Information overload is par for the course this semester:  for every topic, one thousand viewpoints.  You'll wrestle with opposing perspectives on domestic and international issues that are making headlines.  But at ASP you go beyond the sound bytes.  You talk to a wide variety of people and learn the nuances of debate.  You take the information and shape your own perspective.  As you grapple to get to the heart of the matter, you come to realize you are responsible for what you know.  And this will follow you long after today's hot topic is history. 

 

THE 2009-10 PROJECT-BASED CURRICULUM

 

• PRACTICUM COURSES
• PROJECT COURSES
• SUMMARY OF CREDITS

 

PRACTICUM COURSES: 

Topics in Leadership & Vocation

(5-week module, 3 semester credits) 

The Topics in Leadership & Vocation course spans the entire semester, with a two week session at the beginning of the semester, a two week session at the end, and a one week session in the middle of the term.  

During the first two weeks, we focus on matters of identity and responsibility. 

• With respect to identity, we reflect on narratives and how our personal narratives find their fullest expression and realize their deepest sense of true place when we yield to God's calling (vocation) to embed who we are and what we do within the larger Biblical narrative.
• We emphasize the desire to live biblically coherent lives by focusing on matters of responsibility. We acknowledge that properly deciphering our responsibilities requires the hard work of using the Bible authentically and connecting our knowing with our doing.
• We emphasize the role of narrative as a framework for analysis when unpacking critical questions, such as: What do you believe? Is it true? What difference does it make?
• We consider alternative worldview narratives in light of the biblical narrative. In particular, we challenge our modern Western culture's claim that we must personalize all normative concerns; rather, we understand our responsibilities as shaped by the institutional settings (through roles and responsibilities) that normatively structure the places where we learn, work, play, and worship.

During the final two weeks, our focus turns to the centrality of hope and God's kingdom. 

• We investigate what motivates us to be intentional actors (hope) and, conversely, what obstructs or distracts us from living biblically coherent lives (irresponsibility and self-deception).
• We consider why our hope is justified and our efforts not made in vain as we persist (in the reality of the kingdom and the power of the Holy Spirit) amidst a fallen world marked by brokenness, disappointment, and suffering.

During the middle week, we host a Calling & Career seminar series. 

• We evaluate where we are in our internships, identifying areas where you wish to see continued growth as a young professional in the workplace.
• We end the week with a Calling & Career conference-in conjunction with the Washington Journalism Center-to create an opportunity for us to hear from and interact with Washington experts and ASP alumni as they share their stories about connecting faith and sense of calling with leadership responsibilities and workplace duties.

Throughout the course, students participate in service learning projects throughout the District of Columbia. By the end of the semester, you will have given over 25 hours of service to a local need.  

 Topics in Leadership & Vocation Syllabus - Spring 2010 
 Topics in Leadership & Vocation Initial Project - Spring 2010 

Internship Course

(11-week part-time work, 6 semester credits)

This course provides you with an opportunity to work as an intern in a professional setting, to reflect substantively upon workplace experiences, to connect those experiences to classroom themes and discussions, and to acquire the skill set and competencies needed to pursue a professional career in service to God's kingdom. During the 11 week course, interns usually work all day on Tuesdays and Thursdays and two additional mornings per week for an average of 24 hours per week (the weekly minimum is 20 hours and the maximum is 30 hours).

Throughout the course, you will be required to submit reflection essays to your ASP faculty internship monitor. At midterm, your ASP faculty internship monitor will conduct an on-site visit to meet with you and your supervisor to ensure expectations are being met (a sort of "progress report"). You will meet with your ASP faculty internship monitor periodically throughout the semester, and you are strongly encouraged to initiate meetings to discuss matters of professional development or vocation at any time. 

 Internship Syllabus - Spring 2010 
 Internship Project Description - Spring 2010 

Mentorship Course (optional)

(4 mentor meetings, 1 semester credit) 

This optional course matches you with an experienced professional engaged in vocational service relevant to your own vocational aspirations.  Monthly group meetings-consisting of 2 to 3 students sharing common professional interests-provide opportunities for you to explore further matters of both professional development and callings in your field.  Meetings are structured, in part, around discussions a Supplemental Mentorship Text.  The professional mentor selects the text, which is typically a novel or (auto)biography.  The book serves as a basis of inquiry and insight into the challenges of weaving together our understandings of calling and career.  You will submit a Mentorship Write-Up after each meeting, which includes your notes from and reflections on the meeting.  The first meeting between mentor and student is organized by ASP, scheduled to take place within the first three weeks of the semester.  Your mentor will schedule all additional meetings, with consideration of student schedules to ensure everyone's availability.  Meetings may take place at any time, including early breakfasts or over evening meals.  On average, meetings last about two hours. 

 Professional Mentor Syllabus - Spring 2010 
 Professional Mentor Project Description - Spring 2010 

 

PROJECT COURSES:

Students select one of two following Project tracks (each track involves two 5-week courses for a total of 6 semester credits):  

 

Public Policy Initiatives Track

This track equips and supports students in their investigation of a pressing public policy issue. Students produce original research by engaging area experts and practitioners off-site and in the classroom in order to investigate the local, national, and global factors that influence policy-making in Washington, D.C.  Students with a major or minor in political science, pre-law, public policy, history, or international relations should strongly consider enrolling in this track. 

Two 5-week courses; total 6 semester credits:

• Policy Analysis & Advocacy Seminar (3 semester credits)

• Public Policy Project (3 semester credits)

The Policy Analysis & Advocay Seminar provides a detailed survey of the public policy issue of international migration. International migration refers to the movement-both emigration and immigration-of people across international borders.  Migrants may be forced or voluntary travelers; legal or illegal sojourners; temporary or permanent residents. They may move in response to economic incentives or be fleeing misery and persecution.  The one constant, however, is that international migration patterns always carry important political implications for both the sending and receiving countries ("We asked for workers and we got people instead," wrote Swiss novelist Max Frisch). Its study provides opportunity for learners to address critical questions pertaining to contemporary citizenship, democratic practice, equality, freedom, globalization, and liberalism. 

In this course, ASP faculty equips you the student through course lectures with the conceptual and analytical tools required to design a research agenda for a Washington, D.C. audience. Area experts and practitioners deliver professional briefings to introduce the myriad institutions and policy positions that animate three key public debates on migration-economics/social welfare, security, and national identity. Early in the course, students choose a salient topic within the issue area. The research proposal-the course's final project-presents a literature review on the migration topic, a preliminary assessment of how competing public arguments on the selected topic resonate you're your own (bourgeoning) understanding of what biblical justice requires in this matter, and a strategy for engaging leading institutions and individuals in Washington, D.C. through future field work.   

 Public Policy Initiatives Course I Syllabus - Spring 2010 
 Public Policy Initiatives Course I Project Description - Spring 2010 

The Public Policy Project supports you the student-researcher as you complete your individual research project from the previous seminar and fashion your empirical findings into an effective advocacy agenda. The advocacy component is designed as a group project. You will organize into a small research team tasked with the responsibility of providing policy recommendations that address three key areas of debate on immigration-economic/social welfare, security, and national identity. Research teams are expected to conduct personal interviews from among leading institutions and individuals in Washington, D.C., as well as attend area briefings, conferences, hearings, and other events related to the policy issue. Moreover, groups must cite international sources in support of their domestic policy recommendations. Each research team meets weekly with the ASP course coordinator to report on recent progress and next steps. The final project requires each group to present an executive summary of their findings and recommendations in a mock Congressional brieifing held in a Congressional office building. The executive summary must exhibit a mature policy analysis and advocate a position that connects its findings with the authors' shared understanding of the biblical themes of shalom and justice in public (i.e. non-sectarian) language.  

 Public Policy Initiatives Course II Syllabus - Spring 2010 
 Public Policy Initiatives Course II Project Description - Spring 2010 

Global Humanitarian Enterprise Track

Leaders in commercial, governmental, and non-governmental organizations are discovering the impact they can achieve by collaborating to address issues of sustainable development worldwide. This track focuses on partnership initiatives taken by these actors for the purpose of increasing the quality of life for billions of the world's poor. Students study how the design and management of these projects center on a commitment to simultaneously generate strong and positive economic, environmental, and social results.  Students with academic or extracurricular interests in social causes and campaigns, business management and development, corporate social responsibility, intercultural studies, social entrepreneurship, social work, or sociology should strongly consider enrolling in this track.

Two 5-week courses; total 6 semester credits:

• Entrepreneurship & Human Development Seminar (3 semester credits)

• Global Development Partnership Exercise (3 semester credits)

The Entrepreneurship & Human Development Seminar provides students with a detailed introduction to the unique community of partnerships emerging in Washington, D.C. among commercial, governmental, and non-governmental organizations.  ASP faculty and guest practitioners provide a comparative analysis of different approaches to the design and management of these types of collaborations as they pertain to the global development issue of hunger/food security.  As part of their analysis, students are required to reflect on the biblical demands of justice as they pertain to food security, and how these demands ought to be translated across the different institutional roles and responsibilities that comprise these partnerships. 

In this course, students participate in lectures, briefings from guest experts, and facilitated discussions that equip them with the conceptual and analytical tools required to design and execute a research effort resulting in a written and oral deliverable suitable for a Washington, D.C. audience.  Area experts and practitioners deliver professional briefings to introduce the growing number of commercial, humanitarian and governmental institutions that are collaboratively engaged in national and international efforts to address the global problem of hunger and food security. Both national and international dimensions of the issue are considered. 

Early in the course, students choose a salient topic within the issue area (e.g. the emerging role of US/European agribusiness in global food production and delivery or the collaboration of non-governmental and governmental organizations to create sustainable patterns of food production and access to world markets). The research proposal-the course's final project-presents: a) a review of available literature on the issue of hunger/food security topic; b) a preliminary assessment of how competing approaches to the selected topic resonate with the student's own refined understanding of what biblical justice requires of commercial, humanitarian and governmental in the area of hunger and food security; and c), a strategy for engaging leading institutions and individuals in Washington, D.C. through future field work.

 Global Humanitarian Enterprise Course I Syllabus - Spring 2010 
 Global Humanitarian Enterprise Course I Project Description - Spring 2010 

In the Global Development Partnership Exercise students participate in key aspects of a research and development project designed to support strategic collaboration among stakeholders whose shared mission is to address a specific development problem or opportunity related to hunger and food security.  Working as members of a project team, and in consultation with client organizations, students will contribute to the development and delivery of a report and briefing (outlined in Project Description) to the client and selected project evaluators. The report and briefing will feature an analysis of specific food security problem, competing solutions to the problem and recommendations for collaborative action on the part of the client and its partners.

The team project will be based upon selected components of research conducted by individual students in the Entrepreneurship and Human Development course.  Quality criteria for the report and briefing will be specified in the course project description. These criteria will include a requirement for the research team to position its analysis, strategy, recommendations on the responsibilities of collaborating institutions, and preferred outcomes within the framework of biblical justice as it pertains to food security.  

 Global Humanitarian Enterprise Course II Syllabus - Fall 2009 
 Global Humanitarian Enterprise Course II Project Description - Fall 2009 

CREDITS:

 

The program recommends to the home institution that you receive the equivalent of 15 or 16 semester hours of credit, depending on your choice of options, distributed as follows: 

 

Topics in Leadership & Vocation	3
Policy Analysis & Advocacy Seminar (PPI Track) OR  Entrepreneurship & Human Development Seminar (GHE Track)	3
Public Policy Project (PPI Track) OR  Global Development Partnership Exercise (GHE Track)	3
The Internship Course	6
Sub-total (considered full-time)	15
The Mentorship Course (optional)	1
Total	16