INTERNATIONAL PROGRAMS: GREEN

RIVER COMMUNITY COLLEGE

Amy Clawson| Internship I & II

AGENDA
1.

Overview of Internship

2.

GRCC Mission & Demographics

3.

Site Supervisor

4.

Lead Ambassador Roles & Responsibilities

5.

Work Plan Objectives

6.

Teachable Content

7.

Theory to Practice

8.

SDA Learning Outcomes

9.

Final Takeaways

LEAD AMBASSADOR: STUDY OF THE UNITED

STATES INSTITUTE ON WOMENS LEADERSHIP

GRCC MISSION & DEMOGRAPHICS

Ensure student success through comprehensive educational

programs and support services responsive to our diverse
communities (GRCC, 2014)

Demographics:
Public 2 year college offering associates degrees, certificates, and career
training
Open enrollment to anyone with a high school degree or GED
Achieving the dream college
Approximately 8,300 students

5,000 of which are full-time

1,500 international students from over 50 countries

SITE SUPERVISOR
Dr. Vivette Beuster

PhD from University of Surrey

Director of Extended Learning

Coordinator for SUSI program

Developed International Student

College Experience Course

Supervision style: Encourages

autonomy and provides honest
feedback

ROLES & RESPONSIBILITIES

Lead and mentor a team of

ambassadors

Plan and coordinate cultural

presentations for farewell banquet

Engage and promote narrative

sharing

Monitor the host family experience

Support Administrative staff with

program operations

Study tour coordination & logistics

Coordinate fitness and sports activities

Lead discussions on womens

leadership topics

WORK PLAN OBJECTIVES

Objective #1: To acquire the

skills and knowledge to
effectively mentor international
students and lead a team of
ambassadors

Objective #2: To further

develop leadership skills by
coordinating field trip/study
tours, team building activities,
sports activities, and promotion
of narrative sharing

Objective #3: To acquire event

planning and leadership skills
by effectively planning and
facilitating cultural
presentations at the farewell
banquet

TEACHABLE CONTENT
The Anatomy of Peace
Heart at Peace
Others are people:
they have hopes,
needs, cares, and
fear as real to me
as my own

Heart at War
Others are
objects: seen as
obstacles,
irrelevancies, and
vehicles

Behaviors

Additional teachable
content:
Implementing narrative
learning with international
student populations
Environmental and
Adventure Based
Leadership
Mid-program assessment

THEORY TO PRACTICE

Baxter Magoldas Theory of Self

Authorship (2001)
Phase 1- Following formulas
Phase 2- Crossroads
Phase 3- Becoming the author of
ones life

Ability to choose beliefs and stand

up for them
Weigh needs and desires with those
around them

Phase 4- Internal foundation

Sanfords Theory of Challenge

and Support(1966)

Balance between challenge and

support needed for personal
growth and development

SDA LEARNING OUTCOMES

REPRESENTED: #2,4,5,6
YWCA- Tacoma

Auburn Food Bank

NOW WHAT? SO WHAT?

SUSI 2014-HappyYouTubeVideo

Continued reflection on
experience
Keeping in touch with SUSI
women
2017 reunion in Central Asia
Value of mentorship
Exploring the practice of
servant leadership
Embodies a call to serve,
deep listening, authenticity,
empathy, community
building

REFERENCES
Evans, N.J., Forney, D.S., & Guido, F. (2010). Student development in college:
Theory,research, and practice(2nd edition). San Francisco, CA: Jossey-Bass
Green river community college (2014) http://www.greenriver.edu/about-us/
strategic-plan/mission-and-vision.htm
Sanford, N. (1966).Self and society: Social change and individual development.
New York: Atherton.