Renewable Resources Internship Orientationpeople.morrisville.edu/~hargrajr/RREN470/RREN 450 Syllabus and... · Identify potential internship problems, ... WEEK #6 6a. Interviews A

Professor Hargrave MORRISVILLE STATE COLLEGE | ENVIRONMENTAL SCIENCES

Renewable Resources Internship Orientation RREN 450

Course Materials and Outline

Topic(s) Page(s) RREN 450 Internship Planning:

RREN 450 Course Syllabus 1 Introduction 10 Self-Assessment 14 Goals and Objectives 24 Searching for an Internship 43 Resumes 59 Cover Letters 63 Interviews 69 Reports and Paperwork 78 Leadership, Supervision, Employee Evaluations 84 Course Summary 86

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RREN 450: INTERNSHIP ORIENTATION Course Syllabus

Instructor: Professor J. Rebecca Hargrave 201 Bicknell Hall 315-684-6239 [email protected] Q:\\Nrc\INTERNSHIPS\RREN450InternshipOrientation Blackboard Prerequisites: Enrollment in the Renewable Resources Bachelor of Technology program Course Scheduling: RREN 450 should be scheduled in the spring semester of the junior year. This affords students the opportunity to conduct an internship search well in advance of the internship course requirement in the final semester of their senior year. Course Description: RREN 450, Renewable Resources Internship Orientation, is designed to prepare students for a departmental internship and assist them with the process of employment and career development. The course helps students meet internship requirements such as goal definition, cooperator identification, job application and report writing. It formalizes internship planning and preparation to insure that internships are conducted in a professional manner, follow course guidelines, and satisfy the goals and objectives of students, faculty advisors and cooperators. Students must complete RREN 450 prior to enrolling in RREN 470, Internship in Renewable Resources. Major Course Outcomes: Upon completion of RREN 450, the student will be able to:

Discuss assigned topics in a seminar format

Conduct a self-evaluation

Develop internship goals and objectives

Research, identify and evaluate potential internship cooperators

Use internet and library resources

Develop a cover letter and resume

Contact potential placement sites

Participate in the interview process

Create a journal

Develop and participate in a personnel evaluation

Identify potential internship problems, challenges, and strategies for success

Write interim and summary reports

Write an internship proposal

mailto:[email protected]

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Interpret and apply information presented in the syllabus and reference manual for the internship course, RREN 470

Required Text: None; primary reference is a course manual (provided)

Evaluation of the Student Evaluation is a shared responsibility between the teacher and the student. The purpose of the evaluation is to demonstrate how well the professor has taught and the student has learned specific course materials, the principles, concepts and terms relevant to the environmental science field, and to determine the students' ability to apply that knowledge to specific situations. Student Behavior: As students in technical program preparing for a professional career, all students are expected to conduct themselves, in both manner and dress, as professionals. Classroom and Lab rules:

Enlightened discussion about course topics is highly encouraged.

No tobacco products, including e-cigarettes and chew of any kind may be used during class and lab time, including during travel time

o Failure to adhere to these rules may result in the student's dismissal from that class period which will count as an unexcused absence.

Cell phones, computers, and other electronic devices are not to be used for non-class purposes. Evaluation

Grading Method: Students are graded on the following criteria:

Subject Weight (%) Assignments/Quizzes 40 Discussion 10 Semester Project 50 100

Expectations: o Attend all classes o Complete all assignments on time o Participate in class discussion o Work independently to search for, and evaluate, internship opportunities o Save course materials as a guide for the RREN 470 Internship

Attendance: o Attendance is essential to class performance and evaluation. It is the student's

responsibility to make up work missed due to an absence. Failure to attend two or more classes (25% of the course) will result in automatic dismissal from the course.

Semester project: o Students will be expected to develop a complete, draft, internship proposal using an

approved job or internship announcement. o The project simulates the real proposal requirement that lies ahead

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Students with Disabilities: If you are a student with a documented disability, who wishes to use academic accommodations you should do the following:

1. Speak with me during the first two weeks of class*. 2. Talk with David Symonds, Coordinator of Services for Students with Disabilities to arrange your test

accommodations. You may reach David at 684 6349 or E-mail [email protected]. If you wish to use test accommodations for an exam please speak with me the class before each exam. Doing this will help me accommodate you. All tests must be completed the same day the test is scheduled. Any other arrangements must be made by agreement between the student and the instructor. Academic Assistance: The Academic Support Center (ASC) is a resource available to all students who need assistance with their coursework. The ASC offers peer tutoring in most subjects as well as professional tutoring in math, reading, and English/writing. Supplemental instruction is also available in a number of courses. The tutors and professional staff at the ASC can also assist students with general study skills such as note-taking, test-taking, time management, and critical thinking. The ASC is located in Butcher Library and can be reached at 684-6042. Honesty Policy and Discipline (Due Process): Honesty and integrity are major elements in professional behavior and are expected of each student. Cheating is considered unacceptable behavior within all College courses. Students having academic problems should consult with their advisor or a college counselor. Instances of cheating will be dealt with in accordance to College policy. Standards of academic honesty and due process procedures for Morrisville State College are located in the college Rules and Regulations handbook.

Cheating includes:

Looking at someone else’s exam or quiz during the test taking period

Working on individual assignments as a group

Plagiarizing someone else’s work Safety Guidelines: Certain class assignments will require the student to be absent from the professor's immediate supervision. Whether the student is under immediate supervision or not, safe conduct and safe use of equipment shall be the ultimate rule. Failure to comply with prudent safety practice and/or willful disregard for class participants and/or equipment will result in the immediate dismissal from that particular class session by the professor. Subsequent similar activity may be cause for dismissal from the course by the School Dean or other appropriate judicial action.

Syllabus is subject to change at any time.


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Grading Rubric for Internship Proposal, Semester Project Student Name: ___________________________________________________ Date and Time submitted: ______________________________

Graded Item Point Value

Points Earned

Ability to meet deadline 2

Cover page 2

Contact information (student, faculty advisor, agency) 2

Internship description (title, location, job description) 2

Time estimates: start and finish; total hours 2

Time estimates: activity % table 2

Goals (≥5) 10

Objectives (≥10) 10

Outcomes: statement 10

Measurements 10

Cover letter 4

Resume 6

Organization (pages, titles, other, as instructed 2

English (grammar, spelling, sentence structure) 2

Total 66

Comments:

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Course Outline - Topics and Assignments, by Week: WEEK #1 1a Introduction

A. Syllabus: RREN 450 B. Seminars, internships, and experiential education C. Examples and case histories D. Syllabus: RREN 470 E. Internship Reference Manual F. Semester project

1b. Self-assessment A. Self-confidence B. Interests and needs C. Attitudes toward work and learning

1c. Assignments A. In-class: complete and discuss the Self-assessment exercise B. Complete Self-Assessment Exercises 1.1-1.7. Due by Wednesday at 5:00 pm.

WEEK #2 2a. Goals and Objectives

A. Internship/career direction B. Career goals C. Internship goals and objectives D. Internship proposal E. Internship contract F. Action plan timeline

2b. Assignments A. In-class: 2.1 Develop at least 4 internship goals and objectives B. Homework: 2.2 Using the second internship announcement provided by the instructor. E-mail the

assignment to the instructor as an attachment with a cover page no later than 5:00 pm on Wednesday. Be prepared to present and discuss the document in class.

C. Quiz next week covering Introduction, Self-assessment, Goals and Objectives WEEK #3 3a. Quiz, weeks 1 &2 3b. Goals and Objectives, Continued

A. Presentation and discussion of the Week #2 assignment (draft #1 of goals and objectives for a job/internship announcement)

B. Outcomes of work activities and Measurement of outcomes 3c. Searching for an Internship

A. Essential characteristics of agencies B. Professional needs and preferences C. Personal needs and preferences D. Internship selection priorities E. Resources for information on agencies F. List of potential internship agencies G. Informational interview; contact record sheet

3d. Assignments A. In-class: Complete and discuss 3.1- Outcomes and Measurements B. In- Class: 3.3 and 3.4 Complete and discuss the Preferences exercises

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C. Homework: 3.2 Revise your draft Goals and Objectives document and add Outcomes and Measurements of Outcomes. E-mail the revised document, as an attachment, to the instructor no later than 5:00 PM on Wednesday.

Include the following, starting a new page, with heading, for each: title page, job/internship announcement, goals and objective, outcomes and measurement of outcomes.

D. Homework: 3.5 and 3.6 Complete the Preferences and Priority Worksheets. Due to the instructor no later than 5:00 pm on Wednesday.

WEEK #4 4a. Searching for an Internship, Continued

A. Resources 4b. Journals

A. Importance B. Format C. Content D. Timetables, deadlines

4c. Assignments A. Homework: 4.1 Contact and documents the contact of 3 potential internship sites. Due in class on

Friday. B. Homework: 4.2 Find an internship announcement that appeals to you and write at least 5 goals with

objectives, outcomes and measurements for that announcement. See full description on page 533. Due by Wednesday at 5:00 pm.

C. Homework: 4.3 Print two copies of your current resume for the next class. D. In-Class: 4.4 Complete Sample Journal Entries E. Homework: 4.5 Write two journal entries for two days this week. Choose days that have lab and

lecture or other meaningful work. Due to the instructor no later than 5:00 pm on Wednesday. WEEK #5 5a. Cover Letters and Resumes A. Presentation and discussion of homework assignment 5b. Cover Letters

A. Format B. Content C. Tips and reminders D. Examples E. Critique

5c. Resumes A. Foundation B. Types C. Format and content D. Examples E. Critique

5d. Assignments A. In-class: write a draft a cover letter for the assigned job/internship announcement.

Edit your resume for the assigned job/internship announcement. B. Homework: 5.1 Homework: Create a Cover Letter and Resume for your found internship/job

announcement. C. Homework: 5.2 Revise your Goals, Objectives, outcomes and Measurements as instructed. Include

with Cover Letter and Resume and all other components for the Draft Mock Proposal that we have

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covered in class, according to the grading rubric. See the RREN 450 Proposal Format example file at Q:\Nrc\INTERNSHIPS\RREN450InternshipOrientation. A copy of the rubric is also at this location. E-mail the Draft Mock Proposal to Professor Hargrave by 5:00 on Wednesday.

D. Next week: Mock interviews: come prepared. This exercise may extend beyond noon. Dress appropriately and bring anything you think you’d need at an interview.

E. Homework: 5.3: Create a list of 10 questions to ask the interviewer during your interview. Due Wednesday at 5:00 pm.

F. Homework: 5.4: Schedule your interview with Professor Hargrave. Due before Wednesday at 5:00. WEEK #6 6a. Interviews

A. Preparing for an interview B. Participating in an interview C. Following up after an interview

6b. Assignments A. In-class: participate in a mock interview B. Homework: 6.1 Write a one page thank you note as a follow up to the interview that you just

participated in. Use a formal business letter format. Due Wednesday at 5:00 pm. C. Homework: 6.2 Exercise 6.1 Debrief from Interview. Write a couple of paragraphs about how you

feel your interview went. Due Wednesday at 5:00 pm. WEEK #7 7a. Internship Reports (including journals) and Evaluations

A. Internship requirements 1. Journal 2. Interim reports 3. Supervisor evaluations 4. Summary report 5. Oral presentation

B. Journal 1. Review Journal Assignment

C. Interim Reports and communications 1. Communications media 2. Scheduling contacts: intervals and times 3. Emergency communications

D. Evaluation 1. Supervisor 2. Advisor 3. Criteria 4. Methods 5. Forms 6. Performance guidelines

E. Final Reports 1. Final Report 2. Oral Presentation 3. Assignment

7b. Leadership, Supervision and Employee Evaluation A. Supervisor expectations B. Employee evaluation forms 7c. Final preparation A. Internship checklist

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o RREN 470 course syllabus o RREN 450 Course Materials Manual o BT Internship Reference Manual o Advisor o Search o Approval process o Timelines

7d. Assignments 7.1 Complete the Mock Internship Proposal. Email the completed Mock Proposal in the proper format to the professor by the Wednesday after Spring Break at 5:00 pm.

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References : Asher, D. (1995). The foolproof job-search workbook. Berkeley, CA: Ten Speed Press. Chapman, Elwood and O’Neil, Sharon Lund. Leadership: Essential Steps Every Manager Needs to Know. Prentice Hall. Greenhaus, J. H. Career management. New York, NY: CBS College Publishing. Fanning, Odom. Opportunities in Environmental Careers. VGM Horizons, Division of NTC Publishing Group, Lincolnwood, Illinois Frunzi, George and Savini, Patrick E. Supervision: The Art of Management. Prentice Hall. Jandt, F. E., and Nemnich, M. B. (1995). Using the internet in your job search. Indianapolis, IN: JIST Works. Kiser, P. M. (2000). Getting the Most from Your Human Service Internship: Learning from Experience. Wadsworth/Thomson Learning, Belmont, CA. Krannich, R. L., and Krannich, C. R. (1990). The complete guide to public employment. Woodbridge, VA: Impact. Medley, H. A. (1992). Sweaty palms: The neglected art of being interviewed. Berkeley, CA: Ten Speed Press. Plunkett, Warren Richard and Greer, Charles R. Supervision: Diversity and Teams in the Workplace. Prentice Hall. National Wildlife Federation. (2001). 2001 Conservation Directory. New York, NY: Lyons Press. Robbins, Stephen P. and DeCenzo, David A. Supervision Today. Prentice Hall. Rosenberg, A. D., and Hizer, D. V. (1990). The resume handbook. Boston, MA: Bob Adams, Inc. Russell, Ruth V. Leadership in Recreation. McGraw-Hill Seagle, E. E. Jr., Smith, R. W., and Dalton, L. M. (1997). Internships in recreation and leisure services: a practical guide for students. Venture Pub., Inc., State College, PA. Sweitzer, H. F. and King, M. A. (1999). The Successful Internship: Transformation and Empowerment, Brooks/Cole Pub. Co., Pacific Grove, CA Sample Internet Resources: www.cnyworks.com www.collegetrack.org www.internjobs.com www.studentjobs.gov www.campuscareercenter.com www.collegerecruiter.com www.job-hunt.org/interns.shtml www.madisonco.org www.labor.state.ny.us www.USAjobs.com www.thesca.org/conservation_internships

http://www.cnyworks.com/

http://www.collegetrack.org/

http://www.internjobs.com/

http://www.studentjobs.gov/

http://www.campuscareercenter.com/

http://www.collegerecruiter.com/

http://www.job-hunt.org/interns.shtml

http://www.madisonco.org/

http://www.labor.state.ny.us/

http://www.usajobs.com/

http://www.thesca.org/conservation_internships

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INTRODUCTION (Week #1)

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Discussion Points

1. Seminar

An advanced course featuring informality and discussion

Community of learners with common goals, challenges, experiences

Forum for problem-centered learning

Exchange ideas, share information, generate new ideas, solve problems

Everyone is important and has something to contribute

Develop speaking …and listening … skills 2. Experiential education/learning

“an ounce of experience is better than a ton of theory simply because it is only in experience that any theory has vital and verifiable significance.” – Dewey

“Experiential education is based on the premise that for real learning to happen, students need to be active participants in the learning process rather than passive recipients of information given by a teacher.” – Sweitzer & King

3. Internships

National trend

“an experience in which a student, sponsored by an educational institution, engages in education and training while working for an organization for a substantive period of time.” – Kizer

“experiential learning activities that bridge academia and the profession for students.” – Cantor

“the advanced or culminating, agency-based experience …” – Kizer

Critical elements of a successful internship: o “Though all real education comes through experience, not all experience is educative” –

Dewey o An internship, by definition, must therefore be more than an everyday work

experience: “The student engages in an ongoing process of observation, practice, and reflection in order to learn from the experience” - Kiser

Participants o Co-worker o Instructor o Intern o Placement site/agency/cooperator o Supervisor o The internship triangle of communication and responsibility: student, advisor,

supervisor

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Stages in an Internship (Sweitzer and King)

I. Anticipation Stage a. Looking forward to and beginning the internship b. Eagerness and hope c. Anxiety d. Concerns: supervisor, clients, co-workers, etc. e. What if …….? f. Important in this stage:

i. define goals and supporting activities clearly ii. develop realistic set of expectations

iii. work on being accepted by and developing good relationships with supervisor, co-workers, and clients

II. Disillusionment Stage

a. Not as certain or positive about the internship as you would like to be b. Difference between what was anticipated and what was experienced c. What’s wrong …? d. Gap > dip in morale; function of how well Stage I was executed

III. Confrontation Stage

a. Get past the Disillusionment Stage by facing and studying what is happening b. “The only way around is through” c. Revisit goals, expectations, skills d. Bolster your support system e. Acknowledge and discuss problems

IV. Competence Stage

a. Confidence grows b. Period of excitement and accomplishment c. Apprentice > professional d. Desire more responsibility e. Excellence becomes a goal at this stage f. Increasing commitment to work (may cause stress due to increased difficulty of juggling

personal and professional demands)

V. Culmination Stage a. Internship nears its completion date b. Pride in accomplishments c. Sadness over the ending of the experience d. Concerns over the future – education, employment, economic survival

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RREN 470 Internship in Renewable Resources Huge undertaking

New and different challenge

Student responsibility

Critical: third party cooperator

Course, with rigid guidelines, expectations and grading

Highly visible, publicized and sensitive activity

Capstone to the BT program

First rung of a career ladder

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SELF-ASSESSMENT (Week #1)

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Discussion Points

1. Foundation for future planning and the development of a successful internship experience

2. Provides knowledge of self that will be helpful for:

Building self-confidence

Creating internship goals and objectives Developing cover letters and resumes Preparing for an interview

3. Self-confidence:

How you feel about your own knowledge and abilities

Common issue with college students and graduates

4. Self-assessment: Professional Skills [Exercise - Seagle et. al.]

Already possess

Need to refine, improve

Need to acquire

5. Self-assessment: Personality Traits [Exercise - Seagle et. al.]

Already am

Am, but room for improvement

Need to become

6. Work and learning Attitude Profile [Exercise - Seagle et. al]

Specific behaviors, actions, on the job

Demonstrate

o Compatibility

o Commitment

o Interest

o Enthusiasm

o Energy

o Dedication

7. Summary: Strengths/Weaknesses

Identify/summarize

Develop strategy to overcome

Turn limitations into assets

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Name: ___________________________________________________ Exercise 1.1 What drives you? What do you want your life to be? Why are you here? Good question. Knowing your motivations for being here and what you want your life to be like will help you identify the career that is right for you. Brainstorm and create a list of keywords or statements that define you. There is no right or wrong elements on this list. Identifying these things will help you to better evaluate your professional career and how you define success. Reflect on:

1. Past experiences that impacted your life 2. People, family, friends that influenced you 3. Your personal beliefs (religion, way-of-life) 4. Common habits 5. People you want to emulate, and the traits they have 6. Things in your life that you value most 7. Concepts or issues that have led you to be here

My Motivations:

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Exercise 1.1 My Motivations Part 2: (Homework) After you have completed your motivators list, reflect on it and develop a personal philosophy statement, about you, not your potential career. It can be just a few sentences long. You can find more information on personal philosophy statements and some examples here: http://www.timethoughts.com/goalsetting/mission-statements.htm

http://msb.franklincovey.com/inspired/anonymous

Please let me know if you are willing to have me read your personal mission statement anonymously.

My Personal Mission Statement: Does this statement link to your desired career? How or how not?

http://www.timethoughts.com/goalsetting/mission-statements.htm

http://msb.franklincovey.com/inspired/anonymous

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Exercise 1.2: Personal and Professional Assessment (adapted from Seagle) What personal and professional skills do you possess? By examining you skills, achievements and personality traits you can more fully understand what types of careers are best suited to you. Professional Assessment: Look back on your paid and unpaid experiences and create a list of the skills you developed or used. Experience Skills

____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

Educational Assessment: What relevant skills and knowledge have you gained from your academic studies? Create a keyword or short statement list below. ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________

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Exercise 1.3 Professional Skills Assessment (Seagle) Listed below is a variety of professional skills you could demonstrate during your internship and throughout your professional career. This form can be used to:

1) Identify specific professional skills you possess and those you need to refine or acquire and to what

degree

2) Assess whether your skills match the requirements of the specific internship position you are seeking

This list does not include all possible professional skills. Feel free to add any additional professional skills that you want to assess, especially those

important to your specialization or option.

Professional Skills Already Already possess Need to Not

Possess but need to refine Acquire Needed

10 9 8 7 6 5 4 3 2 1 0

Advising

Analyzing

Assessing

Budgeting

Communicating (written)

Communicating (oral)

Computing

Conceptualizing

Consulting

Coordinating

Decision Making

Delegating

Designing

Directing

Documenting

Evaluating

Goal Setting

Initiating

Instructing

Leading

Managing

Marketing

Negotiating

Observing

Organizing

Planning

Problem Solving

Reporting

Scheduling

Selling

Supervising

Teaching

Teamwork

Writing

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Exercise 1.4 Personality Traits Assessment (Seagle) Listed below is a variety of personality traits for you to demonstrate during your internship and throughout your professional career. This form can be used to:

1) Identify specific personality traits you possess and those your need to refine or acquire and to

what degree

2) Assess whether your skills match the requirements of the specific internship position you are

seeking

This list does not include all possible personality traits. Feel free to add any additional personality traits that you want to assess, especially those important to your specialization or option.

Personality Traits Already Already possess Need to Not

Possess but need to refine Acquire Needed

10 9 8 7 6 5 4 3 2 1 0

Able to laugh freely

Able to say no

Accepting of criticism

Communicative

Confident

Considerate of others

Cooperative

Creative

Determined

Dynamic

Empathetic

Enthusiastic

Flexible

Friendly

Good Listener

Hard Worker

Honest

Intelligent

Loyal

Motivated

Open-minded

Patient

Poised

Proud

Reflective

Reliable

Resourceful

Responsible

Risk Taker

Self-reliant

Spontaneous

Stable (emotionally)

Tactful

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Name: ______________________________________ Exercise 1.5: Your Top 10 Assets (Seagle) (homework) Review your professional and personal skills, from the previous worksheets, that that will help to make you successful. Some of these skills are more important than others when selling yourself to potential employers. In the space below, list your top ten assets and provide an example of each. Keep in mind that this example could be used on a cover letter, in a resume or during a job interview.

Asset Example of how you used it Leading Supervised a summer trail work crew. Crew

surpassed targets for miles completed and crew members had a rewarding experience.

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Exercise 1.6: Work and Learning Attitude Profile (Seagle) (Homework) What are you willing to commit to your internship sponsor? What specific things do you intend to do during your internship that will demonstrate your commitment to the organization, your interest in learning and your dedication to the quality of your work? Make a list of the actions and behaviors that will demonstrate your positive attitude towards work and learning.

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NAME: _______________________________________________

Exercise 1.7: Self-assessment Summary- Homework

Identify Five Strengths and Five Weaknesses

Strengths:

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

Weaknesses:

1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

5. _________________________________________________________

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GOALS and OBJECTIVES (Week #2, 3)

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Discussion Points

Goals, Objectives, Outcomes, and Measurements

Goals

Definition: a general outcome statement about what you want to learn and accomplish Importance:

Catalyst for internship procurement

Keep you focused and committed

Help you prioritize and use time wisely, efficiently

Keep others focused

Empowering

Categories:

Knowledge

Skills

Personal growth

Career development Writing Goals:

Ideas: earlier exercises on self-assessment; academic experiences

Content: broad, general

Number: reflects the quality of the internship and the effort put forth by the student in the planning and development of the internship

Goals: Generic with Broad Application:

Acquire skills and knowledge in equipment operation and maintenance

Improve oral and written communication skills

Become more proficient in the collection, analysis and reporting of field data

Develop self-confidence in a professional work setting

Improve interpersonal skills

Become more knowledgeable and skilled in the application of current technologies to natural resource management

Strengthen employment qualifications and marketability

Develop management skills and knowledge

Become more knowledgeable and competent in leadership and supervisory roles

Gain a competitive edge for future employment and career development

Acquire skills and knowledge in program planning and development

Increase awareness and understanding of laws and regulations

Demonstrate the ability to solve problems

Develop a better understanding of GIS and GPS application

Create educational materials

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Examples of Goals

Goal No. 1: Develop a better understanding of GIS and GPS applications in natural resource management Goal No. 2: Become proficient in the assessment of quality and quantity of timber and timber products

Goal No. 3: Develop and improve communication skills, both written and oral, in professional and public forums. Goal No. 4: Gain a better understanding of proper maple production techniques Goal No. 5: Develop research methodology skills

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Objectives

Definition: the specific kinds of activities and experiences that will help you achieve your goals; how you will accomplish your goals Importance:

Provide the placement site with specific information that is a critical component of the internship contract and work experience

Measurable outcomes; provide a basis for assessment

At least one (primary focus) should involve a significant amount of synthesis of data or information

o Analyze, create, evaluate, etc. Writing Objectives:

Specific to the stated goal

Ideas: examine the goal itself, the job description, agency personnel

Content: specific learning activities for which performance can be evaluated objectively

Number: as with goals, reflects the quality of the internship and the effort put forth by the student in the planning and development of the internship; multiple objectives are generally necessary for the attainment of a goal

Action verbs: o Develop o Create o Analyze o Write o Present o Participate o Conduct o Operate o Maintain o Evaluate o Supervise o Plan o Meet o Identify o Catalog

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Mastery Objectives Demonstrate synthesis of ideas, skills, knowledge. Shows critical knowledge and/or the creation of original creative documents. One or two Mastery Objectives are necessary for a 400 level internship. Examples of Critical Analysis or Original Creative Documents

Management Plan

Standard Operating Procedures

Data (collection) Analysis and Report

In any field

Create designs/plans/maps of worthy content

Creation of (original) educational materials

Critical assessment of work and what was working and why

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Examples of Goals and Objectives

Goal No. 1: Develop a better understanding of GIS and GPS applications in natural resource management

Objective No. 1: Develop a thematic map of a park using GIS and GPS technology to depict boundaries, vegetation cover types and trail systems

Goal No. 2: Become proficient in the assessment of quality and quantity of timber and timber products

Objective No. 1: Design and execute a timber cruise that incorporates point sampling and computer analysis of data

Goal No. 3: Develop and improve communication skills, both written and oral, in professional and public forums.

Objective No. 1: Network with industry representatives and maple producers. Objective No. 2: Give educational tours of the company forest to producers and interested public observers. Objective No. 3: Communicate regularly and systematically with research project sponsors, participants and the faculty internship advisor. Objective No. 4: Develop workshop programs and written publications to disseminate the results of research activities and other agency projects.

Goal No. 4: Obtain skills in collection of long term aquatic and fishery data. Objective 1: Participate in data collection of catch in the field. Objective 2: Learn multiple data entry and management methods. Objective 3: Analyze aquatic and fishery data. Goal No. 5: Develop research methodology skills

Objective No. 1: Collect volume/time and sugar content samples in various sugar bushes for the “Sugarbush Thinning” project”. Objective No. 2: Assist with tapping and sampling activities in various phases of the “Timing of Tapping” project”, in the cooperative producers’ test plots. Objective No. 3: Assist staff with climate models to explore different tapping strategies with computer simulation. Objective No. 4: Take samples from the 12 collection chambers included in the unique, on site tubing system to facilitate the “Tubing Cleaning Study” research. Objective No. 5: Assist with 4 different experimental strategies for tubing cleaning at the end of the production season to prepare for next year’s research activities. These include a 1% bleach solution, forced air/water, 1% hydrogen peroxide and a 1% acid solution. Also, as a control, one section was not cleaned at all.

Goal No. 6: Improve administrative and management skills

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Objective No. 1: Keep a daily log of activities for record keeping purposes and future use. Objective No. 2: Follow Uihlein Forest procedures for proper record keeping about work activities, hours spent, and agency resource usage. Objective No. 3: Develop and use time management skills to ensure all stipulated work activities are done in a timely fashion.

Objective No. 4: Maintain accurate and complete notes for all research sampling activities. Objective No. 5: Manage my independent work activities to ensure that agency and internship objectivesare being met in a comprehensive manner.

Goal No. 7: Develop leadership and supervisory skills Objective No. 1: Plan and conduct environmental education programs Objective No. 2: Supervise a work crew

Objective No. 3: Discuss leadership and supervisory strategies with agency personnel Goal No. 8: Become more proficient in the operation and maintenance of equipment

Objective No. 1: Operate and maintain heavy equipment Objective No. 2: Operate and maintain small power equipment Objective No. 3: Participate in training workshops on the use and care of equipment Objective No. 4: Receive training in the operation of vehicles with standard transmission and 4-wheel drive

Goal No. 9: Improve my interpersonal and communication skills Objective No. 1: Attend and participate in agency meetings Objective No. 2: Work with other employees on projects Objective No. 3: Create and deliver a presentation Objective No. 4: Develop and review reports on field investigations Goal No. 10: Develop skills in teaching middle and high school students about invasive plant species

Objective No. 1: Assist in developing a curriculum to educate middle and high school students on invasive plant species Objective No. 2: Assist in developing a curriculum for statewide 4-H training on invasive plant species

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Exercise 2.1: Goals and Objectives, small group, in class Develop four goals and objectives appropriate for the following position announcement. At least two objectives have to include the use of Critical Knowledge and/or the creation of Original Creative Documents. What: Summer Naturalist Positions Where: Natural History Museum of the Adirondacks Contact Information: Personnel Department Natural History Museum of the Adirondacks

“The Wild Center” 45 Museum Drive Tupper Lake, NY 12986 FAX: (518) 359-3253 Email: [email protected] www.wildcenter.org

Job Description:

Work with education staff in a world class museum. Responsibility for developing experiences in natural history interpretation and experiential education, and developing interpretive programming for a diverse audience. In addition to teaching, Summer Naturalists will assist museum staff with daily operations, including maintenance of education materials, attendance at occasional evening programs, and other duties that will provide exposure to all aspects of a museum.

Qualifications:

Minimum 2-year degree in an environmental field; bachelor’s preferred

Excellent verbal, communication and public speaking skills

Flexible work schedule (weekends, evenings, long hours may be required)

Highly motivated with the willingness to work in the demanding environment of a museum with a high volume of visitors

Love of, and willingness to work in, the outdoors

CPR and First Aid certification not required, but preferred

Familiarity with the Adirondacks is preferred

Able to participate in strenuous physical work

Able to conduct safe trail experiences on uneven/natural surfaces

Previous teaching experience preferred

Able to work from late-May through mid to late August


http://www.wildcenter.org/

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Exercise 2.1a: Goals, small group, in class

Split into small groups. Using the job description above develop four goals for the internship. Be prepared to share them with the class. Goal #1 Goal #2 Goal #3 Goal #4

33

Exercise 2.1b: Goals and objectives, small group, in class

Create at least one objective for each of the goals created by the class in Exercise 2.1a. Be prepared to share them with the class. Goal #1

Objective #1: Objective #2:

Goal #2


Goal #3


Goal #4


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Exercise 2.2: Goals and objectives (homework) Develop a set of goals (minimum of 5), each with two objectives for the internship opportunity inserted on the following pages. E-mail your Goals and Objectives to Prof. Hargrave by Wed. at 5:00 pm. Goal #1: Goal #2: Goal #3: Goal #4: Goal #5:

35

ADIRONDACK INVASIVE SPECIES MANAGEMENT STEWARD

2014 Summer Opportunity with the Adirondack Park Invasive Plant Program

The Invasive Species Management Steward position provides hands-on exposure to all aspects of the Adirondack

Park Invasive Plant Program’s work throughout the Adirondack region. The Adirondack Park Invasive Plant

Program (APIPP) is an award-winning invasive species program housed at the Adirondack Chapter of The Nature

Conservancy in Keene Valley, New York. APIPP’s mission is to protect the Adirondack region from the negative

impacts of non-native invasive species. Program goals are to collaborate with partners, communities, and the

public to prevent new introductions of aquatic and terrestrial invasive species to the region, detect and rapidly

respond to new infestations, and mitigate harmful impacts of infestations already established. APIPP uses a

landscape-level, comprehensive and integrated approach utilizing strategies in coordination, prevention, early

detection surveys, rapid response, monitoring, mapping, management, education, research, restoration, policy, and

funding.

Essential Functions

Primary Projects: Working primarily with APIPP’s Terrestrial invasive species project coordinator but also with

APIPP’s Director and Aquatic Invasive Species Project Coordinator, and conservation partners, the steward will

be involved in implementing best management practices at new and historic invasive plant sites across the region.

The steward will also help plan, prepare, and participate in trainings offered to the general public and volunteers.

a) Management: Directly assist with implementing best management practices to contain, suppress and eradicate terrestrial invasive plant infestations.

a. Conduct herbicide treatments, manual management, and biocontrol releases based on best management practices at various terrestrial invasive plant infestations

b. Assist with the secure containment and disposal of invasive plant material.

c. Perform appropriate spread prevention measures while working and traveling to and from

various management sites.

d. Assist with hand-harvesting European frog-bit, an aquatic invasive plant.

b) Surveys and Mapping: Directly assist with early detection surveys and mapping throughout the

Adirondack region within NYS Department of Environmental Conservation Forest Preserve lands and

waters, NYS Department of Transportation Right-of-Ways, wetlands and private lands.

a. Assist Project Coordinators with terrestrial (roadside, trails, Forest Preserve) and aquatic invasive

species surveys (lakes and ponds).

b. Validate, document, and measure new and historic infestations via a hand-held Trimble GPS unit

and photo documentation

c. Help manage, organize, and update APIPP’s Weed Information Management System and photo

documentation databases.

c) Program Assistance: As needed, provide assistance to various program initiatives including but not

limited to trainings, education and outreach events, volunteer coordination, and office duties.

a. Assist the terrestrial and aquatic project coordinators in the planning, preparing for, and implementation of various invasive species trainings to the general public and volunteers.

b. Participate in various invasive species education and outreach opportunities across the region

including but not limited to Invasive Species Awareness Week.

c. Coordinate and oversee various volunteer engagement opportunities to perform invasive species management or surveys.

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d. Complete various office duties including checking and responding to inquires as needed,

compiling training materials, and attending relevant meetings.

General: The steward will work closely with APIPP staff and partners and will report directly to the terrestrial

invasive species project coordinator. In addition to the listed duties, there may be vehicle and equipment

maintenance and other work as needed as summer work priorities evolve, and as the steward’s interests dictate.

Work will primarily be in the field in all sorts of weather, sometimes in remote locations with rugged terrain. The

steward is expected to work independently as well as with APIPP staff, partners, and the public.

Additional Training Opportunities

The steward will be exposed to a range of educational opportunities during the course of the summer field season.

These will include training sessions in identification of various invasive species, assessing and ranking threat

status of infestations based on transport vectors and geophysical settings, control methods, and GIS analyses.

Opportunities may arise to assist with other Conservancy and partner activities. Working with a regional

conservation program will broaden the selected candidate’s knowledge of ecoregional and global conservation

issues and strategies for addressing threats to biodiversity.

Additional Job Information

Housing is not provided.

Must be able to commute to our office in Keene Valley, NY on a daily basis during summer field season.

Past interns have received college credit for this internship, and we are happy to accommodate applicants

seeking academic credit from their home institution.

This position requires a valid driver's license and compliance with the Conservancy's Auto Safety Program.

Employees may not drive Conservancy-owned/leased vehicles, rental cars, or personal vehicles on behalf of the

Conservancy if considered "high risk drivers." Please see further details in the Auto Safety Program document

available at www.nature.org/careers. Employment in this position will be contingent upon completion of a

Vehicle Use Agreement, which may include a review of the prospective employee's motor vehicle record.

Basic Qualifications

At least a college freshman and 6 months training in a natural resources related field or related experience

in invasive species management (can be a combination of past job experience, academic work, volunteer

work, etc)

Basic computer skills including Microsoft Word and Excel

Desired Qualifications

College junior, senior, or recent graduate with at least 1 year’s training in a natural resources related field

or related experience in invasive species management (can be a combination of past job experience,

academic work, volunteer work, etc)

Experience using various invasive species management tools and techniques

Experience, training, and/or NYS certification in herbicide use

Willingness to lead and organize volunteer opportunities to all groups and ages of people

Strong environmental studies background; demonstrated interest in conservation issues; experience with

plant and animal taxonomy, invasive species identification and issues, basic terrestrial and aquatic

ecology

Well-organized and flexible

Motivated self-starter, able to work independently with minimal direction

Enjoys working in the outdoors in various weather conditions as well as in an office environment.

Dates and Compensation

May -September, 2014, 18 weeks total; flexible depending on the availability of the successful candidate

$11.77 - $14.00/hour DOE, plus mileage reimbursement if steward uses his/her own vehicle for work-

related travel (no reimbursement for daily commute to office)

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35-hour work week, generally Mondays through Fridays, but will include some weekends as trainings and

events dictate. Some days, particularly those in remote locations, will be longer than 8 hours.

Application Information

The following are required for your application to be considered:

Applications must be made via nature.org/careers Job #41718

Please submit your cover letter and resume in one document. In your cover letter include an explanation

of how this internship position fits with your career goals and conservation interests and describe your

interest in the Adirondacks.

All applications must be submitted in the system prior to 11:59PM Eastern Time on February 6th, 2014.

Failure to complete all of the required fields may result in your application being disqualified from consideration.

The information entered in the education and work experience sections are auto screened by the system based on

the basic qualifications of the position.

You must click submit to apply for the position. Click save if you want to be able to return to your application and

submit it later. Once submitted, applications cannot be revised or edited.

The Nature Conservancy is an Equal Opportunity Employer

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Assessment of Goals and Objectives

The fulfillment of goals is a function of the degree to which goal-related objectives are carried out and the results measured or evaluated. Ideally, various outcomes are projected during the planning of an internship, and then measured by objective criteria during and after the completion of the internship. The student must address this need in the internship proposal in the following manner.

Outcomes of the Work Activities 1. Definition:

A planning statement that projects what a student will be able to do following the completion of the internship and the fulfillment of the specified goals and objectives

A more specific statement of the objective which includes a frequency and a deadline. Written in the past tense.

2. Example:

Upon completion of my internship, I will have o Supervised a small work crew in the field o Developed two GIS/GPS maps o Presented a land use proposal to a public audience o Given three tours of the facility to school groups.

SMART (Objectives and) Outcomes

Specific: what exactly

Measurable: how many

Attainable (realistic)

Relevant: does this fit your goal/internship?

Time-bound: by when. (All will be during your internship, but you may have intermediate checks)

Temporal Outcomes

Short-term (immediate), may include output (product) o Learned o Understood o Acquired new skills o Evaluated

Moderate-term o Applied new skills o Changed behaviors

Long-term o Bettered yourself (expertise) o Gained employment o Advanced

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Measurement of Outcomes, Demonstration that Goals have been Met (Assessment)

1. Definition of assessment:

A systematic look at how you did, what you learned, and how successful you were in achieving your internship goals and objectives

Not just a completion statement but also a quality assessment. 2. Categories and methods of assessment:

Categories:

Evaluations

Reports

Site visitation

Specific examples:

Standardized employee evaluations

Co-worker surveys

Journal writing

Interim reports

Summary report

Competency test

Advisor site visit

Upon completion of my internship, I will have

Supervised a small work crew in the field 1. My site supervisor and my crew will evaluate my effectiveness during

a mid-term and end of season evaluation

Developed two GIS/GPS maps 1. Office GIS specialist will review drafts and final versions of the maps 2. (If for public use) a test group will evaluate the readability of the maps

Presented a land use proposal to a public audience 1. Supervisor will provide feedback on my performance after the

presentation 2. I will ask members of the audience to

a. evaluate my presentation using a survey b. provide direct feedback on my presentation skills

Given three tours of the facility to school groups. 1. Supervisor will provide feedback 2. Tour group members will be given a survey to evaluate my tour.

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3. Write all in a nested format

Goal

Objective 1 1. Outcome 1

a. Measurement 2. Outcome 2

a. Measurement 1 b. Measurement 2

Objective 2 1. Outcome 1

a. Measurement 2. Outcome 2

a. Measurement

4. Discussion

Summary: After you write a goal with its objectives, outcomes and measurements, check to make sure that it is strong, connected and measureable. Goal: To____________________________________ Objective: In order to achieve Goal, I will ___________________ (general statement)

Outcome: At the end of the internship, I will have done ____________ (specific, measureable, timely statement reflecting on what was completed through the objective- written in the past tense)

Measurement: I will know that I have achieved my Outcome (and therefore my objective and Goal) by _______________ feedback as reviewed by _______________.

Notes:

You should have multiple objectives for each goal and can have multiple outcomes for each objectives.

A measurement can measure more than one outcome, but for the purposes of this exercise, each outcome must have a listed measurement.

A measurement will involve feedback from someone other than you.

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Exercise 3.1: Outcomes and Measurements of Outcomes, small group, in class.

Based on the small group Goals and Objectives exercise, develop outcomes and measurements for the four Goals and their associated objectives.

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Exercise 3.2: Outcomes and Measurements of Outcomes, homework

Based on your submitted Goals and Objectives, develop Outcomes and Measurements for your Goals and their associated Objectives. Due Wednesday by 5:00 pm.

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SEARCHING FOR AN INTERNSHIP (Week #3 and #4)

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How to Search: Discussion Points

1. Search strategies:

Cast your net far and wide

Identify potential agencies and their characteristics o What sites provide opportunities that correspond with your educational and career

needs? o What sites satisfy your personal needs for location, housing, transportation, money,

etc.?

Determine your own needs and preferences for an internship

Prioritize your needs and preferences

Complete a list of potential agencies

Conduct informational interviews with the potential agencies

2. Search categories and examples:

NYS Dept. of Transportation

NYS Office of Parks, Recreation and Historic Preservation o Naturalist o Park Police o Park Aide

National Park Service

NYS Department of Conservation a. Seasonal Forest Technicians b. Interns at Environmental Education Centers c. Seasonal Fish & Wildlife Technician

Recreation Industry

Forest Industry

Zoos

Student Conservation Association, Inc. (placement organization)

Other States o Alaska Department of Environmental Conservation o Shaver’s Creek Environmental Center, PA

Conservation Organizations o Watershed Agriculture Council, Walton, NY o Great Swamp Conservancy, NY

NYS County o Suffolk County endangered species program o County Soil and Water Conservation Districts

Others?

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EXERCISE 3.3: Profession-Related Needs and Preferences Form (in-class)

The following list of questions will help you to identify factors to consider when selecting potential internship agencies. Circle “yes” or “no” depending upon you own profession-related needs or preferences

1. What skills/tasks do I want to work on during my internship? List the top 5.

2. Is the size of the agency important to my career goals? Yes No If yes, what size am I seeking?

3. Do I want experiences in a specific specialization? Yes No If yes, what specialization?

4. Am I interested in a specialization with certification requirements? Yes No If yes, what specific requirements must be met?

5. Do I want to work with a specific population (e.g., adults, at-risk youth, Yes No mammals, fish)? If yes, what specific population(s)?

6. Should my internship provide opportunities different from my past experience? Yes No List your past experiences to want to avoid or continue on with. (Depending on your answer)

7. Do I need to have a lot of close supervision during my workday? Yes No

8. Do I need to be near a college/university for coursework? Yes No List any additional profession related needs or preferences:

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EXERCISE 3.4: Personal Needs and Preferences (in-class)

Not only must your profession-related needs and preferences be taken in to account when evaluating an internship site, but also your personal situation must be evaluated to assess whether a given internship site will meet your needs. Use the personal philosophy, interests, and needs that you clarified previously to help you to take into account other important personal considerations in selecting an internship site The following questions will help you to identify factors to consider when selecting potential internship agencies. Circle “yes” or “no” depending upon you own personal needs or preferences

1. Do I need financial or other assistance during my internship? Yes No a. Do I need free housing provided by the agency? Yes No b. Do I need to receive payment (stipend/salary) for my internship? Yes No

2. Will I need transportation to/from the agency? Yes No

3. Do I have significant others (family, partner) that I want to be near during my internship?

Yes No If so, specify who they are and where they live?

4. Do I prefer a specific geographic location for my internship? Yes No If yes, what specific region, state or city?

5. Do I want specific opportunities (leisure, commercial, transportation, etc.) to be available for me at or near my internship site? Yes No If yes, what specific opportunities?

6. Do I prefer to spend most of my workday outdoors? Yes No List any additional profession related needs or preferences:

47

Exercise 3.5: Identifying Critical Characteristics of Agencies (homework)

You should begin your search by: 1. Determining the type of agency of organization that corresponds with your professional

interests (Historical, Cultural, Research, Natural history, Special certifications, etc.) a. Use your prior assessments to develop a list of agencies/organizations including their

specialization(s)

2. Considering your requirements regarding geographic location of the agency or organization

3. Creating a list of other potential limiting factors

While you create your critical characteristics list to help narrow down your potential alternatives, it is important to keep your search as broad as possible.

Critical Characteristics:

1. Type of agency or organization (include specialization):

2. Geographic Location/Climate:

3. Other limiting Factors:

Family:

Money:

Housing:

Friends:

Academic status:

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EXERCISE 3.6: Prioritize Your Needs and Preferences (homework)

Now that you have identified your needs and preference for your internship, it is important to prioritize them. Based on your answers in Exercises 3.3, 3.4, and 3.5, list your top ten professional or personal priorities, in order, that you will use when selecting an internship site. (List at least 5) Keep in mind that the internship you choose will be one of the most important decisions you will make during your academic career, as it often determines the direction of your professional career. Therefore, you should place particular emphasis on your profession-related needs and preferences. Due Wednesday by 5:00 pm. Priority #1: Priority #2: Priority #3: Priority #4: Priority #5: Priority #6: Priority #7: Priority #8: Priority #9: Priority #10:

49

Informational Contact Contacting potential internship sites is important to the success of your internship for two reasons. First, so you know exactly what the site does and whether or not it will fit your goals and preferences. And second, so the site is aware of what are looking to achieve with your internship and can inform you as to their ability to accommodate your internship. Steps:

1. Select a potential internship site 2. Write out pertinent questions for a telephone or e-mail contact 3. Draft your script/e-mail 4. Contact the potential site 5. Document your contact

Elements and Questions for your script/e-mail:

Information about you: o Name* o College/ Program of Study* o Status (Junior/Senior)*

Purpose of contact o Looking for internships/jobs* o RREN470 Requirements*

Internship Information o What types of internships might be available?

Past* Future Actual

o What is the application process? o What is the application timeline? o What criteria do they look for in interns?

Other information o Who is the site contact for internships? o What is their preferred method of contact? o Why you are choosing them for an internship?* o Other pertinent questions.

* Information you should have the answers for BEFORE you call/e-mail.

Documentation of Contact:

Date of contact

Site name

Name of person you spoke/corresponded with

Name of internship coordinator (if different)

Contact information for site: phone, e-mail, web site address, etc.

Results of contact/answers to your questions

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Potential Questions for Potential Internship Site Contact

1. Have you had interns in the past?

2. Are your internships paid or unpaid? If paid, what is the typical amount?

3. Do you provide housing?

4. Is there affordable housing available near the placement sites?

5. What hours do interns normally work? (5 day, 40 hour week?)

6. If an internship falls short of our 15-week, 600-hour requirement, are there ways of earning the needed hours?

7. Would you support a dual-contract internship, i.e. one in which the student is paid for part of the internship and is unpaid (volunteer status) for the remainder?

8. How many interns is your agency willing to take on at any given time?

9. Students searching for internships have a broad academic background with substantial hands-on training and can do many tasks with minimal supervision. However, an internship is viewed as a continuation of our education. To ensure we complete this requirement, we develop internship goals that target the acquisition of new knowledge and skills on the job. Can your agency provide interns with the additional training and work-site supervision that is expected?

10. I am interested in working on a variety of projects during my internship in order to learn as much as I can and also to determine my best career direction. Is that possible? Can you give examples of the type of work that interns are involved in?

11. What do you look for in a student who is applying for an internship, in terms of work and learning attitude?

12. What is one good experience and one bad experience that you have had with interns?

13. What academic coursework should a student have completed prior to applying for an internship with you?

14. What time of year do interns normally start?

15. How do I find out about internship opportunities which might exist with your agency?

16. What is the application process for an internship (contact person, application form, cover letter, resume, etc.)?

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17. One of the requirements of the internship is an evaluation of my performance by my immediate

supervisor(s). Will that be possible?

18. Internships that Renewable Resources students undertake must be approved by the faculty in the Morrisville State College Environmental Sciences Department. This approval process requires students to submit a proposal that details internship goals and objectives that have been discussed with and approved by agency personnel. The proposal process is finalized with an internship contract, signed by the student, faculty advisor and agency supervisor. Have you had experience with contracts of this nature? Have you experienced any problems in honoring them?

19. When will a decision about my internship application be made and how will it be communicated?

20. Who will be my direct supervisor?

21. What types of training opportunities will there be?

22. Will I have an orientation to the position?

Social Media Before you submit any resumes or cover letters, or spend too much time speaking to potential employers, be sure to clean up your social media accounts. Do an internet search for yourself. What do you find? Let’s check some.

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Exercise 4.1: Search (homework) Contact three organizations and inquire about the potential for internship opportunities. Document the appropriate details below. Assignment due Friday in class.

Contact Person:___________________________________ Company Name___________________________________ Street:___________________________________________ City:____________________________________________ State: _______________________Zip: _________________ Phone #:_________________________________________ Web address: ______________________________________ E-mail: __________________________________________ Comments: _______________________________________ ________________________________________________ ________________________________________________ ________________________________________________

Information requested: ________________ ___________________________________ Phone Log: __________________________ ________________________________________________________________________________________________________________________________________________ date Cover letter/resume submitted: _________





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Exercise 4.2 Goals, Objectives, Outcomes and Measurements- Draft #1 (homework)

Review - Semester Project: Mock Internship Proposal Students will be expected to develop a complete internship proposal using an assigned job or

internship announcement.

The project simulates the real proposal requirement that lies ahead. Assignment No. 1:

Find a job/internship announcement that satisfies the requirements for a RREN 470 internship Assignment No. 2:

Using your internship goals created in the previous exercise as a foundation; develop a set of at least 5 goals with objectives, outcomes and measurements for your found internship announcement.

Format the document: (sample on Q:\\ Drive, Blackboard and in the Appendix of this Documents (page X))

o Title page o Job description o Goals and Objectives o Outcomes and Measurements

Title the file: Name_Mock_Internship_Proposal.docx o Note- We have not yet covered all the elements in the Mock Proposal. Leave those

sections blank.

This will be a major component of the semester project and should be saved in your Semester Project/Internship Proposal document

54

Exercise 4.3 Draft Resumes Print and bring TWO copies of your current resume to class next week.

55

Journals

1. Interim Reports (journals)

Send via e-mail from student to faculty advisor

Frequency is prearranged by advisor (typically once a week or twice a month)

Combination of personal comments and electronic journal entries 2. Standard Topics

What did you learn about (knowledge)?

What did you learn how to do (skill)?

Biggest disappointment?

Most interesting experience?

How does what you’re doing relate to what you’ve done in school?

Are you getting along with your co-workers? Why?

What aspect of the job do you find most gratifying? Least gratifying?

Do you feel that you’re developing? Growing? Explain.

What are the overall responsibilities of your supervisor?

Is there balance between you as a learner and you as a worker?

Do you feel that you’ve been accepted as an intern, in the eyes of your co-workers? Supervisor?

Are there other interns at the site? What is your relationship with them?

What was your greatest challenge?

Describe your responsibilities in terms of title, brief description, hours, ability to perform, and level of satisfaction.

What have you learned about personnel relations? Business management? Budgeting? Equipment operation, maintenance, safety?

What personality traits/business skills/ etc. do you like/not like about your supervisor?

3. Rainy Day Questions

What was the best thing that happened today at your site? How did it make you feel?

What thing(s) did you like least today at your site?

What compliments did you receive today and how did they make you feel?

What criticisms, if any, did you receive and how did you react to them?

How have you changed or grown since you began your work at this site? What have you learned about yourself and the people you work with?

How does working at this site make you feel? Happy? Proud? Bored? Why do you feel this way?

Has this experience made you think about possible careers in this field?

What kind of new skills have you learned since beginning to work at this site? How might they help you?

What are some of the advantages or disadvantages of working at this occupation?

If you were in charge of the site, what changes would you make?

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How has your work changed since you first started? Have you been given more responsibility? Has your daily routine changed at all?

What do you think is your main contribution to the site?

How do the people you work with treat you? How does it make you feel?

What have you done this week that makes you proud?

Has this experience been a rewarding one for you? Why or why not? 4. Journal Entries: Other Strategies

Reflect on the day’s activities

Start by making subject entries (list) – easy to generate, focuses and stimulates the mind for the task at hand

Heavy equipment operation Erosion control practices

Follow-up with major experiences under each subject entry Heavy equipment operation

Operated a bull dozer Erosion control practices

Identified sites with erosion potential

Installed a water bar

Built an erosion control dip with the bull dozer

Discuss the experiences in detail – notes, sketches, photos, supplemental documents

Reflect on your experiences- what did you learn, how did you feel? Note: This formula can be simple or complex, leading to a brief, single journal entry or a lengthy account of a very busy, action-packed day.

57

Exercise 4.4: Sample Journal Entries (in-class) Read the three sample entries below and mark/highlight sections you feel are good or bad. Be prepared to share your thoughts with the class. Example: e-mail from “Student D”: Hey Hunter.

Student D reporting in, as required. Had a grueling week. Worked my butt off from 7 AM to 6 PM every day. We were on 4 or 5 properties every day, pruning, chipping, cabling, fertilizing ….you name it, we did it. One of the older guys is treating me like dirt. Says I’m spending all this money on college and don’t know how to tie my sneakers (by the way, he says I should be fired for wearing sneakers – I don’t get it – I’ve always worn sneakers). Sorry about not e-mailing you the last couple of weeks, but I’m really tired at the end of the day and my computer crashed and this journal writing stuff is hard work (although I know it will pay off at grade time!). Gotta go – no more time or energy – heading to the local establishment for a little R & R.

Example: e-mail from “Student B”: May 26, 2008

Prof. Hunter: Today I referred to a Recreational Trail Design and Construction Manual to fix a stream culvert that had washed out after a rainstorm last summer. Bill and I used stones from the streambed and other areas of the park to build a retaining wall. The right side of the culvert stonewall was approximately 8 feet wide and 2 feet high and the left side about 3 feet by 1 foot. After lunch I walked the nature train to cleanup any trash and noted areas that needed improving. At the end of the day I tested the water and walked throw the campgrounds. That evening I was informed that the computer at the park was down and wouldn’t be fixed for a week or two. This is going to make communication difficult. If I fail to find computer access, I will report to you by phone, at a prearranged time. Example: Day from a weekly journal from “Student C”: Thursday, 1/16 Today we did inventory again but I worked with Mr. Sprague. I gained valuable knowledge about inventory and forestry practices that moved me toward my overall goals. I gained more experience with winter tree identification that helps me with my goals as well. Today’s activities mainly helped me with goal #1. I used a different method to get from point to point within the stands and to the stands. With Mr. Goeller we used a GPS to get to the stand and the points but with Mr. Sprague we used a compass and pacing method to get to the stands and points. It was really interesting to see the two methods and still have the accuracy you would with a GPS. The only difference is that with the GPS you are better aware of your position in the stand. The overall activities today will help me with the overall goals/expectations of this internship. When we returned to the office I filled out paperwork regarding the overall stand regeneration, stand quality and future goals of the stand. That will help me better understand forestry practices. Today’s activities will make me more marketable as a forester.

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Exercise 4.5: Journal Entry (homework) due Wednesday at 5:00 pm Write a “journal” entry for two consecutive days this week. Choose days that have a lab and classwork. No cover page needed.

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RESUMES (Week #5)

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Discussion Points

1. Most important written document in the application process 2. Requires time and effort

Format

Content

Accuracy

Detail 3. Written summary of

Experiences

Skills

Achievements

Interests

4. Personal marketing tool 5. Cover Letter + Resume = Interview 6. Writing a resume

Review examples; know what a professional resume is (format, content)

Develop a working resume

Fine-tune the working resume into a professional resume

Select references

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Resume Resources and Guidelines - Examples

Post-Standard

1. Resume is an outline of your qualifications and experience, explained by specific examples

2. Spelling a. Spelling is the key to success for resumes and cover letters b. Misspelled word = kiss of death c. Don’t rely on the spell-checker to catch all mistakes

3. Summarize your experiences and list them in chronological order

4. List your computer skills

5. Keep it short; some experts say the resume should be no longer than a page

6. Center your name, address, telephone numbers, fax number and e-mail address at the top

New York State Department of Labor

“Job Search Guide: Strategies for Professionals” Writing Resumes and Cover Letters www.labor.state.ny.us/careerservices/findajob/write.shtm

Resume resource: Morrisville State College Career Services: http://morrisville.edu/careerservices/guides.aspx

Presentation on writing resumes and a sample resume.

http://www.labor.state.ny.us/careerservices/findajob/write.shtm

http://morrisville.edu/careerservices/guides.aspx

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COVER LETTERS (Week #5)

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Discussion Points

1. Definition and purpose: a. Inform employer of your interest b. Let employer know that your resume is enclosed for their review c. Direct the reader to the parts of the resume that reinforce your qualifications d. Demonstrate that you have an essential skill (ability to communicate in writing) e. Create interest by “matching” your skills with the requirements for the job f. Summary - a cover letter is one of the few tools available to influence a decision on your

behalf; most employers spend little time viewing a resume; therefore it is important that you:

i. Make a good first impression ii. Make the cover letter count

iii. Demonstrate that you are: 1. Bright 2. Enthusiastic 3. Energetic 4. Qualified

2. Format:

a. Looks professional i. Eye appeal

1. Goof font, proper margins, single spacing, correct paragraph spacing. ii. Quality paper, envelope and print

b. Original c. Clear and concise (confined to one page) d. Balance and consistency (page layout) e. Single space (extra space between entries) f. Contact person’s full name, title, agency, address

i. Address letter to a specific person g. Three extra spaces between “Sincerely” and the writer’s typed name – for the writer’s

signature h. Name, address, phone of the writer i. “Enclosure” to indicate that the resume is included

3. Content: a. Introduction

i. Why are you contacting them? Include specific information about the job (title, location, etc.). Indicate how you found out about the job.

b. Connection*

i. Describes your knowledge and skills relevant to agency needs ii. May include summary of key points of the resume

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c. Personalization* i. What it is about the agency that is important to you?

ii. Why you want to be a part of the agency? iii. What unique learning experiences appeal to you? iv. This is your opportunity to tell your story. Include something that is not in your

resume or expand something that is in your resume with a story or details.

*Connection and Personalization may be combined into one paragraph; note the importance of researching the job – the job requirements, agency, agency needs, etc.

d. Closing i. Answer the question “what happens next?”

ii. How/when you plan to follow up 1. Example :Follow up by phone within one week of the letter’s arrival to

discuss the possibility of an internship iii. Show interest in a personal interview iv. Reinforce your contact information.

Concepts and experiences identified in Weeks 1 – 3 are good sources of content for a Cover Letter (and a resume). If you are submitting your cover letter electronically through email. Write a brief, professional email indicating that your cover letter and resume are attached to the email.

Cover letter resource: Morrisville State College Career Services:

http://morrisville.edu/careerservices/guides.aspx Presentation on writing cover letters and a sample cover letter.

http://morrisville.edu/careerservices/guides.aspx

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Example of a Cover Letter

Amherst Select Resume and Cover Letter Rubric

YOUR ADDRESS (Do not put your name here)

TODAY'S DATE

Mr./Ms. EMPLOYER'S NAME (If you don't have one, get one!)

TITLE

COMPANY/ ORGANIZATION NAME

ADDRESS

DEAR Mr./Ms. EMPLOYER’S LAST NAME: (Dear Mr. Koopmans:)

FIRST PARAGRAPH: Why are you writing and what are you applying for? Show from your research why you are

interested in this position or in this particular organization. The goal is to make a connection between your

interests/ experience and what the organization does. It’s important to show that this isn’t the same cover letter

that you send for every internship opportunity.

SECOND PARAGRAPH: Why are you qualified? Alumni/ employers understand that as college students, you

don’t have a great amount of experience. They want to know about your interest, knowledge and passion about a

particular field or industry. Prove it to them. Don’t just say, “I’ve always wanted to be a lawyer.” Tell them

everything you’ve done so far that proves your interest in law. If you have experience via internship, past clubs/

activities, volunteering, highlight some of this. Again, this will prove your interest. Employers aren’t looking to turn

the company over to the intern. They’re looking for someone who is positive, energetic, eager to learn and

generally pleasant to be around for the summer! This is usually the longest paragraph of the letter. You may

break this paragraph into two if it looks too lengthy or if your points work best in separate paragraphs. Tailor the

information to the particular employer.

FINAL PARAGRAPH: Thank the reader for his/her time and consideration. Encourage them to contact you if they

have questions or would like to speak with you.

Sincerely,

Your Name

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References You may be asked to include references with your resume. Be sure to contact your reference before you include them. Ask them for their current contact information and let them know who might be contacting them. If your reference needs to write a letter or may be called, provide them a copy of your current resume and the job description. Format:

Separate page

Include the same headed that you use on your resume

Block format

One to two spaces between each reference listing

Same style as your resume Example: Rebecca Hargrave Assistant Professor, Morrisville State College PO Box 901, Morrisville, NY 13408 315-684-6239 [email protected] Do not include too many phone numbers, fax numbers, etc. Do not just copy your reference’s email signature block.


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Exercise 5.1 Edit your Resume and Write a Cover Letter for your found internship position (in-class and homework)

Exercise 5.2 Draft Mock Proposal (homework) Revise your Goals, Objectives, outcomes and Measurements as instructed. Include with Cover Letter and Resume and all other components for the Draft Mock Proposal that we have covered in class, according to the grading rubric. See the RREN 450 Proposal Format example file at Q:\Nrc\INTERNSHIPS\RREN450InternshipOrientation. A copy of the rubric is also at this location.

Submit via e-mail by Wednesday at 5:00 pm.

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INTERVIEWS (Weeks #5 and #6)

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Interview Discussion Points

1. Importance

o Personal contact

o Short list

o Hired

2. Key concerns

o Appearance

o Personality

o Purpose

o Interest

o Qualifications

3. Guidelines

4. Checklist

5. Sample questions

6. Thank you letter

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Potential Interview Questions

1. I believe you said you were a student at Morrisville College; tell me a little about the college: a. Where is it, how big is it, what are some of the degrees offered?

2. What program are you in now? 3. What’s the difference between a BT and a BS or a BA? 4. What do you plan on doing with your degree?

5. Could you describe the internship requirement for us:

a. What are your goals and objectives for the internship? b. Do you expect to get paid? If so, how much?

c. What do you and the College expect from us (the placement site)?

d. Our seasonal temporary jobs are only 12 week positions and we are often too busy to

be with them for direct supervision and training (that’s why we hire them in the first place) --- I don’t see how we can meet all of the requirements of the internship, do you?

e. When would you be available?

f. When would you finish?

g. You’ve indicated that you can’t be available for 3 mornings each week because you have

to take a class that you need for graduation; our seasonals typically work 10-hour days, Monday through Thursday. Your absences would be disruptive – we’d like to hire an intern for the summer, but that person would have to be here for the full shift. Is there any way you could reschedule or postpone your class?

h. Who would be my contact at the College?

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Interviews: Potential Questions

1. What are your short-term and long-term goals, and how are you preparing to reach them? 2. Why did you choose this career, and what do you wish to gain from it? 3. What do you consider your greatest strengths and weaknesses? 4. What experiences do you have with people from diverse ethnic and religious backgrounds? 5. If we called one of your references, what would he or she say about you? 6. What has been your biggest disappointment at work? 7. Why should I take you as an intern? 8. How well do you function under pressure? Provide examples. 9. What things have you learned in school that will help you as an intern? 10. Why did you decide to take an internship with this agency? 11. If you came with a warning label, what would it say? Why? 12. Describe a mistake you have made in your life and tell me what you learned from it. 13. How do you define success? 14. What qualities do you think a good internship supervisor should have? 15. What qualities do you think a good intern should have? 16. What are you doing to keep up to date with your field? 17. Describe a problem that you have faced and tell me how you solved it. What did you learn

from this experience? 18. How are your written communication skills? 19. Why do you think you are qualified for and internship position? 20. What are the three most important things you have learned from your formal education? 21. What are your greatest concerns about starting your internship? 22. Do your grades show your true potential? If not, why not? 23. What two or three accomplishments have given you the most satisfaction? 24. Name two or three things most important to you in selecting your internship site? 25. What experiences do you have speaking before groups and how well did you perform? 26. What do you find most satisfying in a job? 27. What experiences do you have with computers? 28. Would you describe yourself as an ethical person? Why or why not? 29. Describe a discipline problem you have had to handle. How did you deal with it? 30. What motivates you to put forth your greatest effort?

Interviews: Potential WEIRD Questions Used to test your response to the unexpected

1. If you were a fruit, what kind of fruit would you be? Why? 2. What is your favorite food? Why? 3. What color tablecloth would you put on your dinner table for a party? 4. If someone was going to make a movie of your life, which actor would you choose to portray

you? 5. If you could be a superhero what would you want your super power(s) to be? 6. If you won ten million dollars in the lottery, what would you do with the money?

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Interviews: Other Potential Questions

1. Describe how you were able to demonstrate teamwork at school or at your last job. 2. What does the word service mean to you? 3. Have you had personal experiences with persons who have physical or mental disabilities?

Describe them. 4. What organizations do you belong to? 5. What has been your least interesting job? Why? 6. What has been your most interesting job? Why? 7. If you were me, would you select you for this internship? Why? 8. What skills do you think are crucial for an intern to possess? 9. What do you know about this agency? 10. Do you like to travel? Why or why not? 11. What are your hobbies or interests? 12. What types of books do you read for pleasure? Tell me about one of them. 13. What techniques do you use to motivate others? 14. What actions would you take to build positive relationships with the media?

Interviews: Situational Questions (What would you do Questions) You should also be prepared to answer situational questions which are posed to you to gauge how you would react to a given situation. Remember that most agencies already have policies and procedure set up to deal with a variety of routine situations. If you think that the agency might have a policy for handling the given situation, you can preface your answer with “If the agency has an established policy for handling this situation, I would follow it, but if not, I would…..” The following are some examples of situational questions.

1. You have worked hard to develop a promotional brochure for the agency, but another intern shows it to your supervisor and takes credit for your work. What would you do?

2. You are leading an activity for teenagers in our nature center. During the session, you hear one of the teenagers making a racist remark. The purpose of your session is environmental awareness, not race relations, and no members of the racial group in question are present. What, if anything, should you do?

3. Over time, you become convinced that a child in your recreation program is the victim of child abuse. Should you do anything about your suspicions? If so, what?

4. You take a group of individuals with head injuries on a community outing. During the trip, one of your clients makes an inappropriate sexual advance toward you. How do you react to the advance and what would you do after returning to the agency?

5. You are working on a project with two other interns. As the project progresses, you become aware that one of the interns is violating company policy by taking agency materials for personal use. What would you do?

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Exercise 5. 3 Interviews: Questions to Ask an Interviewer (homework) due Wednesday at 5:00 pm

1. __________________________________________________________________ 2. __________________________________________________________________ 3. __________________________________________________________________ 4. __________________________________________________________________ 5. __________________________________________________________________ 6. __________________________________________________________________ 7. __________________________________________________________________ 8. __________________________________________________________________ 9. __________________________________________________________________ 10. __________________________________________________________________

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Exercise 5. 4 Schedule your interview (homework) due Wednesday at 5:00 pm Contact Professor Hargrave as if she were an actual employer and schedule your time slot for your interview next week. Have your time slot settled before 5:00 on Wednesday.

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Sample Job Interview Thank You Letter

Adapted from About.com Job Search: http://jobsearch.about.com/od/thankyouletters/a/blthank.htm

Your Name Your Address Your City, State, Zip Code Your Phone Number Your Email

Date Name Title Organization Address City, State, Zip Code Dear Mr./Ms. Last Name:

It was very enjoyable to speak with you about the field technician position at the Smith Environmental Firm. The job, as you presented it, seems to be a very good match for my skills and interests. The roles and responsibilities that you described confirmed my desire to work with you.

In addition to my enthusiasm, I will bring to the position strong field skills, assertiveness and the ability to encourage others to work cooperatively. My data analysis background will help me work with the engineers at the firm to ensure the data I collect is useful.

I understand your need for strong field technicians. My detail orientation and organizational skills will ensure high quality field work without the need for constant supervision. During the interview, I neglected to mention that I spent four weeks as a volunteer collecting data for a goose research project that is ongoing at my college. This experience helped me to develop my data recording ability.

I appreciate the time you took to interview me. I am very interested in working for you and look forward to hearing from you about this position.

Sincerely, Your Signature (hard copy letter) Your Typed Name

http://jobsearch.about.com/od/thankyouletters/a/blthank.htm

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Exercise 6.1 Write a Thank You Note (homework) due Wednesday at 5:00 pm.

Write a one page thank you note as a follow up to the interview that you just participated in. Use a formal business letter format.

Exercise 6.2 Debrief from Interview (homework) due Wednesday at 5:00 pm.

Spend a few minutes thinking about your interview. How did it go? Did you answer everything the way you have liked? What are your thought? Write a couple of paragraphs on your thoughts.

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REPORTS and PAPERWORK (Week # 7, 8)

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Internship Requirements 1. Journal 2. Interim reports 3. Evaluations 4. Summary report 5. Oral presentation See the Q:\Nrc\INTERNSHIPS\RREN470Internship folder for the RREN470 Internship Reference Manual

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Evaluations and Assessments

Evaluation and Assessments include: 1. Mid-term self-assessment (progress report, especially pertaining to the fulfillment of goals

and objectives) 2. Evaluation by the agency supervisor 3. Site visit by the faculty advisor 4. Final supervisor evaluation

Review Forms in RREN470 Internship Reference Manual

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Final Report Guidelines

General

Title page

Table of contents

Hard copy

Electronic copy

No plastic page covers unless necessary

Introduction (Background Information)

Location: name, address, and location map of placement site

Orientation and employment process

Start and finish dates

Work schedules (days, hours, etc.)

Number of hours worked

Primary activities and % of total hours devoted to each

Supervisor(s): name, title, contact information

Other

Goals and Objectives

Goals

Objectives or learning activities (listed under each goal; what you planned to do; specific learning activities and experiences that would help you achieve a goal)

Other

Internship Experience (Description and Discussion)

Specific job-related projects, assignments o Description of work o Learning experiences

Acquired skills and knowledge o Challenges

Other observations and experiences; e.g.: o Personnel relations

o Chain of command o Leadership styles and effectiveness of superiors o Employee interactions

Summary Evaluation and Critique of the Internship

Success in achieving predetermined internship goals

Academic preparation (prior course work) in relation to internship responsibilities

Strengths and weaknesses of the internship

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Appendix

Journal o Copy of the electronic journal maintained during the internship

Supplemental materials o Course materials o Agency literature o Photographs

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Oral Presentation: Requirements and Guidelines

Date: o Near the end of the semester for which the student is enrolled; in the case of a summer

internship, the presentation will be scheduled in the fall semester

Audience (potential): o Natural Resources Conservation students (first or second semester) o BT students (those who have not completed their internship requirement) o Faculty

Planning - the intern should contact the: o Faculty advisor for the intern

Content and organization (patterned after the summary report): o Introduction: overview of the internship process

“Who, what, when, where, why” Search and procurement Site Goals and objectives (learning activities to achieve goals) Dates (start, finish) and hours

o Description and discussion of the internship experience Projects, assignments, experiences Acquired skills and knowledge Challenges

o Summary topics (recommended): Success in goal fulfillment Academic preparation (prior course work) in relation to internship

responsibilities Strengths and weaknesses of the internship

o Discussion/Questions & Answers

Format: o PowerPoint delivery o Hard copy (for faculty advisor) o 20 minutes plus 5 minutes for question/answer time at the end

Preparation: o Communicate equipment needs and confirm the time and date of the presentation at

least one week in advance with the faculty contacts o Arrive at least 30 minutes prior to the scheduled time

Attire: o Professional

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LEADERSHIP, SUPERVISION AND

EMPLOYEE EVALUATION (Week #7)

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Discussion Points

Qualities that make a Successful Foreman

1. Knowledge of his/her own field 2. Understanding of people 3. Ability to express him/herself 4. Honesty 5. Reliability 6. Resourcefulness 7. Initiative 8. Persistence 9. Enthusiasm

Supervisor Evaluation Checklist: Work Maturity and Performance

1. Being Consistently Punctual 2. Maintaining Regular Attendance 3. Demonstrating Positive Attitudes/Behavior 4. Presenting Appropriate Appearance 5. Exhibiting Good Interpersonal Relations 6. Completing Tasks Efficiently

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COURSE SUMMARY (Week #7)

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Course Summary Review RREN 470 Manual