UCC1: New Course Transmittal Form Department Name and Number Recommended SCNS Course Identification Prefix Level Course Number Lab Code Full Course Title Transcript Title (please limit to 21 characters) Effective Term and Year Rotating Topic yes no Amount of Credit Contact Hour: Base or Headcount S/U Only yes no Repeatable Credit yes no If yes, total repeatable credit allowed Variable Credit yes no If yes, minimum and maximum credits per semester Course Description (50 words or less) Prerequisites Co-requisites Degree Type (mark all that apply) Baccalaureate Graduate Professional Other Category of Instruction Introductory Intermediate Advanced Rationale and place in curriculum Department Contact College Contact Name Phone Name Phone Email Email Rev. 10/10
ALS 4### - Challenge 2050: Taking Action 2-6 Credits, Fall, Spring, or Summer A, B, or C Semesters Instructor Information Tony Andenoro, PhD, Assistant Professor of Leadership Education Challenge 2050 Academic Coordinator Leadership Minor Coordinator Department of Agricultural Education & Communication, Rolfs Hall 219 352.294.1999 (Office) 352.392.9585 (Fax) Email: andenoro@ufl.edu IM- Skype, G-Chat & Yahoo Messenger- tandenoro Office Hours: Tuesday, Thursday, & Friday from 2-4:30 PM Course Overview Taking Action (internship) is designed to provide students with the opportunity to professionally engage through supervised practical training in conjunction with academic assignments at professional organizations examining the global challenges associated with Challenge 2050. The goal is for interns to emerge from this experience with greater knowledge, skills, confidence, and maturity in order to face the many challenging responsibilities they will encounter in their professional lives with respect to these challenges. It is expected that interns will be given the opportunity for diverse experiences within their area of emphasis to better prepare them for work with a similar organization or agency. Internship Requirements Prerequisites: To be eligible for the internship: 1. Students must be maintaining a cumulative 3.0 or higher GPA; 2. Students must be in good standing with the University of Florida; and 3. Students must have completed the Challenge 2050 Project Global Challenge Certificate, with B (3.0) average. Students may take an internship for academic credit any semester after the above requirements are met. Internship Applications: Internship applications must be submitted to the university supervisor no later than five weeks immediately prior to the start of an internship. Internship Approval: Students are required to secure their own internships with the assistance of the instructor. Students will be given several sources and internship site possibilities to begin their search. But students are responsible for landing the internship. The internship must be related to Challenge 2050 efforts. Internships are not limited to traditional agricultural and life science experiences. Students will submit their application form, with the contact information of the internship site supervisor. The university supervisor will determine, based on the completed application form, if the 1
internship is acceptable. A student s application submission constitutes an agreement to accept assignment to a site where it is determined that the objectives of the internship program can best be achieved. Credit Hours: Students receive variable credit, based on the number of work hours they perform. Students enrolled in the internship for six credit hours are expected to perform approximately 400 hours (10 weeks at 40 hours a week) of job-related work as designed and approved by the internship site supervisor and university supervisor. Students may complete more than one internship, but the total number of credits may not exceed six credits. The following is a scale of work hours to credit hours: Credit Hours Approx. Work Hours 2 133 3 200 4 267 5 333 6 400 Students responsibilities in the internship also include academic work, in addition to regular on-the-job requirements. Specific on-the-job expectations will be outlined in the Training Plan. This plan lists both the core requirements, as well as other requirements outlined by the internship site supervisor in conjunction with the university supervisor. Grading: The final grade is determined from three sources: a) internship site supervisor recommendation, b) university supervisor recommendation, and c) student portfolio/evaluative report. Students will be evaluated by internship site supervisors, based upon how well they accomplish the tasks designated on the Training Plan. Final responsibility for assigning the grade rests with the university supervisor. Course Grading Scale: A 93.4-100% A- 90-93.3% B+ 86.7-89.9% B 83.4-86.6% B- 80-83.3% C+ 76.7-79.9% C 73.4-76.6% C- 70-73.3 % D+ 66.7-69.9% D 63.4-66.6% D- 60-63.3% E <60.0 % University of Florida Grade & Grade Points Policy can be found at: https://catalog.ufl.edu/ugrad/current/regulations/info/grades.aspx#grades. Students are expected to provide feedback on the quality of instruction in this course by completing online evaluations at https://evaluations.ufl.edu. Evaluations are typically open during the last two or three weeks of the semester. Students will be given specific times when the evaluations are available. Summary results of these assessments are available to students at https://evaluations.ufl.edu/results/. Exit Interview: The internship site supervisor will conduct an exit interview at the end of the internship to evaluate the progress made over the course of the semester. Students should treat the exit interview/evaluation as if students were professionally employed. Forms to Submit: The forms found in this packet should be completed by the person described below at the following times during the internship. 2
Weekly Journal Electronic Form Completed by the intern (student) and submitted electronically to the university supervisor each week. Internship Training Agreement Completed by the intern (student), internship site supervisor, and university supervisor and submitted to the university supervisor no later than the completion of the first week of the internship. Internship Training Plan Completed by the intern and the internship site supervisor. The Training Plan should be submitted within the first two weeks of the internship. Intern Rating Sheet Completed by the internship site supervisor at the end of the internship. The internship site supervisor submits the Rating Sheet to the university supervisor at the completion of the internship. Experiences During Internship Each intern s specific on-the-job experiences will vary. Below is a list of experiences that the intern may perform during their internship. Not every intern will perform each experience, but it is expected that the intern be exposed to several of the following: Communication & Leadership Experiences: Writing, including message identification and design. Mass media and corporate writing (news releases, feature articles, scripts, reports, plans, letters, Web pages). Visual communication. Presentations and visualization of messages through graphics, video, or photography, as appropriate to work assignments. Oral communication. Organizes ideas and communicates orally. Small group and nonverbal communication. Effective interaction in a professional environment through participation in meetings, strategy sessions, interviews, and other interpersonal communication. Application of communication technology. Use of specialized communication technologies or software programs. Special event coordination/publicity planning. Participation in the development and design of special events or publicity-generating events. Professional development. Participation in activities that are a part of the life of the organization such as attendance, as appropriate, at staff meetings, administrative conferences, and professional organization meetings. Problem-solving. Participation in problem-solving or program/campaign development sessions to learn about strategy selection, matching strategies and plans of action. Development of objectives and evaluation criteria. Learn to establish objectives and evaluative criteria for judging the success of programs. Creative thinking. Demonstrate creativity in generating new ideas. 3
Leadership. Communicates ideas to justify position, persuades and convinces others, responsibly challenges existing procedures and policies. Agricultural & Life Science Experiences: Policy Development. Explore and assist in the development of agricultural, environmental, etc. policy. Agricultural Operations. Develop perspective for and engage in working with employees via strategic operations. Agricultural Productions. Develop perspective for and engage in the production, manufacturing, and distribution of agricultural related products and commodities. Internship Assignments Students enrolled in ALS 4### must produce formal internship portfolios before receiving a grade. To assist students in this process, students must maintain a daily journal and a portfolio. Following are the assignments required during the internship: Weekly journal Students are to reflect on the happenings of each week and commit to writing their perceptions of these incidents. (Students may wish to record journal entries daily, instead of weekly. An Example Weekly Journal Electronic Form is provided on page 8.) Students are encouraged to be open with their thoughts. The aim of the journal is self-discovery. Students are required to e- mail the weekly journal entry to the university supervisor no later than noon on the Monday following the completed week. The complete, weekly journal will be submitted as part of the student s portfolio. Students should provide but are not limited to the following information in their journal entries: o What did you do that week? What skills did you learn? Was the job function the same type of work as you had done previously? Did you do anything unusual? Travel? Meet anyone? How much time was spent on various projects and activities? What did you learn through your activity/activities? What can you do to improve? Portfolio Interns will maintain a portfolio a record of all exhibits of work and other job-related materials, as appropriate. Examples of these materials may include published newspaper/magazine articles, news releases, photographs, video productions, pamphlets, brochures, graphics, educational materials, memorandums, and reports. Interns must describe the contribution they had in the materials they include in their portfolio. (For example if a brochure is provided in the portfolio, what did the intern do? Did the intern design the entire brochure, provide the pictures, or write the text?) Some materials provided in the portfolio may not be as easy to see. For example, interns may be part of planning for a conference. The intern should provide a detailed narrative of what the intern did to help plan and carry out the conference. o The portfolio should be typewritten, edited, and packaged in the most professional manner the intern can muster. Just as the internship showed the student s abilities, so should the portfolio. Interns should consider the portfolio as a presentation of their best professional face to the world. The portfolios will be kept for at least a year in the Department of Agricultural Education and Communication so students should not include original materials they wish to have returned immediately. At the end of the internship, an evaluative report (three to five pages) must be submitted to the university supervisor as part of the portfolio. This paper describes the internship experience, 4
comments on the strong and weak points of the internship, evaluates the intern s level of preparation for the internship, evaluates the worth of the internship, suggests what could be done by both the employer and the student to make the experience better, and gives advice for future interns. The evaluative report also serves as a self-critique of the intern s abilities and learning experiences over the course of the internship. In addition, the intern will provide a one-paragraph abstract/summary of the evaluative report to the university supervisor in electronic format, as well as photographs (also in electronic format) taken during the internship. The abstract and photos will become part of a Communication and Leadership Development Internship Web site. 5
Example of Weekly Journal Electronic Form Interns are required to submit this form to the university supervisor each Monday. Failure to do so will result in a lower grade for the internship. The university supervisor will provide the intern with a blank, electronic copy of this form. Global Challenge Certificate Internships College of Agricultural & Life Science University of Florida Internship Journal Weekly Report of Activities Intern Name Ag Business, Organization, Agency Report for Week: Goals Planned for the Week Hours Worked Monday 0 Tuesday 0 Wednesday 0 Thursday 0 Friday 0 Saturday 0 Total 0 Accomplishments Knowledge and Skills Developed (Refer to Experiences During Internship ) Monday Tuesday Wednesday Thursday Friday 6
College of Agricultural & Life Sciences Internship Training Agreement To provide a basis of understanding and to promote sound business relationships, this agreement is established on (date). Placement will begin on and will end on or about unless the arrangement becomes unsatisfactory to either party. Intern: Intern s e-mail address: Internship site supervisor: Internship site supervisor s title: Name of company/organization: Company/organization s address: Internship site supervisor s phone: Internship site supervisor s e-mail address: Usual working hours will be: The internship site agrees to: Provide the student with opportunities to learn how to do well as many jobs as possible, with particular reference to those contained in the Training Plan. Instruct the student in ways of doing his/her work and handling his/her management problems. Help the university make an honest appraisal of the student s performance. Avoid subjecting the student to unnecessary hazards. The internship site s general liability insurance will provide coverage for injuries to an intern occurring at the workplace. Conform to all federal, state and local laws and regulations regarding employment and worker's compensation. Notify the university immediately in case of accident or sickness and if any serious problem arises. Assign the student new responsibilities in keeping with his/her progress. Provide reimbursement for job-related travel and special expenses. Reserve the right to discharge the intern for just cause from the cooperating site. The student agrees to: Act professional; be punctual, dependable, loyal, courteous, and considerate of the employer and other employees. Follow instructions, avoid unsafe acts and be alert to unsafe conditions. Dress properly for work and conform to the rules and regulations of the agricultural business, organization, or government agency. Be courteous and considerate of the employer and his/her employees. Keep records of experiences and make required reports. Achieve competencies indicated in Training Plan. Notify the university immediately in case of accident or sickness or if any serious problem arises. 7
The university internship supervisor agrees to: Provide a copy of the agreement to the internship site. Maintain contact with the intern and internship site throughout the internship experience. STUDENT Phone Number (Signature) Email INTERNSHIP SITE SUPERVISOR (Signature) Phone Number Email UNIVERSITY SUPERVISOR (Signature) Phone Number Email 8
College of Agricultural & Life Sciences Internship Training Plan To be completed by Intern & Internship Site Supervisor so both parties will know the internship s expectations. Please use the Training Plan as the basis for your exit interview/ evaluation of the intern s progress during the semester. STUDENT: INTERNSHIP SITE SUPERVISOR: INTERNSHIP BEGINNING DATE: INTERNSHIP ENDING DATE: INTERNSHIP SITE SUPERVISOR S EXPECTATIONS (To be completed by intern and internship site supervisor.) Please list specific activities the intern will be expected to do in the areas shown. Not every intern will have activities in each of the areas below. Please refer to the Experiences During Internship section for descriptions of each content area below. Writing, including message identification and design Oral communication Visual communication Small group and nonverbal communication Application of communication technology (pg. 1 of 2) 9
College of Agricultural & Life Sciences Internship Training Plan INTERNSHIP SITE SUPERVISOR S EXPECTATIONS (To be completed by intern and internship site supervisor.) Special event coordination/publicity planning Professional development Problem-solving Development of objectives and evaluation criteria Creative thinking Leadership (pg. 2 of 2) 10
College of Agricultural & Life Sciences Intern Rating Sheet To be completed by Internship Site Supervisor at the completion of the internship. Please use the Training Plan as the basis for your exit interview/evaluation of the intern s progress during the semester. Intern: Internship site supervisor: Internship site supervisor s title: Name of company/organization: Company/organization s address: Internship site supervisor s phone: E-mail address: Description of major duties performed by the intern this semester: Your evaluation of the performance of the intern. Please indicate, on a scale of 1-5, your assessment of the student, with 5 indicating superior performance. If not applicable, please write NA. writing focus appearance speaking flexibility potential enthusiasm cooperation judgment creativity punctuality preparation Other comments about the intern: Recommended Grade (circle one): A A- B+ B B- C+ C C- D+ D D- E (Supervisor s signature) (pg. 1 of 2) 11
College of Agricultural & Life Sciences Intern Rating Sheet Intern site supervisor s evaluation of intern s progression in core experience areas. Not every intern will have activities in each of the areas below. Please refer to the Experiences During Internship section for descriptions of each content area below. Writing, including message identification and design Oral communication Visual communication Small group and nonverbal communication Application of communication technology Special event coordination/publicity planning Professional development Problem-solving 12
Development of objectives and evaluation criteria Creative thinking Leadership 13
THE GLOBAL CHALLENGE CERTIFICATE The College of Agricultural and Life Sciences is developing a certificate program for undergraduates at any level or degree program focused on the challenges associated with a growing population predicted to exceed nine billion by the year 2050. We invite all students to the possibility of making a difference in the world by joining us in tackling Humanity s ultimate challenge. Challenge 2050 is real work, on real problems, for real people. Our overall goal with the certificate is to empower students to take action in addressing the unstructured, complex, and adaptive challenges (i.e. sustainable development and food security) we face as a global community. These problems do not fit within the normal bounds of a disciplinary degree or a semester-long course, because the issues we face are radically different than the issues that traditional educational models are designed to address. Due to this, the following learning objectives set the foundation for students to develop attitudes, dispositions, and skills critical for establishing partnerships with stakeholders and holistically engaging this authentic challenge. 1. Become familiar with the nature of unstructured problems and the challenges we face due to population fluctuation 2. Build human capacity and self-awareness for engaging with the interdisciplinary challenge 3. Create opportunities for mitigation and adaptive solutions aimed at addressing the challenge 4. Explore implementation strategies for addressing community-based challenges The following courses are included with the 10 credit hour certificate program: ALS 2### Challenge 2050: Global Uncertainty (3 credit hours) This introductory course explores questions in human wellbeing and sustainability and builds a foundation for addressing global challenges associated with population fluctuation. Transdisciplinary experts will lead diverse and innovative experiences engaging students in discussion-based inquiry, complex adaptive problem solving, and the integration of economic, environmental, food, health, and social systems perspectives. The following learning objectives are included within this course: Develop an appreciation for the intersection between social and natural sciences necessary for addressing global challenges Apply systems thinking within local, regional, and global contexts Use critical thinking to solve problems Recognize and act upon leadership opportunities as a global citizen ALS 3### Challenge 2050: Tools for Changing the World (3 credit hours, Prerequisite: ALS 2### Challenge 2050: Global Uncertainty) The global population is projected to exceed 9 billion by the year 2050. Our 2050 Challenge requires innovative development of transdisciplinary solutions to complex, global challenges. Tools are needed to develop effective and adaptive solutions. This course explores individual and team-based application of tools indispensable to addressing our 2050 Challenge. Broaden student perspectives regarding collaborative processes of team problem solving Recognize purposive application of skills and competencies necessary for addressing global challenges Develop skills necessary for communicating the importance of the challenge Design integrative and adaptive solutions for solving global challenge ALS 3### Challenge 2050: The Experience (3 credit hours, Prerequisite: ALS 2### Challenge 2050: Global Uncertainty) Students will engage in trust building, accompaniment, and community development experiences within developing national and global contexts. Through the immersion experience, students will gain an understanding for concerns relating to population fluctuation including issues related to food, health, environmental, economic, and social systems. Intentional reflection activities will provides students with the foundation for practical application aimed at sustainability in developing areas. Develop experiential knowledge associated with addressing the challenges of population fluctuation in immersive contexts Challenge 2050 Project UF IFAS
Develop and practice cultural and intercultural competence Develop and practice skills associated with trust building, accompaniment, and community development Design community based initiatives with resident populations to address challenges associated with population fluctuation in immersive contexts ALS 4### Challenge 2050: The Solution (1 credit, Prerequisites: ALS 2### Challenge 2050: Global Uncertainty) This course creates a capstone experience for the Global Challenge Certificate. Through this course students will demonstrate and apply knowledge, skills, and dispositions in assigned transdisciplinary teams. Students will complete a comprehensive proposal for a developmental initiative focused on addressing the 2050 Challenge of sustaining a global population. Gain experiential knowledge associated with the process of accomplishing strategic goals with interdisciplinary classmates Recognize how completion of a developed action has tangible value and community-level application Explore adaptive challenges and advance adaptive capacity for the development and implementation of solutions associated with global population fluctuation Develop confidence and commitment for community and global leadership Related Coursework ALS 4### Challenge 2050: Taking Action (2-6 credit hours, Prerequisite: ALS 2### Challenge 2050: Global Uncertainty) Taking Action (internship) is designed to provide students with the opportunity to professionally engage through supervised practical training in conjunction with academic assignments at professional organizations examining the global challenges associated with Challenge 2050. Apply knowledge, skills, and dispositions in real world contexts (i.e. internships, undergraduate research, etc.) Create foundation for careers associated with global population fluctuation and management Gain reflective capacity for effective leadership and decision-making in corporate, non-profit, and associated contexts Develop understanding for systems thinking within complex bureaucracies and adhocracies associated with global population fluctuation and management efforts Challenge 2050 Project UF IFAS