2024 Internship

Reflection

As part of our graduate degree program, I was asked to complete 100 hours of service work in an instructional design internship. I chose to work with the Church I had recently been attending, Circular Congregational Church, located in downtown Charleston, SC.
After speaking with the Church and the youth ministry, I concluded that I should focus my work on creating solutions for the older youth, grades 6-12 since the engagement was declining. With this in mind, I was entrusted with developing a learning course for their youth ministry that aligned with the Church's core values.

Applying instructional design principles within this faith-centered environment was challenging but also very rewarding, pushing me to grow significantly. Although I was familiar with the feeling of being in a church and church setting, I was new to the environment and the congregation. Choosing this internship was not only a way for me to get comfortable with my new surroundings but also a way for me to get to know the Church and its theology much better.
From the beginning, I focused on my connection with my mentor, Youth Minister Brandy Bays. Open communication was vital as we defined the project's scope and identified the youth's needs. Drafting the internship contract initially seemed overwhelming, but it proved essential for setting expectations and timelines and keeping me accountable. This was the very first contract that I had created, so it was a good experience for me. Dr. Grant helped me refine my contract to make sure it made sense for me and the Church.

I knew the religious subject required sensitivity, and I recognized my limited background in this area. This pushed me to rely on my mentor for guidance, ensuring the content I developed was both respectful and suitable. I would ask her to review the elements that I intended to add before I began conducting research or looking into reference material. Understanding the target audience was key to creating the course. So, I surveyed the group, and while the response rate was modest (seven out of ten), the feedback provided valuable insights. It was enlightening to learn that many felt knowledgeable about Jesus and recognized his influence, even if they didn't identify as religious. This, to me, said that revisiting the scripture in ways that aligned with today's environment and political discussions could help to reinforce His teachings and begin to resurface the importance of His work to help build or rebuild faith in our youth.
Crafting learning objectives demanded careful consideration, as faith-based learning outcomes can be subjective. Close collaboration with my mentor helped me navigate this successfully. I wanted to ensure the objectives weren't rigid and felt achievable.

Developing the storyboard and content was the most demanding phase. Lacking subject expertise meant researching extensively, using articles, videos, biblical texts, and existing curricula. I took a human-centered approach, using storytelling and reflection exercises to link biblical teachings with issues they would recognize, allowing them to relate to the content or at least think critically about its implications. The design element of this course emphasized the importance of thorough front-end analysis and detailed storyboarding as the foundation for the final design. I chose tools like PowerPoint (storyboard) and Articulate Rise (prototype) with accessibility and learner experience in mind. Throughout this project, I continually reflected on and evaluated my progress. Content development posed challenges, but these experiences taught me the value of a systematic design approach, collaboration, and feedback. I relied heavily on my mentor's guidance to ensure that I was staying the course regarding religious teaching and that the project aligned with the Church's ethos.

This internship proved to be very rewarding for both the youth ministry and myself. The work to complete the content provided a profound learning experience where I applied theoretical knowledge in a heartfelt way. I navigated the instructional design process from analysis to prototype within the specific context of a church. Through careful planning, a learner-centered design and learner-focused approach, dynamic research, reflection, and strong mentorship, I not only met the project goals but also grew significantly in applying my instructional design skills in a meaningful and memorable way. I am now also an official member of the congregation.