Higher Education Administration and Policy Internship Handbook · 2020-05-22 · Higher Education...

Higher Education Administration and Policy

Internship Handbook

©2015 MS in Higher Education Administration and Policy ProgramSchool of Education and Social Policy • Northwestern University

2120 Campus Drive, Suite 132Evanston, IL 60208

Phone 847-491-7526 Fax 847-467-1724

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Lois Trautvetter, Ph.D.Director and Associate ProfessorNorthwestern UniversitySchool of Education and Social PolicyMaster of Science in Higher Education Administration and Policy Program

Thank you for your interest in the Master of Science in Higher Education Administration and Policy Program’s internship experience! One important expectation of the program is that all of our graduates will have significant work experience in higher education. Through internships students are able to try out different career opportunities in the field, enhance their employment credentials, and gain valuable professional experience.

Internships allow students to connect classroom learning to real-world implications in professional practice. By integrating classroom and experiential learning, students are challenged to apply theoretical knowledge to inform professional practice and cultivate questions from practice to illuminate and validate theory. We believe that internships enhance the overall academic and professional preparation and employment credentials of graduates and are an important aspect of students’ career development.

This internship handbook attempts to answer some of your questions about how the internship experience may benefit both students and supervisors. If you have additional questions, please contact Dr. Lois Trautvetter at [email protected] or 847-491-3901 or visit our website http://www.sesp.northwestern.edu/higher-education/internships/index.html

“The graduate assistantship in Northwestern’s McCormick Office of Personal Development was invaluable in preparing me for my current position. The opportunity to regularly advise students and collaborate with the Assistant Dean and Assistant Director in McCormick not only provided me with the skills and confidence to facilitate student development in practice, but did so in a fun, innovative and rewarding environment.” -Claire VeNard (MS13)

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Table of Contents

About the Program 4

About our Students 6

About the Internship 7

Internship Funding 9

Information for Supervisors 11

Information for Students 14

Profiles of Interns 18

Internship Forms for Supervisors 20

Internship Description Examples 25

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“In my internship I’ve done a wide variety of projects, including advising students, planning events, working with other professional staff on committees, re-writing a program’s mission statement, and lots of assessment and student interaction.”

-Kate Schultz (MS13)The Master of Science in Higher Education Administration and Policy Program prepares reflective and dynamic leaders for careers in higher education. The program is part of the School of Education and Social Policy at Northwestern University, which is consistently ranked among the nation’s top graduate schools of education by U. S. News & World Report. Alumni work in colleges and universities, governmental agencies and consulting firms concerned with higher education. Students can pursue the degree on a part-time or full-time basis. All required courses meet in the evenings to allow students to pursue internships and full-time jobs during the day.

Several components make the Master of Science in Higher Education Administration and Policy degree stand out among similar programs:

CurriculumThe broad curriculum is designed to expose students to the full institutional and social context of the American higher education system. The course of study helps students to consider all of the important factors and stakeholders that will impact their professional practice. The program’s faculty consists of both practitioners and researchers in higher education who bring decades of experience and real-world context to the classroom. Experience with a wide range of careers and functions within higher education through internships and other opportunities gives our students and alumni career flexibility and helps them discover what types of positions most closely fit their interests.

Research ExperienceA key element of the program is the Master’s Project, which allows students to conduct in-depth research on a higher education-related question of personal interest. Students are guided through the research with a three-course sequence that takes place over the course of one academic year. This Master’s Project process equips students with the skills necessary to assess problems in higher education through systematic study and deliberate action. While each student conducts research independently, they are also supported by a small group of peers and a research coach who review proposals, discusses research methodology, and provides feedback. This group-based approach is unique to Northwestern’s program and consistently helps students produce high-quality research. Some students may find that an internship experience opens their eyes to an issue or question they never considered before and use that as a launching point for their research topic. When this happens the student generally shares their findings with the internship site.

Career PlacementThe combination of academic preparation, research and assessment skills and practical field experience prepares students for successful careers in higher education. Graduates have careers in fields including student affairs, admissions and enrollment management, academic affairs, financial aid, government and community relations, policy analysis, development and alumni relations, athletics administration, institutional research, change management, and international education.

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Job placement of program graduates is consistently above 90 percent within three months of graduation, and salaries are competitive for the field. The real-world preparation and networking opportunities that internships provide contribute significantly to our students’ career success. Students also take advantage of the exceptional career placement services offered by the program, including workshops on resumes, interviewing and professional networking and a dedicated higher education administration career coach.

Student AffairsAthletics AdministrationCareer CounselingFraternity and Sorority LifeLGBT ResourcesMulticultural Student AffairsNew Student OrientationResidential LifeServices for Students with DisabilitiesStudent Activities and OrganizationsStudent Conduct and Judicial AffairsStudent Health and Wellness

Academic AffairsAcademic AdvisingAcademic ProgrammingFaculty Development

International EducationStudy AbroadTeaching and Learning Centers

Central AdministrationChange ManagementFinancial AdministrationGovernment and Community RelationsInstitutional Research and PolicyPresident’s OfficeProvost’s OfficeStrategic Planning

Enrollment ManagementAdmissionCollege CounselingFinancial Aid

Higher Education AccessRegistrar’s Office

Policy, Government and Other OrganizationsConsultingEducation InstitutesFoundationsNational and State GovernmentNonprofit ManagementPolicy AnalysisPolicy Compliance

DevelopmentAlumni RelationsCorporate RelationsFundraising

Graduates’ Areas of Employment

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“I came to the master’s program as a career-changer with admittedly little sense of career direction. My internships have allowed me to explore a wide range of higher education career options in a relatively short period of time, better contextualize my coursework, gain invaluable work skills and experiences, and find some of that career direction I lacked upon entering the program.”

-Andrew Seidler (MS10)

Students in the Master of Science in Higher Education Administration and Policy Program come from a wide variety of educational and professional backgrounds. This diversity adds depth to classroom discussions and translates into fresh perspectives in an internship environment. What all students have in common is intelligence, dedication and the desire for a rewarding career in higher education administration. Students in the program typically fall into one of the following categories:

• Career Launchers typically were introduced to the field of higher education through undergraduate experiences like serving as student leaders, holding a position in residential life, or working in a campus office. Finding these roles to be a good fit with their skills and the college or university setting to be an appealing work environment, they are pursuing the degree as a strong foundation on which to build their careers.

• Career Changers have acquired expertise in fields such as law, business, psychology, teaching, and many others and now wish to apply their skills to the field of higher education. For them, the master’s degree is a credibility-enhancer and a credential which will help them transition into the field more quickly, easily, and at a higher level than they otherwise would.

• Career Advancers currently hold administrative positions within higher education institutions and seek the degree to further their knowledge and promotion potential. Already possessing practical experience, they thrive on the opportunity to improve their performance through theory and reflection. In general, these students waive the internship requirement and opt to take an elective course in its place. However, some students opt to pursue an internship or smaller-scale work opportunity or project to gain experience in a new area of higher education.

• Lifelong Learners already hold terminal degrees, but are interested in the field of higher education administration. For example, faculty members who may be anticipating leadership roles in their institutions may be in this category.

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“My supervisor was a wonderful networking resource and always willing to act as a mentor for me... provided me with many opportunities to learn and grow.” -Rebecca Pinchuk (MS15)

Internships allow students to connect classroom learning to real-world implications in professional practice. Work opportunities can be labeled as Internships or Graduate Assistantships, depending on the office. The internship requirement can be fulfilled by a number of different types of field experiences, provided that they are substantive work and learning opportunities.

The length of the internships and the number of hours worked each week can vary depending on the needs of the employing department. Most internships are 20 hours per week and 6-12 months in length. At least 200 internship hours in one position are required to receive academic credit (see the Academic Requirements section), although many students choose a longer internship and/or complete multiple internships in different areas of higher education administration. Even internships and work experiences that are project-based or less than 200 hours can be useful in terms of providing the student with additional experience, practical skills and networking connections that could play a role in helping to cement a job upon graduation.

Internships generally take place during the weekday. Since all of our program’s core courses are taught in the evening, there are very few scheduling conflicts. Some internships may require evening or weekend hours. Students cannot miss classes for internships.

For students who work full-time during the day but wish to have an internship or work opportunity experience, the program is sometimes able to find internships that are scheduled on weekends or that are project-based and do not require the student to be on-site regularly.

Most internships are paid, and payment for internships is one of the primary sources of funding for students. Compensation is set by the department employing the intern, except in certain cases where partial funding is provided through federal work study funds (see the Internship Funding section).

At the start of each internship the intern and supervisor mush fill out and submit the Internship Contract Form, which can be found near the end of this handbook. The Internship Contract outlines the terms of the internship, including the types of projects and tasks the intern will take on. The contract must be approved by the Director of the Higher Education Administration and Policy Program for the student to receive academic credit. Even if academic credit is not being sought, the Internship Contract is needed in order to keep track of placements and provide support to all students and supervisors. Since some of our students have multiple internships or work opportunities, it is helpful to keep track of all these experiences.

All interns must be matriculated, degree-seeking students.

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Benefit of Internship for StudentsInternships offer a wealth of advantages to students. They are an ideal opportunity to put classroom learning and theories into practice in a structured, guided environment. Interns receive mentorship from their supervisors and colleagues, as well as the start of a professional network that can last throughout their careers. In the internship students build new professional skills and develop an understanding of the skills, knowledge and attributes they will need to enter their intended career area. Additionally, students can use internships as an opportunity to try out positions in different areas of higher education administration to find the best career fit. This combination of factors can potentially place interns ahead of the pack upon looking for full-time employment in higher education.

Benefit of Internship for SupervisorsHosting an intern provides supervisors with a collaborator who offers talent, dedicated hard work and an informed, yet fresh perspective to higher education. Master of Science in Higher Education Administration and Policy students have broad preparation and are able to consider issues from multiple angles. Supervisors often hire an intern in order to complete projects, research or initiatives that the full-time staff cannot take on in their departments, while many departments host an intern each year to perform specific funtions within the department.

Additionally, hosting interns gives supervisors a pool of talented new recruits for potential full-time positions. They are already versed in the department’s mission and culture, familiar with fellow employees and tend to be significantly more qualified than outside candidates.

Where Students InternInternships are available in a wide variety of areas. Past internships have included the following areas:

Academic Programming Government Relations and PolicyAdmissions/Enrollment Management Health Promotion and WellnessAdvising Institutional ResearchAlumni Relations and Development International Education and ProgramsAthletics Administration LGBTQ Student Resources Career Services Multicultural Student Affairs Civic Engagement and Volunteerism New Student OrientationCollege Readiness Programs Residential LifeCommunity College Administration Services for Students with Disabilities Development and Fundraising Strategic and Change Management Diversity and Inclusion Student Conduct and Judicial Affairs Events Management Student Leadership and Involvement Faculty Development Student OrganizationsFinancial Aid Study AbroadFraternity and Sorority Life Teaching and Learning Centers

What Interns DoThe internship offers students the opportunity to take on a high level of responsibility and gain invaluable experience. Internship responsibilities may include the following:*

• Adjudicating student conduct hearings• Advising students individually and in groups• Creating and implementing marketing campaigns• Designing workshops and programs• Developing and distributing surveys; analyzing and presenting results• Developing databases• Evaluating programs qualitatively and quantitatively• Leading teams• Monitoring legislative and policy initiatives• Planning events• Reading undergraduate admissions applications• Researching best practices • Supervising student workers

* This is not meant to be an exhaustive list.

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“I like that my supervisor knows my goals and feels really strongly about helping me achieve them. She works hard to give me projects and tasks that are specific to what I want to do. She also gives me advice about things to work on or learn that will benefit me in getting a job and working in the field.”

-Corinne Smith (MS16)

Besides valuable experience, internships provide financial aid to Master of Science in Higher Education Administration and Policy students. Many rely on the funding offered by internships to help with daily living expenses and tuition while working toward their degree.

Departmentally Funded InternshipsThis is the most typical type of internship funding in the Master of Science in Higher Education Administration and Policy program. Departments from Northwestern University and a variety of Chicago area colleges, universities and other organizations decide to host an intern and determine the compensation for the internship. Student interns are usually processed and paid as a temporary or part-time employee or given a stipend each quarter. Many of our current internships offer about $4,500/ quarter for 200 hours of work ($22.50 per hour), but compensation varies (present range is from ~$16-$25). The length of the internship and number of hours required each week can also vary.

Federally Funded InternshipsThe Master of Science in Higher Education Administration and Policy staff has developed a federally funded internship program to help offset graduate school expenses. In this program, 70% of an intern’s pay comes from federal work study funds and 30% comes from the department employing the intern. Federally funded internships may be in a variety of departments at Northwestern University. Federal work-study money is not available for students who intern at other institutions.

Federally funded interns will work 200 hours per quarter (approximately 20 hours per week). Compensation is $4,500 per quarter ($22.50 per hour). Internships may last between one and five quarters, and no federal internship funding is available during the summer months.

There are a limited number of these internships available each year, and the majority of these positions are awarded to matriculated, full-time students who apply for the early admission deadline in January. These positions are awarded on the basis of previous academic achievement, an interview, and a match between a student who is awarded a federally funded internship and a Northwestern department that is able to host that intern. Because we have such a limited number of federally funded internship quarters to award, it is very common for a department to get federal funding for some quarters and pay some quarters completely from their department’s budget.

To be eligible for consideration, students must be United States citizens or permanent residents and complete and submit a Free Application for Federal Student Aid (FAFSA), which is available online at www.fafsa.ed.gov. Applicants should indicate that they would like to be considered for federally funded internships on the Financial Aid section of the online application form. Internship placement is coordinated by the Master of Science in Higher Education Administration and Policy Program staff, who work with departments that want a federally funded intern.

Information about how to process payment for federally funded interns is in the “Information for Supervisors” section of this handbook.

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Internships Offering Free Room and BoardAs an added financial benefit, some positions offer free or reduced priced housing on- or off-campus. For example, Northwestern University and other institutions’ Residential Life departments regularly hire interns for live-on positions where they receive free on-campus room and board as part of their internship. Greek organizations also hire students for live-on house director positions in fraternity and sorority houses.

Professional Development Funding for InternsWhile certainly not required, some departments and institutions are able to offer their interns professional development money to attend conferences and pay membership dues for professional organizations.

Tax Information for InternsTaxation on money earned in internships varies slightly from taxation on other kinds of income. Graduate students’ don’t pay FICA (for Social Security and Medicare - typically a little less than 10% of earnings) from their graduate assistantship stipends. In order for FICA to not be taken out students need to be registered for courses before starting the internship. Money is taken out for income taxes, but students generally get the vast majority of that money back when they file their tax returns.

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“As an intern, I learned amazingly valuable lessons from my supervisors about how to synthesize large amounts of complex data into clear and digestible terms. As a result, I have had the incredible opportunity to contribute in meaningful ways to projects and reports that will be used to guide decision-making processes of some of the university’s most senior leaders.”

-Nate Randall (MS12)

Thank you for your interest in hosting a Higher Education Administration and Policy student as an intern in your department. Our students are dynamic thinkers capable of handling a high level of responsibility. To receive academic credit, interns must complete significant, meaningful work that advances the mission of your department. Examples of recent projects include designing assessment tools, planning special events, creating publications, facilitating workshops, researching and monitoring legislative actions, and conducting admissions interviews.

Benefit of Internship for SupervisorsHosting an intern provides supervisors with a collaborator who offers talent, dedicated hard work and an informed, yet fresh perspective to higher education. Master of Science in Higher Education Administration and Policy students have broad preparation and are able to consider issues from multiple angles. Supervisors often hire an intern in order to complete projects, research or initiatives that the full-time staff cannot take on in their departments, while many departments host an intern each year to perform specific funtions within the department.

Additionally, hosting interns gives supervisors a pool of talented new recruits for potential full-time positions. They are already versed in the department’s mission and culture, familiar with fellow employees and tend to be significantly more qualified than outside candidates.

Finding an InternThe Master of Science in Higher Education Administration and Policy Program advertises internship openings and coordinates internship placements throughout the year. Students who are admitted during the early admission period visit campus in March for Preview Northwestern Days and begin interviewing for internships and graduate assistantships. Some students opt to start an internship as soon as they begin their first quarter in the program. Others prefer to get a few classes under their belts and learn more about the range of higher education career opportunities before starting an internship.

Administrators in the master’s program work with students to understand their career interests, skills, prior experience, and what skills or experiences are most important for them to develop through the internship. Likewise, we work with potential internship sites to learn what attributes would be most valuable to that organization or department so that we can help to facilitate the internship placement process.

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Writing the Internship DescriptionThe first step in finding an intern is writing the internship description and sending it to the Master of Science in Higher Education Administration and Policy Program. Depending on how you choose to proceed, the position can either be advertised to all students or the program can screen interested students and send just a few for interviews. Examples of internship descriptions are included near the end of this handbook. The following information should be included in the internship description, if possible:

• A descriptive name for the internship• The institution or department • The website URL for your department or organization• The location where the intern will work• The start and end dates of the internship. You may also want to note whether you need the same intern for the duration of

the internship or can take on different interns throughout the year• The number of hours the intern will work each week• The compensation for the internship• The internship supervisor’s name, title, and contact information• The projects, tasks, and duties that the intern will work on• Preferred and required skills and experiences for the intern• A description of the goals, values, or culture of the institution or

department• Application materials required (a cover letter and resume are common)• How interested candidates should apply (either contact information if

the students should apply directly or a request for the master’s program to screen candidates.)

Internship supervisors usually interview potential interns and then contact Lois Trautvetter to let her know which intern they would like to hire. Depending on the time of year, supervisors might interview both current students and newly admitted students who have not yet committed to attending Northwestern University. The process for offering an internship to an admitted vs. a current student differs, so potential internship supervisors should work closely with the Master of Science in Higher Education Administration and Policy Program.

If you would like to interview admitted applicants during Preview Northwestern Days, please send your completed Internship Description form to Dr. Kristin McCann by February 1st at [email protected]. Interviews during Preview Northwestern Days are scheduled by the MS in Higher Education Administration and Policy Program office for the convenience of internship supervisors and student attendees.

Both supervisors and students retain the right to accept or pass up any internship match that they feel isn’t ideal. The best internship situations occur when both the student and supervisor are comfortable and enthusiastic about the fit of the internship. Once a match has occurred, both the student and supervisor should notify Lois Trautvetter that the internship position has been filled. If an internship site is seeking an intern with a federal work study award they must confirm with the MS in Higher Education Administration and Policy Program that the student is eligible for and has been offered the award before extending the internship offer.

After the Intern is SelectedOnce an employer has selected an internship candidate, the student and the supervisor jointly develop the internship experience. Ideally, internships should be crafted to fulfill the needs of the sponsoring department, as well as the learning and career goals of the student.

Additionally, supervisors and interns work together and agree on a weekly schedule that is convenient for both. If an internship is being done for academic credit, the overall number of working hours must be at least 200 hours (usually 20 hours/week for at least 10 weeks), but those hours can be divided up in any way that works for both the supervisor and intern. Together, the intern and supervisor complete the Internship Contract, available at the end of this handbook. The form outlines the terms of the internship, the duties to be performed by the student and the objectives that the internship is designed to meet. The intern must send the completed Internship Contract to Lois Trautvetter ([email protected]) to sign and approve before the student begins the internship.

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Internship PaymentIf the internship is departmentally (employer) funded, the supervisor determines the compensation amount. The most common hourly rate for interns is $22.50 per hour. The range is generally $16 - $25 hour. Some employers choose to pay stipends in lump sums. Some internships reimburse expenses and/or pay for conference registrations and provide other opportunities for professional development. Although over 90% of our internships are paid, our students have also benefitted from unpaid internships as well. See the “Internship Funding” section of this handbook for additional detail.

How to Process Payroll for Departmentally Funded InternsThe process for entering interns into the payroll system is different in different departments and institutions. At Northwestern University, departments generally process their interns as temporary employees. Paperwork such as the I-9 Form and W4’s may be required. Contact your department’s payroll processor and/or Human Resources for more information.

How to Process Federally Funded Interns at Northwestern University Interns who have been awarded and qualify for federal work study money are paid as Federal Work Study employees through the Payroll Office. Federally funded interns are paid $22.50 per hour. Federally funded interns cannot work more than 200 hours or be paid more than $4500 per quarter. It is important that the proper payroll forms be completed so the student is activated through the department in Kronos, the University’s time entry system. If the student has not worked for the University or participated in the Federal Work Study Program, the student must complete and submit the following forms to their department supervisor prior to beginning the internship:

• Personal Data Form • Federal W-4 • State W-4 • I-9 Form (Employment Verification)

The Personal Data Form must contain the department’s chart string and account code 60122 in order for the student to be paid correctly from the proper account. For more information and to download and print the forms, please go to: http://ug-finaid.northwestern.edu/work-study/forms/index.html.IMPORTANT: If and when a student moves to a new department during their internship period, the new department must submit a Personal Data Form using their chart string and account code 60122.

During the InternshipUpon starting the internship, it’s a good idea for supervisors to sit down with their new interns and review responsibilities, goals and find out if the intern has any initial questions. As the internship progresses, check in with the intern for insight into improvements or initiatives that the department might consider. A big benefit of hiring an intern is having an employee with fresh insight and time to start projects that other staff members may be too busy to undertake. Supervisors in the past have found our students to be bright, efficient, and flexible with strong written and oral communication skills. Additionally, supervisors should meet with their interns regularly – once a week is recommended - to provide guidance and give performance feedback.

Year after year, students tell us that their internship supervisors are one of the most valuable professional development resources. Because your intern is just starting in the field, we highly encourage you to assist in their training by suggesting professional associations that the intern should join, pointing them to books, articles or other resources, encouraging them to attend professional conferences and sharing your insights about the skills, knowledge and attributes that are most vital for new professionals in your field.

Additionally, the internship is a place where students start to build their professional network. When appropriate, consider exposing your intern to others that you know in the field, either formally by inviting them to serve on committees or work on projects with colleagues, or informally by introducing your intern to your own professional connections.

After the InternshipAt the end of the internship, the supervisor evaluates the intern with an Internship Evaluation form (see the form at the end of this handbook). The evaluation criteria include general professional behavior and communication, leadership, analytical and collegial skills, and community-building skills. In addition, the supervisor evaluates the intern with reference to specific experiences pertaining to the internship. Internship supervisors also assign a grade to interns based on the Internship Evaluation.

Once the form is completed, supervisors meet with interns to discuss the evaluation and provide advice for ongoing professional development. Additionally, it is the supervisor’s responsibility to submit the completed Evaluation Form to Lois Trautvetter.

Supervisors who are pleased with their interns’ performance sometimes make offers to extend the length of the internship or to assist with their future job searches by writing a recommendation letter or serving as a reference. Supervisors are also welcome to request additional interns at any time; many Higher Education Administration and Policy internship supervisors enjoy the experience so much that they participate in the program on an ongoing basis, accepting new interns every quarter or year.

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“As an intern I was able to look at a project as an outsider. At both of my internships, this outside perspective allowed me to evaluate processes and procedures and determine ways to increase efficiency and satisfaction. I was given the opportunity to be creative and try out new ideas.”

-Hope Wallace (MS12)

There are many different routes a student can take in finding a rewarding internship. Some students start their internship immediately upon entering the program. Others prefer to take a few classes first and research areas of interest before beginning an internship. Doing multiple internships is also a great way to experience different higher education roles and departments to find the best professional fit, while doing a longer-term internship (3 quarters or more) allows students to get in-depth experience and take on a high level of responsibility.

Finding an Internship Some students begin the process of looking for an internship months before they begin taking courses in the program. For example, early decision admittees often begin interviewing for internships for the coming year in March during Preview Northwestern Days. Other students decide not to start their internship until after they have taken some courses, so their search process may start much later. In general, admitted students should contact Lois Trautvetter at [email protected] at least one quarter prior to the quarter in which they want to intern and schedule a time to meet to discuss areas of interest and career goals. In addition, the program uses the internship preferences that you provided on your application to guide the placement process.

Throughout the year, Higher Education staff e-mail internship postings to students through the Master of Science in Higher Education Administration and Policy listserv. Instructions on how to pursue a particular internship and supervisor contact information are included in the internship posting. Often students are asked to send a resume along with a cover letter e-mail to the contact person. The contact person then follows up with a request for an interview.

The internship search, like any job search, can take some time and effort. The Higher Education Administration and Policy faculty and staff are here to help and guide you through the process. Northwestern Career Advancement, along with your personal contacts, can also be useful sources of information, providing internship listings and advice.

Remember to keep the Master of Science in Higher Education Administration and Policy office in the loop about your internship search process. If you are interested in an internship posting contact Lois Trautvetter before you apply to the position or copy her on your e-mail requesting an interview. Though there are sometimes cases where we encourage students to reach out to new departments/organizations about a possible internship, keep in mind that the Master of Science in Higher Education Administration and Policy program has established relationships with many people and institutions, and they can leverage those relationships to help students find internships. There may be an internship opportunity that is available but has not been on the listserv. It is important to let Lois know of your interests in order to assist you in finding an appropriate internship, especially if your interests have changed.

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Interview PreparationGenerally, internship interviews are less formal than job interviews, but it is still important to be prepared. Most often the internship supervisor will already have been sent a copy of your resume, however it is a good idea to bring a copy with you as well.

You should already be familiar with the internship description. Take some time to research the department through its website or other materials to familiarize yourself with their mission and operations. Reflect on your professional interests, strengths and weaknesses and think about what experiences you want to get out of the internship. Keep in mind that even if an internship isn’t in the exact area of your interest it may have transferrable skills. During the interview, listen to the questions that the employer is asking. Structure your answers so that it is easy for the interviewer to relate the answers to the internship and understand why you would be a good fit for that particular department. Be ready to ask thoughtful questions at the end of the interview based on your research. Students should also utilize the interview resources posted to the Student Resources website.

Students may interview with a number of employers before finding the right internship. It is about making the right match. It’s always a good idea to send thank you notes after each interview. Besides being the polite thing to do, nicely written thank you notes help applicants stand out among other interviewees and even if one position does not work out, employers will remember the professional kindness when hiring for other roles.

In some cases, students will be directly notified by the departments that are hiring that they have been selected. Please let Lois Trautvetter know that you have been notified and if you have taken the offer or not. Please do not turn down an offer until discussing the matter with your academic advisor or the Program Director. In other cases, someone in the Master of Science in Higher Education Administration and Policy Office will contact you that you have been offered a position. Please feel free to discuss your offers with the Program Director or your advisor at any time.

Before Starting an InternshipOnce you have accepted an internship offer, you will work with your supervisor to complete an Internship Contract (available at the end of this handbook). The Internship Contract outlines the terms of the internship, the duties to be performed by the intern and the objectives that the internship is designed to meet. This form allows our office to know where our students are interning and keep track of what internships are available.

Return the Internship Contract to the Master of Science in Higher Education Administration and Policy Program Director, Lois Trautvetter. The Director must approve this contract before the student begins the internship. It is the responsibility of the student (not the internship supervisor) to send the form to Lois Trautvetter.

Once you’ve turned in the Internship Contract you will be added to the Internship course Canvas site. This site contains useful resources, including information about how to compile the internship portfolio and reflective paper that you will turn in for academic credit. If you are in an internship, but do not have access to the Internship Canvas site please contact the Master of Science in Higher Education Administration and Policy office.

Students must register for the internship course (MS_HE 485) through CAESAR if they wish to acquire credit for the experience. Unlike other courses, having access to the Canvas site does not mean that you’ve registered for the course. You will need a permission number to register for MS_HE 485. Contact your academic advisor to obtain the permission number. While it is convenient if the internship timeline corresponds to the 10 weeks of a quarter, it is not necessary. Prior to beginning the internship, students simply need to consult with their academic advisor and determine the quarter in which to register for the internship.

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During the InternshipIdeally, interns and supervisors should plan to meet on a regular basis, at least once a week, throughout the internship. Ongoing feedback from the supervisor or other staff in the department and reflection on the student’s role ensure that everyone’s expectations of the experience are met. Show initiative and look for ways to help your supervisor and improve the department. Proactively seek projects that could help your supervisor, but other employees don’t have time to accomplish.

Remember that your internship supervisor and others in the department can be powerful professional allies, so make sure that you are behaving professionally and giving the internship its due attention. We realize that Master of Science in Higher Education Administration and Policy students have a lot to juggle between coursework, an internship, and other personal and family obligations. It is important to remember, however, that you are viewed as an important member of the staff in your internship. Do your best to manage your time so that you can meet your internship supervisor’s expectations. Try to avoid asking for time off to complete class work, especially on short notice. Once you’ve established a rapport with your supervisor and others in the office, seek their advice about professional development, including professional organizations you may want to join, articles you should read or other skills or knowledge you should

gain to best prepare you for a career in that area. Approach people within and outside of your department for informational interviews. They are a great, low-pressure way to broaden your professional network and learn about different facets of higher education. If you have a problem arise during your internship that you feel you cannot handle on your own, please do not hesitate to contact the Program Director.

Getting Academic Credit for the InternshipThere is some overlap in the process of signing up for internships done for academic credit and ones completed simply for the experience. Remember there is additional information on the Canvas site for MS_HE 485 Internship. Below are the steps needed to make sure interns who want credit stay on track. If you have questions, feel free to contact the Master of Science in Higher Education Administration and Policy office for guidance.

• Complete and submit the Internship Contract. If you are in the same internship over multiple quarters you likely turned in your internship contract well before the quarter in which you are getting academic credit. You may need to revisit and revise the contract if your projects and duties have changed significantly since you began the internship.

• Register for the internship course. Get a permission number from your academic advisor.• Student submits the internship paper and portfolio via the Canvas site by the quarterly due date. • Meet with your supervisor at the end of the internship to discuss the Evaluation Form that the supervisor has completed. • Internship supervisor completes a formal evaluation and gives the intern a grade, then sends the evaluation to Dr. Trautvetter.

Some Notes on the Internship PaperInterns and the Program Director will discuss the evaluation paper in more detail in a meeting during the quarter that you have registered for internship academic credit (MSHE_485 Internship). The reflective paper should allow insight into what you have learned (e.g., skills utilized, culture of the department and institution, and interactions with colleagues), as well as reflections on your career aspirations and how the internship experience has shaped those aspirations. For example, in some internships students discover that they do not enjoy certain tasks or aspects of the job. These types of discoveries can be very eye-opening and very useful in helping students decide what types of higher education administration positions they are best suited for.

During the internship, it is important for interns to reflect regularly on what they are learning and accomplishing. Keeping a journal is an effective way to document the events of the internship. Journals can also help students process what they are learning from the internship and analyze thoughts regarding career choices that result from the internship experience. Journals can also help when it comes time to write the reflection paper. Another useful tool is keeping a task list with both in-progress and completed tasks. This list will also be useful in progress meetings with your supervisor.

The reflection paper itself should be 6-8 pages in length (Times, double-spaced, 12 font). Please upload the paper into the Canvas site before the last day of finals during the quarter in which academic credit is received.

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Some Notes on the Internship PortfolioThe portfolio is a useful way for students to keep track of projects and accomplishments to list on a resume and discuss in job interviews. The portfolio can be a virtual or hardcopy and can contain documents, video, presentation slides, links to websites, or any other type of media. The portfolio should contain the tangible results from the internship. This can include, for example:

• Presentations delivered• Meeting agendas• Materials from events planned or managed• Research or assessment reports• Links to websites created or managed• Notes from meetings with students (redacted if necessary)• Written feedback from official evaluations or informal e-mails

This portfolio will be turned in through Canvas at the end of the internship as one step in fulfilling the requirements necessary to earn credit for the internship. If you turn in a hard copy of the portfolio it will be returned to you after grading.

Though students choose one internship to be their credit bearing internship, students who have worked in more than one internship are strongly encouraged to include projects and reflections from all of their internship experiences in the internship portfolio.

After the InternshipHave a final conversation with your supervisor to re-cap the internship experience and get feedback about your strengths and weaknesses. Keep a copy of the Evaluation Form because this will be helpful to reflect on before job interviews.

You may also want to follow-up with your academic advisor, career advisor, faculty members, and peers about your internship experiences.

Be sure to thank your supervisor for the help and guidance they have provided during the internship. While not required, interns typically like to ask supervisors whether they would be willing to serve as a reference or write a recommendation letter. These can be helpful in the job search or in applications to doctoral programs.

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As a career launcher, Greg Brennen (MS13) was attracted to the professional and practice-based aspects of the program--such as the internship and Master’s Project. For Brennen, the program helped him understand how a university works and how decisions are made at various levels.

For Brennen, “the strongest part of the program is a tie between the internship and the Master’s Project. The internship experience was excellent for me.” Brennen completed internships in the Office of Change Management and the Office of the Provost, as well as a Graduate Assistantship in the MS in Higher Education

Administration & Policy program office. Brennen was “able to gain valuable experience, perspective, and connections” relevant to his career goals,” and the Master’s Project allowed him to design his project around an area that he was “deeply interested in.” Brennen’s project was titled, Evolving value of the humanities PhD: The motivations, expectations, and perceived values of PhD study in the Humanities. Currently, Brennen is pursuing a PhD at Duke University.

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Ritu Subramony (MS13) graduated with a doctoral degree in school psychology and have worked as a school psychologist for 11 years in public schools in Michigan, Wisconsin, and Illinois. As a career changer and lifelong learner, moving from K-12 to the post secondary environment, Subramony enrolled in Northwestern’s MS Higher Education Administration & Policy program “primarily for its broad exposure to various functional areas, a strong academic reputation and access to several employment and internship opportunities.” Subramony’s internships were at the University of Michigan’s Ross Business School to assist with accreditation and with Northwestern’s International Office as an orientation leader.

In addition, Subramony was impressed with the exposure and access to senior level administrators from Northwestern and other area colleges, the helpfulness of faculty, and the opportunities to work on short-term projects in various areas of my interest. Subramony also enjoyed “interacting with talented and fun peers, many of whom are likely to be part of my professional network in the future.”

Jenn Dowd (MS13) entered the program as a career launcher. Dowd shared, “Coming straight from my undergraduate program and lacking work experience, the assistantship opportunities were most valuable.” Dowd had the opportunity to work in four diferent offices at Northwestern over two years and was able to “get a very clear picture of what I wanted to do and how I could implement what I learned in class.” Additionally, for Dowd, “The program gave me access to experiences that I would not have had otherwise,” and her master’s project and coursework were influenced by her internships.

Dowd translated her interest in data, statistics, and organizational change theory to her current role as an analyst for Collegis Education.

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As a career changer, Alice Ji (MS15) looked to the MSHE program to help facilitate her career change. After spending several years in management consulting--which included one year at a higher education firm--Ji decided to fully immerse herself in higher education. For Ji, her experience in consulting made her realize she “wanted to do something that directly impacted and benefitted students.”

In her first internship, she spent three quarters with Northwestern’s Center for Student Involvement (CSI). Through this internship, she developed training for registered student organizations, created a student employee handbook and training and led students through the process for creating a new organization, among other duties.

Given the focus on diversity and inclusion across campuses nationwide, Ji also took on an internship with Northwestern’s Multicultural Student Affairs (MSA) with a focus on Asian/Asian American

students. Among other duties, Ji took part in strategic conversations that established the foundation for Northwestern’s Campus Inclusion and Community (CIC) department. Ji shared, “Being involved in these initiatives prepared me to address the number of factors that may impact student development and the campus at larger.”

Ji also spent time working for DePaul University’s Student Affairs Assessment office where she gained a broader understanding of large-scale assessment projects. Currently, Ji is Associate Director of Planning and Strategy for Campus and Student Life (CSL) at The University of Chicago where she provides a range of planning and project management support for the Office of the Vice President and CSL and collaborates with staff across CSL to advance strategic objectives.

Prior to entering the program, Claire VeNard (MS13 ) was working as a litigation associate in a large law firm. As a career changer, she chose Northwestern because of the opportunity to learn from professors who are practitioners in higher education and to work as a graduate assistant.

VeNard shared, “The graduate assistantship in the McCormick Office of Personal Development was invaluable in preparing me for my current position. The opportunity to regularly advise students and collaborate with the Assistant Dean and Assistant Director in McCormick not only provided me with the skills and confidence to facilitate student development in practice, but did so in a fun, innovative and rewarding environment.”

For VeNard, the strongest part of the program was the access to higher education professionals in the Chicago area. VeNard stated, “Every quarter, I was exposed to at least four senior-level professionals

who provided candid and practical advice based on their experiences and often welcomed and encouraged me to follow up with them if I was interested in their particular area.” Currently, VeNard serves as Director of Student Welfare and Development for Notre Dame University

Nick Royal (MS15) began the prgoram as a career launcher. To maximize internship and assistantship experiences in the field, Royal spent two years to earn the MS in Higher Education Administration & Policy degree. Royal worked as a Graduate Assistant in Northwestern’s Gender and Sexuality Resource Center (GSRC). Royal also worked as an Assistant Resident Director for Northwestern’s Residence Life department. Through both experiences, Royal was able to explore a career path in student affairs and gain valuable supervision training.

Additionally for Royal, “The themes of ameliorating social disparities, developing leaders and change agents, and engaging in innovative partnerships are the themes most salient to my experiences at Northwestern.” Currently, Royal serves as Residence Director for the University of Denver’s Housing and Residential Education department.

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INTERNSHIP FORMS FOR

SUPERVISORSMaster of Science in Higher Education Administration

and Policy

Step 1: ADVERTISE THE INTERNSHIP with the INTERNSHIP DESCRIPTION FORMComplete the Internship Description form and submit it to the MS in Higher Education Administration & Policy office (see directions below for how to do this). This form is where you detail the type and scope of your opportunity. Please use the required Internship Description form and use attachments as needed. Once the internship has been approved by the MS in Higher Education Administration & Policy program office, the internship will be advertised to all eligible students. Students will contact you in the manner you indicate in your description.

Step 2: SUBMIT THE INTERNSHIP CONTRACTAfter the interview process is complete and an intern is hired, whether the intern completes the experience for credit or not, you must submit the Internship Contract to the MS in Higher Education Administration & Policy program office before the internship or work opportunity begins. This contract should be mutually agreed upon and completed with the intern.

Step 3: SUBMIT THE INTERNSHIP EVALUATION After the internship experience concludes, complete the internship evaluation form. (*For longer internships, you may want to complete an evaluation quarterly or bi-quarterly). This form is used in conjunction with other assignments to determine a students grade. For non-credit internships, the form is used for professional development purposes.

The supervisor or the intern can drop-off or scan and email the Internship Desription and Internship Contract to Dr. Kristin McCann in Annenberg Hall, Roon 147, or [email protected]. Drop-off or scan and email the Internship Evaluation to Dr. Lois Trautvetter in Annenberg Hall, Room 142, or [email protected].

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Supervisors seeking to hire an MS in Higher Education Administration and Policy student as an intern should fill out this Internship Description Form and return it to our front desk in Annenberg Hall or scan and email it to our Assistant Director (see below). We will publicize the internship to current and incoming students and (if requested) arrange for interviews. Once you have selected an intern please contact our office via the contact information below.

Date:

Internship start date: Internship end date: Name of organization: Type of organization: Name/Area of Internship:

Supervisor name:

Supervisor job title: Supervisor phone number: Supervisor email:

Projected hours per week: Projected hours for entire internship: Projected payment/hour: ____________ Description of InternshipPlease provide a description of the internship, including projects, duties and responsibilities that the intern will take on.

Internship Placement ProcessWhat application materials are required?

To whom should the application materials be sent?

When would you like to start interviewing candidates?

How would you like students to express interest in the internship? (check one)

_____I would like for the MS in Higher Education Program Office to screen candidates and send me only students that they feel would be a good fit for the position._____Any interested student can apply.

Return this form via email attachment, mail or fax to:Dr. Kristin McCann, Assistant Director, MS in Higher Education Administration and Policy [email protected] Hall, Room 147 – 2120 Campus Drive, Evanston, ILFax: (847) 467 1724 *For an electronic version please visit http://bit.do/highered

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Interns should work with their supervisor to complete this Internship Contract. The Internship Contract outlines the duties to be performed by the student and the objectives that the internship is designed to meet. This clarifies expectations and helps ensure that the internship experience is beneficial to both the supervisor and the intern. This form will be reviewed by the Program Director to ensure that the work being done in the internship is substantive enough to warrant academic credit.

Student Name: Primary Duties/Area of Internship: Name of organization: Supervisor name:


Internship start date: Internship end date: Projected hours per week: Projected hours for entire internship: Is the internship paid? If so, list comensation details:

Names and email addresses of others in the office intern will be working with closely:

When will you be registering for the internship course/receiving academic credit for this internship?(quarter and year):

Description of Internship Objectives and DutiesThis section should list a preliminary plan for the internship experience as developed jointly by the student and the supervisor. Please attach a separate sheet. The plan should outline the duties/tasks to be performed by the student and should indicate the objectives the internship is designed to meet. The plan should include the following: 1) Environment: Description of where the internship is taking place.2) Scope of the internship (including and intern’s work schedule.)3) Description of the internship, including the purpose of the internship, tasks, activities and projects that will be completed by the intern and how they will be evaluated during the internship.

The contract must be approved by the Program Director before the student enrolls in the internship course. At the end of the internship, the internship supervisor will use the Internship Evaluation Form to evaluate the intern.

Student Signature Date

Supervisor Signature Date Return this contract to:Return this form via email attachment, mail or fax to:Dr. Kristin McCann, Assistant Director, MS in Higher Education Administration and Policy [email protected] Hall, Room 147 – 2120 Campus Drive, Evanston, ILFax: (847) 467 1724

-------------------------------------------------MSHE Office Use Only--------------------------------Director Signature: Date *For an electronic version please visit http://bit.do/highered

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Supervisors, please fill out this evaluation form at the conclusion of the intern’s time in your office, or at the end of the quarter in which the intern will be receiving academic credit, whichever comes first. We highly recommend that you share the evaluation results with your intern, as an honest assessment of strengths, weaknesses, successes and failures is valuable for students’ professional development. The evaluation form must be returned to the Program Director for the student to receive academic credit.

Student Name:

Internship start date: Internship end date: Projected hours per week: Projected hours for entire internship: Primary Duties/Area of Internship: Name of organization: Type of organization: Supervisor name:


PART ONEInstructions to internship supervisor:In the following sections (A - E) please rate the performance of the intern you supervised using the following abbreviations: SS = Shows Strength NI = Needs ImprovementG = Good NA = Not ApplicableS = Satisfactory

A. General Professional Behaviors1. Attends work regularly and on time. Any unavoidable absences or delays were handled responsibly. 2. Completes tasks in the time period agreed upon. 3. Takes initiative and works conscientiously.

4. Approaches work with a positive attitude.5. Reflects upon feedback about job performance and makes improvements as needed.6. Provides others with constructive feedback.7. Sets priorities and completes tasks in the order planned.8. Completes work independently, when appropriate.

B. Communication Skills1. Writes with clarity and uses critical thinking and synthesis skills.

2. Speaks effectively and has the ability to listen to and present diverse perspectives to different audiences.3. Demonstrates the ability to work collegially with different constituencies.

4. Uses technology in administration, research, or instruction in an effective way.

*For an electronic version please visit http://bit.do/highered

Form continues on next page.

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C. Leadership Skills1. Knows and understands the policies and philosophy of office/department and other coordinating offices. 2. Recognizes, analyzes, and responds to ethical dilemmas in the workplace. 3. Listens, leads, and empowers others to lead.

4. Demonstrates ability to self-assess and analyze personal and professional strengths and weaknesses.5. Shows ability to place tasks, issues, and problems encountered in the workplace in larger higher education context.

D. Analytical and Job-Specific Skills1. Identifies problems and develops logical responses or solutions.

2. Continually assesses and improves own analytical skills.

3. Demonstrates the ability to design, conduct, and interpret program evaluations and assessments. 4. Develops and implements workshops.

5. Plans, develops, and implements surveys, questionnaires or inventories.

6. Assists in development of procedural manuals and/or other department publications. 7. Collects and analyzes data.

8. Assists with outreach programs. 9. Provides student assistance, including career advising and counseling.

10. Understands and appreciates the ethical dimensions of research, assessment, and evaluation.

E. Collegial and Community-Building Skills 1. Demonstrates respect for diverse perspectives.2. Puts forth effort to learn about colleagues and university community.

3. Shows interest in university activities outside of specialized area.4. Develops positive working relationships with co-workers.

PART TWOPlease attach a separate sheet with your written assessment of learning activities specified on the internship contract. Please evaluate specific experiences to which you assign high professional importance.Feel free to comment on relevant abilities or skills not covered on this form or expand on your brief comments above.

Please also assign a letter grade for the student internship. GRADE:

Supervisor Signature Date

Student Signature Date

Return this form via email attachment, mail or fax to:Dr. Lois Trautvetter, Director, MS in Higher Education Administration and Policy [email protected] Hall, Room 142 – 2120 Campus Drive, Evanston, ILFax: (847) 467 1724

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INTERNSHIP DESCRIPTION

EXAMPLES

Master of Science in Higher Education Administration and Policy

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Date: February 1, 2015

Internship start date: Fall Quarter 2015 Internship end date: End of Spring Quarter 2016 Name of organization: Northwestern University, Office of Change Management Type of organization: University Name/Area of Internship: Office of Change Management Intern

Supervisor name:


Projected hours per week: 20 Projected hours for entire internship: 600 (200/quarter)

Projected payment/hour: ____$22.50/hr__________ Description of InternshipPlease provide a description of the internship, including projects, duties and responsibilities that the intern will take on. The internship with the Office of Change Management provides an introduction to change management in a university setting. The Office collaborates with academic and administrative leaders to facilitate change initiatives that support Northwestern’s core research and teaching mission. Integral to the internship is participation in a variety of assignments in order to extend the student’s under-standing of the Office and its impact on the University. In particular, OCM is seeking an intern to support the facilitation of two University-wide task forces: one on the undergraduate academic experience and the other on the development of a University-wide global strategy. Internship Placement ProcessWhat application materials are required? Resume and cover letter


When would you like to start interviewing candidates? Immediately.

How would you like students to express interest in the internship?

__X__I would like for the MS in Higher Education Program Office to screen candidates and send me only students that they feel would be a good fit for the position. _____Any interested student can apply.

Return this form via email attachment, mail or fax to:Dr. Kristin McCann, Assistant Director, MS in Higher Education Administration and Policy [email protected] Hall, Room 147 – 2120 Campus Drive, Evanston, ILFax: (847) 467 1724

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Date: Sept. 1, 2015

Internship start date: Summer Quarter 2016 Internship end date: End of Fall Quarter 2016 Name of organization: Rush University Type of organization: University Name/Area of Internship: Financial Aid Intern

Supervisor name:


Projected hours per week: 20 Projected hours for entire internship: 400 (200/quarter)

Projected payment/hour: ____$17/hr__________ Description of InternshipPlease provide a description of the internship, including projects, duties and responsibilities that the intern will take on. The Office of Student Financial Aid provides financial aid services to the four colleges of Rush University: the Medical College, the College of Nursing, the College of Health Sciences, and the Graduate College. The office provides financial aid packages to students, financial literacy seminars, exit counseling, and outstanding customer service to prospective, existing, and graduated students. The of-fice is also responsible for creating financial aid policies for the university as well as reporting to various state and federal agencies and accrediting bodies.Job duties for the Graduate Student Intern include:Shadowing members of the office; Answering phone calls and emails from students; Maintaining orderliness of shared drive files; Overseeing the dissemination of outside scholarship opportunities; Assisting with the university’s financial literacy program, includ-ing the creating and marketing of materials; Ensuring that communications, forms, and website are up to date; Assisting with the administration of the Federal Work-Study program; Other duties/projects as assignedQualifications include:An interest in financial aid and/or enrollment management; Comfortable with numbers; Superior communication and customer service skills

Internship Placement ProcessWhat application materials are required? Resume and cover letter.


When would you like to start interviewing candidates? Preview Days 2016

How would you like students to express interest in the internship?____I would like for the MS in Higher Education Program Office to screen candidates and send me only students that they feel would be a good fit for the position. __X___Any interested student can apply.


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Date: Sept. 1, 2015

Internship start date: Oct. 1 2015 or Jan. 1 2016 Internship end date: Dec. 1 2015 or March 15, 2016 Name of organization: DePaul University Division of Student Affairs Type of organization: University Name/Area of Internship: Assessment, Planning and Communications Internship

Supervisor name:


Projected hours per week: 15-20 (flexible) Projected hours for entire internship: 200 or less

Projected payment/hour: ____Unpaid_________ Description of InternshipPlease provide a description of the internship, including projects, duties and responsibilities that the intern will take on. The graduate internship is flexible, both in terms of hours and in terms of spanning one quarter or two. If two interns are interested in each serving one quarter, that is also an option. The internship can be completed for academic credit or for additional professional experience. Graduate interns working toward academic credit may be eligible to receive financial support to offset regional conference fees. The graduate intern will report to the Assistant Vice President for Assessment, Planning and Communications and work closely with the Student Affairs Assessment Coordinator to support departmental assessment projects across the division, as well as division-al research projects. The graduate intern will have the opportunity to learn about a division-wide, integrated assessment model, which helps the division to understand and articulate learning in the co-curriculum, focus on data-driven decision making and promote continuous improvement across the division. The internship is unpaid but academic credit can be offered.Day-to-day work of the intern may include:1) participating in assessment committee meetings,2) conducting informational interviews with Student Affairs staff and Institutional partners,3) analyzing past and current program assessment files,4) assisting departments with project implementation such as facilitating focus groups or assisting with data analysis,5) assisting the AVP with divisional research projects, and6) assisting with research related to trends in higher education.



When would you like to start interviewing candidates? Immediately.

How would you like students to express interest in the internship?____I would like for the MS in Higher Education Program Office to screen candidates and send me only students that they feel would be a good fit for the position. __X___Any interested student can apply.

Return this form via email attachment, mail or fax to:Dr. Kristin McCann, Assistant Director, MS in Higher Education Administration and Policy [email protected] Hall, Room 147 – 2120 Campus Drive, Evanston, IL -- Fax: (847) 467 1724

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Date: Dec. 1, 2015

Internship start date: Summer Quarter 2015 Internship end date: End of Spring Quarter 2016 Name of organization: Northwestern University, New Student & Family Programs Type of organization: Name/Area of Internship: Family Programs

Supervisor name:


Projected hours per week: 20 Projected hours for entire internship: 800 (200/quarter) Projected payment/hour: ____$15/hr_____

Description of InternshipThe Office of New Student and Family Programs is currently seeking interested candidates for the Graduate Intern position starting Summer quarter 2015. The intern assists with the planning and execution of all First Year Experience (FYE) initiatives. This person will also assist with the planning and implementation of Wildcat Welcome, Northwestern’s orientation program that occurs 10 days prior to the start of fall quarter classes. This position reports directly to the Director for First-Year Experience in the Office of New Student and Family Programs and will receive credit from their respective graduate program.

Interns should be comfortable managing multiple projects simultaneously and working independently. As drafting or editing of proposals is sometimes required, strong writing skills are important. Successful NSFP interns are: highly detail oriented, organized, capable of meeting deadlines, able to maintain professional relationships across departments, motivated, and willing to work some evenings and weekends. Interns should also possess outstanding communication skills and the ability to work with large groups of students while remaining personable in a professional advisory position. It is expected that the Intern remain in the position for a minimum of one academic year.



When would you like to start interviewing candidates? Preview Days 2016

How would you like students to express interest in the internship?__X__I would like for the MS in Higher Education Program Office to screen candidates and send me only students that they feel would be a good fit for the position. _____Any interested student can apply.


Higher Education Administration and Policy Internship Handbook · 2020-05-22 · Higher Education...

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Transcript of Higher Education Administration and Policy Internship Handbook · 2020-05-22 · Higher Education...