INTERNSHIP - BestSemester Internship syllabus.pdf · 11 Sep – Mon First day of Internship 14 Sep...

INTERNSHIP Fall 2017

September 11 – December 7

Available Work Times: Monday, Tuesday, Wednesday, Thursday: 8 am – 6 pm

Work Hours: 28 hours per week, 336 work hours total

Recommended Credit Hours: 8.0 semester – 12.0 quarter

COURSE INSTRUCTORS

COURSE DESCRIPTION

This course provides you with an opportunity to gain work experience in a professional setting

related to your academic studies and career interests. The internship enables you to learn more

about how professional organizations actually operate, including how ideas and theories learned

on campus are applied in real time. Reflective journaling requirements are designed to help you

make connections between what you are learning in the classroom and on the job, identify the

specific analytical and interpersonal skill sets you are developing, and seek a clearer understanding

of how your identity and callings in Christ shape your work. During the 12-week course, interns

usually work seven-hour days on Mondays—Thursdays, for an average of 28 hours per week and

336 work hours total.

COURSE LEARNING OUTCOMES

After completing the required readings, reflective writing assignments, and work experience, students

should be able to:

1. Cite specific work experiences to explain how professional organizations actually operate.

2. Reference internship experiences to explain how ideas and theories learned on campus are applied

in real time.

3. Use a Learning Contract to identify the specific analytical and interpersonal skills they gained

through their work experiences.

4. Reference journal reflections to explain how the student’s developing sense of identity and vocation

in Christ influenced the student’s view of the character and purpose of their work.

COURSE MATERIALS

Graves, Stephen R. The Gospel Goes to Work: God’s Big Canvas of Calling and Renewal. Fayetville,

AR: KJK Inc. Publishing, 2015.

Peter J. Baker, Ph.D.

202-546-3086, x. 500

[email protected]

Office Hours: By appt.

Zachariah Mills, M.A.

202-546-3086, x. 205

[email protected]

Office Hours: By appt.

mailto:[email protected]

mailto:[email protected]

Internship (Fall 2017) – page 2

ASSIGNMENT SCHEDULE & REQUIRED DOCUMENTS

11 Sep – Mon First day of Internship

14 Sep – Thur Submit Internship Confirmation Form (e-survey link to be emailed to you)

22 Sep – Fri Submit Learning Contract—signed by your supervisor—to your FIM.

25 Sep – Mon Journal #1 due (A); update DTA log

2 Oct – Mon Journal #2 due (B); update DTA log

6 Oct – Fri Journal #1 and #2 grades returned

16 Oct – Mon Journal #3 due (A); update DTA log

30 Oct – Mon Journal #4 due (B); update DTA log

3 Nov – Fri Journal #3 and #4 grades returned

13 Nov – Mon Journal #5 due (A); update DTA log

20 Nov—24 Nov No Internship—Thanksgiving Break

4 Dec – Mon Journal #6 due (B); update DTA log

7 Dec – Thur Last day of Internship

Internship Confirmation Form. The purpose of this document is to confirm the weekly schedule and

substantive nature of the internship experience, thereby justifying the academic credit you will receive

from your home campus. A sample form is provided in Appendix 1. You will complete an online

version of this form by the end of the first week at the internship. Your ASP faculty internship monitor

will bring a hard copy of this from to the midterm onsite visit for your supervisor to sign.

Learning Contract. The learning contract documents three types of goals: knowledge goals, skill goals,

and character/vocation goals. The student composes the list of goals and meets with his/her supervisor

to discuss and revise them. In short, this document represents the student’s definition of a successful

internship and communicates these goals and expectations to the supervisor, who, in turn, commits to

supporting the student’s efforts to achieve these goals. A sample learning contract is provided in

Appendix 2. Please email a draft to your ASP faculty internship monitor for feedback before sending

to your internship supervisor.

COURSE REQUIREMENTS AND EVALUATION

Your overall internship experience includes both “action” and “reflection,” and our evaluation of your

internship experience and peformance addresses both components.

Participation policies and requirements (70% of course grade):

Participation policy #1: Weekly minimum and maximum hours. To be awarded 8 hours of academic

credit, you must work at least 22 hours each week, but no more than 36 hours. We recommend a 28-

hour week in which you work 7 hours each day. You will complete the Internship Confirmation Form

(Appendix 1) and your supervisor will sign it at the midterm onsite visit to ensure you meet these

requirements.

Participation policy #2: Excused and unexcused absences. In a “once-in-a-lifetime” type situation,

a student may ask for an excused absence. An excused absence requires permission from both the

ASP faculty internship monitor and the internship supervisor.

What does “once-in-a-lifetime” mean? The opportunity must be D.C.-based (i.e. “I could only do this

because I chose to study in D.C. this semester) and clearly advances your professional or academic

development. Past examples include:

“My office has been invited to a special ceremony at the White House, where we will meet with

the President.”


“I have spent all semester working on this event and it takes place next Friday, our class day.”

“My prime minister is in D.C. and will be speaking at my embassy” (international student).

“My Senator in the office I work at has asked me to shadow her for the day on Friday.”

Spending time with visiting fiancée, friends, or family is never an excuse to miss work (or class). Do

not ask your supervisor for the day off in these situations. Your fiancée/friends/family will understand.

It is also not appropriate for your office to require your presence on a Friday because they are short-

staffed and need extra help.

One unexecused absence will reduce the student’s participation grade by a whole letter (i.e. A to B).

A second unexcused absence will result in a failing grade for the course.

Participation policy #3: Sick days. In the event of illness, students must notify their internship

supervisor and their ASP faculty internship monitor as soon as possible; depending on circumstances,

the student may need to make up these internship hours at a later time. If illness results in a student

working less than 22 hours for the week, those hours must be made up.

Participation policy #4: Office closings. In the event of office closings, students will be excused from

their internships and not required to make up those hours.

Participation policy #5: Out-of-office work arrangements. There are two types of “out-of-office”

work arrangements: regular and irregular. An example of a regular arrangement is when your

supervisor informs you that you will need to “work from home” on a particular day each week or “from

time to time.” In these cases, you must immediately notify your ASP faculty internship monitor to

discuss a work plan. We expect you to spend at least 4 hours each day outside the Dellenback to perform

your work duties. Suitable “public office” spaces include the Library of Congress, a local library, a

congressional cafeteria, or a coffee house. An example of an irregular arrangement is when your office

closes due to weather, a facilities issue, or an unstaffed office (e.g. everyone is away attending an out-

of-state event). Again, you must immediately notify your ASP faculty internship monitor of the

situation to discuss a work plan. In most cases, you are credited these hours and do not need to make

them up. In some cases, your supervisor will expect you to continue to make progress on projects, in

which case the “regular arrangement” policy comes into effect.

Midterm On-site Visits. Between October 9 and October 26, your ASP faculty internship monitor will

conduct an on-site visit to your internship office to meet with you and your internship supervisor. This

assessment serves as a “progress report” on how well you are meeting your supervisor’s expectations,

your own learning contract goals, and overall course requirements. The objective is to create an

opportunity for positive encouragement and constructive guidance. Prior to the meeting, your ASP

faculty internship monitor will email the internship supervisor a link to a short online survey evaluating

your work performance. The form includes a midterm grade awarded by your supervisor. This grade is

NOT averaged into your final internship grade, but it does signal where you are at and what still needs

to be done in order to earn an excellent grade from your supervisor by the end of term. A sample copy

of the midterm onsite evaluation form is provided in Appendix 3.

Supervisor Evaluation of Student Work Performance (70% of course grade). After the internship

has ended, the student’s ASP faculty internship monitor will email the internship supervisor a link to

an online survey evaluating the student’s work performance. The survey is identical to the midterm

onsite evaluation form (see Appendix 3). The supervisor will complete the form and issue a letter grade,

which constitutes 70% of the course grade. The student will receive a copy of the supervisor’s

evaluation with the student’s Internship course grade report.


Written requirements (30% of course grade): Reflection Journals. You will submit 6 journal entries over the course of the semester. The journal

entries are organized into and graded as three packets, as indicated in the couse schedule above. Journal

Packet #1 is worth 10% of the course grade, Journal Packet #2 is 10%, and Journal #3 is 10%.

The objective of these reflective exercises is to document lessons learned from work activities and

thinking through their implications on your future activities and decisions. This extra effort is what is

required to turn a great experience into a great learning experience.

There are two types of journal assignments, designated “A” and “B,” respectively. Type A assignments

focus on documenting work experiences, professional lessons learned, and thoughts on how to build on

these experiences. Type B assignments also focus on documenting work experiences and professional

lessons learned. It also asks you to provide a larger reflection on what we are learning about how the

biblical ideas of vocation or calling help us work through questions about identity and success at work.

The expectations for your internship journal entries are outlined in Appendix 4 and 5, the Internship

Journal “A” Rubric and Internship Journal “B” Rubric.

Submission. You will submit your journal entry to your ASP internship faculty monitor by email. Each

journal is due by 11:59 pm on the date indicated in the course schedule. Submit your journal in MS

Word format electronically as an email attachment. Please DO NOT submit an internship journal in

the same email with any other assignments, even if the assignments are due on the same day. Title the

subject of your email: “Intern Journal #1” and so forth. There are no extensions. Journal entries

received after their due date/time will automatically reduce your journal grade by one-third of a letter

(i.e. A to A-), and an additional one-third letter grade for each subsequent 24-hour period.

Formatting and Length. On the first page of each journal entry, please indicate in the upper left-hand

corner your name, the internship location, the name of your ASP faculty internship monitor, and the

date of submission. Required format is MS Word, typed, 8 ½ x 11 paper, Times New Roman font, 12

cpi, double-spaced, with 1-inch margins and numbered pages. Please do not forget to number your

pages. Type “A” journal minimum word count is 1,200. Type “B” journal requires at minimum a 5

sentence annotation of the required reading and 500-word integrative reflection on the reading.

Grading. Your ASP faculty internship monitor reads and grades your journal. You are encouraged to

consult your monitor over the course of the semester to discuss the content and quality of your journals.

A “C” grade indicates an uneven mix of adequate and inadequate work product, a “B” indicates

adequate and complete work, and an “A” indicates excellent, creative, and integrative work. Grades

lower than this represent inadequate work that must be resubmitted.


APPENDIX 1. INTERNSHIP CONFIRMATION FORM

Student Intern Name: ______________________________________________

Intern Telephone: _________________________ Intern Email: ________________________

Intership Site: _____________________________________________________

Site Address: _____________________________________________________

_____________________________________________________

Site Supervisor Name: ______________________________________________

Site Supervisor Telephone: __________________________________________

Site Supervisor Email: ______________________________________________

Internship Start Date: ______________________ Internship End Date: _________________

Internship Schedule:

Monday: ______________________________________________________ (ex. 9a – 5p)

Tuesday: ______________________________________________________

Wednesday: ___________________________________________________

Thursday: _____________________________________________________

Total work hours each week: ______________________________________

Semester work schedule exceeds 264 total hours (circle): Yes No

Academic Credits: 8

Position status (circle): Paid Unpaid

If paid, hourly rate or stipend amount: ______________________________

Please sign to confirm that the information in this document is correct.

Student Intern signature and date

Site Supervisor and date


APPENDIX 2. SAMPLE LEARNING CONTRACT

Name: Peter J. Baker

Date: September 21, 2017

Internship Site: American Enterprise Institute

KNOWLEDGE GOALS:

1. Be able to define a think-tank and explain how it differs from a university and also from other

organizations in D.C. that advocate policy positions, but do not carry the think-tank label.

2. Become familiar with the community of think-tanks in D.C. and how they identify and

differentiate themselves.

3. Learn the process of how one publishes an article in a newspaper or magazine.

4. Become familiar with new research methods and sources of information to assist in the research

process.

5. Gain a better understanding of the root causes of the problems my scholar studies.

6. Become familiar with different conceptualization of the problem, as argued by other scholars.

Identify whether freedom, equality, order, or another value is being prioritized for each position.

7. Identify how my scholar sees “who is responsible” for addressing the problem, and how this

differs from her ideological opponents.

8. Develop a position of my own on the subject, informed by my scholar’s expertise and my ASP

coursework.

SKILL GOALS:

1. Learn how to organize a scholarly conference.

2. Learn how to design a research agenda.

3. Develop oral presentation skills by arranging for a briefing of my scholar on a subject of our

mutual choosing.

4. Develop better active listening skills.

5. Develop a better understanding of the “professional” use of email and the telephone.

6. Develop stronger communication skills when interacting with those in positions of authority.

7. Develop a greater competence in asking clear questions and getting complete answers.

8. Develop a sensitivity to the relationships between scholars and staff, investing in activities to get

to know each group equally.

9. Become a better multi-tasker.

CHARACTER & VOCATIONAL GOALS:

1. Learn how to manage anxiety when my workload overwhelms.

2. Learn how not to be defensive when taking criticism from my supervisor.

3. Learn how to fight inferiority thoughts when comparing my experience to those of other interns.

4. Learn how to manage conflict situations with my supervisor or fellow interns, rather than avoid

them.

5. Become more intentional in seeking coherency between my beliefs and my behavior at the

workplace.

6. Identify ways in which the workplace culture may preach the fact/dichotomy split.

7. Identify ways in which “the code” is spoken at the workplace, even in unknowingly.

Supervisor’s Signature ______________________________________________________


APPENDIX 3. SAMPLE INTERNSHIP EVALUATION FORM

STAGE 1 (online): Quantitative Assessment Please circle the number below that best describes the student’s performance in the following areas.

1-2: Beginning - performance is unprofessional or far from adequate

3-4-5: Developing - improving or uneven proficiency, not yet consistently meeting expectations

6-7-8: Proficient - performance meets basic expectations for an undergraduate intern

9-10: Exemplary - performance exceeds basic expectations, equivalent with entry-level professionals

BEGINNING

DEVELOPING

PROFICIENT

EXEMPLARY

COMMENTS

Punctuality (faithfulness to schedule)

1 2 3 4 5 6 7 8 9 10

Professionalism (to include appearance, dress, personal management &

respectfulness)

1 2 3 4 5 6 7 8 9 10

Attitude (enthusiasm, humility, self-confidence, willingness to do any

kind of work)

1 2 3 4 5 6 7 8 9 10

Competence/Productivity (produces high-quality work; exhibits efficiency, follow-

through, organization &

analytical skills)

1 2 3 4 5 6 7 8 9 10

Dependability (demonstrates reliability and

responsibility)

1 2 3 4 5 6 7 8 9 10

Communication Skills (to include writing, verbal communication & telephone

skills)

1 2 3 4 5 6 7 8 9 10

Interpersonal Skills (exhibits strong human relations skills; gets along with and works

well with others)

1 2 3 4 5 6 7 8 9 10

Initiative/Creativity (when possible, shows initiative & creativity in pursuing interests

and/or taking tasks to the next

level)

1 2 3 4 5 6 7 8 9 10

Resourcefulness (shows initiative in taking

advantage of opportunities to

learn and grow, i.e. networking with others, attending enriching

events)

1 2 3 4 5 6 7 8 9 10

Inquisitiveness/Curiosity (asks good questions, seeks to understand the “bigger picture”)

1 2 3 4 5 6 7 8 9 10

Using the categories and corresponding evaluative descriptions above, please complete the

sentence: “The undergraduate intern’s overall performance corresponds with the following

numerical score (1-10): _____ .”

STAGE 2 (in-person): Qualitative Assessment Please identify the intern’s greatest strength(s).

Please identify areas for the intern’s continued improvement and professional growth.

Please offer any additional advice for how the intern can continue to make the most of this experience.


APPENDIX 4. INTERNSHIP JOURNAL “A” RUBRIC

Exemplary - 4 Acceptable - 3 Inadequate - 2 Poor - 1

Part One: Work Experience and Lessons Learned (1,200 word minimum)

Quality of

Experiential

Specificity

(70%)

The internship journal

evidences a careful and

specific detailing of the

knowledge and/or skills

you are gaining from

(a) specific work

projects or assignments,

(b) specific internship

events or meetings,

and/or (c) specific

interactions with people

at your internship (i.e.

supervisors, co-

workers, etc.).


provides a general

detailing of the



(a) specific work



events or meetings,

and/or (c) specific



supervisors, co-

workers, etc.).


is too often vague in

documenting the



(a) specific work



events or meetings,

and/or (c) specific



supervisors, co-

workers, etc.).


does not adequate

detail the knowledge

and/or skills you are

gaining from (a)

specific work projects

or assignments, (b)

specific internship

events or meetings,

and/or (c) specific



supervisors, co-

workers, etc.).

Quality of

Reflections on

Lessons

Learned

(20%)

Discussion of lessons

learned demonstrates

careful thought about

how newly acquired

knowledge or skills are

influencing the way you

think about what it

means to be a

professional, to succeed

as a professional, your

own professional

development, and/or

future career interests.

May cite the Learning

Contract.

Provides a basic

reflection on newly

acquired knowledge or

skills by explaining in

basic but clear terms

how they are

influencing the way you

think about what it

means to be a



own professional

development, and/or


Discussion of newly


skills is too often vague

or incomplete when

explaining their

influence on your

thinking about what it

means to be a



own professional

development, and/or



learned and how they

are contributing to your

growth as a young

professional is missing

or wholly inadequate.

Part Two: Application (no minimum word count)

Application

Plan

(10%)

The journal provides

two or more

“application ideas” and

questions, which

clearly connect to what

you are doing and

learning at your internship, as described

in the earlier section.

The author explains in

clear and concise terms

why these questions or

application ideas are

important. Questions

and application ideas

demonstrate your

intentionality iand

commitment to growing

as a young professional.

The journal provides

two “application ideas”

and questions, which

generally connect to

what you are doing and

learning at your

internship. The author

explains in general

terms why these

questions or application

ideas are important.

Questions and

application ideas

demonstrate a general

awareness of this

opportunity to grow as

a young professional.

It is mostly unclear how

these application ideas

relate to what you are

doing and learning at

your internship. The

author is too often

vague or unclear when

explaining why these

questions or application

ideas are important.

The journal does not

provide an adequate

number of “application

ideas” and questions.

What is offered appears

to be disconnected from

lessons learned at the

internship. There is no

explanation of why

these questions or

application ideas are

important.

Formatting &

Submission

Type “A” journal entries submitted on time and as

its own email with the subject heading of “Journal

Entry #--.” Each entry meets or exceeds the 1,200

word limit. The journal is formatted with

subheadings as outlined in the journal assignment

instructions.

Grade is penalized by 1/3 because journal

entry is submitted after

the deadline, but before

a full 24 hours has

passed; or, journal entry

is between 1,000-1,200

words.

Grade is penalized by a

whole grade because journal entry is more

than two days late or

journal entry is less

than 1,000 words.

Note: A journal may be returned for re-submission if it fails to meet professional standards for spelling,

grammar, punctuation, or formatting. Late penalties will apply.


APPENDIX 5. INTERNSHIP JOURNAL “B” RUBRIC

Exemplary - 4 Acceptable - 3 Inadequate - 2 Poor - 1

Part One: Work Experience and Lessons Learned (700 word minimum)

Quality of

Experiential

Specificity

(40%)


provides a careful and

specific detailing of the


you are gaining from (a)

specific work projects or

assignments, (b) specific

internship events or

meetings, and/or (c)

specific interactions with

people at your internship

(i.e. supervisors, co-

workers, etc.).


provides a general

detailing of the










workers, etc.).

The internship journal is

too often vague in

documenting the










workers, etc.).


does not adequate

detail the knowledge

and/or skills you are

gaining from (a)

specific work projects

or assignments, (b)

specific internship

events or meetings,

and/or (c) specific

interactions with

people at your

internship (i.e.

supervisors, co-

workers, etc.).

Quality of

Reflections

on Lessons

Learned

(10%)

Provides a careful

reflection about how

newly acquired

knowledge or skills are

guiding your thinking

about what it means to be

a professional, to succeed


own professional

development, and/or


May cite the Learning

Contract.

Provides a basic

reflection on newly


skills by explaining in

basic but clear terms how

they are influencing the

way you think about

what it means to be a



own professional

development, and/or


Discussion of newly


skills is too often vague

or incomplete when

explaining their influence

on your thinking about

what it means to be a



own professional

development, and/or



learned and how they

are contributing to

your growth as a

young professional is

missing or wholly

inadequate.

Part Two: Reflection on Vocation and Occupation (6 sentences, plus 500 word minimum)

Quality of

Annotation

(30%)

Provides accurate and

detailed descriptions of

main point(s) of the

reading; annotation

exceeds the 6-sentence

minimum.

Provides accurate but

general descriptions of

the main point(s) of

reading; annotation

meets the 6-sentence

minimum.

Provides overly vague

or sometimes inaccurate

descriptions of the main

point(s) of reading,

indicating it was not

read carefully or

completely; annotation

fall just short of the 6

sentence minimum, or

meets the minimum

using sentences that lack

much substance.

Annotation is

incomplete or

contains serious

errors, indicating

poor or incomplete

reading. Annotation

fails to meet the 6

sentence minimum.

Quality of

Integrative

Reflection on

Content

(20%)

Meaningfully evaluates

the main points detailed

in the annotation in

integrative fashion,

connecting analysis and

questions to specific

semester experiences;

annotation exceeds the

6 sentence minimum

and reflection exceeds

the 500 word minimum.

Provides a clear and

informed statement in

response to the reading

or lecture, but could do

more to explain the

reasoning behind each

evaluation by citing

experiences; annotation

and reflection meets the

6 sentence and 500

word minimums,

respectively.

Responses are too

general or vague,

indicating superficial

engagement with course

material. Connections to

semester experiences are

too vague or superficial;

annotation fall just short

of the 6 six sentence

minimum or reflection is

between 465-499 words.

Author’s response or

connections to

semester experiences

are missing or wholly

inadequate.

Annotation is well

under the 6 sentence

minimum or

reflection is below

465 words.


Formatting

&

Submission

Type “B” journal entries submitted on time and as its

own email with the subject heading of “Journal Entry

#--.” Each entry meets or exceeds the word minimum

and the heading is formatted as outlined in the course

syllabus.

Grade is penalized by 1/3

because one journal entry

in the packet is submitted

after the deadline, but

before a full 24 hours has

passed; or, journal entry

is between 450-499

words.

Grade is penalized by

a whole grade because a journal entry is more

than two days late; or

two or more entries

were submitted after

the deadline, or journal

entry is less than 400

words.

Note: A journal may be returned for re-submission if it fails to meet professional standards for spelling,

grammar, punctuation, or formatting. Late penalties will apply.


INTERNSHIP JOURNAL “A” ASSIGNMENT

#1: MONDAY, SEPTEMBER 25TH @ 11:59 PM

#2: MONDAY, OCTOBER 16TH @ 11:59 PM

#3: MONDAY, NOVEMBER 13TH @ 11:59 PM

INSTRUCTIONS

Please complete both sections of the journal assignment. Be sure to consult the grading rubric

before you begin.

PART ONE

Record and Reflect on Professional Experiences at the Internship (90%)

What are you doing at work and what are you learning from it all? More specifically, explain and

reflect on 1 or 2 moments at work this week that really stand out to you. Why do they stand

out?...What career or professional development questions or lessons learned did you take away?

Consider…Is the experience positive, or negative? Did you learn something by making a

mistake? Did you achieve something you really worked hard for? Did you learn

something from observation (e.g. your supervisor leading a meeting or handling an office

dispute) or at a special event (e.g. conference panel, congressional hearing)?

Word count: 1,200 minimum

PART TWO

Application Plan—Building on Key Questions and Lessons Learned (10%)

We want to build on the questions and lessons learned we collect from our work experiences.

How can you keep the momentum building? Please provide at least two responses that explain

what questions you take away or concrete actions you can take to continue your professional

development and why you believe these questions or steps are worthwhile.

For example, who in your office could you follow up with for a coffee to get their

perspective on career or professional questions you’re thinking through? Or ,what kind

of additional research and reading could be done to learn more?

1.

2.

Word count: No word count, but estimate 3-5 sentences.


INTERNSHIP JOURNAL “B” ASSIGNMENT

#1: MONDAY, OCTOBER 2ND @ 11:59 PM

#2: MONDAY, OCTOBER 30TH @ 11:59 PM

#3: MONDAY, DECEMBER 4TH @ 11:59 PM

INSTRUCTIONS

Please complete both sections of the journal assignment. Be sure to consult the grading rubric

before you begin.

PART ONE

Record and Reflect on Professional Experiences at the Internship (50%)

What are you doing at work and what are you learning from it all? More specifically, explain and

reflect on 1 or 2 moments at work this week that really stand out to you. Why do they stand

out?...Which career or professional development questions and lessons learned do you want to be

sure to document and remember?

Consider…Is the experience positive, or negative? Did you learn something by making a

mistake? Did you achieve something you really worked hard for? Did you learn

something from observation (e.g. your supervisor leading a meeting or handling an office

dispute) or at a special event (e.g. conference panel, congressional hearing)?

Word count: 700 minimum

PART TWO

Reflections on Vocation and Occupation: Considering Identity and Success at Work (50%)

First, provide a 6-8 sentence annotation of key content from the assigned reading.

October 2nd: The Gospel Goes to Work, Introduction through Chapter 3.

October 30th: The Gospel Goes to Work, Chapters 4-6.

December 4th: The Gospel Goes to Work, Chapters 7-9.

Lastly, evaluate the reading. What do you think? How is your thoughtfully considered response

informed by your own internship or semester experiences thus far, and/or to your thoughts more

generally about matters of career and post-grad plans?

Word count: 6-8 sentence annotation plus 500-word minimum integrative reflection.

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