Aishona Jacksons Portfolio (1)

The Washington Center: Summer 2016
“Leadership is an action many can take, not a position few can hold.”
-Vanessa Kirsch, Public Allies Founder
Aishona Jackson
Home Institution:
Delaware State University
Internship Site:
Public Allies DC
Aishona Jackson Final Portfolio

Table of Contents
Capstone Reﬂection
Informational Interview I
Informational Interview II
Civic Engagement Project Reﬂection
Interns Midterm Self-Assessment Form
Internship Work Samples
Academic Work Samples
Course Syllabus
Internship Supervisor Final Assessment
Page 3
Page 7
Page 14
Page 21
Page 24
Page 26
Page 32
Page 40
Page 50

The Washington Center for Internships and Academic Seminars
1
The LEAD Colloquium
Capstone Reflection Assignment (Quarter)
Summer 2016
The Capstone Reflection is a chance for you to reflect holistically on your experiences over the
semester, what you have learned, and your plans for the future.
Format, Expectations and Evaluation (15% of final LEAD grade)
• A well-organized essay of 750-1000 words
• The strongest essays will describe and analyze how students are integrating and
leveraging learning from many sources toward future plans
• Due: no later than 11:59pm on Monday, Aug. 8, 2016 (uploaded to Schoology)
Assignment Prompt
Recall the goals and plans you may have had when you arrived in Washington, D.C. at the
beginning of the term. Review also the Learning Outcomes Objectives in the LEAD Colloquium
Syllabus.
In what ways do you think your goals and plans for the future have changed, and to what do you
attribute these changes? Are your goals different now, or largely the same? Are you more
confident now, or are there more options you would like to explore? Has something changed
that surprises you?
The following prompts will help you focus your reflection. Please refer to the assignment rubric
for greater clarity on what should be included. You need not limit your reflection to these items,
however. Refer to items in your Final Portfolio that might help to illustrate the changes or
developments you describe in your reflection.
• Growth or development in your skills. How did you apply your previous educational
training during your time in D.C., and what new skills did you develop?”
• Changes, developments or clarifications regarding the things you value in professional,
civic or personal contexts. What is most important to you now?
• The role you see for leadership in your future professional and/or civic endeavors. Is
leadership a part of how you will make a difference? If so, describe the leadership style
you envision for yourself.
• Next steps in your professional, academic and/or civic life that your experiences and
reflection this semester have helped you to identify or clarify. Refer back to the Goal-
Setting workshop where you practiced setting goals for yourself.
• “Only in D.C.!” Are there any moments that could only have occurred in Washington,
D.C. that were particularly impactful for sharing your goals and plans for the future?
3

Capstone Reflection
The Washington Center Academic internship program advertises that it will help you bridge the gap
between college and your professional future through leadership courses, academic courses and an internship.
It offers a formal program that provides practical experience for college students with minimal experience in a
completive atmosphere. As the summer comes to an end I am delighted to say that I have learned more than I
expected and have grown not only as a student and professional, but as an adult.
Before arriving to Washington DC I had so many thoughts of what it would be like, and the great con-
nections I would build here. I always dreamed of living in Capitol and attending graduate school here; so when
I was accepted into the program I was beyond ecstatic. When I actually arrived here I was in for a rude awak-
ening. I did not have the greatest start in Washington DC, nor in the program. On top of everything that was
discouraging me while being here, I had suffered a few family losses all within two weeks of being away from
home. After talking with my internship supervisor I decided to stay in the program and persevere and it was
one of the best decisions I have made.
My decision to stick with the program despite all that I was going through has grown me into a wiser
student, more confident professional, and a more mature adult. This growth began at my internship site, Public
Allies DC. Public Allies is a national nonprofit organization that serves to create a just and equitable society,
as well as the diverse leadership to sustain that society. Public Allies has an Ally program of which people
from all backgrounds have the opportunity to participate in a ten month apprenticeship program to work with a
community and organization to influence capacity growth. At Public Allies I served as the Compliance and
Community Associate. With all of the things I had been going through Public Allies served as a safe haven for
me while being here in Washington. At Public Allies I was able to learn more about myself, my skills, and
about the functions of a nonprofit organization.
On my first day of working I began researching the policies and procedures so that I could be familiar
with how things are done at the organization. My primary point of contact and internship supervisor was Va-
lerie Jiggetts. 4

Valerie served as more than just my internship supervisor, she began to be my friend and mentor. My first task
at Public Allies was to create a training database. This database would serve as a resource that would assist the
program managers with easily locating trainers. As I began to create this database I researched other nonprofit
organizations, grantees, and motivational speakers in the Washington DC area and made that list to correlate
with some of the past trainers and speakers of Public Allies programs. After completing that tasks I was as-
signed to handle the operations and processes of a leadership conference we had coming up that week. My re-
sponsibilities for the conference were to create processes for registration, design the program agenda, create
directional signs, and name tags. I successfully completed all of the tasks that came with the operations of the
program so my supervisor vegan to assign me more projects similar to that. After the leadership conference I
handled all operations for other programs we held such as our Ally matching fair, and our Ally commence-
ment. Handling the operations for those programs allowed to identify skills I did not recognized I possessed.
Along with administrative work and operations I also worked with the partnering associate. This is something I
enjoyed because it pushed me into uncomfortable places which allowed me to grow. Working with the partner-
ing associate required that I go to discussions and programs to represent the organization, and have great net-
working skills. I have always had trouble connecting with people and networking because I am often very shy.
My supervisor trusted me to go to a discussion the Advancement Project held on voter rights to represent Pub-
lic Allies so we could begin to build a relationship with the organization. At the program I connected with the
president, we exchanged information, I emailed her and now Public Allies has a prospective partner with the
Advancement Project. Public Allies has helped me know more about my strengths and has helped me turn my
weaknesses into assets.
Though Public Allies served as a safe haven to me while being here in Washington, my Lead colloqui-
um was the most influential aspect to my professional development. During the Lead colloquium I began to
have an entirely new perspective when it came to being a professional and advancing as a leader. As I previ-
ously stated I am a very shy person which sometimes gets in the way of my leadership skills, and networking.
Some of the things that I learned during the lead seminars were helpful while being at my internship. For ex-
ample, we had a session on multigenerational work place which allowed me to identify the leadership culture 5

of the office I interned at. It also allowed me to understand the director at my internship site. My internship
supervisor and I were born in the same generation so we relate to one another more and have a better under-
stand of technology. Whereas, the director of my internship site was fairly older than I am and she would often
question some of my processes and different ways of doing things. At first this annoyed me, but after our ses-
sion about the multigenerational workforce I was able to approach the situation and feel more comfortable
working with the director. The Lead colloquium also helped me identify my skills and values. Before our ses-
sion on that topic I thought the concept was pretty simple; I do things I am good at so those are my skills and
values. Well I have learned that is not so. Being good at something does not mean you actually like doing it.
What I learned about myself is that I enjoy acting as a liaison, I like to classify and analyze things, I am com-
fortable addressing issues that lack structure or certainty, I evaluate situations and then generate innovative
ideas, and I enjoy coordinating events, handling logistics, and maintaining data. I value advancement, creative
expression, independence, flexibility, and I would rather do work that contributes to ideals I feel are very im-
portant, also known as moral fulfillment. Being able to organize and identify my top skills and values has
helped me figure out what career path I would like to take.
In conclusion my initial outlook on my experience at the Washington Center was that this was the
worst decision of my life, but in the end it turned out to be one of the most life changing programs I could have
ever went through. I have not only undergone professional development, but also personal development. I have
learned to immerse myself in unfamiliar communities and to interact with unfamiliar people to conclude mutu-
al interest. The Washington Center has strengthened my career goals and has assisted me in finalizing life after
undergraduate studies. Being in Washington DC and being a part of such a rigorous program has developed
me into a young professional equipped with the necessary credentials and visible work experience to conquer
the workforce.
6

1
The LEAD Colloquium
Informational Interview I Assignment (Quarter)
Summer 2016
Informational interviews are an excellent networking tool for job seekers. They allow you to
gain practical insight into what it takes to be successful in a particular position or profession.
They also allow you to build confidence in your ability to interact with professionals in a chosen
field.
This two-stage assignment will give you the chance to practice and sharpen your skills and
strategies for informational interviewing. You might also find the Informational Interview
workshop offered by Career Services helpful.
Format, Expectations, and Evaluation (10% of final LEAD grade)
A well-organized essay of at least 750-1000 words
The strongest essays will articulate advice relevant to the career you desire and the
kind of professional you would like to become
Due: no later than 11:59pm on Friday, July 1, 2016 (uploaded to Schoology)
Stage 1: The Interview
First, identify and interview someone in a position you might like to have in an upcoming stage
of your professional career. It is recommended that this need not be an executive-level
professional. In fact, it is recommended that you select a professional that is midway through
his/her career; someone that can identify and remember the position you are currently in. See the
“Informational Interview Primer” on the following pages for more details.
Note: An important objective for this assignment is for you to expand your professional
network. Accordingly, the following guidelines should be observed:
You may not interview your internship supervisor or anyone in your internship
organization, your evening course instructor, a family member, close friend, or LEAD
Instructor.
Interviews must be conducted in person; interviews via Skype, telephone, or email are
not permitted.
No “group interviews” will be allowed.
Any arrangement deviating from these guidelines must be approved in advance by your
LEAD Instructor.
7

The Washington Center for Internships and Academic Seminar2
Stage 2: Assignment Prompt
Second, write a reflection essay on your informational interview in which you examine and
articulate what you learned from the interview. The goal of this assignment is to reflect on the
experience through a personal lens that considers your future objectives, profession/career of
choice, areas for professional growth, and existing skill sets. Use the following prompts as a
guide:
Identify and describe the person you interviewed, including name, title, organization, and
how you chose this person (this section should take no more than a paragraph).
What is a common leadership style in the field? How can you acclimate to an
environment with this type of leadership style?
What did you find most interesting or surprising about this person’s career path or
professional field?
In what ways can you envision following a path similar to that of the person you
interviewed? What would you do differently?
What did you learn about best strategies for breaking into your field of choice?
What skills do you need to develop further and what specific actions would you take to
do so?
Did this experience change the ways you perceive your immediate future?
8

TWC | Informational Interview Primer
A Sample Overview of the Informational Interview Process
I. Finding Interviewees
a. Cold Contact: Don’t be afraid of calling someone that you haven’t met before directly. You
could also explore LinkedIn to find someone (search for people who went to your university
and then you’ll have an automatic connection). The worst thing that can happen is that no
one replies!
b. Supervisor: Your supervisor is a great resource for you here. Ask if they know anyone that
works in [your interest area] who might be willing to talk to you. Chances are good that
they’ll set up an introductory email, or at least put the recipient on the lookout for your
message. Having someone “vouch” for you by being the link makes for smooth first contact.
c. Fellow Interns: Do any of your friends work at organizations that you think are cool? Have
them ask their supervisor or someone they work with if they’d be willing to participate in an
informational interview with you!
d. School/University Contacts: Many of your universities have alumni in the Washington
D.C area. Don’t hesitate to contact your career services department and ask if there is a
school club or notable alums in the area.
II. First Contact
a. Email: Keep it short. Don’t write a whole novel – simply state that you’re interested in their
experience/path and that you’d like to chat over coffee if they have time.
b. Call: Know what you want to say before you call and who you’d like to talk to (or what
position you’d like to talk to). The same rules apply here: be able to state your case in simple
terms.
c. Timing: To get the ball rolling, include a sketch of when you’re typically free or when you
know you’ll be free in the next week. Again, make sure you’re keeping things brief. They’ll
respond saying they can meet at those times, or may suggest alternative times.
d. Remember: People are busy. In an email, aim for three short paragraphs, maximum. Don’t
be afraid to follow-up at least twice (once within a week of emailing, the second follow-up
within another week). Be conscious of the distance between your office and theirs, as well,
since you’ll have to build in some travel time. Be respectful and positive.
III. Pre-Interview Research
a. LinkedIn & company pages, Glass Door: Do your homework about the person you’re
interviewing before you meet them; you don’t want to spend the first 20 minutes of your
time asking where they went to school, what their major was… they’ll feel like you’re wasting
their time, since you could probably have found that information elsewhere. Knowing a little
something about them shows that you’re serious about the interview and genuinely
interested. Be ready to ask some questions tailored to their experience.
b. Read over the assignment rubric: A good reflection relies on good content to reflect
upon. Reviewing the assignment rubric will provide you with guidance on what components
should be included in your reflection. Ask questions that provide you the content you need
to write a good reflection.
c. Questions: There are some great resources online for this, lists and lists of questions to ask.
Just do a search for “Informational Interview” questions, and pull out the ones you want.
Memorize a few before walking into the interview so you can always fall back on them if
your mind blanks. What questions you choose will depend on who you’re interviewing and
why you chose them, but make sure that you’re getting useful information for yourself. This
can include:
i. Industry-specific advice/thoughts about the future of the field
9

ii. Company-specific advice/information on the company culture, what universities are
preferred, what traits are valued etc.
iii. Position-specific advice/What are the daily activities of that job, what skills help
someone succeed in such a position, what are some challenges/surprises involved
with the job
iv. General advice/this could be focused on general things like living happily or
structured around general career searching advice
IV. The Interview
a. Structured vs. Flowing vs. Blended: Everyone has a different style for how they conduct
their interviews, you and the interviewee. Some people bring along a notebook filled with
questions, while other people bring nothing and let the interview flow as a free-form
conversation. Both styles are right; just be conscious of how the interviewee is responding
(ie, make sure you’re not interrupting them to ask questions before they finish a thought, or
going off on your own tangents while they wait patiently for another question).
b. Beware: Sometimes these interviews can veer into “I’m just going to tell you personal
stories” land. Those stories can be absolutely fascinating, but they’re less useful to you than
the answers to your questions. You might have to nudge your interviewee back on track now
and again. Do so gently, but remember – this interview is for your benefit. Make sure you
get what you need out of it.
c. Be ready: To talk about yourself! They’re going to want to hear about what you’re interested
in and what you’re hoping to do, so make sure you’re working on your elevator speech.
V. Follow Up
a. Thank You: Make sure that you send a thank you email or a handwritten thank you note (or
both!) within a day or two of your interview. These are often overlooked, but are highly
appreciated and make you stand out in the interviewee’s mind.
b. Follow-Up: When possible, find other ways to keep that connection strong. If something
relevant happens in the news or you come across an article that is relevant to their work,
send them a quick note sharing it! Congratulate them on work accomplishments, etc. Do so
sparingly, though (perhaps every few months); you don’t want to be thought of as a stalker.
c. Reflect: Take a moment, now that you’re all done, to think about how you did. Were you
comfortable in the meeting? Did you come across as competent? Did you do a good amount
of background research beforehand? What would you do differently in the future?
VI. …No One’s Responding…
a. Send a Nudge: If you haven’t already, send a follow-up email. Sometimes friendly
invitations get lost in all of the emails that professionals get.
b. Widen Your Net: For example, instead of only looking for human rights lawyers who work
for the Department of State, try talking with some human rights lawyers that work at non-
profits, or talk to lawyers who work on other topics at State.
c. Review Your Email: Perhaps there’s something off-putting in the way you craft your email.
Ask a friend to read it over and share their thoughts, or forward it to your LEAD Instructor
for a look over. Don’t be afraid to ask for help: it’s good to know what you might be doing
wrong so you can fix it.
VII. And Remember: Informational Interviews are Common in DC! What you’re doing isn’t strange
at all; the person you’re contacting won’t think you strange or offensive. On the contrary, they’ll
probably be impressed by the initiative you’ve taken in reaching out to them! If you feel super
uncomfortable, you can blame it on TWC, since it’s an assignment!
10

Aishona Jackson
Informational Interview #1
Public Relations-Adrienne Sheares
To fulfil the prerequisite of the informational interview assignment, I interviewed Adrienne Sheares,
who is a communications and marketing specialist for a public relations software company known as Cision.
My current interests are activism, advocacy, policy, and international relations, and although Ms. Sheares pro-
fessional interest are slightly different than mines and she is a public relations specialist, we shared some per-
sonal interests and her advice was still of great value both personally and professionally. As it turned out, Ms.
Sheares older sister works in international relations, and both she and her sister has worked abroad.
Although I have no direct interest in public relations I chose to interview someone in that field because
honestly, I have no clue what I want to do. I am currently pursuing a degree in Political Science and I enjoy
my classes and the information that is present to us, but I do not know what career I want to pursue. My rea-
soning behind choosing a public relations specialist was that I would choose a profession I know little about
and something I had never took the time to think about or show interest in. Public relations is something I had
wrote off in my mind long ago, and I wanted to interview someone who is actually working in that career to
see if my perspective of it could be altered.
We started the interview off with introductions and I was surprised by what I had learned about her just
in that short time. Ms. Sheares attended Spelman College and obtained a degree in Women and Genders Stud-
ies. What surprised me about this is before I decided to attend my current school, Delaware State University,
my first choice was Spelman College and later once I was accepted into Delaware State University I contem-
plated a minor in Women and Genders Studies. Also, I found it ironic that she attended Spelman College and
obtained a degree in Women and Genders Studies, but is now working in public relations. She explained to me
that when she graduated from Spelman the economy was experiencing a recession and she could not find a job
in the area of which she studied.
11

We continued our conversation with me expressing my feelings of uncertainty. She told me that though
the recession was the main reason she did not find work in what she studied she also was lost just like me and
did not know if her interest were truly in women and gender studies. Ms. Sheares helped me realize that just
because I do not know exactly what career I want to pursue right now does not mean I will fail at life or be lost
forever. She began figuring out what she really wanted to do by accepting a public relations internship with a
public relations firm sometime after under graduate. While she was working at this firm she began to notice
that she enjoyed working with people, and helping companies get their name into the public. I asked her what
exactly were her job duties and she stated that she handles the organizations media, community, consumer and
investor functions. She ensured me that just because I currently do not have a direct interest in public relations
that I could still use the skills that she uses while working. There were seven main skills that she continuously
mentioned and deemed very important in the public relations field.
According to Ms. Sheares the skills one needs to develop as a professional in the public relations field
are innovation, initiative, multimedia, proficient writing ability, proactive, networking, and resilience. She ex-
plained to me that as a public relations specialist or manager you essentially are the brand and image of the
firm. Because of this you must always keep the brand fresh, new and appealing to the public, consumers and
investors by staying ahead of the latest trends and best practices. This area is where innovation and initiative
comes in. Public relations specialist also needs to be able to use various forms of media. She explained to me
that at times she would cover press conferences, blog, and various other uses of media even if they were not
her areas of expertise. Along with multimedia skills come writing skills and abilities through the assignments
of blogs and some journalism. Being proactive can be associated with taking initiative and as a public relations
specialist is very important because there is always more that can be done or always something that you can
make happen rather than waiting for someone else to do it. Thick skin is what keeps you going after a failure
or disappointment. Ms. Sheares explained that because you are the brand and because you are a responsible for
your clients’ reputation you must be able to take heavy criticism at all angles. Last but not least you should be
great at networking and connecting with many different people. Networking in public relations is so important
because it builds business relationships with potentials investors or clients. 12

I asked Ms. Sheares for advice on how to enhance my networking skills because it is a skill that I have
not currently used well. She told me of the things she did to enhance her networking skills. Ms. Sheares attend-
ed undergraduate school in Atlanta, Georgia and when she moved to Washington DC there was a different en-
vironment and she did not know anyone. She said that she would apply for internships and would make it as
the top two finalists but never the final choice. Although she did not get chosen for those roles she would keep
in contact with them and later on hold evets and invite them out. From here she began to build a network from
the people she hosted at these events. Some examples of the events she help were writing classes, public rela-
tions sessions, the best way to use the media to your advantage, and covering press conferences. She told me
that she got people to attend her evets by promoting that familiar news stations would be present.
Throughout the interview Ms. Sheares would stress the ability to be versatile and adapt to change.
From this I learned that the leadership style in the public relations filed is definitely one of continuous organi-
zational change. As she told me of her first internship at a public relations firm and her other experiences she
said that her supervisors encouraged her to embrace change and be ready for the unexpected. Also she said that
the most interesting part about working in the public relations field is that it is spontaneous. She was always
ready for change because she knew this and enjoyed it.
Though I had never actually thought about being in the public relations field Ms. Sheares has altered
my perspective and interest. I already possess many of the skills needed to work in the field and I enjoy repre-
senting people. Some skills I would need to enhance and further develop to be successful in the profession are
writing and networking.
Overall, I got more out of the interview than I expected. I went in nervous and I did not think I would
enjoy our conversation at all. Yet, I learned a lot and now have a new found interest in the field of communica-
tion and public relations.
13

1
The LEAD Colloquium
Informational Interview II Assignment (Quarter)
Summer 2016
Informational interviews are an excellent networking tool for job seekers. They allow you to
gain practical insight into what it takes to be successful in a particular position or profession.
They also allow you to build confidence in your ability to interact with professionals in a chosen
field.
This two-stage assignment will give you the chance to practice and sharpen your skills and
strategies for informational interviewing. You might also find the Informational Interview
workshop offered by Career Services helpful.
A well-organized essay of at least 750-1000 words
The strongest essays will articulate advice relevant to the career you desire and the
kind of professional you would like to become
Due: no later than 11:59pm on Friday, July 15, 2016 (uploaded to Schoology)
Stage 1: The Interview
First, identify and interview someone in a position you might like to have in an upcoming stage
of your professional career. It is recommended that this need not be an executive-level
professional. In fact, it is recommended that you select a professional that is midway through
his/her career; someone that can identify and remember the position you are currently in. See the
“Informational Interview Primer” on the following pages for more details.
Note: An important objective for this assignment is for you to expand your professional
network. Accordingly, the following guidelines should be observed:
You may not interview your internship supervisor or anyone in your internship
organization, your evening course instructor, a family member, close friend, or LEAD
Instructor.
Interviews must be conducted in person; interviews via Skype, telephone, or email are
not permitted.
No “group interviews” will be allowed.
Any arrangement deviating from these guidelines must be approved in advance by your
LEAD Instructor.
14

Stage 2: Assignment Prompt
Second, write a reflection essay on your informational interview in which you examine and
articulate what you learned from the interview. The goal of this assignment is to reflect on the
experience through a personal lens that considers your future objectives, profession/career of
choice, areas for professional growth, and existing skill sets. Use the following prompts as a
guide:
Identify and describe the person you interviewed, including name, title, organization, and
how you chose this person (this section should take no more than a paragraph).
What is a common leadership style in the field? How can you acclimate to an
environment with this type of leadership style?
What did you find most interesting or surprising about this person’s career path or
professional field?
In what ways can you envision following a path similar to that of the person you
interviewed? What would you do differently?
What did you learn about best strategies for breaking into your field of choice?
What skills do you need to develop further and what specific actions would you take to
do so?
Did this experience change the ways you perceive your immediate future?
15

TWC | Informational Interview Primer
A Sample Overview of the Informational Interview Process
I. Finding Interviewees
a. Cold Contact: Don’t be afraid of calling someone that you haven’t met before directly. You
could also explore LinkedIn to find someone (search for people who went to your university
and then you’ll have an automatic connection). The worst thing that can happen is that no
one replies!
b. Supervisor: Your supervisor is a great resource for you here. Ask if they know anyone that
works in [your interest area] who might be willing to talk to you. Chances are good that
they’ll set up an introductory email, or at least put the recipient on the lookout for your
message. Having someone “vouch” for you by being the link makes for smooth first contact.
c. Fellow Interns: Do any of your friends work at organizations that you think are cool? Have
them ask their supervisor or someone they work with if they’d be willing to participate in an
informational interview with you!
d. School/University Contacts: Many of your universities have alumni in the Washington
D.C area. Don’t hesitate to contact your career services department and ask if there is a
school club or notable alums in the area.
II. First Contact
a. Email: Keep it short. Don’t write a whole novel – simply state that you’re interested in their
experience/path and that you’d like to chat over coffee if they have time.
b. Call: Know what you want to say before you call and who you’d like to talk to (or what
position you’d like to talk to). The same rules apply here: be able to state your case in simple
terms.
c. Timing: To get the ball rolling, include a sketch of when you’re typically free or when you
know you’ll be free in the next week. Again, make sure you’re keeping things brief. They’ll
respond saying they can meet at those times, or may suggest alternative times.
d. Remember: People are busy. In an email, aim for three short paragraphs, maximum. Don’t
be afraid to follow-up at least twice (once within a week of emailing, the second follow-up
within another week). Be conscious of the distance between your office and theirs, as well,
since you’ll have to build in some travel time. Be respectful and positive.
III. Pre-Interview Research
a. LinkedIn & company pages, Glass Door: Do your homework about the person you’re
interviewing before you meet them; you don’t want to spend the first 20 minutes of your
time asking where they went to school, what their major was… they’ll feel like you’re wasting
their time, since you could probably have found that information elsewhere. Knowing a little
something about them shows that you’re serious about the interview and genuinely
interested. Be ready to ask some questions tailored to their experience.
b. Read over the assignment rubric: A good reflection relies on good content to reflect
upon. Reviewing the assignment rubric will provide you with guidance on what components
should be included in your reflection. Ask questions that provide you the content you need
to write a good reflection.
c. Questions: There are some great resources online for this, lists and lists of questions to ask.
Just do a search for “Informational Interview” questions, and pull out the ones you want.
Memorize a few before walking into the interview so you can always fall back on them if
your mind blanks. What questions you choose will depend on who you’re interviewing and
why you chose them, but make sure that you’re getting useful information for yourself. This
can include:
i. Industry-specific advice/thoughts about the future of the field
16

ii. Company-specific advice/information on the company culture, what universities are
preferred, what traits are valued etc.
iii. Position-specific advice/What are the daily activities of that job, what skills help
someone succeed in such a position, what are some challenges/surprises involved
with the job
iv. General advice/this could be focused on general things like living happily or
structured around general career searching advice
IV. The Interview
a. Structured vs. Flowing vs. Blended: Everyone has a different style for how they conduct
their interviews, you and the interviewee. Some people bring along a notebook filled with
questions, while other people bring nothing and let the interview flow as a free-form
conversation. Both styles are right; just be conscious of how the interviewee is responding
(ie, make sure you’re not interrupting them to ask questions before they finish a thought, or
going off on your own tangents while they wait patiently for another question).
b. Beware: Sometimes these interviews can veer into “I’m just going to tell you personal
stories” land. Those stories can be absolutely fascinating, but they’re less useful to you than
the answers to your questions. You might have to nudge your interviewee back on track now
and again. Do so gently, but remember – this interview is for your benefit. Make sure you
get what you need out of it.
c. Be ready: To talk about yourself! They’re going to want to hear about what you’re interested
in and what you’re hoping to do, so make sure you’re working on your elevator speech.
V. Follow Up
a. Thank You: Make sure that you send a thank you email or a handwritten thank you note (or
both!) within a day or two of your interview. These are often overlooked, but are highly
appreciated and make you stand out in the interviewee’s mind.
b. Follow-Up: When possible, find other ways to keep that connection strong. If something
relevant happens in the news or you come across an article that is relevant to their work,
send them a quick note sharing it! Congratulate them on work accomplishments, etc. Do so
sparingly, though (perhaps every few months); you don’t want to be thought of as a stalker.
c. Reflect: Take a moment, now that you’re all done, to think about how you did. Were you
comfortable in the meeting? Did you come across as competent? Did you do a good amount
of background research beforehand? What would you do differently in the future?
VI. …No One’s Responding…
a. Send a Nudge: If you haven’t already, send a follow-up email. Sometimes friendly
invitations get lost in all of the emails that professionals get.
b. Widen Your Net: For example, instead of only looking for human rights lawyers who work
for the Department of State, try talking with some human rights lawyers that work at non-
profits, or talk to lawyers who work on other topics at State.
c. Review Your Email: Perhaps there’s something off-putting in the way you craft your email.
Ask a friend to read it over and share their thoughts, or forward it to your LEAD Instructor
for a look over. Don’t be afraid to ask for help: it’s good to know what you might be doing
wrong so you can fix it.
VII. And Remember: Informational Interviews are Common in DC! What you’re doing isn’t strange
at all; the person you’re contacting won’t think you strange or offensive. On the contrary, they’ll
probably be impressed by the initiative you’ve taken in reaching out to them! If you feel super
uncomfortable, you can blame it on TWC, since it’s an assignment!
17

Aishona Jackson
Informational Interview II
Noel Walker– Staff Assistant
The person that I interviewed was Noel Walker who is currently a Staff Assistant at the
United State Senate Russell Senate Office of Senator Robert Casey. She is currently at the of-
fice as a staff assistant where she assists the senior level faculty with legislative and press relat-
ed duties. Until she decides to go back to school she plans on continuing at the Senate Office
until she is promoted as a Legislative Correspondent. Ms. Walker and I connected through
LinkedIn and she studied Political Science at Delaware State University. I choose to interview
her because we have the same educational background.
From our interview I learned that you will not always be able to begin in a career that
you would like to because of the lack of certain skills, resources, experiences or even educa-
tion. Ms. Walker explained her current experience with me, stating that she wants to continue
her education in international law but she want to attend Law school first and she can not do so
at the moment. She encouraged me to continue with my education immediately following un-
dergraduate.
I also learned that a person must first start out in the bottom of the ladder and work there
way up to where they prefer, especially being right out of college. We discussed how I am un-
sure of the career path I want to take and she advised that exploring different areas will help to
build my career interests and eventually a strong foundation. I would rather know exactly what
18

I want to do instead of exploring different things so that I will not continuously have to keep
starting over or at the bottom. The earlier I know what I want to be in life the earlier I can work
my way up.
I asked Ms. Walker how she made a decision on final career choices. She stated that she
wrote down everything she is passionate about and researched jobs that focus on those areas.
Next she wrote out all of her skills and experiences, and then compared that list to what is took
to become a staff assistant for Senator Casey. She suggested that I follow this same process,
and I agreed with her. After taking her advice I looked into what it took to become a diplomat
and the different things that a diplomat does. What I found was very interesting and I am now
heavily considering pursuing that career.
The training and skills it takes to become a diplomat are to listen well, analyze, problem
solve, and the ability to apply these skills in foreign cultures. After finding this out I realized I
already possess almost all of these skills all I need to do now is research ways I can strengthen
them. I started with my current internship at Public Allies. I asked my supervisor for more
work that would especially assist me with making my analytical skills stronger. She began to
allow me to go through information concerning our Allies and Partners and she actually al-
lowed me to make final decisions. Based on my evaluation of the information I read she trust-
ed my conclusions and we succeed in closing out many of our Allies that day. I was happy that
I was able to handle a large and important tasks such as that, while also strengthen not only my
analytical skills but also my problem solving skills.
19

Being a diplomat also requires research abilities and specialized knowledge. Being able to
learn about a country’s economy, business practices, and banking system can be very helpful
and it is something that I am already doing as a student. I will also need to learn the etiquette
and customs of the country I will be placed in. Ms. Walker has much background in studying
abroad and she suggested that I do follow that path. Doing research on a country is fine, but
actually being there will help me apply what I have learned and gain a more hands on ap-
proach. I expressed that I love to travel and would not mind studying abroad at all, but finances
would be an issue. She then provided me with resources and told me to reach out to people that
are interested in sponsoring students that face the same problem.
After this interview I felt better about myself because she helped me with a very big is-
sue; figuring out my career path. After or meeting I decided to follow in her foot steps post un-
dergraduate school and apply as a staff assistant here in Washington DC. What I will do differ-
ently is take her advice and continue to graduate school immediately. I enjoyed this interview
because we did not do the usual question and answer routine. Ms. Walker came prepared to
give me real life advice rather than just listing off skills she has and her office duties. What I
took from this interview was direction and strategy. She not only had advice for me, but ways
to follow through and apply it. She even helped me do so and I was very appreciative.
20

1
The LEAD Colloquium
Civic Engagement Reflection Assignment (Quarter)
Summer 2016
Civic engagement creates informed citizens who can identify, articulate, and impact issues of
social concern through service and/or advocacy. During the course of the semester, you will
attend sessions focused on civic engagement, participate in a Public Policy Dialogue meeting,
and witness the semester’s Simpson-Mineta Leaders Series events. You will also engage in
several hours of direct service (either volunteer or advocacy) in the D.C. area.
This assignment is a chance for you to reflect upon what you infer about social action
surrounding an issue of your choice.
• A well-organized essay between 750-1000 words
• The strongest essays will demonstrate an understanding of issues of social concern,
strategies for addressing them, and the potential impact of direct service.
• When applicable, essays should provide citations and references when describing and
expanding upon social issue of choice
• Note: your Direct Service Hours must be recorded in the Direct Service Tracker on
Schoology by 11:59pm on Friday, July 29, 2016. You are encouraged to record your
hours as they are completed.
• Due: no later than 11:59pm on Monday, August 8, 2016 (uploaded to Schoology)
Assignment Prompt
Considering what you have experienced during your time in Washington, D.C. and through
TWC activities, reflect on what you have learned about defining and addressing an issue of
social concern. In your reflection, address the following:
• Identify and describe an issue of social concern.
• Why is this a larger public issue, and not just relevant to an individual or small group?
• Consider possible strategies for raising public attention and/or resolving this concern,
such as strategies learned in the civic engagement workshops.
• Describe the impact your direct service had on the organization with whom you
volunteered.
• Are there transferrable strategies you learned from your direct service that you could
apply to your issue of public concern?
21

Civic Engagement Reflection
The civic engagement portion of my experience at the Washington Center allowed me to learn about
the social issues in Washington DC. As part of fulfilling my course requirements I attended the Simpson Mi-
neta sessions regarding politics and races issues, Lobbying 101, Digital Campaigning, and I attended the Wil-
son International Center to sit in on a discussion about United States and China relations. I also attended the
module on social issues of Washington DC, the main topic being homelessness and gentrification. After at-
tending that module I decided to volunteer at the DC General Hospital.
As someone who comes from a broken community, I believe that community service is essential to
feeding ones moral compass. Donating money is helpful, but donating time has a lasting effect. I feel that it is
every individual's responsibility to help not only in their home or central community, but also in the communi-
ties they may pass on the commute to work, experience while away at college or become a part of after relocat-
ing. My summer in Washington DC has allowed me adopt a new community into my network because I volun-
teered and allowed myself to become a part of the area.
From the module on social issues I learned that the main concern in Washington DC is housing and
lack thereof. According to the Washington Post homelessness in Washington DC has increased 30 percent
since 2015. The reason homelessness is an issue is because not only are there families and children going with-
out food and shelter, but it is also an economic burden on the district. It is more of an economic strain for a
family to stay homeless, compared to that family being able to maintain a steady job and housing. Hearing
about this issue encouraged me to volunteer at a homeless shelter because I can relate to the struggle of being
homeless, and the devastating impact it has on an individual and community. The homeless shelter I volun-
teered at was DC General Hospital.
The Washington DC General Hospital was originally your average hospital and most of the Washing-
ton DC natives were born in that hospital. The hospital also served as a health center for low income families
that could not afford health care other places. The DC General Hospital ceased to be a hospital in 2001 and
later became a homeless shelter that now holds almost 200 families. The hospital is scheduled to be shut down
22

and the families will be placed in new shelters; there will be one shelter per ward. The DC General Hospital
currently holds an after school session for the homeless children and teens that reside there, this program is
entitled “Project Playtime”. While volunteering at DC General my point of contact for that day was the pro-
gram manager for the Washington DC area Ms. Michelai Lowe. She informed me of the hospitals history and
the organizations mission. Project Playtime is a program that believes the concept of playing to be a human
right regardless of a child’s housing status. Project Playtime is an organization that is looking to provide home-
less children the opportunity to succeed through advocating for affordable housing and safe shelters. I enjoyed
volunteering with Project Playtime at the DC general Hospital because I was able to be a part of that mission.
My volunteer work at DC General consisted of me cleaning the playroom, study center and bathrooms
the residents use. I also read to some of the children, and talked to the teens about preparing for college. Some
of the children I spoke with told me about all of the activities they are involved with in school, and their career
aspirations. I encouraged them by telling them I can relate to their experience of being homeless, and I urged
them to never allow their present circumstance to hinder their future. As I cleaned the areas a lot of people
walked up to me to thank me and told me how appreciative they were just for me taking my time out to do so.
After I cleaned and connecting with some of the children that were at the afterschool program, I got to speak
with some of the adults and parents that lived in the shelter. My time spent at DC General did not feel like
community service or volunteer work at all. I felt connected to the people in that shelter as if I was at home in
my own community, and I enjoyed my time there.
In closing, I believe that in serving others we also serve ourselves by allowing ourselves to learn of one
another struggles and victories. Experiencing the civic engagement portion of the Washington Center academ-
ic program has helped me be a part of a community I did not think I would be a part of. I came to Washington
DC thinking everything would be about politics and the government, I did not expect to come learn about
homelessness and gentrification, but I am, glad I did. I believe that it is important for the citizens to raise great
awareness about homelessness through social media campaigns, benefit programs, food/clothe/school supplies
drive, and most importantly volunteer work.
23

1333 16th Street, N.W.
Washington, D.C. 20036-2205
T 202 238 7900 F 202 238 7700
www.twc.edu | info@twc.edu
Internships and Academic Seminars
1 The Washington Center for Internships and Academic Seminars
Midterm Self-Evaluation Form (Quarter)
To be completed before July 1, 2016 (5% of LEAD final grade)
(Uploaded to Schoology no later than 11:59pm)

Name: _______________________________________
Date: ________________________________________
Please fill out this form with your honest assessment of your job performance since the
beginning of the semester
1. If you were to write a description of your on-the job duties, what would be the top three duties?
2. Write in the name of at least 2 successful projects you’ve contributed to this semester. Use
projects’ official names if possible.
Aishona Jackson
07/01/2016
I am responsible for drafting documents(thank you letters, notices, etc.), creating
various databases via airtable or excel, and assisting with program member and
partner organization recruitment.
New Leaders Conference
End of Year Celebration
24

2 The Washington Center • Midterm Self-Evaluation Form
3. What skills did you use in these projects? Were there any that you adapted or transferred from
other contexts? In what ways did your skills develop or improve?
4. Where would you like to focus your professional development efforts in the next several weeks?
Identify three (3) goals.
5. How do you feel about your current career choice? Has your understanding of what is involved in
conducting your career changed? If so, how?
The skills I used during those projects were mainly program management skills.
Skills such as organization, effective communication, innovation, initiative, detail
oriented and the ability to access and solve problems quickly- adaptability. These
skills are something that I already possess from previously working in a similar
work environment. My skills improved through these projects has enhanced when it
comes to working in groups and teams because I am used to working alone.
In the future I would like to improve upon my networking skills, time manage-
ment (I often loose track of time while I'm working on a project), and continue
enhancing my communication skills.
Because I am interning with a nonprofit organization my career choice has not
significantly changed. I have no concrete career choice but I know I want to grow
as an activist and advocate. My understanding of what is involved and takes place
to create effective change has grown through working for a nonprofit. I now know
some of the specific resources and tools I need to move forward.
25

Internship Site: Public Allies DC
Aishona Jackson Work Samples
NEW LEADERS
CONFERNCE AND ALLY
COMMENCEMENT
These documents are examples of the work I completed
while being at Public Allies. I handled operations and
processes for some of the events we held. My
responsibilities were to design name tents, program
agendas, and directional signs.
26

EveryoneisaLeader
AtPublicAllieswebelieve
leadershipisanactionmany
cantake,notapositionfew
canhold.
Leadershipisabouttakingre-
sponsibility–bothpersonal
andsocial–toengageothers
toworkforcommongoals.
Leadershipisaboutpracticing
values.
Thankyouforjoiningusforour
2016NewLeadersConference!
presents
PublicAllies
Time:10:00AM-3:30PM
Date:June10th,2016
NewLeaders
Conference
Te
27

SessionOne
TheNLC2016Orderof
Events
9:30AM-10:00RegistrationandBreakfast
10:00AM-10:30AMPresentationsofLearn-
ing:Group1
10:40AM-11:20AMTSPWorkshops:Royals
andJusticeLeague
11:30AM-12:00PMPresentationsofLearning:
Group2
12:00PM-12:50PMLunchBreak
1:05-1:45TSPWorkshops:YoungandUnfil-
tered&ProgressiveEngravers
1:55-2:25-PresentationsofLearning:Group3
2:35-3:15-TSPWorkshop:ProudFamily
3:15-3:30ClosingRemarks&Thankyou
SessionsTwo
AlliesandPartner
Organizations
CoreyBenjaminAMERICASPROMISE
CharityBarrBREADFORTHECITY
MelissaIsraelSPECIALEDCOOP
MayaDrummondCAPITALAREAFOOD
JocelynMooreCAPITALPARTNERS
NaQueshaBookerCOLLEGETRIBE
EllieGeraghtyLAYCCA
DanielSalgadoYMCA
SavonMontagueDCPNI
KendraLewisCPDCEDGEWOOD
TyJuanBrownDCPNI
AdiaEvansCPDCSILVERSPRING
ReginaldShepherdDCPNI
JoshuaSerranoFAIRCHANCE
OctaviaMcIntyreDCPNI
VernicePuryearDCPNI
MariaLawsonDCPREP
ByronLewisDCPNI
KaraRhodebeckDCPNI
NikiaCunninghamWASHINGTONLITER-
RickeyRobinsonJUBILEEHOUSING
SebastianSantiagoLAYCCA
ShavonaHillLAYCCA
KeneshaThompsonTEENSRUNDC
DemarisMontoyaLAYCCA
AllanDuboseTEENSRUNDC
SachiyaSloleyLAYCCA
28

Demaris Montoya
Damaris' Atlas
LAYCCA
TyJuan Brown
Allied Promise Year of
Discovering
DCPNI
Daniel Salgado
Positive
YMCA
Nikia Cunningham
Moving Mountains
WASHINGTON
LITERACY CENTER
29

Classof2015
EndofYearCelebraon
Thursday,June25,2015
5:30p.m.
PublicWelfareFoundaon
SpecialThanksfortheirGenerousSupport
OurMission:
PublicAlliesadvancesnewleadershipto
strengthencommunies,nonproﬁtsandcivic
parcipaon..
OurAdvisoryBoard
PublicAlliesWashington,DC
1900LStreetNW
Suite500
Washington,DC20036
infodc@publicallies.org
www.publicallies.org
(202)531-4522
TheMorris&Gwendolyn
CafritzFoundation
Let’sstayintouch!
Allison
Cendali
Lynn
English
Kathleen
McMahon
Heather
Peeler
MarnW.
Rodgers
Emily
Samose
FollowusonTwier@publicalliesdc
LikeusonFacebook
Helpusdevelopmoreleadersandmakea
donaonatwww.publicallies.org/
washingtondcbyclickingonthe“GiveNow”
buon.Emailusformoreinformaonabout
volunteeropportunies.
Garry
Tyran
30

AcademyofHopeBeverlySimms
AccessYouth,Inc.JosephFerguson
BreadfortheCityAndrewGaither
ByteBackArinJayes
CapitalPartnersCarlianOdae
orEducaonLeonelSinai
CollegeBoundKamilArrington
CPDCJuiniquaWhisenhunt
CameronHarris‘14
FairChanceShantaeFrancois
TheFishingSchoolTwensQueenJeanBapste
SharelMiller
ForLoveJaquelineCastaneda
ofChildrenVanessaHanible
SashaBruceYouthworkEstherMungai
KiaraWiliams
SandrineUwera
YMCAIvanMarchena
YouthServiceAmericaRhysBaker
YWCAKrisnaJacobs
KeoshaLambertson
ThankyoutothePublicAlliesNaonal
Oﬃce,allofourfunders,ourallies,our
partners,ouralumni,themultudeof
guestspeakersandtrainers,andevery
communitysupporterwhomadethis
yearasuccess.
Opening
andClass
Presentaon
EstherMungai‘15
ArinJayes‘15
WelcomeNakeishaNealJones‘97
Introducon
ofKeynote
CameronHarris‘14and‘15
Keynote
Address
Dr.RogerMitchellJr.,authorof
ThePriceofFreedom:ASon’s
Journey
Recognion
of2015
Alliesand
Partners
AnthonyCarter
ProgramManager
NandiTurner‘12
ProgramManager
Ally
Remarks
KamilArrington‘15
Partner
Remarks
TiﬀaniBerry,ResidentServices
ManageratCommunity
PreservaonandDevelopment
Corporaon(CPDC)
Introducon
toAlumni
Network
PublicAlliesAlumniNetwork
ClosingKathleenMcMahon,VicePresident
PublicAlliesDCAdvisoryBoard
Program
PublicAlliesDCClassof2015and
HosngPartnerOrganizaonsPublicAlliesClassof2015
Crest
31

Academic Course: Criminal Justice
and Policy Wars
Aishona Jackson Work Samples
32

Aishona Jackson
Dr. Lea: Criminal Justice and Policy Wars
Response Paper #1- Option (A) Moral Panic
When something tragic happens in the world it becomes a major concern for a large
number of citizens. Often times these concerns have the ability to alter public policy or even
become the cause of a new policy. The situation does not always have to be tragic, but if it is
significantly out of the boundaries of the social norm then it can gain an abundance of media
attention and cause a unique response amongst society. These types of cause and effect relations
that shape or make policy, and are often theorized as a moral panic.
Moral panic is the critical action that disturbs the social norm, status quo, or the stability
of an acceptable society. Moral panic is an extreme social response to the belief that the moral
condition of society is deteriorating at a very swift pace. Numerous sociologists have interpreted
moral panic as a device used to distract public attention from underlying social problems and
justify increased social control over the working class and other potentially rebellious segments
of society.i
There are various types of moral panics, and each one exemplifies a different reaction
from different groups of people yet still effects everyone. A few examples that the moral panic
concept are greatly studied and understood through are gang violence, child abduction or abuse,
social injustices or issues, health issues, terrorism, and religious concerns. Factors that play a big
role in the way of which moral panics are based are ethnicity, race, and social class.ii
Something that many people do not like to state is that for a long time it has been normal
for society to accept discrimination and injustice against anyone that is not white. The idea of a
proper society in the minds of many Americans is one that keeps white Americans elite and on a
mountain of superiority, while continuously oppressing people of color. Ironically, for a long
time America has gotten away with maintaining this "proper society", until recently. The recent
acts of crime committed by police against citizens, particularly African Americans, can be
associated with the concept of moral panic.
Though police brutality is a very key factor, it is just a piece of the greater battle of
genocide against African Americans. The absence of justice has recently given way for an
extraordinary wave of social media courts, judges, and jurors. The first wave was set after the
death of Trayvon Martin and through the evolution of the Black Lives Matter movement.iii
It has
been argued that this notion does not follow the characteristics of a moral panic but I beg to
differ. A moral panic is something that sparks great social response due to an unexpected change
that threatens the idea of a proper society. It has been a while since the social norm of attacking
blacks has been challenged. The birth of the Black Lives Matter Movement has disturbed the
way things usually go in America. The normal societal pattern of oppressing blacks and getting
away with it has been interrupted by a group of people that have taken the law into their own
hands by way of protest and social media. The above issue has generated national concern,
disproportionality, hostility, and volatility; all of which are key features of moral panics.iv
33

i Crossman, Ashley. "Moral Panic." About.com. About, Inc., n.d. Web. 27 June 2016.
<http://sociology.about.com/od/M_Index/g/Moral-Panic.htm>.
ii Stoetzer, Oliver R., and Richard T. Schaefer. "CHapter 7: Deviance, Crime, and Social Control." Students' Guide to
Accompany:Sociology an Introduction, 1st Canadian Edition Richard T. Schaefer. Toronto: McGraw-Hill Ryerson,
1996. N. pag. Print.
iii Garza, Alicia. "The Creation of a Movement." Blacklivesmatter.com. Haki Creatives. Design for Social Change., n.d.
Web. 27 June 2016. <http://blacklivesmatter.com/herstory/>.
iv Goode, Erich, and Nachman Ben-Yehuda. Moral Panics: The Social Construction of Deviance. 2nd ed. Chichester,
U.K.: Wiley-Blackwell, 2009. 55-60. Print.
34

Aishona Jackson
Criminal Justice and Policy Wars
Midterm Essay- Connecting the Dots
A goal that has seemed almost impossible to achieve has been pursued for over forty
years now and it is known as, the War on Drugs. The war on drugs was declared in 1971 by
President Richard Nixon because he believed that America’s greatest issue at the time was drug
abuse.i
To tackle the issue President Nixon created more drug control agencies, altered and
increased prison sentences, and changed the procedure and use of warrants. Due to no real
victory behind President Nixon's extreme measures the war on drugs has gone down in history as
one that will forever be a continuous fight. But what prompted this fight; what factors played a
role in the escalation of this endless war?
First, the social factor that drove the War on Drugs is the systematic destruction of
anyone in America who was not a middle class white person; basically the War on Drugs became
a campaign to kill off the poor. People in America began to recognize drug abuse as America’s
greatest domestic threat. This indication allowed for an entire nation to number one make
incorrect identifications on the nations greatest threat, and second allowed for the government to
carryout the improper solutions. It is ironic that once upon a time when drugs were used
traditionally for spiritual rituals and as medical cures or treatments are now illegal. The groups of
35

people that were being hit in collation with the drugs were African Americans, Mexicans,
Chinese, and Latinos; again anyone who is not white. By globally identifying drug abuse as
America’s biggest issue, the government inevitably made all drugs users, distributers and anyone
who knew about drugs the cause of this issue. These people became not only the answer to the
cause of the drug abuse issue, but soon became the blame for all of Americas other issues. Now
they are looked at as the cause of the increased violence in America and they are responsible for
the increased homicides. From this citizens are taught to hate those who use drugs because they
are supposedly the cause for every bad thing in America. In this society using drugs becomes
associated with murders and people of disruption.ii
By doing this the stigma turns into
criminalizing those who were merely drug users as high stake criminals capable of all manner of
danger. Once the so called criminals were identified laws were formed, and the question became
has the drug war turned into a race war?
Second, after society had been taught to hate drug users, and learned to blame them for
all of America’s downfalls, policies and laws began to escalate. Various unfair drug sentencing
laws and policies began to rise as a response to the War on Drugs. In 1875 the first law against
drugs was passed in San Francisco.iii
The drug that had been prohibited was opium and this was a
response to the immigration of Chinese people. The people of the city encouraged the enactment
of the first legislation against the smoking of opium because the citizens believed that Chinese
men were using the drug to lure women into opium houses to take advantage of them. What
36

made the opium laws unfair is that Congress decided to continue and created the Ant opium Act
of 1909. This act stated that opium could not be smoked, which does not entirely outlaw the
intake of opium to suit white Americans. Later on in 1914, Congress passed the Harrison Tax
Act. The Harrison Tax Act was another law in relation to opium, but this time also included
cocaine.iv
This time the government was not only targeting Chinese people but also African
Americans. The next drug on the list was cannabis, also known as marijuana. Marijuana was a
drug that was highly associated with the Mexican populations and by 1937; marijuana was made
illegal in almost every state.v
This form of action was known as “Mexican menace,” as some
called it this because the government had made the drug out to be something that made Mexicans
go crazy and revolt. As these ties of race and drug wars grew stronger so did the desire for
people to profit from it.
Third, there is an economic concept of the systematic destruction of those citizens that
were viewed as worthless because they use drugs. The government begins to think not only can
they exterminate those who they have taught society to hate, but they can also manipulate these
people ability to prosper economically in the process through corruption. This concept began
with isolation. Through the criminalization of drugs more people were put in prison. Drug users
were often economically isolated through laws and policies that prohibited drug use for those
under public housing.vi
Not only did these people lose their housing but also their jobs or way of
potential employment by being arrested. Hundreds of billions of tax dollars were spent on the
37

drug wars and misallocated government spending.vii
This economic concept of isolation makes
more sense when it is tied into the supply and demand concept. It has been said that the usual
consumers of drugs or users normally would buy from someone of the same race and socio-
economic background. With incarceration rates being so high and the population of those people
are Chinese, African American and Mexican then that goes to show a large numbers of white
users suggest an equally large number of white dealers; the demand for drugs are in every
community. The federal government put so much economical force and resources into the
reduction of the supply of drugs, and because of this the war on drugs created the underground
drug trade.
Today the War on Drugs has morphed into something I think we all saw coming, a
subliminal race war. The drug war has created a violent market that is responsible for many lost
lives and broken communities. The mistake the government made was trying to control the
supply of drugs when demand was never going to cease. Because of this mistake we have had to
pay through the increasing rates of organized crime, gangs and drug cartels. This aftermath has
had the greatest social, judicial, and financial impact on our society and it seems as if there is an
endless ripple effect.
38

Some ways we could have better handled drug abuse in America were one eliminate the
idea of prohibition and criminalization of drugs, and promote treatment and education. These are
strategies that could help reduce drug demand therefore influencing the drug supply.
In closing, the War on Drugs will forever be a war lost because America did not have the
proper goals. The nation would have been more successful if it overturned prohibition on drugs
as it did for alcohol. It has been proven that the legalization of certain drugs reduces violent
crimes rates as well as strengthens the economy; just take a look at Canada and Brazil.
i
"A Brief History of the Drug War." Drug Policy Alliance. Drug Policy Alliance, 2016. Web. 11 July 2016.
<http://www.drugpolicy.org/new-solutions-drug-policy/brief-history-drug-war>.
ii
Sharp, Elaine B. 1994. The Dilemma of Drug Policy in the United States. New York,
NY: HarperCollins College Publishers
iii
Gieringer, Dale. "The Opium Exclusion Act of 1909." Www.counterpunch.org. N.p., 05 Feb. 2009. Web. 11 July
2016. <http://www.counterpunch.org/2009/02/06/the-opium-exclusion-act-of-1909/>.
iv
Published. "Harrison Narcotics Tax Act of 1914." Council on Foreign Relations. Council on Foreign Relations, 17
Dec. 1914. Web. 11 July 2016. <http://www.cfr.org/drug-trafficking-and-control/harrison-narcotics-tax-act-
1914/p27928>.
v
Fieser, James. "Drugs (The Practice of Morality)." Drugs (The Practice of Morality). N.p., 1 Jan. 2015. Web. 11 July
2016. <http://www.utm.edu/staff/jfieser/class/160/3-drugs.htm>.
vi
"Against Drug Prohibition." American Civil Liberties Union. American Civil Liberties Union and the ACLU
Foundation, n.d. Web. 11 July 2016. <https://www.aclu.org/against-drug-prohibition>.
vii
Branson, Richard. "War on Drugs a Trillion-dollar Failure." CNN. Cable News Network, 7 Dec. 2012. Web. 11 July
2016. <http://www.cnn.com/2012/12/06/opinion/branson-end-war-on-drugs/>.
39

1 • The Washington Center for Internships and Academic Seminars
Criminal Justice Policy Wars (Section 3853)
Suzanne Goodney Lea, Ph.D.
Contact Info: (571) 263-1161 (voice or text) – suzanne.g.lea@gmail.com
This class meets in Room 1 of the Residential and Academic Facility (RAF) on Monday evenings from
6.30pm – 9.30pm. The RAF is located at 1005 3rd
St. NE, Washington, DC 20002.
Suzanne Goodney Lea, PhD, is a Fellow with the Interactivity Foundation, which facilitates deliberative
discussions among citizen and in university classrooms. She has provided commentary for ABC World News,
BBC, NPR, and The Guardian Unlimited. She was previously an Assistant Professor at Gallaudet University’s
Sociology Department, in Washington, DC, and Chair of Criminal Justice at Trinity Washington University,
also in DC. During the early 1990s, she taught ESL classes at Pagoda Academy in Seoul, Republic of Korea.
Dr. Lea did her graduate studies in sociology (minor: criminal justice) at Indiana University (Bloomington)
and her undergraduate work in sociology (honors) and history at the University of Michigan (Ann Arbor). Her
current research explores identity formation in the absence of “demanding others,” intimacy in the late modern
age, and the effectiveness of deliberative discourse in university classroom and among citizens. She recently
co-authored the book Let’s Talk Politics: Restoring Civility Through Exploratory Discussion and co-
facilitated the 2012 China Citizenship and Social Innovation Seed Camp at Harvard’s Kennedy School of
Government. This past spring (January – March), she was a Rotary Peace Fellow at Chulalongkorn University
in Bangkok, Thailand, where she earned a certificate in Peace & Conflict Studies.
Course Description
This course will examine key aspects of American criminal justice policy “wars,” with a special emphasis
on the War on Drugs and the War on Terror. In what significant ways does the modern-day effort to
suppress drug manufacture, distribution, and use resemble 1920’s-era alcohol Prohibition efforts, in
terms of its intentions, policy focus, and impact? How has the War on Drugs affected the nation’s
political, economic, and social trajectories? In what ways has the War on Terror impacted our nation’s
sense of security and how we regard “our fellow Americans”? When we construct social policy as a
“war” on some undesirable and often unspecified behavior, we create deep social divisions by making
monstrous enemies of our fellow citizens—be they Americans, immigrants, and members of our
broader global community.
Both of these policy wars have driven massive capital investment in the detection, monitoring, and
detention of alleged offenders but have arguably been failed, reactive approaches by most objective
measures. In the name of keeping our children and ourselves safe, we have etched deep social chasms
into our social landscape. These fissures threaten to destabilize our nation along racial, economic, and
religious fault lines. We have more prisoners in custody than does China—and they have many more
people. What alternative paths might we have taken to address our concerns about drug use and/or
terrorism? What it is about the American character that seems inclined to define policy in terms of wars
and prohibitions? Where might future policy wars be directed, and what conditions spark policy-makers
40

to start beating the war drums.
By participating in a small-group discussions over the course of the term, students will learn to
effectively facilitate, document, and participate in small, deliberative discussions that examine policy
possibilities: in this case the articulation of policy approaches that could redirect the current Wars on
Drugs and Terror into more humane and successful directions. We will explore how policy makers can
better anticipate positive and negative consequences of policy decisions. Students will learn to consider
various criteria that can be used to evaluate the potential consequences and resulting effectiveness of
criminal justice policy approaches. Students will also gain practice writing succinct and persuasive
policy statements, composing succinct book/film/exhibit reviews, and judging the reliability of
academic and other intellectual sources.
Course Goals
• Attain a more critical appreciation of the social and historical forces associated with the War on
Drugs and the War on Terror, including race, socioeconomic, and religious/cultural based fears and
inequalities, expansions in surveillance and correctional systems, urban blight, etc.
• Develop a better understanding of how social policy impacts the various components of the criminal
justice system (policing, courts, corrections).
• Develop the capacity to assess the potential consequences and ongoing effectiveness of criminal
justice polices so as to better anticipate future criminal justice policy directions and/or concerns
• Learn to facilitate and participate in effective small group deliberative discussions—as well as to
develop questions and policy ideas that will engage citizens in productive discussions of social policy.
Student Learning Outcomes Objectives
By the end of the course, students will have attained: coalition
Knowledge
• A more critical appreciation of the social forces that have driven the War on Drugs and the War on
Terror and the impact that these have had on our society as well as on Mexico, Iraq, Afghanistan,
and other nations
• A sense as to the driving forces behind our war-based approach to criminal justice policy, as well as
why and how it is that some social issues tip into the “war” realm while others do not
• An awareness of emergent criminal justice policy areas, including biologically-based efforts to detect
and correct crime, technological expansions of surveillance, policing, and enforcement efforts, and
the potential impact of environmental and/or social disasters on social stability.
Skills
• A better ability to anticipate the consequences of criminal justice policy and to assess whether a
policy is succeeding or failing
• A stronger capacity arguing for and against policy positions in an evidence-based manner
• An ability to participate in and facilitate small group deliberative discussions (teamwork, collaborative
thinking, and adaptive leadership of a small team)
41

Values/Civic Reflection
• An appreciation for the ways in which race and socioeconomic factors affect both one’s life chances
and experiences and the social policy that shapes those personal trajectories (i.e., the perspectives/life
experiences of policy makers)
• An ability to imagine civic engagement and civil disobedience approaches that could potentially
respond to a failed social policy like the War on Drugs and the War on Terror—and to examine why
this is something that each of us is morally obliged to consider
Required Texts
• Drug Crazy: How We Got Into This Mess and How We Can Get Out of It by Mike Gray (1999). Routledge
Press. [available at Amazon.com]
Recommended Secondary Readings
• 9-11: Was There an Alternative? by Noam Chomsky (2011). New York: Seven Stories Press.
• The Dark Side: The Inside Story of How The War on Terror Turned Into a War on American Ideals by
Jane Mayer (2008). New York: Doubleday.
• Drugs: America’s Holy War by Arthur Benevie (2008). Routledge Press.
• Nullification: How to Resist Federal Tyranny in the 21st
Century by Thomas E. Woods (2010). New York:
Regnery Publishing.
• Smoke and Mirrors: The War on Drugs and the Politics of Failure by Dan Baum (1997). New York:
Back Bay Books.
Course Requirements
• Midterm & Final Policy Essay Exams (50%): You will be invited to answer key questions posed at
various points in the course. Each position paper will be 5-7 pages in length (like a formal midterm
and final but done as two smaller term papers rather than as in-house exams), should be written in
the format of a formal essay (thesis, supporting points, etc.), and should include properly-cited
references to class readings. Further details will be provided.
• 3 of 7 Response Essays (25%): You will be asked to respond to prompts provided in the syllabus.
You will need to submit three of these essays during the semester. Everyone must do Response Essay D.
Everyone should also submit at least one of Essays A, B, or C.
• In-Class Small-Group Facilitated Discussions (25%): Students will be divided into one of two or
three groups. Each small group will explore topics related to the course. Students will be evaluated
based upon two criteria: Facilitating a Small Group Discussion (10%) and Participating in Small
Group Discussions (10%). It is also important to remember that, whether you are facilitating or
participating as a discussant, you are always being evaluated (I use rubrics for this). Participating
actively and effectively is an important skill as well.
• PLEASE NOTE: ALL written assignments should be submitted via the Schoolery site. You can
find rubrics to indicate how each assignment will be graded on the system, and your grade with
comments will be returned to you through that system. I will also use it to keep attendance records.
42

Grade Calculation
Midterm and Final Policy Essays 50%
Reaction Papers 25%
Small-Group Discussions (in-class) 25%
Exams
There will be no formal in-class exam, but I will expect you to write two Policy Position Papers during the
course. The due dates for these are specified in your syllabus. Taken in total, these are the equivalent of two
essay exams.
Participation
All students are expected to be in class and to be ready to participate and learn. You should thus arrive having
read the readings assigned for the day’s class—and having given yourself sufficient time to reflect on those
readings.
Please note: All students are expected to participate fully in small-group discussions over the course of the semester. Failure to
work with and support/encourage your group mates will adversely affect the associated portion (25%) of your grade.
Classroom and Grading Policies
I will use rubrics, written feedback, and verbal debriefings to give you an ongoing sense of how you are doing
in this course. If at any time you have any questions about your progress, do not hesitate to contact me.
Barring a note from a hospital (or a natural disaster), I do not accept late work. If I am feeling charitable, I
may take a late Policy Paper and subtract 10% of your grade as a penalty for the tardiness. Since you have
seven opportunities to do a reaction paper, I will not accept any late reaction papers. Final papers are
ABSOLUTELY due by 8/1/2016. If you are absent from your group during any week of class, you will
receive a zero for that day’s small-group discussion. You MUST be in class to participate in your small-group
discussions. If you miss a day on which you are assigned to facilitate, you will receive a zero for that portion
of your grade and not allowed to make up the assignment (the one exception to this would be if you were
hospitalized [or affected by a natural disaster…]). This is a very truncated semester, and I cannot give you
credit for learning you have missed.
I expect all students to be in class on time and ready to learn. Everyone should, as a rule, do the readings in
advance of class. I also expect that all students will be respectful to and encouraging of one another at all
times. I will extend the same courtesy to each of you and expect the same in return. When someone seems
unlikeable or annoying, be curious and get to know them—and what it is in you that is reacting to them. If
you are confused, ask. If you feel very sure of yourself, start getting curious about your certainty. We’re here
to learn as a group in a unique forum that brings together students from all across the country. I hope that we
can all be open and exploratory in our weeks together. Some of you may find the small-group discussions to
be very frustrating and challenging. I promise you, though, that if you let yourself go with it and learn from it,
you’ll get more from this experience than you will from others you’ll encounter during your undergraduate
studies.
Attendance Policy
All students are expected to be present for all classes. I will accommodate one absence, if excused. Any more
than one absence will result in a 50% deduction to your participation (“Small Group Discussion”) participation
grade.
43

Disclaimer
Readings, assignments and due dates may be subject to change over the course of the semester. I will advise
you of any changes and present them to you in writing.
Class Schedule
June 6: Criminal Justice Policy Wars—With whom are we at war, exactly?
Welcome / Getting Acquainted
Initial Explorations of Course Content/Structure/Format:
• Why did you register for this course? What about the topic interests you?
• What concerns and questions do you have about the course topic?
• What expectations do you have regarding our time together (i.e., expectations of my role, your role,
how we should all work together, etc.)?
• What do you hope to have learned or better understand by the end of this course?
• How can you best demonstrate your learning to me?
Facilitated Discussion: Prohibition, Moral Panics, and Policy Wars 101 / The Gradual Erosion of Civil Rights
June 13: Moral Panics-- The Heart & Soul of Policy Wars
Part I of The Central Park Five (in-class video)
Please read the following before class:
• Chapters 1-4 of Mike Gray’s Drug Crazy
• “To Catch a Predator? The MySpace Moral Panic” by Alicia E. Marwick (First Monday 13(6): June
2, 2008): http://journals.uic.edu/ojs/index.php/fm/article/view/2152/1966
• OPTIONAL: Prostitution and Trafficking—The Anatomy of a Moral Panic by Nick Davies (The
Guardian, October 19, 2009): http://www.guardian.co.uk/uk/2009/oct/20/trafficking-numbers-
women-exaggerated
Response Essay Option A: Write a one-page essay describing another example of a moral panic and how your
proposed example manifests the key aspects that define a moral panic. (DUE AT START OF CLASS ON
6/13)
Facilitated Discussion: What is a moral panic and what are its key aspects? How does the concept of a moral
panic help us to understand how policy wars emerge?
44

June 20: Prohibition and America’s War on Drugs
Grass (in-class video)
Please read the following before class:
• Harry G. Levine and Craig Reinarman (2004), Alcohol prohibition and drug prohibition. Lessons
from alcohol policy for drug policy. Amsterdam: CEDRO. http://www.cedro-
uva.org/lib/levine.alcohol.html
Response Essay Option B: Write a one-page essay discussing whether or not America is especially inclined
towards temperance and prohibitions. (DUE AT START OF CLASS ON 6/20)
Facilitated Discussion: Is America’s reticence towards marijuana finally lifting? What does this say about our
inclination towards temperance? Are we getting to a point where we’re more tolerant of other’s private
vices—assuming they do no harm to others and are afforded to consenting adults? What factors make it
difficult for Americans to be tolerant in that way? (NOTE: EVERYONE please bring in one recent
[published in the last 3 months] article arguing about how dangerous marijuana is. DUE 6/20.)
June 27: Class, Race, and the War on Drugs
Please read/view the following before class:
• “Chasing Heroin,” a Frontline film (about 2 hours):
http://www.pbs.org/wgbh/frontline/film/chasing-heroin/
• http://www.pbs.org/wgbh/frontline/article/how-the-heroin-epidemic-differs-in-communities-of-color/
• http://davidsimon.com/a-fight-to-the-last-mexican/
• “The Right and the Drug War” by Anthony Gregory
http://www.theamericanconservative.com/articles/the-right-the-drug-war/
Response Essay Option C: Write a 1-page response to either Simon or Gregory. With whom are you most
inclined to agree/disagree? (DUE AT START OF CLASS ON 6/27)
Facilitated Discussion: What concerns drive the war on drugs? How do these concerns differ between right-
leaning and left-leaning Americans? What do you think of Simon’s claim that the war on drugs is really a war
on the black, urban, poor in an effort by middle and upper-middle class Americans to “keep my kids safe”?
How does the nation’s response to the heroin crisis support or contradict Simon’s claim? Considering the
current response to heroin, do you think the drug war’s focus on black, urban youth an intended or unintended
consequence of U.S. drug policy?
45

July 4: No Class Meeting – Visit the Newseum’s 9/11 Exhibit (or, if you’d like, make a trip up to the new
9/11 museum in Manhattan)
EVERYONE must do Response Essay D.
Response Essay Option D: Write a 2-page response to the Newseum’s (or the NYC memorial) exhibit
exploring America’s response to 9/11. (DUE at the start of class on 7/11)
Policy Essay I (Midterm)-- DUE JULY 11: Connecting the Dots: What social, economic, and policy factors
drove the war on drugs? How has it morphed since the mid 1980s? What alternative policy responses might
our society make, going forward, to address the demand for v. the distribution of drugs? Write 5-7 page essay
discussing your responses to these questions, being sure to explicitly present and discuss at least three
alternative policy responses. (DUE BY 11:59pm on JULY 11, 2016)
July 11: Exploring Alternative Responses to 9/11
Please read/view before class:
• “Coping with 9/11: Alternative to the War Paradigm” by Matthew Evangelista (6/16/2011)
http://beyonddiversity.dnr.cornell.edu/sites/beyonddiversity.dnr.cornell.edu/files/Coping%20with%20
9-11_Evangelista_0_0.pdf
• Optional (but strongly encouraged): Noam Chomsky’s 9-11: Was There an Alternative? (New
York: Seven Stories Press, 2011)
o https://www.amazon.com/9-11-There-Alternative-Media-Books-
ebook/dp/B004J4X780?ie=UTF8&btkr=1&redirect=true&ref_=dp-kindle-redirect
o http://www.democracynow.org/2011/9/13/noam_chomsky_looking_back_on_9 (Democracy
Now video summary/interview)
Facilitated Discussion: Work within your group to come up with at least four alternative responses to 9/11.
July 18: How We Built a War on Terror-- & How We Can Redirect It
Please read/view before class:
• The Lost Decade (The Claremont Institute)
http://www.claremont.org/publications/crb/id.1878/article_detail.asp
• The GOP’s Vietnam by Daniel McCarthy: http://www.theamericanconservative.com/articles/the-
gops-vietnam-212/
• ISIS Recruitment of Children: http://www.pbs.org/wgbh/frontline/film/children-of-isis/
• Why do youth join gangs? (keep clicking ‘next’ at the bottom of the page until you get to the
References section): http://www.ojjdp.gov/jjbulletin/9808/why.html
• Radicalization of Youth in Minneapolis: http://www.usnews.com/news/the-
report/articles/2015/07/02/minneapolis-somali-community-struggles-with-islamic-state-recruitment
• De-radicalization Efforts in the U.S.: http://www.pbs.org/wgbh/frontline/article/deradicalization-is-
coming-to-america-does-it-work/
• OPTIONAL: Un-Becoming Maoist in Nepal:
http://www.academia.edu/3242219/A_New_Way_of_Being_Young_in_Nepal_the_Idea_of_Maoist_
Youth_and_Birth_of_a_New_Man
46

Response Essay Option E: Write a 1-page response to McCarthy’s essay. In what ways does the American
response to 9/11 parallel and differ from the US becoming involved in Vietnam? How are the impacts of our
involvements in these protracted wars similar/different? (DUE AT THE START OF CLASS ON 7/18)
or Response Essay Option F: In what ways are the pathways to gang membership similar or different from
those that lead to radicalization of Muslim youth—or of Nepalese youth being drawn in as Maoist freedom
fighters? Do, as Foucault suggests, particular historical situations provide people with a range of cultural
models for molding oneself into a particular kind of person? What does that say of the siren song that jihad
seems to sing to many young people? (DUE AT THE START OF CLASS ON 7/18)
Facilitated Discussion: In what ways does the American response to 9/11 parallel and differ from the US
becoming involved in Vietnam? How are the impacts of our involvements in these protracted wars
similar/different? What causes young people to become radicalized to the jihad movement? How is this
similar/different from how youth might become involved in gangs/militaristic movements?
July 25 & August 1: Surveillance and the Constitution
View The United States of Secrets (Frontline documentary): http://www.pbs.org/wgbh/pages/frontline/united-
states-of-secrets/ PARTS I & II (view by 7/25; Note: This is, in total, a three-hour documentary, so plan
ahead.)
Response Essay Option G: How has the U.S. response to 9/11 compromised our privacy and personal
liberties? Given technological advances, was such a compromise bound to happen eventually? Should
Americans be concerned about the extent to which they are being observed and monitored? Why or why not?
(DUE AT THE START OF CLASS ON 7/25)
Facilitated Discussion: How has the U.S. response to 9/11 compromised our privacy and personal liberties?
Given technological advances, was such a ‘compromise’ bound to happen eventually? Should we be
concerned? Why or why not?
Policy Essay II (Final Exam): Discuss America’s response to 9/11 and how it might have been different.
What policy approaches might we have engaged that we did not? Why were we so quick to rush into war? In
what ways did our rush to war compromise our freedom and our economy? Submit an essay of 5-7 pages
discussing these questions, being sure to discuss freedom v. security concerns and at least three alternative
policy approaches that the US did not engage in response to 9/11. (DUE BY 11:59PM ON AUGUST 1)
47

TWC Course Policies
For a detailed list of all TWC policies, please refer to your student handbook.
Professionalism
We strongly encourage students to be professional at all times.
Equal Opportunity/Affirmative Action
The Washington Center actively subscribes to a policy of equal opportunity in education.
Class Cancellation
Students are expected to attend every class period as scheduled unless there is an unavoidable circumstance or
illness. Classes do not meet on federal holidays; however, your professor may elect to reschedule the class for
another evening to make-up time and work.
Verbal, Sexual, Ethnic/Racial Harassment
The Washington Center does not tolerate harassment of any nature. Verbal, sexual, ethnic and or racial
harassment in any way of its students, staff, and faculty are prohibited. The Washington Center advises
students to notify their Program Advisor if they believe they may have been exposed to sexual or verbal
harassment.
Disability Services
If you are a student who is defined under the American with Disabilities Act and requires assistance or support
services, please inform The Washington Center's disability coordinator, by emailing
disabilityservices@twc.edu. The coordinator will organize such services as note takers, readers, sign language
interpreters, etc. If you need course adaptations or accommodations because of a disability, if you have
emergency medical information to share, or if you need special arrangements in case the building must be
evacuated, please make an appointment to speak with disability services upon arrival. Disability services
information is available on online at ww.twc.edu/disability_services.shtml.
Academic Misconduct
Academic misconduct includes, but is not limited to the acts listed here. For a full statement of the policy of
TWC on academic misconduct, please refer to the TWC Academic Course Handbook. The Washington
Center reserves the right to impose penalties and sanctions for any incident of academic misconduct up to and
including failure for the course and expulsion from the program.
1. Plagiarism. Plagiarism is a form of academic misconduct and is considered academic fraud. It is an
attempt to receive a grade or other credit that would not be granted if the instructor or others knew the full
truth. Plagiarism occurs when someone copies or takes the intellectual work of another as one’s own, and
fails to properly reference or provide proper and fully adequate attribution to the original author of the
work. Plagiarism may be either intentional or unintentional. Plagiarism may also take the form of self-
plagiarism in the event of trying to submit work done for another course or program for credit without the
express permission of instructor.
2. Cheating. The use of notes or books when prohibited, and the assistance of another student while
completing a quiz or an exam, or the providing of information to another individual for this purpose, unless
such collaboration is approved by the course instructor.
3. Falsification. The improper alteration of any record, document or evaluation.
48

4. Obstruction. Behaving in a disruptive manner or participating in activities that interfere with the
educational mission of The Washington Center at lectures, courses, meetings or other sponsored events.
5. Absenteeism. The chronic failure to attend program components (including internship, internship courses,
or other scheduled activities) without a valid reason or prior notification. Missing two or more classes
might result in a lower grade evaluation for the course. Also, in such cases your instructor will notify the
courses coordinator, who will notify your program advisor and possibly your campus liaison.
6. Disruptive Behavior. Any behavior, whether active or passive, that interferes with the environment of
teaching and learning or tone of professionalism as established by the instructor.
7. Complicity in any act of academic misconduct by another person.
Student Grievances
If students have a problem with their instructor, the course material, class format, or other aspects of the
course, they should speak to the instructor first. If that is not possible or they choose otherwise, students should
speak with the course coordinator who will arrange a conference in consultation with the managing director for
academic affairs. If students wish to make a formal complaint, they must submit it in writing to the course
coordinator at courses@twc.edu. The course coordinator will relay it to the director of academic affairs, who
will investigate the situation and will consult the relevant parties and inform the student of the progress of the
investigation in order to come to a resolution of the situation.
49

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