CES Internships: Education (Academic) Option
This option provides an opportunity for students to both prepare and generate an applied understanding of the academic experience. Preparing students for an academic or teaching career, this track offer students a holistic experience while providing the chance to prepare for graduate school. Through this internship, students will be able to T.A. a class (no grading), read/have discussions on pedagogy and the field of ethnic studies, write a research paper, and present that paper at either a conference or WSU symposium. Additionally, students will discuss the graduate school application process, receiving counseling on schools and otherwise learning about the nature of academia.
Each student is expected to attend assigned classes, meet with faculty sponsor one hour per week (faculty member must be tenure-track professor within CES), complete assigned readings, and complete assignments.
Teaching Journal: Each week, students are required to write a one- to two-page journal on teaching experience and pedagogy readings. This is an opportunity to think about the week's experiences, in terms of happenings, struggles, powerful learning experiences, critically reflecting on teaching in the context of readings on ethnic studies and pedagogy. It should not be purely a summarizing of involvement, but encompass a critical examination of that week's classes.
Final Paper: The purpose of the final paper is to offer students the chance to write a paper that is worthy of becoming a writing sample for a graduate application. It is the assumption that the student will write on a topic related to the course content. For example, if a student is a T.A. for José Alamillo, in Immigration and Citizenship, it may be beneficial for that student write a paper related to immigration and citizenship. However, this is not required, and paper topics should be arranged with the faculty sponsor. This paper should represent a semester's effort, roughly between 20–25 pages, including proper citations, bibliography, etc. The goal is to produce a piece of work that can be used as a writing sample for student's application to graduate school.
Presentation: It is the hope of the CCGRS department that each student who chooses the academic track takes the opportunity to present their work at either a conference (attended by the student and faculty sponsor) or (and?) at a campus forum as to both demonstrate the strengths/power of our research and prepare oneself for academic presentations.
Organizational Evaluation: Upon completion of the academic internship, students are to write a one-page paper that evaluates the experience/faculty sponsor, discussing level of support, experience, and rating the usefulness of internship.
Attendance: Students must attend all classes and regularly meet with faculty sponsor.
- Meet with internship advisor/faculty advisor to select desired faculty sponsor and potential course for teaching assistantship (this needs to take place at least four months in advance of internship).
- Submit proposal to internship coordinator.
- In consultation with internship coordinator, solidify details and procedures for upcoming internship. It is crucial that students prepare themselves so that the first week of the internship semester begins smoothly.
- Through the semester, students participating in the internship program must spend at minimum, three hours in their assigned class, one hour meeting with faculty sponsor, and an undetermined amount of time reading/writing, totaling 10 hours/week.
- Every week, students must write in a teaching/pedagogy journal (which will be read by both the internship coordinator and the student's faculty advisor) that touches upon the happenings of the week, as well as a discussion of problems, suggestions as to how to improve classroom experience, or general thoughts. Journals should reflect upon classroom experience and pedagogical readings. At minimum, each student must write 15 times, averaging two to three pages per entry.
- Upon the conclusion of the internship, each student is to submit a final research paper. While it is suggested that students use course content as the basis of the paper topic (if a T.A. for African American film, write a paper related to African American film), students should be able to write on any desired topic (as long as topic is agreed upon with faculty sponsor). The key element to the assignment is completing a paper that can be used as part of a graduate school application. With this in mind, this assignment should illustrate analytical, research, and writing skills.
- Each student must turn in a three- to four-page self-evaluation of their own involvement with the internship, specifically discussing effort, fulfillment of responsibilities, and experience. Additionally, each student must turn in a two- to three-page evaluation of the faculty sponsor/experience, providing clear feedback about the support and usefulness of this internship.