Additional Study Opportunities

Collaborative Program with UW-Madison

In order to supplement the instructional resources of Edgewood College and provide expanded opportunities to students, the University of Wisconsin-Madison and Edgewood College have an agreement by which Edgewood College students may take courses at UW-Madison and have these courses and grades appear on their official Edgewood College record and included in the Edgewood College GPA. Students’ Edgewood College tuition payment covers the cost of the approved courses. The Collaborative Program is offered during the Fall and Spring semesters only; Winterim and Summer sessions are not included.

The Collaborative Program is open to full-time undergraduate degree-seeking students who have completed at least one semester at Edgewood College, are in good academic standing, and have satisfied all financial obligations to the College. Students may take one course at UW-Madison each semester, not to exceed five credits. Courses with both a lab and lecture component are considered one course. The course may not be offered at Edgewood College in the same semester. A course may not be repeated. Courses must be approved prior to registration and be applicable to the student’s Edgewood College degree.

The Collaborative Program with the University of Wisconsin-Madison application form may be obtained online here.  Application deadlines are July 1 for the Fall semester and December 1 for the Spring semester. Approval to participate in this program does not guarantee registration, which is subject to available space in the course, according to UW’s policies. As part of the application process, students also apply to UW’s Adult Career & Special Student Services office and follow UW registration procedures. Fees are deferred to Edgewood College when students register at the UW.

In order to withdraw from a course, in addition to officially dropping the course at UW, the student must also drop the course via Edgewood Express, or in person at Edgewood Central in accordance with published procedures and deadlines. Deadlines may be different at each institution; it is the student’s responsibility to understand the procedures and policies for each institution.

Independent Study

Independent Studies are intended for highly motivated, dedicated students who are willing to prepare a proposal for a course which must be approved by their directing professor. Students may take an Independent Study course on a selected topic for which they develop their own curriculum. Such courses are based on individualized and independent learning and are developed with a directing professor to include specific learning goals and regularly scheduled meetings,

Instructors recognize that the student proposing an Independent Study seeks to further their learning in an area that is not provided in current course offerings. Students are limited to one Independent Study course (of up to four credits) per semester. General Education requirements may not be fulfilled through Independent Study. Independent Study courses may not be audited. Students must complete an Independent Study contract (available through the Registrar’s website, http://registrar.edgewood.edu) with their directing instructor and register for the appropriate Independent Study course within an academic department or School. The contract must be submitted in the first quarter of the term to qualify for 3-4 credits and in the first half of the term to qualify for 1-2 credits. Registering after these deadlines will require approval from the Academic Deans’ Office. Departments and schools may have policies that supersede this policy, so it is recommended that students consult with their directing professor in advance of proposing an Independent Study contract.

Center for Global Education

The Center for Global Education was established in 2004 to direct and promote the various international initiatives of the College. As part of its core mission and liberal arts foundation, Edgewood College aspires to promote knowledge and experience of global dynamics in the contemporary world, the ability to analyze and to value other cultures, and the skills to become effective global citizens. To achieve this, the College engages its faculty, students, and staff in the ongoing process of integrating a global perspective into all facets of campus life, linking curricular and co-curricular initiatives and creating a more globally-oriented learning community. The College’s goal is a globalized Edgewood College campus. This includes a curriculum with international and global content, broad student participation in study abroad, a significant presence of international students on campus, co-curricular activities around global themes and strong faculty and staff engagement in global programs. The Center’s efforts are devoted to educating globally competent students who have the cross-cultural skills to know and esteem others’ perspectives, a deep understanding of global interdependence, and acceptance of differences.

The Center concerns itself with six areas:

• Curriculum
• Study Abroad
• Faculty Development
• International Students
• Co-curricular activities
• Initiatives to specific world regions

The Center for Global Education assists faculty to incorporate a global perspective in the curriculum, plans global enriched learning activities for students in and out of the classroom, offers opportunities for students and faculty to participate directly in a global experience through study abroad and faculty/student exchange, and provides support and guidance for international students.

Edgewood College has established as an academic priority the integration of a global perspective into its curriculum. By taking courses with global/international content, students prepare themselves to be global citizens who carry out the Mission of “building a just and compassionate world.” Key features of the College’s global/international curriculum are: a foreign language requirement; a global perspectives requirement; Spanish Programs; Global Studies Minor; Latin American Studies Minor; study abroad courses; and many courses with significant global/international content.

Visit the Center for Global Education’s website for more information: http://globaleducation.edgewood.edu.

Study Abroad

Edgewood College strongly recommends its students study abroad. Experiencing another culture firsthand is a unique opportunity for students to learn about the world and their place in it. Students are given a wide choice of programs that will enhance their liberal arts education with a global perspective. The Center for Global Education staff is available to advise and assist students at all stages of the study abroad experience, from identifying and choosing a suitable program to negotiating the application process; from providing pre-departure orientation sessions to helping returned students use their international experience to bring a global dimension to campus. The Center staff coordinates all Edgewood College programs abroad and also facilitates student participation in study abroad programs offered by other organizations. Program offerings include, but are not limited to:

• Short-term (1-3 weeks) options are available primarily through the COR program. These are typically semester courses taught by Edgewood College faculty and include an international travel component during Winterim or summer.
• An exchange semester or year at Masaryk University in the Czech Republic.
• An exchange semester at the Karlsruhe University of Applied Sciences in Karlsruhe, Germany for Business and Computer Information Systems majors.
• A semester or year abroad in Northern Ireland through the Irish-American Scholar Program.
• An exchange semester or year abroad at a university in one of 50 countries through the International Student Exchange Program (ISEP). See www.isep.org.
• Summer international internship programs open to students in most majors with one of our study abroad providers.
• An approved program with an affiliated or non-affiliated institution or study abroad provider.

Policies

Preparation

Planning ahead, ideally one year in advance, for a successful study abroad experience is essential. Students should meet with a peer advisor, work with a study abroad advisor, and participate in the Center for Global Education’s pre-departure orientation programs.

GPA

GPA requirements vary by program. Students must have a 3.0 cumulative GPA to apply for an Edgewood College sponsored semester or academic year program. Some short-term programs and non-Edgewood College sponsored programs may have lower GPA requirements.

Status

To participate in a semester or yearlong program, you must have at least second semester sophomore status during your study abroad term. Freshmen are encouraged to participate in short-term programs and to start planning the process for a semester or year length study abroad program. Nursing students have different status requirements and should consult with the Center for Global Education as early as possible to explore study abroad options.

Credit and Financial Aid

All students must work with the staff of the Center, an academic advisor, a financial aid advisor and the Registrar’s Office to assure that all procedures for course selection and pre-approval, transfer of academic credit, applicability of financial aid, and program payment are followed.

The cost of some programs are based on Edgewood College tuition and room and board, and Edgewood College, state, and federal financial aid are applicable. Students enrolled in a study abroad program approved for transfer of credit by Edgewood College may be eligible for financial assistance under Title IV, HEA programs, (§485(a)(1)(N)).

Study abroad scholarships are available for most programs.

Visit the Center for Global Education’s website for more information: http://globaleducation.edgewood.edu.

Honors Program

The Edgewood College Honors Program is designed to meet the needs of academically talented students by providing opportunities for intellectual and social development both in and out of the classroom. In the classroom, Honors courses promote excellent teaching through active-learning environments. Beyond the classroom, the Honors Program provides experiences to enrich and expand college life. The goal of the Honors Program is to provide students opportunities for intellectual challenge, stimulation and creativity.

For more information, please visit https://www.edgewood.edu/academics/honors-program.

Honors Program Requirements

The Honors Program at Edgewood College seeks to meet the academic needs of capable, highly motivated students by providing opportunities for intellectual and social development where students meet and interact with like-minded students who share similar goals. Honors students enhance the academic climate in their courses and contribute to raising academic standards throughout the College.

The Honors Program provides:

• Intellectual challenge and engagement.
• Stimulating events and activities outside the classroom.
• Membership in a community of diverse, motivated students from across campus who share academic interests.
• The opportunity to hone leadership and interpersonal skills through participation in activities and service on the Honors Committee.
• Opportunities offered by the National Collegiate Honors Council programs.
• The opportunity to enhance potential for graduate study and employment.

Application for Admissions to the Honors Program

New Freshman

1. Freshman are invited to apply if they obtained a high school GPA of 3.75 or higher;
2. Maintain a minimum 3.5 GPA for the entire time they’re enrolled at Edgewood to remain in the Honors Program.

Transfer and Currently Enrolled Edgewood College Students

1. Transfer-in students should have a minimum GPA of 3.5 at entry or obtain a 3.5 within 2 semesters of Edgewood enrollment or
2. Evidence of participation in an Honors Program at another college or university
3. All other students, apply for entrance into program if:
   1. They have a minimum 3.5 GPA,
   2. Must enter by their 3rd semester of Edgewood Enrollment,
   3. Or with no more than 40 Edgewood credits for part-time students.

Benefits

1. Priority registration for active Honors students.
2. Opportunities for travel and enhanced experiences in and out of the classroom.
3. Funding for research, travel, and enrichment experiences.
4. Work one-on-one with a faculty member on original research.
5. Diploma recognition as a “Graduate of the Honors Program.”

To Graduate as a Member of the Honors Program

1. Complete at least four Honors Program courses:
   1. One Honors course within the student’s first two semesters at Edgewood College.
   2. At least one additional Honors course or a course with an approved Honors upgrade per academic year, or until a minimum of four Honors courses are completed.
2. Attend at least four events per year which support academic knowledge
   1. To include virtual conferences and webinars, Career Services events;
   2. Funding assistance available to students who want to attend a conference for which a fee is required;
   3. Participation in study abroad experiences or domestic enrichment excursions may substitute for required events with approval from Honors Program Director;
   4. A leadership position in a national non-profit/service organization or on-campus organization/club waves two of the required events.
3. 10 hours of service per academic year.
   1. Students may participate in on-campus tutoring or academic assistance projects;
   2. Service to the community or non-profit organizations;
   3. Unpaid service to other academic institutions or students;
   4. Completion of a service-learning project, credit received to be determined by Honors Program Director.
4. Complete an Honors Scholarship Project and present the project in an academic setting outside of the confines of a single course.
5. Maintain a cumulative GPA of 3.3 or above.

Student Research and Creative Inquiry

The Student Research & Creative Inquiry Program encourages undergraduate & graduate students, from all disciplines, to expand their learning beyond the classroom.  Students work with faculty mentors on collaborative or independent projects, travel to collect data, and present their work at conferences.

Undergraduate students and their faculty mentors may apply for grants from the Ebben Fund.  Students who receive these awards are eligible for stipends to compensate the time that they spend on their projects.  Ebben Fund stipends for students range from $500 to $2,000.

Travel grants are available for both undergraduate and graduate students.  Students may travel for research data collection, or to present or perform their work.

Edgewood Engaged, our campus research conferences, is held annually.  This event showcases student research & creative inquiry in a series of sessions sponsored by academic disciplines and the student research program.  All students, from all disciplines and at all levels of study, are invited to share their mentored projects.

Please visit our website to learn more at https://edgewood.sharepoint.com/sites/StudentResearch.

Internships

An internship is a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional or community setting. Internships provide resources, equipment, and facilities that enable students to gain experience in a professional work environment, and provide students with skills or knowledge that are transferable to other settings. Internships with defined learning objectives, professional supervision, and opportunities for reflection offer valuable enriched learning experiences.  

Internships at Edgewood College are founded in the Dominican tradition, and focus on our COR questions:

• Who am I and who could I become? Internships help students explore environments that parallel with their personal identity, values and interests.
• What are the needs and opportunities of the world? Internships allow students the opportunity to apply and develop their knowledge, skills and abilities to real-world experiences.
• What is my role in building a just and compassionate world? Students will explore career options that fit who they are and match their skills to the needs of the world – either clarifying or opening their minds to pathways to pursue after graduation.

Go to more information about Internships.  

Criteria for an Experience to be Defined as an Internship

(National Association of Colleges and Employers, (NACE)

1. The experience must be an extension of the classroom; a learning experience that provides for applying the knowledge gained in the classroom.  It must not be simply to advance the operations of the employer or be the work that a regular employee would routinely perform. 
2. The skills or knowledge learned must be transferable to other employment settings.
3. The experience has a defined beginning and end, and a job description with desired qualifications.
4. There are clearly defined learning objectives/goals related to the professional goals of the student’s academic coursework.
5. There is supervision by a professional with expertise and educational and/or professional background in the field of experience.
6. There is routine feedback by the experienced supervisor.
7. There are resources, equipment, and facilities provided by the host employer that support learning objectives/goals.

Additionally, any for-profit organization looking to offer an unpaid internship should review the U.S. Department of Labor Wage and Hour Division Fact Sheet #71:  Internship Programs Under the Fair Labor Standards Act. 

Policy for Enrolling in Internship Courses:

1. Students must have a minimum of 2.0 cumulative GPA.
2. Students are limited to one internship experience per term.
3. Students must be enrolled in an internship course concurrently with their internship experience.
4. Students may have subsequent internships at the same employer provided the learning outcomes are progressive and/or developmental and not a duplication of previous goals.
5. General Education requirements may not be fulfilled through internships.

A syllabus which includes parameters to identify agreed upon learning outcomes and supports a student in their reflection and assessment during their internship experience is required.  An internship may include a mix of traditional lecture (with associated preparatory time) and the experiential work.  Credit hours for learning acquired during the internship experience itself follows this hours-per-credit model.  Additional credit load may be assigned to the course as a concurrent portion of the course load.

• 1 Credit =   minimum of 50 hours
• 2 Credits = minimum of 100 hours
• 3 Credits = minimum of 150 hours
• 4 Credits = minimum of 200 hours

Resources

Association of American Colleges and Universities: https://www.aacu.org

Cooperative Educational and Internship Association:  https://www.ceiainc.org

Higher Learning Commission:  https://hlcommission.org

National Association of Colleges and Universities:  https://www.naceweb.org

National Career Development Association:  https://www.ncda.org

National Society for Experiential Education:  https://www.nsee.org

United States Department of Labor:  https://www.doi.gov/whd

IC Internship Course Structures and Guidelines

Goal:  to create a structure that accomplishes the following:

• Provides additional opportunities for students to engage in their learning through internships.
• Allows for improved campus wide tracking/assessment.
• Allows students to document internship opportunities that are not required or not for credit on their Edgewood transcript.
• Provides the college and its departments with the ability to give unified structure to their internship requirements.
• Provides consistent student expectations and evaluation processes.
• Provides internship opportunities for students during the summer session without additional cost.
• Provides an avenue for students to have multiple internships.

How departments can use the IC format:

• Create summer ‘not for credit’ experiences.
• Assist in identifying internship experiences for institutional tracking.
• Equip areas that do not currently have internship courses with structure.

IC 220:   Internship/Engaged Learning Prep:  Students develop key personal insights and career readiness skills through discussions and activities centered around professional success strategies.  Students will explore VIPs (values, interests and personality) to make well-informed decisions about internship opportunities, and how to portray KSAs (knowledge, skills and abilities) in the most effective manner to employers.  In addition, students will develop personal branding tools such as resumes, cover letters, and LinkedIn profiles to showcase the skills and abilities they bring to a position.  Students will also develop their interview skills, confidence, networks of career related contacts, and will be able to identify learning outcomes for an internship experience.  This course is open to all majors.  Prerequisites:  Cumulative GPA of 2.0.

IC 270:  This experience is designed to create meaningful connections between classroom learning and student interest in an applied work setting.  This structure provides students with opportunities to explore and clarify their interests and abilities and is intended to be an initial step toward the development of skills and attitudes that lead to meaningful careers.  Prerequisites:  Cumulative GPA of 2.5, Sophomore standing (27 credits earned)

IC 275:  This 0-credit internship course allows students to accept internships that require college approval.  This experience is designed to create meaningful connections between classroom learning and student interest in applied work settings.  This structure provides students with opportunities to explore and clarify their interests and abilities and is intended to be an initial step toward the development of skills and attitudes that lead to meaningful careers.  It will appear on a transcript as a pass/fail course.  Prerequisites:  Cumulative GPA of 2.5, Sophomore standing (27 credits earned).

IC 470:  Students undertake a significant learning opportunity, integrating theories learned in the classroom with engaged activities in order to develop skills in preparation for future employment or graduate school studies.  This opportunity provides students with a structure to explore the General Education COR guiding question:  How does this experience deepen one’s understanding of one’s own gifts, values and commitments in building a more just and compassionate world?  The internship is designed to provide students with an opportunity to examine the implications of their studies while gaining the skills necessary to enable them to be successful professionals.  Prerequisites:  Cumulative GPA of 2.5, Junior standing (60 credits earned).

IC 475:  This 0-credit internship course supports students completing an internship experience beyond their major requirements or an internship that is not required for their major.  Students undertake a significant learning opportunity, integrating theories learned in the classroom with engaged activities in order to develop skills in preparation for future employment or graduate school studies.  This opportunity provides students with a structure to explore the General Education COR guiding question:  How does this experience deepen one’s understanding of one’s own gifts, values and commitments in building a more just, compassionate world?  The internship is designed to provide students with an opportunity to examine the implications of their studies while gaining the skills necessary to enable them to be successful professionals.  Prerequisite:  Cumulative GPA of 2.5, Junior standing (60 credits earned).

IC Internship Course Structures and Guidelines

Internship Guidelines:

The responsibilities of the student intern, the internship advisor, and the site supervisor are as follows:

Intern

The student has primary responsibility for deciding what they want to learn during the internship and where the internship is based.  Specifically, the student is responsible for:

1. Identifying and interviewing for an internship position.
2. Working under the guidance of an internship advisor at Edgewood College and a site supervisor from the organization where the internship will take place.
3. Registering for the correct internship class.
4. Requesting an Internship Experience through Handshake and developing learning objectives in partnership with their site supervisor and Internship Advisor.
5. Meeting all evaluation requirements.

Internship Advisor

The internship advisor is specifically responsible for:

1. Assisting the student with the selection of a site placement.
2. Assisting in the development and approval of the Internship Agreement Form - the student submits an Internship Experience request through Handshake and an Internship Agreement Form developed in consultation with the Internship Advisor and the site supervisor.  The advisor, student, and site supervisor each approve the agreement to ensure that:
   • The field work is an acceptable learning experience and appropriate to the particular environment.
   • The credit hours are appropriate.
   • The learning objectives are suitable and measurable.
   • The work expectations and reporting relationships are clear
   • The criteria for evaluation have been defined.
3. Monitoring the student’s progress by keeping in regular contact in order to determine whether or not the student is meeting their learning objectives and to provide guidance to the student regarding their learning.  The advisor also may contact the site supervisor by email, phone, mail, or in person.  The advisor will provide individual attention to each intern under their supervision.
4. Reviewing all evaluation requirements and assigning the final grade at the end of the term.

Site Supervisor

Although the student is ultimately responsible for their own learning, the site supervisor has the major responsibility for ensuring that a professional work experience is provided for the student.  The worksite replaces the classroom and the supervisor acts as the coordinator of learning.

The specific responsibilities of the site supervisor include:

1. Assisting in the development and approval of learning objectives.
2. Orientating the intern to the work environment - the site supervisor should introduce the intern to the general functions of the worksite, the rules and guidelines that should be followed, the method the student should follow in asking questions, and any other information a new hire would be provided with in order to be set up for success.
3. Setting the student’s schedule - the supervisor should provide the intern with a regular schedule in order to provide the intern with a “real world” appreciation of time management.  The work schedule needs to accommodate the student’s classes.
4. Providing assignments - the supervisor is responsible for assigning projects or tasks for the intern that are consistent with the intern’s capabilities.  Requiring tasks within the realm of an intern’s expertise will provide the intern with a feeling of importance in the work place and can stimulate a desire to do more.
5. Providing guidance and interpretation - the supervisor should have regular conferences with the intern to assess progress and to provide help in understanding the work site and their role in it.

Inclusive Internship Project - General Information

The community needs a strong workforce - beyond quantity of workers, our economy will benefit from the contributions of quality employees.  This includes not only technical skills, but also excellent communication and interpersonal skills, and the ability for self-management.  These “soft skills” can be learned on-the-job, but students who learn these early will be able to contribute to their companies faster and more efficiently.  By participating in the Inclusive Internship Project, students are gaining valuable experience, a stipend appropriated to the number of hours worked, and aiding in the growth of the greater Madison area small, medium, and not-for-profit businesses.

The goals of the Inclusive Internship Project at Edgewood College are:

1. To increase participation in internships by students currently underrepresented in these work experiences.
2. To enhance the educational experience of participating students through internships in a variety of work settings.

Accepted student interns receive a stipend which is generously provided by the Oscar Rennebohm Foundation for their time and work.  The Oscar Rennebohm Foundation gift through the Inclusive Internship Project will support student interns through a stipend of up to $2,500 for the internship experience, dependent upon hours dedicated to the internship.

Individualized Majors and Minors

If your academic interests and life goals do not fit within an existing program of study at Edgewood College, an Individualized Major or Minor may be the right option for you.  The Individualized Major and Minor (IM) Program provides students the opportunity to design a curriculum that meets their interests, commitments, passions, and career and life goals.  If you choose to pursue this option, an Edgewood College faculty advisor, or sometimes co-advisors, will work with you to develop a unique academic plan that combines classes, community-based learning, and other related experiences such as off-campus study and internships.  Your Individualized Major or Minor will enable you to combine learning, beliefs, and action - the essence of an Edgewood College undergraduate education.

Students with interests in multiple fields of study use the IM Program to develop interdisciplinary majors and minors that combine coursework and other experiences from two or more fields of study, or to add a specialized minor to an existing Edgewood College major.  An Individualized Major or Minor is not an appropriate choice when a student does not have a clear sense of purpose, or when a student is approaching graduation without another workable plan.  If you are considering an Individualized Major or Minor, you should begin planning as early as possible. Your academic advisor can help you begin this process, or can direct you to a member of the faculty who will guide you as you develop your ideas, plan a cohesive program of study, and write a proposal narrative that explains your Individualized Major and Minor and why it is right for you.

While the process may look complex it breaks down into a few simple tasks:

• Express interest to your current Academic Advisor.
• Get an IM Advisor in your field with the help of your Academic Advisor and the IM Committee Chair.
• Work with that advisor to create a plan of study.
• Present the plan to the IM Review Committee for approval.