intercultural youth & family development program history 2006-200… · web viewlindsay is...

IYFD: updated summer 2008

History of the Master of Arts Degree in

Intercultural Youth and Family Development

2004-2008

203 Schreiber Gym32 Campus Drive #0503

Missoula, Montana 59812-0503

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Intercultural Youth & Family Development (IYFD) Program History:2004-2008

Program Background and Goals:The Level II proposal for a new interdisciplinary master’s degree in

Intercultural Youth and Family Development at The University of Montana was fully approved by the Graduate Council, Faculty Senate, and Board of Regents in Spring 2004. The idea had been initiated by a small group of faculty following a symposium sponsored by the Society for Research in Child Development, in which representatives from several international aid organizations emphasized the shortage of job applicants with prior training in intercultural perspectives on youth development. It was therefore felt that the program would fill a vital and unmet need for students who wish to engage in volunteer or compensated work in the helping professions outside of their own cultures, and to do so in an ethically sound and well-informed manner.

The emphasis is on developing applied competencies (values, knowledge and skills) necessary for effective service in a variety of cultural settings. These are based on knowledge from psychology about comparative practices and behaviors related to children and families, from counseling about appropriate tools for working with youth and families in different cultural contexts, and from fields such as community health, anthropology, social work, negotiation, and management of non-profit organizations as applied to cross-cultural perspectives.

The goals of the program are to develop students’ capacity to: deepen their understanding of the impact of culture on patterns and outcomes of child development; overcome ethnocentric assumptions; cope with emotional responses to difficult service situations; be aware of personal health and safety concerns when working in new or unfamiliar environments; apply professional skills such as capacity-building and assessing both the needs for and effectiveness of assistance efforts.

According to its Mission Statement, UM-Missoula “dedicates itself and its resources to the search for truth and new knowledge, the responsibility to disseminate knowledge, and the obligation to provide service to the people of the state, nation, and world. The University strives for excellence in all its endeavors…to assist the people of Montana to achieve their fullest cultural, professional, and personal potential.”

Embedded in both the UM and the Board of Regents Mission Statements are the central themes of service, respect for all peoples, and the determination to assist Montanans to live up to their full potential. Now more than ever, to live to one’s full potential requires global perspectives of some depth and sophistication. This degree is therefore designed to assist students to more fully understand child and human development needs in their own and other cultures, emphasizing not only the acquisition of specific knowledge, but also an active critique of that knowledge and its relative application globally and domestically.

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Our intention is that this degree will prepare people from diverse cultural backgrounds to explore and respect the many ways of helping that exist in the world, and the many ways in which imposing culturally-insensitive or inappropriate “helping” can in fact be detrimental. Students are encouraged to form a learning community within their cohort, sharing independent study findings, developing support networks, and enhancing each other’s growth and development both on campus and during field placements.

While there are many master’s level training programs in the U.S. in international studies, maternal and child health, medical anthropology, nutrition, peace studies, social justice, humanitarian aid, and global studies, our search revealed none with an applied focus specifically on understanding child and family systems from a multicultural perspective. Many helping profession graduate programs have begun to add courses in multicultural applications, but these often remain at the theoretical level with few requirements of applied service or field-based experiences. In addition, many of these programs focus more on physical health interventions and preventative measures, whereas the IYFD program places greater emphasis on mental health, developmental and behavioral needs of children within the contexts of community and social support systems.

Peace Corps Master’s International Partner School:In spring of 2004, the IYFD Program was approved as a Partner School with

the United States Peace Corps Master’s International program, similar to the arrangement already existing at the time with UM’s College of Forestry and Conservation Master’s of Science degree in International Resource Management. The following excerpts are taken from the original application to Peace Corps prior to this approval; please be aware that some of these plans and policies have changed as the program has evolved, as described later in this document

Description of proposed partnershipThis proposal outlines an innovative, applied masters degree designed to train individuals to meet the needs of children, youth and families living in conditions known to impinge on healthy development. In many cultures, children with diseases or disabilities are locked away and provided with minimal institutional care. Children are orphaned due to poverty, famine, violence, AIDS and other deadly diseases at alarming rates. By the year 2010, it is estimated there could be as many as 40 million orphans in the 23 countries most affected by AIDS. As many as 100 million children are living on the streets in different countries around the world. As resources diminish, the most vulnerable members of any population – often the children -- are hardest hit.

The proposed interdisciplinary master’s degree will provide students with key elements needed for effective intercultural service, employment and research in the human services arena. One important goal will be to ensure that participants expand their perspectives about “normal” development and best practices in education, avoiding the assumption that Western models are applicable universally. We are not aware of any comparable master’s training programs in the United States, although Peace Corps has MI programs that focus on problems of environment, public health, and maternal/child health. Other American universities do offer degrees in socio-

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economic development, peace and conflict resolution, nutrition, social work, humanitarian assistance, and disaster relief, but these all emphasize somewhat different skills and training.

Perceived benefitsMany agencies are involved at the community level in working with children, youth and families in economic poverty or social distress. The problems and ethics of cross-cultural and multicultural work are complex, especially in the emotionally-laden and politically charged areas of youth development and family support. It is incumbent upon relevant disciplines such as psychology, child development, social work, and counseling to prepare both volunteers and professionals to meet these growing challenges more effectively.

Students in industrialized nations often do not engage in the kind of learning necessary to work effectively with disadvantaged or culturally different youth and families. Frequently, a gap exists between the education and training received in post-secondary classrooms, and the practices needed to responsibly offer assistance in cultures other than one’s own. However, The University of Montana has a strong record of encouraging volunteerism and community service. Despite its relatively small size, UM has sent the tenth largest number of volunteers into the United States Peace Corps; it has a very active Office of Civic Engagement that promotes service learning throughout the state; and it is a pilot site for a new AmeriCorps*/Vista program enabling volunteers to receive credit for course work related to their assignments in the field.

We believe that this program will benefit prospective students by helping them engage in reflective consideration of cross-cultural differences in a variety of areas including: approaches to child-rearing, grief and loss, mental health counseling, and familial/community roles. In turn, this will prepare these students for more sensitive service in areas related to youth and family development during their overseas assignments. As a result, the effectiveness of their Peace Corps service should be enhanced and the host country people with whom the volunteers work should gain a better understanding of Americans and their ability to provide thoughtful and useful assistance in other parts of the world. The University of Montana will also benefit from this program by the development of new and innovative courses, by exposing instructors as well as other students to intercultural perspectives, and by the potential for eventually attracting more international students and faculty to its campus.

How will students’ academic experiences prepare them for Peace Corps?

Following a year of graduate level study in the areas of of human development, counseling, and conflict management, students in the IYFD Program will have increased knowledge of culturally-sensitive approaches to working with children and families in developing countries. These students will therefore be better prepared for volunteer service in the helping professions, as their training will exceed that possible in the shorter Peace Corps training programs.

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After completing coursework, what will students be able to do?Upon completion of the IYFD master’s degree, the student will have: 1) thorough knowledge of cross-cultural human psychological, social, and

physical development, especially during childhood and youth, but also across the life span;

2) master’s level knowledge of research on culture, cross-cultural differences and sources of misunderstanding;

3) basic helping/counseling skills; 4) awareness of ethical guidelines for intercultural and international research

and intervention; 5) understanding of developmental, psychological, and social implications of

poverty and trauma; 6) master’s level research skills; 7) master’s level conflict resolution skills; 8) foundational understanding of international norms and laws concerning

the rights of children; 9) significant applied experience in an international or cultural setting other

than their own; 10) completed a final project germane to their academic work and Peace

Corps assignment.

Return to campus following PC service or other Internship:Students were originally expected to return to The University of Montana for one summer session or semester following their Peace Corps service in order to complete their professional paper/project. This turned out to be unrealistic, however, largely for financial reasons. We therefore no longer expect students to return after their Internship, and instead urge them to complete their degree requirements prior to the end of their internships.

Integration of PC or other Internship experience into academic program:The Internship is an integral part of the academic program and students often prepare their professional project related to this experience. In addition, the IYFD 501 and 502 courses (Intercultural Aspects of Human Development, I and II) now incorporate a seminar paper through which each student is to become the “Resident Expert” on a specific country or region where they might like to serve, and on a specific issue related to children, youth or families there. The student must also research the programmatic efforts currently being made to address this concern, and propose a further strategy or project to enhance the effectiveness of these efforts.

Academic expectations during overseas or domestic Internship: IYFD Program faculty will make every effort to remain in regular contact with the students via electronic mail (if available to the student) or by regular postal services during the internship. This will facilitate submission of journal reports or other kinds of observations and project updates during the students’ Internship experience. It is expected that each student will submit at least quarterly reports to their Advisor, describing progress in their planned activity or project, any difficulties encountered, and preliminary drafts as appropriate. Otherwise, there will be no specific academic demands such as papers, readings, etc. during the Internship. Students are,

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however, required to complete an End-of-Service Internship Report prior to graduating from the IYFD program.

Contingency plan for students not choosing Peace Corps:The IYFD Program does admit a limited number of students who, for a variety of possible reasons, will not be serving in the Peace Corps. In such cases, the Program faculty will assist these students in arranging for volunteer service either domestically or overseas, in situations where their intercultural skills can be fully utilized. It is the student’s responsibility to investigate these possibilities as thoroughly as possible, with the help of IYFD and other faculty as well as the UM Internship Services Office, in order to make an informed and appropriate decision about Internship placement.

Relationship with RPCV groups and regional office:Two of the individuals involved with the creation of this Program, Lynne and Otto Koester, are former Peace Corps Volunteers (1968-1970) and are active members of the Western Montana Returned Peace Corps Volunteer organization. This group meets monthly, performs service projects locally as well as offering financial support to occasional projects of Montana PC Volunteers in the field, and hosts an annual “retreat” at Flathead Lake. The University of Montana has a Peace Corps recruiter (now located in the Office of Career Services), and the RPCV group is also in contact with the Peace Corps Regional Office. Each year, we host a “nominations party”, with the assistance of people from these two offices, for the purpose of meeting and sharing experiences with newly-recruited Volunteers.

Communication and contact with the Peace Corps headquarters:On October 25, 2005, a site visitor from the national headquarters in Washington, DC came to The University of Montana and met with students, faculty, and administrators involved with UM’s two Master’s International programs. The visitor was Sylvia Alejandre, and this was the first time a member of the Peace Corps staff from Washington had met with any of us in Montana. This provided several question-and-answer opportunities, and was especially useful for those students who plan to do their Internships as Peace Corps Volunteers. The Peace Corps staff later held a 2-day meeting in DC for all Master’s International Program Directors, June 28-30, 2006. Otto Koester attended this conference; for a full report, see the IYFD 2004-2006 History document.

On Sept. 27, 2007 another PCMI Coordinators’ Meeting was held in Seattle, WA; Lynne Koester and Nancy Seldin represented IYFD. Participants were all from existing PCMI programs housed at universities in the Pacific Northwest, including Alaska. The primary meeting was an open discussion, sharing ideas and tips about what works in particular programs, and a presentation by Jahleezah Eskew from the Washington, DC Peace Corps Headquarters. This was followed by a Recruitment Panel at the University of Washington, in which we all participated. (See Appendix A for complete report from this Peace Corps conference.)

Support from the Provost, Deans, and Department Chairs:Since IYFD is an interdisciplinary program, it has received support from a variety of administrators and departments on campus. This has been greatly appreciated, for without such encouragement, cooperation, and funding, the program would never

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have come into being. The initial budget was provided by the Provost and Vice President for Academic Affairs. The budget for subsequent years has been used to cover course buy-outs, instructional materials, office supplies, and modest stipends for instructors, the Program Director, and the Internship Coordinator. One Graduate Teaching Assistantship has also been provided by the Graduate School each year.

Additional support from Deans Gerald Fetz (CAS), Roberta Evans (Education), and David Strobel (Graduate School) has been crucial in helping the IYFD faculty grapple with issues such as recruitment, internship policies, faculty workloads, and concerns related to not having an academic “home”. In a number of instances, these Deans have also provided additional funding enabling us to advertise the program nationally and to attend international conferences related to global youth development. As of July 2007, IYFD became part of the Counselor Education Department chaired by John Sommers-Flanagan.

In several cases, IYFD faculty must have course buy-outs in order to offer the additional courses needed for our students. Professors Nabil Haddad and Allen Szalda-Petree (past and present Psychology Department Chairs) and John Sommers-Flanagan have been consistently receptive to these requests and have made it possible for faculty to offer new courses without taking this on as an overload. There is reason to be concerned, however, that this is not a good long-term solution. In the Psychology Department, for example, it has meant that one section of the large undergraduate Child and Adolescent Development course – usually offered by Lynne Koester – is now frequently being taught by a graduate student. An ongoing problem is that there is no administrative release time for the Director, who therefore ends up taking this on as an increasingly large and demanding overload as the IYFD program itself grows.

Recruitment, website and brochure:A brochure was developed and distributed nationally to colleagues and professional acquaintances, as well as locally to UM students and faculty. The IYFD Program is highlighted on the following websites: www.umt.edu/grad; www.soe.umt.edu/edldc/ /IYFD ; and www.peacecorps.gov/masters (listed under “Participating Schools”).

Faculty bio-sketches & affiliations:

Lynne Sanford Koester, Ph.D. – Program Director (sabbatical 2006-2007) Lynne Koester is Professor in the Department of Psychology; she is a developmental psychologist with a focus on parent-child interactions and fostering optimal development in the early years. Lynne earned her graduate degrees from The University of Wisconsin-Madison in Educational Psychology. Prior to joining the faculty at The University of Montana, she was a researcher at Gallaudet University in Washington, DC, where she was involved in studies of the social-emotional development of deaf and hearing infants with either deaf or hearing parents. She has collaborated extensively with infant development scholars from Germany, and is a former Peace Corps volunteer who served in Ethiopia.

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http://www.soe.umt.edu/edldc/%20/IYFD

http://www.umt.edu/grad


Otto Koester, M.A. — Core Faculty Otto Koester is Director of Grantwriting at The University of Montana. In addition to grantwriting, he specializes in international negotiation and conflict management and holds a Master’s degree from The University of Wisconsin-Madison. Otto has lectured widely and conducted training workshops at universities in Poland, Germany, Yugoslavia, China, and the U.S. Prior to coming to The University of Montana, he worked as a program officer at the United States Institute of Peace in Washington, DC, a congressionally-funded agency dedicated to promoting the peaceful resolution of international conflicts. Otto is a former Peace Corps volunteer who served in Ethiopia and Ghana.

Nancy Seldin, Ed.D. – Core Faculty; Program CoordinatorNancy Seldin completed her BA in Anthropology and Psychology. After working in ghetto communities in the U.S., and in rural communities in Guatemala, she earned an M.S.Ed. in Early Childhood Education and taught for years, both regular and special education, then completed an MPH in family/school mental health. After working in schools and independently as a mental health counselor and consultant she returned to school for an Ed.D. in Counselor Education. She now divides her time between mental health counseling and consultation, and teaching. Her special interests are the impacts of politics and culture on the mental health of children and families, and mindfulness practice as it effects mind/body health. She was the mental health counselor for Semester at Sea during Spring, 2006.

Rita Sommers-Flanagan, Ph.D. – Interim Program Director, 2006-2007Rita Sommers-Flanagan is a professor of Counselor Education and holds a Doctorate in Clinical Psychology. She completed a B.A. and M.A. in Interpersonal Communication and worked as a rehabilitation counselor for the State of Montana and as a group home parent for troubled youth before returning to graduate school and obtaining her Ph.D. at the University of Montana. She is also a certified School Counselor. Dr. Sommers-Flanagan’s research interests include gender issues in mental health and human development, trauma, and global issues in counseling and intervention. Her specializations include ethics and professional development, clinical interviewing, and theories of counseling. She is a member of the American Counseling Association.

Aida Hutz, Ed.D. — Core Faculty Aida Hutz was born and raised in Brazil, and has been residing in the United States since 1991. She obtained her Doctoral degree in Educational Psychology, with a Counseling Psychology emphasis, as well as her Masters degree in Community Counseling, from Northern Arizona University. Dr. Hutz’s clinical experiences include completing a pre-doctoral psychology internship at a university counseling center, being a crisis counselor, and working in an in-patient psychiatric hospital. Dr. Hutz’s areas of study include multicultural and cross-cultural issues. Additionally, she is interested in ethnocultural person-environment fit, and quantitative research methodologies.

John Sommers-Flanagan, Ph.D. – Core Faculty

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John Sommers-Flanagan is an assistant professor in Counselor Education at the University of Montana, a clinical psychologist in independent practice, and a mental health consultant with Trapper Creek Job Corps. He served as executive director of Families First Parenting Programs in Missoula, Montana from 1995 to 2003. He received his doctorate in 1986, from the University of Montana. John primarily specializes in working with children, parents, and families. He is a former columnist for the Missoulian newspaper, former local public radio show co-host of “What Is It With Men?” and coauthor of over 30 professional publications and five books, including “Tough Kids, Cool Counseling” (American Counseling Association, 1997) and “Clinical Interviewing” (John Wiley & Sons, 2003).

Katherine Weist, Ph.D. — Core Faculty, 2005-2006 Katherine Weist is Emerita Professor of Anthropology at The University of Montana. She received her Ph.D. from The University of California - Berkeley and has undertaken anthropological field work on the Northern Cheyenne Reservation, in rural Montana and in Tanzania. Her areas of specialization are development and change, ethnohistory and Africa. Katherine was also an exchange professor to The University of Calabar in Nigeria through a faculty exchange program between The University of Montana and The University of Calabar. She received Fulbright Fellowships to teach in South Korea and Botswana and served in the Peace Corps in South Africa from 2001-2003.

Curriculum: 34 – 36 credits totalCore Courses: 3 credits: IYFD 501 Intercultural aspects of human development I (fall)3 credits: IYFD 502 Intercultural aspects of human development II (spring)2 credits: IYFD 510 Applied intercultural skills development (fall)1-2 credits: IYFD 595 Applied intercultural skills development (spring, if needed)1-4 credits: IYFD 698 Intercultural internship (1-2 years)1-2 credits: IYFD 599 Portfolio/Professional project 2-4 credits: IYFD 595 Special topics seminar (every semester)3 credits: COUN 511 Counseling Theories in Context (fall)3 credits: COUN 575 Multicultural counseling (spring) – students meet with

instructor before registering, and may consider alternative ways of meeting this requirement

3 credits various For example, program evaluation, needs assessment, non-profit management, or research methods.

In addition, students choose on additional core course outside the program, in Political Science, Geography, EVST, Sociology, Social Work, etc.

Total Core: minimum 24 credits (up to 31, depending on internship)

Elective Courses: Students take elective coursework, selected with and approved by the advisor. Choice of electives is tailored to each student’s own background, needs, language proficiency, and experiences. Faculty in related disciplines are

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consulted regarding appropriate courses, particularly since admission to a given course may require permission by the professor. Most electives have been in disciplines such as Anthropology, Communication Studies, Counseling, Foreign Languages, Geography, Education, History, Native American Studies, Political Science, Psychology, Social Work, Women’s Studies, Forestry and Conservation, Environmental Studies, and Sociology.

Changes in requirements due to student feedback & experiences:A number of important lessons have been learned during the first few years,

resulting in modifications to our requirements and recommendations for courses to be implemented for future cohorts. We anticipate that this process will be repeated several times in subsequent years, as we determine which courses and combinations work best for the IYFD students and the goals of the program. The following are highlights of these changes:

More flexibility was needed regarding the research design requirement; changes include providing a menu of possible courses, including program evaluation, needs assessment, non-profit management, etc., so that this component can be tailored to the needs of individual students.

Pre-requisites: there has been ongoing discussion about whether this should include courses in areas such as Abnormal Psychology, Developmental Psychology, or both, and whether or not students can audit these courses at UM during their year on campus. It has now been decided that the following policy will be in place beginning with Cohort V (2008):

The IYFD program does not require a specific undergraduate degree for admission. However, a course in Developmental Psychology, Child/Adolescent Development, or related topic must be completed prio r to enrollment. (This may be done online, or audited.)

Additional pre-requisite suggestions:o Some background in Abnormal or Social Psychology is

strongly recommended.o Research design class should be taken at the graduate level,

if not already completed

Scheduling for the Applied Skills course: students have encountered some difficulties completing the grant-writing component which involves collaboration with a community non-profit agency; for Cohort II, this course was therefore taught during the first semester and work began during the Orientation in August. Further modifications include offering credits for completion of these efforts during the 2nd semester.

Earlier students found the course load (approximately 16 credits/semester) to be quite overwhelming and demanding in terms of time commitment, particularly since many of our students must also seek outside employment. More flexibility was therefore built into the curriculum for subsequent cohorts.

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The local Internship (formerly “Cooperative Education”) requirement has been made optional, although a large majority of students elect to do this and have found their experiences with local service organizations to be very rewarding and beneficial. In a number of recent cases, students have been able to complete their Professional Projects as part of this community involvement prior to leaving for their Intercultural Internship.

All students going overseas need to submit Pre-Departure paperwork to the university prior to their Internship, in accordance with requirements specified by the UM Office of International Programs; these include insurance coverage information, contact numbers, waiver of liability forms, etc.

Students are strongly encouraged to complete (and defend) at least the proposal for a professional project prior to departing for Internship. As a result of difficulties obtaining IRB approval for doing research with human subjects in other countries, it was decided that a better option for IYFD students is either to complete a Portfolio or a Professional Project rather than an empirical research Thesis.

Flexibility and individualized curriculum: for most students, this feature is an appealing and valued part of the IYFD degree. However, it also includes a certain amount of ambiguity, requiring that students take responsibility for designing their own program, and is therefore not to everyone’s liking. This may be particularly true for students coming from more traditional or hard science backgrounds in which program requirements are clearly prescribed. Therefore, it is important that IYFD literature and interviews with prospective students emphasize this aspect of the program so that students will enter with a clear understanding of what is expected of them.

Student Handbook:An extensive Handbook was developed, outlining policies, procedures, and expectations for all students entering the IYFD program. Included in this document are the following forms which students fill out with their Faculty Advisor; signed copies remain in each student’s confidential file:

Program of Study Planning Form Internship and Professional Project Planning Form Advising Form Graduate Student Performance Evaluation Form Annual Spring Student Self-Evaluation Pre-Departure Internship Forms Statement of Acknowledgment of Handbook

The Handbook is distributed to all incoming students and provides a great deal of information about the program goals, curriculum, and requirements. The handbook is also available through the IYFD website, for prospective students and other interested parties to learn in more detail about the program.

Measuring success: Quantitative and qualitative evaluations of the IYFD program are carried out internally on an on-going basis. Outcome measures include admissions data (number of applicants and acceptances, number of students enrolled in each

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cohort); credit hours taken, instructional hours, and advising/mentoring time; student portfolios or professional projects completed; professional presentations and papers; grant proposals submitted and awarded; local and intercultural Internships; relevant conferences attended (both faculty and students); and numbers of students completing the program. In addition, there are student evaluations of all academic courses, and student evaluations of their satisfaction with and progress in the program. If money is available, it would be helpful to hire an outside evaluator to assess these materials and conduct interviews with all key faculty, students, and administrative personnel.

Lynne and Nancy met during the 2007-2008 AY with Arlene Walker-Andrews (Associate Provost) and Luke Conway (Psychology), who are both closely involved with the UM Assessment process. They both indicated that we are on the right track in terms of collecting the kind of information that is needed, and that the next step should be to compile the data in a meaningful and manageable format so as to add it to the university’s assessment website.

Cohort Meetings, Guest Lecturers & Panelists:The following is a partial list of people who have participated as guest speakers at classes or cohort meetings:

Samir Bitar, Adjunct Professor, Modern & Classical Languages & Literature Makon Fardis, Clinical Psychology graduate student Carrie Gajdosik, Professor in Physical Therapy Joanne Potterton, Visiting Scholar from Johannesburg, South Africa Sarah Halvorson, Asst. Professor in Geography; RPCV/Chad Noah Jackson, Peace Corps Campus Rcruiter; RPCV/Philippines Effie Koehn, Director of Foreign Student & Scholar Services David Strobel, Dean of the Graduate School Andrea Vernon, Office for Civic Engagement (and others from this office) Kevin Hood, Office of Internship Services Mary Morrison, ASL Instructor Tobie Weist, Professor Emerita in Anthropology; RPCV/South Africa Ann Jones, RPCV/Bulgaria (youth development volunteer) Martha Erickson, University of Minnesota (Visiting Scholar at UM) Rowan Conrad, RPVC/ Africa and zen master in the Tiep Hein tradition Miriam Morgan, MSW, RPCV/? And retired child welfare advocate Geoff Birnbaum, director of Missoula Youth Homes Ron Liszak, director of Fathering Project, WORD

The following people have served as panelists for a Peace Corps Panel discussion during beginning-of-year Orientations:

Casey Barrs, RPCV/Philippines Jim Burchfield, RPCV/Guatemala Cathy Jenni, RPCV/Liberia Lynne Koester, RPCV/Ethiopia Otto Koester, RPCV/Ethiopia and Ghana Abby Rivenbark, RPCV/Malawi Josh Vanek, RPCV/Latvia Cassie Miller, RPCV/Guatemala

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External Funding: Grant-writing efforts included contacts and preliminary proposals to a variety of foundations or agencies with interest in global youth development. These included the Bill & Melinda Gates Foundation, Johnson & Johnson, FIPSE, Kellogg Foundation, Spencer Foundation, Ford Foundation, Paul Allen Foundation, and others. Although none of these efforts has been successful to date, further proposals are planned and inquiries will be sent to additional agencies as they come to the attention of program faculty.

Several proposals submitted by students in Otto Koester’s grant-writing class have been funded in the past two years, providing needed support for a variety of community agencies. These include:

Cohort III: Julie Schillreff - $5,000 training grant from the Montana Law Foundation to support the efforts of the Community Dispute Resolution Center of Missoula County.

Cohort IV: Kendra Jimenez - $5,000 training grant for the Community Dispute Resolution Center of Missoula County.

Lynn Debilzen and Laura Corcoran - Grant from the Sliver Foundation, to be used for playground equipment for the Missoula YWCA.

Erin Anderson and Elizabeth Murphy (Cohort II) - $42,000 grant from the Llewelyn Foundation to Missoula Youth Homes.

In January 2008, Nancy and Lynne submitted a proposal to the Society for Research in Child Development for funding to organize a study group meeting at UM in 2009, although the proposal was not funded. The topic was to be “Fostering positive development among girls in countries undergoing rapid socio-political change”, with a focus on Central Asia and the former Soviet States.

Lynne and Nancy were successful, however, in obtaining UM Faculty Development Visiting Scholar funds to bring Dr. Martha Erickson to campus in April 2008. Dr. Erickson gave a full-day workshop as well as a campus colloquium on her early intervention program with high-risk families and infants. She also met with our students to discuss her recent involvement in setting up a program for infants and young children in Tanzania. Similarly, in 2006 Joanne Potterton joined us as a Visiting Scholar from South Africa, through the efforts of Carrie Gajdosik in the Physical Therapy Department and Lynne Koester. For IYFD students, Joanne gave a half-day workshop on conducting needs assessments particularly when working across cultures.

Internship process (Peace Corps & other): The program faculty emphasizes Peace Corps as the preferred internship option, although we remain open to alternatives as necessary. This preference is being made known to applicants during the interview and admissions process, so that they can begin the application process to Peace Corps simultaneously. If students arrive on campus with this process already underway, their individual academic programs can then be oriented more towards preparing for potential internship assignments, regions of the world, etc.

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UM Graduate School paperwork requirements and continuous enrollment: These policies can be found on the website at www.umt.edu/grad. Students are strongly encouraged to maintain continuous enrollment during their internship; this allows uninterrupted access to the university email system, for example, and may be helpful in ensuring that student loan deferments continue during that time. The previous minimum of 1 credit per semester is being increased by the administration, but we are hoping that IYFD students will be exempt from the new requirement. If students do not choose to maintain continuous enrollment, they must file a Leave of Absence request with the Graduate School prior to departure, and will then need to apply for reinstatement into the program at the end of their internship (i.e., when signing up for final credits and completion of Professional Project or Portfolio requirements if these are still outstanding).

Admissions Process:(See IYFD 2004-2006 History document for details regarding the first two cohorts.)

Cohort III Admissions: Inquiries for the third year continued up until a few days before the deadline, which had been moved earlier to February 2006. For the AY2006-2007 there were a total of 26 applicants, of which approximately 1/3rd were male and 2/3rds were female. All applicants were from the United States and 7 were from Montana. Ten applicants were not accepted, there were 10 full admissions, and 5 alternates. Of the 10 full admissions, 2 decided early on not to join the program, leaving space for offers of admission to 2 of the alternates. Two additional students withdrew before the semester began, leaving a total of 8 new students (5 females, 3 males). Five of the Cohort III students were from out of state.

Cohort IV Admissions: There were a total of 20 applicants for Cohort IV (AY2007-2008). All applicants were from the United States but only 6 were residents of Montana; there were 4 male and 16 female applicants. There were 9 full admissions, and 2 alternates; following decisions by the applicants, it was possible to admit both of the alternates. One student withdrew shortly before classes began, leaving a total of 8 new students (7 females, 1 male). Six of the students in Cohort IV were from out of state.

Cohort V Admissions: Of the 24 applications received for Cohort V (AY2008-2009) only 4 were from Montana residents. Ten of the applicants were initially accepted into the program, but after one declined we were able to accept an additional student. The final composition of Cohort V included: 7 out-of-state and 3 in-state residents; 2 international students (Ethiopian and Ghanaian); and 1 male and 9 females. The admissions committee selected 4 alternates from this year’s pool, and felt that essentially all of the applicants could have been accepted based on their qualifications if resources were available for the faculty to mentor that many students adequately.

Graduates and Current Students:

Cohort I: (for complete Cohort I Bio-Sketches, see IYFD 2004-2006 History document)

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http://www.umt.edu/grad


o Nathan Dudley completed his internship in Helena, MT working at a residential facility for emotionally disturbed children, including those from a variety of cultures. His professional project will involve development of curricula and staff training materials related to cultural sensitivity with this population.

o Jeni Howell graduated in May 2006, and earned a second master’s degree in Counselor Education the following year. She is now employed as a mental health counselor in the public school district of Ravalli County, MT.

o Bradley Midgett has also earned a second master’s degree in the Social Work program at Walla Walla College in Missoula. His IYFD internship and professional project involve the development of a local non-profit program to take groups of troubled youth form the U.S. to engage in volunteer service work in Brazil.

o Dana Myers graduated in 2006 and has continued to work in South Africa following completion of his internship there.

o Twila Old Coyote completed her M.A. in 2008, after also being employed as Coordinator for the Mental Health Careers Opportunity Program Summer Enrichment Program for high school students. She continues to work at UM in the American Indian Student Services Program.

o Abigail Rivenbark gradated in May 2006 and is now enrolled in the UM Law School where she will specialize in family law, particularly in relation to Native Americans. She also continues to be involved with the Community Alternate Dispute Resolution Center.

Cohort II:

o Chevonne Blackman came to the IYFD program after receiving her B.S. in psychology from Virginia Tech in 2005. She arrived with experience living and working with Latino cultures after spending a year in Quito, Ecuador and serving as a liaison between the Latino community of Blacksburg, VA and Virginia Tech. She began her internship in August 2006 as a Peace Corps Volunteer in the Dominican Republic, but had to return to the U.S. early for medical reasons. She therefore completed her Internship in Virginia, working as an AmeriCorps volunteer with refugee populations. Her Professional Project involves a photographic essay based on her experience assisting victims of Hurricane Katrina in New Orleans during Spring Break while she was at UM. She has recently been hired by the Healthy Start Program in Hampton, VA.

o Elizabeth Murphy joined IYFD after working in Richford, VT as a junior and senior high school English teacher. Graduating from Saint Michael’s College in 2002 with a B.A. in English Literature and a Vermont Secondary Teaching License, Elizabeth came into the second IYFD cohort following experience living and working in New Zealand and Thailand. During her

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first year in the program, she also worked in an administrative capacity for B.E.A.R., an outdoor recreation program for high-risk youth based in Hamilton, MT. Her internship combined this experience with similar work in Thailand.

o Johnnie Newton came to the IYFD program after working at Central Wyoming College as a co-lecturer and lab teacher for Introduction to Microbiology. During that time she had also worked at Teton Literacy Program as a tutor for first graders. Johnnie arrived in Missoula with both M.S. and B.S. degrees in biology from Morehead State University in Kentucky. Having spent five months in Southeast Asia, she came with a keen awareness of the importance of clean water and the impact of this on families and children. She began her Internship as a Peace Corps Volunteer in Ghana in September 2006, and is currently developing her Professional Project there related to child-rearing beliefs and practices in her village.

o Courtney Phelps graduated in May 2005 from George Fox College in Oregon, with a B.S. in Psychology. Coming to The University of Montana after spending a semester studying and traveling throughout Central America, Courtney brought knowledge of the Spanish language, Central American cultures, and a desire to deepen those understandings through service abroad. She began her Internship in the summer of 2006 as a Peace Corps Volunteer in the Cape Verde islands, off the western coast of Africa, and is also completing a Professional Project there using the technique of PhotoVoice with street children.

o Emily Potter joined the IYFD program after spending the summer living and working in South Korea. A certified Therapeutic Recreation Specialist, she had also worked in Portland, OR as a Recreation Therapist/Creative Expressions Group Leader. Emily graduated from Brigham Young University in 2002 with a B.S. in Recreation Management and Youth Leadership and a B.A. in Russian Language. Her Internship took Emily to India where she worked as director of artistic programs in a school for impoverished children; her Professional Project was a videotaped documentary of the lives of 4 students there. She graduated in 2007 and is now working as a rehabilitation counselor in Utah.

o Jennifer Richert received her B.A. from The University of Montana in May

of 2005, majoring in English literature and Spanish language, with a minor in Women’s and Gender Studies. Jennifer’s desire to be involved in the applied arena of community development had led her to work with youth in various capacities, including as a pre-school teaching assistant, a peer tutor at UM, and a mentor for Big Brothers/Big Sisters. She had also spent a year studying and living in Spain as an undergraduate. Her internship took place in New York City, where Jennifer taught Spanish in an inner-city school. She graduated in 2006 and has recently accepted a position teaching Spanish to young children in a Colorado school.

Cohort III:

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o Jose Anchordoqui received his BA in Psychology from UC Santa Cruz and worked with youth in his home community before attending UM. He did is IYFD internship in Costa Rica, in cooperation with faculty from UCSC. His Professional Project involved doing a needs assessment in that community and writing a grant for the establishment of a computer classroom in the local school. The grant was funded, and the computer classroom up and running. Jose graduated in 2008, has returned to the US and is working with youth back in his home town. His Professional Project was “Closing the Digital Divide for Youth Development at Escuela Flora Guevara in Chacarita, Puntarenas, Costa Rica.

o Anna Edwards was one of our in-state students. Anna did her inter-cultural internship working with inner-city youth and families through Big Brothers and Sisters in Albuquerque, NM. The title of her Professional Project is “Access to Safe Water and Sanitation: Implication of Global Water Issues for Youth and Families” Following her internship she returned to her home community of Bozeman, MT where she is employed again by Big Brothers and Sisters, an organization she has come to love.

o Clayton Kennedy came to the IYFD program after working with the Confederated Salish and Kootenai Tribes on the Flathead Reservation in present-day Montana. His B.A. is in multidisciplinary studies with an emphasis on the human developmental process from Bard College in the Hudson Valley of New York. Clayton did his IYFD internship with Acorn, the nation’s largest grassroots community organization of low- and moderate-income people (www.acorn.org). His Professional Project is entitled “Broken by the Border: True Tales of Families Split by the Rio Grande”. Following the completion of his internship, Clayton chose to stay on with Acorn as a regular employee.

o Jessica Lewis came to us after graduating from the University of Vermont in 2002 with a BA in Asian Studies. She has lived and studied in Beijing, China, and taught at a summer camp in Taiwan. After completing the IYFD program she spent the summer studying Uyghur language at the University of Indiana’s Summer Language Institute. She worked with at-risk young women in Missoula for a year, and has now taken off to travel, heading eventually for Urumqi, in the Uyghur region of China where she will work either with orphans or with young women.

o Danielle McCarthy graduated from University of Illinois in 2006 with a BS in Psychology, where she had several years of work tutoring at the Refugee Tutoring Center. For her intercultural internship she worked as an AmeriCorps teacher at an inner city charter high school in Chicago. Her Professional Project involved her understanding of educational practices and some of the issues that have come up at that school.

o Lukin Murphy joined the IYFD program after graduating from Truman State University in Missouri with a B.A. in Anthropology and minors in International Studies and Linguistics. While an undergraduate, Lukin

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http://www.acorn.org/


worked with the developmentally disabled population, volunteering at nine summer camps, building wheelchair ramps for low-income homes, organizing awareness-building and advocacy events on campus, and fundraising projects for disability rights organizations. While in Montana, Lukin worked with the Boys and Girls Club of Missoula as a summer camp counselor, was co-director of an after-school program, and was an AmeriCorps volunteer. He also became involved with the Poverello Center, working in various capacities with the homeless population in Missoula. Lukin complete his internship working with developmentally disabled adults in Missoula, and was the first IYFD student to complete an extensive Portfolio documenting his accomplishments and experiences while in the program. He has now left to travel via a circuitous route, to Azerbaijan where he plans to work with an NGO specializing in deinstitutionalization of people with developmental disabilities.

o Julie Schillreff was an inner city public school teacher, working intensively with Latino youth in Los Angeles for 6 years prior to coming to the IYFD program as the Teaching Assistant for Cohort III. She came to us with an MA in Curriculum and Instruction already in hand. Upon completing her course work at UM she moved to Honduras where she obtained a job working as an elementary teacher at a school outside of the capitol city. Her Professional Project involved writing a grant and obtaining funding for children attending the school, as well as funding for teacher training in the area. After completing her internship Julie opted to stay on at the school as a permanent member of the teaching faculty.

o Arianna Robinson came to the IYFD program with a B.A. in Broadcast Journalism & History from UM. She came to IYFD with prior experience as a Health/PE teacher, Radio News Anchor, Documentary Film Associate Producer, Camp Counselor, and Para Educator (to name just a few), and having spent several summers in Africa or Australia. Arianna’s Professional Project involved using art in HIV-AIDS education programming. She completed her intercultural internship working with the Peace Corps in Peru working with urban youth.

Cohort IV o Erin Anderson was born in Billings, Montana. Erin earned her

undergraduate degree in sociology and history at the University of Massachusetts-Amherst, where she was active with the local United Way, assessing community needs and working with rural populations. Her devotion to women’s issues, social and educational reform, and the well-being of children and their families has led her to various fields of work. After graduation, she moved to Denver where she worked with a rape crisis center, an urban branch of the Boys and Girls Club, and an after school arts organization. During her study with the IYFD Program, Erin has been actively involved with the Missoula Youth Homes, and plans to continue working with troubled youth for her internship.

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o Laura Corcoran grew up in Chillicothe, Ohio and went to The Ohio State University studying International Studies, East Asia. After a year-long internship in Japan, she joined a group of Japanese students from Nanzen University and traveled to the Philippines to work in a boys’ home, delinquent center, and mobile kindergarten in Cagayan de Oro. At the end of 2005, Laura became a student and intern at Soonchunhyang University in Asan, South Korea, while teaching English for children in low income housing and at an orphanage in Seoul. At the end of the year she returned to Ohio to finish her degree in International Studies. In the summer of 2008, Laura departed for Uganda to become a Peace Corps Volunteer working in the area of youth development and HIV/AIDS health education.

o Lynn Debilzen earned a Bachelor's Degree in Social Work and a Certificate in Youth Work from the University of Wisconsin-Milwaukee, after studying civil engineering at Marquette University for 2 1/2 years. She studied abroad twice during her undergraduate career, leading her to discover her passion for working with people from other cultures. She completed a summer program in Guatemala (’06), and returned to Guatemala and Honduras during summer 2007 to complete this service and continue the journey of learning a new language. Lynn is now beginning her internship as a Peace Corps Volunteer in the Philippines, doing youth development work.

o Kendra Jimenez grew up in Spokane, Washington, and later found herself in such places as Nicaragua and Tasmania. Her passion for learning about new cultures and working with people has been a driving force in her life and is still taking her to surprising places. After graduating from Western Washington University with a major in Human Services, she spent a few years in non-profits serving refugees and immigrants. For her IYFD internship, Kendra continues to work with Latino populations in Albuquerque, NM, advocating for justice and improved well-being of their families.

o Joshua Lisbon attended Tyler School of Art in Philadelphia where he majored in sculpture, ceramics and education. Joshua student taught at a magnet school for special needs and ESL students in North Philadelphia. Following graduation, Joshua took a position at an alternative middle and high school and ran their adventure/ experiential education program. Joshua now works for Women’s Opportunity and Resource Development (WORD) in Missoula, working with at-risk and homeless youth in the Missoula Public Schools. He also runs the Summer Arts and Leadership Camp for the same population.

o Julia Richards graduated from Michigan State University in 2004 with a BA in Humanities. Following graduation, Julia left for France where she taught English to middle school students for a year. She then took a position as a wilderness therapy field instructor in Salt Lake City, Utah, where she spent almost two years working with students and families from many different backgrounds. Julia has a passion for

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working with young people, helping them discover their personal strengths, and encouraging them to pursue their dreams. In September, 2008, she leaves for Azerbaijan where she will serve as a Peace Corps Volunteer in youth development to complete her internship.

o Rebecca Stumpf was raised near the mountains in Colorado, but moved to the cornfields of Indiana for college where she majored in Psychology. She then ventured west to the coast of Washington to volunteer for a year at a mental health counseling center with children and families. A passionfor photography led her to pursue a Master's degree in Photojournalism from UM, during which time she also worked as the photographer of the Ravalli Republic in the Bitterroot Valley. She has also studied, traveled, and volunteered in Europe, India and Japan. In March, 2009 Rebecca will begin her training as a youth development worker through the Peace Corps in Costa Rica.

o Lindsay Theo has a background in arts and drama, and spent a year in India studying, teaching, and traveling. She also spent several years working as a theatrical designer exploring the connection between storytelling and the audience. Lindsay is now back in Chicago, where she will complete her internship as a researcher with the University of Michigan’s Institute for Social Research. She has been hired as a field interviewer for a study called Moving to Opportunity, initiated by HUD in 1992 to focus on the effects of section 8 housing. 4,600 families were chosen to participate in this study, and Lindsay will be interviewing heads of households and children, ages 12-18.

Cohort V o Holly Anderson (Montana)o Aja Desmond (California)o Felicia Kruh (Ghana – now resident of Montana)o Rebecca LeBlond (New York)o Meera MacDonald (Illinois)o Maria Malagisi (New York)o Mike McVicker (South Carolina)o Polly Pillen (Nebraska) o Aram Rosenberg (Indiana – now resident of Montana)o Waganesh Zeleke (Ethiopia)

Interdisciplinary faculty “advisory” group:There has been a great deal of interest in the IYFD program from individuals across campus, and we have tried to encourage this support and involvement in a variety of ways. Many IYFD students choose to work with faculty members in other disciplines either by taking Independent Study credits or by inviting these people to serve on Portfolio or Professional Project committees. We initially invited a group of people on campus to serve as members of an Advisory Committee; in the

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meantime, some have left the university or have become even more closely involved with IYFD now that we are part of Counselor Education.

The following is a partial list of faculty members who have provided support and important resources for our students and for the program as a whole:

Jeff Bookwalter (Economics)Janet Finn (Social Work)Carrie Gajdosik (Physical Therapy)Cindy Garthwait, (Social Work) Jeffrey Gritzner (Geography)Kimber Haddix Mckay (Anthropology)Sarah Halverson (Geography)Mehrdad Kia (office of International Programs)Gyda Swaney (Psychology) Andrea Vernon (Office of Civic Engagement)Katherine (Tobie) Weist (Anthropology - Emerita)

It is unclear whether an official “Advisory Committee” is still necessary, and if so, what its function should be. This is an issue needing further discussion in the coming year.

Concluding statement:During the first two years, the IYFD program was supported entirely by the Office of the Provost and Vice President for Academic Affairs. The need for an “academic home” was discussed periodically as a result of several disadvantages of not being affiliated with a recognized academic unit. These included a lack of visibility for prospective students searching through the traditional disciplines; not always being informed of the usual campus procedures for such things as scheduling, catalogue changes, or distribution of instructional equipment; not being informed of or having access to student awards, travel funds, research money, and so forth. It was also felt that the IYFD budget would be more secure if located within an academic unit. Therefore, in an effort to ensure the future growth and stability of this program, IYFD joined the Counselor Education Department in the School of Education in the summer of 2007.

From its inception, the IYFD program budget has remained approximately $27,000; (this does not include the Teaching Assistantship provided by the Graduate School.) The budget is needed primarily to cover instructional costs and administrative stipends (see Appendix B – “Summary of IYFD Faculty Involvement”). In addition, office supplies, occasional faculty travel, communications, and printing of Student Handbooks, etc. must be paid for from this amount. This year, we had to purchase a laptop and projector in order to be able to use Power Point presentations for IYFD classes. While we have managed, just barely, to remain within our budget thus far, there is clearly no room for growth or even stability at this level. Each faculty member involved extensively with IYFD does so out of sincere dedication and commitment to the program, but largely without compensation. This is particularly true of those providing administrative leadership, in each case as an overload in addition to their usual faculty assignments. As the program grows in size, this becomes increasingly untenable.

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Based on the number of qualified applicants this past year, we could easily have admitted double the number of students (10) who were accepted into Cohort V. However, since this is a labor-intensive graduate program requiring a great deal of individual mentoring and advising both on campus and during student internships, we felt this would be unwise and that we could not adequately serve a larger number of students with our limited staff and resources. We continue each year to receive calls and email inquiries from potential students who are extraordinarily excited about having finally found a program that “fits their dreams so perfectly”, or “matches their goals of combining international humanitarian work with a graduate degree”.

We feel that the IYFD program is unique, is filling a real need, and is being sought by numerous individuals who hope to pursue either Peace Corps or some other kind of international service work with children and youth. This was verified recently by a visit from Mr. Eric Goldman, Manager of Peace Corps Master’s International programs in DC. In meetings with a number of UM administrators and with our students, he repeatedly confirmed that IYFD is the only PCMI program in the country with a focus on training students to work in the field of youth development. These goals all seem highly consistent with the mission of The University of Montana, and we hope it will possible to continue to provide this opportunity to the many competent and exciting students who apply to IYFD in the future.

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Notes from Peace Corps Master’s International Coordinators’ MeetingSept. 27, 2007 – Seattle, WA

Lynne Koester & Nancy Seldin, IYFD representatives

Participants were all from existing PCMI programs housed at universities in the Pacific Northwest, including Alaska. The primary meeting was an open discussion, sharing ideas and tips about what works in particular programs, and a presentation by Jahleezah Eskew from the Washington, DC Peace Corps Headquarters. This was followed by a Recruitment Panel at the University of Washington, in which we all participated.

Tony Gasbarro, University of Alaska – Fairbanks (Forestry): PCMI here includes: Rural/Community Development; Alaska Native & Rural

Development; and Natural Resources & Agricultural Sciences 1 student has finished coursework and is on internship (PC); 2 are currently on

campus No classroom courses – all are online Coordinator tries to involve PCMI students in local returned PC volunteer group University website used to feature story about student interns Set up to use SKYPE for contact with overseas internsSteven Burkett, Washington State University – Pullman (represents Dean of Graduate School), and Marsha Quinlan (Environmental Anthropology): Two PCMI programs there Concerns were expressed about financial support for students In-State Tuition is guaranteed to all PCMI students. Core courses emphasize Methodology relevant to Environmental Anthropology.Ken Peavler & Jesse Knappenberger, University of Washington (3 programs -- Public Affairs, International Health, and International Forestry): PCMI Seminar required for students in all programs; meets only 4 times in

February; addresses basic issues such aso Concept of international developmento Basics of fundraising, assessment, program evaluationo Efforts to promote community participation/involvemento What to expect in-country (e.g., different perspectives about time, things

may move very slowly, etc.) Humphrey Fellows (International students on campus) connect with PCMI

students going to their countries Concerned about maintaining communication among cohorts and with interns

o Require formalized check-in during Peace Corps, and prepare students in advance for this expectation

o e.g., What’s your assignment? How was your training experience? On-site impressions and reactions?

Master’s project carried out during 2nd year of PC, then student returns to UW for 1 semester to finish

o Feel that this helps them process experience and prepare for job market

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o Students have regular contact with Career Services during this time, especially regarding government positions

o Again, tuition is not an issue as all students pay in-state tuition or have tuition waivers.

Website includes map of world with their Interns’ locationso http://depts.washington.edu/pcmi/

Nancy Seldin & Lynne Koester, University of Montana-Missoula (IYFD): Majority are out-of-state students, but no tuition waivers unless qualified through

WICHE program Distributed list of “Best Practices” reflecting some of the successful components

of the IYFD program Concerns about “continuous enrollment” policy during internship RESPONSE OF OTHERS:

o their students take Leave of Absence or Graduate Schools pick up students’ fees

o in all other programs, PCMI students are given Out-of-State Tuition Waivers.

o their administrators argue that the caliber of PCMI students is so high, it’s good public relations for university

GENERAL DISCUSSION: Peace Corps placements:

o Jahleezah mentioned that her office (PC Headquarters, PCMI program) sends letter to Country Director regarding Master’s International volunteers prior to actual assignment

o advocates making best use of their academic training and skills gained in program

Difficulties doing research (i.e., Master’s Theses) while in Peace Corps:o projects planned in advance sometimes conflict with in-country

assignments and expectationso communities may be resistanto gaining approval for human subjects research is often cumbersome

Keeping MI students motivated and connected during internships: o Country Directors may invite all PCMI’s to meet together during their

service, but this varies by individual and countryo LISTSERVE for each Cohort can be helpfulo some universities provide travel money for faculty to visit student interns

in the field Communication:

o SKYPE can be used to call landlines or cell phones, not just other computers

o possible to have as many as 9 people participate in conference call that’s essentially free (via computer)

FINAL IMPRESSIONS:We left these meetings with the distinct impression that IYFD is a solid and substantial program compared to many of those represented. In terms of numbers

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http://depts.washington.edu/pcmi/


of students, applicants, interns in the field, courses and curriculum, a sense of group cohesion among students, and established policies (Student Handbook, for example), UM compares extremely well. It was valuable to meet other PCMI program coordinators and to share experiences, and we hope some of the policies we heard about regarding student financial assistance and internships will be the basis for constructive discussions here as well.

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APPENDIX A -- IYFD STUDENT SUMMARY:2004-2008

COHORT: I II III IV V (incoming)Class Size, etc.: # males 3 0 3 1 1 # females 3 6 5 7 9 # international 0 0 0 0 2 # non-Caucasian 1 1 2 1 2 # in-state 2 1 2 3 3 # out-of-state 4 5 6 5 7

Total6 (began w/

7) 6 8 8 10

Internships: Domestic only 4 1 5 3 International - PC 0 2 1 4 International - other 1 0 2 1 Combination 1 3 0 0

Thesis 1 1 0 0 Portfolio n/a n/a 1 0 Prof'l Project 5 5 7 8

Indep. Study w/IYFD Faculty 3 2+ ? 8

Graduated as of June 2008 4 3 8 0 Currently on Internship (6/08) 2 3 0 8-Jun

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APPENDIX B -- SUMMARY OF IYFD FACULTY INVOLVEMENT2004-2008

ACADEMIC YEAR: 2004-2005 2005-2006 2006-2007 2007-2008 2008-2009 (COHORT I) (COHORT II) (COHORT III) (COHORT IV) (COHORT V)Koester, Lynne (PSYCH.) Administrative Director Director (Sabbatical) Director Director Teaching 2 courses 2 courses (Sabbatical) 1 course 1 courseMentoring* 6 students 5 students 5 (finished 2008) 5 students 4 students

Koester, Otto (Grantwriting) Administrative

Internship Coord.

Internship Coord.

Teaching 1 course 1 course 1 course 1 course 1 course Mentoring* 2 students 1-2 students 4 students 8 students 2 students

Sommers-Flanagan, Rita (Counselor Education) Administrative Acting Director N/A (Chair, Couns.) Teaching 1 course 1 course 1 course N/A 1 course Mentoring* 2 students 1-2 students 1-2 students 1 student N/A Sommers-Flanagan, John (Couns. Ed.) Administrative N/A N/A N/A (Chair, Couns.) (Sabbatical) Teaching 1 course (Couns) 1 course (Couns) 1 course (Couns) 1 course (Couns) (Sabbatical)

Seldin, Nancy (Adjunct) Administrative N/A N/A Coordinator Coordinator Coordinator Teaching N/A N/A 3 courses 4 courses 2 (+ 2 in Couns) Mentoring* N/A N/A 8 students 5 students 4 students

Hutz, Aida (Couns. Ed.) Teaching 1 course (Couns) 1 course (Couns) 1 course (Couns) N/A N/A Mentoring* 1-2 students 1-2 students N/A N/A N/A

Weist, Tobie (Emerita) Teaching 1 course 1 course N/A N/A N/A Mentoring* 1-2 students 1-2 students N/A N/A N/A* includes Indep. Study, Student Committees, etc.

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intercultural youth & family development program history 2006-200… · web viewlindsay is...

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