ICE Program Internship and Career Guide - Graduate · PDF file · 2018-01-23ICE...
Transcript of ICE Program Internship and Career Guide - Graduate · PDF file · 2018-01-23ICE...
ICE Program Internship and Career Guide
The ICE Program Internship and Career Guide has been developed for graduate students
in the International and Comparative Education (ICE) Program at Teachers College,
Columbia University. The current guide includes tailored checklists, tip sheets and
online resources about the following:
Preparing resumes
Writing cover letters
Searching for internship and full-time employment opportunities
Interviewing
Internship checklist
Funding Sources for Internships
Action verbs (useful for writing strong resumes and cover letters)
Sample resume 1
Sample resume 2
Students should be proactive in preparing for the internship and job search. The enclosed
materials will help you present a strong profile that reflects the experiences, knowledge
and skills that you can contribute to future employers as you pursue your career goals
both during and after your studies at Teachers College.
We will continue adding resources to the guide and welcome suggestions from students
for helpful tips, tools, websites, etc. Teachers College Career Services also has numerous
resources available on their website, many of which are referenced in this guide. Check
out their page at: http://www.tc.columbia.edu/careerservices/index.asp
Good luck!
ICE Program Tip Sheet: Resume Writing
PURPOSE:
The purpose of the resume is to describe:
who you are
where you have been
where you are heading
The skills and qualities should illustrate that you are appropriate for the position for which you are applying. The
style, format and content of a resume are flexible, but you should think of your resume as your personal marketing
advertisement. Since it is the employer’s first impression of you, make sure that you tailor it to the job and
organization to which you are applying. Make sure you take the time to avoid any grammatical, spelling or
formatting errors. Your resume is not a summary of your entire history. The content should reflect why you are a
good fit for the job and be targeted towards the reader.
GENERAL TIPS FROM TEACHERS COLLEGE CAREER SERVICES:
1. Use action verbs to describe your achievements (see Action Verbs resource)
2. Emphasize skills and experience related to your field of interest and/or positions desired
3. Avoid self-serving and subjective descriptions
4. Include occupation or industry-specific keywords
5. Be achievement and results-oriented in your position descriptions.
6. Communicate your skills and capabilities
7. Quantify achievements by citing numbers, dollars, percentages or time when possible
8. Do not include personal information such as age, health, marital status, height, weight, and religion
9. Do not lie or exaggerate
10. Proofread! Errors are unacceptable -- have someone else proofread your resume as well
11. Include related employment history within the last 5-10 years. Employers run background checks and will
notice if your employment history detailed in your resume does not match their findings.
GETTING STARTED:
1. Think about the skills you have and your career goals.
2. Make an outline of all your educational and work experiences. At this point, you can decide what to include
and you can begin to focus your resume. Employers do not read resumes; they skim them. Be sure to organize
your resume so it is easy for the employer to assess your strengths.
CONTENT:
The following sections should be included in your resume:
Name, Address, Phone, Email So the employer can easily reach you.
Education Begin with the highest level of schooling and work your way down.
Graduate degree first, then undergraduate degree.
Include the name and location of the school, degree received and degree
date (e.g. Master of Arts, International Education Development, May 2014),
concentration in Peace and Human Rights, relevant courses (don’t need to
list all courses, just the most relevant), scholarships, study abroad and
activities.
Experience Include paid and non-paid positions. Especially include experiences
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relevant to the position for which you are applying. Experience should be
listed with the most recent first.
For each entry, include: name of the organization, department or division,
dates of employment, location, position and job description. Job
descriptions should be bulleted or no longer than one brief paragraph, using
3-5 phrases to describe your responsibilities and accomplishments. Current
jobs should be in the present tense and previous jobs in the past tense.
Avoid phrases like “responsibilities included.” Use action-oriented verbs
(see attached sheet) and numbers to make each description as specific and
concise as possible.
Write accomplishments using action and results format
Quantify your accomplishments if possible, and include other key
information (e.g. budget size).
Languages List languages and degree of fluency (i.e. fluent, semi-fluent, advanced
proficiency, conversant). Be prepared to be interviewed in a language in
which you claim fluency.
Computer Skills Include database and spreadsheet software knowledge, as well as any other
software knowledge that is relevant to the position for which you are
applying.
The following sections are optional, but should be used if they help support your resume:
Interests/Activities List activities or interests that are relevant to the potential job, your career
and that show leadership ability.
Publications List books or articles that you have written, especially if applying for
research-oriented, academic, or communications jobs.
Memberships Demonstrate commitment to your chosen profession, especially if relevant
to the potential job or organization.
Honors/Awards These may be included in a separate category or in your Education section.
FORMATING / PRESENTATION:
It is very important that your resume is easy to read and looks professional. Consider the following factors:
Margins Can vary, but should be a minimum of .5" on all sides so the resume does not look
crowded.
Font Times Roman, 11 point is easy to read. Other fonts that are acceptable: Arial, Book
Antiqua, Century, Garamond, and Verdana. Use the same font throughout the entire
document. Your name at the top of the page should be 14-18 font size.
Contact Information Can be right justified, left justified or centered on the top of the page.
Dates of employment Preferably in the margins, but can be in the body as long as the dates are clearly visible.
09/11 format looks messy and requires time to take in. Use whole years for most things.
For short periods of work experience, etc., consider writing "Summer 2002" or simply
putting the year and adding the duration to your description, e.g. "Internship at Save the
Children (3 months)".
Length Preferably one page, but can be two pages pending years and types of experience. If
more than one page, put your name and page number on top of subsequent pages in case
the pages become separated.
If you have trouble fitting your resume on one page, evaluate your content for
relevancy. You do not need to include every job you have ever had – only the ones that
are relevant to your future career goals
Proofread Proofread the resume carefully for spelling, grammar, typographical errors, and
consistent formatting. Use spell-check, but also have your resume reviewed by Teachers
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College Career Services and at least two other people (family, friends, colleagues).
Highlight Make the important points stand out by highlighting (i.e. placing the text in BOLD).
Once you have decided what you want to highlight, maintain consistency throughout the
resume (e.g. highlight all names of employers).
Spacing Double space between categories and single space within categories so the resume will
not look crowded.
Abbreviations Should not be used. Write everything out in full so it is easy to read. (e.g. Use
International Comparative Education, not ICE or use International Education
Development, not IED). Do not assume that the person reading your resume knows
abbreviations or acronyms.
General Advice You don't need to write “Resume” at the top
Do not include personal information (age, nationality, marital status, etc)
Avoid large white areas
Use a full page before continuing to the next
Use a good quality printer and paper
No “I” statements
Be consistent and either end all bullets with periods or omit all periods
ALWAYS check for spelling, grammatical and formatting errors
SAMPLE RESUMES
See below or on the ICE internship web page for sample resumes relevant for ICE students.
WEB RESOURCES FOR RESUME WRITING
Teachers College Career Services Resume Writing Guide
http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Writing+
Guide
Teachers College Career Services Library List
http://www.tc.columbia.edu/careerservices/index.asp?Id=Resources&Info=TCCS+Library+list#li_1
Stanford University Career Guides for Graduate Students (includes CV/Resume)
http://studentaffairs.stanford.edu/cdc/services/handbook
How to Craft a Winning Resume and CV (ScienceCareers.org)
http://sciencecareers.sciencemag.org/career_development/tools_resources/how_to_guides/how_to_craft_a_winning
_resume
The Reference Page – Teachers College Career Services
http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=The+Reference+Pa
ge
Teachers College Career Services Top Resume Mistakes
http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Top+Resume/CV+
Mistakes
Teachers College Career Services Resume Checklist
http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Checklist
Federal Resume Handbook
https://new.sipa.columbia.edu/sites/default/files/FederalResumeHandbook.pdf
ICE Program Tip Sheet: Cover Letters
PURPOSE:
The purpose of the cover letter is to:
Introduce you and your resume to a prospective employer
Demonstrate your interest in a position
Highlight your experiences that are relevant to the employer’s requirements for the position
Demonstrate your writing skills
GENERAL TIPS:
Always write a cover letter to accompany your resume (unless instructed otherwise), whether
you contact the employer by mail, fax, email or other means as directed by the employer. When
sending by email, you can include the cover letter in the body of the email and/or attach it along
with your resume.
If possible, send your cover letter to a specific person and always check for correct spelling of the name, correct title, and correct address.
o Use the phrase “Dear Hiring Manager” to begin your letter only if a contact name is not
available; avoid using “To Whom It May Concern”.
The cover letter should be one page and should always have your full name and contact information included in case it becomes separated from your resume.
WRITING A COVER LETTER:
Paragraph #1: Mention the position you are applying for, where you heard about the opening,
and/or the name of the person who referred you to the employer.
Paragraphs #2 and # 3: Identify the three to four skills needed for the job and highlight your background as it relates to the job position requirements and qualifications that the employer has
described in the job description. To add more focus to your cover letter, include research about
the company and how this information pertains to your application and qualifications for the
position.
Paragraph #4: State your interest in the position again and that you look forward to speaking to the employer soon to discuss your qualifications and how you match the requirements for the
position. Tell the employer how and when you will follow-up. If you mention that you are going
to call to inquire about an interview, then be sure to do so on the appointed day. If you cannot
call and must wait for a response from the employer, then be sure to thank the employer for
consideration of your credentials.
o If the employer requests a salary requirement, quote a salary range within paragraph #4.
You may speak to a faculty adviser, professionals working in your field, or refer to
websites like www.salary.com to research current salary ranges.
o If a salary history is requested, include the information on a separate sheet of paper listing
the organization, your title, and your salary for each position. If you have primarily held
non-paid or stipend-only positions, let the employer know that this is not indicative of
your current market value. References also should be listed on a separate sheet of paper
(when requested by the employer).
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Proofread, Proofread, Proofread!!!: Check for spelling, grammar, typographical errors, and consistent formatting. Use spell check, but also have your resume and cover letter reviewed by
Teachers College Career Services and family, friends and colleagues who can offer critical
feedback. Be sure to use the same font and font size that is used on your resume.
Ask yourself these questions to be sure the employer will know the following things after
reading your cover letter:
o What position are you applying for?
o Where did you hear about the position?
o Who you are?
o Why are you interested?
o Why should the employer consider you for the position? o When and how you are you going to follow-up?
ICE Program Internship and Job Search Online Resources
Search engines and online job postings
AlertNet AlertNet is a free humanitarian news service run by Thomson Reuters Foundation covering crises worldwide. Our award-winning website provides trusted news and information on natural disasters, conflicts, refugees, hunger, diseases and climate change. http://www.trust.org/alertnet/ Brain Track Online resource for multi-industry graduates looking to evaluate their career options. Job search and career planning guides, salary information, and educational options are provided based on your career interests. Bright.com is a social connection job site where students can log in through Facebook and use the profile information available on their friends’ pages to find connections related to jobs or help recruiters locate you as a potential candidate through your social network. http://www.braintrack.com/colleges-by-career Career Builder Looking for a new job? Get advice or search over 1.6 million jobs on the largest job site, set alerts to be first in line and have new jobs emailed to you. http://www.careerbuilder.com Conflictjobs Conflict and Development jobs in the US and abroad http://www.indeed.com/q-conflicts-jobs.html DEVJOBS DEVJOBS is a mailing list to post and receive international job announcements that are related to various development fields: education, microfinance, poverty alleviation, community development, institution development, governance, health care, population, food security, agriculture, human resource development, natural resource management, information technology, and rural development. For subscription instructions, please visit http://devjobsmail.com/members/mlist/subscribepage.php DevNet Jobs International development jobs and consulting opportunities http://www.devnetjobs.org/ Diversity Jobs The first job search engine for a wider audience of minority groups. Part of the JustJobs.com family, DiversityJobs.com is part of the effort to add job that help employers connect with African Americans, Asian American, Hispanics, members of the LGBT community, veterans, and people with disabilities. Streetsmart is part of the website and provides testimonials and career resources to minority group job seekers. http://diversityjobs.com DotOrgJobs (onPhilanthropy) onPhilanthropy.com is a global resource for non-profit, philanthropy and corporate social engagement professionals. It is free of charge and features the industry’s leading e-mail newsletter as well as job postings.
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http://www.dotorgjobs.com ELDIS These are the latest global vacancies submitted to Eldis and aggregated from the job pages of development organizations and services around the world http://www.eldis.org/go/jobs#.UwV7WXddXuc Foreign Policy Association Job Board The foreign policy association offers access to an array of internship, job, and career opportunities in government and international organizations. www.globaljobs.org Global Corps USAID Jobs http://globalcorps.com/ Human Rights Education Associates Human Rights Education Associates (HREA) is an international non-governmental organisation that supports human rights learning; the training of activists and professionals; the development of educational materials and programming; and community-building through on-line technologies. HREA is dedicated to quality education and training to promote understanding, attitudes and actions to protect human rights, and to foster the development of peaceable, free and just communities. http://www.hrea.org/ Job Hunters Bible The Internet companion to Dick Bolles' popular book, "What Color Is Your Parachute?", this site provides career advice and links to many useful career-related sites. http://www.jobhuntersbible.com/index.html Higher Ed Jobs Job postings in higher education in the US and internationally http://www.higheredjobs.com/ Idealist.org Set up a profile to have new openings sent to you via email. Search for jobs in the nonprofit sector by location, keyword, organization, or functional area. http://www.idealist.org Indeed One Search, All Jobs. Search job sites, newspapers, associations and company career pages. Inside Career Info: Uses data from the Bureau of Labor Statistics to allow students insight on potential careers; provides sector specific content concerning education http://www.indeed.com International Network for Education in Emergencies (INEE) Become a member and receive job postings via email. You can also review job postings on the INEE website http://www.ineesite.org Just Jobs A comprehensive Job Search, Career Development Resource with great articles, tip sheets, and multi-industry job postings. http://academy.justjobs.com
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LatPro Leading job search program for Hispanics and those who are Bilingual. http://www.latpro.com Link Up Job Search Engine http://www.linkup.com LinkedIn Join groups affiliated with undergraduate and/or graduate institutions such as: Teachers College Career Services (TCCS), Columbia University, Teachers College, Columbia University Alumni, Teachers College Columbia University Global Alumni Group, Columbia Career Connections, Columbia Alumni Association Network, The Columbia University Alumni Association Monster Find the job that's right for you. Use resources to create a killer resume, search for jobs, prepare for interviews, and launch your career. http://www.monster.com Nonprofit Job Cooperative – search for nonprofit jobs in the US http://www.nonprofitjobscoop.org/ OneWorld Jobs This site lists jobs in sustainable development, environment and human rights. http://www.oneworld.net/jobs OverseasJobs http://www.overseasjobs.com/ PreventionWeb PreventionWeb serves the information needs of the disaster risk reduction community, including the development of information exchange tools to facilitate collaboration. Information regarding the design and development of the project together with background documentation can be accessed here along with some services that have been put in place. http://www.preventionweb.net/english/?logotext Professionals for Non-Profits Search for permanent or temporary employment opportunities at nonprofit organizations. http://www.nonprofitstaffing.com/ ReliefWeb If you are interested in international humanitarian efforts, this site is for you. It contains links to relevant organizations, vacancies, information sources, and current events. http://www.reliefweb.int Riley Guide Margaret Riley Dikel has written one of the first Internet career guides. Sections run the gamut of career issues from self-assessment through salary information. http://www.rileyguide.com
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Simply Hired Search millions of job listings from across the web. Find local jobs, salary comparisons, and employment trends at Simply Hired . New jobs added daily. Login with your Linkedin username and password to see jobs are open at organizations where your contacts work. http://www.simplyhired.com TCCS Online Resources VAULT, WETFEET & GOING GLOBAL through My TC Portal http://www.tc.columbia.edu/careerservices/index.asp?Id=Resources&Info=Online+Resources The New York Times Jobs Browse or search jobs online from The New York Times Job Market including government jobs, advertising jobs, engineering jobs, finance jobs, accounting jobs, marketing jobs, entertainment jobs and sales jobs. http://jobmarket.nytimes.com/pages/jobs True Careers: Job Search and Career Advice Provides job listings in the US and advice. www.truecareers.com United Nations Human Resources https://jobs.un.org/Galaxy/Release3/Vacancy/Vacancy.aspx USAID Jobs http://www.usaid.gov/careers Volunteer Match Look for volunteer opportunities at the organization where you want to work full-time. http://www.volunteermatch.org
Web Resources for Resume Writing
Teachers College Career Services Resume Writing Guide http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Writing+Guide Teachers College Career Services Library List http://www.tc.columbia.edu/careerservices/index.asp?Id=Resources&Info=TCCS+Library+list#li_1 Stanford University career guides for graduate students (includes CV/Resume) http://studentaffairs.stanford.edu/cdc/services/handbook How to Craft a Winning Resume and CV (ScienceCareers.org) http://sciencecareers.sciencemag.org/career_development/tools_resources/how_to_guides/how_to_craft_a_winning_resume Teachers College Career Services Top Resume Mistakes http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Top+Resume/CV+Mistakes Federal Resume Handbook
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https://new.sipa.columbia.edu/sites/default/files/FederalResumeHandbook.pdf Teachers College Career Services Resume Checklist http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Checklist
Interviewing
Interviews – Questions to Ask and Answer (SIPA) https://new.sipa.columbia.edu/sites/default/files/Interviews-%20Questions%20to%20Ask%20and%20Answer.pdf
Web Resources for Internship/Job Search (General Info)
5 Steps of the SIPA Job and Internship Search Process https://new.sipa.columbia.edu/sites/default/files/5%20Steps%20of%20the%20SIPA%20Job%20and%20Internship%20Search.pdf
References
The Reference Page – Teachers College Career Services http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=The+Reference+Page
Salary Negotiation
Teachers College Career Services Salary Negotiation http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Salary+Negotiation
Thank You Letters
Teachers College Career Services Thank You Letter Tip Sheet http://www.tc.columbia.edu/i/a/document/17664_Thank_You_Letter_Tip_Sheet.pdf Columbia Offices of Career Services Thank You Letters https://new.sipa.columbia.edu/sites/default/files/Thank%20You%20Notes.pdf
General Career Information
Tips for a Successful Internship http://www.careereducation.columbia.edu/tipsheets/summer-success-tips Career Overviews – SIPA https://new.sipa.columbia.edu/career-overviews Columbia Offices of Career Services ‘The Pitch’ (how students can articulate work experience, career aspiration, and interests) http://new.sipa.columbia.edu/sites/default/files/The%20Pitch.pdf
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ICE Program Tip Sheet: Interviewing TEN RULES OF INTERVIEWING (Adapted from TCCS): 1. Know yourself – Be able to apply your skills, interests, strengths and goals to the job you’re applying for 2. Include concrete, quantifiable data in your responses – include measurable data when possible 3. Keep your answers brief and concise 4. Be prepared to articulate your key strengths and explain how your strengths can benefit the organization 5. Prepare five or more success stories – make a list of your skills/accomplishments 6. Put yourself on their team – demonstrate that you are thinking as a member of the team and would fit in 7. Image is often as important as content – nonverbal gestures and physical appearance are highly influential 8. Ask the employer questions – come prepared with 7-10 questions, don’t ask about salary and benefits 9. Research the organization, its products and its competitors before your interview 10. Be able to answer why you want to work for the organization and what value you can bring - Sell yourself!
SKILLS EMPLOYERS LOOK FOR: 1. Written and verbal communication skills 2. Interpersonal skills 3. Teamwork and leadership skills 4. Analytical skills 5. Flexibility 6. Motivation and initiative 7. Honesty and integrity 8. Creativity
TYPES OF INTERVIEWS Screening Interview: The screening interview does just that—screens out candidates whose qualifications don’t meet the job specifications. The first interview is typically conducted by a human resources professional and will probably focus more on your resume and qualifications than anything else. Screening interviews may be conducted in person, by telephone, or by video conferencing and will usually be 30 minutes or less. Second Interview: Second round interviews are often more difficult to prepare for because their purpose is more subtle—to determine which candidates will best "fit" with the organization. Second interviews may be comprised of behavioral and competency-based questions.
• This provides a good opportunity to ask questions • This stage may also include reference checks and testing
Group Interview: This is when there is more than one person interviewing you. Make sure to pay equal attention to all of the interviewers. Pay the most attention to the person who has asked the question, but shift your gaze briefly to others. Do not try to figure out who is the most senior and focus all of your attention on that person. Case Study Interview: Consulting firms and certain financial institutions may include a case study or word problem based on a real-life or simulated consulting situation as part of their interview process. In this instance, the interviewer will present you with a case study and ask how you would approach and solve the dilemma at hand. The interviewer is simply trying to determine your analytical abilities through this interview method, so try not to get flustered! Visit TCCS for more information and help preparing for case interviews. Behavioral Interview: In these interviews, the interviewer will ask you to talk about a real situation you have encountered and how you responded to that situation. They will ask you questions that seek demonstrated
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examples of behavior from past experiences and concentrate on job related functions – these pull on what you have actually done in the past.
• Open-ended questions are asked, which require more than a YES or NO answer. These questions generally begin with “Tell me…,” “Describe a time…,” and “When…”
• Preparing for a Behavioral Interview o Recall past accomplishments which you can use to illustrate your skills, characteristics, and
accomplishments o Rehearse how you would describe your key experiences to interviewers using the “PAR formula”
• It is important to stay calm and answer the question as completely as you can, using the “PAR formula” o P – What was the problem or situation that you were presented with? o A – What action did you take? (Highlight the skills used) o R – What were the results of your actions? (Be specific and quantify results when possible)
Common Themes of Behavioral Questions from TCCS
1. Difficult situations: • Tell me about a difficult problem you had to solve • Tell me about a time you made a mistake • Describe a time when you had to handle a difficult customer/student/client
2. Adaptability: • Can you provide me with an example of a time when you had to deal with a big change? • Describe a time when you changed your actions or approach in order to respond to the needs of a
situation 3. Analytical Skills/Decision Making Skills:
• Describe a time when you recognized a problem before your boss or others • Give me an example of the most complex analysis you have ever undertaken • Tell me about a strategic plan you helped develop • What was the most difficult decision you had to make in the last six months? • Can you give me an example of a kind of decision you make quickly, and one that takes more time? • Describe a decision you made that you wish you could do over
4. Oral/Written Communication Skills: • Sometimes people may not like what you are saying. Can you describe a time when you were able to
successfully communicate under these circumstances? • Give me an example of when you had to speak up in order to get a point across that was important to
you • Tell me about the most challenging report you have ever written • What barriers have you run into when writing a report?
5. Flexibility: • How do you get around obstacles that prevent you from doing something? • Describe a situation when you had to work with someone who had a totally different way of doing
things. 6. Initiative:
• Give me an example of a time when you went above and beyond the call of duty to get a job done • Give me an example of a project/task that you started on your own • What was your biggest achievement at ___ and what steps did you take to achieve it?
7. Leadership: • Tell me about a time when you motivated someone to work hard and to do a good job • Did you ever check the status of a project and discover it wasn’t being done correctly. What did you
do? 8. Organizational Skills:
• Give me an example of when you had to handle multiple tasks at the same time • Give me an example of where planning paid off
9. Risk Taking: • Tell me about a time when you weighed the pros and cons of a situation and decided not to take
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action • Describe a time you decided to take a risk you later regretted • Describe a time you decided to take a risk you were glad you took • What was the best idea you ever sold to your boss? Why did she/he buy into it? • What was the best idea you ever sold to a peer or group of peers? • Can you think of a time when you had to persuade someone to change her/his mind?
10. Teamwork: • Describe the best/worst team experience you ever had • Describe a time when a team member strongly disagreed with your ideas or actions. What did you? • Describe a situation in which you became frustrated or impatient when dealing with a team member
or peer Telephone Interview: Some employers prefer to prescreen applicants by conducting telephone interviews as a way to filter out unqualified applicants. Given our increasingly global operating environment with staff based across multiple work settings, telephone interviews are also increasingly common through all steps of the hiring practice. Doing well in a telephone interview is critical because it’s the gateway to being granted a face-to-face interview (in some cases). Therefore, the process should not be taken lightly.
• Keep in mind you have to work harder to convey your personality and enthusiasm over the telephone. Look in the mirror while you are talking – smile and be animated. These positive expressions will translate to the interviewer over the telephone. If possible, stand during the interviewing process, standing will immediately make you more alert and engaged with the conversation.
• Take deep breaths minutes before the interview. You want to convey calm and confidence, not nervousness. If you catch yourself speaking too quickly, slow down your words to a moderated pace.
• Have a glass of water conveniently nearby in case your throat gets dry. • Avoid the “uptalk” – be sure to modulate your voice, but avoid speaking in a tone where your intonation
rises as if you’re ending the statement with a question. This will be viewed by the interviewer as a lack of self-confidence, not to mention, annoying.
• Do not interrupt the interviewer while he or she is speaking. If it does happen, apologize and let him/her continue.
• Keep your answers clear and concise while elaborating on answers when necessary. • Have your notes prepared for the interview. Jot down helpful information during the interview in ���order to
ask questions. • When the interview has concluded, thank the interviewer for his or her time. • Hang up after the interviewer has terminated the call. • Follow up and send a thank you note within 24 hours, which reiterates your interest in the position. ���
Video or Skype Interview: Increasingly this type of interview is being requeseted.
• Find a quiet area. Some microphones are sensitive to background noise. • Make sure there isn’t a bright light behind you. It will darken your face. • When answering a question, look directly into the camera. This will ensure “eye contact.” • Be aware of what’s behind you. Make sure the area is clean and neat. • Framing: sit tall but not too close to the camera. • The first three buttons on your shirt should be visible. • Practice with friends to check your color, sound, and facial expressions. • Have your resume ready as an email attachment. • Dress professionally. • Leave enough time to prepare equipment
Competency-based Interview: Organizations such as the United Nations and World Health Organization (WHO) have undergone Human Resource Management reforms to establish guidelines that will ensure their success in meeting new challenges and demands. For every position, they have identified essential core competencies in order to hire and maintain staff members who have the skills that will contribute to the success of the organization. For each competency, they have identified effective behaviors as well as example interview
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questions. Below are some core competencies for a specific position in the WHO along with examples of related interview questions. Although these competencies are tailored to this organization, they can be used as a model to assist you in the interview process in any organization that uses this interview method. Similar line of questioning can be found in behavioral interviews.
Building and Promoting Partnerships Across the Organization and Beyond – Management Competency
• Example questions: o Tell me about a time when your personal networks played a part in your ability to deliver results
for the organization. o Tell me about a time when you achieved something significant through the local government.
Driving the Organization to a Successful Future – Leadership Competency
• Example questions: o Tell me about a time when you influenced outside organizations and bodies to further the mission
of your organization. o Tell me about a time when you managed the media for your organization.
INTERVIEWS – PREPARATION GUIDELINES (Adapted from SIPA) Interviews for jobs or internships are your opportunity to present yourself and your qualifications for the position you desire. To prepare for an interview you need to 1) know yourself, your motivations, your strong points, your weaknesses; 2) know about the position, the organization and the industry for which you are interviewing; 3) know general interviewing guidelines; 4) know your resume and be able to speak about every piece of information listed; and 5) prepare for typical interview questions and plan how you will answer them. Know yourself Be sure you are easily conversant on all aspects of your education and work experience, especially the ways in which they are of value to the prospective employer. Be sure to have your two-minute pitch describing your interest in the organization and field. Be able to "talk" your resume. Identify your areas of interest, your skills/abilities/strengths, and your values/priorities. Be sure you know what personal qualities you want to highlight. Be prepared to cite examples that give evidence of your personal qualities. Know the job and the organization Understand as much as you can about the nature of the position and the qualifications needed. You can find this information from the description of the job or internship as well as from any supplementary materials on the organization. It is also helpful to talk to other people who have held the position or a similar one in that organization or another organization. You can even seek out TC alums in particular fields for career advice. If you are unclear about what a particular type of job entails, you may also want to consult general career guides that describe the nature of the work and typical salaries for different careers. Know as much about the organization itself as you can reasonably be expected to know from viewing their website and/or knowledgeable contacts. If you are unable to find out a great deal about the organization before an interview, at least know enough to be able to convey why you have an interest in working for them. Know general interviewing guidelines Remember that an interview is basically a conversation between two human beings. The interviewer's main goal is to get to know you, not to test or trick you. If you feel comfortable in discussing your background and know something about the position and the organization, you are well prepared. Always emphasize the positive. If it is necessary to discuss any negative aspects of your background (e.g. jobs or bosses you didn't like), try not to sound bitter or angry, do not make personal attacks, and don't make excuses. Don't hesitate to be the initiator in the interview. You know yourself and your background better than the interviewer does, so it is your responsibility to be sure that all-important topics are discussed. Be sure to answer the questions. Pay attention to what the interviewer is asking. If a question isn't clear, ask for clarification. Take time to think of your answer. Elaborate on your responses when appropriate. Give examples whenever possible.
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Remember that this is no time to be modest, but rather you need to confidently assert your skill set. Prepare for typical interview questions No two interviews are exactly alike, but you can prepare to answer certain questions that are often asked. You should practice your answers out loud to hear how they sound, but don't try to memorize them word-for-word or you will end up sounding too rehearsed or might forget them if you are nervous. INTERVIEW QUESTIONS General questions
• How would you describe yourself? Tell me about yourself. • How do you determine or evaluate success? • What two or three accomplishments have given you the most satisfaction? Why? • In what kind of work environment are you most comfortable? • How do you work under pressure? • How would you describe the ideal job for you following graduation? • What two or three things are most important to you in your job? • Do you have a geographical preference? Will you relocate? Are you willing to travel? • What major problem have you encountered and how did you deal with it? • What have you learned from your mistakes? • How would you handle this situation.....? • Tell me about a project that you worked on where something went wrong. What did you do? • What makes you stand out from your peers? • What would your team members/supervisor say about you if I asked them for feedback on your leadership
style? • What are your top 2-3 strengths and your top 2 areas in need of improvement? • What is your ideal work environment/position • What do you do in your spare time?
Academic experience
• How has your TC experience prepared you for a career? • Describe your most rewarding university experience. • Why did you select TC? What led you to choose your major? • What academic subjects did you like best/least? Why? • If you could do so, how would you plan your academic study differently? Why? • What changes would you make at TC? Why? • Tell me about one of your papers or your thesis. • Why did you choose the career for which you are preparing? • What extracurricular activities were you active in? What made you choose them? • What skills did you develop through your education? How will these help you in a job? • What was the most important thing you have learned in your graduate program? • If you had to start again, what graduate program would you select? Why? • What (if any) type of educational upgrades do you plan to undertake in the future?
Self-assessment
• How do you manage your time in order to meet deadlines? Have you ever had more to do than you could accomplish? How did you handle it?
• In what area have you shown your greatest improvement in the last two years? • Tell me about a time you got really frustrated on the job? What happened, what did you do, what was the
outcome? • Tell me about a recent mistake and how you handled it? • Pick an example from your current (or most recent) job that reflects your ability to deal with pressure. • What would your team members/supervisor say about you if I asked them for feedback on your leadership
style? • Describe a time when you had decided you should change your actions or approach in order to respond to
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the needs of a situation. • Tell me about a challenge that you faced. What actions did you take to overcome it
Questions about your experience
• Why should I hire you? • What qualifications do you have that make you think you will be successful in this field? • Which jobs or internships have you most enjoyed? Why? • Walk me through your career from undergraduate school onward. Why did you make the choices that you
made? • Which skills and functions are you most comfortable with? If I were to assign you a project based on your
expertise, what would I give you? • What are your weakest skills, and how are you addressing these? • Describe a previous work experience you really disliked and explain why you disliked it. • In past jobs, what achievements were recognized by your supervisor? • Can you recall a time when your work was criticized? Describe the situation and your response. • Describe your ideal work environment./position? • In previous work positions (part-time, volunteer, or summer), did you initiate any new procedures,
systems, programs, or activities? • Tell me about a time when you and your supervisor did not see eye-to-eye on something? Tell me how
you communicated your point of view effectively to your supervisor or co-worker. • Tell me about the attributes you are looking for in a supervisor? • Describe a time when you had to handle a difficult customer/student. • What did you like least about your last job? • Describe a time when you recognized a problem before your boss or others • Describe a situation when you had to work with someone who had a totally different way of doing things.
How did you manage? Questions about your goals, objectives and motivation
• What do you see yourself doing five years from now? • What are the most important rewards you expect in your career? • Why do you want to work here? • What do you think about the future of this field? • What are your long-range and short-range goals and objectives? When and why did you establish these
goals, and how are you preparing yourself to achieve them? • What do you hope to gain out of [the position, the company]?
Questions to determine what you know about the position/career field/the organization
• What do you know about our organization? • What do you think it takes to be successful in our organization? • In what ways do you think you can make a contribution to our organization? • What criteria are you using to evaluate the company for which you hope to work? • What questions do you have for the interviewer? • What do you think about_____ ?
QUESTIONS TO ASK You should be prepared to ask relevant and targeted questions. A good interviewer will ask if you have any questions, usually at the conclusion of the interview. If you are not invited to do so, you should take the initiative to ask questions anyway. Be sure your questions are meaningful and job related: try not to ask for very general information already on the organization’s website or in other public materials. In other words, put some thought into your questions. It is wise to have five questions prepared, realizing that several may be answered during the interview. The part of the interview in which you ask questions is both a chance for you to
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demonstrate your motivation and interest in the job as well as a chance for you to get the information you may need later when evaluating job offers. About the organization
• What makes your organization unique or different from others in its industry? • What are your organization's strengths and weaknesses? • What is the single biggest challenge facing your organization now? • What are your organization's plans for future growth? • How would you describe your organization's culture and management style?
About the job itself and its position within the organization
• Please describe the overall structure of the organization. • Where does this position fit in the overall organization? • To whom do I directly report? • How often would I be evaluated? • What is the overall structure of the department in which the position is located? What are the future plans
for that department? • How much contact is there between departments and between individuals in the organization? • What are the typical first-year assignments? What percentage of my time would be spent in different
tasks/functions? • Tell me about your initial and future training and/or professional development opportunities. • Is it organizational policy to promote from within? What percentage of supervisory positions is filled
from within the organization? What is the work history of your top management? • If you are interviewing for an internship: Do you typically hire your interns for permanent, full-time
positions once they graduate? • What is the most difficult part of the job? What types of challenges would I face in this
position/department? • What are the daily duties of this job? • Is there travel (local/state/national/international) involved? • What is your timeframe for making hiring decisions?
About people in the organization
• What characteristics does a successful person have at your organization? • May I talk to someone who currently holds or recently held this job? • How is an employee evaluated and promoted? How often would my performance be reviewed? • Why do you enjoy working for this organization? • What qualities are you looking for in new hires? • From what schools were recent graduates hired during the last two years? Do any TC graduates work
here? BODY LANGUAGE DO’S AND DON’TS FROM SIPA Don’t:
• Rub the back of your head or neck. This shows that you are not interested. • Sit with your arms folded across your chest. You will appear unfriendly and disengaged. • Cross your legs and idly shake one over the other. It’s distracting and shows how uncomfortable you are. • Lean your body towards the door. You will appear ready to make a mad dash for the door. • Slouch back in your seat. This will make you appear disinterested and unprepared. • Stare back blankly. This is a look people naturally adapt when they are trying to distance themselves. • Go overboard with gestures, as they might be distracting.
Do:
• Sit up straight, and lean slightly forward in your chair. In addition to projecting interest and engagement in the interaction, aligning your body’s position to that of the interviewer’s shows admiration and agreement.
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• Show your enthusiasm by keeping an interested expression. Nod and make positive gestures in moderation to avoid looking like a bobble head.
• Establish a comfortable amount of personal space between you and the interviewer. Invading personal space (anything more than 20 inches) could make the interviewer feel uncomfortable and take the focus away from your conversation.
• Limit your application of colognes and perfumes. Invading aromas can arouse allergies. Being the candidate that gave the interviewer a headache isn’t going to work in your favor.
• If you have more than one person interviewing you at once, make sure you briefly address both people with your gaze (without looking like a tennis spectator) and return your attention to the person who has asked you a question.
• Interruptions can happen. If they do, refrain from staring at your interviewer(s) while they address their immediate business, and motion your willingness to leave if they need privacy.
• Stand up and smile if you are on a phone interview. Standing increases your level of alertness and allows you to become more engaged in the conversation.
After a few well-thought-out questions and answers with your interviewer, it’s almost over, but don’t lose your cool just yet. Make sure your goodbye handshake is just as confident now as it was going in. Keep that going while you walk through the office building, into the elevator and onto the street. Once safely in your car, a cab or some other measurable, safe distance from the scene of your interview, it’s safe to let go. You may have aced it, but the last thing you want is some elaborate end-zone dance routine killing all your hard work at the last moment. SUCCESSFUL INTERVIEWING STRATEGIES FROM TCCS Prepare:
• Preparation helps you to be able to articulate your true abilities, skills, and accomplishments in an interview.
• Prepare, prepare, prepare!! What skills do they desire? What type of position is it? What is the culture? • Researching the organization will help you ask informed questions • Review the organization’s website, literature, magazine articles, and professional journals. Talk to people
too • Be ready to answer both general and very specific questions • Participate in on-campus MOCK INTERVIEWS through TCCS
Assess:
• Know yourself. Examine your skills, interests, strengths, and goals. Be ready to relate them to the job • Analyze your own background. What are your skills (content, functional, adaptive) that relate to the
desired role? What types of work cultures do you prefer? This prepares you to think on your feet! • Identify examples from your past experience in which you demonstrated those skills. How can you “tell a
story” about your particular skills or knowledge? • Quantify your results! ... so what....?...what was the impact? • Be prepared to talk about mistakes, when things didn’t go as planned, self understanding and exploration,
things you might have done differently • Understand your 2-3 strengths and 2-3 areas to be developed. Be comfortable talking about them • Keep a personal achievement diary...so you can easily come up with PAR examples. • Career Changers: Relate and past work experience to common themes/experiences that led you to now
Be Professional:
• Send a positive non-verbal message. Look your best and dress the way others in a comparable position do • Sell yourself enthusiastically but avoid arrogance; there is a fine line between the two-rehearse • Smile, sit up straight, and exude confidence....project positive body imagery • Keep your answers as concise as possible and stick to the point • Ask the employer two to four questions at the end of the interview
Thank the interviewer:
• Send thank you notes throughout your job search to people who help you along the way, including
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networking contacts and interviews • This is a professional gesture that will establish goodwill and distinguish you from other candidates • Send thank you notes within 24 hours after each interview • Look at these sources for help writing a thank you note:
o http://www.tc.columbia.edu/i/a/document/17664_Thank_You_Letter_Tip_Sheet.pdf o https://new.sipa.columbia.edu/sites/default/files/Thank%20You%20Notes.pdf
Action Verbs for use on Resumes, CVs and Cover Letters
accelerated accompanied accomplished achieved acquired
adapted added adjusted administered adopted
advised advocated aired affected allocated
amended analyzed answered appraised approved
arbitrated arranged assembled assessed assisted
audited augmented authorized balanced bargained
broadened budgeted built calculated catalogued
centralized challenged changed channeled chose
circulated clarified classified collaborated collected
combined commissioned compared compiled completed
composed conceived concluded condensed conducted
consolidated constructed consulted contrasted contributed
controlled coordinated corresponded counseled created
cultivated decided decreased defined demonstrated
described designated designed determined developed
devised devoted directed discounted distributed
documented doubled drafted earned eased
edited eliminated employed enabled encouraged
endorsed enforced engineered enhanced enlarged
enriched established estimated evaluated examined
exceeded executed expanded expedited explained
extended facilitated fashioned financed forecasted
formed formulated found founded framed
fulfilled gained gathered gauged gave
generated governed granted guided handled
headed identified implemented improved increased
influenced informed initiated inspected inspired
instituted instructed interpreted interviewed introduced
invented invested investigated involved issued
joined judged launched led lobbied
located maintained managed mapped marketed
maximized measured moderated modified monitored
motivated narrated negotiated nurtured observed
opened operated orchestrated ordered organized
overhauled oversaw participated passed performed
persuaded pioneered planned polled prepared
presented prevented printed probed produced
profiled programmed projected promoted prompted
proposed proved provided publicized published
quantified raised rated recommended recovered
recruited redesigned reduced refined regulated
reinforced renegotiated reported represented researched
resolved responded restored restructured revamped
reversed reviewed revised revitalized scheduled
secured selected sent served shaped
shortened showed simplified solved spearheaded
specified stabilized staffed staged standardized
steered stimulated streamlined strengthened stressed
structured studied submitted substantiated suggested
summarized superseded supervised supplied supported
surpassed surveyed synthesized systematized tabulated
tailored targeted taught tightened traced
trained translated traveled undertook unified
updated used utilized validated verified
weighted witnessed won worked wrote
ICE Program Internship Checklist
STEP 1: Determine value of internship
STEP 2: Prepare application materials
STEP 3: Find internship opportunities
I have reviewed my past working experiences and considered my future career goals.
I have thought about what value an internship will add to my existing knowledge and skills.
I have considered what value I can bring to an organization in a position as an intern.
I have thought about what types of organizations will offer my desired areas of specialization.
I have thought about what types of positions will best serve my interests and strengths.
I have clarified my time commitments and considered my financial expenses
I have used the resources available on the ICE Internship webpage.
I have updated my resume/CV and had it professionally reviewed by TCCS.
I have updated my cover letters and had them professionally reviewed by TCCS.
I have confirmed referees and alerted them about my upcoming applications.
I have researched the organizations offering the internships for which I intend to apply.
I have used the ICE resources available to research internship opportunities (e.g. ICE Internship webpage, Grace Dodge Notes.
I have found 5-‐10 internship opportunities that I am interested in.
I have reviewed the application requirements for each position.
I have tailored my application materials to fit the positions.
I have researched the organizations offering the internships for which I intend to apply.
Critical Step!
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STEP 4: Prepare in advance for your interview
STEP 5: Post-internship application process
I have used the resources available on the ICE Internship web page.
I know what to expect in an interview process in the ICE field.
I have prepared for the interview process using TCCS professional resources (e.g. mock interviews) and carried out additional background research about the organization and their education-‐related projects
I have used the resources available on the ICE Internship webpage.
I have sent thank you notes to interviewers for the internship.
I have thanked my referees and updated my referees and advisors on the outcome of my application.
ICE Program Tip Sheet: Funding Sources for Internships
There are several resources available to help fund an unpaid or low-paying summer internship. Funding opportunities
are available based on factors such as policy interests, sector, internship geographic location, and regional interests.
You must be creative and resourceful in order to maximize your funding search efforts. Investigate whether you can
design your internship to fit with a particular functional, language, or regional study fellowship. Additionally, if an
organization does not offer paid internships, try to negotiate for coverage of housing and travel costs.
NEGOTIATING OFFERS FOR UNPAID INTERNSHIPS:1
Outlined below are forms of support that you can consider negotiating before accepting an unpaid internship offer:
Housing
Some internship employers offer housing accommodations and/or housing search assistance to help support their
unpaid interns. Ask your internship employer whether they have designated housing for interns, offer a housing
stipend, or provide resources or services to aid in your search. If your internship employer doesn’t provide housing,
they may be aware of host families or accommodations that offer short-term housing for internship purposes.
Travel
If your internship is located abroad, it is not uncommon for internship employers to cover airfare expenses. If your
internship involves significant local travel, some organizations cover expenses through reimbursement, a stipend, or
offering a public transportation card (e.g. MTA Metrocard in New York). When negotiating, ask your employer if
they would consider any of these options to help subsidize your internship expenses.
Flexible Work Schedule
If it makes sense given the nature and location of your internship, you could propose a flexible work schedule
whereby you work remotely one or more times per week to reduce your travel expenses. Additionally, you could
discuss flexible work hours that either accommodate your class schedule or a paying position that offsets your living
expenses.
Meals
Meal expenses are other non-monetary forms of internship support that you can negotiate. Ask your internship
employer whether they typically offer daily or monthly meal per diems. Be ready to quote an expected daily meal cost
in case you are asked - be reasonable and do not incorporate fine dining expenses in that figure.
Get Creative!
Although these are the most common types of support that internship employers provide for unpaid internships, think
about other negotiables that would make the offer more attractive to you. Most importantly, don’t be afraid to ask –
the worst the employer can say is “No”. You may be surprised at what you can negotiate!
FUNDING THROUGH COLUMBIA UNIVERSITY
Summer Foreign Language Area Studies Fellowships (FLAS)
For funding support, consider combining your internship with language or regional study. It is often easier to find
funding for language studies. The Summer FLAS fellowships provide payment of program tuition up to $5,000 plus a
$2,500 stipend for graduate students. The summer language course studied under the Summer FLAS fellowships must
be the equivalent of an academic year course and be at least 140 credit or contact hours for beginning and
intermediate level courses, or 120 hours for advanced courses. Most overseas programs of study must be at the
intermediate or advanced level of language proficiency with the exception of beginning level instruction for
languages in which instruction is not available in the U.S. For these courses students may pursue intensive beginning
1 Adapted from SIPA Office of Career Services Resources
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level instruction overseas. All courses must be a minimum of six weeks in length and must be approved by the United
States Department of Education.
Eligible FLAS Languages:
Language World Area of Concentration Graduate Level of Proficiency
Arabic Middle East, International Beginning, Intermediate, Advanced
Armenian Middle East Beginning, Intermediate, Advanced
Bengali South Asia Beginning, Intermediate, Advanced
Bosnian/Croatian/Serbian East Central Europe Beginning, Intermediate, Advanced
Chinese East Asia, International Intermediate, Advanced
Guarani Latin America Beginning, Intermediate, Advanced
Gujarati South Asia Beginning, Intermediate
Hausa International Beginning, Intermediate, Advanced
Hebrew Middle East Beginning, Intermediate, Advanced
Hindi South Asia, International Beginning, Intermediate, Advanced
Hungarian East Central Europe Beginning, Intermediate, Advanced
Igbo International Beginning, Intermediate, Advanced
Japanese East Asia Intermediate, Advanced
Kannada South Asia Beginning, Intermediate
Kashmiri South Asia Beginning, Intermediate
Korean East Asia Intermediate, Advanced
Malayalam South Asia Beginning, Intermediate
Marathi South Asia Beginning, Intermediate
Mayan Latin America Beginning, Intermediate Advanced
Mongolian East Asia Beginning, Intermediate Advanced
Nahuatl Latin America Beginning, Intermediate, Advanced
Nepali South Asia Beginning, Intermediate
Pashto South Asia Beginning, Intermediate
Persian Middle East, South Asia Beginning, Intermediate, Advanced
Polish East Central Europe Beginning, Intermediate, Advanced
Portuguese Latin America, International Beginning, Intermediate, Advanced
Punjabi South Asia Beginning, Intermediate, Advanced
Quechua Latin America Beginning, Intermediate, Advanced
Romanian East Central Europe Beginning, Intermediate, Advanced
Russian East Central Europe, International Advanced
Sindhi South Asia Beginning, Intermediate
Sinhala South Asia Beginning, Intermediate
Spanish Latin America Beginning, Intermediate, Advanced
Swahili International Beginning, Intermediate, Advanced
Tamil South Asia Beginning, Intermediate, Advanced
Telugu South Asia Beginning, Intermediate
Tibetan East Asia Intermediate, Advanced
Turkish Middle East Beginning, Intermediate, Advanced
Ukranian East Central Europe Beginning, Intermediate, Advanced
Urdu South Asia, International Beginning, Intermediate, Advanced
Wolof International Beginning, Intermediate, Advanced
Yoruba International Beginning, Intermediate, Advanced
Zulu International Beginning, Intermediate, Advanced
The summer FLAS fellowship competition is open to graduate students of Columbia University who are US citizens
or permanent residents and are concentrating in world area studies. The summer FLAS award offers fellowship
assistance to students undergoing beginning, intermediate, or advanced training in modern foreign languages and
related international or area studies. The application deadline is typically in the middle of February.
For more information and to apply, visit: http://gsas.columbia.edu/content/flas-fellowship-summer
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The Harriman Institute: Russian, Eurasian, and East European Studies PepsiCo Fellowships for travel/research
in the former Soviet Union and East Central Europe are awarded to outstanding Harriman Institute students and junior
faculty to support semester and summer travel to the former Soviet Union and East Central Europe for the purposes of
conducting research. General application deadlines are: November for spring fellowship awards; March for summer
fellowship awards; and May for all fellowship awards. Summer Language Fellowships are awarded annually for the
intensive study of a Soviet language or East European language either abroad or in the United States. These are
$2,000 awards. The deadline is typically at the end of February.Visit:
http://harriman.columbia.edu/files/harriman/content/Pepsico%20Announcement%20Spring%202014_0.pdf
Harriman Junior Fellowships supports students conducting research on Central European Studies at Columbia
University. They are awarded annually for partial research support or living expenses. Applicants must be certificate
candidates in good standing.
For more information and to apply, visit: www.harrimaninstitute.org/courses/graduate_student_support.html.
Harriman Institute Civil Society Graduate Fellowship supports graduate students from across Columbia
University on a competitive application basis. The Fellowship supports travel and living expenses for unpaid
practical summer internships at any international or non-governmental organization that benefits civil society in any
of the countries of the Russian, Eurasian, or East-Central European region. For more information and to apply, visit:
www.harrimaninstitute.org/courses/graduate_student_support.html.
Institute of Latin American Studies
The Institute of Latin American Studies (ILAS) at the School of International and Public Affairs at Columbia
University receives funding from The Leitner Family Foundation, The Tinker Foundation, and the US Department of
Education, which allows them to provide grants and fellowships to Columbia University undergraduate and graduate
students and junior faculty.
Pre-Dissertation Field Research Travel Grant is a competition for field research money for Columbia graduate and
doctoral students doing independent and/or pre-dissertation research in Latin America for up to $2,000. Research
periods typically range from six to twelve weeks. The application deadline is typically in the beginning of March. For
more information and to apply, visit:
http://ilas.columbia.edu/images/uploads/2013%20Summer%20Field%20Research%20Guide.pdf
Graduate Internship Travel Grant is intended for students doing a summer internships in Latin America. Awards
will range up to $1,500 for qualifying expenses associated with travel to the internship country and travel within the
country. Travel is expected to be undertaken during the summer, but, exceptionally, travel during other periods will
be considered if funds are available. The application deadline is typically in the beginning of April. For more
information and to apply, visit:
http://ilas.columbia.edu/images/uploads/2013%20Graduate%20and%20Undergraduate%20Guidelines.pdf
For more information and to apply, visit: http://ilas.columbia.edu/fundingopportunities/student_funding. If you have
any questions regarding these fellowship and travel grant programs and would like to schedule an appointment for
further information, please e-mail Eliza Kwon-Ahn at [email protected].
Institute of African Studies
The Leitner Family Student Fellowships for Language Study and Research in Africa are principally to support
summer research and language training in Africa. Applicants must also be continuing students, at least for the Fall of
2014. Persons seeking support for internships will not be considered. The application deadline is March 3, 2014. For
more information and to apply, visit: http://www.ias.columbia.edu/leitner-family-student-fellowships-language-study-
and-research-africa
Middle East Institute
Middle East Institute Regional Travel Research Grant provides $3,000 to graduate and professional school students to
support summer travel to the Middle East for the purpose of work on a sustained research project. Separate grants will
International and Comparative Education Internship and Career Resources 4 | P a g e
be awarded for travel and research in Arab countries, Iran, Turkey, or Israel. The project for which they seek funding
must be ongoing and sustained. Language study programs will not be funded. Fellowship recipients cannot use this
fellowship as a supplement to other summer fellowships they have received. The application deadline is typically in
the middle of March. For more information and to apply, visit:
http://www.mei.columbia.edu/meifellowships.shtml#grad.
Weatherhead East Asian Institute
Sasakawa Young Leader Fellowship Fund (SYLFF) Internship Grant provides partial support, travel and/or cost
of living (amount varies between $1,000 and $3,000) for Columbia students who have secured internships in
Southeast Asia in the area of politics, economy, business, international and public affairs, law, society, and media.
Recipients will be chosen on the basis of proven leadership ability and their commitment to make Southeast Asia a
part of their long-term professional careers. An average of ten awards is given each year. The application deadline
generally falls in late February or early March. For more information and to apply, visit:
http://www.columbia.edu/cu/weai/student-resources/sylff_summer.html
Weatherhead M.A.Training Grant provides up to $3,000 in support of research or internships in East Asia. Priority
is given to projects that develop academic and/or professional expertise that crosses traditional disciplinary,
geographic, or temporal boundaries, and/or combines regional and functional expertise. Examples of projects for
submission would include, but are not limited to, research trips, unpaid internships, and summer acquisition of a
second language. Priority is also given to applicants committed to make East Asia a part of their long-term career. An
average of six awards is granted each year. For more information and to apply, visit:
http://www.columbia.edu/cu/weai/student-resources/wh_training.html
EXTERNAL FUNDING SOURCES
American Council for International Education ACTR/ACCELS Language/Research Scholars Programs
Research Scholar Program provides full support for three to nine-month research trips to Russia, Central Asia, the
Southern Caucasus, Ukraine, Belarus, and Moldova ranging from $5,000 to $25,000. Fellowships include round-trip
international travel, housing, living stipends, visas, insurance, affiliation fees, archive access, research advising, and
logistical support in the field. Open to US graduate students, post-doctoral scholars, and faculty. Funding available
through American Councils from US Department of State (Title VIII) grant support. Applicants must be US citizens.
Application deadlines: January 1, 2014. For more information visit:
http://researchfellowships.americancouncils.org/researchscholar
Combined Research and Language Training Program provides full support for research and approximately ten
hours per week of advanced language instruction for three to nine months in Russia, Central Asia, the Southern
Caucasus, Ukraine, Belarus, and Moldova. Fellowships include round-trip international travel, housing, tuition, living
stipends, visas, insurance, affiliation fees, archive access, research advising, and logistical support in the field. Open
to US graduate students, post-doctoral scholars, and faculty. Funding available through American Councils from US
Department of State (Title VIII) grant support. Applicants must be US citizens. Application deadlines: January 1,
2014. For more information visit: http://researchfellowships.americancouncils.org/crlt
Exchanges, Training and Study Abroad: American Councils administers a variety of cultural exchange, study
abroad, and research programs on behalf of both public and private funders. Participation in these programs is through
an open, merit-based competition, and facilitates mutual understanding between the United States and Eurasia,
Southeast Europe, and South Asia. Many programs do not offer funding themselves, but are vehicles for funding such
as the Boren Fellowship or US Department of State (Title VIII) grant support. Due dates vary by opportunity
(October – March)
For more information on each program, visit: http://www.americancouncils.org/services/international-educational-
exchanges-services/study-abroad
The Boren Fellowship
Boren Fellowships provide U.S. graduate students up $24,000 in order to support the opportunity to add an important
International and Comparative Education Internship and Career Resources 5 | P a g e
international and language component to their graduate education through specialization in area study, language
study, or increased language proficiency. The program focuses on geographic areas, languages, and fields of study
deemed critical to U.S. national security. It draws on a broad definition of national security, recognizing that the
scope of national security has expanded to include not only the traditional concerns of protecting and promoting
American well-being, but also the challenges of global society, including: sustainable development, environmental
degradation, global disease and hunger, population growth and migration, and economic competitiveness. Applicants
must be US citizens. Application deadlines: January 28, 2014. For more information, visit:
http://borenawards.org/boren_fellowship/basics.html
Conference on Asian Pacific American Leadership
CAPAL will award stipends to outstanding Asian Pacific American (APA) graduate students who will be serving in
unpaid public service internships (non-profit or government) in the Washington DC area for the summer. The stipends
are intended to enable outstanding APA scholars with leadership potential to work full-time and learn about ways to
influence public policy in their local communities. Stipends range from $2,000-$3,000 and a $500 housing/travel
supplement. Preference is given to students with financial need. The early deadline to apply is generally mid-
February, the final deadline is March 7, 2014. For more information, visit:
http://www.capal.org/programs/scholarships-and-internships/
Institute of Turkish Studies
Located at the School of Foreign Service of Georgetown University, The Institute of Turkish Studies (ITS) is a
nonprofit US private educational institution devoted to the advancement of training, research, and teaching in the field
of Ottoman and modern Turkish Studies. Summer Language Study Grants for graduate students in the social sciences
or humanities for summer travel to Turkey for language study in preparation for graduate research at an established
Ottoman or Turkish language facility. Normally, the recipients of these grants are expected to spend a minimum of
two months in Turkey. Stipends generally range from $2,000 to $3,000. Application deadlines: March 7, 2014. For
more information, visit: http://www.turkishstudies.org./grants/grants_competition.shtml
IREX
The Yegor Gaidar Fellowship Program in Economics supports the long-term development of Russia’s market
economy by providing opportunities for leading Russian economists to conduct collaborative research with U.S.
economic experts. The program aims to strengthen the human capacity at Russian institutions in developing
entrepreneurship, economic diversification, technological innovation, and globalization. Gaidar Fellows are chosen
through a merit-based and open competition to spend a minimum of two, and up to approximately six months at a
U.S. think tank, university, or research center according to their research focus and professional expertise. For more
information, visit: http://www.irex.org/project/yegor-gaidar-fellowship-program-economics
Mathematica, Inc.
The Summer Fellowships for Independent Research on Social Policy Issues Affecting Minorities promote careers in
social policy research, particularly for scholars who might otherwise be drawn to government or academe, the
program supports independent, self-directed research on economic or social problems that affect minority groups and
individuals with disabilities. Stipends are approximately $10,000. Application deadlines: March 14, 2014. For further
information, see: http://www.mathematica-mpr.com/employment/summerfellow.asp
The J.W. Saxe Memorial Fund
The J.W. Saxe Memorial Fund provides $2,000 scholarships annually to one or more undergraduate or graduate
students working in public service. The award is meant to enable the student to gain practical experience in public
service by taking a no-pay or low-pay job during a summer or other term. Preference is given to students who have
secured an internship in public service. Application deadlines: April 1, 2014. For more information, visit:
http://www.jwsaxefund.org/
Tylenol
The Tylenol Future Care Scholarship supports undergraduate and graduate students that exhibit strong community
and activity leadership and intend to major in areas that will lead to careers in health-related fields. In 2011, $250,000
in scholarships was awarded. The application deadline is typically in May. For more information, visit:
www.scholarship.tylenol.com
International and Comparative Education Internship and Career Resources 6 | P a g e
CLUBS AND ORGANIZATIONS
Clubs such as the Kiwanis, Rotary, Optimists, or other fraternal organizations are also great sources for funding as
they are meant to assist members of the community in their service efforts. Specifically for Rotary Clubs, offering to
attend a Rotary meeting in the country where you will be interning would be extremely beneficial. The website for
Rotary is: http://www.rotary.org/.
Churches, temples, synagogues and other religious centers are communities, which are often interested in supporting
their members in whatever way possible. Some organizations have established scholarship funds; in other times,
members may be inspired to donate for your cause if informed about your pursuits.
General Federation of Women’s Clubs may have a local chapter in your home town. To find a local chapter, visit:
http://www.gfwc.org/.
ADDITIONAL RESOURCES
The Foundation Center is an additional online resource where students can do research about different funding
options and opportunities. Visit the website: www.foundationcenter.org.
The Institute for International Education maintains a directory with detailed descriptions of hundreds of study
abroad scholarships, fellowships, grants, and paid internships for U.S. undergraduate, graduate and post-graduate
students, and professionals. Visit the website: http://www.studyabroadfunding.org/index.asp
Your Name (Example 1) 525 West 120th Street • New York, NY 10027 • [email protected] • (111) 222-3333
EDUCATION
Teachers College, Columbia University New York, NY
Master of Arts in International Education Development, Concentration in Peace and Human Rights Education
Selected coursework: Human Rights in Africa; Education in Emergencies; Quantitative Analysis in Comparative
International Education; and Monitoring and Evaluation in Human Rights Education
Expected May 2014
Pitzer College Claremont, CA
Bachelor of Arts, Double Major in Psychology & Youth and Social Justice, May 2008
Thesis: Youth at Risk and Juvenile Detention: A Cross Cultural Comparative Study
Center for California Cultural and Social Issues Senior Thesis Award
Study Abroad: Pitzer College in Botswana, January 2007 – May 2007
PROFESSIONAL EXPERIENCE
Teachers College, Columbia University New York, NY
Research Assistant, International Comparative Education Department October 2012 – Present
Conducted desk research for book chapter on University of Nairobi faculty development project
Transcribed and coded interviews in English and Swahili for the IRC-University of Nairobi Partnership in
Education in Emergencies Project
Created professional development resources for International Education Development Program
Mkombozi Moshi, Tanzania
Research Officer December 2011 – August 2013
Designed, organized and oversaw research projects in collaboration with local government, community
members, street-involved children, teachers and program staff. Key projects included:
Knowledge, attitudes, and practices study of 700 children and young people in Kilimanjaro and Arusha
Regions to assess their perceptions of children’s rights and their feelings of protection
Census of street-involved children living in northern Tanzania including interviews with more than
1,300 children and young people
Designed monitoring and evaluation tools for professional staff of 12 to assess the impact of five programs
serving over 1,000 children and young people in two regions of northern Tanzania
Analyzed monthly monitoring data and generated reports to support program improvement and inform funders
of organizational activities
Hired, supervised, and managed multicultural team of two interns and six research assistants
Facilitated staff development workshops on programming for girls, health education, teambuilding and
leadership to strengthen organizational programming and impact in the community
Support for International Change Arusha, Tanzania
Program Officer March 2010 – September 2011
Managed daily operations for organization including logistics, financial management, and scheduling to ensure
successful delivery of HIV education, testing, and medical care in over 50 villages in northern Tanzania
Developed and implemented program expansion strategy which resulted in twenty villages gaining access to
HIV testing, education, and care
Mentored college students in the creation of the SIC University Clubs at seven universities resulting in student
leaders educating hundreds of peers about HIV prevention and life skills
Compiled program-wide monitoring data to track progress towards achieving performance targets
Developed grant proposals and donor reports to enhance financial stability and expand programing
Reported to local and national government officials on program indicators contributing to achievement of
national targets and ensuring conformance with government regulations
Supervised and organized training for 40 international university student volunteers living in seven villages
Your Name • Page 2
Amani Centre for Street Children Moshi, Tanzania
Health Assistant July 2009 – March 2010
Developed and managed customized healthcare programs for over 200 Tanzanian street-involved children
Designed and co-taught Amani Centre’s health and life skills curriculum in both English and Swahili to
promote safe behavior and self reliance
Collaborated with social work team and nurse to coordinate education, rehabilitation, and health programming
Initiated campaign to reduce corporal punishment through teacher and staff development to ensure children’s
wellbeing
Support for International Change Arusha, Tanzania
Volunteer September 2008 – December 2008
Taught HIV prevention and life skills curriculum to primary school students equipping them with the necessary
skills to stay healthy
Facilitated community health education sessions and HIV testing events
Worked alongside Tanzanian university students to reduce HIV transmission and stigma
Lived in two rural villages with homestay families as a means of integrating into Tanzanian culture
ACADEMIC INTERNSHIPS
Camp Afflerbaugh-Paige Juvenile Detention Facility, La Verne, CA 2005-2008
Ikago Center Juvenile Detention Facility, Molepolole, Botswana April – May 2007
Phutadikobo Clinic and Botswana Department of Health, Molepolole, Botswana February – March 2007
Danbury Inclusion School, Claremont, CA October 2005 – December 2006
Leadership in Environmental Education, Claremont, CA January 2006 – May 2006
PUBLICATIONS
Spector, A. (2012). Children’s knowledge of their rights and feelings of protection: A knowledge, attitudes, and
practices study in Kilimanjaro and Arusha Regions. Retrieved from
http://mkombozi.org/publications/research_report/2012_08_research_report_kapstudy.pdf
Brook, F., Spector A. (2013). Mkombozi census report 2012. Retrieved from
http://issuu.com/mkombozi/docs/census-2012-mk
SKILLS
Computer: Proficiency in Microsoft Office, EpiInfo, SPSS, QuickBooks
Monitoring and & Evaluation Techniques: Most Significant Change Technique (MSC), Outcome Mapping, Social
Return on Investment (SROI), Uwezo Literacy Assessments
Languages: Conversational in Swahili
Your Name (Example 2)
525 West 120th Street • New York, NY 10027 • (212) 222-3333 • [email protected]
EDUCATION Teachers College, Columbia University, New York, NY September 2012 - February 2014
Master of Arts, International Educational Development (Concentration: Peace and Human
Rights Education)
Thesis: Perceptions of Kashmiri Youth in Indian Administered Kashmir towards a Higher
Education
University of Hong Kong, Hong Kong, China September 2007 - June 2010
Bachelor of Arts in Politics and Public Administration (Concentration: East Asian and South
Asian Politics)
Awards: Dayaram Scholarship (HK$ 25,000), 2007–10
Dean’s Honor List, 2007-2008; 2009- 2010
K.K. Ho Scholarship (HK$40,000), 2008-2009
LANGUAGES Bilingual in English and Hindi; Fluent in Urdu
EXPERIENCE Coordinator December 2012 - Present
Working Group on Peace, Conflict and Education, Teachers College New York, NY
Organize events at Teachers College with international experts focused on education in
conflict and post-violence settings to create a space for interdisciplinary dialogue outside the
classroom
Set up and manage the website, blog and social media content for the Working Group to
promote events (www.tc.columbia.edu/peace)
Conduct research on human rights education, education in emergencies and conflict
transformation to support the work of the members of the Working Group
Programs Intern September 2013- January 2014
Global Nomads Group New York, NY
Adapted the Global Citizens in Action (GCA) curriculum and professional development
guide to fit the diverse contexts of Afghanistan, Pakistan and the US
Reviewed and edited grant proposal narratives for GCA programs in South and Central Asia
Developed the PULSE program curriculum – ‘Timeline for Social Change’, to enable virtual
exchange between schools in Jordan, Chile and, the US
(http://gng.org/programs/program/from-protest-to-peace-pathway-to-change/)
Created a database on educational organizations and potential donors in South Asia to serve
as a resource for further outreach
Adult Education Intern September 2012 - May 2013
International Rescue Committee (IRC), New York Resettlement office New York, NY
Created the ‘English for New Arrivals’ Curriculum with accompanying teaching aids to
impart survival English to newly arrived refugees and asylum seekers in New York
Designed and facilitated teacher education to implement the curriculum
Developed monitoring and evaluation tools (surveys, assessments, online forums, etc.) to
measure the progress of clients across the various adult education programs
Supervised the work of 25 volunteers and 4 programs in the Adult Education Department
and maintained the volunteer database
Conducted outreach work to raise enrollments in the Adult Education Programs
Your Name • 111-222-3333
Teacher and Assistant Administrator June 2010- May 2012
Teach For India, St. Francis Primary School Maharashtra, India
Taught literacy and math education to a multi-grade classroom of 45 pupils
Showed an average of 1.2 years of growth in reading comprehension and over 2 years of
growth in grammar in a class of 45 pupils
Co-created and implemented an art-integrated curriculum, aligned with ‘Charlie and the
Chocolate Factory’ performed as a musical by 80 children
(http://toinfinityandbeyond2012.weebly.com/index.html)
Conducted trainings on Critical Thinking in the Classroom, Reciprocal Reading Groups,
and Phonics for Struggling Readers to equip teachers in low income schools with the
skills to create a dynamic and accessible learning environment
Maintained the school’s student database
Wrote the school’s annual report to be submitted to the Department of Education
Coordinator and Teacher June 2009- August 2009
Migrant Outreach Education Initiative (MOEI) China, Sichuan Province China
Conducted TESOL Training and created volunteer manual for 15 volunteers
Engaged with the provincial government in Sichuan to ensure the safety of volunteers
and find alternative placement schools
Conducted an activity-based oral camp in English for over 70 pupils who had been
affected by the Sichuan Earthquake in 2008
Language Coach June 2008- August 2008
MOEI Thailand Mae Sot, Thailand
Conducted a 6-week Intensive Oral English camp for refugees from Myanmar at the
Leadership and Management Training College in Mae La Refugee camp and Boarding
High School for Orphans and Helpless Youth in Mae Pa, to help with resettlement
language requirements
ACTIVITIES Co-Chair September 2013- Present
Human Rights and Education Colloquium: A collaborative project connecting scholars from
Teachers College and NYU, New York, NY
Co-Founder and Coordinator September 2008- June 2010
Burma Connect (Independent Student Group now known as Connecting Myanmar), University of
Hong Kong, Hong Kong, China
COMPUTER Proficient in MS office; Knowledge of SPSS
SKILLS