ICE Program Internship and Career Guide

The ICE Program Internship and Career Guide has been developed for graduate students

in the International and Comparative Education (ICE) Program at Teachers College,

Columbia University. The current guide includes tailored checklists, tip sheets and

online resources about the following:

Preparing resumes

Writing cover letters

Searching for internship and full-time employment opportunities

Interviewing

Internship checklist

Funding Sources for Internships

Action verbs (useful for writing strong resumes and cover letters)

Sample resume 1

Sample resume 2

Students should be proactive in preparing for the internship and job search. The enclosed

materials will help you present a strong profile that reflects the experiences, knowledge

and skills that you can contribute to future employers as you pursue your career goals

both during and after your studies at Teachers College.

We will continue adding resources to the guide and welcome suggestions from students

for helpful tips, tools, websites, etc. Teachers College Career Services also has numerous

resources available on their website, many of which are referenced in this guide. Check

out their page at: http://www.tc.columbia.edu/careerservices/index.asp

Good luck!

ICE Program Tip Sheet: Resume Writing

PURPOSE:

The purpose of the resume is to describe:

who you are

where you have been

where you are heading

The skills and qualities should illustrate that you are appropriate for the position for which you are applying. The

style, format and content of a resume are flexible, but you should think of your resume as your personal marketing

advertisement. Since it is the employer’s first impression of you, make sure that you tailor it to the job and

organization to which you are applying. Make sure you take the time to avoid any grammatical, spelling or

formatting errors. Your resume is not a summary of your entire history. The content should reflect why you are a

good fit for the job and be targeted towards the reader.

GENERAL TIPS FROM TEACHERS COLLEGE CAREER SERVICES:

1. Use action verbs to describe your achievements (see Action Verbs resource)

2. Emphasize skills and experience related to your field of interest and/or positions desired

3. Avoid self-serving and subjective descriptions

4. Include occupation or industry-specific keywords

5. Be achievement and results-oriented in your position descriptions.

6. Communicate your skills and capabilities

7. Quantify achievements by citing numbers, dollars, percentages or time when possible

8. Do not include personal information such as age, health, marital status, height, weight, and religion

9. Do not lie or exaggerate

10. Proofread! Errors are unacceptable -- have someone else proofread your resume as well

11. Include related employment history within the last 5-10 years. Employers run background checks and will

notice if your employment history detailed in your resume does not match their findings.

GETTING STARTED:

1. Think about the skills you have and your career goals.

2. Make an outline of all your educational and work experiences. At this point, you can decide what to include

and you can begin to focus your resume. Employers do not read resumes; they skim them. Be sure to organize

your resume so it is easy for the employer to assess your strengths.

CONTENT:

The following sections should be included in your resume:

Name, Address, Phone, Email So the employer can easily reach you.

Education Begin with the highest level of schooling and work your way down.

Graduate degree first, then undergraduate degree.

Include the name and location of the school, degree received and degree

date (e.g. Master of Arts, International Education Development, May 2014),

concentration in Peace and Human Rights, relevant courses (don’t need to

list all courses, just the most relevant), scholarships, study abroad and

activities.

Experience Include paid and non-paid positions. Especially include experiences

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relevant to the position for which you are applying. Experience should be

listed with the most recent first.

For each entry, include: name of the organization, department or division,

dates of employment, location, position and job description. Job

descriptions should be bulleted or no longer than one brief paragraph, using

3-5 phrases to describe your responsibilities and accomplishments. Current

jobs should be in the present tense and previous jobs in the past tense.

Avoid phrases like “responsibilities included.” Use action-oriented verbs

(see attached sheet) and numbers to make each description as specific and

concise as possible.

Write accomplishments using action and results format

Quantify your accomplishments if possible, and include other key

information (e.g. budget size).

Languages List languages and degree of fluency (i.e. fluent, semi-fluent, advanced

proficiency, conversant). Be prepared to be interviewed in a language in

which you claim fluency.

Computer Skills Include database and spreadsheet software knowledge, as well as any other

software knowledge that is relevant to the position for which you are

applying.

The following sections are optional, but should be used if they help support your resume:

Interests/Activities List activities or interests that are relevant to the potential job, your career

and that show leadership ability.

Publications List books or articles that you have written, especially if applying for

research-oriented, academic, or communications jobs.

Memberships Demonstrate commitment to your chosen profession, especially if relevant

to the potential job or organization.

Honors/Awards These may be included in a separate category or in your Education section.

FORMATING / PRESENTATION:

It is very important that your resume is easy to read and looks professional. Consider the following factors:

Margins Can vary, but should be a minimum of .5" on all sides so the resume does not look

crowded.

Font Times Roman, 11 point is easy to read. Other fonts that are acceptable: Arial, Book

Antiqua, Century, Garamond, and Verdana. Use the same font throughout the entire

document. Your name at the top of the page should be 14-18 font size.

Contact Information Can be right justified, left justified or centered on the top of the page.

Dates of employment Preferably in the margins, but can be in the body as long as the dates are clearly visible.

09/11 format looks messy and requires time to take in. Use whole years for most things.

For short periods of work experience, etc., consider writing "Summer 2002" or simply

putting the year and adding the duration to your description, e.g. "Internship at Save the

Children (3 months)".

Length Preferably one page, but can be two pages pending years and types of experience. If

more than one page, put your name and page number on top of subsequent pages in case

the pages become separated.

If you have trouble fitting your resume on one page, evaluate your content for

relevancy. You do not need to include every job you have ever had – only the ones that

are relevant to your future career goals

Proofread Proofread the resume carefully for spelling, grammar, typographical errors, and

consistent formatting. Use spell-check, but also have your resume reviewed by Teachers

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College Career Services and at least two other people (family, friends, colleagues).

Highlight Make the important points stand out by highlighting (i.e. placing the text in BOLD).

Once you have decided what you want to highlight, maintain consistency throughout the

resume (e.g. highlight all names of employers).

Spacing Double space between categories and single space within categories so the resume will

not look crowded.

Abbreviations Should not be used. Write everything out in full so it is easy to read. (e.g. Use

International Comparative Education, not ICE or use International Education

Development, not IED). Do not assume that the person reading your resume knows

abbreviations or acronyms.

General Advice You don't need to write “Resume” at the top

Do not include personal information (age, nationality, marital status, etc)

Avoid large white areas

Use a full page before continuing to the next

Use a good quality printer and paper

No “I” statements

Be consistent and either end all bullets with periods or omit all periods

ALWAYS check for spelling, grammatical and formatting errors

SAMPLE RESUMES

See below or on the ICE internship web page for sample resumes relevant for ICE students.

WEB RESOURCES FOR RESUME WRITING

Teachers College Career Services Resume Writing Guide

http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Writing+

Guide

Teachers College Career Services Library List

http://www.tc.columbia.edu/careerservices/index.asp?Id=Resources&Info=TCCS+Library+list#li_1

Stanford University Career Guides for Graduate Students (includes CV/Resume)

http://studentaffairs.stanford.edu/cdc/services/handbook

How to Craft a Winning Resume and CV (ScienceCareers.org)

http://sciencecareers.sciencemag.org/career_development/tools_resources/how_to_guides/how_to_craft_a_winning

_resume

The Reference Page – Teachers College Career Services

http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=The+Reference+Pa

ge

Teachers College Career Services Top Resume Mistakes

http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Top+Resume/CV+

Mistakes

Teachers College Career Services Resume Checklist

http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Checklist

Federal Resume Handbook

https://new.sipa.columbia.edu/sites/default/files/FederalResumeHandbook.pdf

ICE Program Tip Sheet: Cover Letters

PURPOSE:

The purpose of the cover letter is to:

Introduce you and your resume to a prospective employer

Demonstrate your interest in a position

Highlight your experiences that are relevant to the employer’s requirements for the position

Demonstrate your writing skills

GENERAL TIPS:

Always write a cover letter to accompany your resume (unless instructed otherwise), whether

you contact the employer by mail, fax, email or other means as directed by the employer. When

sending by email, you can include the cover letter in the body of the email and/or attach it along

with your resume.

If possible, send your cover letter to a specific person and always check for correct spelling of the name, correct title, and correct address.

o Use the phrase “Dear Hiring Manager” to begin your letter only if a contact name is not

available; avoid using “To Whom It May Concern”.

The cover letter should be one page and should always have your full name and contact information included in case it becomes separated from your resume.

WRITING A COVER LETTER:

Paragraph #1: Mention the position you are applying for, where you heard about the opening,

and/or the name of the person who referred you to the employer.

Paragraphs #2 and # 3: Identify the three to four skills needed for the job and highlight your background as it relates to the job position requirements and qualifications that the employer has

described in the job description. To add more focus to your cover letter, include research about

the company and how this information pertains to your application and qualifications for the

position.

Paragraph #4: State your interest in the position again and that you look forward to speaking to the employer soon to discuss your qualifications and how you match the requirements for the

position. Tell the employer how and when you will follow-up. If you mention that you are going

to call to inquire about an interview, then be sure to do so on the appointed day. If you cannot

call and must wait for a response from the employer, then be sure to thank the employer for

consideration of your credentials.

o If the employer requests a salary requirement, quote a salary range within paragraph #4.

You may speak to a faculty adviser, professionals working in your field, or refer to

websites like www.salary.com to research current salary ranges.

o If a salary history is requested, include the information on a separate sheet of paper listing

the organization, your title, and your salary for each position. If you have primarily held

non-paid or stipend-only positions, let the employer know that this is not indicative of

your current market value. References also should be listed on a separate sheet of paper

(when requested by the employer).

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Proofread, Proofread, Proofread!!!: Check for spelling, grammar, typographical errors, and consistent formatting. Use spell check, but also have your resume and cover letter reviewed by

Teachers College Career Services and family, friends and colleagues who can offer critical

feedback. Be sure to use the same font and font size that is used on your resume.

Ask yourself these questions to be sure the employer will know the following things after

reading your cover letter:

o What position are you applying for?

o Where did you hear about the position?

o Who you are?

o Why are you interested?

o Why should the employer consider you for the position? o When and how you are you going to follow-up?

   

 

ICE Program Internship and Job Search Online Resources

Search engines and online job postings

AlertNet AlertNet is a free humanitarian news service run by Thomson Reuters Foundation covering crises worldwide. Our award-winning website provides trusted news and information on natural disasters, conflicts, refugees, hunger, diseases and climate change. http://www.trust.org/alertnet/ Brain Track Online resource for multi-industry graduates looking to evaluate their career options. Job search and career planning guides, salary information, and educational options are provided based on your career interests. Bright.com is a social connection job site where students can log in through Facebook and use the profile information available on their friends’ pages to find connections related to jobs or help recruiters locate you as a potential candidate through your social network. http://www.braintrack.com/colleges-by-career Career Builder Looking for a new job? Get advice or search over 1.6 million jobs on the largest job site, set alerts to be first in line and have new jobs emailed to you. http://www.careerbuilder.com Conflictjobs Conflict and Development jobs in the US and abroad http://www.indeed.com/q-conflicts-jobs.html DEVJOBS DEVJOBS is a mailing list to post and receive international job announcements that are related to various development fields: education, microfinance, poverty alleviation, community development, institution development, governance, health care, population, food security, agriculture, human resource development, natural resource management, information technology, and rural development. For subscription instructions, please visit http://devjobsmail.com/members/mlist/subscribepage.php DevNet Jobs International development jobs and consulting opportunities http://www.devnetjobs.org/ Diversity Jobs The first job search engine for a wider audience of minority groups. Part of the JustJobs.com family, DiversityJobs.com is part of the effort to add job that help employers connect with African Americans, Asian American, Hispanics, members of the LGBT community, veterans, and people with disabilities. Streetsmart is part of the website and provides testimonials and career resources to minority group job seekers. http://diversityjobs.com DotOrgJobs (onPhilanthropy) onPhilanthropy.com is a global resource for non-profit, philanthropy and corporate social engagement professionals. It is free of charge and features the industry’s leading e-mail newsletter as well as job postings.

   

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http://www.dotorgjobs.com ELDIS These are the latest global vacancies submitted to Eldis and aggregated from the job pages of development organizations and services around the world http://www.eldis.org/go/jobs#.UwV7WXddXuc Foreign Policy Association Job Board The foreign policy association offers access to an array of internship, job, and career opportunities in government and international organizations. www.globaljobs.org Global Corps USAID Jobs http://globalcorps.com/ Human Rights Education Associates Human Rights Education Associates (HREA) is an international non-governmental organisation that supports human rights learning; the training of activists and professionals; the development of educational materials and programming; and community-building through on-line technologies. HREA is dedicated to quality education and training to promote understanding, attitudes and actions to protect human rights, and to foster the development of peaceable, free and just communities. http://www.hrea.org/ Job Hunters Bible The Internet companion to Dick Bolles' popular book, "What Color Is Your Parachute?", this site provides career advice and links to many useful career-related sites. http://www.jobhuntersbible.com/index.html Higher Ed Jobs Job postings in higher education in the US and internationally http://www.higheredjobs.com/ Idealist.org Set up a profile to have new openings sent to you via email. Search for jobs in the nonprofit sector by location, keyword, organization, or functional area. http://www.idealist.org Indeed One Search, All Jobs. Search job sites, newspapers, associations and company career pages. Inside Career Info: Uses data from the Bureau of Labor Statistics to allow students insight on potential careers; provides sector specific content concerning education http://www.indeed.com International Network for Education in Emergencies (INEE) Become a member and receive job postings via email. You can also review job postings on the INEE website http://www.ineesite.org Just Jobs A comprehensive Job Search, Career Development Resource with great articles, tip sheets, and multi-industry job postings. http://academy.justjobs.com

   

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LatPro Leading job search program for Hispanics and those who are Bilingual. http://www.latpro.com Link Up Job Search Engine http://www.linkup.com LinkedIn Join groups affiliated with undergraduate and/or graduate institutions such as: Teachers College Career Services (TCCS), Columbia University, Teachers College, Columbia University Alumni, Teachers College Columbia University Global Alumni Group, Columbia Career Connections, Columbia Alumni Association Network, The Columbia University Alumni Association Monster Find the job that's right for you. Use resources to create a killer resume, search for jobs, prepare for interviews, and launch your career. http://www.monster.com Nonprofit Job Cooperative – search for nonprofit jobs in the US http://www.nonprofitjobscoop.org/ OneWorld Jobs This site lists jobs in sustainable development, environment and human rights. http://www.oneworld.net/jobs OverseasJobs http://www.overseasjobs.com/ PreventionWeb PreventionWeb serves the information needs of the disaster risk reduction community, including the development of information exchange tools to facilitate collaboration. Information regarding the design and development of the project together with background documentation can be accessed here along with some services that have been put in place. http://www.preventionweb.net/english/?logotext Professionals for Non-Profits Search for permanent or temporary employment opportunities at nonprofit organizations. http://www.nonprofitstaffing.com/ ReliefWeb If you are interested in international humanitarian efforts, this site is for you. It contains links to relevant organizations, vacancies, information sources, and current events. http://www.reliefweb.int Riley Guide Margaret Riley Dikel has written one of the first Internet career guides. Sections run the gamut of career issues from self-assessment through salary information. http://www.rileyguide.com    

   

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Simply Hired Search millions of job listings from across the web. Find local jobs, salary comparisons, and employment trends at Simply Hired . New jobs added daily. Login with your Linkedin username and password to see jobs are open at organizations where your contacts work. http://www.simplyhired.com TCCS Online Resources VAULT, WETFEET & GOING GLOBAL through My TC Portal http://www.tc.columbia.edu/careerservices/index.asp?Id=Resources&Info=Online+Resources The New York Times Jobs Browse or search jobs online from The New York Times Job Market including government jobs, advertising jobs, engineering jobs, finance jobs, accounting jobs, marketing jobs, entertainment jobs and sales jobs. http://jobmarket.nytimes.com/pages/jobs True Careers: Job Search and Career Advice Provides job listings in the US and advice. www.truecareers.com United Nations Human Resources https://jobs.un.org/Galaxy/Release3/Vacancy/Vacancy.aspx USAID Jobs http://www.usaid.gov/careers Volunteer Match Look for volunteer opportunities at the organization where you want to work full-time. http://www.volunteermatch.org

Web Resources for Resume Writing

Teachers College Career Services Resume Writing Guide http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Writing+Guide Teachers College Career Services Library List http://www.tc.columbia.edu/careerservices/index.asp?Id=Resources&Info=TCCS+Library+list#li_1 Stanford University career guides for graduate students (includes CV/Resume) http://studentaffairs.stanford.edu/cdc/services/handbook How to Craft a Winning Resume and CV (ScienceCareers.org) http://sciencecareers.sciencemag.org/career_development/tools_resources/how_to_guides/how_to_craft_a_winning_resume Teachers College Career Services Top Resume Mistakes http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Top+Resume/CV+Mistakes Federal Resume Handbook

   

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https://new.sipa.columbia.edu/sites/default/files/FederalResumeHandbook.pdf Teachers College Career Services Resume Checklist http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Resume+Checklist

Interviewing

Interviews – Questions to Ask and Answer (SIPA) https://new.sipa.columbia.edu/sites/default/files/Interviews-%20Questions%20to%20Ask%20and%20Answer.pdf

Web Resources for Internship/Job Search (General Info)

5 Steps of the SIPA Job and Internship Search Process https://new.sipa.columbia.edu/sites/default/files/5%20Steps%20of%20the%20SIPA%20Job%20and%20Internship%20Search.pdf

References

The Reference Page – Teachers College Career Services http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=The+Reference+Page

Salary Negotiation

Teachers College Career Services Salary Negotiation http://www.tc.columbia.edu/careerservices/index.asp?id=Resources_Tips+and+Samples&info=Salary+Negotiation

Thank You Letters

Teachers College Career Services Thank You Letter Tip Sheet http://www.tc.columbia.edu/i/a/document/17664_Thank_You_Letter_Tip_Sheet.pdf    Columbia Offices of Career Services Thank You Letters  https://new.sipa.columbia.edu/sites/default/files/Thank%20You%20Notes.pdf

General Career Information

Tips for a Successful Internship http://www.careereducation.columbia.edu/tipsheets/summer-success-tips Career Overviews – SIPA https://new.sipa.columbia.edu/career-overviews Columbia Offices of Career Services ‘The Pitch’ (how students can articulate work experience, career aspiration, and interests)  http://new.sipa.columbia.edu/sites/default/files/The%20Pitch.pdf

 

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ICE Program Tip Sheet: Interviewing TEN RULES OF INTERVIEWING (Adapted from TCCS): 1. Know yourself – Be able to apply your skills, interests, strengths and goals to the job you’re applying for 2. Include concrete, quantifiable data in your responses – include measurable data when possible 3. Keep your answers brief and concise 4. Be prepared to articulate your key strengths and explain how your strengths can benefit the organization 5. Prepare five or more success stories – make a list of your skills/accomplishments 6. Put yourself on their team – demonstrate that you are thinking as a member of the team and would fit in 7. Image is often as important as content – nonverbal gestures and physical appearance are highly influential 8. Ask the employer questions – come prepared with 7-10 questions, don’t ask about salary and benefits 9. Research the organization, its products and its competitors before your interview 10. Be able to answer why you want to work for the organization and what value you can bring - Sell yourself!

SKILLS EMPLOYERS LOOK FOR: 1. Written and verbal communication skills 2. Interpersonal skills 3. Teamwork and leadership skills 4. Analytical skills 5. Flexibility 6. Motivation and initiative 7. Honesty and integrity 8. Creativity

TYPES OF INTERVIEWS Screening Interview: The screening interview does just that—screens out candidates whose qualifications don’t meet the job specifications. The first interview is typically conducted by a human resources professional and will probably focus more on your resume and qualifications than anything else. Screening interviews may be conducted in person, by telephone, or by video conferencing and will usually be 30 minutes or less. Second Interview: Second round interviews are often more difficult to prepare for because their purpose is more subtle—to determine which candidates will best "fit" with the organization. Second interviews may be comprised of behavioral and competency-based questions.

• This provides a good opportunity to ask questions • This stage may also include reference checks and testing

Group Interview: This is when there is more than one person interviewing you. Make sure to pay equal attention to all of the interviewers. Pay the most attention to the person who has asked the question, but shift your gaze briefly to others. Do not try to figure out who is the most senior and focus all of your attention on that person. Case Study Interview: Consulting firms and certain financial institutions may include a case study or word problem based on a real-life or simulated consulting situation as part of their interview process. In this instance, the interviewer will present you with a case study and ask how you would approach and solve the dilemma at hand. The interviewer is simply trying to determine your analytical abilities through this interview method, so try not to get flustered! Visit TCCS for more information and help preparing for case interviews. Behavioral Interview: In these interviews, the interviewer will ask you to talk about a real situation you have encountered and how you responded to that situation. They will ask you questions that seek demonstrated

 

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examples of behavior from past experiences and concentrate on job related functions – these pull on what you have actually done in the past.

• Open-ended questions are asked, which require more than a YES or NO answer. These questions generally begin with “Tell me…,” “Describe a time…,” and “When…”

• Preparing for a Behavioral Interview o Recall past accomplishments which you can use to illustrate your skills, characteristics, and

accomplishments o Rehearse how you would describe your key experiences to interviewers using the “PAR formula”

• It is important to stay calm and answer the question as completely as you can, using the “PAR formula” o P – What was the problem or situation that you were presented with? o A – What action did you take? (Highlight the skills used) o R – What were the results of your actions? (Be specific and quantify results when possible)

Common Themes of Behavioral Questions from TCCS

1. Difficult situations: • Tell me about a difficult problem you had to solve • Tell me about a time you made a mistake • Describe a time when you had to handle a difficult customer/student/client

2. Adaptability: • Can you provide me with an example of a time when you had to deal with a big change? • Describe a time when you changed your actions or approach in order to respond to the needs of a

situation 3. Analytical Skills/Decision Making Skills:

• Describe a time when you recognized a problem before your boss or others • Give me an example of the most complex analysis you have ever undertaken • Tell me about a strategic plan you helped develop • What was the most difficult decision you had to make in the last six months? • Can you give me an example of a kind of decision you make quickly, and one that takes more time? • Describe a decision you made that you wish you could do over

4. Oral/Written Communication Skills: • Sometimes people may not like what you are saying. Can you describe a time when you were able to

successfully communicate under these circumstances? • Give me an example of when you had to speak up in order to get a point across that was important to

you • Tell me about the most challenging report you have ever written • What barriers have you run into when writing a report?

5. Flexibility: • How do you get around obstacles that prevent you from doing something? • Describe a situation when you had to work with someone who had a totally different way of doing

things. 6. Initiative:

• Give me an example of a time when you went above and beyond the call of duty to get a job done • Give me an example of a project/task that you started on your own • What was your biggest achievement at ___ and what steps did you take to achieve it?

7. Leadership: • Tell me about a time when you motivated someone to work hard and to do a good job • Did you ever check the status of a project and discover it wasn’t being done correctly. What did you

do? 8. Organizational Skills:

• Give me an example of when you had to handle multiple tasks at the same time • Give me an example of where planning paid off

9. Risk Taking: • Tell me about a time when you weighed the pros and cons of a situation and decided not to take

 

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action • Describe a time you decided to take a risk you later regretted • Describe a time you decided to take a risk you were glad you took • What was the best idea you ever sold to your boss? Why did she/he buy into it? • What was the best idea you ever sold to a peer or group of peers? • Can you think of a time when you had to persuade someone to change her/his mind?

10. Teamwork: • Describe the best/worst team experience you ever had • Describe a time when a team member strongly disagreed with your ideas or actions. What did you? • Describe a situation in which you became frustrated or impatient when dealing with a team member

or peer Telephone Interview: Some employers prefer to prescreen applicants by conducting telephone interviews as a way to filter out unqualified applicants. Given our increasingly global operating environment with staff based across multiple work settings, telephone interviews are also increasingly common through all steps of the hiring practice. Doing well in a telephone interview is critical because it’s the gateway to being granted a face-to-face interview (in some cases). Therefore, the process should not be taken lightly.

• Keep in mind you have to work harder to convey your personality and enthusiasm over the telephone. Look in the mirror while you are talking – smile and be animated. These positive expressions will translate to the interviewer over the telephone. If possible, stand during the interviewing process, standing will immediately make you more alert and engaged with the conversation.

• Take deep breaths minutes before the interview. You want to convey calm and confidence, not nervousness. If you catch yourself speaking too quickly, slow down your words to a moderated pace.

• Have a glass of water conveniently nearby in case your throat gets dry. • Avoid the “uptalk” – be sure to modulate your voice, but avoid speaking in a tone where your intonation

rises as if you’re ending the statement with a question. This will be viewed by the interviewer as a lack of self-confidence, not to mention, annoying.

• Do not interrupt the interviewer while he or she is speaking. If it does happen, apologize and let him/her continue.

• Keep your answers clear and concise while elaborating on answers when necessary. • Have your notes prepared for the interview. Jot down helpful information during the interview in ���order to

ask questions. • When the interview has concluded, thank the interviewer for his or her time. • Hang up after the interviewer has terminated the call. • Follow up and send a thank you note within 24 hours, which reiterates your interest in the position. ���

Video or Skype Interview: Increasingly this type of interview is being requeseted.

• Find a quiet area. Some microphones are sensitive to background noise. • Make sure there isn’t a bright light behind you. It will darken your face. • When answering a question, look directly into the camera. This will ensure “eye contact.” • Be aware of what’s behind you. Make sure the area is clean and neat. • Framing: sit tall but not too close to the camera. • The first three buttons on your shirt should be visible. • Practice with friends to check your color, sound, and facial expressions. • Have your resume ready as an email attachment. • Dress professionally. • Leave enough time to prepare equipment

Competency-based Interview: Organizations such as the United Nations and World Health Organization (WHO) have undergone Human Resource Management reforms to establish guidelines that will ensure their success in meeting new challenges and demands. For every position, they have identified essential core competencies in order to hire and maintain staff members who have the skills that will contribute to the success of the organization. For each competency, they have identified effective behaviors as well as example interview

 

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questions. Below are some core competencies for a specific position in the WHO along with examples of related interview questions. Although these competencies are tailored to this organization, they can be used as a model to assist you in the interview process in any organization that uses this interview method. Similar line of questioning can be found in behavioral interviews.

Building and Promoting Partnerships Across the Organization and Beyond – Management Competency

• Example questions: o Tell me about a time when your personal networks played a part in your ability to deliver results

for the organization. o Tell me about a time when you achieved something significant through the local government.

Driving the Organization to a Successful Future – Leadership Competency

• Example questions: o Tell me about a time when you influenced outside organizations and bodies to further the mission

of your organization. o Tell me about a time when you managed the media for your organization.

INTERVIEWS – PREPARATION GUIDELINES (Adapted from SIPA) Interviews for jobs or internships are your opportunity to present yourself and your qualifications for the position you desire. To prepare for an interview you need to 1) know yourself, your motivations, your strong points, your weaknesses; 2) know about the position, the organization and the industry for which you are interviewing; 3) know general interviewing guidelines; 4) know your resume and be able to speak about every piece of information listed; and 5) prepare for typical interview questions and plan how you will answer them. Know yourself Be sure you are easily conversant on all aspects of your education and work experience, especially the ways in which they are of value to the prospective employer. Be sure to have your two-minute pitch describing your interest in the organization and field. Be able to "talk" your resume. Identify your areas of interest, your skills/abilities/strengths, and your values/priorities. Be sure you know what personal qualities you want to highlight. Be prepared to cite examples that give evidence of your personal qualities. Know the job and the organization Understand as much as you can about the nature of the position and the qualifications needed. You can find this information from the description of the job or internship as well as from any supplementary materials on the organization. It is also helpful to talk to other people who have held the position or a similar one in that organization or another organization. You can even seek out TC alums in particular fields for career advice. If you are unclear about what a particular type of job entails, you may also want to consult general career guides that describe the nature of the work and typical salaries for different careers. Know as much about the organization itself as you can reasonably be expected to know from viewing their website and/or knowledgeable contacts. If you are unable to find out a great deal about the organization before an interview, at least know enough to be able to convey why you have an interest in working for them. Know general interviewing guidelines Remember that an interview is basically a conversation between two human beings. The interviewer's main goal is to get to know you, not to test or trick you. If you feel comfortable in discussing your background and know something about the position and the organization, you are well prepared. Always emphasize the positive. If it is necessary to discuss any negative aspects of your background (e.g. jobs or bosses you didn't like), try not to sound bitter or angry, do not make personal attacks, and don't make excuses. Don't hesitate to be the initiator in the interview. You know yourself and your background better than the interviewer does, so it is your responsibility to be sure that all-important topics are discussed. Be sure to answer the questions. Pay attention to what the interviewer is asking. If a question isn't clear, ask for clarification. Take time to think of your answer. Elaborate on your responses when appropriate. Give examples whenever possible.

 

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Remember that this is no time to be modest, but rather you need to confidently assert your skill set. Prepare for typical interview questions No two interviews are exactly alike, but you can prepare to answer certain questions that are often asked. You should practice your answers out loud to hear how they sound, but don't try to memorize them word-for-word or you will end up sounding too rehearsed or might forget them if you are nervous. INTERVIEW QUESTIONS General questions

• How would you describe yourself? Tell me about yourself. • How do you determine or evaluate success? • What two or three accomplishments have given you the most satisfaction? Why? • In what kind of work environment are you most comfortable? • How do you work under pressure? • How would you describe the ideal job for you following graduation? • What two or three things are most important to you in your job? • Do you have a geographical preference? Will you relocate? Are you willing to travel? • What major problem have you encountered and how did you deal with it? • What have you learned from your mistakes? • How would you handle this situation.....? • Tell me about a project that you worked on where something went wrong. What did you do? • What makes you stand out from your peers? • What would your team members/supervisor say about you if I asked them for feedback on your leadership

style? • What are your top 2-3 strengths and your top 2 areas in need of improvement? • What is your ideal work environment/position • What do you do in your spare time?

Academic experience

• How has your TC experience prepared you for a career? • Describe your most rewarding university experience. • Why did you select TC? What led you to choose your major? • What academic subjects did you like best/least? Why? • If you could do so, how would you plan your academic study differently? Why? • What changes would you make at TC? Why? • Tell me about one of your papers or your thesis. • Why did you choose the career for which you are preparing? • What extracurricular activities were you active in? What made you choose them? • What skills did you develop through your education? How will these help you in a job? • What was the most important thing you have learned in your graduate program? • If you had to start again, what graduate program would you select? Why? • What (if any) type of educational upgrades do you plan to undertake in the future?

Self-assessment

• How do you manage your time in order to meet deadlines? Have you ever had more to do than you could accomplish? How did you handle it?

• In what area have you shown your greatest improvement in the last two years? • Tell me about a time you got really frustrated on the job? What happened, what did you do, what was the

outcome? • Tell me about a recent mistake and how you handled it? • Pick an example from your current (or most recent) job that reflects your ability to deal with pressure. • What would your team members/supervisor say about you if I asked them for feedback on your leadership

style? • Describe a time when you had decided you should change your actions or approach in order to respond to

 

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the needs of a situation. • Tell me about a challenge that you faced. What actions did you take to overcome it

Questions about your experience

• Why should I hire you? • What qualifications do you have that make you think you will be successful in this field? • Which jobs or internships have you most enjoyed? Why? • Walk me through your career from undergraduate school onward. Why did you make the choices that you

made? • Which skills and functions are you most comfortable with? If I were to assign you a project based on your

expertise, what would I give you? • What are your weakest skills, and how are you addressing these? • Describe a previous work experience you really disliked and explain why you disliked it. • In past jobs, what achievements were recognized by your supervisor? • Can you recall a time when your work was criticized? Describe the situation and your response. • Describe your ideal work environment./position? • In previous work positions (part-time, volunteer, or summer), did you initiate any new procedures,

systems, programs, or activities? • Tell me about a time when you and your supervisor did not see eye-to-eye on something? Tell me how

you communicated your point of view effectively to your supervisor or co-worker. • Tell me about the attributes you are looking for in a supervisor? • Describe a time when you had to handle a difficult customer/student. • What did you like least about your last job? • Describe a time when you recognized a problem before your boss or others • Describe a situation when you had to work with someone who had a totally different way of doing things.

How did you manage? Questions about your goals, objectives and motivation

• What do you see yourself doing five years from now? • What are the most important rewards you expect in your career? • Why do you want to work here? • What do you think about the future of this field? • What are your long-range and short-range goals and objectives? When and why did you establish these

goals, and how are you preparing yourself to achieve them? • What do you hope to gain out of [the position, the company]?

Questions to determine what you know about the position/career field/the organization

• What do you know about our organization? • What do you think it takes to be successful in our organization? • In what ways do you think you can make a contribution to our organization? • What criteria are you using to evaluate the company for which you hope to work? • What questions do you have for the interviewer? • What do you think about_____ ?

QUESTIONS TO ASK You should be prepared to ask relevant and targeted questions. A good interviewer will ask if you have any questions, usually at the conclusion of the interview. If you are not invited to do so, you should take the initiative to ask questions anyway. Be sure your questions are meaningful and job related: try not to ask for very general information already on the organization’s website or in other public materials. In other words, put some thought into your questions. It is wise to have five questions prepared, realizing that several may be answered during the interview. The part of the interview in which you ask questions is both a chance for you to

 

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demonstrate your motivation and interest in the job as well as a chance for you to get the information you may need later when evaluating job offers. About the organization

• What makes your organization unique or different from others in its industry? • What are your organization's strengths and weaknesses? • What is the single biggest challenge facing your organization now? • What are your organization's plans for future growth? • How would you describe your organization's culture and management style?

About the job itself and its position within the organization

• Please describe the overall structure of the organization. • Where does this position fit in the overall organization? • To whom do I directly report? • How often would I be evaluated? • What is the overall structure of the department in which the position is located? What are the future plans

for that department? • How much contact is there between departments and between individuals in the organization? • What are the typical first-year assignments? What percentage of my time would be spent in different

tasks/functions? • Tell me about your initial and future training and/or professional development opportunities. • Is it organizational policy to promote from within? What percentage of supervisory positions is filled

from within the organization? What is the work history of your top management? • If you are interviewing for an internship: Do you typically hire your interns for permanent, full-time

positions once they graduate? • What is the most difficult part of the job? What types of challenges would I face in this

position/department? • What are the daily duties of this job? • Is there travel (local/state/national/international) involved? • What is your timeframe for making hiring decisions?

About people in the organization

• What characteristics does a successful person have at your organization? • May I talk to someone who currently holds or recently held this job? • How is an employee evaluated and promoted? How often would my performance be reviewed? • Why do you enjoy working for this organization? • What qualities are you looking for in new hires? • From what schools were recent graduates hired during the last two years? Do any TC graduates work

here? BODY LANGUAGE DO’S AND DON’TS FROM SIPA Don’t:

• Rub the back of your head or neck. This shows that you are not interested. • Sit with your arms folded across your chest. You will appear unfriendly and disengaged. • Cross your legs and idly shake one over the other. It’s distracting and shows how uncomfortable you are. • Lean your body towards the door. You will appear ready to make a mad dash for the door. • Slouch back in your seat. This will make you appear disinterested and unprepared. • Stare back blankly. This is a look people naturally adapt when they are trying to distance themselves. • Go overboard with gestures, as they might be distracting.

Do:

• Sit up straight, and lean slightly forward in your chair. In addition to projecting interest and engagement in the interaction, aligning your body’s position to that of the interviewer’s shows admiration and agreement.

 

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• Show your enthusiasm by keeping an interested expression. Nod and make positive gestures in moderation to avoid looking like a bobble head.

• Establish a comfortable amount of personal space between you and the interviewer. Invading personal space (anything more than 20 inches) could make the interviewer feel uncomfortable and take the focus away from your conversation.

• Limit your application of colognes and perfumes. Invading aromas can arouse allergies. Being the candidate that gave the interviewer a headache isn’t going to work in your favor.

• If you have more than one person interviewing you at once, make sure you briefly address both people with your gaze (without looking like a tennis spectator) and return your attention to the person who has asked you a question.

• Interruptions can happen. If they do, refrain from staring at your interviewer(s) while they address their immediate business, and motion your willingness to leave if they need privacy.

• Stand up and smile if you are on a phone interview. Standing increases your level of alertness and allows you to become more engaged in the conversation.

After a few well-thought-out questions and answers with your interviewer, it’s almost over, but don’t lose your cool just yet. Make sure your goodbye handshake is just as confident now as it was going in. Keep that going while you walk through the office building, into the elevator and onto the street. Once safely in your car, a cab or some other measurable, safe distance from the scene of your interview, it’s safe to let go. You may have aced it, but the last thing you want is some elaborate end-zone dance routine killing all your hard work at the last moment. SUCCESSFUL INTERVIEWING STRATEGIES FROM TCCS Prepare:

• Preparation helps you to be able to articulate your true abilities, skills, and accomplishments in an interview.

• Prepare, prepare, prepare!! What skills do they desire? What type of position is it? What is the culture? • Researching the organization will help you ask informed questions • Review the organization’s website, literature, magazine articles, and professional journals. Talk to people

too • Be ready to answer both general and very specific questions • Participate in on-campus MOCK INTERVIEWS through TCCS

Assess:

• Know yourself. Examine your skills, interests, strengths, and goals. Be ready to relate them to the job • Analyze your own background. What are your skills (content, functional, adaptive) that relate to the

desired role? What types of work cultures do you prefer? This prepares you to think on your feet! • Identify examples from your past experience in which you demonstrated those skills. How can you “tell a

story” about your particular skills or knowledge? • Quantify your results! ... so what....?...what was the impact? • Be prepared to talk about mistakes, when things didn’t go as planned, self understanding and exploration,

things you might have done differently • Understand your 2-3 strengths and 2-3 areas to be developed. Be comfortable talking about them • Keep a personal achievement diary...so you can easily come up with PAR examples. • Career Changers: Relate and past work experience to common themes/experiences that led you to now

Be Professional:

• Send a positive non-verbal message. Look your best and dress the way others in a comparable position do • Sell yourself enthusiastically but avoid arrogance; there is a fine line between the two-rehearse • Smile, sit up straight, and exude confidence....project positive body imagery • Keep your answers as concise as possible and stick to the point • Ask the employer two to four questions at the end of the interview

Thank the interviewer:

• Send thank you notes throughout your job search to people who help you along the way, including

 

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networking contacts and interviews • This is a professional gesture that will establish goodwill and distinguish you from other candidates • Send thank you notes within 24 hours after each interview • Look at these sources for help writing a thank you note:

o http://www.tc.columbia.edu/i/a/document/17664_Thank_You_Letter_Tip_Sheet.pdf o https://new.sipa.columbia.edu/sites/default/files/Thank%20You%20Notes.pdf

Action Verbs for use on Resumes, CVs and Cover Letters

accelerated accompanied accomplished achieved acquired

adapted added adjusted administered adopted

advised advocated aired affected allocated

amended analyzed answered appraised approved

arbitrated arranged assembled assessed assisted

audited augmented authorized balanced bargained

broadened budgeted built calculated catalogued

centralized challenged changed channeled chose

circulated clarified classified collaborated collected

combined commissioned compared compiled completed

composed conceived concluded condensed conducted

consolidated constructed consulted contrasted contributed

controlled coordinated corresponded counseled created

cultivated decided decreased defined demonstrated

described designated designed determined developed

devised devoted directed discounted distributed

documented doubled drafted earned eased

edited eliminated employed enabled encouraged

endorsed enforced engineered enhanced enlarged

enriched established estimated evaluated examined

exceeded executed expanded expedited explained

extended facilitated fashioned financed forecasted

formed formulated found founded framed

fulfilled gained gathered gauged gave

generated governed granted guided handled

headed identified implemented improved increased

influenced informed initiated inspected inspired

instituted instructed interpreted interviewed introduced

invented invested investigated involved issued

joined judged launched led lobbied

located maintained managed mapped marketed

maximized measured moderated modified monitored

motivated narrated negotiated nurtured observed

opened operated orchestrated ordered organized

overhauled oversaw participated passed performed

persuaded pioneered planned polled prepared

presented prevented printed probed produced

profiled programmed projected promoted prompted

proposed proved provided publicized published

quantified raised rated recommended recovered

recruited redesigned reduced refined regulated

reinforced renegotiated reported represented researched

resolved responded restored restructured revamped

reversed reviewed revised revitalized scheduled

secured selected sent served shaped

shortened showed simplified solved spearheaded

specified stabilized staffed staged standardized

steered stimulated streamlined strengthened stressed

structured studied submitted substantiated suggested

summarized superseded supervised supplied supported

surpassed surveyed synthesized systematized tabulated

tailored targeted taught tightened traced

trained translated traveled undertook unified

updated used utilized validated verified

weighted witnessed won worked wrote

 

ICE Program Internship Checklist

STEP 1: Determine value of internship

STEP 2: Prepare application materials

STEP 3: Find internship opportunities

 I  have  reviewed  my  past  working  experiences  and  considered  my  future  career  goals.  

 I  have  thought  about  what  value  an  internship  will  add  to  my  existing  knowledge  and  skills.  

 I  have  considered  what  value  I  can  bring  to  an  organization  in  a  position  as  an  intern.  

 I  have  thought  about  what  types  of  organizations  will  offer  my  desired  areas  of  specialization.  

 I  have  thought  about  what  types  of  positions  will  best  serve  my  interests  and  strengths.  

 I  have  clarified  my  time  commitments  and  considered  my  financial  expenses  

 I  have  used  the  resources  available  on  the  ICE  Internship  webpage.  

 I  have  updated  my  resume/CV  and  had  it  professionally  reviewed  by  TCCS.  

 I  have  updated  my  cover  letters  and  had  them  professionally  reviewed  by  TCCS.  

 I  have  confirmed  referees  and  alerted  them  about  my  upcoming  applications.  

 I  have  researched  the  organizations  offering  the  internships  for  which  I  intend  to  apply.  

 I  have  used  the  ICE  resources  available  to  research  internship  opportunities  (e.g.  ICE  Internship  webpage,  Grace  Dodge  Notes.  

 I  have  found  5-­‐10  internship  opportunities  that  I  am  interested  in.  

 I  have  reviewed  the  application  requirements  for  each  position.  

 I  have  tailored  my  application  materials  to  fit  the  positions.  

 I  have  researched  the  organizations  offering  the  internships  for  which  I  intend  to  apply.  

 

Critical  Step!  

 

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STEP 4: Prepare in advance for your interview

STEP 5: Post-internship application process

 I  have  used  the  resources  available  on  the  ICE  Internship  web  page.  

 I  know  what  to  expect  in  an  interview  process  in  the  ICE  field.  

 I  have  prepared  for  the  interview  process  using  TCCS  professional  resources  (e.g.  mock  interviews)  and  carried  out  additional  background  research  about  the  organization  and  their  education-­‐related  projects  

 I  have  used  the  resources  available  on  the  ICE  Internship  webpage.  

 I  have  sent  thank  you  notes  to  interviewers  for  the  internship.  

 I  have  thanked  my  referees  and  updated  my  referees  and  advisors  on  the  outcome  of  my  application.  

ICE Program Tip Sheet: Funding Sources for Internships

There are several resources available to help fund an unpaid or low-paying summer internship. Funding opportunities

are available based on factors such as policy interests, sector, internship geographic location, and regional interests.

You must be creative and resourceful in order to maximize your funding search efforts. Investigate whether you can

design your internship to fit with a particular functional, language, or regional study fellowship. Additionally, if an

organization does not offer paid internships, try to negotiate for coverage of housing and travel costs.

NEGOTIATING OFFERS FOR UNPAID INTERNSHIPS:1

Outlined below are forms of support that you can consider negotiating before accepting an unpaid internship offer:

Housing

Some internship employers offer housing accommodations and/or housing search assistance to help support their

unpaid interns. Ask your internship employer whether they have designated housing for interns, offer a housing

stipend, or provide resources or services to aid in your search. If your internship employer doesn’t provide housing,

they may be aware of host families or accommodations that offer short-term housing for internship purposes.

Travel

If your internship is located abroad, it is not uncommon for internship employers to cover airfare expenses. If your

internship involves significant local travel, some organizations cover expenses through reimbursement, a stipend, or

offering a public transportation card (e.g. MTA Metrocard in New York). When negotiating, ask your employer if

they would consider any of these options to help subsidize your internship expenses.

Flexible Work Schedule

If it makes sense given the nature and location of your internship, you could propose a flexible work schedule

whereby you work remotely one or more times per week to reduce your travel expenses. Additionally, you could

discuss flexible work hours that either accommodate your class schedule or a paying position that offsets your living

expenses.

Meals

Meal expenses are other non-monetary forms of internship support that you can negotiate. Ask your internship

employer whether they typically offer daily or monthly meal per diems. Be ready to quote an expected daily meal cost

in case you are asked - be reasonable and do not incorporate fine dining expenses in that figure.

Get Creative!

Although these are the most common types of support that internship employers provide for unpaid internships, think

about other negotiables that would make the offer more attractive to you. Most importantly, don’t be afraid to ask –

the worst the employer can say is “No”. You may be surprised at what you can negotiate!

FUNDING THROUGH COLUMBIA UNIVERSITY

Summer Foreign Language Area Studies Fellowships (FLAS)

For funding support, consider combining your internship with language or regional study. It is often easier to find

funding for language studies. The Summer FLAS fellowships provide payment of program tuition up to $5,000 plus a

$2,500 stipend for graduate students. The summer language course studied under the Summer FLAS fellowships must

be the equivalent of an academic year course and be at least 140 credit or contact hours for beginning and

intermediate level courses, or 120 hours for advanced courses. Most overseas programs of study must be at the

intermediate or advanced level of language proficiency with the exception of beginning level instruction for

languages in which instruction is not available in the U.S. For these courses students may pursue intensive beginning

1 Adapted from SIPA Office of Career Services Resources

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level instruction overseas. All courses must be a minimum of six weeks in length and must be approved by the United

States Department of Education.

Eligible FLAS Languages:

Language World Area of Concentration Graduate Level of Proficiency

Arabic Middle East, International Beginning, Intermediate, Advanced

Armenian Middle East Beginning, Intermediate, Advanced

Bengali South Asia Beginning, Intermediate, Advanced

Bosnian/Croatian/Serbian East Central Europe Beginning, Intermediate, Advanced

Chinese East Asia, International Intermediate, Advanced

Guarani Latin America Beginning, Intermediate, Advanced

Gujarati South Asia Beginning, Intermediate

Hausa International Beginning, Intermediate, Advanced

Hebrew Middle East Beginning, Intermediate, Advanced

Hindi South Asia, International Beginning, Intermediate, Advanced

Hungarian East Central Europe Beginning, Intermediate, Advanced

Igbo International Beginning, Intermediate, Advanced

Japanese East Asia Intermediate, Advanced

Kannada South Asia Beginning, Intermediate

Kashmiri South Asia Beginning, Intermediate

Korean East Asia Intermediate, Advanced

Malayalam South Asia Beginning, Intermediate

Marathi South Asia Beginning, Intermediate

Mayan Latin America Beginning, Intermediate Advanced

Mongolian East Asia Beginning, Intermediate Advanced

Nahuatl Latin America Beginning, Intermediate, Advanced

Nepali South Asia Beginning, Intermediate

Pashto South Asia Beginning, Intermediate

Persian Middle East, South Asia Beginning, Intermediate, Advanced

Polish East Central Europe Beginning, Intermediate, Advanced

Portuguese Latin America, International Beginning, Intermediate, Advanced

Punjabi South Asia Beginning, Intermediate, Advanced

Quechua Latin America Beginning, Intermediate, Advanced

Romanian East Central Europe Beginning, Intermediate, Advanced

Russian East Central Europe, International Advanced

Sindhi South Asia Beginning, Intermediate

Sinhala South Asia Beginning, Intermediate

Spanish Latin America Beginning, Intermediate, Advanced

Swahili International Beginning, Intermediate, Advanced

Tamil South Asia Beginning, Intermediate, Advanced

Telugu South Asia Beginning, Intermediate

Tibetan East Asia Intermediate, Advanced

Turkish Middle East Beginning, Intermediate, Advanced

Ukranian East Central Europe Beginning, Intermediate, Advanced

Urdu South Asia, International Beginning, Intermediate, Advanced

Wolof International Beginning, Intermediate, Advanced

Yoruba International Beginning, Intermediate, Advanced

Zulu International Beginning, Intermediate, Advanced

The summer FLAS fellowship competition is open to graduate students of Columbia University who are US citizens

or permanent residents and are concentrating in world area studies. The summer FLAS award offers fellowship

assistance to students undergoing beginning, intermediate, or advanced training in modern foreign languages and

related international or area studies. The application deadline is typically in the middle of February.

For more information and to apply, visit: http://gsas.columbia.edu/content/flas-fellowship-summer

International and Comparative Education Internship and Career Resources 3 | P a g e

The Harriman Institute: Russian, Eurasian, and East European Studies PepsiCo Fellowships for travel/research

in the former Soviet Union and East Central Europe are awarded to outstanding Harriman Institute students and junior

faculty to support semester and summer travel to the former Soviet Union and East Central Europe for the purposes of

conducting research. General application deadlines are: November for spring fellowship awards; March for summer

fellowship awards; and May for all fellowship awards. Summer Language Fellowships are awarded annually for the

intensive study of a Soviet language or East European language either abroad or in the United States. These are

$2,000 awards. The deadline is typically at the end of February.Visit:

http://harriman.columbia.edu/files/harriman/content/Pepsico%20Announcement%20Spring%202014_0.pdf

Harriman Junior Fellowships supports students conducting research on Central European Studies at Columbia

University. They are awarded annually for partial research support or living expenses. Applicants must be certificate

candidates in good standing.

For more information and to apply, visit: www.harrimaninstitute.org/courses/graduate_student_support.html.

Harriman Institute Civil Society Graduate Fellowship supports graduate students from across Columbia

University on a competitive application basis. The Fellowship supports travel and living expenses for unpaid

practical summer internships at any international or non-governmental organization that benefits civil society in any

of the countries of the Russian, Eurasian, or East-Central European region. For more information and to apply, visit:

www.harrimaninstitute.org/courses/graduate_student_support.html.

Institute of Latin American Studies

The Institute of Latin American Studies (ILAS) at the School of International and Public Affairs at Columbia

University receives funding from The Leitner Family Foundation, The Tinker Foundation, and the US Department of

Education, which allows them to provide grants and fellowships to Columbia University undergraduate and graduate

students and junior faculty.

Pre-Dissertation Field Research Travel Grant is a competition for field research money for Columbia graduate and

doctoral students doing independent and/or pre-dissertation research in Latin America for up to $2,000. Research

periods typically range from six to twelve weeks. The application deadline is typically in the beginning of March. For

more information and to apply, visit:

http://ilas.columbia.edu/images/uploads/2013%20Summer%20Field%20Research%20Guide.pdf

Graduate Internship Travel Grant is intended for students doing a summer internships in Latin America. Awards

will range up to $1,500 for qualifying expenses associated with travel to the internship country and travel within the

country. Travel is expected to be undertaken during the summer, but, exceptionally, travel during other periods will

be considered if funds are available. The application deadline is typically in the beginning of April. For more

information and to apply, visit:

http://ilas.columbia.edu/images/uploads/2013%20Graduate%20and%20Undergraduate%20Guidelines.pdf

For more information and to apply, visit: http://ilas.columbia.edu/fundingopportunities/student_funding. If you have

any questions regarding these fellowship and travel grant programs and would like to schedule an appointment for

further information, please e-mail Eliza Kwon-Ahn at ek2159@columbia.edu.

Institute of African Studies

The Leitner Family Student Fellowships for Language Study and Research in Africa are principally to support

summer research and language training in Africa. Applicants must also be continuing students, at least for the Fall of

2014. Persons seeking support for internships will not be considered. The application deadline is March 3, 2014. For

more information and to apply, visit: http://www.ias.columbia.edu/leitner-family-student-fellowships-language-study-

and-research-africa

Middle East Institute

Middle East Institute Regional Travel Research Grant provides $3,000 to graduate and professional school students to

support summer travel to the Middle East for the purpose of work on a sustained research project. Separate grants will

International and Comparative Education Internship and Career Resources 4 | P a g e

be awarded for travel and research in Arab countries, Iran, Turkey, or Israel. The project for which they seek funding

must be ongoing and sustained. Language study programs will not be funded. Fellowship recipients cannot use this

fellowship as a supplement to other summer fellowships they have received. The application deadline is typically in

the middle of March. For more information and to apply, visit:

http://www.mei.columbia.edu/meifellowships.shtml#grad.

Weatherhead East Asian Institute

Sasakawa Young Leader Fellowship Fund (SYLFF) Internship Grant provides partial support, travel and/or cost

of living (amount varies between $1,000 and $3,000) for Columbia students who have secured internships in

Southeast Asia in the area of politics, economy, business, international and public affairs, law, society, and media.

Recipients will be chosen on the basis of proven leadership ability and their commitment to make Southeast Asia a

part of their long-term professional careers. An average of ten awards is given each year. The application deadline

generally falls in late February or early March. For more information and to apply, visit:

http://www.columbia.edu/cu/weai/student-resources/sylff_summer.html

Weatherhead M.A.Training Grant provides up to $3,000 in support of research or internships in East Asia. Priority

is given to projects that develop academic and/or professional expertise that crosses traditional disciplinary,

geographic, or temporal boundaries, and/or combines regional and functional expertise. Examples of projects for

submission would include, but are not limited to, research trips, unpaid internships, and summer acquisition of a

second language. Priority is also given to applicants committed to make East Asia a part of their long-term career. An

average of six awards is granted each year. For more information and to apply, visit:

http://www.columbia.edu/cu/weai/student-resources/wh_training.html

EXTERNAL FUNDING SOURCES

American Council for International Education ACTR/ACCELS Language/Research Scholars Programs

Research Scholar Program provides full support for three to nine-month research trips to Russia, Central Asia, the

Southern Caucasus, Ukraine, Belarus, and Moldova ranging from $5,000 to $25,000. Fellowships include round-trip

international travel, housing, living stipends, visas, insurance, affiliation fees, archive access, research advising, and

logistical support in the field. Open to US graduate students, post-doctoral scholars, and faculty. Funding available

through American Councils from US Department of State (Title VIII) grant support. Applicants must be US citizens.

Application deadlines: January 1, 2014. For more information visit:

http://researchfellowships.americancouncils.org/researchscholar

Combined Research and Language Training Program provides full support for research and approximately ten

hours per week of advanced language instruction for three to nine months in Russia, Central Asia, the Southern

Caucasus, Ukraine, Belarus, and Moldova. Fellowships include round-trip international travel, housing, tuition, living

stipends, visas, insurance, affiliation fees, archive access, research advising, and logistical support in the field. Open

to US graduate students, post-doctoral scholars, and faculty. Funding available through American Councils from US

Department of State (Title VIII) grant support. Applicants must be US citizens. Application deadlines: January 1,

2014. For more information visit: http://researchfellowships.americancouncils.org/crlt

Exchanges, Training and Study Abroad: American Councils administers a variety of cultural exchange, study

abroad, and research programs on behalf of both public and private funders. Participation in these programs is through

an open, merit-based competition, and facilitates mutual understanding between the United States and Eurasia,

Southeast Europe, and South Asia. Many programs do not offer funding themselves, but are vehicles for funding such

as the Boren Fellowship or US Department of State (Title VIII) grant support. Due dates vary by opportunity

(October – March)

For more information on each program, visit: http://www.americancouncils.org/services/international-educational-

exchanges-services/study-abroad

The Boren Fellowship

Boren Fellowships provide U.S. graduate students up $24,000 in order to support the opportunity to add an important

International and Comparative Education Internship and Career Resources 5 | P a g e

international and language component to their graduate education through specialization in area study, language

study, or increased language proficiency. The program focuses on geographic areas, languages, and fields of study

deemed critical to U.S. national security. It draws on a broad definition of national security, recognizing that the

scope of national security has expanded to include not only the traditional concerns of protecting and promoting

American well-being, but also the challenges of global society, including: sustainable development, environmental

degradation, global disease and hunger, population growth and migration, and economic competitiveness. Applicants

must be US citizens. Application deadlines: January 28, 2014. For more information, visit:

http://borenawards.org/boren_fellowship/basics.html

Conference on Asian Pacific American Leadership

CAPAL will award stipends to outstanding Asian Pacific American (APA) graduate students who will be serving in

unpaid public service internships (non-profit or government) in the Washington DC area for the summer. The stipends

are intended to enable outstanding APA scholars with leadership potential to work full-time and learn about ways to

influence public policy in their local communities. Stipends range from $2,000-$3,000 and a $500 housing/travel

supplement. Preference is given to students with financial need. The early deadline to apply is generally mid-

February, the final deadline is March 7, 2014. For more information, visit:

http://www.capal.org/programs/scholarships-and-internships/

Institute of Turkish Studies

Located at the School of Foreign Service of Georgetown University, The Institute of Turkish Studies (ITS) is a

nonprofit US private educational institution devoted to the advancement of training, research, and teaching in the field

of Ottoman and modern Turkish Studies. Summer Language Study Grants for graduate students in the social sciences

or humanities for summer travel to Turkey for language study in preparation for graduate research at an established

Ottoman or Turkish language facility. Normally, the recipients of these grants are expected to spend a minimum of

two months in Turkey. Stipends generally range from $2,000 to $3,000. Application deadlines: March 7, 2014. For

more information, visit: http://www.turkishstudies.org./grants/grants_competition.shtml

IREX

The Yegor Gaidar Fellowship Program in Economics supports the long-term development of Russia’s market

economy by providing opportunities for leading Russian economists to conduct collaborative research with U.S.

economic experts. The program aims to strengthen the human capacity at Russian institutions in developing

entrepreneurship, economic diversification, technological innovation, and globalization. Gaidar Fellows are chosen

through a merit-based and open competition to spend a minimum of two, and up to approximately six months at a

U.S. think tank, university, or research center according to their research focus and professional expertise. For more

information, visit: http://www.irex.org/project/yegor-gaidar-fellowship-program-economics

Mathematica, Inc.

The Summer Fellowships for Independent Research on Social Policy Issues Affecting Minorities promote careers in

social policy research, particularly for scholars who might otherwise be drawn to government or academe, the

program supports independent, self-directed research on economic or social problems that affect minority groups and

individuals with disabilities. Stipends are approximately $10,000. Application deadlines: March 14, 2014. For further

information, see: http://www.mathematica-mpr.com/employment/summerfellow.asp

The J.W. Saxe Memorial Fund

The J.W. Saxe Memorial Fund provides $2,000 scholarships annually to one or more undergraduate or graduate

students working in public service. The award is meant to enable the student to gain practical experience in public

service by taking a no-pay or low-pay job during a summer or other term. Preference is given to students who have

secured an internship in public service. Application deadlines: April 1, 2014. For more information, visit:

http://www.jwsaxefund.org/

Tylenol

The Tylenol Future Care Scholarship supports undergraduate and graduate students that exhibit strong community

and activity leadership and intend to major in areas that will lead to careers in health-related fields. In 2011, $250,000

in scholarships was awarded. The application deadline is typically in May. For more information, visit:

www.scholarship.tylenol.com

International and Comparative Education Internship and Career Resources 6 | P a g e

CLUBS AND ORGANIZATIONS

Clubs such as the Kiwanis, Rotary, Optimists, or other fraternal organizations are also great sources for funding as

they are meant to assist members of the community in their service efforts. Specifically for Rotary Clubs, offering to

attend a Rotary meeting in the country where you will be interning would be extremely beneficial. The website for

Rotary is: http://www.rotary.org/.

Churches, temples, synagogues and other religious centers are communities, which are often interested in supporting

their members in whatever way possible. Some organizations have established scholarship funds; in other times,

members may be inspired to donate for your cause if informed about your pursuits.

General Federation of Women’s Clubs may have a local chapter in your home town. To find a local chapter, visit:

http://www.gfwc.org/.

ADDITIONAL RESOURCES

The Foundation Center is an additional online resource where students can do research about different funding

options and opportunities. Visit the website: www.foundationcenter.org.

The Institute for International Education maintains a directory with detailed descriptions of hundreds of study

abroad scholarships, fellowships, grants, and paid internships for U.S. undergraduate, graduate and post-graduate

students, and professionals. Visit the website: http://www.studyabroadfunding.org/index.asp

Your Name (Example 1) 525 West 120th Street • New York, NY 10027 • yourname@tc.edu • (111) 222-3333

EDUCATION

Teachers College, Columbia University New York, NY

Master of Arts in International Education Development, Concentration in Peace and Human Rights Education

Selected coursework: Human Rights in Africa; Education in Emergencies; Quantitative Analysis in Comparative

International Education; and Monitoring and Evaluation in Human Rights Education

Expected May 2014

Pitzer College Claremont, CA

Bachelor of Arts, Double Major in Psychology & Youth and Social Justice, May 2008

Thesis: Youth at Risk and Juvenile Detention: A Cross Cultural Comparative Study

Center for California Cultural and Social Issues Senior Thesis Award

Study Abroad: Pitzer College in Botswana, January 2007 – May 2007

PROFESSIONAL EXPERIENCE

Teachers College, Columbia University New York, NY

Research Assistant, International Comparative Education Department October 2012 – Present

Conducted desk research for book chapter on University of Nairobi faculty development project

Transcribed and coded interviews in English and Swahili for the IRC-University of Nairobi Partnership in

Education in Emergencies Project

Created professional development resources for International Education Development Program

Mkombozi Moshi, Tanzania

Research Officer December 2011 – August 2013

Designed, organized and oversaw research projects in collaboration with local government, community

members, street-involved children, teachers and program staff. Key projects included:

Knowledge, attitudes, and practices study of 700 children and young people in Kilimanjaro and Arusha

Regions to assess their perceptions of children’s rights and their feelings of protection

Census of street-involved children living in northern Tanzania including interviews with more than

1,300 children and young people

Designed monitoring and evaluation tools for professional staff of 12 to assess the impact of five programs

serving over 1,000 children and young people in two regions of northern Tanzania

Analyzed monthly monitoring data and generated reports to support program improvement and inform funders

of organizational activities

Hired, supervised, and managed multicultural team of two interns and six research assistants

Facilitated staff development workshops on programming for girls, health education, teambuilding and

leadership to strengthen organizational programming and impact in the community

Support for International Change Arusha, Tanzania

Program Officer March 2010 – September 2011

Managed daily operations for organization including logistics, financial management, and scheduling to ensure

successful delivery of HIV education, testing, and medical care in over 50 villages in northern Tanzania

Developed and implemented program expansion strategy which resulted in twenty villages gaining access to

HIV testing, education, and care

Mentored college students in the creation of the SIC University Clubs at seven universities resulting in student

leaders educating hundreds of peers about HIV prevention and life skills

Compiled program-wide monitoring data to track progress towards achieving performance targets

Developed grant proposals and donor reports to enhance financial stability and expand programing

Reported to local and national government officials on program indicators contributing to achievement of

national targets and ensuring conformance with government regulations

Supervised and organized training for 40 international university student volunteers living in seven villages

Your Name • Page 2

Amani Centre for Street Children Moshi, Tanzania

Health Assistant July 2009 – March 2010

Developed and managed customized healthcare programs for over 200 Tanzanian street-involved children

Designed and co-taught Amani Centre’s health and life skills curriculum in both English and Swahili to

promote safe behavior and self reliance

Collaborated with social work team and nurse to coordinate education, rehabilitation, and health programming

Initiated campaign to reduce corporal punishment through teacher and staff development to ensure children’s

wellbeing

Support for International Change Arusha, Tanzania

Volunteer September 2008 – December 2008

Taught HIV prevention and life skills curriculum to primary school students equipping them with the necessary

skills to stay healthy

Facilitated community health education sessions and HIV testing events

Worked alongside Tanzanian university students to reduce HIV transmission and stigma

Lived in two rural villages with homestay families as a means of integrating into Tanzanian culture

ACADEMIC INTERNSHIPS

Camp Afflerbaugh-Paige Juvenile Detention Facility, La Verne, CA 2005-2008

Ikago Center Juvenile Detention Facility, Molepolole, Botswana April – May 2007

Phutadikobo Clinic and Botswana Department of Health, Molepolole, Botswana February – March 2007

Danbury Inclusion School, Claremont, CA October 2005 – December 2006

Leadership in Environmental Education, Claremont, CA January 2006 – May 2006

PUBLICATIONS

Spector, A. (2012). Children’s knowledge of their rights and feelings of protection: A knowledge, attitudes, and

practices study in Kilimanjaro and Arusha Regions. Retrieved from

http://mkombozi.org/publications/research_report/2012_08_research_report_kapstudy.pdf

Brook, F., Spector A. (2013). Mkombozi census report 2012. Retrieved from

http://issuu.com/mkombozi/docs/census-2012-mk

SKILLS

Computer: Proficiency in Microsoft Office, EpiInfo, SPSS, QuickBooks

Monitoring and & Evaluation Techniques: Most Significant Change Technique (MSC), Outcome Mapping, Social

Return on Investment (SROI), Uwezo Literacy Assessments

Languages: Conversational in Swahili

Your Name (Example 2)

525 West 120th Street • New York, NY 10027 • (212) 222-3333 • youremail@tc.columbia.edu

EDUCATION Teachers College, Columbia University, New York, NY September 2012 - February 2014

Master of Arts, International Educational Development (Concentration: Peace and Human

Rights Education)

Thesis: Perceptions of Kashmiri Youth in Indian Administered Kashmir towards a Higher

Education

University of Hong Kong, Hong Kong, China September 2007 - June 2010

Bachelor of Arts in Politics and Public Administration (Concentration: East Asian and South

Asian Politics)

Awards: Dayaram Scholarship (HK$ 25,000), 2007–10

Dean’s Honor List, 2007-2008; 2009- 2010

K.K. Ho Scholarship (HK$40,000), 2008-2009

LANGUAGES Bilingual in English and Hindi; Fluent in Urdu

EXPERIENCE Coordinator December 2012 - Present

Working Group on Peace, Conflict and Education, Teachers College New York, NY

Organize events at Teachers College with international experts focused on education in

conflict and post-violence settings to create a space for interdisciplinary dialogue outside the

classroom

Set up and manage the website, blog and social media content for the Working Group to

promote events (www.tc.columbia.edu/peace)

Conduct research on human rights education, education in emergencies and conflict

transformation to support the work of the members of the Working Group

Programs Intern September 2013- January 2014

Global Nomads Group New York, NY

Adapted the Global Citizens in Action (GCA) curriculum and professional development

guide to fit the diverse contexts of Afghanistan, Pakistan and the US

Reviewed and edited grant proposal narratives for GCA programs in South and Central Asia

Developed the PULSE program curriculum – ‘Timeline for Social Change’, to enable virtual

exchange between schools in Jordan, Chile and, the US

(http://gng.org/programs/program/from-protest-to-peace-pathway-to-change/)

Created a database on educational organizations and potential donors in South Asia to serve

as a resource for further outreach

Adult Education Intern September 2012 - May 2013

International Rescue Committee (IRC), New York Resettlement office New York, NY

Created the ‘English for New Arrivals’ Curriculum with accompanying teaching aids to

impart survival English to newly arrived refugees and asylum seekers in New York

Designed and facilitated teacher education to implement the curriculum

Developed monitoring and evaluation tools (surveys, assessments, online forums, etc.) to

measure the progress of clients across the various adult education programs

Supervised the work of 25 volunteers and 4 programs in the Adult Education Department

and maintained the volunteer database

Conducted outreach work to raise enrollments in the Adult Education Programs

Your Name • 111-222-3333

Teacher and Assistant Administrator June 2010- May 2012

Teach For India, St. Francis Primary School Maharashtra, India

Taught literacy and math education to a multi-grade classroom of 45 pupils

Showed an average of 1.2 years of growth in reading comprehension and over 2 years of

growth in grammar in a class of 45 pupils

Co-created and implemented an art-integrated curriculum, aligned with ‘Charlie and the

Chocolate Factory’ performed as a musical by 80 children

(http://toinfinityandbeyond2012.weebly.com/index.html)

Conducted trainings on Critical Thinking in the Classroom, Reciprocal Reading Groups,

and Phonics for Struggling Readers to equip teachers in low income schools with the

skills to create a dynamic and accessible learning environment

Maintained the school’s student database

Wrote the school’s annual report to be submitted to the Department of Education

Coordinator and Teacher June 2009- August 2009

Migrant Outreach Education Initiative (MOEI) China, Sichuan Province China

Conducted TESOL Training and created volunteer manual for 15 volunteers

Engaged with the provincial government in Sichuan to ensure the safety of volunteers

and find alternative placement schools

Conducted an activity-based oral camp in English for over 70 pupils who had been

affected by the Sichuan Earthquake in 2008

Language Coach June 2008- August 2008

MOEI Thailand Mae Sot, Thailand

Conducted a 6-week Intensive Oral English camp for refugees from Myanmar at the

Leadership and Management Training College in Mae La Refugee camp and Boarding

High School for Orphans and Helpless Youth in Mae Pa, to help with resettlement

language requirements

ACTIVITIES Co-Chair September 2013- Present

Human Rights and Education Colloquium: A collaborative project connecting scholars from

Teachers College and NYU, New York, NY

Co-Founder and Coordinator September 2008- June 2010

Burma Connect (Independent Student Group now known as Connecting Myanmar), University of

Hong Kong, Hong Kong, China

COMPUTER Proficient in MS office; Knowledge of SPSS

SKILLS