{"response":{"docs":[{"id":"dlg_ggpd_y-ga-bg600-pi5-ba1-b1974","title":"Annual report, 1974","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Georgia. Governor's Intern Program"],"dc_date":["1974"],"dcterms_description":["Annual report of the Georgia Intern Program"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Atlanta, Ga. : Georgia. Governor's Intern Program"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil service--Study and teaching (Internship)--Georgia"],"dcterms_title":["Annual report, 1974"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_y-ga-bg600-pi5-ba1-b1974"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_y-ga-bg600-pi5-ba1-b1974"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"   ITIruJUIT@@lDn@Un@ni1 \n \n~ \n \nIWDnIT)j)@~@ ffini1@l @@ffin~ \n \nill \n \nrnn~U@IT]7 \n \nill \n \nTILQID)j)ffi@U @ruJ ~UDn@l@ruJU~ \n \nn \n \nTILQID)j)ffi@U @ruJ @ni1@fi@~ \n \nn~ \n \n~~ffi~fi~~fi@~ \n \nll\u00265 \n \nrn@nDn~firn~ ffirn@l \n \n  This year's annual report in addition to reporting on activities undertaken during program year 1974, reviews the scope and impact of the Intern Program during its first three years. Organized to give the reader an oppor tunity to view the program from various perspectives, the report has sections on student involvement, benefits to participating agencies, and college par ticipation. Through graphs, pictures, charts and short narrative sections, the report gives an overview of the impact the Intern Program is having on educational and service institutions in Georgia. \nIt is our intent to increase the public awareness of the size, scope, and benefits of the Intern Program and hopefullY,to promote the growth of field experience education in Georgia. \nMICHAEL A. HART \n \n   The Georgia Intern Program provides undergraduate and graduate students \n \nwith opportunities for active involvement in specific projects with public \n \nagencies. This program offers a comprehensive service-learning experience \n \nwhich enchances the educational process and meets agency needs for \n \nmanpower. \n \nBasically following the servicelearning concept, which holds that active \n \nparticipation by a learner can result in personal growth and development as \n \nwell as completing a needed task, the Intern Program now serves as an \n \neducational resource for all institutions in the University System and many of \n \nthe public and private colleges in the state and nation. \n \nThe project approach to a field experience is used to fulfill the aims of a \n \nservice-learning experience. Cities, counties, multi-eounty agencies. and state \n \nagencies submit projects for interns to complete within a specified time. \n \nAgencydefined projects in this program differ from traditional internships \n \nwhere students are expected to test theory in the field. Through the Intern \n \nProgram students, agency personnel, faculty, and community are engaged in a \n \nshared learning experience from which all can benefit. The program provides \n \nadditional avenues of communication between institutions of higher learning \n \nand programs of social and economic development. Resources of the \n \nuniversities and colleges are more accessible to the community and means for \n \nrelating curriculum, teaching, and research to contemporary societal needs \n \nare provided. \n \nBesides providing opportunities for students interested in participating in \n \ntasks related to solving social and economic problems the program in \n \ncooperation with academic institutions allows students to receive college \n \ncredit for their efforts. The Georgia Intern Program strives to provide a \n \nconstructive educational alternative for students desiring to serve the needs of \n \nGeorgians. \n \nHISTORY \n \nIn 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 agencies. A pilot project was introduced the following summer. Attitudes of participating agencies and colleges toward the effort were evaluated and the following fall the Georgia Intern Program be came a regular activity of Governor Carter's Office. \n \nIn recognition of the program 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 partici pate on a credit basis. Each campus also named a coordinator to handle recruitment and publicity. Coordinators have also become an important ad visory resource on educational policy. \nDuring the past three years most Georgia colleges have modified their curricula to include courses for internships offering up to a full quarter of academic credit. This broad base of support has allowed the program to attract students from nearly all institutions in the state and from all academic majors. Students have an option to enroll for either major or elective hours since nearly all academic majors allow credit. Students are normally placed in projects for an academic quarter on a fulltime basis throughout the year. \nFrom the initial involvement of providing services to state agencies during the summer, the program has grown into a statewide, yearround effort. The program's base of operations has expanded to include all public and many private non-profit agencies in the state. With expansion has come greater diversity of projects and a wider geographic distribution of intern placements. \nFunding of the program has come primarily from the Governor's budget for administrative costs and from state agencies for the support of interns. As the geographic scope of the program has expanded and many projects beyond the scope of state agencies has been identified, funding for the program has been broadened to include federal and local agencies. \nFederal funds used originally to supplement stipends for students with state agencies were used primarily this year to support students in nonstate government agenices 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 National Science Foundation, the American Revolutionary Bicentennial Administration, the Environmental Protection Agency, the Office of Economic Opportunity and the Economic Development Adminis tration through the Southern Regional Educational Board. \nThe involvement of almost 1,400 students in the public policy process has proved invaluable to public service agencies, numbering over 200, as a manpower resource; while serving as a base for new learning opportunities for 108 colleges in Georgia and around the nation. \nThe 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-learning opportunities. \n \n  During the program year 1974, a study was undertaken to determine what, if any, impact the intern experience had on students from the perspective of career exploration or vocational choices. The analysis was broken down into three (3) steps: \n(1) Were career plans changed or formalized as a result of the internship? \n(2) If these plans were changed, how significant was the change? (3) What is the present vocational status of the former interns in the \nlabor force? \nThe one hundred ninety-eight (198) students examined in the study were a representative cross section of the total program's participants during the period '71-'73. \nSixtythree percent (63%) stated that the internship had a direct influence on their career pursuits or choices. Fifty-one percent (51%) of this group stated that their vocational goals had significantly been affected by their participation in the program. One intern responded, \"I feel that my internship was the most substantial and beneficial aspect of my undergraduate program in realization of my vocational goals.\" Another intern stated that, \"It made me realize that I would definitely stay in my chosen field, but it also showed me aspects of the field I had never imagined before.\" \nTwenty percent (20%) of the interns acknowledging change in their vocational plans stated unequivocably that their vocational goals had been substantially changed by their experience as an intern, even to the extent of exploring careers never considered previously. A former intern now employed as a juvenile probation officer stated, \"I had never given any thought to doing this type of work as a career before I became an intern.\" Another intern presently employed by a local planning agency replied that he \"cannot express how much the program helped me in determining my career pursuits. Prior to my participation I had not considered working for any planning agency.\" In addition to the twenty percent (20%) acknowledging substantial change in vocational plans, a number of interns noted that academic plans or academic majors were also altered. \nn \n \nThe study showed that fortynine percent (49%) of all interns employed are in the public sector. This is broken down into seventy ..even percent (77%) working in public service agencies, nearly half being state government employees, and twenty-three percent (23%) are in the field of education. Fifteen percent (15%) of the respondents were offered employment by their host agency. \n \n  A study aimed at assessing the Impact of internships all public servIce agencies revealed that interns have made significant cOl1trtbutions to agency programs. A questionnaire was sent to former Intern supervisors to collect data on 3 points: \n(ll Did the agency receive significant benefit as a result of hosting an Intern ') \n(2) Explanation of this benefit and its impact on the agency. (3) Were the benefits only immediate, or were long lasllng benefits \nseen? \nAn analysis was made of the responses to identify characteristics of projects which supervisors felt were the most beneflri.,l. \nThe Identified intern prOlects exhibited three dIStinct characteristics: 1) Type of benefit. i.e.. concrete, Identifiable changes In program content or format; intangible changes; or a combination of the two; 2) Time span, i.e., long or short range impact; 3) Type of activity, i.e., Internal studies, new programs, etc. \nNine percent (9%) of the projects had a concrete or tangible benefn, thirtyfive percent 135%) intangihle and fjfty.six percent (56%) a com bination. The supervISors felt sl'ventyfive percent (75%) of the projects would have a longterm Impact on the agency. \nSeven distinct types of project activity were identified. Two activities comprising fiftyfive percent (55%) of the projects Involved internal opera tlons. Data Collection/AnalySIs for Internal Use and ReVISion of Internal Procedures accounted for thirtyfollr percent (34%) and twentyone percent (21%) respectively. \nThe orientation or approach followed by the interns were classifIed into three groups: 1) Research, 2) AdminlStrativeManagement and, 3) Com munltylnvolvement. The breakdown of responses showed Research thirty eight percent (38%), AdministrativeManagement thlrtytwo percent (32%) and Communltylnvolvement thirty percent (30%). \nInterns have prOVided valuable assistance in a broad spectrum of topical areas ranging from health to transportation. The enthusiasm with which intern participatIon In public service has been accepted IS typified by one supervisor who commented. \"As much as I hate filling out forms, I could not let this Internship and Its benefits to the agency go unnoticed.\" \n \n ACADEMIC MAJORS 1974 \n \n1972 1973 \n51\" Psy . Poli. Sci. History, Soc. Sci., Gov't. \n \nThis year's distribution of interns by academic majors has changed a little in comparison with former years. Students from a wide variety of majors continue to participate, with the only substantial increase in the cate gory of architecture and engineering. \n \nCOMPOSITE \n \n DISTRIBUTION OF PROJECTS BY TOPICAL AREAS \n \n1974 \n \n.r \n:; \n \nm \n8 \n \n0\" \n \n'-\"\u003c \n \n20% \n \n10% \n \nThis year's distribution shows a more equal distribution of participation among the nine topical areas in comparison with past years. The composite graph indicates the highest percenlage in the area of public administration, while the 1974 chart shows this calegory closer to the majority of calegories in level of participation. \n \n1972 \n \n30% \n \n20% \n \nm n \n0 \n? \nl\u003e ~ \n \n;; \n~ I \n:D \n \nm \ngCc:. o' \n::\u003e \n \n~ \n::\u003e \"to 0 \n~ \n \nJ: \n~ :;. \n \nr \n~ \n \n~ \n \nn'\" \nI \n \n\" en m \n \nn0 \n.: \n \nn 0 \n0\" \n \nlc\u003e. \n \nen \n:'\": \n \n'-\"\u003c \n \n'- \n \nI-- \n \n--i \n \n~ \n \n0 \n \n!; 10% \n \n'- f-- \n \nI-- \n \nlf-f0% \n30% \n \n1973 \n \nc- \n \n20% \n \nI-- \nl- \n \nI10% \nl- \n \nI-- \n~ \nI-- \n \nl- \n \n0% \n \n30% \n \nCOMPOSITE \n \n20% \n \nI-- \n \nI-- I- \n \n10% \n \n- \n \nI-- \n \nI-- \n- f- \nI- \n \n0% \n \n INTERN PROFILE \nDuring the program year 1974, the Georgia Intern Program placed 467 students enrolled at 65 institutions of higher education. The interns were placed in 76 public agencies. The average age of these interns was 21.8 years which is slightly older than the average of 21.4 years for all participants since 1971. \nMarital status statistics remain the same from program year 1973, with 81% of the interns single and 19% married. Based on statistics for the program from 19711974, an average of 16% of the intern participants were married. \nMale/female participation during the past year showed a 59 percent/41 percent ratio as compared with a 62 percent/38 percent ratio for the program since its inception. Minority participation has maintained an average of 18%. \nUndergraduates comprised 82.5% of the program's participants during the program year 1974, compared with 76% for the overall program history. The remaining percentage in each case was engaged in some form or post gradua te study. \n \nAnnual Participation in Georgia Intern Program \n \n COLLEGES AND UNIVERSITIES REPRESENTED IN GEORGIA INTERN PROGRAM \nSUMMER1~1-SUMMER1~4 \nThose institutions participating during the 1974 program year we marked by an asterisk (*) \n \nStudents from thirtyeight instate schools and twentyseven schools out-ot'stale participated in the Georgia Intern Program during the past year. Interns from Georgia colleges represented ninety-four percent (94%) of the students participating in the program this year. The overall average partici pation by students in state colleges is eightynine percent (89%). \n \nGEORGIA SCHOOLS \nAbraham Baldwin Agriculture College' Agnes Scott College' Albany Junior College' Armstrong State College' Atlanta University'\" Augusta College' Berry College' Brenau College' Brunswick Junior College\" Clark College' Clayton Junior College' Columbus College' DeKalb Community College' Emory University Emory University School of Law' 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 John Marshall Law School' Kennesaw Junior College' LaGrange College Medical College of Georgia \n \nMercer University' Mercer University at Atlanta\" Middle Georgia College Morehouse College' Morris Brown College' North Georgia College' Dglethorpe University' Piedmont College' Savannah State College' Southern Institute of Technology' Spelman College' Tift College University of Georgia' Valdosta State College' Walter F. George Law School Wesleyan College' West Georgia College' Young Harris College \nOUTOFSTATE SCHOOLS \nAmerican College' Antioch College' Auburn University' Bennington College Boston University' Clemson University Columbia University Dartmouth College' Davidson College Duke University ~ \n \nEckerd College Fisk University Florida State University' Furman University GardnerWebb College Hampshire College Harvard University Howard University Indiana University Lee College' Louisiana State University Michigan State University' Middle Tennessee Stale College' Mount Holyoke College New College' New York University Northeastern University' Northwestern University Ohio State University Presbyterian College Queens College RandolphMacon Women's College Rider College Sam HOllston State College Smith College' Syracuse UniverSity' Texas Western UniverSIty Troy State College' Tufts University' Tulane University \n \nTuskegee Institute University of Alabama' University of California - Davis~ University of Colorado University of Michigan University of New Hampshire University of North Carolina - Chapel Hill University of North Carolina - Charlotte' University of Notre Dame University of Pennsylvania' University of the South University of Tennessee University of Vanderbilt UllIverslty of VirQinia' University of Wisconsin' Vassar' Virginia Institute of Technology' Wake Forest University Washington University Western Carolina University William and Mary College Yale University' \n \n PARTICIPATING AGENCIES \nAdministrative 5er\"vices. Department of Fiscal Division Gener-al Services Division Pet'sonnet \nCommunity Development. Oepaf'\"lment of Industry Division International Division Planning Division Research Division \nEJteCUtiYe Department Georgia Manpower Planning Council Governor's Office State Energy Office \nGeorgia State Crime Commission \nHuman Resources, Department of Commissioner's Office Orug Abuse Services Section LegalSer-vices Planning and Budget Office Planning and Development Unit Public Relations \u0026 Press Informatton Community Services Division Appalachian Olikt Care Project Consumer Service Unit Foster Care Advisory Board Housing Assistance Unit Social Services Court Services SPecial Projects Commission on the Status of Women TteLine Youth Development Centers Martella Regional Mental Health Division Community Services Section Mental Health Hospital Services Section Bainbridge Stare Hospital Central State Hospital Georgia Regional Hospital Allama. NW Georgia Retardation Center Soulhwestern State HOsPital Program and Management Analysis \n \nPhysical Health Division Disease Control Section Health Improvement Section Adull Health ChikJ Health Maternal Health \nVocational Rehabilitation Center Division Labor, Department of \nState Board of Workmen's Compensation Natural Resources, Department of \nEarlh and Water Division Env;ronmental Protection Division \nWater Quality Control Game and Fish Division \nGame Management Fisheries Management Parks and Recreation Division Planning and Research, Office of Rea.tion Planning Section Resource Planning Section Land and Water Conservation \nFund Unit Site Planning Section Special Projects Sect ion \nHistoric Preset\"wtion Unit Unicoi Outdoor Experiment Station Program and Management Analysis Unit Public Information 8r Magazine Circulation Offender Rehabilitation, Department of Lee Correctional Institute Georgia Rehabilitation Center for Women State Board of Pardons and Paroles Yarbrough Rehabilitation Center Planning and Budget, Office of Inlergo~nmentalRelations Public Safety, Departmem of Division of Inwstigation Driwer 5et'\"vices Georgia Crime Information Center Personnel Revocation Sectton Public Service Commission Regents, Board of, The UniYef\"sity System of Georgia Public Information Rural Development Center \n \nRevenue, Depan:ment of Motor Vehide Unit \nSecretary of State Archiws and History Department \nTransportation. Dep;wtment of Planning and Programming Division \nAlbany, City of Albany Information and Referral Center fOl\" the Elderly \nAugusta, City of Columbus, City of \nColumbus Bicentet'Wlial Commission Conyers, City of Cordele, City of Decatur. City of LaGrange, City of Morrow, City of Rome, City of Valdosta. City of Villa Rica, City of Warner Robins, City of Waycross, City of Atlanta Regional Commission \nCentral savannah Ri,.. APOC \nCoostal APOC Coosa Valley APOC \nGeorg;. Mountains APOC \nGeo\u003cg;a Southern APOC Lower Chattahoochee Community \nAction Authority Middle FI int APOC Albeny..oougher'ty County Council of Aging Alma-Bacon County Model Cities Athens-CIarke County Planning Commission Americus..sumter County Hospital Ben Hill County ComrTMssion Oark County Board of Commissioners Clayton, County of Oayton County Mental '-th Cente\u003c Chatham COunty-SO........ Metropolitan \nPlanning Commission Cobb. County of Coffee County. Board of Co~ Coffee County, Hospital Douglas. County of Floyd County Hospital Glynn County Heelth Department Richmond County Merit SYstem Sumtill\" County Hospital Tri~unty Regional Library (Rome) Upper Ocmulgoe EOC \n \nAmerican Red Cross Augusta~ichmondCounty \nCharter Commission Augusta Human R.tions \nCouncil Batelle Columbus La_ories Boy's Oub, Metro Atlanta Carroll Cou'ty Early Otiklhood \nDe~tCente\u003c \ncentral Presbyterian Olld, Columbus Legal Aid Society Georgia Educational \nIn'P'ownwnt Council Goodwill INtUSlr. Historic CoIurr*KJs Foundation Kirkwood Ulimitab'e \nCente\u003c School Patterns, Inc. Southern Growth Policies Board Southern Regional Council Volunteer Atlanta YMCA (Cobb County) \nBrumwick Junior College VaIdo\u003eta State CoI'- \n \n  As shown in the preceeding sections, during the program year 1974, the Georgia Intern Program involved more colleges, more agencies, and more students than in any previous year. This growth in all components of the program demonstrates that the service-learning concept of internships is being' accepted in Georgia. \nPromoting student involvement in meaningful internships; meeting the needs of colleges, agencies and students as a liaison or broker; and providing technical assistance and training for participants and other student programs, will take on added significance for the Intern Program as experiential education becomes more institutionalized. \nLast year's annual report stated as a goal the development of materials to assist all participants in maintaining quality internships. Handbooks for faculty, students, and agency personnel were prepared and distributed to all participants. A number of agencies and colleges from other states have requested copies of the handbooks. \nA new program for graduate students was implemented. While the initial response from students has been modest, Georgia Tech has designed a pamphlet promoting lhe concept and it appears the program will grow. Faculty internships have been discussed. The benefits of research oppor tunities and personal development for the faculty, and the expertise available for the agency, make this an attractive option for the program. A goal for next year will be to explore this area of the program further. \nSpecialized internships for medical and law students were developed in conjunction with the Atlanla Urban Corps. An expansion of these projects as well as the development of other specialized internships seems both feaSible and desirable. \n \nWhile internships were deSigned primarily to provide offcampus learning opportunities and technical assistance to public agencies, the impact of Internships on students' career patterns needs to be examined more closely and Internships need to be provided the support necessary to meet student needs in career education. Students have a definite need to be exposed to new career opportunities and to develop work skills. Career exploration should be gIven serious consideration as one of the overall goals of the program. \nDUring the past four years, and particularly during 1974, the Georgia Intern Program has become an integral part of the campus and public scene in Georgia. Undergraduate students have been the keystone of the Intern Program. As new styles of internships or additional goals are developed in the future, care will have to be taken to insure that this group of students is offered the opportunity to be involved in meaningful and educationally viable public service projects. \n \n  "},{"id":"dlg_ggpd_y-ga-bg600-pi5-ba1-b1973","title":"Annual report, 1973","collection_id":"dlg_ggpd","collection_title":"Georgia Government Publications","dcterms_contributor":null,"dcterms_spatial":["United States, Georgia, 32.75042, -83.50018"],"dcterms_creator":["Georgia. Governor's Intern Program"],"dc_date":["1973"],"dcterms_description":["Annual report of the Goergia Intern Program"],"dc_format":["application/pdf"],"dcterms_identifier":null,"dcterms_language":["eng"],"dcterms_publisher":["Atlanta, Ga. : Georgia. Governor's Intern Program"],"dc_relation":null,"dc_right":["http://rightsstatements.org/vocab/NoC-US/1.0/"],"dcterms_is_part_of":null,"dcterms_subject":["Civil service--Study and teaching (Internship)--Georgia"],"dcterms_title":["Annual report, 1973"],"dcterms_type":["Text"],"dcterms_provenance":["University of Georgia. Map and Government Information Library"],"edm_is_shown_by":["https://dlg.galileo.usg.edu/do:dlg_ggpd_y-ga-bg600-pi5-ba1-b1973"],"edm_is_shown_at":["https://dlg.galileo.usg.edu/id:dlg_ggpd_y-ga-bg600-pi5-ba1-b1973"],"dcterms_temporal":null,"dcterms_rights_holder":null,"dcterms_bibliographic_citation":null,"dlg_local_right":null,"dcterms_medium":["reports"],"dcterms_extent":null,"dlg_subject_personal":null,"iiif_manifest_url_ss":null,"dcterms_subject_fast":null,"fulltext":"  GEORGIA In IERn PROGRAM AnnUAl REPORT 1975 \n \n  TABLE OF CONTENTS \nIntroduction Governor's Page Purpose and Goals \nHistory Program Administration Statistical Information Geographical Distribution \nCase Study Colleges Represented Agencies Represented Recommendations and Conclusions \n \n ,;r - \n \n, \n \nI \n \nThis 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. \nMike Hart Georgia Intern Program Executive Department State Capitol Atlanta, Georgia 30334 \n \n THOUGHTS ON ACADEMIC-COMMUNITY RELATIONS \nBY GOVERNOR JIMMY CARTER \nThe 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. \nTeaching, 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. \nThe 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. \nI 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. \n \n  PURPOSE AND GOALS \n \nThe 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. \n \nBasically 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. \n \nThe 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 \nprovided. \n \nBesides providing opportunities for students interested in participating in \n \ntasks related to solving social and economic problems the program in \n \ncooperation with academic institutions allows students to receive college \n \ncredit for their efforts. The Georgia Intern Program strives to provide a \n \nconstructive educational alternative for students desiring to serve the needs of \n \nGeorgians. \n \nHISTORY \n \nIn 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. \nIn 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 \n \nto 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. \nDuring 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. \nDuring 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. \nFrom 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. \nFunding 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. \nFederal 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. \nThe 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. \nThe 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. \n \n z \n \n0 \n \nj: \n \n~ \n \n1- \n \nGEORGIA INTERN PROGRAM ADMINISTRATION \n \nj: \nzIll \n \nDuring the 1973 program year, the central administration \n \n.J o( \n \nassumed more of a brokerage role, serving as liaison between \n \nz \n0 \n \ninstitution and individuals participating in the program. As \n \nj: \n \no( \n \nthe types of organizations which were involved in various \n \nu \n~ \n \ndegrees of interaction grew, the administrative apparatus became increasingly complex. Developing format, \n \n0 Ill \n, \n \ncoordinating activities, soliciting funds and providing supporting services have emerged as the most essential continuing administrative functions. \n \n~e \n \n1z - \n \n..c \n:I \n \nAfter recruitment, screening, referral, placement and \n \nIll 0 \n~ \n \nc: \n.;0 ; \n \nappointment, 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 \n \nCl. \ni aez n : \n \n1- \nIll \n \n.zw... \n \n.!1 \n.0. \nCl \n \neffectiveness of these designs in bringing about desired program objectives. \n \nwT . \na: \nCl. \n \nIull \nii: \n \nIL \n \n0 \n \nOn the accompanying pages, are charts showing the \n \naz : \n \nrelationship between various internship participants and the necessary administrative procedures to insure quality interaction. The simplicity implied by these charts seems to \n \nIll \n \n1z - \n \n' \\ \n \nI \n \nfade when one remembers that the cycle begins again before \n \na: \n \nthe completion of the initial cycle, much like children singing \n \n0 \nIll \n \nrounds. \n \n\u003ea: \n \nIll \n \nQ. \n \n~ \n \nIll \n \nu z \u003e \n \nIll \n \n\"o( \n \nA \n \n.. \n \n.. \n \n..uc: \n! \n \n:::oc. u \n- \n \n~ \n \n..... \nQ) \n \n0, .. \n \nE~ ~ \n \ncoe Q) - - \n \n- c: Cl \n \nI \n\\1 \n \n \u003cE--- \n \nappointment material completed and returned. registers at school for credit. \n \nsupervise intern project duties \nv I \nmeet w/ student, intern staff and faculty supervisor \n \nINTERNSHIP PERIOD payroll administration \n \nI I \nI \nI \n\\!1 \nconduct field visits \n \nmeet w/ agency super., intern staff and faculty super. \n \nmeet w/ student, intern staff and agency super. \n \nattend seminars \n \nPOST INTERNSHIP \n \n, \n~ \naccepts or rejects report. \n \npost internship material sent to student, school and agency . \n~------ ---- \n \n, \n~ \n \nsubmits report to \n \n~- - - - - agency, school , and \nintern offide. completes post intern. materials and returns \n \n~, \n \nto intern office. \n \n..... \n \n.... \n \nJill\"\" final stipend sent ~ \n \n CASE STUDY* \nTed 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.  \nThrough 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. \nDuring 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. \nWithin 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. \nTed 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. \nWhen 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. \n \nDuring 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. \nTed 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. \nTed 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. \nBoth 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. \nAt 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. \nIn 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. \n*A hypothetical example of an Internship to demonstrate the roles of participants. \n \n 1 \n} \n1 \nl \n \n 1972 \n \nGEOGRAPHICAL DISTRIBUTION OF INTERNS \n \n1973 \n \n DISTRIBUTION OF INTERNS BY TOPICAL AREAS OF PROJECTS \n1973 \n0% \n \n 1972 \n \nMAJOR \n \n1973 \n \n49% Psy, Pol l. Sc i., History Soc. Sc i., Gov't . \n1% Med.. dent. \n \n5 1 % Psy  Poll ., Sci. History , Soc. S ir. , Gov't. Math s% Natural sc\\., \n \nThis 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. \n \n,3% Med., Dent. ,7% Undeclared \n \n 90 80 70 60 \n \nFEMALE \n \nFEMALE \n1973 \n \n1972 \n \nWHITE \n \nMINORITY \n \n19]3 \n \nINTERN PROFILE \nOn a composite basis, statistics of participants in the Georgia Intern Program shows the averaae age of the interns was 21.5. \n81% of the Georgia interns were single, 19% were married and the male/female participation was 55%/45%. \n \nUndergraduates accounted for 80% of this year's program with the remainder engaged in some form of post graduate study. \nThis 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. \n \n PERCENTAGE OF PARTICIPATION \n \nGEORGIA COLLEGES OUT-OF-STATE COLLEGES \n \n100 \n \n75 \n \n50 \n \n25 \n \n0 ---------- \n \n1972 \n \n1973 \n \n COLLEGES AND UNIVERSITIES REPRESENTED IN 1973 GEORGIA INTERN PROGRAM \n \nGEORGIA SCHOOLS \nAbraham 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 \n \nSpelman College Tift College University of Georgia Valdosta State College Wesleyan College West Georgia College \nOUT-OF -STATE SCHOOLS \nAntioch 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 \n \n AGENCIES \n \nAdministrative Services, Department of General Services Division Information \u0026 Computer Services Division Internal Administration Purchasing \u0026 Supplies Division \nArts, Commission on the Community Development, Department of \nIndustry 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 \nLegal Services Public Relations and Press Information Administrative Services, Office of \nBenefitPayment Section Drug Abuse Office Evaluation and Research Office \nStatistics Planning and Budget Office \nComprehensive Health Planning Family and Children Services Division \nConsumer Service Unit Housing Assistance Unit Social Services \nCourt Services Youth Development Centers \nMacon Atlanta \n \nMental Health Division \n \nLand and Water Conservation \n \nCommunity Services Section \n \nFund Unit \n \nMental Health \n \nSite Planning Section \n \nHospital Services Section Central State Hospital Georgia Regional Hospital Atlanta Georgia Retardation Center Southwestern State Hospital \n \nSpecial Projects Section Unicoi Outdoor Experiment Station \nPublic Information \u0026 Magazine Circulation \nOffender Rehabilitation, Department of Community Based Services Macon Diagnostic-Evaluation Center \n \nPhysical Health Division Disease Control SeCtion Battey State Hospital \nHealth Improvement Section Child Health Dental Health Maternal Health \nHealth Standards Section Vocational Rehabilitation Division \nLabor, Department of Manpower Services Division \n \nPersonnel 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 \n \nMerit System \n \nPersonnel \n \nPersonnel Board, State Natural Resources, Department of \n \nRegents, Board of, The University System of Public Information \n \nCommissioner \n \nRevenue Department \n \nEarth and Water Division \n \nProperty Tax Unit \n \nEnvironmental Protection Division Secretary of State \n \nAir Quality Control Water Quality Control Game and Fish Division Game Management Fisheries Management \n \nArchives and History Department Records Management Division Transportation Department Planning and Programming Division \n \nParks and Recreation Division \n \nAlbany, city of \n \nPlanning and Research, Office of Americus, city of \n \nRecreation Planning Section \n \nColumbus, city of \n \nCordele, 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 \n \n CONCLUSIONS AND RECOMMENDATIONS \n \nFor 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: \na) The central staff should act as a broker in bringing together existing components for a quality program. \nb) Attention should be directed toward working with agency supervisors and faculty advisors to insure and improve the quality of internships. \nc) Greater participation by junior colleges and area vocational schools should be explored. \nd) Volunteer efforts by student groups and student defined projects should receive attention. \ne) Areas of central administration such as recruiting procedures should be examined. \nf) The role of the Campus Coordinator should be reviewed in light of shifting more program administration to this level. \nTo 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. \n \ncolleges' 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. \nParticular 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. \nThe 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. \nRecruiting 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. \n \nWork 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. \nThe 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 \n \nThis 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. \nNew 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. \nAn in-depth follow-up study on former interns will be undertaken to determine the impact of the intern experience on students. Particular \n \n.J \n \n 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. \nAttention 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. \nFor 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. \nInterest 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. \n \nDATE DUE \n \n-, __., --_q_; 199: .~~~.til \n \n~1lVI.... \n \nw~ti~Jll~ \n \n.ll,O 't\"'\"~i \n \nI \n \nj[ \n \nDEMCO 38-297 \n \n u \n\\\\\\liiU\\1\\I~l\\\\\\111\\l\\\\l\\\\\\\\l \n3 2108 05828 5555 \n \n , \n... ... ;;, . . \n \n "}],"pages":{"current_page":1,"next_page":null,"prev_page":null,"total_pages":1,"limit_value":10,"offset_value":0,"total_count":2,"first_page?":true,"last_page?":true},"facets":[{"name":"type_facet","items":[{"value":"Text","hits":2}],"options":{"sort":"count","limit":16,"offset":0,"prefix":null}},{"name":"creator_facet","items":[{"value":"Georgia. 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