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Course P r o f e s s o r Term Meetings Internship BIS 4v04





Internship BIS 4v04 All Sections

Dr Susan Chizeck

Spring 07 all sections

Tuesday January 16 (GR 2.530) and Monday February 26 (GR 3.302) 4:30 p.m.

Professor’s Contact Information

Office Phone


Other Phone

972-883-2057 (Michele)

Office Location

GR 2.310

Email Address

Office Hours

By appointment (usually afternoons M T Th F 1:30-4:30)

No Web CT used. Do not leave messages or turn in papers on WebCT. I will not get them.

Other Information

Turn final papers in to and in hard copy

Course information:

Internshipspring07 #1746439 password interndudes

General Course Information

Pre-requisites, Co- requisites, & other restrictions

There are no prerequisites or textbooks for this course. Suggested for juniors and seniors.

Course Description

This course provides students with a supervised introduction to the world of work. Under faculty guidance, students gain experience in a professional work environment. Students apply academic learning to work practice and clarify career goals.

There are no prerequisites or textbooks for this course. Attendance at the two group meetings is mandatory. Students must have their internship

application approved by the beginning of the term to gain permission to register.


1. Students will be able to apply concepts from previous course work to solving problems at the internship work site.

a. Methods of assessment: Reflective writing entries; Journal; and 10-20 page research paper.

2. Students will demonstrate ability to conduct research from contemporary sources to apply to problems at the work site.

Learning Outcomes

a. Methods of assessment: draft research paper; 10-20 page final research paper; midterm discussion.

3. Students will be able to identify major problems and issues in the industry where they are working.

a. Methods of assessment: 10-20 page research paper; reflective writing entries, Midterm discussion

4. Students will be able to write clear, grammatical, well-organized

prose. Methods of assessment: 10-20 page research paper, journal, reflective writing entries.

Required Texts & Materials Suggested Texts, Readings, & Materials



Assignments & Academic Calendar

[Topics, Reading Assignments, Due Dates, Exam Dates]

Orientation Meeting January 16

Tuesday January 16 at 4:30 (GR 2.530)

January 29

Learning Agreement due

Midterm Meeting

Monday, February 26 at 4:30 (GR 3.302)

February 26

Spring Break

March 6-10

March 13

Midterm grades turned in. To receive an A for your midterm grade, turn in a bibliography for your paper with at least 3 sources.

March 29

First draft of paper due, complete with references used so far

April 17

Insert Exam Date(s), Time(s)

Course Policies

Final paper, journal and summary due

There are no exams

Grading (credit)

Grades are based half on your site supervisor evaluations and half on your written work, with 90% of that based on your research paper. Further details can be found in the rest of this syllabus.


Make-up Exams

No exams

Extra Credit



Will be considered if time to grade, may be lowered in grade, depending on circumstances

Late Work

Policy for incompletes: Turn in your journal, reflective entries, and journal summary to get an incomplete for the research paper.





Class Attendance





In Classroom: listen and ask questions

Field Trip

No field trips.


Student Conduct

The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year.

The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and

and Discipline


described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1.602, 972/883-6391).


student at the university neither loses the rights nor escapes the responsibilities of

citizenship. He or she is expected to obey federal, state, and local laws as well as the

Regents’ Rules, university regulations, and administrative rules. Students are subject


discipline for violating the standards of conduct whether such conduct takes place

on or off campus, or whether civil or criminal penalties are also imposed for such




The faculty expects from its students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work.

Scholastic dishonesty includes, but is not limited to, statements, acts or omissions related to applications for enrollment or the award of a degree, and/or the submission



one’s own work or material that is not one’s own. As a general rule, scholastic


dishonesty involves one of the following acts: cheating, plagiarism, collusion and/or falsifying academic records. Students suspected of academic dishonesty are subject


disciplinary proceedings.

Plagiarism, especially from the web, from portions of papers for other classes, and from any other source is unacceptable and will be dealt with under the university’s policy on plagiarism (see general catalog for details). This course will use the resources of, which searches the web for possible plagiarism and is over 90% effective.


The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email

Email Use

correspondence be sent only to a student’s U.T. Dallas email address and that faculty and staff consider email from students official only if it originates from a UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used


all communication with university personnel. The Department of Information

Resources at U.T. Dallas provides a method for students to have their U.T. Dallas mail forwarded to other accounts.

Withdrawal from

The administration of this institution has set deadlines for withdrawal of any college- level courses. These dates and times are published in that semester's course catalog. Administration procedures must be followed. It is the student's responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of "F" in a course if you choose not to attend the class once you are enrolled.





Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures.



In attempting to resolve any student grievance regarding grades, evaluations, or other

fulfillments of academic responsibility, it is the obligation of the student first to make

serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called “the respondent”). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean.



the matter is not resolved by the written response provided by the respondent, the

student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties.

Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations.


As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F.



The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1.610 in the Student Union. Office hours are Monday and Thursday, 8:30 a.m. to 6:30 p.m.; Tuesday and Wednesday, 8:30 a.m. to 7:30 p.m.; and Friday, 8:30 a.m. to 5:30 p.m.


The contact information for the Office of Disability Services is:

The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY)


Essentially, the law requires that colleges and universities make those reasonable adjustments necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. The college or university may need to provide special services such as registration, note- taking, or mobility assistance.



is the student’s responsibility to notify his or her professors of the need for such an

accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours.

Religious Holy



The University of Texas at Dallas will excuse a student from class or other required


activities for the travel to and observance of a religious holy day for a religion whose places of worship are exempt from property tax under Section 11.20, Tax Code, Texas Code Annotated.

The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment.

If a student or an instructor disagrees about the nature of the absence [i.e., for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative intent of TEC 51.911(b), and the student and instructor will abide by the decision of the chief executive officer or designee.


Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information regarding these rules and regulations may be found at Additional information is available from the office of the school dean.

Instruction and

Course Activities

These descriptions and timelines are subject to change at the discretion of the Professor.


January 2007


Student Interns


Dr. Susan P. Chizeck Director, Internship Program

You are required to:

1. Attend two meetings of student interns this semester – Orientation Meeting: Tuesday, January 16 at 4:30 in GR 2.530 and the Midterm Meeting: Monday, February 26 at 4:30 in GR 3.302. Please arrange your schedules so that you can attend. The first meeting is an organizational meeting to make sure you are all getting off on the right track at your sites and are clear on your academic assignments. The second meeting will be to assess your progress near the midpoint of the semester. Since the room number may be changed, please RSVP to 972-883-2057 to confirm your attendance for each meeting.

2. Turn in the enclosed schedule form as soon as possible so we can easily locate you if you are needed. Our primary method of contacting you is email, so please check your UTD inbox.

3. Have the enclosed Learning Agreement signed by your supervisors and turned in by Monday, January 29 to the Internship Director. It is required that all parties have a copy of the completed form. We will give you back two signed copies, one for you and one for your supervisor. The sooner these assignments are clarified, the better for all concerned. Students without a signed Learning Agreement can be dropped from the course due to liability issues.

4. Decide on the academic paper topic with your faculty supervisor (Dr. Chizeck) by Monday, January 29. You should contact Dr. Chizeck ASAP to discuss your topic. The first draft is due Thursday, March 29 and the final revision by Tuesday, April 17. The first draft should be typed, double-spaced, complete with references, and as close to final form as possible. Turn in the first draft again with the final draft. Please turn in all papers as hard copy to my office. Do not email them or use WebCT. This course does not use WebCT. Turn in your papers on paper to me and also to You must set up an account. Our course is: 1746439 password: interndudes class: internspring07

5. Keep a reflective journal of your internship experience to verify the hours spent on site and to help you in recalling what you did. Add up your hours at the end.

6. Based on your journal, summarize your intern experience using the enclosed format

Turn in


your journal as well.

This is due by Tuesday, April 17 in the Internship Director’s office.

Late papers may be down graded.

Final Checklist to turn in: journal, reflective entries, summary, paper draft, final paper

Grading of Internship

Your grade for the Internship is determined half by your performance at your site and half by your academic paper or project and other written work. If you are signing up for six credits, you will be registered in two three-credit sections, and you may receive different grades for each section if your grade is borderline or there is a discrepancy between site and academic performance. Due to university policy, graduate students must register for the Internship under Independent Study numbers and therefore may only receive Pass/Fail instead of letter grades.

Your site supervisors fill out a midterm appraisal and final evaluation. They are supposed to give you regular feedback so you can improve your performance, if necessary. I use these appraisals to judge the quality of your performance, and I try to discuss any problems with you as they occur.

Your written paper or project is about ten pages for a three-credit internship (about 20 pages for six credits). Usually, in the paper you will write about the interplay of theory and practice at your internship site. A good balance would be half the paper showing research and half personal experience, interspersed together. For example, a student may look at a text on management and see how a process such as “management by objectives” or “quality circles” is carried out at their site and what problems may occur. A student may also explore a topic in depth; i.e. a student may do a paper on rehabilitation strategies for juvenile delinquents and see if any of these are successful at the reformatory site. Another good topic idea is “Problems in the Field of X.” Ask your supervisor what they would like you to learn more about.

An A paper fulfills the following criteria:

1. is neatly typed

2. no typographical errors

3. no mistakes in spelling, grammar, or punctuation

4. appropriate formal style together with examples from own observations, using “I”

5. paper is well organized, with a coherent thesis that is supported by the evidence presented

6. ties observations and your own experiences at the site to the thesis

7. uses both scholarly and popular literature as well as observation to make points

8. shows evidence that the student has considered the problems of applying theory to practice at the work site.

In order to get an A, you are expected to turn in a draft of your paper which will be returned with suggested revisions. When you turn in your rewrite, please turn in both the old and new versions of your paper together. An unrevised paper is acceptable, but unlikely to earn the highest grade. Please keep all notes for your paper until you have received your grades (or longer), so that any questions on your sources can be easily resolved.

Also included in your grade is your journal summary. Please follow directions on the format to include all questions. Complete all paperwork on time to get an A.


1st draft – Thursday, March 29 Final Revision – Tuesday, April 17

Tuesday, April 17th - DUE DATE for Journal and Summary

Keeping Your Internship Journal

There are three purposes for keeping your journal: 1) documenting your hours, 2) noting information for your journal summary, 3) assisting in personal growth and career exploration.

1. Write down what you do each day. Document your hours by writing in the hours worked each day. Add them up periodically, and write in the total at the end of the journal entries. You are expected to work 140 hours at your site for 3 credits and 280 for 6 credits.

2. Your journal summary at the end of the semester asks for information on the organization, the career path in your profession, your internship goals, activities at the site, and the like (as described on a separate handout). Keeping track of your activities and this other information in the journal will assist you in writing up your summary, as you will otherwise forget much of what you did. I will be reading the journal to get an idea of your daily activities, so write or type neatly.

3. Keeping a journal on a particular topic or activity, or about your life in general has been shown to have definite psychological and physical health benefits, helping people understand and assimilate the happenings of daily life. While it is not our major purpose here, that is a nice side effect to enjoy.

An internship falls under the rubric of “experiential education,” and is not merely “work experience.” To get full benefit from the work, you need to reflect on the site and yourself, which can lead to clarification of career goals and insight into work style (yours and others). You must be active in the learning process: you determine what you want to learn and how to do so. The following paragraphs can give you some idea about what to observe and write about (besides your daily activities), and help you make the most of your internship.

In addition to your daily activities, you must make reflective entries about at least 5 (7 for 6 credit students) of the following topics during the course of the semester:

Does your

current wardrobe fit in to this site? How does the office look: chaotic, shabby, posh, or super-organized? Do you have sufficient space to work? Are the files well-organized and easy to use? Do they have the equipment you need to get the job done? How do you feel about working in a place like this?

B. Attitudes -- How seriously do people take their work here? Are they friendly and helpful? Does there seem to be a lot of politics and infighting going on? Who are the leaders here? Do people seem to resent your intern status and access to information and meetings they may covet? Is this a high pressure place or laid back? Does there seem to be any discrimination against people because of sex, race, handicap, etc., or inklings of sexual harassment? How do you like working with these people in this kind of atmosphere?

A. Appearance -- How do the people dress at work?

Do they appear professional?


C. Rules -- Are there a lot of rules governing work procedures? Are the rules clear and in written form? Is it easy to get the information and resources you need to do your work? Did you receive any kind of orientation? Is the authority structure clear as to who has control over activities and events and your work?

D. Training -- What training do you need to enter this organization and to progress in a career?

What sort of personal qualities are

What sort of training do the people already here have?

useful here? Do you see any changes occurring soon in this organization or in the whole industry that may influence careers?

E. Learning -- How easy is it to ask questions? Are assignments clear? Are you getting the feedback you need? Do people seem too busy to teach you things? Are you getting to do what you wanted to do? How do people, including yourself, respond to suggestions or criticism? Are you being stuck with too much “go-fer” work rather than learning new skills? Look at your Learning Agreement every week and review it with your supervisor when necessary. How will you know when you have learned what you wanted? You need to be assertive sometimes to get what you want from your internship. Let people know what you have to offer.

F. Scheduling -- Is everything here done at the last minute in a rush? Is there a good sense of priorities? Do people come and go randomly; are they prompt with appointments and meetings? Are they flexible with your hours? Do they want overtime? Are you able to meet your deadlines? How are you juggling home, school, internship, and job?

G. Supervision -- Are you receiving the supervision you want and why or why not? What motivates your supervisor and what is their leadership style? Is it compatible with yours?

H. Ethics -- How does the mission of this organization fit your personal goals and values? Is there any conflict over what they do here and your view of how the world should work?

I. Effectiveness -- How effective is this organization in making money, serving its clients, etc.? How efficient is it? What changes would make a difference?

J. Satisfaction -- Would the daily functions of this career satisfy you? Is the atmosphere collaborative or competitive? What are the relationships between customers and staff, co- workers, clients/staff, and supervisors/staff? What variety is in the work? Opportunity for advancement? What personal satisfaction would you find in this work?

K. Critical incidents -- Did something happen that changed your ideas or attitude toward this work or career? Do you feel more or less committed to the field after the internship? Can you identify a particular problem or issue that keeps reoccurring? Describe and analyze this in terms of its impact on you.

Format for the Journal Summary

Keep a journal during the semester documenting hours and activities, then write up a summary following these guidelines (approximately three pages) at the end of the semester.



Outline the structure, goals, and history of the organization in which you are interning. Who does the organization serve and how? How is it funded? Include an organizational diagram and indicate where you are located.

What is the usual career path for the job you desire (i.e., from busboy to waiter to maitre d’hotel)? What is the salary range for these jobs (ask people at the site or look up)? Were you paid as an intern and how much? What is the job market like for this career?

Are you continuing at this site as a volunteer or worker? Did you receive an offer for this or another job and did you accept it?


What specific projects were you involved in? What were your duties and responsibilities? What were your goals and objectives? How did these activities relate to your learning objectives?

Did you learn what you had planned during your internship? What new knowledge and skills did you acquire? What do you know now that you didn’t know before this Internship? How did you grow personally and professionally as a result of this experience? Have you changed your career plans?


Who was your supervisor at work? What were her/his duties and responsibilities? Did you receive sufficient feedback and evaluation from your supervisor?


Describe your paper or project and whether it seemed to enhance your internship experience.


Summarize your required reflective journal entries here and note which topics you covered (A., B., etc.). Add any other comments you wish to make.

To: Interns From: Dr. Susan P. Chizeck

The following abbreviations will be used in my grading of your exams and papers. If you don’t understand my comments about your work, please make an appointment to see me.


Lack of agreement between subject and verb (plural, singular)


Antecedent - what does this phrase refer to?


Awkward sentence or phrase


Meaning not clear


Paragraph doesn’t cohere around a single topic


The paper doesn’t contain a conclusion summarizing what you have done and what you



This conclusion doesn’t flow logically from the material you’ve presented above


You haven’t provided evidence for this assertion


I believe this is factually incorrect.



Sentence fragments -- lacks subject or predicate


Good point


Grammatically incorrect


Mention what you are doing and where near beginning of paper


Introduction of the paper doesn’t lay out what you will cover in the paper


Your paragraphs are too long


Your paragraphs are too short.


Plagiarism -- this is a direct quote without citation or other misuse of another’s words and


Plagiarism results in an F on the paper.


Incorrect punctuation


Your reasoning or logic seems faulty


Redundant, repetitive


Needs a reference showing where you got the information


Is this relevant? To what?


You haven’t utilized very many research findings (from readings or lectures) in your



Run-on sentence


Your paragraphs are not in a logically organized sequence


Spelling error


You haven’t adequately synthesized the findings you discuss into a coherent view or

thesis of

your own


Tenses do not agree


Need transition phrase or sentence


Word misused, not the best word here


Too many words that add little to the meaning


Your grades are based on the following criteria


Having logical introduction and conclusion Coherence of arguments Answering the assigned questions, all of them General content


Organization of paper Correct grammar Correct spelling Style (clear, concise, appropriate tone, etc.)

Keep in mind that the point of almost every piece of written work that you will do in school or work is to make a certain assertion and prove it. Therefore your essay should discuss what you intend to prove, give evidence and examples to prove it, and summarize what it is you have shown. A business report would recommend an action and give evidence of why you think this is the correct action.


BASIC QUOTATIONS STYLES: You may use either footnotes, endnotes, or in-text citations. ** Direct

quotes and numerical data must always include page numbers.** See ‘How to Format References’ at for a more detailed guide.


You may use numbered footnotes at the end of each page or end notes at the end of the paper. Both must be accompanied by a bibliography in alphabetical order by author.

1. I.M. Author, “Some Article,” Some Fine Journal, v. 17, 1987, p. 1-13.

2. A.N. Expert, A Book She Wrote, NY: Publisher, 1985.

3. Nice Guy, private communication (or interview), Dallas, Texas, April 1, 1991.

4. Womyn, Smart, “New Ideas,” found November 4, 1995, online,, p. 4-5.

IN-TEXT CITATIONS In-text citations require a bibliography at the end, and may be in either APA, ASA or MLA style, similar to the following


Ninety percent of newborn babies cry a lot (Author, 1987, p. 12). Mr. Guy believes the situation can be improved (Guy 1991)

Please skip 2 spaces between sentences and double-space the paper. Turn in on paper, not email.


The basic rule is that 1) writers must put quotation marks around all materials copied directly from a source and 2) must identify -- in a footnote or bibliography or in parentheses in the text -- the source of all statistics, unique information and ideas, whether quoted directly or paraphrased, with a full citation, including page numbers.

Some student writing problems show up as errors or as patterns of avoidance. Some students, for example, never quote directly because they are unsure how to use quotation marks. Others quote everything because they don’t know whether paraphrasing requires quotation marks or a footnote.

Some students need practice in recognizing differences among direct quotation, indirect quotation, and paraphrase. Here are some common patterns (a footnote number would be required after each of these sentences):

He said “My investigations have revealed that the bureau is a thicket of deceit.”

He said that his investigations had revealed the bureau to be a “thicket of deceit.”

He said that his investigations had revealed widespread dishonesty in the bureau.

There is widespread dishonesty in the bureau, reports Maxwell.

The general rule is: “Quote directly only when the exact words of the source are important for some special reason.” Students must combat their tendency to quote because they think that the prose style of the original is better than anything they could write, or because they don’t understand the quotation well enough to paraphrase it, or because it’s just easier to copy than to state an idea in their own words.

Guidelines for Use of Research Material

1. Whenever you use another writer’s exact words, or state another author’s idea

in your own words, or use facts from a source (unless these facts are so common as to be part of the generally accepted store of knowledge in the field), you must give credit to that other author and tell the reader where the information or idea came from. Note that I said you must give credit even when you use your own words. This may be contrary to some habits you’ve developed in high school, but it is very important, because not to do so is plagiarism, which has serious consequences. It is a kind of stealing -- stealing someone’s idea or the data someone has collected, without giving that person credit.

2. In academics, the basic forms used to give credit to another author and to tell the

reader where the information came from are the footnote, or the in-text citation, with a bibliography.

3. It is easy to get “captured” by another author’s words or organization and to end up

using too much quoted material, or too many ideas from other authors, in a paper. To avoid this problem, you must establish your own purpose, your own plan or outline, and your own point of view. You must also be sure about who your audience is. Then search for the facts or ideas you need to support your own goals. That way, material from sources will fit into your own plan, not

be your plan.


When sources contradict one another, or when there are several places from which to

get information or ideas, you must evaluate the worth of the sources and use the most reliable. Consider such factors as the date of the material, the reliability of the person or journal or newspaper reporting it, the likelihood of a person’s being knowledgeable about, or present at, a reported event, and so on. The least reliable sources are encyclopedias, secondary compilations of documents, quotations of quotations, prefaces, introductory surveys, or chapters in broad, general texts. More reliable, as a rule, are original documents, firsthand accounts, the work of original researchers or thinkers or compilers who first printed an idea or a research report or a statistical table, and people who are experts in a specialized field, not writers of some compilation such as an introductory textbook or a popular magazine account. Common sense will often help you decide which sources to use (whom would you call as witness in a trial -- the person who saw the accident or the person only heard about it?). If you need help evaluating the worth of a book,

check the Book Review Digest to see how others have viewed it. If you need help selecting from several possible sources, see whether there is a recently published selected bibliography or review article. The word “selected” tells you that someone who knows the field more or less well has selected from many possible books and articles the ones he or she considers best for a certain purpose (make sure you know what that purpose was; if it was different from yours, that person’s choice may not be useful to you). If you are unsure how to evaluate the worth of a written source, ask for help at the desk of the reference librarian; don’t be afraid to ask for help.

5. Many students quote too much. The guide is this: use direct quotation only when the

precise words of the author are needed to justify your interpretation, or when those words are too exquisite to be missed. Avoid long, dull quotations, especially of material considered common knowledge. Consider paraphrasing (saying in your own words) most of a long passage, even if you do want to quote some of it. Footnote numbers appear at the end of quotations or citations, or, if the cited material is more than a paragraph, at the end of each paragraph ( so the reader doesn’t get lost).

6. When you quote material directly, you have an additional responsibility besides the

footnote. If the quotation is shorter than four lines, use quotation marks and just include it right in your paragraph, making sure that it fits in smoothly. Remember to include both sets of quotation marks, at the beginning and at the end of the quote. If it is longer than four lines, then use no quotation marks. Instead, indent the whole thing five spaces and single-space it. The spacing serves instead of quotation marks to tell the reader that the passage is quoted.

7. Keep exact notes so that you know exactly where you got your information. If you found the information on-line through your computer, be sure to note date, medium, and location. The goal of references is for someone else to be able to go exactly to where you found the information and verify it.

Adapted by Susan Chizeck from: Barbara Walvoord, Helping Students Write Well, NY: Modern Language Assn., 1986 pp. 192-194.



Do you have all of these?


Journal Summary

Reflective Entries

Draft Paper

Final Paper

When turning in the final paper, you must have the above documents included. Please turn them all in on the same date.



C = Class

Work Phone

W = Work

Home Phone Internship Site


Schedule Mon Tues Wed Thurs Fri Sat 8 am 9 am 10 am 11 am
8 am
9 am
10 am
11 am
12 pm
1 pm
2 pm
3 pm
4 pm
5 pm
6 pm
7 pm
8 pm

Internship Website:





Faculty Supervisor: Susan P. Chizeck, Ph.D.

Site Supervisor:

Placement Site:

FAX: 972-883-2440







(Complete name of agency, and subdivision if applicable)

(Complete address – including city, state, & zip – of agency)


1. After discussion with your supervisors, fill out both sides of this form legibly.

2. Obtain the required signatures, after your supervisors have approved the agreement.

3. Submit the original Learning Agreement by Monday, January 29 to Dr. Chizeck, the Director of the Internship Program. When all signatures are obtained, give one copy to your site supervisor and keep one copy for your records.

I have reviewed this agreement and will monitor and evaluate this internship based on the assignments agreed upon herein.

Signature of Site Supervisor


Signature of Faculty Supervisor


I have read all internship handouts.

Signature of Student Intern


Outline below the following (please print legibly):

1. Student’s goals and objectives during the internship:

(consider knowledge to acquire; skills to develop; problems to solve; values to clarify)

Starting Date:

Expected Ending Date:

2. Specific projects assigned by the Site Supervisor:

Student receives financial compensation:



3. Academic work agreed on with Faculty Supervisor:

# of credits

Journal + Summary

My Research Paper Topic is: