Faculty Internship Resources

Information and expectations about the internship, the site provider/employer and faculty sponsor/supervisor.

The Role of the Faculty Sponsor/SUPERVISOR

The faculty sponsor/supervisor oversees the academic components of the internship experience. This includes helping students develop learning objectives, structuring academic reflection for the internship, and monitoring the student’s learning and professional development. These goals and expectations are documented via the Internship Learning Objective Form which will be signed by the student, the faculty sponsor/supervisor, and the internship provider. At the conclusion of the internship, the faculty sponsor/supervisor will receive the evaluation of the student from the internship provider. The faculty sponsor/supervisor will utilize the student’s reflection and the internship provider’s evaluation of the student to assess the learning professional development or career readiness progress based on the original goals stated on the completed Internship Learning Objectives Form.

For more information, please refer to the Faculty Handbook, Section 6.23, Appendix 3: Internships.

Internship Definition

Internships and co-ops provide professional experience in a career field of interest and are an important complement to academics.

Components of Strong Internships

  • Intern receives an orientation and training
  • Intern has a specific project/responsibilities and opportunities to learn about organization’s operations
  • Employer supervisor supports the student in the pursuit of learning goals
  • Intern meets organization’s leaders
  • Faculty sponsor/supervisor evaluates the student’s progress at key points during the term of the internship
  • The internship integrates knowledge and theory learned in the classroom with practical application and industry skills development in a professional setting.
  • The internship offers the student the opportunity to gain experience and connect with professional in the field or fields they have considered for their career path.
  • Employers have the opportunity to guide and evaluate talent. (National Association of Colleges and Employers (NACE), 2011)

differentiating an internship from a part-time or volunteer work:

– The focus of the internship is the intern’s learning in conjunction with the completed or projected coursework
–  An internship is a set period of time (approximately one semester or a summer)
– The internship provider serves as mentor tot eh student and provides training, evaluation, and frequent feedback to the student and, where specified in the internship documents, to the faculty sponsor/supervisor.

THE student AND FACULTY BEGIN TO identify THE internship

Encourage students to utilize several search strategies.
Download the internship search worksheet.

1) THE STUDENT WILL NEED TO SPECIFY WHAT THEY EXPECT FROM THE INTERNSHIP AND IDENTIFY THE LOCATION.

  • The more specific a student can define and articulate their goals for the internship, the easier it is for faculty and others to assist.
  • The student generally begins the internship process by identifying when they want to complete the internship.
  • The student will start the process for becoming career ready during their first semester at NCF and begin considering a specific industry, company, organization or employer where they will apply to be an intern.
  • The student must determine the city, region, state or other location they want to complete their internship.

2) INSTRUCT THE STUDENT TO PREPARE IN ADVANCE ALL SEARCH MATERIALS TO BE SUBMITTED TO THE COLLEGE AND EMPLOYER AS PART OF THEIR INTERNSHIP SEARCH PROCESS

  • The resume and cover letter much be reviewed by the personnel in the career center.
  • The student will create a LinkedIn profile.
  • The student will attend career readiness seminars or events to hone employability skills.

3) INSTRUCT THE STUDENT TO EMBARK UPON A PROCESS OF INQUIRY TO DISCOVER EMPLOYERS IN THEIR INDUSTRY OF CHOICE WHO HOST INTERNS.

  • The student researches the industry and learns which employers have internship opportunities.
  • The student takes initiative to check social media, networking contacts and various sites sponsored by the college to learn if there are alumni in the field in the location where the student is interested in completing the internship.

4) INSTRUCT THE STUDENT TO BECOME INVOLVED IN PROFESSIONAL ORGANIZATIONS/ASSOCIATIONS TO NETWORK WITH EMPLOYERS.

  • The student will review the various professional organizations associated with the field of study to discern networking connections.
  • The student will be inquisitive to seek information about the field and inquire about value-added benefits of professional association memberships.

5) INSTRUCT THE STUDENT TO EXPLORE PROFESSIONAL ORGANIZATION, EMPLOYER AND BUSINESS SITES SEEKING JOB OPENING NOTICES AND/OR POSITION POSTINGS.

  • The student must use the New College-Center for Career Engagement and Opportunity Job Board for employers seeking employees and interns.
  • The student can use the Job Board page to find niche boards.
  • Instruct the student to use a variety of Job Boards to find either a viable employer or job opportunity. Employing this strategy is the most common job search search tactic, so it is the most competitive.
  • Instruct students to use a wide array of resources as part of their overall job search plan.

6) HELP THEM CREATE A LIST OF TARGET ORGANIZATIONS.

ADD AN INTERNSHIP TO THE STUDENT’S CONTRACT

Course Name = Name of internship organization
Mark the “Internship?” box
Circle the “Session”
Name of Instructor = Name of Faculty Sponsor with the Faculty Sponsor’s initials

Check with the Office of the Registrar of there are questions.

The student much complete and accurately submit paperwork to add the internship to the contract and complete and submit the three internship documents.

THEY STUDENT SUBMITS COMPLETED INTERNSHIP DOCUMENTS

The student is responsible for completing and submitting the contract as well as the aforementioned three internship documents.

1) THE LEARNING OBJECTIVE FORM

Outlines the learning goals and expectations of the student, the internship provider, and the faculty sponsor. Must be signed by each.

2) THE INTERNSHIP PROVIDER CONTRACT

States the expectations of the internship provider. Must be signed by the internship provider.

3) STUDENT RIGHTS AND RESPONSIBILITIES

States the expectations of the student. Must be signed by the student.

EXAMPLES OF PREVIOUS INTERNSHIP PROJECTS ASSIGNED BY FACULTY

  • Daily Reflection Journal: Daily documentation of new skills learned, any new terms, questions, and ideas. Can easily be done on a google doc so that the faculty sponsor/supervisor can monitor progress and identify any issues.
  • Paper Discussing Future Trends: Write a paper discussing future trends in the field. Provide an emphasis on changes occurring in the profession. Cite professionals at the internship site, journals, etc.
  • History/Mission Paper: Write a paper that explores the history and mission of the organization. Require interviews of staff members at the organization as part of the research.
  • Feasibility Study: Write a report to propose a new project or other changes that the student believes would improve the internship organization.
  • Research Report: Write a research report on a topic relevant to the internship organization, industry, field, etc.

INTERNSHIP PROJECT ASSIGNMENT SHEETS

All internship project assignments will be expected to be submitted to the faculty sponsor/supervisor at the end of the internship. The faculty will provide notification to the staff in the Center for Career Engagement and Opportunity at the conclusion of the internship for accurate required reporting.