Field Experience Proposal: Emily M.

Rence

PROPOSED FIELD EXPERIENCE: To play an active and substantive role in co-facilitating 5 Youth Studies courses 2011-2012. I will be responsible for the organization, implementation, and evaluation of all community-based field research undertaken by students in the following courses: This includes working with small groups of undergraduate students to shape a practical research problem, negotiated with St. Paul Parks and Recreation and to design a practical field study to answer this question and report to the city within 14 weeks. The responsibilities include: small groups discussion, research consultation, securing research sites, organized the deployment of students, creating and sustaining a class website, and rehearsing students for their final public presentation. FIELD EXPERIENCE PURPOSE
AND

GOALS:

The purpose of this field experience is to prepare me for roles in formal, non-formal, and informal education settings, to take the role of teacher, guide, and youth worker. By the end of this experience I would expect to be competent, at least the beginning level, in the mastery of the role, including the tasks outlined above. The goals of this experience include: becoming more competent in leading and facilitating undergraduate classes, and by extension, youth serving programs in general creating and running online group working website in order to better coordinate research opportunities and the collection of data to develop personal leadership capabilities via experiencing a variety of youth leadership roles including formal, informal, and non-formal to develop a network of youth serving organizations and professionals in order to increase chances of obtaining a job in the field of youth development upon graduation

RATIONALE FOR PROJECT SELECTION:

[HOW

THIS PROJECT WILL ENHANCE MY DEVELOPMENT AS A LEADER IN THE YOUTH DEVELOPMENT FIELD.]

I have significant experience in non-formal education settings with teenagers but have limited experience in working with young people 1821 this experience will increase my skill range and deepen my understanding about this age group. In these ways, this will enrich my development as a leader in the youth development field, and hopefully make me employable in a wider variety of youth serving organizations. ACTION PLAN: (MAKE
SURE TO

INCLUDE

A BREAKDOWN OF

180

HOURS OF WORK)

FALL SEMESTER: SW1905- 2 hours per week of in-class time for 15 weeks [Thurs 3:005:00PM] (30 hours) HSEM3017H- 2.5 hours per week of in-class time for 15 weeks [Tues 4:30-7:00PPM] (37.5 hours) Out of Class Time: 5 hours per week per class for approximately 5 weeks spent taking students into the field to perform interviews, explore the Saint Paul Park & Recreation sites, and to experience the everyday lives of young people in St. Paul. (approximately 50 hours) SPRING SEMESTER: SW1905- 2 hours per week of in-class time for 15 weeks [Thurs 3:005:00PM] (30 hours) YOST4411: 7.5 hours per week of in-class time for 15 weeks [Tues 8:45-11:00AM, Thurs 8:45-11:00AM & 11:45-2:00PM] (112.5 hours) Out of Class Time: 5 hours per week per class for approximately 5 weeks spent taking students into the field to perform interviews, explore the Saint Paul Park & Recreation sites, and to experience the everyday lives of young people in St. Paul. (approximately 50 hours) Independent Study Students: approximately 15 additional hours of working with four independent study students who will be assisting with research in the city of Saint Paul and sharing experiences/learning from past research opportunities in freshmen seminar courses Other Time: Time spent on relevant readings, research analysis, report design & editing (approximately 20 hours) Total: 345 hours*

*Please note that the Field Experience for Youth Development Research requires only 180 hours of work, however this particular commitment requires additional hours, hence the accumulation of 345 hours.

PROPOSED READINGS: Various articles and writings by Martin Luther Palmer, Parker. Let Your Life Speak: Listening for the Voice of Vocation. 1st edition. San Francisco: Jossey-Bass, 1999. 128. Print. Baizerman, Ph.D, Michael. "The Call to Responsible Selfhood: The Vocational in the Lives of Youth."Youth Development and Civic Engagement. Ed. Jeon Woong Cheon, Ph.D and Ed. Yong Gyo Lee, Ph.D. 1st edition. Republic of Korea: HWB Publishing Company, 2010. 111-125. Print.

PLANNED WORKING AND REPORTING METHODS NEW TO ME: This field experience will allow me to become more deeply involved in research and research supervision. CONTRIBUTIONS TO
THE

COMMUNITYS MORAL COMPACT WITH YOUTH:

Information is basic to wise and practical policy development, program implementation and evaluation, and direct youth work with young people. This project builds on this basic commitment for practical, valid information by providing these to a municipal agency which, without such volunteer assistance, could not afford to explore practical research and evaluation practices of its workers and of its services to young people. ASSESSMENT OF FIELD EXPERIENCE: The supervisor will meet with me before and after each class session to clarify roles and responsibilities beforehand and to assess my performance afterwards. Each course will end with a final presentation of research findings to stakeholders in the city of Saint Paul Park and Rec. Students from courses will be offered a chance to evaluate my performance and these will allow for further growth, development, and learning. FIELD EXPERIENCE SUPERVISOR & RATIONALE:

Dr. Michael Baizerman: this faculty is active in creating practical research experiences for undergraduate students in the youth studies program and those taking freshmen seminars.

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