Job Search and Networking

T he University Professional Internship Program operates with a 6 person staff:
Director - Troy Nunamaker, M.Ed., M.H.R.D.
• Directs program, program guidelines and budget
• Coordinates staff and serves as primary liaison and spokesperson for the program
• Provides career programs, advising and counseling
Associate Director—Caren Kelley-Hall, Ed.D., C.P.R.W.
• Conducts site visits and coordinates career internship course
• Manages mentor and intern programs, assessments and reporting
• Provides career programs, advising and counseling
Assistant Director--Lisa Robinson, J.D.
• Conducts site visits, assists with mentor and intern programs
• Provides career programs, advising and counseling
University Professional Internship Counselor--Jenna Tucker, M.Ed.
• Conducts site visits and assists with UPIC programming
• Provides career programs, advising and counseling
Program Coordinators, Colleen Lashley and Stacey Huddleston
• Manages job postings, intern hiring and payroll
• Assists with mentor and intern programs
UPIC Graduate Assistant –Morgan Clardy
UPIC Optimization Intern—Henrietta Maindidze
The UPIC program began when President Barker came
up with the idea to provide targeted experiential
learning opportunities to students on campus. – Part of
the 2020 road map
We are fortunate to have approval and support at
highest level to make this a reality.
Students who are engaged
in a solid and reputable
on-campus internship
program will achieve a
heightened sense of career
readiness and
Student Engagement
A carefully
planned internship
proper supervision
and mentorship
make all the
Mentored Career
2012-2013 UPIC provided over 200
experiential learning opportunities and we are
expanding to provide 500 additional internships
by Fall 2014
“work experience related to a student’s
major and/or career interest.”
Cooperative Education and Internship Association (CEIA)
Internships are often referred to as "experiential
learning - unlike classroom learning, the
student gains this knowledge not from lectures,
reading, and exams, but rather from on-thejob experience.
Connected to learning
Intentional supervision
Not connected to
learning outcomes
and mentoring
Paid position
Paid position
Benefits the student
Benefits the organization
Task driven work
and university
Project driven work
UPIC Internship
Part-Time Work
Talented &
Interns at
of Clemson
Interns in
the Field
Shift in mindset
On-Campus Internships are:
 Structured
 Intentional
 Supervised/Mentored
Offer in-depth, out-of-class, and field-based
discovery learning
Transferable Skills:
Communication Skills
Critical Thinking Skills
Interpersonal Skills
Leadership Skills
Eight General Education
Assessed during staff site visit
questions and final evaluations
Arts and Humanities
Critical Thinking
Cross-Cultural Awareness
Ethical Judgment
Natural Science
Science Technology and
Social Sciences
Relationship to internship
assessed during final evaluation
survey questions
The online Internship Course (INT) is mandatory for all UPIC interns and is
linked to the program to serve several purposes:
To align the internship more closely to
an academic component
To certify that learning outcomes are in fact accomplished.
To provide students with an official transcript designation upon
successful completion
Deadline to hire or rehire:
All interns must be hired and enrolled in the UPIC INT course by May 21 (the last day to drop a
class or withdraw without a W). Mentors should verify their intern’s INT course enrollment upon
completion of all hiring paperwork.
Unable to continue internship and INT course:
If your intern is unable to continue the internship due to unforeseen circumstances, the UPIC staff
will evaluate the instance if notified before July 8 (the last day to drop a class or withdraw from
the University without final grades). Mentors should provide the UPIC staff with additional
information and/or statement/ Once the circumstance is confirmed and ratified by UPIC staff, the
student will be dropped from course and terminated from the program. Any request for
termination and INT course drop received after July 8 will be processed by the Registrar’s office.
Complete emailed assignments:
*Internship Quiz
*Goals Statement
*Reflection Paper
*Photo Release Form
*Submit Photos
*Final Evaluation
Assessment information is gathered via site
visit observations and reports – forms are
used to capture site visit information.
A site visit rubric along with the
Transferable Skills Sheet further informs
evaluation of skill development
Summary of your
experience so far
What are your goals for
this internship?
How are you being
challenged and
What are your goals for
your intern
What type of
opportunities are you
What future projects
do you have planned to
foster development?
Interns check off their skill
development in several
categories, for example:
Communication Skills
 Public presentations
 Editing skills
 Articulating original ideas
Critical Thinking Skills
 Identify problems
 Examine data
 Analyze connections
Interpersonal Skills
 Understand group dynamics
 Develop rapport
 Provide support
Leadership Skills
 Organize/manage projects
 Set goals priorities
 Coordinate tasks
Fostering Good
Committed and capable of developing student
interns as it relates to their career
Comply with the expectations of the UPIC Program:
 Provide Updates
 Participate in Site Visits
 Provide Mentoring
 Submit Final Evaluations
Enthusiastic about program
Willing and able to spend time with interns
Interested in teaching, working with interns
Knowledgeable in technical areas
Comfortable providing on-going feedback
Set the tone for a positive experience
Create a Welcome Packet
A welcome letter
Departmental/area profile
(accomplishments, organizational
chart and contact information)
Intern description and responsibilities
Nametag, key, mailbox, access to shared drives etc.
Office etiquette and dress code
Calendar of events
(deadlines, important dates, staff meetings)
Email the office alerting them of the arrival of your
new intern
Provide a brief biography about the intern: major,
career goals, etc.
Colleagues can make your new intern feel welcome
by initiating introductions and answering questions
when possible
Orient your new intern
 Provide a welcome packet
 Take a tour and introduce them
Start your intern on assignments
 Even on day 1
 Excited and ready to learn
Studies have shown that interns who are familiarized early on
with their host site are more productive early on than those who
are not as well orientated.
Set a schedule to meet with intern
 Should be on a regular basis
 Provide feedback and ensure projects are on track
Encourage intern to keep a list of non‐urgent
 Can tackle these on a weekly basis
 Not directly related to project progress
Review: Expectations; Projects; and Responsibilities
Set goals and establish any additional learning
Provide professional development opportunities:
* Training
* Meeting attendance
* Conferences/seminars
Performance concerns from student interns arise
just as they do with any full‐time employees
Provide and solicit feedback from intern
Cultivate personal strengths and natural aptitudes
Provide interns with a sense of accomplishment
Interns who feel valued
fuel positive word of mouth
Make improvements and enhance internship opportunities
through constant and consistent review
Full-time: $14.00 per hour, 320 required hours
(all students capped at 28 hours/week)
Part-time: $10.00 per hour, 160 required hours
(student can plan for 10-15 hours/week)
Until further notice, the UPIC program will continue
to utilize paper timesheets for intern payroll in
Spring 2014. For any questions related to human
resources or intern payroll, please contact Colleen
Lashley at [email protected]
Now that you have finished viewing this PowerPoint presentation, please send a
notification email with your name and department to [email protected] and
mention “Mentor Training Completion” in the subject line.
Please complete our training evaluation survey
University Professional Internships and Co-op Program (UPIC)
314 Hendrix Student Center
Main Line: (864) 656-0282

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