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| What
Kind of Students Go to Colby-Sawyer? |
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| Colby-Sawyer
College currently enrolls approximately 1000 students from 27 states and
11 other countries. Colby-Sawyer is accredited by the New England Association
of Schools & Colleges (NEASC), the Commission on Accreditation of Athletic Training Programs (CAATE), the Commission on Collegiate Nursing Education (CCNE), the New Hampshire Board of Nursing,
and the State of New Hampshire Board of Education. |
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| As a liberal
arts college, Colby-Sawyer is committed to the idea of educating the whole
person. We offer more than 16 areas of study, and students have the opportunity
to complete a double major. While students
choose to major in everything from graphic design to athletic training,
all complete the basic liberal arts requirements that help students develop
their writing, communication, and analytical skills. |
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| In addition
to the overall benefits of a liberal arts education, Colby-Sawyer College
students participate in rigorous study in areas including the sciences,
the humanities, and the arts. The small faculty to student ratio allows
students much more hands-on experience than students from larger universities.
For example, by the time they graduate, 98% of Colby-Sawyer students will
have completed some form of professional preparation experience, including
internships, clinical internships, student teaching, and service-learning. |
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| Overall, Colby-Sawyer
College students are bright, curious, and interested in pursuing challenges.
Graduates of Colby-Sawyer are successful leaders in business, science, social
service, the arts, and virtually any field one can imagine. Internships
are one way that students begin the path to success while making a meaningful
contribution to your organization. |
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| What's
the Difference between an Internship and a Job? |
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| The National
Society for Experiential Education defines an internship as "a carefully
monitored work or volunteer experience in which an individual has intentional
learning goals and reflects actively on what he or she is learning throughout
the experience." The key phrases in this definition are "carefully
monitored," "intentional learning goals," and "reflects
actively." |
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| In a typical
entry-level job, an employee receives training to perform the tasks necessary
for the position, and then the employee is expected to carry out the duties
as assigned, preferably with little supervision. In an internship, however,
interns bring "intentional learning goals" that support their
academic and career interests. In addition to the work product provided
to the internship site, interns will come with specific goals, often in
the form of a learning agreement or contract. In most cases, as a site supervisor
you will be asked to assist the intern and faculty sponsor in developing
these goals. This ensures that the goals are reasonable and also indicates
your commitment to helping the intern achieve these goals during the internship.
Interns are asked to reflect actively on their experience. This means that
interns will often have more questions than a typical employee before, during,
and after the internship. This reflection helps make the internship more
meaningful, while connecting the on-site experience to the student's academic
training. |
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| Before
the Internship |
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| If you are considering
sponsoring an internship, it is helpful for you to first ask yourself a
series of questions. |
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1. Can I
provide a meaningful experience that helps students explore career choices?
Of course, routine work is a part of everyone's job, and internships are
no exception to this rule. Ask yourself whether you have distinct goals,
objectives, or projects for an intern. Will they be part of a team that
is developing a new marketing campaign? Will they be conducting research
on a product to determine quality control? Will they be allowed to participate
in staff meetings? |
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| With the increased
popularity of internships and a competitive job market comes a stretch in
the definition of a true internship. In an effort to attract potential employees,
some employers have fallen into the trap of labeling entry-level jobs as
internships. For example, they may need someone to complete routine office
tasks, but by calling it an internship, they hope to attract bright young
students who may later be interested in joining the company or organization
in a different capacity. This approach usually backfires, however, because
students who expect to be challenged and learn new tasks in an internship
become unhappy when they discover that the position is not as advertised.
This makes it even less likely that they will consider a full-time position
later. Even worse, the student may share their experience with others, resulting
in a bad reputation for the employer. |
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2. How will
the intern be compensated?
Compensation comes in many forms. In some cases, interns are paid at or
near the prevailing wage for an entry-level professional. Compensation at
this rate helps attract students and ensures that the internship site can
pick the "cream of the crop." It also helps students to focus
on the internship because they do not have to work a second job at the same
time. In other cases, interns are paid a "training wage" that
is at or above minimum wage. Some employers offer a stipend, a set amount
of money that is awarded without regard to the number of hours completed
in an internship. Before offering a stipend, however, employers should check
with state regulations concerning stipends to ensure that all appropriate
regulations are being followed. |
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| Non-profit groups
and small companies often cannot afford to pay an intern anything, and so
compensation in other forms should be considered. For example, an arts agency
may provide the intern with free tickets and backstage passes to performances.
A social service agency may pay the registration and other expenses to send
an intern to a professional conference. Students who undertake a non-paid
internship may need more flexibility in their hours so that they can also
work at a paid job. All Colby-Sawyer College interns, regardless of the
pay status of their internships, receive credit and/or transcript recognition
for their internships. Most Colby-Sawyer majors require at least one internship
and other majors highly recommend that students complete an internship prior
to graduation. |
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| For many students,
the most important compensation is the opportunity to learn real skills
and contribute to the mission of the internship site. However, states have
different regulations related to non-paid internships and compensation.
If you have questions about the laws in your state, please check with appropriate
authorities. |
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3. Who will
supervise the intern?
An intern must have a designated site-supervisor who is responsible for
providing orientation, supervision, and opportunities for reflection for
the student. This should be someone who will be available to the student
on a regular basis, and possesses expertise in the area in which the intern
will work. Even if the intern will rotate through various departments in
order to gain broad-based experience, there still should be a single overall
supervisor who oversees the internship as a whole. |
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| When choosing
a site supervisor, it is important to choose someone who: |
- Is interested in working with college students
- Has the time to invest in the internship, especially during the first
few weeks
- Has qualities such as leadership, strong communication, and patience
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| Since an internship
is defined as a learning experience, proper supervision of the intern is
essential. The supervisor serves as a teacher, mentor, critic, and boss.
Ongoing supervision of the student intern is key to the success of the internship.
This is especially true for students who do not have extensive work experience.
The work environment is unlike the classroom in many ways. For example,
in an academic environment students are used to having clear objectives
and receiving frequent feedback regarding their progress (e.g., grades).
Also, students are expected to challenge their "supervisors" (professors)
and focus on new ways of thinking rather than following established protocols.
Student behaviors that are often rewarded in the classroom can sometimes
cause difficulties in the workplace. Acknowledging and identifying the different
expectations between the workplace and school can help interns make a successful
transition to the world of work. |
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| An effective
method of intern supervision is to have a set time-- weekly is recommended
-- to meet with the intern to review progress on projects, touch base, and
provide feedback. Some supervisors do this over lunch; others choose a more
formal setting, depending on the culture of your organization and time constraints. |
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| Training |
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| Training is
as important as supervision. Establish a training program that will give
the intern a clear understanding of what is expected, and include information
about the duties that will be supervised and evaluated. Refer to the learning
contract or agreement that was signed at the beginning of the internship.
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Orientation
Establish written goals and objectives and clarify these goals and objectives
before the intern begins working. Some interns need more guidance than others,
and many factors must be taken into consideration. Consider the intern's
cultural background, disabilities, learning style, and previous experience.
Evaluate his or her level of maturity and confidence. Is the intern a critical
thinker or a creative problem-solver? |
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| Orientation
can be a formal or informal process depending on the number of interns and
needs of the employer. However, regardless of the structure, there are important
elements that should be included in any orientation program for interns.
Plan to include the following in your initial training: |
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| Information
about the organization › Offer interns your company or organization's
literature to review and any other documents that are important for them
to understand the big picture. If available, include an organizational chart
that explains various roles and responsibilities of employees. |
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| Structure
› Interns might not be familiar with formal workplace procedures (e.g.,
attendance policies, break times, days off). Generate a written document
that clarifies relevant policies and procedures and submit this to interns
on their first day with your organization. |
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| Introductions
› Take time in the beginning of the internship to introduce the intern
to key people in the organization. Allow more time for conversation with
those employees who are likely to interact with the intern on a regular
basis. Some interns, based on personality or culture, may be reluctant to
seek out co-workers on their own. By making a special effort to encourage
those contacts early on, interns will feel more comfortable asking for advice
or support later. |
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Ongoing training
Interns, as students, appreciate any opportunity to learn new skills or
increase their knowledge. Developing a plan for training throughout the
internship will keep students interested in the position and ready to tackle
new challenges. Ongoing training may include the following: |
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| Skill Development
› There may be a need for training in specific skills such as computer
programs, office equipment, or other tasks directly related to the job.
Even very bright students with great potential will struggle if they are
not instructed in the specifics related to successful completion of duties. |
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| Shadowing
› Allow interns to participate in activities and meetings. Interns
may have leadership potential but not understand the culture of your organization.
They will rely on their supervisor to educate them. |
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| Questions
› Interns might not know when to speak or how or what to ask. Assist
them in actively learning by explaining and clarifying everything. Suggest
and encourage questions at appropriate times. |
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| Professional
conferences or association meetings › If possible, see if you can
offer the opportunity to attend a training or networking event. It helps
interns to get a feel for the overall mission of your organization, and
at the same time makes them feel that they are valued. |
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| Mentoring |
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| A mentor is
a counselor, guide, tutor, or coach. Valuable internship experiences not
only include effective supervision, but also, a large component of mentoring.
Most interns seek out internships in order to develop their own career goals.
Mentors help guide students though their experience. This may mean allowing
or encouraging the student to participate in events that may not normally
be open to entry-level professionals, such as certain staff meetings, client
consultations, or other work-related events. Even though these events may
not be directly tied to the intern's specific job duties, they will help
provide a broad overview of your business or organization. A mentoring relationship
is valuable for both the intern and the professional. The intern has the
opportunity to reflect on his or her experience in a supportive, educational
atmosphere. The mentor can pass on a wealth of experience and knowledge,
and benefits from a fresh perspective and new ways of thinking. |
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| Evaluation |
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| Evaluation is
important to an intern's development and is an opportunity to identify strengths
and weaknesses. It is helpful if supervisors evaluate throughout the entire
internship, not just at the end. The evaluation should be structured as
a learning experience and an opportunity for bilateral feedback. Regularly
scheduled evaluations help avoid common problems with internships, including
miscommunication, misunderstanding of job roles, and lack of specific goals
and objectives. You may find it helpful to schedule a preliminary evaluation
very early in the internship (in the second or third week). This will help
you understand whether the intern's orientation and training was sufficient,
or if there are specific areas in which the intern has questions or needs
further training. |
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Criteria to
consider when evaluating an intern are:
- Progress
towards or accomplishment of learning objectives as stated in the learning
agreement
- Skill development
or job knowledge gained over the course of the internship
- Overall
contribution to the mission of the organization
- Dependability,
punctuality, attendance
- Relations
with others, overall attitude
- Potential
in the field
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The student
will also evaluate the internship experience, which is important in determining
the value of the work experience for future interns. Categories might
include:
- Was there
educational value or merit in the assignment?
- Did the
position live up to its initial description?
- Was the
supervisor receptive to your ideas?
- Does the
experience relate to your major or career goals?
- Did you
receive a proper job orientation?
- Was the
supervisor willing and/or capable of answering questions?
- Did you
develop work habits?
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Ending the Internship |
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| An internship
should have a clearly stated end date that is identified before the internship
begins. Completing a formal evaluation process such as the one described
above can help both the site supervisor and the intern to put closure on
the experience. You also may want to have some form of acknowledgment such
as a lunch with co-workers in the final week of the internship. Since co-workers
often have extensive contact with interns, this type of event can be a positive
way to recognize the contribution of other employees as well as the intern. |
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| If you are considering
hiring the intern for a full-time or part-time position, it is important
to make this transition. It is not fair to the intern or co-workers to simply
"extend the internship." Make the offer as you would any employee,
complete with a title change and a job description. As the person is now
considered an employee with some degree of experience and more responsibility,
it is normal practice to offer a pay raise when someone makes the leap from
intern to employee. |
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| Checklist
for Internship Site Supervisors |
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_____ Develop
internship position description
_____ Post advertisement, send to Colby-Sawyer College Career Development
_____ Interview candidates/hire intern
_____ Meet with intern and faculty/staff advisor to establish Learning Agreement
_____ Provide/supervise training of intern
_____ Establish and conduct regularly scheduled supervision meetings
_____ Provide a mid-term and end of internship evaluation, including completing
evaluation forms |
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| Assistance
from the Colby-Sawyer College Career Development Center |
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| The Career Development
Center is available to help internship site supervisors before, during,
and after internships. Before an internship, the Internship Director can
help employers determine whether the internship is likely to be a good fit
for Colby-Sawyer students (e.g., whether students are likely to have the
training and interest necessary to be successful in your organization).
We can also publicize the internship in many ways, including use of the
internet, e-mail to targeted majors, posters, and other advertising. Employers
can take advantage of our on-campus recruiting services, including interviewing
on campus and the opportunity to provide information sessions to interested
students. |
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| When you decide
to hire a Colby-Sawyer student as an intern, the Internship Director and
Faculty Sponsor are available to help in developing learning objectives
and learning agreements. In the rare instance that there is a problem during
an internship, we can help to mediate any conflict. Colby-Sawyer College
Faculty Sponsors will act as the supervisor from the Colby-Sawyer perspective.
This may include scheduled site visits or phone calls to check in on the
internship and offer any assistance as needed. |
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| We look forward
to working with you regarding internships. A successful internship provides
positive outcomes for everyone involved. Should you have any questions regarding
internships, please do not hesitate to contact the Internship Director at
the Colby-Sawyer College Harrington Center for Career Development. |
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| INTERNSHIP
POSTING FORM |
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