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TRANSCRIPT
Office of Engagement
Internship Work Group Meeting
Friday, December 10th, 2010
11:00 a.m. to 1:00 p.m.
Library-GL 835
AGENDA
Welcome & Introductions:
Dr. Divina Grossman, Vice President of Engagement
Dr. Rosa Jones, Vice President of Student Affairs
Dr. Elizabeth Bejar, Vice Provost of Academic Planning and Accountability
Meeting Purpose – Dr. Divina Grossman
Presentation by the Office of Career Services – Dr. Imani Lowman, Director of Career
Services (10 minutes)
Presentation by College of Business Career Management Services - Barry Shiflett,
Director of Career Management Services (10 minutes)
Open Discussion
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FIU Internship Work Group
Name Title School/College Phone Email
Abeloff, Jennifer Visiting Instructor College of Public Health & Social Work 71627 [email protected]
Addy, Dawn Director, Labor Center Education, Center for Labor Research Studies 72615 [email protected]
Al-Khalili, Majid Assistant Professor
College of Arts & Sciences - Politics & International Relations 72556 [email protected]
Andrews, Charles Director, Academic Advising Undergraduate Education 72892 [email protected]
Arango, Lisa Program Coordinator, Counseling Psychology
College of Arts & Sciences - Psychology 77076 [email protected]
Bejar, Elizabeth Vice Provost Academic Planning and Accountability 71796 [email protected]
Castillo, Claudia Assistant Dir. Acad. Supt. Svcs School of Hospitality & Tourism Management 64502 [email protected]
Cohen, Judith Director, Field Experiences College of Education 76668 [email protected]
DePalo, Kathryn Lecturer, Undergraduate Advisor
College of Arts & Sciences - Politics & International Relations 72859 [email protected]
Duarte, Ivette Associate Director Career Services 74067 [email protected]
Figueredo, Fernando Chair, Advertising & Public Relations School of Journalism and Mass Communication 65777 [email protected]
Graham, David Assistant Dean, Clerkship Rotation College of Medicine 70646 [email protected]
Greenwood, Dona Internship/Field Placement Dietetics & Nutrition
College of Public Health & Social Work 72879 [email protected]
Grossman, Divina Vice President Office of Engagement 77726 [email protected]
Hill, Kevin Associate Professor
College of Arts & Science s - Politics & International Relations 73291 [email protected]
Houry, Cecile Coordinator of Student Enrichment Honors College 74100 [email protected]
Howard, Melissa Director, Student Services College of Public Health & Social Work 76583 [email protected]
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Irvine, Kip Instructor, School of Computing & Information Sciences
College of Engineering 71528 [email protected]
Jones, Rosa Vice President Student Affairs 72797 [email protected]
Karla, Maria Program Assistant School of International and Public Affairs 77266 [email protected]
Kaufman, Nicole Director, Corporate and Foundation Relations University Advancement 71925 [email protected]
Lowman, Imani Director Career Services 73065 [email protected]
Meeker, Carolyn Assistant Director Career Services 71282 [email protected]
Olafson, Beth Internship Coordinator College of Nursing & Health Sciences 77735 [email protected]
Ponte, Teresa Chair, Journalism & Broadcasting
School of Journalism and Mass Communication 64524 [email protected]
Probst, Martha Assistant Director for Career Development College of Law 73157 [email protected]
Rae, Nicol Senior Associate Dean College of Arts & Sciences 72866 [email protected]
Replogle, Lisa Coordinator, Student Services College of Arts & Sciences - Criminal Justice Public Admin. 70419 [email protected]
Rowe-Millwood, Debbie Director, Career Development College of Law 78359 [email protected]
Shiflett, Barry Director, Career Management Services College of Business Administration 77395 [email protected]
Shrage, Laurie Director College of Arts & Sciences - Women's Studies 71295 [email protected]
Stolzenberg, Lisa Professor & Chair College of Arts & Sciences - Criminal Justice 75892 [email protected]
Strange, Stephanie
Recruitment Officer, Office of Student Access & Success
College of Engineering 71635 [email protected]
Stubbs, Natasha Director, Student Services College of Architecture and The Arts 77705 [email protected]
Tuttle, Lidia Associate Director School of International and Public Affairs 76958 [email protected]
Valle, Jacqueline Coordinator, Corporate and Foundation Relations
University Advancement 77814 [email protected]
*Source: Office of Planning and Institutional Research
Office of Engagement
Internship Information
Headcount of Internship Courses*
College/School 2008-2009 2009-2010 2010-2011 Total
Architecture and the Arts 236 285 330 851
Arts and Sciences 1,184 1,248 880 3,312
Business Administration 372 458 338 1,168
Education 3,945 3,990 2,178 10,113
Engineering and Computing 45 41 24 110
Hospitality Management 1,031 1,441 1,326 3,798
Journalism & Mass Communication 222 139 92 453
Law 19 65 31 115
Nursing & Health Sciences 1,323 1,723 1,471 4,517
Public Health & Social Work 2,374 2,531 2,064 6,969
Undergraduate Studies
961
883
545
2,389
Totals
11,712 12,804 9,279
Grand
Total
33,795
Executive Summary
Internship and Part-Time Jobs Placements
During the 2008-2009 academic year Career Services assisted in identifying and facilitating internship and part-time job opportunities for students from a wide variety of disciplines. FIU students have participated in internships on a local, national and international level. To date, we have been able to track 555 assignments with estimated student earnings of over $2 M dollars collectively. Freshman to graduate level students have benefited from internships with companies that include the US Department of State, Caterpillar, Johnson and Johnson, the USDA, GEICO, the FBI, Ernst and Young, Univision, General Electric and L’Oreal.
Perhaps most notably this year, 21 FIU students participated in global internships through our partnership with the US Department of State and in particular, through collaboration with our Diplomat in Residence Mr. Lari Martinez. Assignments included work in embassies across the globe such as: Slovakia, Brazil, the Dominican Republic, Hungary, Syria, Belgium, Morocco, and Uruguay to name a few. Federal employment opportunities continue to grow and partnerships between FIU Career Services and other agencies continue to be strengthened.
The following is a recap of the past five academic years in regards to internship placements and estimated earnings:
Year # of Students hired Estimated Student Earnings
2004-2005 475 $1,593,814.64
2005-2006 482 $1,914,747.60
2006-2007 503 $2,004,676.48
2007-2008 706 $2,356,726.00
2008-2009 555 $2,016,788.80
2004-2005 2005-2006 2006-2007 2007-2008 2008-2009
476 483 504
706
555
Total Number of Students that Obtained Internships by Academic Year
$0.00
$500,000.00
$1,000,000.00
$1,500,000.00
$2,000,000.00
$2,500,000.00
2004-2005 2005-2006 2006-2007 2007-2008 2008-2009
Total Estimated Internship Earningsby Academic Year
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Executive Summary
Internship Report 2009-2010
During the 2009-2010 academic year, Career Services assisted in identifying and facilitating internship opportunities for students from a wide variety of disciplines. FIU students participated in internships locally, nationally and internationally. To date, we have been able to validate 630 assignments with earnings of over 2.7 million dollars collectively. This figure represents an increase of 13.51% in internships and 34.24% in earnings when compared to academic year 2008-2009. Freshman through graduate level students benefited from internships with companies that included: Lockheed Martin, Florida Power and Light, Royal Caribbean Cruise Lines, Walt Disney World, Del Monte Foods and the Florida Le gislature to name a few.
Career Services continues to foster relationships with new employers and has made a concerted effort to bring more employers to campus. A new partnership was established with the Miami-Dade County Phoenix Program whose aim it is to identify, screen and hire college students with disabilities in various departments within the county. Sixteen students were chosen to participate in the pilot program for 2009-2010.
This year in keeping with our theme of being “Worlds Ahead”, FIU students participated in global internships through our partnership with the US Department of State and held assignments in Peru, London, Bolivia, Germany, Taiwan, FIJI among others. Federal internship opportunities have increased as partnerships between FIU Career Services and a variety of federal agencies are strengthening.
The document that follows illustrates the students’ names, internship assignments and estimated earnings by semester. Please note that students showing a $0.00 under hourly rate, indicate a non-paid internship.
JLD Report 2009-2010
Number of Students Student Earnings
Summer B 2009 175 $579,829.60
Fall 2009 178 $881,092.80
Spring 2010 147 $822,106.56
Summer A 2010 130 $424,278.40
630 Total $2,707,307.36
2 The following is a comparison of academic year 2008-2009 with academic year 2009-2010:
JLD Report 2008-2009
JLD Report 2009-2010
Unique students
Unique students
Summer B 2008 211 $623,202.40
Summer B 2009 175 $579,829.60
Fall 2008 153 $694,552.80
Fall 2009 178 $881,092.80
Spring 2009 109 $451,176.00
Spring 2010 147 $822,106.56
Summer A 2009 82 $247,857.60
Summer A 2010 130 $424,278.40
Total 555 $2,016,788.80
Total 630 $2,707,307.36
Term 2008-2009 2009-2010 Percentage
Summer B $623,202.40 $579,829.60 -6.96%
Fall $694,552.80 $881,092.80 26.86%
Spring $451,176.00 $822,106.56 82.21%
Summer A $247,857.60 $424,278.40 71.18%
Total $2,016,788.80 $2,707,307.36 34.24%
$0.00
$100,000.00
$200,000.00
$300,000.00
$400,000.00
$500,000.00
$600,000.00
$700,000.00
$800,000.00
$900,000.00
Summer B Fall Spring Summer A
Student Earnings
2008-2009
2009-2010
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Term 2008-2009 2009-2010 Percentage
Summer B 211 175 -17.06%
Fall 153 178 16.34%
Spring 109 147 34.86%
Summer A 82 130 58.54%
Total 555 630 13.51%
0
50
100
150
200
250
Summer B Fall Spring Summer A
Internships by Semester
2008-2009
2009-2010
12/9/2010
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Internships and the Role of n n p n R f Career Services
ByImani Fredrick‐Lowman, Ph.D.
Career Services• Vision Statement:
FIU graduates are equipped with the tools and g q ppresources to develop and manage their careers within a global workforce
• Mission Statement:To provide FIU students, alumni, faculty, administration and the community with current information regarding career development skills trends and issues whilecareer development skills, trends and issues while preparing a viable workforce for the 21st century
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Programs & ServicesFour Career Fairs per year • On‐line job search databaseGraduate School FairStatewide Federal Government Conference Federal Disability Conference* Executive Protégé Initiative Career development workshopsO d i i i t t
• Career Assessments• Walk‐In program
• Resume /Cover Letter development/critique
• Career advising/coaching• Information Sessions
I t hi d i i / hiOne on one advising appointmentsBusiness etiquette lunch /dinnerCustomized classroom presentationsComprehensive Internship ProgramMock/Practice Interviews
• Internship advising/coaching• On‐Campus Recruiting• University‐wide career
programs
What is an Internship?An internship is any carefully monitored work or service experience in which a student has intentional learning goalsexperience in which a student has intentional learning goals and reflects actively on what she or he is learning throughout the experience.
Internship programs provide a bridge between academic programs and the world of work. Internships allow students to explore career options and gain experience in different work environments. They also allow employers to preview work skills before hiring decisions are made, and to have access to quality students before their competition does.
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Students Seeking Internship Opportunities • Visit Career Services to determine internship needs• Attend Internship 101 and other career development workshops as
dwarranted • Meet with career advisor for individual appointment • Upload resume and/or cover letter into Panther Joblink• Begin the internship search (Panther Joblink, employer info
sessions, internet searches, employer web sites, networking and special events)
• Attend interviewing skills workshop/schedule mock interview• Begin the interview process• Begin the interview process • Notify Career Services when internship offer is made• Meet with Career Advisor to explore career development
outcomes
Employers Seeking Interns• Employer relationships are developed through professional conferences, networking events, career fairs and site visitsfairs and site visits
• Career Services provides individual consultations to assist employers with their internship recruitment needs by
• Providing assistance with posting opportunities on Panther JobLink• Creating customized resume books • Facilitating information sessions and tabling opportunities for employers to promote their internships opportunitiesemployers to promote their internships opportunities
• The Career Services Office acts as a liaison for several academic departments and government agencies
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Data Collection • Students and employers are encouraged to enter internship
employment data through their Panther JOBlink account• Emails are sent out periodically to students and employers
soliciting internship employment information• Career advisors enter internship data during student
appointments• Employers are contacted based on their recruitment cycles• Annual Internship report submitted to the Vice President of• Annual Internship report submitted to the Vice President of
Student Affairs Office by September 1st
12/9/2010
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Best Practices & Illustrative examples for Illustrative examples for
College Internship Programs
Barry ShiflettDirector
Bank of America Career Management Services officeCollege of Business Administration
Florida International University
Best Practices & Illustrative examples for College Internship Programs
Four key areas that quality internships all have:
Management Support
Strong Program Processes and Guidelines
Quality Work Assignments
Established University and Student Relationships
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Key Area #1 Management Support
The internship program should be directly linked to the l hi i l f h i ilong term hiring goals of the organization.
Goals and objectives for the internship program should be clearly identified by the company and aligned with the companies HR department.
Participation by C-level executives and key managers shows overall support for the programshows overall support for the program.
Exposure to all levels of management provides excellent career development and role modeling for the interns.
Key Area #2 Strong Internship Programs Processes
and GuidelinesTh i d ith ll d fi d t d The program is managed with well-defined systems and processes. Examples include:
A strategic plan for the use of the interns with clearly identified goals and objectives
An effective recruitment plan
Methods to ensure quality work assignments
Orientation and training for the interns and their supervisors
Effective data collection and continuous quality improvement measures
Effective evaluation systems for interns and supervisors
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Key Area #3 Quality Work Assignments
Planning should be done to ensure that the work offered provides meaningful learning opportunities and provides meaningful learning opportunities and experience.
Each assignment should at least have the following:A position description
Selection criteria
An established salary and benefit policy
A learning planA learning plan
Assigned supervisors
Ongoing evaluations and assessments
Interesting and challenging assignments
Key Area #4 Established University and Student
RelationshipsEffective programs are built upon well established and continuously maintained relationships between company and their targeted universities.
Companies should develop on-campus relationships with key CMS Staff to help establish recruitment plans and meet recruiting goals.
C i d t t t ifi t d t ithi th i Companies need to target specific students within their targeted universities and effectively market to them usually in conjunction with CMS office.
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In Conclusion:Quality programs have a broad level of support across the organization (C-level down to line management).
Quality programs have well defined goals, processes and educational outcomes.
Work Assignments are interesting, challenging, and provide meaningful learning opportunities
Quality programs have key individuals who maintain relationships with targeted universities.
Quality programs are aware of the US Department of Labor Wage & Hour guidelines (see additional reference materials)
I. What is an internship
a. Formal Internships:
i. Clearly defined objectives and learning goals
ii. Formal and often competitive selection/recruitment process
iii. Formal on-boarding/orientation process
iv. Access to/buy in from C-level executives
v. Formal end of program presentations
b. Informal Internships:
i. No formal learning objectives and goals
ii. No formal selection process
iii. Company may be using students to do menial tasks or activities not related to
current classes or majors
II. How do FIU Business Students find out about internship opportunities
a. Almost every internship opportunity for business students are posted in the careers
database (www.businesscareers.fiu.edu)
b. CMS staff conducts coordinate targeted marketing campaigns to specific student
groups. The CMS staff will also work in conjunction with the business school faculty to
promote various internship opportunities.
c. We leverage our relationships with our CMS Advisory Board members and partnerships.
d. We participate in the major MBA associations career fairs and various conferences
annually (NSHMBA, Asian MBA, NACE, FCPA)
III. Infrastructure & Processes (how to setup an internship program)
a. CMS has a dedicated webpage that is targeted to employers who want to recruit
undergraduate students. The webpage covers the following:
i. Undergraduate Internship Information for Employers
ii. Benefits of hiring interns
iii. Characteristics of an Internship
iv. How to Recruit an Undergraduate Intern
(http://business.fiu.edu/cms/ug_internship_information.cfm)
b. CMS has also made available for download a PowerPoint presentation on “Creating an
Internship Program – Best Practices” on our website
(http://business.fiu.edu/cms/employers.cfm)
IV. Best Practices (see attached document)
V. US Department of Labor, Wage & Hour Division Fact Sheet #71 : Internship Programs Under
the Fair Labor Standards Act (Attached PDF document)
Career Management Services
IV. Issues and Best Practices for Internships: Issue: We want an intern, but do not want to pay them. Best Practice: Pay the intern. Over the past 8 months, there have been a large number of press reports and articles written about this subject. Wage & Hour claims are the fastest growing type of employment litigation. The Wage & Hour Division of the US Department of Labor recovery of back wages for fiscal years 2001 through 2008 was $1.4 billion. It’s important to remember the DOL’s six criteria when it comes to internships:
1. The training, even though it includes actual operation of the facilities of the employer, is similar to that which would be given in a vocational school
2. The training is for the benefit of the trainee 3. The trainees do not displace regular employees, but work under close observation 4. The employer that provides the training derives no immediate advantage from the
activities of the trainees and on occasion the employer’s operations may actually be impeded
5. The trainees are not necessarily entitled to a job at the completion of the training period.
6. The employer and the trainee understand that the trainees are not entitled to wages for the time spent in training.
Internships at non-profit organizations and government agencies fall into a separate category of regulation. Interns at these organizations can be considered to be donating their time (as volunteers), and are thus not required to be paid even if they are performing qualifying activities as an “employee” under the six-point test. It’s important to also remember that the Fair Labor Standards Act (FSLA) allows for the recognition of a concept known as "joint employment", enforcement of an FLSA judgment could reach an individual's personal assets - including bank accounts, homes, and other property.
To see how this could happen, we need to look at how the Act defines an employer: an employer is "any person acting directly or indirectly in the interest of an employer in relation to an employee." Owners, officers, managers and HR personnel are the individuals most likely to be considered an employer under the FLSA. If an individual is considered an employer, (s)he is directly liable; under the FLSA, the plaintiff doesn't need to "pierce the corporate veil" to reach individual defendants.
Because of this direct liability, owners, officers, managers and HR personnel could possibly have a personal stake in complying with wage and hour laws. So, if it looks like work, pay the Intern!
Issue: How do you find the right intern for the position? Best Practice: Make sure there is a written Job Description with clear objectives that must be met during the internship period and have competitive interviews. Job descriptions should be compelling, advertised through college career management services offices or other channels. Interviews should be conducted in conjunction with all the required parties interviewing the student (e.g. Marketing, HR, and Legal) in conjunction with the hiring manager. Issue: The Internship is not setup to provide the intern real work like assignments Best Practice #: Provide interns with real work assignments: Providing interns with real work is number one to ensuring your program’s success. Interns should be
doing work related to their major, that is challenging, that is recognized by the organization as valuable,
and that fills the entire work term. These tasks should be important to the goals of the organization
You can guarantee that hiring managers provide real work assignments by checking job descriptions,
emphasizing the importance of real work assignments during a manager/mentor orientation sessions,
and communicating with interns frequently throughout the work term to determine who they perceive
what they are doing.
Issue: Companies/departments are not prepared for the Interns first day. Best Practice: Hold orientations for all involved. It’s important that everyone “be on the same page,” so to speak. Make this happen by holding an
orientation session for managers and mentors as well as a session for students. Orientations ensure that
everyone starts with the same expectations and role definitions. This is time well spent—you will be
able to clearly communicate expectations, policies, and procedures. The effort you put into these
sessions will pay off throughout the program.
Issue: Interns are left to fend for themselves during the course of the internship Best Practice: Have a dedicated intern manager who can provide guidance, encouragement & a bit of mentoring Having a dedicated manager for your intern program is the best way to ensure that it runs smoothly and stays focused on your criteria for success. Unfortunately, the size and resources available to most internship programs mean that this isn’t always possible. If your program isn’t big enough to warrant a dedicated full-time staff member, an excellent short-term solution is to hire a graduate student (look for a student working toward an advanced HR degree) to be your intern, and put this college relations intern in charge of the daily operation of the internship program. This gives the interns a “go-to” person, and gives you and your staff a break from the many daily tasks involved in running a program of any size. For this to work, you have to plan the program structure in advance (don’t expect your intern to do it), and be very accessible to your college relations intern.
Issue: Companies don’t leverage their internal college network in conjunction with the Interns Best Practice: Encourage team involvement. Involve your internal college network (Alumni or Affinity groups) whether they are “volunteers” who
participate in college recruiting, or are HR staff members dedicated to college recruiting, or some
combination of both—in your intern program. They can sponsor social or professional development
events, and help to orient the interns to your company culture.
Issue: Interns are not exposed to C-level or key company leadership Best Practice: Bring in speakers from your company’s executive ranks. One of the greatest advantages to students in having internships is the access they get to accomplished
professionals in their field. Consequently, speakers from the executive ranks are very popular with
students—it’s a great career development and role modeling experience for interns.
For you, having your executives speak to interns is another way to “sell” your organization to the
interns, and get your executives invested in (and supporting) your program. Having the CEO speak is
especially impressive.
Best scenario: Your CEO is personable, willing to answer questions, and willing and able to spend a little
informal time with the students after speaking—your interns will be quite impressed.
Issue: Interns projects may never see the light of day. Best Practice: Showcase intern work through presentations/expo. Students work very hard at completing their work and are generally proud of their accomplishments.
Setting up a venue for them to do presentations (formal presentations or in a fair-type setting such as an
Expo) not only allows them to demonstrate their achievements, but also showcases the internship
program to all employees.
Issue: Intern and companies don’t know how to officially wrap up the experience Best Practice: Conduct final interviews and debrief with the intern and the college or university. Whether face-to-face or over the telephone, a real-time exit interview done by a member of the college
relations team or someone in human resources, is an excellent way to gather feedback on the student’s
experience and to assess their interest in coming back. Have the students fill out an exit survey and
bring it to the interview gives some structure to the conversation.
Companies also should debrief with the college or university career office that might have provided the
intern. This helps on multiple levels. It strengthens the ties with the CMS office and the university and it
may also provide you an inside track on getting a great intern for next time. Debriefing with CMS offices
also allows them to track and report to their administration on how many students have been involved
with internship programs, how many students received full time job offers based on their internship
experiences, etc.
Office of Engagement
Internship Survey
Please complete the information below about the internships offered through your department.
Kindly return the form via email to Alina Parbtani, Office of Engagement, [email protected].
Name: _______________________________________________________
Department: __________________________________________________
Internships offered in 2009-2010:
Academic Credit Non-Credit Totals:
Paid
Non-paid
Totals:
Internships projected for 2010-2011:
Academic Credit Non-Credit Projected Totals:
Paid
Non-paid
Projected Totals:
What is the average length of time for the internship (i.e., one-semester, academic year, etc.)?
______________________________________________________________________________
Please list the community partner(s) which offer internships to your students:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Additional Comments:
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________