Showing posts with label courses. Show all posts
Showing posts with label courses. Show all posts

Thursday, February 11, 2021

Marketing plan




As promised, once you turned in your SWOT analysis we are going to focus on the marketing plan assignment. One thing at a time, right? Here are the major components of the marketing plan and the rubric that will be used to grade it. This is presented here as an outline for your convenience, but for your assignment, you are to present it as a narrative. Ultimately you are gathering evidence to speak of a plan that integrates all elements of the marketing mix (product, price, promotion, people, processes or places)

  1. Organization's profile
    1. Name
    2. Provide a history of the organization
    3. Describe the industry
    4. Describe the products and/or services the marketing plan focuses on (PRODUCT)
    5. Name and describe the organization key competitors
      1. Explain why they are so
  2. Market segmentation and targeting
    1. What problem do the products and/or services solve?
    2. Describe the potential customers
    3. What are the key segments within this market? 
      1. Identify and describe at least three segments this company serves 
        1. Describe how they serve them
          1. How will you communicate this to them? (PROMOTION)
    4. What segment does the marketing plan focus on, and why? How does this segment will offer growth and opportunity? (PEOPLE)
  3. Context
    1. Speak if the macro environments that affect the organization
      1. Economic
      2. Political 
      3. Technological advancements
      4. Social 
  4. SWOT Analysis 
    1. Strengths
    2. Weaknesses
    3. Opportunities
    4. Threats

All this previous information should lead you to create a cohesive plan for integrating all elements of the marketing mix. Describe how you are doing so. 

       5. Marketing mix
    1. Product
    2. Price
    3. Promotion
    4. People
    5. Process or places
Click here for the grading rubric

Below are a couple of marketing plans by students. With their permission I made them publicYou can find more examples with feedback as well as the feedback for these videos on my youtube channel. 


Tuesday, January 26, 2021

Non-accidental violence in sport

Non-accidental Violence in Sport



Article summary


This study offers a systematic qualitative review about organizational antecedents of non-accidental violence in sport. The authors seek to understand harmful interactions between individuals and examine participants' interpretations of their experiences. A qualitative systematic review allows synthesizing information, reexamining, and comparing findings from multiple studies. It also enables critical systematic reflection of non-accidental violence from an organizational perspective.

The authors reviewed 43 publications selected using the PRISMA framework. The results show that structural factors and motivational factors contribute to non-accidental violence in sport. Specifically, organizational tolerance, conformity to values, power imbalance, and instrumental beliefs are most conducive to psychological abuse. For instance, some coaches and even athletes use instrumental beliefs to drive performance, avoid failure, and keep interpersonal control. Tolerance and conformity to values coupled with instrumental beliefs and winner-takes-all are accessories to physical abuse. For example, some athletes use physical abuse on the field to undermine their competitors. Finally, sexual abuse is more likely when there is tolerance, power imbalance, and isolation, either physical or psychological. 

This blog post presents a brief summary of the article's key findings as an introduction to the topic. There is valuable information to be gleaned from reading the entire article. Graduate students are responsible for finding the article, interpreting the content, and discussing its content as it pertains to the course assignment(s) so they can make individual progress towards the course's assessment standards. The skills gained from completing these activities are helpful during the course, in preparing for comprehensive examinations at the end of the program, and post-graduation. There is a presentation in the video below by Marquis that you may also find helpful. 



Presenter: Marquis


Pre-presentation struggles:


Roberts, V., Sojo, V., & Grant, F. (2019;2020;). Organisational factors and non-accidental violence in sport: A systematic review. Sport Management Review, 23(1), 8-27. doi:10.1016/j.smr.2019.03.001


Crisis comm in sport

 Crisis Communication in Sport

Presentation: Knight et al., 2020

Presenter: Landon

Knight, H. R., Hartman, K. L., & Bennett, A. (2020). Gun violence, eSports, and global crises: A proposed model for sport crisis communication practitioners. Journal of Global Sport Management: Reputational Management in Sport, 5(2), 223-241. https://doi.org/10.1080/24704067.2019.1576144

Thursday, December 31, 2020

SWOT analysis


As you may have noticed by now, or you will notice soon, many of the assignments in my courses have you "out there" (or telecommuting as the viral loads are in full bloom nowadays) applying the skills you learn in class in the real world. This assignment is no exception. The SWOT analysis assignment will present a deep-dive snapshot of a local sport organization of your choice (local to you, not to A-State). The alternative to doing in at a local sport organization is if you have the intention of applying for a job soon to a sports organization that is not local to you yet. This will be a good assignment to help you "mingle" (always keep in mind social distance protocols and telecommute if you are able) at such an organization and learn more about them before you apply. Here are the steps of the assignment. 

1. Select the organization. Keep in mind this is a piece of a larger assignment to come later (the marketing plan), so pick an organization that will keep your interest and that is willing to work with you. 

2. Research the organization on paper (online, ask managers for reports and records, research their competitors, etc). 

3. Meet with stakeholders to gather more information and brainstorm strengths, weaknesses, opportunities, and threats. 

4. Organize the information in 4-5 pages and upload your paper, including thorough background information about the organization's mission, vision, goals, history, strengths, weaknesses, opportunities, and threats. Include a conclusion with your proposed strategies to maximize strengths and opportunities, overcome weaknesses, and neutralize threats. Cite all your sources. 

For quick reference, strengths are organizational characteristics that make them effective, efficient, or better than their competitors. Weaknesses are organizational inadequacies. Opportunities are favorable external conditions, and threats are potentially harmful external situations. Use the syllabus and library resources to find out more about SWOT analyses and Marketing plans. 


Tuesday, November 10, 2020

Literature matrix

I did not see this coming, but we learn as we go right?  I am also getting a lot of questions about how to work with a literature matrix, so I made you a video to help out.  A couple of other things I noticed since making the video are: 

  1. Make your settings so that anyone with the link can view your matrix, otherwise, the coaches will not have access to grade it. 
  2. If you are anything like me, it will be easier to discern patterns in the literature if you make a single document with 30 rows (aka 30 articles) instead of one document with 30 tabs (one per article). 
  3. You may change your research question at any time if you find that your question is not suitable to meet the assignment requirements. However, the longer you wait you will find yourself more in a time crunch because of how fast-paced the term is. 



The following video includes instructions on how-to: 

1) Access a specific database (SportDISCUS)

2) Enter multiple search terms (i.e. "Organizational Justice" AND "Sport*" OR "athle*")

3) Set search parameters to only include peer-reviewed articles

4) Save PDFs of the articles

5) Create and share a literature matrix on google sheets 

Tuesday, October 13, 2020

Mini-doc feedback


Great job on your drafts today guys. I know they were rough, but that is the idea of a draft. Let's take our feedback and run with that. I cannot wait to see what all you come up with for the final mini-doc products next week. Just as a matter of summary here is the general feedback tossed around in the classroom: 

  • Live class footage
  • Hype music or mixed music (think DJ)
  • Client or student interview
  • Coaches interviews
  • List hours, classes, or other important information
  • Pay attention to sound quality
  • Interview graduates employed in the industry
  • Voice over pictures
  • Smooth out transitions
Next week activities (10/20)
In class: Mini-doc final draft
Online: 
  1. Midterm
  2. Self-evaluation
Don't forget I am off to an all-day workshop the week after (10/27) so we will do an asynchronous discussion. Those of you presenting an article, please send me your voice over slides by 10/26. You can find the presentation roster here.  

Sunday, October 4, 2020

Does unity through sport undermine democracy?



In a brilliantly written essay, the author takes us through years of activism by Black athletes. Starting with Carlos and Smith's raised fists in the 1968 Mexico City Olympic Games through the more recent kneeling by Kaepernick. Most importantly, the author deconstructs the rhetoric around the reactions to these public protests and critiques the frequently alluded unifying attribute of sport.

The essay frames sport as an optimal space for legitimizing rivalry without romanticizing it. Most notorious is the call for sport as a space to preserve contest, not unity. Although the author acknowledges sports' ability to unify, it cautions against using it unquestioningly as a unifying agent at the expense of healthy democratic dissent and the pluralism that defines the United States. Finally, it makes a case for activism in sport, such as disrupting the national anthem, not as a threat to unity, but its illusion. An illusion that is more threatening to democratic health than the activism itself. 

The author mentions the "inside these lines" NFL commercial within the article and commented that an NFL spokesperson stated, “We think this is the single best response to demonstrate what we are about. It stands in stark contrast to someone who practices the politics of division” (Stetler, 2017, as cited in Butterworth, 2020, p. 465). However, later comments this could have been directed either at President Trump or Kaepernick. Who do you think this was directed at? and why? Also, share your thoughts after reading the article. Does unity in sport undermine the pluralistic values necessary for a democratic society? Have the claims for unity attenuated the purposes of the protest/activism?  


**********

Butterworth, M. L. (2020). Sport and the Quest for Unity: How the Logic of Consensus Undermines Democratic Culture. Communication & Sport, 8(4-5), 452-472. 2167479519900160.

Friday, September 18, 2020

Philosophy & Ethics FriNo

 Philosophy & Ethics

Friday Notes (FriNo) - 9/18/20

Good show today Mattie. If any of you missed it you can find a video above.  Congratulations on a wonderful discussion to all of you who participated. Way to raise the bar. Good luck on the quiz Monday, and I will see everyone Wednesday. Remember we are back in the hybrid format we were using before my children were quarantined by then.   Here are the quick prompts from the discussion today: 

  • What are some of the things you noticed about the organization? 
  • What is the culture of the organization like? Base your answer on the article as well as other readings from this module. 
  • What are the ethical issues the organization is facing? Base your answers on the article a well as other course readings (from this module and before). 
  • Can you provide examples of organizations that have faced ethical issues successfully?
  • What are some strategic ethical changes for short- and long- term implementation? 
Action items for Monday: 
  1. Study for the quiz
  2. Take the quiz on blackboard
    • You can take it any time Monday
Action items for Wednesday: 
  1. Do not forget to show up to class if you are on the face-to-face schedule rotation on Wednesdays!
  2. Everyone should read the article and submit a headline assignment on blackboard. I can't wait to hear how you all did. I will be calling everyone's name to hear your headline, so show up ready to "sell that newspaper"!!
  3. Noa Crenshaw, you are up for the presentation 
  • Goran, L. (2020). A Research on the Fair Play Behaviors of Students Participating in School Sports (The Case of Düzce Province). Asian Journal of Education and Training, 6(3), 356-361.
**********

Ingerson, L., & Naraine, M. L. (2019). It’s Just Not Cricket: A Case of Ethics, Integrity, and Organizational Culture Within a National Sport Governing Body. Case Studies in Sport Management, 8(S1), S1-S6.

Monday, September 14, 2020

Philosophy & ethics MoNo 9/14

 Philosophy & Ethics

Monday Notes (MoNo) - 9/14/20

Thrilling chat discussion on zoom today. Thanks to all of you who participated, although for some reason I have the strange feeling that I am talking to myself when I read off the chat. Makeup presentations are scheduled for Monday 9/20/20. If you are planning on a university excused trip that day and you need to make up your presentation you may ask the communication center for help to record it and submit it ahead of time. The video with the short version of the lesson is included above, and here are some questions for you to ponder: 

  • Does sport really have a toxic culture? 
    • Reflect on your rationale
  • What is the main societal source of the gendered roles we see reflected in sport and how can we affect change in that particular source? 
  • What are the implications of equality that people often discuss, and the implications you can think of that are less discussed? 
  • Are sports and society ready for a change? 
  • Are you ready for change? Do you want societal change? Why or why not? 
Action items before next class
  1. Complete the alphabet assignment and turn it in on blackboard. 
  2. Show up ready to discuss (remember we are meeting on zoom at least until the 25th) 
    • Remember your attendance is tied up to your discussion participation and missing 10% drops you a letter grade. Do not miss out because you are unprepared. 
    • The assigned reading for Wednesday is Grosset, Y., & Attali, M. (2011). The international institutionalization of sport ethics. Society, 48(6), 517.
  3. Princeton presents this Wednesday on Grosset & Attali (2011)
  4. Next up is Matti's presentation on Ingerson and Naraine (2019), but that's not until Friday, just giving her and you all a heads up. 
Stay safe and healthy. I will see you on zoom next class <><

********************
Breger, M. L., Holman, M. J., & Guerrero, M. D. (2019). Re-Norming Sport for Inclusivity: How the Sport Community Has the Potential to Change a Toxic Culture of Harassment and Abuse. Journal of Clinical Sport Psychology, 13(2).


Wednesday, September 2, 2020

Philosophy & Ethics WeNo 9/2

 Philosophy & Ethics

Wednesday Notes (WeNo) - 9/2/20


Thank you Kentrell, for presenting on ethical codes today... And thank you all for a phenomenal discussion. Here are some of the discussion question highlights for you to ponder: 

  • Why is it that diversity is often overlooked in ethical codes? 
    • What are some diverse characteristics that go above and beyond what we can see (gender and race)? 

  • Why does it seem like sport organizations and society, in general, are more reactive than proactive when it comes to solving problems, either addressing diversity or otherwise? 
      • Who is involved in creating and enforcing the ethical codes? 
      • What happens once a code gets broken by someone high up on the food chain (NFL team owner)?
      • Does it seem like athletes are held at a higher standard than everyone else? Why or why not? Describe examples. 

      Here are a couple of examples we came up with in class about lax/poorly enforced ethical codes in different sport organizations: 
      And one that goit pointed out to me today after class in the MLS. Also, one of our international students mentioned in her/his country they are not aware of ethical codes.  It got me thinking, I wonder if there is a need for ethical codes worldwide or it is dependent upon culture (i.e. cultures with widespread ethical codes may not need organizational ones) and if there is already research on the matter. Anyways, something to think about when you are in the whole wide world, making deals, and kicking butt internationally. 

      here are a few action items before next class. 
      1. Check the updated presentation schedule and prepare yours if you are up. 
      2. Go to the library website, find the article for next class, and read it.  The full APA reference information you need to find the article is located in the syllabus, as is the calendar. 
      3. Turn in your assignment on blackboard before class. 
      4. Come to class (or zoom as assigned) prepared to discuss the article and your assignment. 
      If you have been exposed to COVID please let the school know through the self-report tool and join us on zoom. The link is in the content tab on blackboard. 

      Stay safe and healthy! See you next class. <><
      ************

      De Waegeneer, E., Van De Sompele, J., & Willem, A. (2016). Ethical codes in sports organizations: Classification framework, content analysis, and the influence of content on code effectiveness. Journal of Business Ethics, 136(3), 587-598.

      Tuesday, September 1, 2020

      Philosophy & Ethics MoNo 8/31

       Philosophy & Ethics

      Monday Notes (MoNo)  - 8/31/20


      Thank you all for an energetic and dynamic Monday class and discussion. Special thanks to Halle for a brilliant presentation on Campbell and McNamee (2020) and to Brett for contributing to the discussion about bovine breeding techniques. Both were most enlightening. Here are a few questions to ponder after reading the article: 

      • Should testing for "desirable" traits allow parents to select offspring characteristics? or should it be limited to aptitude detection? 
      • Are these genetic attitudinal predispositions reliable (can they be trusted)?
        • If so, does aiming a child towards their genetic aptitudes benefit them by maximizing their opportunities, or harm them by limiting their options and preventing them from exploring meaningful activities? 
      • Vets, owners, and breeders should act in the best interest of equine athletes. What does that look like to you in the context of the article? 
      • Would you recommend a complete ban of gene editing (either for therapeutic or enhancement purposes), a blanket permission, or a compromise of the two? What are the ethical grounds for your decision and how would you enforce it?
      As always, here are a few action items before next class. 
      1. Check the presentation schedule and prepare your presentation if you are scheduled to present. 
      2. Go to the library website, find the article for Wednesday's class, and read it.  The full APA reference information you need to find the article is located in the syllabus, as is the calendar so you know what article is assigned for Wednesday. 
      3. Turn in your 3-2-1 assignment #2 on blackboard before class. 
      4. Come to class (or zoom as assigned) prepared to discuss the assigned article and your 3-2-1 assignment in case you get randomly selected to talk about it. 
      If you have been exposed to COVID please do not forget you can join us on zoom too, even if you are scheduled to come to class. The zoom link is in the content tab on blackboard. Stay safe and healthy! See you next class. <><

      ************

      Campbell, M. H., & McNamee, M. J. (2020). Ethics, Genetic Technologies and Equine Sports: The Prospect of Regulation of a Modified Therapeutic Use Exemption Policy. Sport, Ethics and Philosophy, 1-24.







      Thursday, August 27, 2020

      Philosophy & ethics WeNo 8/26

      Philosophy & Ethics

      Wednesday Notes (WeNo) - 8/26/20


      What a pleasure it was to meet all my new Sport Philosophers! That's what I call all my students in the PE 4843 Sport Philosophy & Ethics of Sport and Exercise. I cannot wait for all the pondering, reflecting, and debating we will do.  Technology issues aside, it was a great class! I loved meeting all of you. Remember, Friday class will be virtual as per A-States social distancing protocol guidelines; so I will see you on zoom! Here are a couple of resources before we met again. 

      1. The full version of the syllabus
      2. The course overview video
      3. The assignments overview video
      4. The presentation schedule
      Course overview video


      Assignments overview video


      Action items: 
      • Check the presentation schedule link above to find out when you present and start preparing your presentation. Especially if you are presenting this upcoming class. 
      • Everyone must find the assigned article in the library and read it. 
      • Everyone must turn in a 3-2-1 assignment on Blackboard before class
      • Don't forget you can be randomly selected to talk to the class about your 3-2-1 assignment. 
      Stay safe and healthy! See you next class <><




      Friday, August 7, 2020

      Social media competencies


      I love teaching Sport Comm and Sport Marketing, and I get to do it again in person and online. What a treat. In my quest for new information to spruce up course content, I found a very interesting article.  The topic was sport management graduates' social media competencies. 

      I have had tweeter assignments on my courses for years.  It seems that to best serve the industry professionals and to better position A-State sport management graduates in the dynamic job market, I need to add Instagram assignments.  This will give students a more holistic social media experience while in the sports comm class. 

      The takeaways from the article were that intercollegiate athletics social media professionals 1) use Twitter for live updates, Instagram for visual impact, and Facebook is falling out of favor.  2) They value hands-on experience managing brand social media, and personal social media is not a proper substitute for this.  3) Their recommendations for preparing students include creating a strategic social media plan where they create informative and entertaining content, or putting the students in situations where social media goals are revenue related. 

      This was a wonderful article that inspired new assignments for my sports comm course.  I look forward to implementing my newly designed assignments into the course this fall.  What's your favorite sport organization to follow on social media and why? Let me know in the comments. <><

      ***********

      Pate, J. R., & Bosley, A. T. (2020). Understanding the skills and competencies athletic department social media staff seek in sport management graduates. Sport Management Education Journal, 14(1), 48-51. doi:10.1123/smej.2019-0032

      Sunday, June 21, 2020

      Athlete activism

          Athlete activism may come at a high cost for athletes that support controversial issues.  They face public scrutiny and possible financial backlash as they lose endorsement deals, contracts, their jobs, and even public humiliation.  Still, some athletes are risking it all and supporting Black Lives Matter in light of the recent social developments and injustices the Black community in America faces.  

          Recent research by Schmidt et al. (2018) studied the effect of the type and effort exerted by the athlete in their activism on an endorsed product's brand image and purchase intention.  They surveyed 305 people. Most of them were men and most of them were White.

          They found brand image and purchase intentions were not impacted by athletes activist effort. Namely, it made no difference if the athletes just posted on social media occasionally or were as invested as creating local chapters for the organization they support. Brand image and product purchase intentions remained intact.  On the other hand, more controversial issues, what they called risky activism (i.e. social equality), impacted brand image and purchase intentions differently than safe activism, such as childhood obesity (Schmidt et al., 2018).  
          
          However, even though there were statistically significant differences between safe and risky activism, the brand image perceptions and purchase intentions under risky activism conditions were still positive, and possibly better than not having an endorser.  This is important for marketing departments to keep in mind. As for athletes, how much effort they put into their activism did not make a difference, what makes mattered was controversial causes, such as racial equity (Schmidt et al., 2018). 
          So, athletes currently trying to support Black Lives Matter with the occasional twitter post will have similar effects on endorsed brands than athletes leading protests, opening local chapters, and making physical displays of support.  More importantly, those out in the streets may send a stronger message to their fan base and the movement as a whole, making the best use of their influence and platform to advance social reform (Matt 25:28). 

          The authors pose important questions in their discussion.  First, what is the impact that organizations' goodwill has on their brand image perceptions and purchase intentions? They present the NBA and Adidas not penalizing players wearing "I can't breathe" shirts during warm ups instead of their official Adidas issued warm up gear.  This is a wonderful Sport Marketing research question to address.  They also present the question of society's views and behaviors towards athletes using their platform for political protests.  This is a great Sport Sociology research question (Schmidt et al., 2018). 

          I challenge you to think above and beyond what they have proposed and come up with your own questions.  For example, from a Sports Communications perspective,  we could research the ways athletes are using their influence for political protests on and off the field, and what types of causes athletes are most vocal about.  Now, a high order thinking question for my students.  Do you see a practical scenario where a good endorsement fit and a great marketing team can leverage an endorsement deal into a win-win-win? This win-win-win scenario will be one where the social movement is advanced, the athlete gains contracts and visibility, and the brand image and purchase intention increase. Leave your research or scenarios ideas in the comments. 

       

      Schmidt, S. H., Shreffler, M. B., Hambrick, M. E., & Gordon, B. S. (2018). An experimental examination of activist type and effort on brand image and purchase intentions. Sport Marketing Quarterly, 27(1), 31-43.

      Tuesday, June 16, 2020

      Sexual Harassment of Gender and Sexual Minority Athletes



          Sexual harassment can present in many forms.  Sometimes it constitutes intentional actions, some ties they are unintentional. It can also be verbal, not-verbal, or physical. A recent study explore the consequences of verbal and non-verbal gender-harassment by coaches in Finland.  The author specifically studies psychological ill-being amongst gender and sexual minority sport participants.  Additionally, the author analyzed differences in harassment according to sex and sexual orientation. 

          It is important to distinguish a couple of key concepts to appropriately contextualize this research.   First, sex is defined as physiological structures and processes, such as chromosomal configurations, hormonal disposition, internal and external reproductive organs, etc.  On the other hand, gender is defined as a non-binary social construction, and gender identity is the degree to which a person considers themselves male, female, or androgynous.  In this context, gender and sexual minorities are those individuals whose gender identity, expression, or reproductive development differs from the norm. 

          Also important to recognize is the difference between verbal and non-verbal sexual harassment. Verbal sexual harassment includes comments such as derogatory sexual remarks, sexual jokes, requests for intercourse, rumor spreading, or other statements undermining performance or self-respect.  Non-verbal sexual harassment includes sexually suggestive facial or body signals, such as leering, winking, howling, or kissing sounds. 

          The results indicate both non-verbal and verbal harassment affect gender and sexual minority males ill-being indicators disproportionately.  In a nutshell, the more frequent the harassment, the more stress, psychosomatic symptoms, and depressive symptoms.  This was not the case for women, possibly because the heteronormativity of male sports promotes a heterosexual masculine culture.  This same culture may be more tolerant of lesbian athletes. 

          This article has important implications for coaches education.  Additionally, for opening spaces where coaches can safely and educationally discuss and explore their values, prejudices and fears about gender and sexuality. The authors also suggest proper training may include role playing, communication skills, recognizing harassment behaviors, and intervention strategies.  Author also mentions it is important to train coaches to encourage athletes to disclose their sexual orientation and harassment incidents.  I would just caution that this has to be done in a way that does not become a harassing event on its own.  Finally, there are implications for policy and sport psychologists also discussed. 

      * * * * * * * * * * * * * * *
      Kokkonen, M. (2019). Associations between sexual and gender-based harassment by a coach and psychological ill-being amongst gender and sexual minority sport participants in Finland. Journal of Clinical Sport Psychology, 13(2), 259-273.

      Friday, June 12, 2020

      Internship weekly reports



          Hello interns! I am so excited that you have made it all the way to your M. S. Sport Administration internship.  Here is where the rubber meats the road and you put all the content you have been learning about for the past one to two years into practice.  It can be very rewarding... and very frustrating, so I have made this post to try to help you navigate one of your internship class requirements: The weekly report.  

          This is how I like my weekly reports formatted and how much detail I like on them.  This may not apply to other professors in our program.  Always check with your instructor and make sure you read your feedback and make adjustments as required before turning in your next assignment so your grades take an upward trajectory as the course goes on.  
         
          The basic elements are: 1) Your name, 2) the name of the organization or department where you are interning and the name of the internship supervisor, 3)  the dates for that week, 4) The number of hours you worked that week, 5) the total cumulative internship hours.  Some students find this tricky. This just means to add up your internship hours from week 1 to date.  Let's say this is week 3 of your internship, and you have worked 10 hours each week. You will report 10 hours for #4, which is the number of hours worked for the week, and 30 hours for #5, which is the number of hours total (10 in week 1 + 10 in week 2 + 10 in week 3 = 30 hours total).

          On to the meat and potatoes of the form. In #6 you give me a description of your responsibilities and activities during the week. I want you to be thorough. I know the form says brief, but it is a misnomer.  the more detailed you are the better.  It should include a) your perspectives of the activities, b) lessons learned during the week, c) describe how this weeks activities contribute to your internship objectives, and d) describe how this weeks activities contribute to your career goals.  Here is a good example from a student who previously got full credit.  What questions do you have? Please post them below so students coming after you can see the answers. 

      Good luck everyone!