School of Education and Social Policy

Master of Science in Higher Education Administration and Policy

Higher Education Administration and Policy

Internship Handbook

©2014 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

2

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 Lois Trautvetter at l-trautvetter@northwestern.edu or 847-491-3901 or visit our website http://www.sesp.northwestern.edu/higher-education/internships/index.html

“By far, the internship was the most valuable aspect of the program. My Internship not only provided the immediate opportunity to apply the theories studied in class, it also allowed me to gain valuable work experience and to network with current professionals and potential employers in the field. ”

-Claire Gallerano, 2013

3

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 20

INTE

RN

SH

IP H

AN

DB

OO

K

Mas

ter

of S

cien

ce in

Hig

her

Edu

catio

n A

dmin

istr

atio

n an

d P

olic

y

4

“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, 2013

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 equipps 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, discuss research methodology, and provide 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.

AB

OU

T TH

E P

RO

GR

AM

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

5

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

6

“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, 2010

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.

AB

OU

T O

UR

STU

DE

NTS

Mas

ter

of S

cien

ce in

Hig

her

Edu

catio

n A

dmin

istr

atio

n an

d P

olic

y

7

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

-Hope Wallace, 2012

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 internship 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 classses 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 don’t 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.

AB

OU

T TH

E IN

TER

NS

HIP

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

8

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.

9

“Both of my internships are a reflection of my efforts to experience different areas of the University and a reminder that while there are so many different offices, departments and staff with varied interests, we are all working towards improving the student experience.”

-Ange Concepcion, 2010

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 compenstation varies. 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 MS 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.

INTE

RN

SH

IP F

UN

DIN

G

Mas

ter

of S

cien

ce in

Hig

her

Edu

catio

n A

dmin

istr

atio

n an

d P

olic

y

10

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. 

11

“As an intern 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, 2012

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.

INFO

FO

R S

UP

ER

VIS

OR

S M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

12

Writing the Internship DescriptionThe first step in finding an intern is writing the internship description and sending it to the MS 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 candiates.)

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 MS in Higehr Education Administraiton and Policy Program.

If you would like to interview admitted applicants during Preview Northwestern Days, please send your completed Internship Description form to Dr. Lois Trautvetter by February 1st. 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 (l-trautvetter@northwestern.edu) to sign and approve before the student begins the internship.

Internship PaymentIf the internship is departmentally (employer) funded, the supervisor determines the compensation amount. The most

13

common hourly rate for interns is $22.50 per hour. The range is generally $12 - $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

14

experience so much that they participate in the program on an ongoing basis, accepting new interns every quarter or year.

“From leading meetings to mentoring students one on one, planning recruitment and working alongside my professional colleagues, the internship gave me a daily opportunity to apply what I was learning in class to my practice in the field.”

-Elise Alford, 2010

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 l-trautvetter@northwestern.edu 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. University Career Services, 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

INFO

FO

R S

TUD

EN

TS

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

15

interests have changed.

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

16

internship.

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 MS 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.

17

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. 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.

18

Catherine Basl spent four quarters interning as a Career Counselor with University Career Services at Northwestern and learned a very valuable lesson. “My internship confirmed my professional interest in career development. I loved it!”

The internship gave Basl a great deal of practical experience that went above and beyond lessons gleaned in the classroom. “I was responsible for a caseload of students (between 30-45 students per quarter) that I saw for individual appointments and I worked with additional students during weekly walk-in hours. I also supported office-wide events including

career fairs and internship conferences. I presented career-related workshops each quarter to the wider campus community and collaborated with senior career counselors on developing an individual project. All career counselor interns were responsible for taking detailed case notes, presenting case conceptualizations of student cases, and researching current career counseling methods, techniques and resources.”

During her internship, Basl had three supervisors who shared their diverse experiences. “I benefited from their multiple perspectives and backgrounds. I gained counseling and advising skills, a deep understanding of the issues and opportunities available in career services, and a strong foundation in career development theory and practice.”

The practical proficiencies and guidance from supervisors laid a solid groundwork for a successful career in higher education. Upon finishing the MS in Higher Education Administration and Policy Program, Basl joined North Seattle Community College as the Recruitment and Employment Specialist for their 2-year nanotechnology program.

INTE

RN

SH

IP P

RO

FILE

S

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

Carrie Murphey enjoyed teaching middle school and working in residential summer camp management, but felt drawn toward higher education. She returned to her alma mater, Bates College, as the Housing Coordinator and felt at home. “The experience stoked my interest in pursuing higher education as a career and I knew I would need a master’s degree to proceed any further along that path.”

Along with the master’s degree, Murphey wanted to gain practical experience in an area of higher education in which she was not familiar – undergraduate admissions. “I was responsible for presenting information sessions to prospective students and their families, meeting individually with students in various stages of the application process, and responding to phone and email inquiries from prospective students, parents and school guidance counselors.”

The internship helped Murphey realize that while she liked parts of the admissions process, she preferred working with students already on campus. “I sincerely enjoyed every conversation with prospective families that I had and having the opportunity to work with them to consider their options for school and the application process. I also enjoyed working alongside and informally supervising the Senior Counselors that worked in the office - they were exceptionally bright students and really remarkable representations of Northwestern students and they allowed me to get a better feel for the type and variety of students on campus.”

19

For James Ehrmann, the internship component of the Masters in Higher Education Administration and Policy program helped cement his decision to attend Northwestern. “The interviews that I had with prospective internship providers during a campus visit confirmed for me that the program was one in which I would enjoy significant exposure to the diverse areas within the field.”

Coming from a background in leadership consulting for Sigma Nu Fraternity, Ehrmann had experience with student affairs, but wanted to broaden his knowledge and higher education involvement. To achieve his goals, he completed internships in both the Office of Fraternity and Sorority Life at Northwestern University and in the President’s Office at Oakton Community College.

The internship in the Office of Fraternity and Sorority Life gave Ehrmann the opportunity to work with professionals, “…as they worked daily with students and implemented and managed departmental initiatives and programs…Most importantly, I was given the independence to manage some initiatives and learn what worked and what didn’t – this ‘hands on’ experience has served me especially well.”

During his time working in the Office of the President, Ehrmann compiled and read exit interview data from senior student athletes and created a report to help with the accrediting process. “This experience was challenging: the process of compiling data, extracting themes and presenting those themes clearly is not always straightforward; however, the sense of accomplishment that accompanied a finished product was tremendous.”

Ehrmann is now the Assistant Director of Fraternity and Sorority Life at the University of Washington. His internship experience prepared him to address a variety of issues that affect not only his department, but the larger college campus. “I embrace recent conversations on the rising costs of college and the role of the government and look forward to influencing discussions in these arenas by actively participating in the political process at the local and state levels.”

“I was interested in this position because I wanted to ‘try-on’ admissions work and found that while I was good at it and enjoyed certain aspects of it, I missed the authenticity of interacting with undergraduate students in the midst of their college experience, versus prospective students considering college.”

After graduation, Murphey accepted a position as Assistant Director in the College Programming Office at the University of Chicago where she works with undergraduate students and alumni and helps coordinate new student orientation and many other events and programs.

Students who will be getting academic credit for an internship 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:

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:

Supervisor job title:

Supervisor phone number: Supervisor email:

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 Dutieshis 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 thatwill 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 and the description of the internship email attachment, mail or fax to:Lois Trautvetter, Director, MS in Higher Education Administration and Policy Programl-trautvetter@northwestern.eduAnnenberg Hall, Room 142 – 2120 Campus Drive, Evanston, ILFax: (847) 467 1724If you have questions please call Lois Trautvetter at (847) 491-3901

-------------------------------------------------MSHE Office Use Only--------------------------------Director Signature: Date

INTE

RN

SH

IP C

ON

TRA

CT

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

Supervisors, please fill out this evaluation form at the conclusion of the interns 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:

Supervisor job title: Supervisor phone number: Supervisor email:

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.

INTE

RN

SH

IP E

VALU

ATIO

N

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

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:Lois Trautvetter, Director, MS in Higher Education Administration and Policy Programl-trautvetter@northwestern.eduAnnenberg Hall, Room 142 – 2120 Campus Drive, Evanston, ILFax: (847) 467 1724If you have questions please call Lois Trautvetter at (847) 491-3901

INTE

RN

SH

IP E

VALU

ATIO

N

M

aste

r of

Sci

ence

in H

ighe

r E

duca

tion

Adm

inis

trat

ion

and

Pol

icy

23

INTERNSHIP DESCRIPTION

EXAMPLES

Master of Science in Higher Education Administration and Policy

  1  

N  O  R  T  H  W  E  S  T  E  R  N     U  N  I  V  E  R  S  I  T  Y  University  Career  Services  

Counseling  Internship  for  Graduate  Students  http://www.northwestern.edu/careers/  

 University  Career  Services  (UCS)  sponsors  supervised  internships  for  graduate  students  in  counseling.   This  opportunity  is  designed  to  give  students  broad  and  comprehensive  exposure  to  all  aspects  of  career  services  as  well  as  in-­‐depth  experience  in  career  counseling.   Interns  are  asked  to  give  approximately  20  hours  each   week  depending  on  the  requirements  of  their  program.  

 Overview  of  Internship  Site:  

 University  Career  Services  provides  comprehensive  assistance  to  Northwestern  University  undergraduates,  graduate  students,  and  alumni  with  their  career  development,  graduate/professional,  internship  and  job  search  needs.   UCS  is  a  comprehensive  career  service  office  in  a  selective,  private  university  setting.  

 An  internship  at  UCS  provides  an  educational  opportunity  for  graduate  students  to  have  a  professional  experience  that  will  be  helpful  for  those  considering  a  career  in  the  area  of  career  services  and/or  student  affairs.   The  internship  is  designed  to  give  the  student  an  introduction  to  the  type  of  work  roles  performed  within  a  career  services  office  and  to  begin  to  teach  the  student  the  skills  necessary  to  be  an  effective  professional  in  the  field.  

 Intern  Responsibilities  

 Intern  responsibilities  are  described  in  terms  of  the  primary  tasks  one  would  see  in  most  comprehensive  career  service  offices.   Depending  on  the  student’s  interest,  these  responsibilities  will  be  determined  as  needed.   Because  of  the  cyclical  nature  of  career  services  work,  the  amount  of  time  spent  on  each  responsibility  during  the  intern’s  weekly  hours  will  vary  throughout  the  internship.  

 Orientation  and  Training  

 Interns  are  oriented  to  University  Career  Services  at  the  start  of  their  internship.   Interns  are  expected  to:  

1. Complete  assigned  reading.  2. Attend  training  sessions  to  be  held  in  early  September.  3. Meet  with  key  staff  members  to  become  oriented  to  each  career  service  function.  4. Shadow  counselors  to  observe  client  work.  5. Become  knowledgeable  about  key  career  resources  and  information  technology  used  in  career  services.  6. Become  familiar  with  workshop  and  other  outreach  subjects  and  content.  7. Participate  in  staff  meetings  and  staff  development  activities.  8. Meet  weekly  with  an  assigned  supervisor  on  a  scheduled  basis  to  review  client  work  and  to  discuss  

practicum  experiences  and  professional  practice  issues.  9. Participate  in  scheduled  group  supervision  sessions  and  activities.  10. Provide  mid-­‐term  and  end  of  term  evaluations  to  your  supervisor.  

 Supervision  

 Intern  Supervision  is  ongoing.   It  offers  interns  a  forum  for  asking  questions,  and  discussing  their  observations  and  experiences.   It  also  offers  time  for  interns  to  reflect,  adjust  expectations,  and  self-­‐assess  their  progress.  

 1. Meet  weekly  with  an  assigned  supervisor.  2. Provide  one  recorded  session  to  supervisor  each  week.  3. Participate  in  weekly  group  supervision  with  other  interns  where  client  cases  and  career-­‐related  topics  

are  presented  and  discussed.      

  2  

 Student  Contact  

 The  most  important  part  of  the  internship  is  direct  involvement  with  students.   After  an  appropriate  training  period,  students  are  expected  to  provide  a  variety  of  direct  services  to  students.  

1. Conduct  initial  individual  assessment  of  student  needs  through  office  walk-­‐in  process.  2. Assist  undergraduate  and  graduate  students  to  access  appropriate  services  and  resources  by  assessing  

and  clarifying  their  needs,  orienting  them  to  services  and  programs,  and  guiding  them  to  the  appropriate  resources  and  services.  

3. Provide  individual  career  and  employment  counseling  for  students,  including  needs  assessment,  design  of  intervention,  assessment  administration  and  interpretation,  career  decision-­‐making  guidance,  job  search  consulting,  and  referral  to  other  resources.  

4. Provide  individual  graduate  school  counseling  and  advising  for  students.  5. Critique  student’s  resumes  and  job  search  correspondence.  6. Assist  students  in  locating  and  using  on-­‐line  and  print  information  to  aid  their  career  development.  7. Conduct  workshops  on  selected  career  topics.  

 Programs  and  Workshops  

 Workshops  and  Career  Fairs  play  a  large  role  in  most  career  service  offices.  Participation  helps  interns  to  get  a  feel  for  the  types  of  programming  done  by  career  service  offices.  

 1. Attend  and  assist  with  various  special  events  and  workshops  held  by  UCS.  2. Design  and  implement  a  workshop  of  choice  during  their  internship.   This  may  be  in  conjunction  with  an  

already  planned  workshop  or  be  an  entirely  new  topic  of  the  intern’s  choosing.  3. Develop  and  implement  a  special  project.   The  student  and  the  individual  supervisor  would  jointly  agree  

upon  the  nature  of  such  a  project.    Professional  Development  

 Career  professionals  must  continually  learn  to  keep  their  skills  and  knowledge  up-­‐to-­‐date.   In  addition  to  their  initial  orientation,  interns  will  also  have  opportunities  to  continue  to  learn  and  develop  skills  throughout  their  internship.  

 1. Attend  weekly  staff  meetings,  and  participate  in  university  student  affairs  professional  development  

sessions.  2. Meet  with  UCS  practitioners  and  support  staff  to  learn  more  in-­‐depth  about  the  various  roles  that  may  

exist  within  a  career  services  office.    To  apply,  please  send  a  cover  letter  and  resume  to:  

 Jeff  Jenkins   Christina  Siders  Senior  Assistant  Director/Training  Director   Senior  Career  Counselor/Associate  Training  Director  University  Career  Services   University  Career  Services  620  Lincoln  Street   620  Lincoln  Street  Evanston,  IL   60208   Evanston,  IL   60208  847.491.3700   847.491.3700  jjenkins@northwestern.edu   c-­‐siders@northwestern.edu  

 Internship  in  Student  Affairs  Assessment:  DePaul  University  

http://studentaffairs.depaul.edu/assessment.html    

Start  date:  October  1  or  January  1  End  date:  December  1  or  March  15    Organization:  DePaul  University  Division  of  Student  Affairs  Area:  Assessment,  Planning  and  Communications      Supervisor:  Ellen  Meents-­‐DeCaigny  Title:  Assistant  Vice  President  for  Assessment,  Planning  and  Communications  Phone:  312.362.7298  Email:  emeentsd@depaul.edu      Hours  per  week:  15-­‐20    Hours  for  internship:  200  for  academic  credit,  flexible  for  professional  experience      Description:  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  divisional  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,  and    6)  assisting  with  research  related  to  trends  in  higher  education.        

Internship  in  Global  Safety  and  Security  Northwestern  University  

 About  the  Office  of  Global  Safety  and  Security  The  OGSS  is  a  new  unit  of  the  Provost's  Office.  Our  mission  is  to  develop  a  comprehensive  approach  to  international  risk  management  for  the  institution's  overseas  operations,  including,  but  not  limited  to  undergraduate  study  abroad.    Objectives  of  the  Internship  The  Graduate  Intern  will  develop  an  understanding  of  international  risk  management  and  the  measures  the  university  takes  to  ensure  student  health  and  safety  while  students  travel  abroad.    Additionally,  the  internship  will  provide  exposure  to  effective  strategies  of  managing  and  preventing  crisis  events  and  complying  with  university  and  government  regulations.  Projects  that  the  intern  may  work  on  include:    

1) Consolidate  and  update  sexual  assault  resources,  information,  and  prevention  strategies  for  students  studying  abroad  for  the  new  Office  of  Global  Safety  and  Security  website.  This  would  include  composing  web  content,  developing  checklists,  response  protocols  and  incident  reports.  

2) Revise/Reconcept  the  International  Emergency  Management  plan.  3) Develop  a  website  for  the  OGSS.  Review  peer  institutions'  similar  sites  and    

propose/compose  content.  Migrate  existing  information  from  SAO  or  ORM.  4) Update  and  create  training  Prezi  presentations  

a. Update  Prezi’s  that  train  students  about  risk  management,  health,  and  safety  before  they  travel  abroad  

b. Create  Prezi’s  based  on  existing  Powerpoints  to  train  faculty  about  risk  management,  health,  and  safety  before  they  travel  abroad  with  students  

5) Provide  Technical  Support  in  Excel  a. Create  sustainable  spreadsheets  to  track  total  numbers  of  students  traveling  

to  different  locations  and  to  track  incident  reports  b. Use  this  work  to  understand  the  scope  of  Northwestern’s  programs  and  

incidents,  and  learn  about  compliance  and  reporting  requirements  6) Do  a  daily  news  sweep  to  understand  current  world  events  and  note  their  impact  on  

Northwestern  travelers  7) Read  and  discuss  current  articles  and  documents  to  improve  understanding  of  

current  issues  within  the  field  of  international  health,  safety,  and  security    Scope  of  the  Internship  The  intern  will  ideally  work  18-­‐22  hours  per  week  during  the  spring  and  summer  quarters.      To  Apply  Submit  a  resume  and  a  letter  of  interest  that  outlines  the  projects  you  would  be  interested  in  and  relevant  skills  and  experience.  Interviews  will  begin  in  early  March.    Materials  should  be  submitted  to:    Julie  Friend  Director  of  Global  Safety  and  Security,  Office  of  Global  Safety  and  Security  julie.friend@northwestern.edu  

DEPARTMENT: Student Success

POSITION TITLE: Graduate Intern – New Student Orientation & Retention

ORGANIZATIONAL RELATIONSHIPS:

Reports to: Coordinator Student Orientation and Retention

PRIMARY FUNCTION: The graduate intern will play an integral role in the facilitation

and implementation of Oakton’s pre-term orientation sessions, New Student Orientation

(NSO) and first year experience programs supporting student success.

MAJOR RESPONSIBILITIES:

The intern will work closely with the Student Success area staff, NSO Board, Student

Recruitment and Outreach, jOURney Peer Mentors, and academic advisors, primarily at

the Skokie, IL Campus. Oakton’s on-going first year experience offers students the

chance to learn about the College and academic expectations, transition issues, co-

curricular opportunities, academic advising, and registration for first-year and transfer

students. The intern will serve as a member of the New Student Orientation Board and

will be integrally involved in the planning of these programs.

Oakton continues to develop and re-design our new student transition initiatives. As such,

many opportunities will be available to participate in aspects of Oakton’s orientation

program including preterm Orientation session coordination and presentation, developing

parent and family orientation, academic advising, new student / first year experience

programming, and student mentor supervision.

Additionally, the intern will have the opportunity to participate in the development of

orientation materials, marketing initiatives, and social media. This position is an excellent

opportunity for someone interested in gaining a broad range of student affairs skills,

practical orientation programming experiences, and knowledge of the community college

setting. Occasionally the intern may need to commute to the Des Plaines, IL campus for

meetings or programs.

Start Date: Between August 4 and September 2, 2014

End Date: Mid April – Mid May.

Hours Per Week: 15 hours per week. This position is limited to a maximum of 500

hours worked in a calendar year starting with the first day of employment. The intern

and supervisor will discuss which weeks may be taken off or have fewer hours worked to

have the internship extended over the academic year.

Compensation: $20/hour

Internship in New Student Orientation and Community College Student Success

QUALIFICATIONS:

Enrolled in a master’s level graduate program in higher education, student affairs,

college student personnel, or a related field.

Commitment to student development and persistence

Demonstrated ability to communicate effectively one-to-one, in small groups and

in public speaking contexts

Ability to write precise, well-organized emails, letters, proposals, and social

media content

Demonstrated success following through on commitments while incorporating

objectivity, trustworthiness, honesty, respect and fairness in daily actions

Ability to plan, organize and schedule in an efficient, productive manner and

target projects or initiatives that require special attention and focus on key tasks

when faced with limited time and/or resources

Ability to harness various communication methods (e.g., letters, social media, and

marketing materials) that impart information and create a sense of community

Must have access to reliable transportation to work at both Skokie and Des

Plaines campuses.

Internship in New Student Orientation and Community College Student Success - Pg 2

School of Continuing Studies Northwestern University

Student Services, Graduate Student Intern

The School of Continuing Studies (SCS) at Northwestern University provides lifelong education opportunities for adult students. The programs in the school include undergraduate, graduate, and credit and non credit certificate and professional development programs. The Student Services area at SCS includes services such as advising, registration, career services, and support for student organizations, and events such as New Student Orientation and Convocation. This internship is either a 5-quarter position (NU Higher Education Program) or a full academic year internship for non-NU graduate students with an hours requirement. This internship involves working closely with the Associate Dean for Student Services and Student Services team. Overall responsibilities may include:

• Coordinating academic skills, career service, and other student services workshops and events, and publicizing these activities to students.

• Creating campaigns usual social media outlets to engage alumni and students • Assisting with continued enhancements to student online community site • Assisting in the setting up and coordination of recruitment and/or employer

relations events and processes. • Supporting and developing major alumni events. • Assisting in the design and implementation of qualitative research, such as focus

groups, with various SCS constituents. • Working with student leaders within the school to assist in the development of

student organizations and student leader training modules. • Participating in regular staff meetings with the Student Services staff. • Attending Student Advisory Board meetings and other student events. • Interacting regularly with other SCS departments including admissions, marketing,

and academic programs. Students interested in internship possibilities should contact: Denise Ledsinger Director for Student Services Phone: (312) 503-4220 e-mail: dledsinger@northwestern.edu

Searle Center for Advancing Learning & Teaching Internship Description

The Searle Center for Advancing Learning and Teaching is an academic center that serves the entire university, including the Chicago and Qatar campuses, and reports to the Office of the Provost. Through its wide range of programs, services, research and scholarship, the Searle Center seeks to assist all members of the Northwestern community who are engaged in the promotion and facilitation of “cutting edge” learning of their students and colleagues – including faculty, post-docs, graduate TAs and instructors, and under-graduate peer mentors, clinicians, and administrators. Through its research and publications, the Center also engages in broad national and international conversations about what constitutes excellence in learning and teaching, and seeks to share new knowledge with those who teach and facilitate learning in higher education. The Searle Center is composed of four major spheres of activity: Faculty Programs, Graduate Student Programs, Undergraduate Programs, and Research & Evaluation projects, with an Associate Director leading each of these areas. In each of the first three spheres we provide seminars, talks & workshops, designed to provide information and practical guidance on specific topics of learning and teaching, as well as long-term programs designed to prompt more profound changes in participants, such as our year-long Searle Fellows faculty program, our Graduate Teaching Certificate program, and our Gateway Science Workshop program. We also provide a wide variety of linked services, including individual consultation and classroom analysis, as well as resources, including an extensive collection of books on teaching and learning housed in our Center Library. In the research and evaluation sphere, we collaborate with faculty and on a wide variety of disciplinary and cross disciplinary projects. The Searle Center regularly accepts interns to work in any of the areas described above. Our approach to placing interns is holistic: we balance the intern's interests, experience and skills with our existing needs, projects and resources. For example, many of our interns are assigned to faculty programs, but may develop projects that are of mutual interest to the Searle Center and to themselves. We encourage our interns to grow, learn and expand their thinking and skills. For example, in the past, we've had interns who are interested in helping us conduct our research on teaching and learning. In this case, they might collect data (e.g. conduct interviews, do structured observations, administer surveys); analyze data or even write up research for publication. Other interns have been interested in helping develop our programs, and have helped conceptualize and implement workshops related to teaching and learning. Others have enjoyed the administrative component of running programs, and have taken the lead on recruiting, coordinating and overseeing program logistics. Over all, we are looking to collaborate with our interns as professionals, and to leverage the strengths, experiences and ideas that they bring to the Searle Center for a mutually beneficial learning experience.

2120 Campus Drive Annenberg Hall, Suite 132Evanston, Illinois 60208847-491-7526

ms-highered@northwestern.eduwww.sesp.northwestern.edu/higher-education

School of Education and Social Policy

experience was one of the most valuable parts of the program for me. Being able to participate in an internship while taking classes has given me a great balance of theory and practice.”

— Renee Ritari ‘10