GEORGIA In IERn PROGRAM AnnUAl REPORT 1975 
 
  TABLE OF CONTENTS 
Introduction Governor's Page Purpose and Goals 
History Program Administration Statistical Information Geographical Distribution 
Case Study Colleges Represented Agencies Represented Recommendations and Conclusions 
 
 ,;r - 
 
, 
 
I 
 
This third annual report of the Georgia Intern Program was prepared to inform interested citizens of the activities undertaken, a profile of participants, and a plan for action for the coming year. Unlike previous reports, which focused attention on the philosphy of service-learning internships and detailed descriptions of projects, this year report, through pictures, graphs and short statements, gives an overview of the Intern Program and hopefully will project the Intern Program as it is - - - Hundreds of caring individuals working together to promote a partnership of working and learning together. 
Mike Hart Georgia Intern Program Executive Department State Capitol Atlanta, Georgia 30334 
 
 THOUGHTS ON ACADEMIC-COMMUNITY RELATIONS 
BY GOVERNOR JIMMY CARTER 
The service-learning concept of the Georgia Intern Program has focused attention on the close bond between academic institutions and the community at large. By viewing service opportunities or internships as valid learning experiences the relationship between the activities or problems of the community are directly linked to the goals of the university. 
Teaching, service, and research have been the traditional goals of academic institutions. By combining these goals in the intern program, the university has access to new teaching environments, a greater scope of service activities, and unlimited research sources. Students, faculty and agency personnel all benefit from the partnership. 
The success of the Intern Program in demonstrating the willingness of public agencies to identify projects and funds for interns and the interest of colleges in modifying their curricula to meet the changing needs of students and faculty clearly demonstrates that existing institutions are willing to change if provided a challenge and an alternative. The nearly 1000 students who have participated and the other hundreds who have applied clearly show that students when given the opportunity to be involved and given the challenge to learn and produce in an independent setting are willing to accept that challenge. 
I believe the Intern Program will grow and as it grows the infusion of new ideas and perceptions will make the colleges and public agencies stronger institutions and the students, faculty and agency personnel will be enriched by the experience. 
 
  PURPOSE AND GOALS 
 
The Georgia Intern Program provides undergraduate and graduate students with opportunities for active involvement in specific projects with public agencies. This program offers a comprehensive service-learning experience which enhances the educational process and meets agency needs for manpower. 
 
Basically following the service-learning concept, which holds that active participation by a learner can result in personal growth and development as well as completing a needed task, the Intern Program now serves as an educational resource for all institutions in the University System and many of the public and private colleges in the state and nation. 
 
The project approach to a field experience is used to fulfill the aims of a service-learning experience. Cities, counties, multi-county agencies, and state agencies submit projects for interns to complete within a specified time. Agency-defined projects in this program differ from traditional internships where students are expected to test theory in the field. Through the Intern Program students, agency personnel, faculty, and community are engaged in a shared learning experience from which all can benefit. The program provides additional avenues of communication between institutions of higher learning and programs of social and economic development. Resources of the universities and colleges are more accessible to the community and means for relating curriculum, teaching, and research to contemporary societal needs are 
provided. 
 
Besides providing opportunities for students interested in participating in 
 
tasks related to solving social and economic problems the program in 
 
cooperation with academic institutions allows students to receive college 
 
credit for their efforts. The Georgia Intern Program strives to provide a 
 
constructive educational alternative for students desiring to serve the needs of 
 
Georgians. 
 
HISTORY 
 
In the spring of 1971, groundwork was laid for a state internship program designed to provide opportunities for college students to actively participate in public service. A pilot project was introduced the following summer. Attitudes of participating agencies and colleges towards the effort were evaluated and the following fall the Georgia Intern Program became a regular activity of the Governor's Office. 
In support of the program's acceptance as an educational experience, the Board of Regents, University System of Georgia, in April of 1972, encouraged schools in the System to provide opportunities for their students 
 
to participate on a credit basis. Each campus also named a coordinator to handle recruitment and publicity. They have also become an important advisory resource on educational policy. 
During the past two years most colleges have modified their curricula to include courses for internships offering up to 15 hours credit. Students have an option to enroll for either major or elective hours since nearly all academic majors allow credit. 
During the past two years the program's base of operations has expanded to include all public or private non-profit agencies in the state. With the expansion has come a greater diversity of projects and a wider geographic distribution. 
From the initial involvement of providing services to state agencies during the summer, the program has grown into a state-wide, year-round effort. Students are normally placed for an academic quarter on a full-time basis throughout the year. This broader base of support has allowed the program to attract students from all institutions in the state and from all academic majors. 
Funding of the program has come primarily from Governor Carter's budget for administrative costs and from state agencies for the support of in:terns. As the geographic scope of the program has expanded and many projects beyond the scope of state agencies have been identified, funding for the program has been broadened to include federal and local agencies. 
Federal funds used originally to supplement stipends for students with state agencies were used primarily this year to support students in non-state government agencies around the state, provide funds needed for field support, and cover the expenses for regional seminars. Federal funds were secured from the Appalachian Regional Commission, the Coastal Plains Regional Commission, the Environmental Protection Agency, the Office of Economic Opportunity and the Economic Development Administration through the Southern Regional Education Board. 
The involvement of almost 1,000 students in the public policy process has proved invaluable to public service agencies, numbering nearly 175, as a manpower resource; while serving as a base for new learning opportunities for over 75 colleges in Georgia and around the nation. 
The future of the program appears bright and the Georgia Intern Program, now the largest program of its kind in the nation, plans to expand and continue to promote the active participation of students, colleges, and public agencies in service and learning opportunities. 
 
 z 
 
0 
 
j: 
 
~ 
 
1- 
 
GEORGIA INTERN PROGRAM ADMINISTRATION 
 
j: 
zIll 
 
During the 1973 program year, the central administration 
 
.J o( 
 
assumed more of a brokerage role, serving as liaison between 
 
z 
0 
 
institution and individuals participating in the program. As 
 
j: 
 
o( 
 
the types of organizations which were involved in various 
 
u 
~ 
 
degrees of interaction grew, the administrative apparatus became increasingly complex. Developing format, 
 
0 Ill 
, 
 
coordinating activities, soliciting funds and providing supporting services have emerged as the most essential continuing administrative functions. 
 
~e 
 
1z - 
 
..c 
:I 
 
After recruitment, screening, referral, placement and 
 
Ill 0 
~ 
 
c: 
.;0 ; 
 
appointment, the central office is responsible for establishing the pattern of the internship and monitoring the process to its successful completion. In addition to planning the events that bring all interns together, it must continually review the 
 
Cl. 
i aez n : 
 
1- 
Ill 
 
.zw... 
 
.!1 
.0. 
Cl 
 
effectiveness of these designs in bringing about desired program objectives. 
 
wT . 
a: 
Cl. 
 
Iull 
ii: 
 
IL 
 
0 
 
On the accompanying pages, are charts showing the 
 
az : 
 
relationship between various internship participants and the necessary administrative procedures to insure quality interaction. The simplicity implied by these charts seems to 
 
Ill 
 
1z - 
 
' \ 
 
I 
 
fade when one remembers that the cycle begins again before 
 
a: 
 
the completion of the initial cycle, much like children singing 
 
0 
Ill 
 
rounds. 
 
>a: 
 
Ill 
 
Q. 
 
~ 
 
Ill 
 
u z > 
 
Ill 
 
"o( 
 
A 
 
.. 
 
.. 
 
..uc: 
! 
 
:::oc. u 
- 
 
~ 
 
..... 
Q) 
 
0, .. 
 
E~ ~ 
 
coe Q) - - 
 
- c: Cl 
 
I 
\1 
 
 <E--- 
 
appointment material completed and returned. registers at school for credit. 
 
supervise intern project duties 
v I 
meet w/ student, intern staff and faculty supervisor 
 
INTERNSHIP PERIOD payroll administration 
 
I I 
I 
I 
\!1 
conduct field visits 
 
meet w/ agency super., intern staff and faculty super. 
 
meet w/ student, intern staff and agency super. 
 
attend seminars 
 
POST INTERNSHIP 
 
, 
~ 
accepts or rejects report. 
 
post internship material sent to student, school and agency . 
~------ ---- 
 
, 
~ 
 
submits report to 
 
~- - - - - agency, school , and 
intern offide. completes post intern. materials and returns 
 
~, 
 
to intern office. 
 
..... 
 
.... 
 
Jill"" final stipend sent ~ 
 
 CASE STUDY* 
Ted Murphy was a junior biology major at a liberal arts college in an urban center of Georgia. In his third year of college he was restless and felt dissatisfied. He felt his course work was becoming routine, non-challenging and he was becoming restless and concerned about his future.  
Through a friend who had been an intern the previous summer, Ted heard of the Georgia Intern Program where students could work on public problems with public agencies and receive academic credit and a stipend. He applied for an internship with the coordinator of the Georgia Intern Program on his campus, the Academic Dean. Dean Jones gave Ted an application and arranged to have him interviewed on campus by members of the Intern Program screening committee. 
During his interview Ted explained that as a biology major he thought an internship would offer him an opportunity to learn more about his field and its interrelation to other disciplines. He also expressed a strong desire to "do something." The committee was impressed by Ted's desire to participate and his ability to articulate his thoughts on current issues. 
Within a couple of weeks Ted was notified he had passed the initial screening and that he was being referred to projects related to his interests and abilities. Enclosed in the letter were three referral cards. Each designated a proposed project, the respective host agency, and the supervisor. Ted contacted the project supervisors and set up interviews. These interviews enabled Ted to learn specifics about each project and allowed the supervisors to question him about his goals, attitudes, and abilities. 
Ted completed his interviews and returned his cards to the Intern Program Office indicating a preference for the position to investigate the feasibility of developing a therapeutic camping program. During his interview with Steve Patterson, the camping project supervisor, Ted learned that the intern would play a vital part in pre-analysis and drafting of a statement for a camping program as a means of treatment for the emotionally disturbed. 
When the Intern Program compared student and agency preferences, Ted was matched with the camping project. With this acceptance Ted's next step was to work out arrangements to receive academic credit for his internship. Ted met with his faculty advisor, Dr. Grant, and using the Project Outline Guide, they identified specific learning objectives and determined that Ted should register for 15 quarter hours for the internship. 
 
During the first week of his internship Ted met with Mr. Patterson and other agency personnel and outlined project objectives, designated dates for completing project stages, and set up a regular appointment for weekly progress reports. Mr. Patterson also introduced Ted to the staff and oriented him to all projects in the agency. 
Ted spent the first four weeks conducting an inventory of existing therapeutic camping programs in other states. Besides meeting with many juvenile delinquency experts for technical assistance, Ted had to concern himself with the financial considerations of the various programs being studied. In addition to his regular reports to Mr. Patterson, he decided to send Dr. Grant a weekly log of his work. 
Ted had begun tabulating his inventory data when he received his first field visit from an Intern Program staff member. The field representative was Ted's communicative link to the program administration. Dr. Grant visited Ted during the sixth week of the project and was able to meet the project supervisor and to see the final inventory results. They discussed parallels to Ted's past class work as well as service-learning concepts in general. Ted had not thought much about what could be classified as learning in a field experience before this visit. 
Both Dr. Grant and Mr. Patterson -assisted Ted in gaining insights into the part he was playing in the internship and he planned to test these perceptions during the last few weeks of the project. Ted worked for the remaining weeks to develop a statement supported by statistical information defining the need and potential benefits of a therapeutic camping program. 
At the end of the internship Ted submitted his report to Mr. Patterson, the Intern Program, and to Dr. Grant. The professor suggested some mino.r revisions, and discussed off-campus educational experience with Ted. 
In the evaluations submitted to the Intern Office, Dr. Grant and Mr. Patterson expressed their pleasure that Ted had been able to complete the project while not having to cut corners due to lack of time or resources. This allowed the achievement of the agency's goals, as well as the completion of academic requirements established at the beginning of the internship. Ted also felt that the internship was valuable to all involved and offered his reflections on this in his post-internship questionnaire. 
*A hypothetical example of an Internship to demonstrate the roles of participants. 
 
 1 
} 
1 
l 
 
 1972 
 
GEOGRAPHICAL DISTRIBUTION OF INTERNS 
 
1973 
 
 DISTRIBUTION OF INTERNS BY TOPICAL AREAS OF PROJECTS 
1973 
0% 
 
 1972 
 
MAJOR 
 
1973 
 
49% Psy, Pol l. Sc i., History Soc. Sc i., Gov't . 
1% Med.. dent. 
 
5 1 % Psy  Poll ., Sci. History , Soc. S ir. , Gov't. Math s% Natural sc\., 
 
This year's distribution of interns by academic major bears a strong resemblance to last years. Students from all academic disciplines continue to participate with increased involvement being reflected by percentage increases in the areas of architecture, engineering, landscape architecture, humanities, journalism and languages. 
 
,3% Med., Dent. ,7% Undeclared 
 
 90 80 70 60 
 
FEMALE 
 
FEMALE 
1973 
 
1972 
 
WHITE 
 
MINORITY 
 
19]3 
 
INTERN PROFILE 
On a composite basis, statistics of participants in the Georgia Intern Program shows the averaae age of the interns was 21.5. 
81% of the Georgia interns were single, 19% were married and the male/female participation was 55%/45%. 
 
Undergraduates accounted for 80% of this year's program with the remainder engaged in some form of post graduate study. 
This year's interns tended to be slightly older with more female representation than last year. Graduate students had a higher percentage of participation this year, as did married students. 
 
 PERCENTAGE OF PARTICIPATION 
 
GEORGIA COLLEGES OUT-OF-STATE COLLEGES 
 
100 
 
75 
 
50 
 
25 
 
0 ---------- 
 
1972 
 
1973 
 
 COLLEGES AND UNIVERSITIES REPRESENTED IN 1973 GEORGIA INTERN PROGRAM 
 
GEORGIA SCHOOLS 
Abraham Baldwin Agriculture College Agnes Scott College Armstrong State College Atlanta University Augusta College Berry College Brenau College Brunswick Junior College Clark College Columbus College DeKalb Community College Emory University Fort Valley State College Gainesville Junior College Georgia College at Milledgeville Georgia Institute of Technology Georgia Southern College Georgia Southwestern College Georgia State University Gordon Junior College Kennesaw Junior College LaGrange College Mercer University Middle Georgia College Morehouse College Morris Brown College North Georgia College Oglethorpe University Piedmont College Savannah State College 
 
Spelman College Tift College University of Georgia Valdosta State College Wesleyan College West Georgia College 
OUT-OF -STATE SCHOOLS 
Antioch College Auburn University Bennington College Boston University Columbia University Davidson College Dartmouth College Duke University Eckerd College Fisk University Florida State University Hampshire Harvard. University Indiana University Mount Holyoke Northeastern University Queens College University of Alabama University of Wisconsin Washington University Western Carolina University 
 
 AGENCIES 
 
Administrative Services, Department of General Services Division Information & Computer Services Division Internal Administration Purchasing & Supplies Division 
Arts, Commission on the Community Development, Department of 
Industry Division International Division Research Division Defense, Department of Military Division Executive Department Forestry Commission Georgia Intern Program Georgia State Crime Commission Human Resources, Department of Commissioner 
Legal Services Public Relations and Press Information Administrative Services, Office of 
BenefitPayment Section Drug Abuse Office Evaluation and Research Office 
Statistics Planning and Budget Office 
Comprehensive Health Planning Family and Children Services Division 
Consumer Service Unit Housing Assistance Unit Social Services 
Court Services Youth Development Centers 
Macon Atlanta 
 
Mental Health Division 
 
Land and Water Conservation 
 
Community Services Section 
 
Fund Unit 
 
Mental Health 
 
Site Planning Section 
 
Hospital Services Section Central State Hospital Georgia Regional Hospital Atlanta Georgia Retardation Center Southwestern State Hospital 
 
Special Projects Section Unicoi Outdoor Experiment Station 
Public Information & Magazine Circulation 
Offender Rehabilitation, Department of Community Based Services Macon Diagnostic-Evaluation Center 
 
Physical Health Division Disease Control SeCtion Battey State Hospital 
Health Improvement Section Child Health Dental Health Maternal Health 
Health Standards Section Vocational Rehabilitation Division 
Labor, Department of Manpower Services Division 
 
Personnel Administration Public Relations Office Staff and Program Development State Board of Pardons and Parole Georgia Rehabilitation Center for Women Youthful Offender Division Planning and Budget, Office of Intergovernmental Relations Public Safety, Department ot Division of Investigation Georgia Crime Information Center. Driver Services 
 
Merit System 
 
Personnel 
 
Personnel Board, State Natural Resources, Department of 
 
Regents, Board of, The University System of Public Information 
 
Commissioner 
 
Revenue Department 
 
Earth and Water Division 
 
Property Tax Unit 
 
Environmental Protection Division Secretary of State 
 
Air Quality Control Water Quality Control Game and Fish Division Game Management Fisheries Management 
 
Archives and History Department Records Management Division Transportation Department Planning and Programming Division 
 
Parks and Recreation Division 
 
Albany, city of 
 
Planning and Research, Office of Americus, city of 
 
Recreation Planning Section 
 
Columbus, city of 
 
Cordele, city of Decatur, city of Fitzgerald, city of LaGrange, city of Macon, city of Warner Robins, city of Chattahoochee-Flint APDC Coastal APDC Central Savannah River APDC Georgia Mountains APDC Middle Georgia APDC Middle Flint APDC Oconee APDC Slash Pine APDC Alma-Bacon County Model Cities Commission Americus-Sumter County Hospital Boy's Club Chatham County Day Care Center Coastal Plains Area EOA Columbus College, Speech Department Coweta Community Treatment Center DeKalb County Planning Department Douglas County Sheriff's Department Gainesville Community Center Georgia Advisory Committee on Vietman Veterans Georgia Conservancy Georgia Ports Authority Heart of Georgia Community Action Authority . Lower Chattahoochee Community Action Authonty Northeast Health District Research Atlanta Richmond County Merit System Commission Sheriff's Boy's Ranch Tallatoona Community Action Authority 
 
 CONCLUSIONS AND RECOMMENDATIONS 
 
For the most part goals for the program, as stated in the recommendation section of last year's report, have been met or are in process. In the 1972 Annual Report, recommendations for the future program were: 
a) The central staff should act as a broker in bringing together existing components for a quality program. 
b) Attention should be directed toward working with agency supervisors and faculty advisors to insure and improve the quality of internships. 
c) Greater participation by junior colleges and area vocational schools should be explored. 
d) Volunteer efforts by student groups and student defined projects should receive attention. 
e) Areas of central administration such as recruiting procedures should be examined. 
f) The role of the Campus Coordinator should be reviewed in light of shifting more program administration to this level. 
To provide decentralization and increased involvement of state agencies, a departmental coordinator was identified in each major state agency. The agency coordinator is responsible for identifying projects in the department and assisting supervisors in submitting project requests in the proper form and on time. 
 
colleges' course structures, which would allow the opportunity for field experiences. Representatives of community junior colleges have participated in the periodic state-wide Campus Coordinators meeting held at the State Capitol. Meetings have been held with individuals concerned with the involvement of vocational and technical schools in some type of field experience program. A study is planned by the Georgia Intern Program to evaluate the possibilities of such a program. 
Particular attention will be directed towards the greater involvement of students in volunteer programs through part-time participation or through student-initiated internships. The Office of Volunteer Services and the Intern Program will work closely in developing programs involving and serving youth. 
The major goal for the coming year will be to build the internship concept into the planning programs of public agencies and to continue to work with colleges to incorporate internship or field experiences into their curricula. 
Recruiting and referral/appointment proced1,1res were extensively updated, and time should prove these new methods using computers and state districts as vastly more effective than those used in the past. The establishment of a student campus coordinator to assist the faculty member coordinators in distributing brochures, posters and general information will bring the necessary public relations to student gathering places and clubs which might have otherwise been overlooked. Since these new "coordinators" are chosen from the ranks of former inte.rns. a new insight to the pros and cons of the program is provided for potential applicants. 
 
Work on the development of handbooks which will aid the agency supervisor and the faculty advisor in gaining insights to increase their effectiveness once the internship process has begun. There has also been an attempt to meet with the supervisors and advisors of each intern periodically throughout each internship in the hopes of bridging any communication gaps between the host agency and the participating educational institution. This also makes the resources of the university more accessible to those in position to shape public policy while providing a means for keeping curricula, teaching and research relevant to the needs of society. 
The participation of junior colleges has increased in the past year. Also, meetings have been held with the Junior College Committee of the Student Advisory Council to the Board of Regents in the hopes of developing these 
 
This assistance for the Campus Coordinators was also necessary due to the increased responsibilities involved in screening applicants as well as the more comprehensive recruitment programs. The coordinators meetings have been held on a more regular basis and provide the program a board of technical a.nd policy advisors concerning educational objectives. 
New directions and activities to be undertaken during the next year will focus on four general areas. First, continuing the activities begun this year, evaluation of administrative procedures will continue. Emphasis placement process, and dealings with the Campus Coordinators. 
An in-depth follow-up study on former interns will be undertaken to determine the impact of the intern experience on students. Particular 
 
.J 
 
 attention will be directed at the impact the internship had on the selection of careers or the development of skills applicable to employment. Measurement of attitudes towards public agencies and public issues will also be attempted. 
Attention will be directed towards identification of components of the internship experience which could be applicable to other institutions or programs. Techniques used by faculty in counseling and assisting interns in attaining learning goals will be identified. Approaches followed by supervisors in designing projects or providing supporting services which encourage development of skills or interest in public service careers will also be identified. Information collected will be made available to faculty and various personnel agencies for possible adoption. 
For the past three years the Intern Program has been primarily an undergraduate effort aimed at projects of a general nature in which students from a wide range of majors could participate. A direction to be taken next year will be greater involvement of graduate or professional students and those undergraduates possessing particular skills or knowledge. This effort should allow graduate students opportunities to undertake research or write a thesis while meeting a need of a public agency. 
Interest in the Intern Program has been very high this year. Many of the public and private colleges in the state have revised their curriculums to allow students to enroll for an internship of up to 15 hours credit in most majors. A number of state agencies and local governments are including funds for interns in their budgets or are increasingly looking to interns to undertake short term projects. Support by the Intern Staff in promoting the involvement of students in off campus learning opportunities will continue, and technical assistance will be provided to other college based or governmental intern programs. 
 
DATE DUE 
 
-, __., --_q_; 199: .~~~.til 
 
~1lVI.... 
 
w~ti~Jll~ 
 
.ll,O 't"'"~i 
 
I 
 
j[ 
 
DEMCO 38-297 
 
 u 
\\\liiU\1\I~l\\\111\l\\l\\\\l 
3 2108 05828 5555 
 
 , 
... ... ;;, . .