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MANPOWER FOR DEVELOPMENT 190S
A REPORT OF THE
STUDENT INTERNSHIP PROGRAMS IN
RESOURCE DEVELOPMENT
SOUTHERN REGIONAL EDUCATION BOARD
RESOURCE DEVELOPMENT PROJECT
SIXTH STREET». [et!
ATLANTA, GEORGI/, 30313
TABLE OF CONTENTS
INTERNSHIP PROGRAM BROCHURE .
INTRODUCTION « « «0 © ase o +
PARTICIPANTS» oy sa: 2: cnpst (eta gel nc loyt owen oy co
PROJECT SUBJECTS. . ...
1968 SUMMER INTERN ASSIGNMENTS SITES.
SEMINARS AND MEETINGS ......
PINAt REPORTS: o0at ss 5 20s « SS Sede G8
ACADEMIC YEAR INTERNS . . . 2.2. -. «sees
VARIETY OF APPROACHES . . 1.2. see eee
EVALUATION NOTES .-. . 0 « we © # @ we
INTERNS INTERESTED IN RESOURCE DEVELOPMENT
EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES .
APPENDER 3, 5. at Gs. old: gee 4k woh
Academic Year Compendium ‘
Statistical Summary
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internships in Resource e Developments 1968
GENERAL INFORMATION
The Resource Development Project of the Southern
Regional Education Board is offering summer intern-
ship appointments to a limited number of college
juniors, seniors and graduate students who demon-
strate an interest in the processes of social and
economic change. The program is designed to provide
service-learning experiences for students through as-
signments to specific projects of development agen-
cies, community action programs, and to other local
or regional organizations concerned with the prob-
lems of developmental change.
Projects to which interns are assigned are selected
and structured to achieve several goals:
(1) To give immediate manpower assistance
through the work of students to economic and
social development agencies.
(2) To provide constructive service opportunities
for students seeking to participate in the
solution of social and economic problems.
To encourage young people to consider careers
and citizen leadership roles in programs of
development and to provide a pool of trained
personnel for recruitment by sponsoring
agencies.
(3)
To give students in social sciences and related
studies a more relevant and meaningful educa-
tion and training in the complexities of re-
source development.
(4)
To provide additional avenues of communica-
tion between institutions of higher learning and
programs of social and economic development
by making the resources of the universities and
colleges more accessible to the community and
keeping curriculum, teaching and research
relevant to societal needs.
(5)
PROGRAM OPERATION
Each intern is guided by a project committee con-
sisting of at least one representative of the local
organization, a university representative appointed
as a counselor, and a technical adviser—usually from
the sponsoring agency. The project committee assists
in defining specific objectives and suggests ap-
proaches to operation at the initiation of each proj-
ect. Interns, however, plan and carry out assigned
projects with a minimum of supervision and direc-
tion. Hach intern participates in an orientation pro-
gram and at least one seminar on resource develop-
ment during his appointment. A written report is
required of each intern upon Se of the
project.
FINANCIAL CONSIDERATIONS
A stipend of $65 per week for undergraduates and $75
per week for graduate students is paid to each intern
for a 12-week assignment period. The first payment is
made upon initiation of the project and final pay-
ment is made upon completion of the final report. A
travel and miscellaneous allowance of up to $200 is
available to each intern. On-the-job travel is reim-
bursed at 8 cents per mile. Housing and food arrange-
ments are the responsibility of the intern.
REQUIREMENTS
Interns must have completed at least two years of
college prior to beginning their assignments. They
must have demonstrated high academic achieve-
ment, maturity, writing ability and be capable of
independent work. They must be citizens of the
United States, in good health and free to spend full
time in the area of assignment for the 12-week
internship period.
APPLICATION
Interns apply to designated persons of the partici-
pating university or college or may send forms to the
address below. Applications are available from the
SREB Resource Development Project. Appoint-
ments are made beginning in April, andsummer interns
normally begin working in June.
PROGRAM SPONSORSHIP
Financial support is provided by federal agencies
interested in economic development, resource de-
velopment, community action and related fields.
During the summers of 1966 and 1967, internships
were supported by the Tennessee Valley Authority;
the Economic Development Administration of the
U.S. Department of Commerce; the Office of Eeonom-
ic Opportunity, and the U. S. Department of
Labor.
ADDITIONAL INFORMATION
Campus representative:
SOUTHERN REGIONAL EDUCATION BOARD
Resource Development Project
130 Sixth Street, N. W.
Atlanta, Georgia 30313
Phone: (404) 872-3873
Resource Development Project
Southern Regional Education Board
SOUTHERN
REGIONAL
EDUCATION
BOARD
IN
RESOURCE -
DEVELOPMENT
1968
e A 12-WEEK SUMMER PROGRAM
FOR COLLEGE JUNIORS, SENIORS
AND GRADUATE STUDENTS TO
WORK WITH DEVELOPMENT
AGENCIES AND COMMUNITY AC-
TION PROGRAMS IN THE SOUTH.
e $65 PER WEEK FOR UNDERGRAD-
UATE STUDENTS.
e $75 PER WEEK FOR GRADUATE
STUDENTS.
e LIMITED TRAVEL AND MISCEL-
LANEOUS EXPENSES.
SREB was established in 1949 under interstate compact,
now ratified by the legislatures of Alabama, Arkansas,
Florida, Georgia, Kentucky, Louisiana, Maryland, Missis-
sippi, North Carolina, Oklahoma, South Carolina, Tennes-
see, Texas, Virginia, and West Virginia.
SREB aids in the social and economic advancement of the
South by assisting states to improve the quality of higher
education . . . provide the widest opportunity possible in
higher education . . . build educational programs which
meet the social and economic needs of the region.
SREB is devoted to helping Southern colleges build high
quality research and education programs . . . by providing
regional support and utilization of advanced programs...
and avoiding unnecessary duplication of facilities among the
compact states. (over)
INTRODUCTION
Internship assignments were arranged for 151 students during the summer
of 1968 by the Resource Development Project of the Southern Regional Education
Board. Interns were appointed in each of the 15 member states of SREB, in-
volving 109 local, state and regional agencies and 69 southern colleges and
universities.
All internship projects were concerned with developmental problems and
opportunities in the region, and were conducted in the context of SPEB's
service-learning internship model.
These 1968 internships were technically in four separate programs, each
sponsored by a different federal or state agency. Agency sponsorship deter-
mined the general focus of the projects and the types of organizations to
which interns were assigned.
Although major financial support for the internships came through the
four federal grants or contracts, a variety of local, state and regionsa1.
organizations also provided financial support. The major sponsors were:
Economic Development Administration
Office of Program Analysis and Economic Research
Economic Development Administration
Office of Technical Assistance
Office of Economic Opportunity
Community Action Frogram
Tennessee Valley Authority
Office of Tributary Area Development
State, local and regional agencies supporting interns include:
Appalachian Regional Commission: Tennessee
The City of Atlanta
Coastal Plains Regional Commission
Nerth Carolina State Planning Task Force
Tennessee Office of Economic Opportunity
Fifteen Area Planning and Development Commissions: Georgia
Administration by the Southern Regional Education Board allowed for
coordination of all internships into a single program. This unified approach
provided for economy and efficiency in management and emphasized the related
roles of various programs and agencies in the total development picture.
PARTICIPANTS
Internships were extended to include three states and 39 academic
institutions not previously participating. Over 600 individuals participated
in the program during the summer and academic year.
Summer 1968 Academic Year 68-69 Totals
Interns 151 el 172
Local Agency Committee Members 116 8 12h
Faculty Counselors 106 12 118
Technical Representatives 178 il 189
Total Participants 551 52 603
PROJECT SUBJECTS
Project subjects, identified by host agencies, continued to reflect a
wide variety of topics. Project subject areas that previously interns h-d
not been asked to examine included:
Economic Impact of College on Community
OB-GYN Service Delivery of Public Hospital
Headstart Training in Rural Area
Small Business Administration Assistance in Mississippi
Census of Mississippi City
Neighborhood Youth Corps Evaluation
Study of Dyslexia and School Dropouts
Profile of Seafood Processing Industry in two North Carolina
Counties
Family Planning Assistance and Review
Comprehensive Health Planning Assistance
Aid for the Elderly
High School Counseling
Assistance with Rural Co-ops
These topics, in addition to the traditional project categories, continue
to suggest that student manpower is capable of assisting with a great variety
of societal problems, and that their services can be applied with insight and
skill. (See Summer 1968 Bibliography. )
1968 SUMMER INTERN ASSIGNMENT SITES
e e t eo
00 tlt ee ee
oO bp sh
eo
e& fe e 665
, 5 eee
e © ee
oO C e€&
e€ e
oO e
e
2 ee Te. a
ee
a - Appalachian Regional Commission
e - Economic Development Administration
0 - Office of Economic Opportunity
t - Tennessee Valley Authority
SEMINARS AND MEETINGS
Counselor Seminars were conducted in Memphis and Atlanta to acquaint
faculty participants with program objectives and operations, federal agency
sponsors and the roles of counselors. Sixty professors attended.
Intern Seminars were arranged for student participants to explore devel-
opmental and educational objectives. Eighty-two percent of the interns
attended at least one seminar.
INTERN SEMINAR ATTENDANCE--SUMMER 1968
OBO EDA TVA ARC TOTAL
Atlanta (July 18-19) 5 16 3 : oh
Charleston (July 22-23) 7 9 2 - 18
Louisville (July 18-19) 3 14 1 - 18
New Orleans (July 21-22) 6 12 - - 18
Memphis (July 24-25) 4 13 2 ~ 1
Washington, D.C. (July 28-30) 30: 2. 2 a {27
Totals 35 78 10 1 124
In November, a Review Conference brought together 30 representatives
of sponsoring federal agencies, state agencies, university officials, students
and local developmental agencies to critically examine the Southern Regional
Education poard's.Resource Development’ Internship Programs. {Donald Fberly's
"Diakonia Paideia" paper reports on the substantive issves discussed during
iis conference.)
Experimental interdisciplinary seminars were conducted by Memphis State
University and the University of Tennessee for interns participating in
internships in their area. The seven Memphis State University interns were
enrolled in a seminar course for six credit hours. These interns were
assigned to OHO, EDA and TVA related agencies. The seminar met weekly and
used the intern assignments as primary subject matter for discussion,
Interns appointed in the East Tennessee area attended three seminars
on resource development in July, August and October on a non-credit basis.
These were arranged through the Political Science Department of the University
of Tennessee.
FINAL REPORTS
One hundred twenty-eight final reports prepared by interns have been
reproduced, with 11 not yet completed. Several reports represent team
efforts.
Reports have been provided to sponsoring federal agency representatives
as they have been completed. Local distribution of reports has been arranged
by the host agency representatives. Requests have been received for re-
printing several intern reports. (See Summer 1968 Bibliography. )
ACADEMIC YEAR INTERNS--1968-69
Internship assignments were arranged for 21 students during the academic
year of 1968-69. These interns were appointed on a part-time basis and in-
volved 16 colleges and universities and eight local, state and regional
agencies. A compendium of these assignments is in the Appendix.
VARIETY OF APPROACHES
Extending beyond the one intern from one university to worl: on a single
problem with a single agency, a variety of approaches to resource development
internships characterized the 1968 summer programs.
(1) A statewide project to collect and analyze data on municipal and
county government financial status was completed in cooperation with the
Georgia Municipal Association, Georgia Area Planning and Develcpment Commis-
sions, County Commissioner's Association and nine state colleges and univer-
sities in Georgia. Twenty-eight interns used a standard data collection
procedure for obtaining basic data which was in turn sent to Georgia Municipal
Association for computer processing. This information has provided the
basic content of GMA's data bank for service to Georgia communities and
agencies. In addition, each intern prepared a special report on one
facet of local government for the participating Area Planning and Devel-
opment Commission. (See Bibliography.)
(2) Four interns were appointed on part-time bases during the Spring
semester to develop their projects in more detail prior to initiating a
full-time summer commitment. Advantages of such an approach are clearer
project definition, earlier university involvement and a longer time period
for the project.
(3) Georgia Area Planning and Development Commissions and other host
agencies participated in a cost-sharing arrangement for the partial support
of internships.
(4) Three interns worked with the Atlanta Model Cities Program. Two
landscape architecture undergraduates from the University of Georgia were
supported directly by the City of Atlanta with educational overhead being
covered by SREB from EDA funds. The third intern was supported with CEO
funds with the cooperation of Economic Opportunity Atlanta.
(5) In several projects, a team of interns collaborated on a single
project:
Three East Carolina University interns prepared an extensive
economic base study for a four county area in Eastern North
Carolina.
Two University of Kentucky Law students worked with Legal Aid
efforts in Lexington, Kentucky.
In Little Rock, Arkansas, two University of Arkansas medical
students conducted a thorough review of outpatient practices
of the OB-GYN Section. Improved services have since been
reported.
A study of Negro entrepreneurs in three Southwest Mississippi
counties was completed by joint work of an Alcorn A & M student
and a University of Southern Mississippi student.
Manpower projects in North Carolina and Georgia were done by
teams of two interns each.
(6) A former intern (James Wilson, TVA '66) served as a counselor
for an EDA intern in Virginia.
(7) Several agencies requested extensions of projects.
(8) Five interns from the 1967 program period were appointed as
advanced interns during the 1968 summer program.
EVALUATION NOTES
All project committee members and interns were requested to evaluate
the internship program and their particular project experience. Questions
were formulated by SREB and mailed to participants. Ninety percent of the
counselors prepared lengthy evaluation statements, and over 50 percent of
the other committee members responded.
(1) Interns, counselors and all other project committee members indi-
cated the worth of the intern's project for the host agency as follows:
Interns Counselors Local Reps
Resp. 4, Resp. % Resp.
Very valuable hh 26 «452.0 55 : 125
Of limited value 31 : 17 —- 34.0 30 : 78
No value or
negative value 1 . 1 2. 1 f
Don't know 14 st 6 19. 6 ‘ 26
90 50 9
o
2 232
(2) Learning dimensions and educational values indicated in the questicn-
naires are very similar among interns, counselors and comnittee members. Most
frequently mentioned educational values were:
1. Participation with problem solving or developmental
process at many levels.
Better understanding of research, interviewing,
analyzing and writing techniques.
3. Enhanced human relations abilities.
4. Motivation for educational and career goals.
(3) Interns responded to the question, “How will your internship relats
to your academic program? (Check as many as apply)" in the following way:
% of 83 Interns
No. Responding
Complement classroom activities he
No direct relationship, just broaden background
Help prepare for eventual career 29
Research for advanced degree 9
Other 2
(4) Sixty-five percent of the interns responding to a question asking
for recommendation on curriculum change recommended offering wide variety of
courses that require field work experience with concrete societal problen.
(5) Based on responses received, about 30 percent of the 1968 summer
interns received academic credit for their internship activity. Course
credit ranged from one hour to 10 hours credit for required field experience.
(6) The following quotes from evaluation materials indicate that basic
objectives and operational procedures remain worthwhile and functional.
Zo give immediate manpower assistance to development agencies and provide
constructive service opportunities for students.
"Mr. Bigner established and conducted an in-service training program
for Head Start which will be continued and enlarged upon as time pro-
gresses." (Les Montgomery, OEO Project Committee Member)
"It (the intern's report) has been of tremendous help to us in eval-
uating the goals of our organization. The report will be widely dis-
tributed and studied throughout our organization and used as a future
policy guide." (R. Kirksey, EDA Project Committee Member)
" -my work on this project provides them (agency) with significant
information relative to their objectives of promoting tourist avtrac-
tions. Much uncoordinated material has been arranged into the finel
report." (Kenny Smith, EDA Intern)
"The intern compiled a Where to Turn Directory, a compilation of re-
sources in Dade County, indexed in a simple way to make it especially
useful for target area workers and residents." (Betty Lou Barbieri,
OEO Project Committee Member)
"The report is to be used for educational purposes with governmental
officials, thought molders in the community, and civic leaders who
will work for solution to the solid waste problem." (Clarence Streetmsan,
TVA Project Committee Member)
Jo_ encourage young people to consider careers and citizen leadership in pro-
pres of development and to provide a pool of trained personnel for recruit-
mant by sponsoring agencies.
"The program has convinced me that a career in urban or regional planning
is the one I would most like to pursue." (James Nichol, TVA Intern)
"The internship program has caused me to take courses dealing with social
and economic problems in my academic studies this year. . .I have decided
definitely upon a career dealing with some phase of community development."
(Betty Dwight, OEO Intern)
"I have learned different aspects of resource development that I never
saw before. I have been thinking seriously of changing majors if I
don't lose too many credits. I feel that I would enjoy planning work."
(Raymond S. Cannon, EDA Intern)
"It has influenced my thinking to the extent that I am now considering
taking Urban and Regional Planning in Graduate School, instead of
Economics." (Richard V. Dunn, EDA Intern)
To give students in social sciences and related studies a more relevant and
meaningful education in the complexities of resource development.
"I have learned more through my internship than through any previous
college or work experience. . .It has strengthened my dedication to the
field of social sciences." (Stuart A. Bach, OEO Intern)
"I now view this program as a valued part of the needed effort to have
each and every person develop to the fullest his potential with a feel-
ing of responsibility to the society which made that development
possible. . ." (Carol Brumby, EDA Counselor)
"The most significant part of the internship project is thet young men
and women are given the opportunity to mature to face reality and to
be ready to enter the world realizing that they have civic obligations
as well as selfish obligations." (Thomas W. Willis, EDA Counselor)
"I learned about what goes on in the world other than that which is
immediately linked to my 18 straight years of education." (Thomas J.
Blystad, EDA Intern)
"I learned how to work with people more effectively; something that I
could never have learned in a classroom." (Tommy Austin, TVA Intern)
To vrovide additional avenues of communication between institutions of
higher learning and programs of social and economic development.
"We have now established working relationships with the university's
Department of Home Economics through Bigner's vork here." (Les
Montgomery, OEO Project Committee Member)
"This experience has gotten our foot substantially into the door of the
UNC Population Center. . .Theirs is a big operation and already we are
making full use of their audio-visual section, and hope to have train-
ing further augmented by them after their training subcommittee formu-
lates plans. Your program gave me new insights." (Leon Mann, OEO Project
Committee Member)
"An important secondary benefit to the agency as well as the university
has been that these two institutions have been brought into a meaning-
ful contact, which may lead to fruitful cooperation in the future."
(Sagar Jain, OEO Counselor)
10
"On the basis of this experience, credit will be given for future
internship activity. Under study is a plan to conduct all summer
school architectural design activity much like an internship program
with field work and independent study as the basis for other course
effort." (Anders J. Kaufmann, OEO Counselor)
Counselor comments on the most significant part of the internship program.
"This opportunity to gain insight, first-hand, into the complex
problems of human and physical resource utilization and develop-
ment is one of the most significant contributions of the intern-
ship program." (James D. Wilson, EDA Counselor)
"The most significant part of the entire program was the
scheduled and unscheduled meetings." (Bill R. Darden, EDA Counselor)
"The opportunity for students to become exposed to an action setting,
to work largely on their own but with counseling available, and the
opportunity to be freed of course and grading requirements are the
most significant parts of the internship. Not to be overlooked,
however, are the reciprocal benefits which accrue to faculty
counselors who observe student growth and to agency persons who
have opportunity to learn what students are interested in and capable
of doing." (Daniel F. Hobbs, Jr., OEO Counselor)
"Action, man, action--student action, without the confinements of the
curriculum and the classroom, against which rebellion is overdue.
Self-determination, self-reliance, self-imagination, self-ingenuity,
self-responsibility, self-etc." (Robert M. Viles, OEO Counselor)
", . .The most significant part of the internship program is the
opportunity for students to participate in situations related to
but often not available in the academic atmosphere. By being in-
volved in service activities, students are sensitized to the needs
and problems of their community and the society as a whole."
(Mason Willrich, OEO Counselor)
IL
INTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT
AND/OR EDUCATIONAL OPPORTUNITIES
Interns, upon completion of their assignments, are asked about their
interests in receiving information related to employment or education
opportunities in resource development. Since 87 percent responded affir-
matively, a listing of these former interns, indicating their present
position and/or academic background and their SREB internship assignment
particulars has been compiled.
Individuals are listed by academic backgrounds, which include law,
economics, liberal arts, medicine, political science, social sciences,
business and natural sciences.
This listing is provided to developmental agency employers and educa-
tional institutions.
CASE STUDIES OF SELECTED INTERNSHIPS
Case study brochures have been pnepabed to illustrate the scone and
nature of resource development internships. The case study includes a
statement of the intern's project subject; a note on the intern; a brief
description of the project activity; and notes on the final report and
follow-up results.
A REPORT OF THE
STUDENT INTERNSHIP PROGRAMS IN
RESOURCE DEVELOPMENT
SOUTHERN REGIONAL EDUCATION BOARD
RESOURCE DEVELOPMENT PROJECT
SIXTH STREET». [et!
ATLANTA, GEORGI/, 30313
TABLE OF CONTENTS
INTERNSHIP PROGRAM BROCHURE .
INTRODUCTION « « «0 © ase o +
PARTICIPANTS» oy sa: 2: cnpst (eta gel nc loyt owen oy co
PROJECT SUBJECTS. . ...
1968 SUMMER INTERN ASSIGNMENTS SITES.
SEMINARS AND MEETINGS ......
PINAt REPORTS: o0at ss 5 20s « SS Sede G8
ACADEMIC YEAR INTERNS . . . 2.2. -. «sees
VARIETY OF APPROACHES . . 1.2. see eee
EVALUATION NOTES .-. . 0 « we © # @ we
INTERNS INTERESTED IN RESOURCE DEVELOPMENT
EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES .
APPENDER 3, 5. at Gs. old: gee 4k woh
Academic Year Compendium ‘
Statistical Summary
JIwiwiw
Fr Ww
oil
eri iT wil - a mt m i -
va .
oUt thi Gav
PAE Ad
i sh Biggs i
SUE ea a te ae
TIGN BOARD
|
; un
ee “hal GD srk
internships in Resource e Developments 1968
GENERAL INFORMATION
The Resource Development Project of the Southern
Regional Education Board is offering summer intern-
ship appointments to a limited number of college
juniors, seniors and graduate students who demon-
strate an interest in the processes of social and
economic change. The program is designed to provide
service-learning experiences for students through as-
signments to specific projects of development agen-
cies, community action programs, and to other local
or regional organizations concerned with the prob-
lems of developmental change.
Projects to which interns are assigned are selected
and structured to achieve several goals:
(1) To give immediate manpower assistance
through the work of students to economic and
social development agencies.
(2) To provide constructive service opportunities
for students seeking to participate in the
solution of social and economic problems.
To encourage young people to consider careers
and citizen leadership roles in programs of
development and to provide a pool of trained
personnel for recruitment by sponsoring
agencies.
(3)
To give students in social sciences and related
studies a more relevant and meaningful educa-
tion and training in the complexities of re-
source development.
(4)
To provide additional avenues of communica-
tion between institutions of higher learning and
programs of social and economic development
by making the resources of the universities and
colleges more accessible to the community and
keeping curriculum, teaching and research
relevant to societal needs.
(5)
PROGRAM OPERATION
Each intern is guided by a project committee con-
sisting of at least one representative of the local
organization, a university representative appointed
as a counselor, and a technical adviser—usually from
the sponsoring agency. The project committee assists
in defining specific objectives and suggests ap-
proaches to operation at the initiation of each proj-
ect. Interns, however, plan and carry out assigned
projects with a minimum of supervision and direc-
tion. Hach intern participates in an orientation pro-
gram and at least one seminar on resource develop-
ment during his appointment. A written report is
required of each intern upon Se of the
project.
FINANCIAL CONSIDERATIONS
A stipend of $65 per week for undergraduates and $75
per week for graduate students is paid to each intern
for a 12-week assignment period. The first payment is
made upon initiation of the project and final pay-
ment is made upon completion of the final report. A
travel and miscellaneous allowance of up to $200 is
available to each intern. On-the-job travel is reim-
bursed at 8 cents per mile. Housing and food arrange-
ments are the responsibility of the intern.
REQUIREMENTS
Interns must have completed at least two years of
college prior to beginning their assignments. They
must have demonstrated high academic achieve-
ment, maturity, writing ability and be capable of
independent work. They must be citizens of the
United States, in good health and free to spend full
time in the area of assignment for the 12-week
internship period.
APPLICATION
Interns apply to designated persons of the partici-
pating university or college or may send forms to the
address below. Applications are available from the
SREB Resource Development Project. Appoint-
ments are made beginning in April, andsummer interns
normally begin working in June.
PROGRAM SPONSORSHIP
Financial support is provided by federal agencies
interested in economic development, resource de-
velopment, community action and related fields.
During the summers of 1966 and 1967, internships
were supported by the Tennessee Valley Authority;
the Economic Development Administration of the
U.S. Department of Commerce; the Office of Eeonom-
ic Opportunity, and the U. S. Department of
Labor.
ADDITIONAL INFORMATION
Campus representative:
SOUTHERN REGIONAL EDUCATION BOARD
Resource Development Project
130 Sixth Street, N. W.
Atlanta, Georgia 30313
Phone: (404) 872-3873
Resource Development Project
Southern Regional Education Board
SOUTHERN
REGIONAL
EDUCATION
BOARD
IN
RESOURCE -
DEVELOPMENT
1968
e A 12-WEEK SUMMER PROGRAM
FOR COLLEGE JUNIORS, SENIORS
AND GRADUATE STUDENTS TO
WORK WITH DEVELOPMENT
AGENCIES AND COMMUNITY AC-
TION PROGRAMS IN THE SOUTH.
e $65 PER WEEK FOR UNDERGRAD-
UATE STUDENTS.
e $75 PER WEEK FOR GRADUATE
STUDENTS.
e LIMITED TRAVEL AND MISCEL-
LANEOUS EXPENSES.
SREB was established in 1949 under interstate compact,
now ratified by the legislatures of Alabama, Arkansas,
Florida, Georgia, Kentucky, Louisiana, Maryland, Missis-
sippi, North Carolina, Oklahoma, South Carolina, Tennes-
see, Texas, Virginia, and West Virginia.
SREB aids in the social and economic advancement of the
South by assisting states to improve the quality of higher
education . . . provide the widest opportunity possible in
higher education . . . build educational programs which
meet the social and economic needs of the region.
SREB is devoted to helping Southern colleges build high
quality research and education programs . . . by providing
regional support and utilization of advanced programs...
and avoiding unnecessary duplication of facilities among the
compact states. (over)
INTRODUCTION
Internship assignments were arranged for 151 students during the summer
of 1968 by the Resource Development Project of the Southern Regional Education
Board. Interns were appointed in each of the 15 member states of SREB, in-
volving 109 local, state and regional agencies and 69 southern colleges and
universities.
All internship projects were concerned with developmental problems and
opportunities in the region, and were conducted in the context of SPEB's
service-learning internship model.
These 1968 internships were technically in four separate programs, each
sponsored by a different federal or state agency. Agency sponsorship deter-
mined the general focus of the projects and the types of organizations to
which interns were assigned.
Although major financial support for the internships came through the
four federal grants or contracts, a variety of local, state and regionsa1.
organizations also provided financial support. The major sponsors were:
Economic Development Administration
Office of Program Analysis and Economic Research
Economic Development Administration
Office of Technical Assistance
Office of Economic Opportunity
Community Action Frogram
Tennessee Valley Authority
Office of Tributary Area Development
State, local and regional agencies supporting interns include:
Appalachian Regional Commission: Tennessee
The City of Atlanta
Coastal Plains Regional Commission
Nerth Carolina State Planning Task Force
Tennessee Office of Economic Opportunity
Fifteen Area Planning and Development Commissions: Georgia
Administration by the Southern Regional Education Board allowed for
coordination of all internships into a single program. This unified approach
provided for economy and efficiency in management and emphasized the related
roles of various programs and agencies in the total development picture.
PARTICIPANTS
Internships were extended to include three states and 39 academic
institutions not previously participating. Over 600 individuals participated
in the program during the summer and academic year.
Summer 1968 Academic Year 68-69 Totals
Interns 151 el 172
Local Agency Committee Members 116 8 12h
Faculty Counselors 106 12 118
Technical Representatives 178 il 189
Total Participants 551 52 603
PROJECT SUBJECTS
Project subjects, identified by host agencies, continued to reflect a
wide variety of topics. Project subject areas that previously interns h-d
not been asked to examine included:
Economic Impact of College on Community
OB-GYN Service Delivery of Public Hospital
Headstart Training in Rural Area
Small Business Administration Assistance in Mississippi
Census of Mississippi City
Neighborhood Youth Corps Evaluation
Study of Dyslexia and School Dropouts
Profile of Seafood Processing Industry in two North Carolina
Counties
Family Planning Assistance and Review
Comprehensive Health Planning Assistance
Aid for the Elderly
High School Counseling
Assistance with Rural Co-ops
These topics, in addition to the traditional project categories, continue
to suggest that student manpower is capable of assisting with a great variety
of societal problems, and that their services can be applied with insight and
skill. (See Summer 1968 Bibliography. )
1968 SUMMER INTERN ASSIGNMENT SITES
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a - Appalachian Regional Commission
e - Economic Development Administration
0 - Office of Economic Opportunity
t - Tennessee Valley Authority
SEMINARS AND MEETINGS
Counselor Seminars were conducted in Memphis and Atlanta to acquaint
faculty participants with program objectives and operations, federal agency
sponsors and the roles of counselors. Sixty professors attended.
Intern Seminars were arranged for student participants to explore devel-
opmental and educational objectives. Eighty-two percent of the interns
attended at least one seminar.
INTERN SEMINAR ATTENDANCE--SUMMER 1968
OBO EDA TVA ARC TOTAL
Atlanta (July 18-19) 5 16 3 : oh
Charleston (July 22-23) 7 9 2 - 18
Louisville (July 18-19) 3 14 1 - 18
New Orleans (July 21-22) 6 12 - - 18
Memphis (July 24-25) 4 13 2 ~ 1
Washington, D.C. (July 28-30) 30: 2. 2 a {27
Totals 35 78 10 1 124
In November, a Review Conference brought together 30 representatives
of sponsoring federal agencies, state agencies, university officials, students
and local developmental agencies to critically examine the Southern Regional
Education poard's.Resource Development’ Internship Programs. {Donald Fberly's
"Diakonia Paideia" paper reports on the substantive issves discussed during
iis conference.)
Experimental interdisciplinary seminars were conducted by Memphis State
University and the University of Tennessee for interns participating in
internships in their area. The seven Memphis State University interns were
enrolled in a seminar course for six credit hours. These interns were
assigned to OHO, EDA and TVA related agencies. The seminar met weekly and
used the intern assignments as primary subject matter for discussion,
Interns appointed in the East Tennessee area attended three seminars
on resource development in July, August and October on a non-credit basis.
These were arranged through the Political Science Department of the University
of Tennessee.
FINAL REPORTS
One hundred twenty-eight final reports prepared by interns have been
reproduced, with 11 not yet completed. Several reports represent team
efforts.
Reports have been provided to sponsoring federal agency representatives
as they have been completed. Local distribution of reports has been arranged
by the host agency representatives. Requests have been received for re-
printing several intern reports. (See Summer 1968 Bibliography. )
ACADEMIC YEAR INTERNS--1968-69
Internship assignments were arranged for 21 students during the academic
year of 1968-69. These interns were appointed on a part-time basis and in-
volved 16 colleges and universities and eight local, state and regional
agencies. A compendium of these assignments is in the Appendix.
VARIETY OF APPROACHES
Extending beyond the one intern from one university to worl: on a single
problem with a single agency, a variety of approaches to resource development
internships characterized the 1968 summer programs.
(1) A statewide project to collect and analyze data on municipal and
county government financial status was completed in cooperation with the
Georgia Municipal Association, Georgia Area Planning and Develcpment Commis-
sions, County Commissioner's Association and nine state colleges and univer-
sities in Georgia. Twenty-eight interns used a standard data collection
procedure for obtaining basic data which was in turn sent to Georgia Municipal
Association for computer processing. This information has provided the
basic content of GMA's data bank for service to Georgia communities and
agencies. In addition, each intern prepared a special report on one
facet of local government for the participating Area Planning and Devel-
opment Commission. (See Bibliography.)
(2) Four interns were appointed on part-time bases during the Spring
semester to develop their projects in more detail prior to initiating a
full-time summer commitment. Advantages of such an approach are clearer
project definition, earlier university involvement and a longer time period
for the project.
(3) Georgia Area Planning and Development Commissions and other host
agencies participated in a cost-sharing arrangement for the partial support
of internships.
(4) Three interns worked with the Atlanta Model Cities Program. Two
landscape architecture undergraduates from the University of Georgia were
supported directly by the City of Atlanta with educational overhead being
covered by SREB from EDA funds. The third intern was supported with CEO
funds with the cooperation of Economic Opportunity Atlanta.
(5) In several projects, a team of interns collaborated on a single
project:
Three East Carolina University interns prepared an extensive
economic base study for a four county area in Eastern North
Carolina.
Two University of Kentucky Law students worked with Legal Aid
efforts in Lexington, Kentucky.
In Little Rock, Arkansas, two University of Arkansas medical
students conducted a thorough review of outpatient practices
of the OB-GYN Section. Improved services have since been
reported.
A study of Negro entrepreneurs in three Southwest Mississippi
counties was completed by joint work of an Alcorn A & M student
and a University of Southern Mississippi student.
Manpower projects in North Carolina and Georgia were done by
teams of two interns each.
(6) A former intern (James Wilson, TVA '66) served as a counselor
for an EDA intern in Virginia.
(7) Several agencies requested extensions of projects.
(8) Five interns from the 1967 program period were appointed as
advanced interns during the 1968 summer program.
EVALUATION NOTES
All project committee members and interns were requested to evaluate
the internship program and their particular project experience. Questions
were formulated by SREB and mailed to participants. Ninety percent of the
counselors prepared lengthy evaluation statements, and over 50 percent of
the other committee members responded.
(1) Interns, counselors and all other project committee members indi-
cated the worth of the intern's project for the host agency as follows:
Interns Counselors Local Reps
Resp. 4, Resp. % Resp.
Very valuable hh 26 «452.0 55 : 125
Of limited value 31 : 17 —- 34.0 30 : 78
No value or
negative value 1 . 1 2. 1 f
Don't know 14 st 6 19. 6 ‘ 26
90 50 9
o
2 232
(2) Learning dimensions and educational values indicated in the questicn-
naires are very similar among interns, counselors and comnittee members. Most
frequently mentioned educational values were:
1. Participation with problem solving or developmental
process at many levels.
Better understanding of research, interviewing,
analyzing and writing techniques.
3. Enhanced human relations abilities.
4. Motivation for educational and career goals.
(3) Interns responded to the question, “How will your internship relats
to your academic program? (Check as many as apply)" in the following way:
% of 83 Interns
No. Responding
Complement classroom activities he
No direct relationship, just broaden background
Help prepare for eventual career 29
Research for advanced degree 9
Other 2
(4) Sixty-five percent of the interns responding to a question asking
for recommendation on curriculum change recommended offering wide variety of
courses that require field work experience with concrete societal problen.
(5) Based on responses received, about 30 percent of the 1968 summer
interns received academic credit for their internship activity. Course
credit ranged from one hour to 10 hours credit for required field experience.
(6) The following quotes from evaluation materials indicate that basic
objectives and operational procedures remain worthwhile and functional.
Zo give immediate manpower assistance to development agencies and provide
constructive service opportunities for students.
"Mr. Bigner established and conducted an in-service training program
for Head Start which will be continued and enlarged upon as time pro-
gresses." (Les Montgomery, OEO Project Committee Member)
"It (the intern's report) has been of tremendous help to us in eval-
uating the goals of our organization. The report will be widely dis-
tributed and studied throughout our organization and used as a future
policy guide." (R. Kirksey, EDA Project Committee Member)
" -my work on this project provides them (agency) with significant
information relative to their objectives of promoting tourist avtrac-
tions. Much uncoordinated material has been arranged into the finel
report." (Kenny Smith, EDA Intern)
"The intern compiled a Where to Turn Directory, a compilation of re-
sources in Dade County, indexed in a simple way to make it especially
useful for target area workers and residents." (Betty Lou Barbieri,
OEO Project Committee Member)
"The report is to be used for educational purposes with governmental
officials, thought molders in the community, and civic leaders who
will work for solution to the solid waste problem." (Clarence Streetmsan,
TVA Project Committee Member)
Jo_ encourage young people to consider careers and citizen leadership in pro-
pres of development and to provide a pool of trained personnel for recruit-
mant by sponsoring agencies.
"The program has convinced me that a career in urban or regional planning
is the one I would most like to pursue." (James Nichol, TVA Intern)
"The internship program has caused me to take courses dealing with social
and economic problems in my academic studies this year. . .I have decided
definitely upon a career dealing with some phase of community development."
(Betty Dwight, OEO Intern)
"I have learned different aspects of resource development that I never
saw before. I have been thinking seriously of changing majors if I
don't lose too many credits. I feel that I would enjoy planning work."
(Raymond S. Cannon, EDA Intern)
"It has influenced my thinking to the extent that I am now considering
taking Urban and Regional Planning in Graduate School, instead of
Economics." (Richard V. Dunn, EDA Intern)
To give students in social sciences and related studies a more relevant and
meaningful education in the complexities of resource development.
"I have learned more through my internship than through any previous
college or work experience. . .It has strengthened my dedication to the
field of social sciences." (Stuart A. Bach, OEO Intern)
"I now view this program as a valued part of the needed effort to have
each and every person develop to the fullest his potential with a feel-
ing of responsibility to the society which made that development
possible. . ." (Carol Brumby, EDA Counselor)
"The most significant part of the internship project is thet young men
and women are given the opportunity to mature to face reality and to
be ready to enter the world realizing that they have civic obligations
as well as selfish obligations." (Thomas W. Willis, EDA Counselor)
"I learned about what goes on in the world other than that which is
immediately linked to my 18 straight years of education." (Thomas J.
Blystad, EDA Intern)
"I learned how to work with people more effectively; something that I
could never have learned in a classroom." (Tommy Austin, TVA Intern)
To vrovide additional avenues of communication between institutions of
higher learning and programs of social and economic development.
"We have now established working relationships with the university's
Department of Home Economics through Bigner's vork here." (Les
Montgomery, OEO Project Committee Member)
"This experience has gotten our foot substantially into the door of the
UNC Population Center. . .Theirs is a big operation and already we are
making full use of their audio-visual section, and hope to have train-
ing further augmented by them after their training subcommittee formu-
lates plans. Your program gave me new insights." (Leon Mann, OEO Project
Committee Member)
"An important secondary benefit to the agency as well as the university
has been that these two institutions have been brought into a meaning-
ful contact, which may lead to fruitful cooperation in the future."
(Sagar Jain, OEO Counselor)
10
"On the basis of this experience, credit will be given for future
internship activity. Under study is a plan to conduct all summer
school architectural design activity much like an internship program
with field work and independent study as the basis for other course
effort." (Anders J. Kaufmann, OEO Counselor)
Counselor comments on the most significant part of the internship program.
"This opportunity to gain insight, first-hand, into the complex
problems of human and physical resource utilization and develop-
ment is one of the most significant contributions of the intern-
ship program." (James D. Wilson, EDA Counselor)
"The most significant part of the entire program was the
scheduled and unscheduled meetings." (Bill R. Darden, EDA Counselor)
"The opportunity for students to become exposed to an action setting,
to work largely on their own but with counseling available, and the
opportunity to be freed of course and grading requirements are the
most significant parts of the internship. Not to be overlooked,
however, are the reciprocal benefits which accrue to faculty
counselors who observe student growth and to agency persons who
have opportunity to learn what students are interested in and capable
of doing." (Daniel F. Hobbs, Jr., OEO Counselor)
"Action, man, action--student action, without the confinements of the
curriculum and the classroom, against which rebellion is overdue.
Self-determination, self-reliance, self-imagination, self-ingenuity,
self-responsibility, self-etc." (Robert M. Viles, OEO Counselor)
", . .The most significant part of the internship program is the
opportunity for students to participate in situations related to
but often not available in the academic atmosphere. By being in-
volved in service activities, students are sensitized to the needs
and problems of their community and the society as a whole."
(Mason Willrich, OEO Counselor)
IL
INTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT
AND/OR EDUCATIONAL OPPORTUNITIES
Interns, upon completion of their assignments, are asked about their
interests in receiving information related to employment or education
opportunities in resource development. Since 87 percent responded affir-
matively, a listing of these former interns, indicating their present
position and/or academic background and their SREB internship assignment
particulars has been compiled.
Individuals are listed by academic backgrounds, which include law,
economics, liberal arts, medicine, political science, social sciences,
business and natural sciences.
This listing is provided to developmental agency employers and educa-
tional institutions.
CASE STUDIES OF SELECTED INTERNSHIPS
Case study brochures have been pnepabed to illustrate the scone and
nature of resource development internships. The case study includes a
statement of the intern's project subject; a note on the intern; a brief
description of the project activity; and notes on the final report and
follow-up results.