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Combining Civic Engagement and Traditional Research: A Second Option
Unformatted Document Text:  paper with a summary of their meetings and work with preparing the high schoolers and a reflection on their civic engagement experience. These activities are in essence only the internship portion of the class, and it works like a regular internship. This paper is more concerned with the full offerings of the class and thus will focus on the situation of students in the three-credit option. The course has three components: a civic engagement internship with the Model UN program; an advanced research paper; and application to at least one national, regional, or local undergraduate research conference. My pedagogical goals in the internship component are to further their civic engagement skills by giving them the opportunity to practice working productively with community members on a common project; to enhance their leadership skills by directing the conference preparation by the high schoolers; and to advance their writing and research skills and knowledge of international relations in their preparations for serving as school coaches. Students must work a minimum of 30 hours; about 10-12 hours are spent with the high schoolers and their teachers in after school meetings and in email and phone consultations, 16 hours are spent with the instructor in preparations for and actual running of all aspects of the conference; an additional two-four hours are spent in consultations with me regarding preparations for serving as a coach and debriefing. For meetings as school coaches, students prepare information about the countries that the high schoolers will represent and the conference scenario. They are expected to help high schoolers research their countries and the conference topic, prepare written conference communications, and practice conference oral presentations. Specifically, Dicklitch (skills) They must keep a record of these meetings and report on them in their final reflection paper. 5

Authors: McCartney, Alison.
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paper with a summary of their meetings and work with preparing the high schoolers and a
reflection on their civic engagement experience. These activities are in essence only the
internship portion of the class, and it works like a regular internship. This paper is more
concerned with the full offerings of the class and thus will focus on the situation of students in
the three-credit option.
The course has three components: a civic engagement internship with the Model UN
program; an advanced research paper; and application to at least one national, regional, or local
undergraduate research conference. My pedagogical goals in the internship component are to
further their civic engagement skills by giving them the opportunity to practice working
productively with community members on a common project; to enhance their leadership skills
by directing the conference preparation by the high schoolers; and to advance their writing and
research skills and knowledge of international relations in their preparations for serving as school
coaches. Students must work a minimum of 30 hours; about 10-12 hours are spent with the high
schoolers and their teachers in after school meetings and in email and phone consultations, 16
hours are spent with the instructor in preparations for and actual running of all aspects of the
conference; an additional two-four hours are spent in consultations with me regarding
preparations for serving as a coach and debriefing. For meetings as school coaches, students
prepare information about the countries that the high schoolers will represent and the conference
scenario. They are expected to help high schoolers research their countries and the conference
topic, prepare written conference communications, and practice conference oral presentations.
Specifically, Dicklitch (skills) They must keep a record of these meetings and report on them in
their final reflection paper.
5


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