Viewing the discussion weblog and portfolio wiki for INTER-LS 400 is restricted to students currently taking the class so that students may write frankly about their internship experiences. Email the professor at gdowney@wisc.edu to gain access to these online spaces.

All UW-Madison students and staff may access the online readings with their normal UW NetID and password.

M E E T I N G

All students registered for the class by the end of April should plan on attending a one-hour orientation meeting (date, time and room will be sent out over email) in Vilas Hall (821 Unviersity Ave.).  If you cannot attend this meeting, or if you add the class after April, please contact L&S Career Services to obtain the materials from this meeting.  In particular, please read this guide to Making the Most of Your Internship prepared by L&S Career Services.

first week of class

Your individual internships all vary in terms of their start and end dates, but for consistency in course management, we're starting our academic work on the first day of the eight-week summer session. 

Although the academic course officially runs throught the eight-week summer session, student internship work with the employing organization does not have to coincide with those dates (nor would we expect it to).  

W I K I   P O R T F O L I O

1. By the first Monday of summer session you should have received an emailed invitation to join our course wiki.  (If you did not receive a wiki invitation, email the professor at gdowney@wisc.edu)  Follow the instructions in this email to sign up with the wiki, which is hosted by "PBWorks."
2. On the first page of the course wiki you should see your name listed in a big table that mentions which week you will be covering the assigned readings and what book you are assigned to read for your final paper.  Using the "EDIT" button at the top of this wiki page, add a link from your name to a new wiki page of your own.
3. Set up this personal wiki page with a short description and photo of yourself.  (Click here for help editing in PBWorks.)
4. Now add a brief description of the organization where you're interning to your wiki page.  If you can, describe the mission, purpose, audience, and history of your organization.  Use headings to organize this information in a nice format.
5. After your first week of interning, add a section to your page for your first week of fieldnotes: some text that describes in as much detail as you can what your duties, experiences, and reactions were during your first week of interning.  Try to write at least 250 words and capture your experience in some detail. The more you write now, the more raw material you have at hand for your final paper at the end.
6. After your second week of interning, do the same for a new section on your page describing your second week of fieldnotes.
7. Visit at least two fellow student's wiki pages and comment on the experiences that they describe.
8. The professor will assign you each a book to read that relates to your field placement, and will post that book selection to the front page of the wiki for you to see.  These books should be available through either online booksellers like Amazon.com or through any local public library's "interlibrary loan" service.  Buy or borrow your book.

W E B L O G  D I S C U S S I O N   

1. By the first Monday of summer session you should have received an emailed invitation to join our course weblog.  (If you did not receive a weblog invitation, email the professor at gdowney@wisc.edu)  Follow the instructions in this email to sign up with the weblog, which is hosted by "Blogger."
2. Introduce yourself by posting to the main page of the weblog, and include both a picture of yourself and a link to your main wiki page in this posting. 
3. On the main wiki page, your professor has assigned you to write up a reaction to one or more online readings over the course of this class (either summarizing the reading or posting three critical questions on the reading).  If it is your week to respond to one of the readings, post your reaction on the course weblog.  Indicate the author and/or title of the reading in the title of your post.  Both summarize and questions should be substantive. Strive for a 400-word summary, and a paragraph each for discussion questions. 
4. If it is not your week to write up a reading reaction, then post a comment to one of the student reading reactions on the weblog.  React to their summary, or try to answer one of their discussion questions.

R E Q U I R E D    R E A D I N G S

Required and optional readings are all available online at our download repository.  The login and password are your normal UW netID and password (just like for your email).

1. William Cronon, “‘Only connect...’: The goals of a liberal education” American Scholar (1998); 6 pages.
2. Tamara Draut, "The growing college gap," in James Lardner and David A. Smith, eds., Inequality matters: The growing economic divide in America and its poisonous consequences (2005), 89-101; 10 pages.

O P T I O N A L  R E A D I N G S

• Laurie Rozakis, The complete idiot's guide to public speaking (1999), selections.
• Brandon Royal, The little red writing book (2004), selections. 
• Peter A. Facione, "Critical thinking: What it is and why it counts" (1998); 15 pages. 
• Wisconsin School of Business - resume guide. 
• Wisconsin School of Business - interview guide. 

This work is all due by the second Friday of summer session.

W I K I   P O R T F O L I O

1. On your wiki page, describe the geography of your internship setting, both outside and inside, and your place in it.
2. Create a section for each week's fieldnotes as before, and describe your experiences in as much detail as you can.
3. Visit a fellow student's wiki page and comment on the experiences that they describe.

W E B L O G  D I S C U S S I O N   

1. If it is your week to respond to one of the readings, post a substantive critical reaction to your assigned reading on the course weblog.
2. If it is not your week to write up a reading reaction, then post a comment to one of the reading reactions on the weblog.
3. Read the first half of your scholarly book and post a brief summary of the topics you've covered so far to the weblog.  Indicate the author/title of the book in the title of your post, and include the words "first half."
4. Comment on another student's book summary so far.

R E Q U I R E D    R E A D I N G S

1. Marc Bousquet, “Students are already workers,” in How the university works: Higher education and the low-wage nation (2008); 30 pages.
2. Barbara Ehrenreich, Nickel and dimed: On (not) getting by in America (2002), selection.

O P T I O N A L  R E A D I N G S

• Robert Emerson, Rachel Fretz and Linda Shaw, "Writing up fieldnotes I: From field to desk," Writing Ethnographic Fieldnotes (1995), 39-65.
• Robert Emerson, Rachel Fretz and Linda Shaw, "Processing fieldnotes: Coding and memoing," Writing Ethnographic Fieldnotes (1995), 142-168.

This work is all due by the fourth Friday of summer session.

W I K I   P O R T F O L I O

1. On your wiki page, describe the social relationships and social networks of your setting, and your place in them.
2. Create a section for each week's fieldnotes as before, and describe your experiences in as much detail as you can.
3. Visit a fellow student's wiki page and comment on the experiences that they describe.

W E B L O G  D I S C U S S I O N   

1. If it is your week to respond to one of the readings, post a substantive critical reaction to your assigned reading on the course weblog.
2. If it is not your week to write up a reading reaction, then post a comment to one of the reading reactions on the weblog.
3. Read the second half of your scholarly book and post a brief summary of the topics you've covered so far to the weblog.  Indicate the author/title of the book in the title of your post, and include the words "second half."
4. Comment on another student's book summary.

R E Q U I R E D    R E A D I N G S

1. Pew Internet and American Life Project, “Networked workers: Most workers use the internet or email at their jobs, but they say these technologies are a mixed blessing for them” (2008).
2. Frank Levy and Richard J. Murnane, “How computers change work and pay,” in The new division of labor: How computers are creating the next job market (2004), 31-54; 20 pages.

O P T I O N A L  R E A D I N G S

1. Nathan Ensmenger, "Resistance is futile?  Reluctant and selective users of the Internet," in William Aspray and Paul Ceruzzi, eds., The Internet and American Business (2008).

This work is all due by sixth Friday of summer session.

W I K I   P O R T F O L I O

• Create a section for each week's fieldnotes as before, and describe your experiences in as much detail as you can.
• Visit a fellow student's wiki page and comment on the experiences that they describe.
• Do a rough coding of your fieldnotes, following the techniques discussed in Emerson et al. (you don't have to go into great detail, but try to identify some useful concepts and themes).
• Write your final paper which ties together your scholarly book, the coded fieldnotes of your experiences, and the course readings and discussions (minimum 2,000 words, or eight double-spaced, typewritten pages).  Post this paper as a separate page linked to your main wiki page.

1. Read another student's final paper and comment on it.

W E B L O G  D I S C U S S I O N   

1. If it is your week to respond to one of the readings, post a substantive critical reaction to your assigned reading on the course weblog.
2. If it is not your week to write up a reading reaction, then post a comment to one of the reading reactions on the weblog.
3. Post a final reflective statement to the weblog on what you thought about your internship experience, the online course experience, or both (250 words minimum).

R E Q U I R E D    R E A D I N G S

1. Robin Leidner, "Serving hamburgers and selling insurance: Gender, work, and identity in interactive service jobs," Gender & Society (1991), 154-177.
2. Jackie Krasas Rogers,"A temporary job: Is it the 'temporary' or the 'job'?" in Temps: The many faces of the changing workplace ( 2000), 151-174.

O P T I O N A L  R E A D I N G S

1. Richard Florida, "Preface to the paperback edition" and "Preface," The rise of the creative class: And how it's transforming work, leisure, community, and everyday life (2002).

This work is all due by the last day of summer session.

M E E T I N G

All students who have completed the summer internship are asked to attend an optional one-hour debriefing meeting at the beginning of the following Fall semester (date, time and location TBA).  We would like to find out if your internship met your learning and training goals.