American University School of International Service
International Peace and Conflict Resolution Program
PRACTICUM: CONFLICT TRANSFORMATION & PEACEBUILDING
SIS 793.010 2016S
Mondays, 5:30-8:00PM, Ward 305
Hrach Gregorian, Ph.D.
Office: SIS 214
Office Phone: 202-885-6698
Mobile: 571-214-5293
Fax: 202-885-2494
Email: gregoria@american.edu
Office Hours: Mondays and Wednesdays, 2:00 - 4:00, or by appointment
Course Description and Objectives
The SIS Practicum serves as one of the capstone options for MA students in the School of
International Service. It is designed to enhance opportunities for the application of academic
training in applied settings, to provide hands-on professional experience. While each practicum
presents unique challenges and opportunities, the general objective of the program is to build on
the substantive and methodological knowledge students acquire during the first year of the MA
program through engagement in such tasks as project design, implementation, monitoring and
evaluation. Teams of four or five students are placed in such client organization as INGOs, IGOs,
government agencies, “think-do” tanks, and commercial enterprises, to name a few.
The practicum involves developing a logical framework (logframe) and action plan (including
proposed methodology) to produce concrete deliverables in response to a statement of work
(SOW) issued by the client organization. Project design is undertaken in close consultation with
staff of the client organization. Subsequently, students commonly conduct a literature survey,
desk and, where required, field research, prepare written reports and provide oral briefings and
summative presentations. Weekly class meetings afford opportunities for project design, task
assignments, teambuilding, team discussions, inter-team information sharing, presentation
practice, and skills building via mini clinics conducted by the faculty supervisor. There are also
other opportunities for training and practice (see below). Teams are expected to communicate
regularly with clients and report in to the faculty advisor. As the semester advances, teams often
meet outside the class to work intensively on the production of the project deliverables.
Students are highly encouraged to view practicum orientation videos posted on blackboard (go
to LIBWEB-999-026, click on Skills Module 1 in left hand column). Additionally, the following
activities will take place during the semester.

Student Orientation: Students can attend either the session on Saturday, January 16,
1:00 PM, or the session on Thursday, January 21, 3:15 PM. This session will provide
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an overview of expectations on the practicum including deliverable dates, the role of the
professor, and some skills -- understanding the consulting relationship, managing your
client and defining your scope of work.

Presentation Bootcamp: Dates TBA: Two student teams sign up for each 1-hour block.
While presentations do not have to be final by this point, there should be enough content
to critique.

AU Presentations: Dates TBA: Student teams must sign up for their presentation time
(Friday afternoon/evening or Saturday morning) the first week of classes.

Final Client Presentations: Week of May 2
Please note: all final deliverables are due the day of the scheduled end-of-course exam.
Stephanie Fischer is available to students throughout the semester for assistance and coaching on
general practicum issues and on consulting skills. Her contact information is
fischer@american.edu,
(703)
340-6030,
office,
SIS
249,
office
hours,
https://stephaniefischer.youcanbook.me.
Spring 2016 Practicum Placements and Descriptions
I. Communities in Transition: “Civic Engagement: DC Diaspora Conflict
Dynamics”
CLIENT
This project is a joint effort between Communities in Transition (CIT) and the International
Mediators Community of Practice (IMCP). CIT is a conflict management consulting firm that
empowers communities to address conflict-related challenges in collaborative and sustainable
ways. CIT Consultants provide conflict assessment, conflict resolution services and conflict
management training. Started by CIT, the IMCP is an informal platform for discussion between
mediation practitioners, trainers, academics and providers of mediation support services who
actively engage in international third-party conflict transformation, to strengthen the effectiveness
and increase the use of dialogue processes in complex conflict contexts.
BACKGROUND
Students who will eventually work overseas often have very little exposure to other cultures and
how people with vastly different worldviews perceive and resolve conflictual dynamics. Working
amongst Diaspora communities provides a unique opportunity to bridge that gap.
Diaspora communities are especially vulnerable to stress and conflict. U.S. immigration and
resettlement policies can overwhelm neighborhoods with recent arrivals, creating tension,
prejudice and competition for resources between newcomers and the existing community. These
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tensions can lead to different conflicts, such as disputes between neighbors, gang violence and
intra-group divisions, to name a few. Immigrant children entering American schools can also lead
to tension and conflict at school and in families as new values conflict with those of cultures of
origin. Additionally, Diaspora communities often replicate the same fragmentation found in their
home country, especially when coming from fragile states. Mistrust and an inability to come
together on sensitive issues, diminishes their collaborative power to advocate for their interests in
the US and for more effective US engagement in their home countries.
This practicum will lay the groundwork for an upcoming Conflict Resolution Apprenticeship
Summer Institute for students interested in practicing their conflict resolution skills in live
settings and across-cultures.
REQUIREMENTS
This project will require frequent and direct contact with DC-area residents, possibly in high
crime areas and outreach to private and public institutions throughout the city. Some knowledge
of conflict management theory, conflict assessments and stakeholder mapping preferred. Good
interpersonal and cross-cultural skills required.
RESEARCH FOCUS
In preparation for an upcoming Summer Institute, CIT and the IMCP would like to engage 2
Teams of 3-4 students, likely from different universities, to complete an initial conflict
assessment of Washington, DC and test widely used international assessment tools on domestic
conflict dynamics. During the spring 2016 term, student teams will complete the following
activities:
 Map Diaspora communities and violence in the DC area: in collaboration with local
government and law enforcement agencies, students will identify and locate the different
Diaspora communities living in DC, as well as map patterns of intra-Diaspora and intercommunity violence in the city.
 Assess social structures and conflict dynamics: using interviews and in collaboration with
peace-making organizations and individuals identified by students, the team will assess
the types of conflicts experienced by select Diaspora communities and identify the drivers
and mitigating factors that affect intra- and inter-group interactions. Students will also
identify sources of resilience and conflict resolution mechanisms already in place in these
communities.
 Build relationships and develop partnerships: the student teams, in collaboration with
CIT and IMCP members, will build relationships with selected peace-making local
organizations and Diaspora communities in need of conflict resolution services with the
objective of forming 2-3 key partnerships and creating a conflict resolution referral
system in preparation for the Summer Institute.
DELIVERABLES
Students will write one 30 page collaborative report (including appendices) summarizing their
literature search, historical background, analysis and findings, identifying conflicts ripe for
dialogue and the conflict resolution needs of selected communities. Students will also produce a
2-page brief for broader dissemination of the findings. Students will make recommendations for
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potential engagements as well as possible local partnerships. The deadline for submission of all
deliverables is April 30th, 2016.
METHODOLOGY
The data collection methodology for this work will involve mixed methods. It will include a desk
review of the literature, face-to-face interviews designed by students and focus groups. Students
will work in sub-groups to collect data throughout Washington, DC and do a join analysis of the
information they collected to write one final report.
LEARNING OUTCOMES
Students will get an opportunity to be trained and coached in USAID’ conflict assessment
methodology (a marketable skills), test this tool on domestic conflict dynamics, and gain real life
field experience gathering data and working across culture in conflict areas. Students will learn to
analyze data, identify entry points for conflict resolution dialogue, develop partnerships and draw
recommendations for future programming. Students will also learn to work collaboratively with
diverse team members. Students may be asked to present their work to key stakeholders.
RESPONSIBILITIES AND LEVEL OF EFFORT
CIT will draft a detailed Work Plan (WP) in collaboration with the student teams as well as
provide ongoing coaching and support throughout the semester to respond to relevant questions,
help guide the students’ work, and ensure the work is proceeding according to plan. Students will
not be reporting to an office space. CIT and IMCP members will meet with students at AU or in
various locations throughout the city perceived as relevant to their work. It is expected that this
practicum will take 8-12 hours per week of student time. CIT and the IMCP will adhere to all
academic and/or administrative requirements associated with the practicum as governed by the
School of International Service (SIS). Students will be responsible for completing all tasks in the
SOW and meet all objectives in accordance with the timeframe specified therein.
II. Partners Global: “Pathways to Sustainable Mediation”
Background
Partners for Democratic Change (“Partners”), established in 1989, is an international, nongovernmental organization committed to building sustainable capacity to advance democratic
institutions, civil society and a culture of change and conflict management worldwide. Working
with and through a network of 18 affiliated Centers around the world, Partners supports leaders
from across sectors to undertake public policy reforms to address governance challenges.
Overview
In 2015, PartnersGlobal developed a three-day curriculum “Pathways for Sustainable
Mediation” with support from the JAMS Foundation that was broken into three components: (1)
Conducting a Contextual Analysis for the Development of Mediation, (2) Raising Awareness of
Your Role as a Mediation Promoter, and (3) Challenges and Strategies for Sustaining Mediation.
The course is designed to allow participants to share with each other and develop a personalized
plan based on their own goals and context to institutionalize and sustain their mediation practice;
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with a focus on guided reflection and coaching. PartnersGlobal developed the course outline and
guidebook for an in-person training for approximately 15-20 participants. For the next phase of
the project, PartnersGlobal has proposed to the Foundation to also disseminate the curriculum
for different audiences using several different delivery mechanisms. In agreement with JAMS, an
in-person training will take place in Vienna in the spring of 2016 and will be followed by an
online program that will be composed of a series of webinars and mentoring sessions. This inperson training will be offered to mediators in the Balkan region and Eastern Europe that are
interested in strengthening their skills and to understand how to institutionalize mediation within
their cultural, economic and political context.
With the upcoming activities, PartnersGlobal is seeking support to develop additional caselets,
success stories and materials that can be adapted for on-line dissemination to complement the
previous materials developed on the main barriers to institutionalizing mediation in different
countries. These materials will then be adapted for training purposes during both in-person and
online training. Please see previous research document outlining the barriers previously
identified here:
http://www.partnersglobal.org/resources/May%20update%20Pathways%20to%20Sustainable%2
0Mediation.pdf
EXPECTED OUTPUTS
1- Conduct research and compile additional resources to showcase materials, strategies and
success stories to make available for future on-line participants in the PATHWAYS TO
SUSTAINABLE MEDIATION course. The resources will be organized according to the six
areas previously developed: (1) Outreach and Mediation in the Media, (2) Mediator Quality and
Credibility, (3) Engaging the Judiciary and Legal Profession, (4) Mediator Networks, (5)
Champions and Government Supporters, and (6) Monitoring and Evaluation. Keeping in mind
the on-line dissemination of the materials and use for pedagogical purposes, the information will
be presented in an “easily digestible” way; i.e. short caselets, small success stories, infographics
or other multi-media links.
2 – Conduct field research in order to prepare three short Case Studies and/or other training
materials to further illustrate the areas outlined above as applied in three specific country
contexts. We recommend the three countries include Hungary, Serbia and Kosovo. The focus of
the country cases will depend on initial preparatory research with the Partners affiliate in each of
those countries to determine which of the 6 (or a combination of several) focus areas are most
relevant for that country context.
2- Develop Power Point Slides to accompany the training curriculum for use in both the inperson and virtual trainings. Working closely with the PartnersGlobal Team of Trainers,
synthesize the curriculum and additional new resources into slides for the in-person training and
subsequently the webinars. These slide decks will have to be concise, include examples, case
studies and visuals.
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METHODOLOGY
For the accompanying resources, case studies and complementary training materials a
combination of desk research, interviews, and field visits should be considered. For the side deck,
the students will use the curriculum developed by PartnersGlobal during phase 1 of the JAMS
project as well as the findings from the case studies. Students are encouraged to show creativity
in developing the accompanying resources and in making the slide deck; also to have materials
that are user friendly, attractive and easy to follow.
Students will coordinate closely with PartnersGlobal’s senior consultant, Emmanuelle Diehl and
Julia Roig, President of PartnersGlobal. Both will be available to provide practical advice,
guidance and introductions to our colleagues in the field. If the field work is conducted in
Hungary, Serbia and Kosovo, the local Partners Center staff will provide logistical support and
introductions to key stakeholders in that country. We will plan to hold a kick-off meeting and
then regular check-in meetings during the course of the field mission to ensure that the work is
on-track and to provide feedback on the work as it progresses.
RESPONSIBILITIES
PartnersGlobal will be responsible:
 For submitting all relevant documents to the students to fulfill their tasks. Partners accept
the academic or administrative requirements associated with this Practicum governed by
the School of International Service.
 For supporting any logistical and introduction required to ease and facilitate any research
and field mission related to this assignment.
AU Students will be responsible:
 For signing the T.O.R
 For completing all tasks and meet all objectives in accordance with the timeframe
specified.
 Report any issue, delay or problem occurred during the process to PartnersGlobal contact
point.
REPORTING
Students and Partners will have an initial meeting to agree the Scope of Work and then hold two
further meetings during the course of the project to report progress and discuss any questions or
challenges that arise during the lifecycle of the project. (In addition, the Partners team will be
available for informal communication and advice throughout the project.) The Students will be
invited to make a presentation to staff at Partners and other invited guests.
CONTACT POINT
Students will work under the guidance of Emmanuelle Diehl, ediehl@partnersglobal.org and
Julia Roig, President. Emmanuelle will support this project and will serve as the initial primary
point of contact.
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III. Open Society Initiative for West Africa: “Youth Engagement Strategic
Planning”
Background
The Open Society Initiative for West Africa (OSIWA) is a part of the global network of Open
Society Foundations, founded and supported by George Soros, that all share the common goal of
helping promote more open, tolerant and democratic societies. OSIWA was established in 2000,
and is one of four African foundations, including one in East Africa (OSIEA), one in Cape Town
(OSF-SA) and one in Johannesburg (OSISA). OSIWA works in ten countries in West Africa -Benin, Cote d’Ivoire, Ghana, Guinea, Liberia, Mali, Niger, Nigeria, Sierra Leone, Senegal -- and
has offices in five, Dakar (headquarters), Abuja, Conakry, Freetown and Monrovia.
OSIWA is a grant-giving and advocacy organization that relies on various tools (grant-making,
advocacy, litigation, research, publications and partnership building) to help advance the abovecited goals. It works across three crosscutting thematic pillars: political governance; economic
governance; and law, justice and human rights. While each program has its own specific goals
and objectives, programs often work in close collaboration to help achieve the Foundation’s
overall mission.
In West Africa, 62.42% of the 320 million residents are between the ages of 15 and 24 (the youth
age bracket according to the UN). Their impressive numbers notwithstanding, young people of
the sub region face major challenges including unemployment and under-employment, low
access to education, socio-cultural barriers, and lack of political representation. They are
vulnerable and exposed to political manipulations during elections and conflicts, recruitment by
violent extremist groups and the lures of migration. OSIWA believes that if they are empowered,
the youth of West Africa can be real catalysts for change in the region and throughout the
continent.
Scope of work
The Foundation recognizes that it needs to strategically rethink its engagement on youth issues in
a bid to better address challenges and to delineate its field of action. OSIWA recently started the
process of designing its strategy for the period 2017-2020. The process included a review and
analysis of its work in specific thematic areas, reflections on what has been achieved, outstanding
challenges, and how approaches can be improved and adapted in a dynamic, evolving context.
The first objective of the practicum will be a close analysis of OSIWA’s work with youth during
the current period (2014-2016), looking at thematic areas of engagement, geographies, and
approaches.
Given this analysis, current trends, and the work that other like-minded organizations/donors
(EU, DFID, Ford Foundation, Trust Africa, OXFAM, Mastercard Foundations, etc.) are doing
around youth, the second objective will be to make recommendations on innovative approaches
for OSIWA to work with youth as it develops its new strategy.
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Some of the current trends show a restless unemployed youth population, unhappy about
inequality and the fact that their demands for democratization are constantly ignored.
Nevertheless, we are also experiencing an unprecedented situation in which youth around the
globe, including young people in West Africa, are rapidly changing. The main actors of youth
movements or youth collectives, primarily based in urban settings, are part of a generation deeply
rooted in democratic ideas that they carry forward by innovating and through social, political and
economic engagement. Their ability to access information electronically has critically changed
the acquisition and distribution of knowledge, including the dissemination of their project ideas.
This positioning grants them a new and complex relationship with both the public and private
sectors.
Notwithstanding these developments, we still observe a recurring marginalization of youth in
policy making and local governance. In some countries, young people have organized their
movements and resorted to street demonstrations to express their discontent. Some of these
movements are very well organized and have succeeded in preventing dictators from
manipulating constitutions to remain in office. We can cite the example of Y’en a Marre (We are
fed Up) in Senegal, a youth-led movement that protested against President Abdoulaye Wade’s
attempt to change the constitution in order to run for a third term in 2012. More recently, the
protests led by the movement “Balai Citoyen” – Citizens’ broom – culminated in the ousting of
President Blaise Compaore after his bid to change the constitution to extend his 27-year
presidency.
Some of the questions we seek answers to in this project include:
- What are the critical political, social and economic issues youth face in West Africa?
- What modes of collective action and agency are emerging within youth movements?
- What approaches can foundations like OSIWA use to support progressive, practical and
impactful youth-led or youth-focused initiatives?
Throughout the practicum, the AU team will have access to internal documents such as project
data, studies and reports. The team will interview OSIWA staff and partners whenever necessary.
Timetable
Week 1 – 3: Formalization of the research plan and approval by OSIWA
Week 4 – 7: Desktop research and interviews
Week 8 – 11: Presentation of rough draft and feedback from OSIWA
Week 12 – 14: Presentation of final draft
Deliverables
1. 30 page report and presentation of findings to OSIWA.
2. 5 to 10 page recommendations document for OSIWA’s future programming
Point of contact
Anael Ngando: abngando@osiwa.org ; Skype: ms.ngando
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IV. RESOLVE: “Illicit Minerals”
Background
RESOLVE builds strong, enduring solutions to environmental, social, and health challenges. We
help community, business, government, and NGO leaders get results and create lasting
relationships through collaboration. RESOLVE is an independent non-profit organization with a
thirty-eight year track record of success. RESOLVE plays a variety of roles in supporting crosssector collaboration – from serving as a neutral facilitator for meetings and calls, to advising and
coaching on stakeholder engagement activities, to actively convening and driving collaborative
activities as a secretariat for coalitions.
Scope of work
RESOLVE chairs a working group on illicit minerals in support of the World Economic Forum’s
Meta Council on Illicit Economies. This working group has prepared an analysis of the role of
minerals in the illicit economy, the impact of various policies and voluntary efforts, and links to
other illicit activities such as poaching and human trafficking. This report will also outline several
proposals and recommendations to design and effect more comprehensive responses to illicit
minerals that serve to reduce illicit activity rather than merely propel it into another sector.
The Practicum team will build on the report (and incorporate feedback to the presentation to the
World Economic Forum) to develop the following products:
A Risk Map/Matrix for the Illicit Trade in Minerals
Mapping the illicit mining and trade in minerals will support targeted intervention. Recognizing
that not all minerals can be illicitly mined, and or traded, a first step is to identify those prone to
such operations. Such a map or matrix will cover two distinct mineral categories; precious
minerals, (diamond, gold, rubies etc.) and minerals that require very low capital costs and
minimum skill requirements for extraction such as tantalum ores and tin. The map would also
focus on regions of concern where conditions are most likely to support illicit activity and where
certain target minerals are present. The map would also identify areas of risk for conflict between
ASM and larger scale mining (LSM). The supply and value chain of each target metal can be
captured as part of a database. RESOLVE can provide a template for this matrix for further
elaboration and development by the Practicum team.
Narrative report accompanying matrix
A narrative report should accompany the risk matrix described above. The content and final
format of this report will be determined in consultation with the advisors upon
Country Case Studies and Policy Reform
A set of case studies (informed by the Matrix and to be identified in coordination with the
working group) commencing with countries known to harbor significant illicit mining operations
could help determine the right combination of tax, market and public sector incentives that would
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constitute an attractive package to convert illicit entities to formal structures. Such studies will
examine the adequacy of legal frameworks, institutional arrangements and overall governance
controls.
Timetable
Week 1 – 2:
Drafting of the research plan by the Practicum Team; scoping with the working
group to identify priority countries and regions for case studies and to confirm
matrix template to be used
Week 3 – 7: Practicum group initiates research
Week 8:
Initial presentation of research findings; feedback from working group and
direction regarding narrative report to accompany matrix
Week 8 – 11: Continuation of research and draft development
Week 12:
Presentation of rough draft and feedback from working group.
Week 13 – 14: Development and presentation of final draft.
Point of contact
Steve D’Esposito: sdesposito@resolv.org
Course Policy
In addition to being an important capstone project, the practicum also serves a visible statement
of the School of International Service and its Master’s students to outside public and private
organizations. As such, it is important that students conduct themselves at the highest
professional level. Students selected for practica are expected to fully participate in the program
from the earliest stages to the final report. It is expected that practica students serve as
responsible team members who are involved in project management, respectful of team
deadlines, and conscientious of the larger needs of the team. Students must also respect the client
relationship and the terms set forth in the client agreement letters regarding client records,
personnel, confidentiality or non-disclosure requirements. Students who do not conduct
themselves in a professional manner will be removed from the practica and receive a failing grade
for the course.
At the end of the practica, students will have the opportunity to present their final written report
to the client. In most cases, SIS will provide funding to cover the multiple copies (up to 10) of
the reports and executive summaries for distribution to the client. Students will also receive
multiple copies of the executive summary and 3 copies each of the final report (with client
permission) to provide to prospective employers.
Course Assignments and Grades
Final grades for the course will be based on individual and team class-related assignments (80%)
as well as the client’s assessment (20%).
The class-related assignments include the following:
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1) Individual Contributions (20%). This component of the grade includes your contributions
to class: taking on leadership roles, engaging and moving class and team discussions
forward; and individual preparatory assignments, such as your annotated bibliography,
initial briefing paper(s), and/or assigned planning documents. Late submissions will
reduce your grade. Students who are unable to attend an on- or off-campus meeting must
let their instructor know ahead of time via email and may receive a reduction in grade. At
the end of the course you will be asked to submit a memo or video where you explain
your individual contributions to the team’s performance and final products.
2) Team interim work products (10%). This includes the Scope of Work, Work Plan as well
as presentations rubric, which are submitted as a team. The grade is based on clarity
(language and format are direct, and clear), professionalism (respectful, no typos),
demonstrated understanding of the client’s needs and function (the work products defined
serve as a contract and planning document between client and students, providing no
ambiguity about what you mean by the deliverables, client involvement and timing).
3) Oral Presentation (20%). Teams must present their final report to the client, as well as any
preliminary presentations requested by the instructor. The oral presentations should
include effective visual aids, such as PowerPoint presentations.
4) Written Report (20%). The final page count will depend on the client request and approval
by the instructor.
5) Peer Evaluation of Individual Performance (10%). Each member of the team will be
evaluated by other team members for their contribution to the project. Review the
evaluation form during the “Teamwork” module, and determine if you would like to use
this template to assess your team or revise it to fit better your team’s unique needs and
expectations.
6) Client Assessment (20%). Each client will be provided with an evaluation form. The
clients will evaluate the team based on their communication skills, successful definition
and management of the project, and final oral presentation and written report.
Grade scale
A
100-94
A93-90
B+
89-87
B
86-83
B82-80
C+
79-77
C
76-73
C72-70
D
69-60
F
59 or lower
Please note that an “A” grade denotes a truly excellent performance and work that is original,
insightful, critical, clear, and well-written. It indicates that the team has worked effectively and
successfully to martial the talents of each member. A “B” is solid work that is well organized and
goes beyond minimum requirements. It reflects a good command of the material, with instances
of higher level thinking and intellectual engagement. It will also indicate the degree to which the
team has worked effectively. A “C” reflects a lack of higher-level thinking, intellectual
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originality, clear organization, and teamwork. A “D” indicates that minimum course requirements
were not fully met. An “F” means the minimum course requirements were not met.
Academic and Other Support Services
The practicum will provide students with “real world experience” in navigating the challenges
associated with working with clients, working in teams, and meeting demanding deadlines.
Students may also discover that you need additional expertise in their substantive area and/or in
their methodological approach. The instructor is available to mentor students throughout their
work on the practicum. She/he may also put students in touch with other “experts” on campus or
in the policy world to assist them with particular issues that may arise. It is very important that
students address issues early on and maintain a positive and pro-active attitude.
Students may also face other academic challenges. There is a wide range of services is available
to support them here at American University. These include:
Academic Support Center (x3360, MGC 243) offers study skills workshops, individual
instruction, tutor referrals, and services for students with learning disabilities.
Counseling Center (x3500, MGC 214) offers counseling and consultations regarding personal
concerns, self-help information, and connections to off-campus mental health resources.
Disability Support Services (x3315, MGC 206) offers technical and practical support and
assistance with accommodations for students with physical, medical, or psychological
disabilities.
Students qualifying for accommodations must notify their instructor in a timely manner with a
letter from the Academic Support Center or Disability Support Services so that she/he can make
arrangements to address the student’s needs.
Writing Center (x2991, Battelle-Tompkins 228) offers individualized help with assignments.
The hours are 11-8 M–Th; 11–4 F; 4-7 Su
New Media Center
Trainings: http://www.american.edu/library/documents/upload/fall2013TrainingSchedule.pdf
Final Cut Pro X, Photoshop, podcasting, Adobe Premiere and Illustrator, iMovie, etc.
AU Multimedia Resources: http://www.american.edu/training/multimedia/index.cfm
Where to find the software you need in campus computer labs, AV equipment (cameras,
recorders, tripods etc) available for loan, music, image and sound effect resources, etc.
Online Software Training Courses: lynda.com, or access through MyAU Portal
Too many to list. If you need it, it's probably there.
Office of Information Technology Trainings: http://www.american.edu/training/tech.cfm
Excel, PowerPoint, Cayuse, etc.
Center for Teaching, Research and Learning: http://www.american.edu/ctrl/rsgevents.cfm
Most trainings/workshops are geared toward faculty, but some seminars on research tools (SPSS,
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STATA, Google Earth, etc.--linked above) are open to students.
AU Trainings Homepage: http://www.american.edu/training/index.cfm
AU Trainings Calendar: http://www.american.edu/training/calendar/index.cfm
Good places to start your search for AU trainings.
Graduate Enhancement Workshops: http://www.american.edu/provost/grad/workshops.cfm
Many topics related to grad-level researching and writing, foreign language requirements,
applying for prestigious grants, etc.
Library
Trainings: http://www.american.edu/loader.cfm?csModule=security/getfile&pageid=3522246
Primary source research, using EndNote, U.S. Government on the web, researching for literature
reviews, measuring research impact, etc.
Academic Support and Access Center Workshops:
http://www.american.edu/loader.cfm?csModule=security/getfile&pageid=426595
Effective reading, time management, etc.
Writing Center Support for Grad Students: http://www.american.edu/cas/writing/supportgrads.cfm
Individual coaching, grad student writing groups, etc.
Foreign Language Coaching at CLEAR: http://www.american.edu/cas/clear/tutoring.cfm
Arabic, Chinese, French, German, Hebrew, Italian, Japanese, Korean, Portuguese, Russian,
Spanish.
Academic Integrity
Standards of academic conduct are set forth in the University's Academic Integrity Code (see
http://american.edu/academics/integrity/code.htm). By registering, students have acknowledged
their awareness of the Academic Integrity Code, and they are obliged to become familiar with
their rights and responsibilities as defined by the Code. Violations of the Academic Integrity
Code will not be treated lightly, and disciplinary actions will be taken should such violations
occur. Students should consult their instructor if they have any questions about the academic
violations described in the Code in general or as they relate to particular requirements for this
course.
Emergency Preparedness
Should the university be required to close for a period of time, we are committed to ensuring that
all aspects of our educational programs will be delivered to our students. These may include
altering and extending the duration of the traditional term schedule to complete essential
instruction in the traditional format and/or use of distance instructional methods. Specific
strategies will vary from class to class, depending on the format of the course and the timing of
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the emergency. Faculty will communicate class-specific information to students via AU e-mail
and Blackboard, while students must inform their faculty immediately of any absence due to
illness. Students are responsible for checking their AU e-mail regularly and keeping themselves
informed of emergencies. In the event of a declared pandemic or other emergency, students
should refer to the AU Web site (www.prepared.american.edu ) and the AU information line at
(202) 885-1100 for general university-wide information, as well as contact their faculty and/or
respective dean’s office for course and school/ college-specific information.
Course Schedule
Session 1 – January 11 – The Practicum: Topics, Teams, Logistics and Expectations
Session 2 – January 25 – Team meetings – Meetings with client organizations are generally
conducted in the second week of the practicum
Session 3 – February 1 – Project outline, work plan, schedule, individual assignments
completed
Session 4 – February 8 – Team meetings
Session 5 – February 15 – Team meetings – Consultation with clients
Session 6 – February 22 – Team Meetings
Session 7 – February 29 – Team Meetings
March 5 – 13 Spring Break (Partners Global Team Travel)
Session 8 – March 14 – Team Meetings – Meetings with clients
Session 9 – March 21 – Team Meetings
Session 10 – March 28 – Team Meetings
Session 11 – April 4 – Team Meetings – Meetings with clients
Session 12 – April 11 – Team Meetings – First drafts of the product to be ready for faculty
review
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Note: Presentation bootcamps will be held.
Session 13 – April 18 – Team Meetings
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Session 14 – April 15


AU presentations (DATES TBD)
Client presentations (to be scheduled) and final report due
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