing respondenthe 39 whose responses changed on the above

Program development, one of the majorabove, was recognized by the interns as an eapproach again later. In answer to the qudevelopment can best be accomplished, 69 infrom pre to post; the majority of those chpresent programs" anu .leveloping new prog

." three stated that they were aware of theternship; therefore, only two can be said tosaver. The respondents were also asked to listcame aware of during their internship; theny. Even though this question is reflective,eel set, it too exhibits attitudinal change on'dent by his own admission of increased['Tearing on both questionnaires asked the

TABLE 1

nade you more aware of social and economicis? In what ways? (No. 13 post)

N

985

spondentsd experience 33werty 29itions to problems 20'adequacies 13ng conditions 6ilth care 3) problems 3white relations 2

need for accelerating social and economicquestionnaires 93 percent said that suchy needed." The figures in Table 2 belowof the 95 interns whose responses remainednna i res.responses varied from pre to post on thisrom "vitally needed" to "important, but notthers changed from "important, but not'eded." Such a small number (less than 7nple) indicates that attitudes toward socialcnt did not change appreciably. Thus, it cans realize the need for accelerating social and

TABLE 2

How do you rate the need for social and economic developmentin America today? (No. 4 pre, No. 12 post)

N

Vitally needed 88Important, but not pressing 6Present rate sufficient 1

Could slow pace without adverse effects 0

That interns gain insight into methods and approaches toproblem-solving can be seen through examination of three sets ofquestions. The first two sets asked the respondent to indicate atwhich governmental level resource development is most effectivelyconducted. In the first set, Table 3 shows that over 60 percent of theinterns gave the same response on both pre and post, and themajority of these reit that the federal government was the mosteffective agency in developing resources. Of the 39 percent whoseresponses changed from pre to post, nearly half changed from otherchoices to the federal government. This seems to imply that theinterns' work with governmental agencies makes them more acutelyaware of the federal government's influence in resource developmentactivities.

The second set asked the intern's reasons for the selection of theparticular agency he chose in Table 3: Table 4 shows the results.Interns whose responses remained the same on the above question,and those whose responses changed, realized that resources, money,and manpower, professional ability, and effective program develop-ment lead toward the solution of prob'ems inhibiting effectiveresource development. Allowing multiple responses generated 74reasons from the 62 non-changing respondents and 48 reasons fromthe 39 whose responses changed on the above question.

Program development, one of the majcr reasons given in Table 4above, was recognized by the interns a:; an [tffective problem-solvingapproach again later. In answer to the (,.iestion of how resot reedevelopment can best be accomplished, 69 interns changed responsesfrom pre to post; the majority of those changed from "expandingpresent programs" and "developing new programs" to a combination

99

TABLE 3

Agency most effective in resource development: (No.2 pre, No. 10 post)

TABLE

Resource development canby: (No. 5 pre, N

Same Response Pre and Post (62)Federal government 41 Same Response Pre and Post (31)Regional government 8 Expanding present programsPrivate foundations 5 Developing new supplementary progranLocal government 3 Combination of aboveState government 3 Changing entire socialeconomic systemCivic groups 2 Combination of current activities

OtherDifferent Responses Pre to Post (39) Pre Post

Federal government 5 19 Different Responses Pre to Post (69)Regional government 11 7 Expanding present programsPrivate foundations 10 7 Developing new supplementary programLocal government 6 3 Combination of aboveState government 2 2 Changing entire social-economic systemCivic groups 5 1 Combination of current activities

Other

TABLE 4

Explain the basis for your selection of the agency you listedas most effective. (No. 3 pre, No. 11 post)

Same Response Pre and Post to Question No. 2Greatest resources, money, manpowerMost effective program developerCreative, flexible, innovativeMost professional abilityGreatest social conscienceClose to problemsMost clearly defined goals

Different Responses Pre to Post to Question No. 2Greatest resources, money, manpowerMost effective program developerCreative, flexible, innovativeMost professional abilityGreatest social conscienceClose to problemsMost clearly defined goals

3'17

97

541

189

1052

31

100

of the two. As also shown in Table 5remained the same on both questinhination approach.

The preceding analysis of thenconclusion that interns do indeedsolving methods, by recognizing hotagency and the desired course of actioi

The final group of questions inthree reflective questions concerningproject, its value to the host agencythey themselves learned from it. Thshown in Table 6. The largest numbthey participated in problem - solvingsome specific task, through their sethrough the practical application of th

From these reflective answers, (

actually participate in the solution oproblems during their internship.

To summarize this first categorymore aware of social and economic p