NEO MFA Internship
New Syllabus for Spring 2010
Kent State University
English 66895
Four Saturdays: 1/23, 2/27, 3/27, 5/1
1-4 pm
Room 106
Satterfield Hall
Kent State University campus
For map of Kent Campus, Satterfield Hall, and Satterfield Hall parking lot with a YACK tag, visit www.kent.edu or http://kentstate.kent.edu/directions/kent/building.asp
Instructor: Robert Miltner, PhD, Associate Professor of English, KSU Stark
Faculty Office is in the NEO MFA office in Satterfield Hall
Office Hours: After class, and by appointment
Phone & Voicemail: 330.244.3386 (Stark); E-mail: rmiltner@kent.edu
Course Description:
_________________________________________________________________
Internship Class
The Internship seminar centers on finding an internship relevant to each student's area of interest and on preparing students for positions in their chosen field after graduation. Workshops cover:
• writing appropriate CV for different jobs
• crafting dynamic and convincing cover letters for different jobs
• securing letters of recommendations
• building a professional portfolio that will include:
accomplishments from your internship
preparing for realistic mock job interviews
writing a self-evaluation essay.
Monthly seminars and regular student-instructor contact required.
_________________________________________________________________
Texts:
There is no book for this class. Most of the information is posted on the NEO MFA Blog
[http://northeastohiomfainternship.blogspot.com/].
At the blog you will find a copy of this syllabus, links for writing different types of CVs and for cover letters, as well as information on your internship, how to create a simple internship portfolio, and how to prepare for a (mock) interview. The materials you create and share are also the “texts” for the class. Much of this information is already posted from the fall semester class.
Format:
The internship is a seminar format. It involves discussing, interacting, questioning, problem-posing and solving, sharing experiences, building consensus, building a learning community, and direct participation in the process of learning and education. Our model is one of praxis:
Apart from inquiry, apart from the praxis, individuals cannot be truly human.
Knowledge emerges only through invention and re-invention, through the restless,
impatient, continuing, hopeful inquiry human beings pursue in the world, with the
world, and with each other.
Paulo Freire, Pedagogy of the Oppressed
Come to class prepared for the topics of each seminar. Links will be posted on the blog prior to each meeting; take the time to read them, reflect on your own experiences, add your own resources (as comments on the blog or as materials you bring to the seminars), and mostly bring your questions.
Internship:
Each student will serve as an intern during the semester. The internships are to be centered on practical applications of your skills as writers. The greater goal is for each of you to develop practical experiences that augment your degrees.
Students work as class assistants, as community workshop leaders, with a local reading series, with university publishers (journals, presses) or private sector publishers (magazines, presses, newsletters, promotion, with non-profit organizations primarily in but not restricted to the arts, or in business or management capacities. Each student is encouraged to build upon and further develop current skills or to use the internship to develop additional, related skills. While some students come to the internship class clearly focused on an area of interest, and sometimes already placed, other students will work with the internship coordinator to find an area of interest and locate a suitable venue for an internship.
If you have not yet secured an internship, contact me (rmiltner@kent.edu) and we can begin to develop a focus area for your internship. I already have a few opportunities available I can share with you, provided you have the interest. These include special library collections, non-profit literary center, conference preparation, community writing workshop and reading series, and literary presses.
Contact with professor between seminar meetings/Internship Reports:
Each student will be required to send me one interim mid-semester report (1-2 pages, double spaced, Word attachment) on your internship. Discuss projects, observations, questions, concerns, ideas, progress. In reality, these are part of an on-going internship log. At the end of the semester, you will need to include, with your internship portfolio, a summary self-evaluation on your internship experience.
Your summary self-evaluation should discuss several relevant points, including but not limited to:
• what skills you acquired
• what meaningful experiences you had
• the quality of the materials you produced
• assessment of the program and people you worked with
• recommendations for anyone who might at a later time do the same internship
I am available to meet with you at any time to discuss your internship or the internship class. All you need to do is contact me and we can arrange a meeting.
Interview/end of semester Portfolio
The final seminar, which is a culminating event for this internship class, will be devoted to two focus areas: 1) turning in your end of semester Portfolio and 2) participating in a mock interview.
Your end of semester Portfolio should include final draft of your CV, an appropriate cover letter for the “mock” (yet actual) job for which you are interviewing; bring enough copies of your cover letter and cv for the class so they can ask follow up questions and offer effective comments.
You should come very prepared for an interview, right down to the nines you are dressed to (no points removed for fashion faux pas like stripes and plaids, reds and pinks, though a striking vintage ensemble might get you bonus points).
Also included in this portfolio will be your internship self-evaluation (one copy only for the instructor), unless you prefer to send it electronically just prior to the class, and a folder/portfolio of materials that demonstrate what you did for your internship, i.e., materials you created, such as brochures or copy; materials you used in workshops you conducted or classes in which you assisted, etc. Ideally, your self-evaluation should make reference to some of these “supporting” materials.
Attendance:
Class attendance and punctuality are expected. Because so much of the course content is based on a seminar format which relies upon, your absence affects others, has a direct affect on what you are learn from this class, and impacts your grade for the class.
Since the class meets only four Saturdays during the semester, missing one of the seminar classes will result in a drop of one grade. If you miss two of the classes—half of he seminars—you cannot pass the class. Moreover, chronic and significant tardiness will also accrue to a drop of one grade.
In the event that you have a health issue or personal problem, please contact me as soon as possible so that we can determine what options (such as an incomplete grade) might exist.
(Note: The last day for students to drop the class is Sunday, November 8th; should you miss a second class after that date you cannot retroactively withdraw).
Cell phones and electronic devices:
Turn off the sound on your cell phone prior to the beginning of class. If you anticipate an emergency call, put your phone on vibrate and sit close to the door so you can leave class indiscreetly, then talk with your caller at a location at an appropriate distance from the door. Return to class quietly when your conversation is over.
Use of a laptop, notepad, or any phone with keyboard is fine for notes or classroom use, but refrain from checking email, texting, and other activities that are best restricted to the short break that we will take each class.
Students with Disabilities:
All state universities have a policy for students with disabilities. At Kent State, for example, University Policy 3342-3-01.3 requires that students with disabilities be provided reasonable accommodations to ensure their equal access to course content. If you have a documented disability and require accommodations, please contact the instructor at the beginning of the semester to make arrangements for necessary classroom adjustments. Please note, you must first verify your eligibility for these through Kent State Student Accessibility Services (contact 330-672-3391 or visit www.kent.edu/sas for more information on registration procedures). For those of you enrolled through University of Akron, Cleveland State University, or Youngstown State University, contact your campus coordinator regarding the proper procedures for your gateway university, and have your coordinator contact me if this applies to you.
Plagiarism:
Cheating and plagiarism constitute fraudulent misrepresentation for which no credit can be given and for which appropriate sanctions are warranted and will be applied. The university affirms that acts of cheating and plagiarism by students constitute a subversion of the goals of the institution, have no place in the university and are serious offenses to aca¬demic goals and objectives, as well as to the rights of fellow students.
For the complete policy and procedure, go to www.kent.edu/policyregister and search for policy 3342-3-01.8, or see http://www.kent.edu/policyreg/chap3/3-01-8.cfm or http://www.kent.edu/policyreg/chap3/upload/3342.3.01.8.pdf ]
Grading:
Participation 100 points
Internship reports 100 points
Portfolio from your internship 100 points
CVs 100 points
Cover letters 100 points
Job application & interview preparation 100 points
_________ ________
Total points 600 points
Grading scale
A 100-94 A- 93-90 B+ 89-87 B 86-84
B- 83-80 C+ 79-77 C 76-74 C- 73-70
D 69-60 F 59 or less
Note 1: active and effective class participation will be considered in determining your final grade in the class; I may raise your grade for leadership in the workshop and class.
Note 2: poor attendance (see policy above) will lead to lowering your final grade or necessitating your dropping the class.
Schedule of classes and assignments
Date, Topic, Description
Saturday, January 23rd
Seminar:
CVs & Resumes
Creating CVs / resumes you can use as templates for different job applications to
which your internship applies
Saturday, February 27th
Seminar:
Cover Letters & Career Research
Creating templates for cover letters; how to conduct effective research for different
jobs in your area of career interest
Saturday, March 6th
Internship Report 1 due
See description above
Note: send these electronically
This is not a scheduled class
Saturday, March 27th
Seminar:
Recommendation Letters; Internship Portfolio; Mock InterviewPreparation
Securing a recommendation letter from your internship director; how to assemble
and organize your internship portfolio; preparing for your mock interview
Saturday, May 1st
Seminar:
Mock Interview & Portfolio turn-in
Final class meeting
Thursday, January 21, 2010
Thursday, November 26, 2009
Sample Interview Questions, for Academia, Non-Profit and Business
Source: http://www.jobinterviewquestions.org
Phone Interview
Phone interviews seem to be growing more common as search committees try to make the difficult decision of who to invite for a campus interview. When you pass this level you will pass to the interview, and to campus for in-person interviews, and ultimately offered the position! If you are not interviewed by phone, these same questions are likely to be asked on site.
Some helpful hints:
Introduce yourself clearly and directly. Engage in some “small talk” at the start of the interview, just as you would a face-to-face interview.
Speak clearly into the receiver and modulate your voice. Your voice is the only way you have of showing eagerness, enthusiasm and zest for the job. Your voice reveals both your personality and your attitude toward the caller. Don’t forget to smile! It makes a big difference in a conversation, even on the telephone.
Have your resume and the job advertisement with you for reference, and a pencil and some paper to make notes.
No matter how or where your interview is conducted, you should still have the same goal: to communicate to the interviewer that you are the best candidate for the position for which you are being interviewed. If the interview has been scheduled in advance, you should prepare as carefully as you would for a formal “sit down” in someone’s office.
What to Say at the Interview
Introduce yourself with a smile and firm handshake. Maintain good eye contact during conversation.
Demonstrate to the recruiter what you want to and can do for the employer today, based on employer research. Give two minute commercial.
Answer questions with:
" Yes, for example (accomplishment/result statement)" and
" No, however (accomplishment/result statement)"
Show interest in what the interviewer is saying, by nodding your head and leaning toward him/her occasionally.
Give positive answers to negative-based questions.
Ask the recruiter prepared questions.
Initiate the next step by asking what the next step is.
Types of Questions Asked
Open questions-" Tell us a little about…….."
Keep in mind the selection criteria and your strengths.
Closed questions -
Asked when the interviewer wants specific information, often factual or technical in nature, these questions can frequently be answered with a “yes” or “no” Ask for clarification and elaboration of past experiences.
Require you to demonstrate your technical knowledge in some area
Hypothetical questions-
What would you do if… These will assess your ability to think on your feet.
Leading questions
- The answer seems logical… As a faculty member (or as an event planner for our publishing house), you will require good communication skills - do you have good skills in this area? Do not give a yes/no answer. Give examples to support your response.
Multi-barrelled -
two or more questions linked to the same topic
Don't be afraid to ask to have the question repeated if you can't recall the full question.
Take notes on the parts of the question as asked.
Behavioural questions
-
uses your past experiences to predict future behaviours Prepare examples of how your experiences have allowed you to develop specific skills and how these could benefit the employer.
STAR: Situation, Tasks, Action, Result
Sample Interview Questions: Business
Why did you apply for this position?
Tip: How do you think that you might fit into this company
Would you tell us what attracts you to a career with us? How do you see your studies, skills, experience and personal qualities contributing to the work of the organization?
Tip: How do you think that you might fit into this company
Describe a time when you had to deal with conflicting demands. How did you deal with this situation and what was the outcome?
Tip: STAR
Can you describe a time where you have been required to perform as part of a team? What was the situation? What part did you play in the team and what was the outcome of the exercise?
Tip: STAR
How do you establish a working relationship with new people?
Tip: Team skills
Where do you expect to be in 5 years time? What will you do if you are not successful in gaining this position?
Tip: Demonstrate to the interviewer that you have thought about what it is you want from work and what you hope to achieve. Let them know you are flexible however, and willing to explore new opportunities.
What particular skills and qualities do you bring to the workforce? What other skills would you like to develop in the future?
Tip: Strengths and weaknesses
Tell me about a challenging situation you have faced. What was the situation and how did you cope with it?
Tip: STAR
Is there an achievement of which you are particularly proud? What is it? Why is it significant?
Tip: STAR
Imagine that you are a member of a small team responsible for the development and production of an internal publication. Your team is dependent on another workgroup to provide the data which will form the basis of your publication. The deadline for completing this project is not able to be relaxed. (a) What factors do you think might affect the team's ability to meet the publication deadline? (b) What could the team do to ensure the project is completed on time?
Tip: Hypothetical questions allow the interviewer to identify key competencies deemed important by the employer. No right or wrong answer
What are the key elements of measuring performance and how can you establish whether an outcome represents a success? (Answer this in terms of your own work or study experience.) More specifically, what do you think might be some key indicators of the successful performance of a national agency?
Tip: STAR (Behavioural +Situational question)
You have demonstrated in your CV that you have knowledge of entomology. Could you please expand on your experience and tell us what you think your strengths are in this field. An important component of the position will be the maintenance of water quality parameters within acceptable limits for the species. Can you outline your experience in water quality testing? What do you feel are the most important water quality variables?
Tip: Multi-part question
The ability to work independently within a structured team is essential to the position. This will require the successful applicant to be self-starting, able to prioritise tasks, be a good communicator, as well as showing considerable initiative. Can you give us some examples where you have worked within a team environment and demonstrated these abilities?
Tip: STAR + multi-part question
What do you feel is the potential for aquaculture in Australia and what are some of the major impediments to its development? What are some of the major aquaculture species cultured in freshwater? As well as the position involving general maintenance of the aquaria and pond facilities, a significant component will involve participation in scientific experiments through the collection and collation of research data. Can you describe previous experience you have had in the day to day running of scientific experiments?
Tip: STAR + multi-part question
The research project and facilities the successful applicant will be involved with receives considerable attention from the general public. Therefore, a component of the job will involve liaising with the general public and media. This requires the delivery of information in a simple precise manner. How confident do you feel you are in delivering sometimes complex information in a simple manner?
Tip: give examples
What computer programs are you familiar with, and more specifically, what programs would you use to write a report, enter research data, and to prepare a poster or seminar.
Tip: give examples of where you have applied the use of these programs.
You have had an opportunity to look at the statistical table from the publication (this was supplied before the interview). (a) Imagine you were asked to write a commentary on the information in the table. Are there any significant or curious or interesting features revealed by the data which you think should be highlighted, and if so, what might you say about them? Can you offer any suggestions to explain these features? (b) What is your opinion of the general layout of the table? How might it be improved?
Tip: multi-part question
Sample Interview Questions: Academic
1. Describe your research. (Have a good articulate rap down pat in short and longer versions, for experts and non-experts).
• What audiences are you addressing, what are the other hot books or scholars in your field, and how does your work compare with theirs? (Rephrased: what is the cutting edge in your field and how does your work extend it?)(Answer this question on your terms, not those of your competition).
• How will you go about revising your dissertation (or MFA Thesis) for publication?(be able to answer this in both general and specific ways). Question may imply: do you have an interested publisher and where do you stand in your negotiations with said publisher?
• What is the broader significance of your research? How does it expand our historic understanding, literary knowledge, humanistic horizons? Usually asked by someone outside your field. Can you explain the value of your work to an educated layperson?
2. What is your basic teaching philosophy?
• Question might be answered quite differently for the small liberal arts college, state branch university with heavy service teaching load, or graduate-degree granting institution.
3. How would you teach...?
• basic service courses in your field
• any of the courses on your C.V. that you say you can teach.
• What courses would you like to teach if you had your druthers? how would you teach them?
• Be prepared to talk about several courses, after having sized up the institution's needs. Do your homework to anticipate what the department needs.
• Be prepared to talk about teaching its basic service course(s). If you're applying to a small liberal arts College, this could include things like Western Civilization, Western European art history, Brit Lit., etc.
• Be ready to talk in detail about an innovative course or two that you think the Department might really go for.
• Take course X. As you would teach it, what three goals would the course achieve? When students had completed your course, what would they have learned that is of lasting value?
4. Tell us how your research has influenced your teaching. In what ways have you been able to bring the insights of your research to your courses at the undergraduate level?
5. We are a service-based state branch university with an enrollment of three zillion student credit hours per semester, most of them in the basic required courses. Everyone, therefore, teaches the service courses. How would you teach Hist Or Lit or Art 101?
• what they are asking is are you willing/experienced/ mentally stable enough to teach a heavy service course load to students who've likely read fewer than 3 books in their entire lives. They may also be saying is No one on the faculty (much less the students ) at Mediocre State U has even heard of the figure/subject/method of your research. How do you think you could fit in here? Could you be happy or at least useful in a backwater?
6. Your degree is from Prestige Research University--what makes you think you would like to (or even would know how to) teach in a small liberal arts college?
• Depending on the college, this may be one or two questions: 1) can he/she survive in Timbuktu with idiots for colleagues and morons for students? 2) do you understand the liberal arts college mission, are you a dedicated teacher, and will you give your students the time and personal attention that we demand from all our faculty members?
• At our college, teaching is the first priority. Do you like teaching? Would you survive (and thrive) under those circumstances?
• What experience do you have teaching or learning in such a setting?
7. This is a publish or perish institution with very high standards for tenure review--what makes you think you would be able to earn tenure here? (see next question).
8. Tell us about your research program. What are you working on currently? (now that you've completed your doctoral or MFA work)? What do you plan to look at next?
• Having a paper or a talk ready that showcases a topic different from your doctoral research demonstrates research prowess.
9. Why do you especially want to teach at Nameless College or University? How do you see yourself contributing to our department?
• (The real answer to this, of course, is "because I need the job") But don't be caught without a well-considered answer. This is a hard question to answer if you are unprepared for it. Be sure you've done your homework).
• (for small colleges) We conceive of our campus as one large community. What non- or extra-academic activities would you be interested in sponsoring or participating in?
10. Are you connected? (If you were organizing a special symposium or mini-conference on your topic, which scholars could you pick up the phone to call?)
11. You've seen our (religious) mission statement. How would you see yourself contributing to our mission and campus atmosphere?
• technically, asking about your religious affiliation/ beliefs is an illegal question. Committees will be more or less direct with you about this question and you can perceive the degree of conformity/support they expect according to how they broach the subject.
• they are also trying to tell you that character (defined in their traditional, conservative way) counts at the institution and in town as well; they want you to withdraw from consideration if you w
Phone Interview
Phone interviews seem to be growing more common as search committees try to make the difficult decision of who to invite for a campus interview. When you pass this level you will pass to the interview, and to campus for in-person interviews, and ultimately offered the position! If you are not interviewed by phone, these same questions are likely to be asked on site.
Some helpful hints:
Introduce yourself clearly and directly. Engage in some “small talk” at the start of the interview, just as you would a face-to-face interview.
Speak clearly into the receiver and modulate your voice. Your voice is the only way you have of showing eagerness, enthusiasm and zest for the job. Your voice reveals both your personality and your attitude toward the caller. Don’t forget to smile! It makes a big difference in a conversation, even on the telephone.
Have your resume and the job advertisement with you for reference, and a pencil and some paper to make notes.
No matter how or where your interview is conducted, you should still have the same goal: to communicate to the interviewer that you are the best candidate for the position for which you are being interviewed. If the interview has been scheduled in advance, you should prepare as carefully as you would for a formal “sit down” in someone’s office.
What to Say at the Interview
Introduce yourself with a smile and firm handshake. Maintain good eye contact during conversation.
Demonstrate to the recruiter what you want to and can do for the employer today, based on employer research. Give two minute commercial.
Answer questions with:
" Yes, for example (accomplishment/result statement)" and
" No, however (accomplishment/result statement)"
Show interest in what the interviewer is saying, by nodding your head and leaning toward him/her occasionally.
Give positive answers to negative-based questions.
Ask the recruiter prepared questions.
Initiate the next step by asking what the next step is.
Types of Questions Asked
Open questions-" Tell us a little about…….."
Keep in mind the selection criteria and your strengths.
Closed questions -
Asked when the interviewer wants specific information, often factual or technical in nature, these questions can frequently be answered with a “yes” or “no” Ask for clarification and elaboration of past experiences.
Require you to demonstrate your technical knowledge in some area
Hypothetical questions-
What would you do if… These will assess your ability to think on your feet.
Leading questions
- The answer seems logical… As a faculty member (or as an event planner for our publishing house), you will require good communication skills - do you have good skills in this area? Do not give a yes/no answer. Give examples to support your response.
Multi-barrelled -
two or more questions linked to the same topic
Don't be afraid to ask to have the question repeated if you can't recall the full question.
Take notes on the parts of the question as asked.
Behavioural questions
-
uses your past experiences to predict future behaviours Prepare examples of how your experiences have allowed you to develop specific skills and how these could benefit the employer.
STAR: Situation, Tasks, Action, Result
Sample Interview Questions: Business
Why did you apply for this position?
Tip: How do you think that you might fit into this company
Would you tell us what attracts you to a career with us? How do you see your studies, skills, experience and personal qualities contributing to the work of the organization?
Tip: How do you think that you might fit into this company
Describe a time when you had to deal with conflicting demands. How did you deal with this situation and what was the outcome?
Tip: STAR
Can you describe a time where you have been required to perform as part of a team? What was the situation? What part did you play in the team and what was the outcome of the exercise?
Tip: STAR
How do you establish a working relationship with new people?
Tip: Team skills
Where do you expect to be in 5 years time? What will you do if you are not successful in gaining this position?
Tip: Demonstrate to the interviewer that you have thought about what it is you want from work and what you hope to achieve. Let them know you are flexible however, and willing to explore new opportunities.
What particular skills and qualities do you bring to the workforce? What other skills would you like to develop in the future?
Tip: Strengths and weaknesses
Tell me about a challenging situation you have faced. What was the situation and how did you cope with it?
Tip: STAR
Is there an achievement of which you are particularly proud? What is it? Why is it significant?
Tip: STAR
Imagine that you are a member of a small team responsible for the development and production of an internal publication. Your team is dependent on another workgroup to provide the data which will form the basis of your publication. The deadline for completing this project is not able to be relaxed. (a) What factors do you think might affect the team's ability to meet the publication deadline? (b) What could the team do to ensure the project is completed on time?
Tip: Hypothetical questions allow the interviewer to identify key competencies deemed important by the employer. No right or wrong answer
What are the key elements of measuring performance and how can you establish whether an outcome represents a success? (Answer this in terms of your own work or study experience.) More specifically, what do you think might be some key indicators of the successful performance of a national agency?
Tip: STAR (Behavioural +Situational question)
You have demonstrated in your CV that you have knowledge of entomology. Could you please expand on your experience and tell us what you think your strengths are in this field. An important component of the position will be the maintenance of water quality parameters within acceptable limits for the species. Can you outline your experience in water quality testing? What do you feel are the most important water quality variables?
Tip: Multi-part question
The ability to work independently within a structured team is essential to the position. This will require the successful applicant to be self-starting, able to prioritise tasks, be a good communicator, as well as showing considerable initiative. Can you give us some examples where you have worked within a team environment and demonstrated these abilities?
Tip: STAR + multi-part question
What do you feel is the potential for aquaculture in Australia and what are some of the major impediments to its development? What are some of the major aquaculture species cultured in freshwater? As well as the position involving general maintenance of the aquaria and pond facilities, a significant component will involve participation in scientific experiments through the collection and collation of research data. Can you describe previous experience you have had in the day to day running of scientific experiments?
Tip: STAR + multi-part question
The research project and facilities the successful applicant will be involved with receives considerable attention from the general public. Therefore, a component of the job will involve liaising with the general public and media. This requires the delivery of information in a simple precise manner. How confident do you feel you are in delivering sometimes complex information in a simple manner?
Tip: give examples
What computer programs are you familiar with, and more specifically, what programs would you use to write a report, enter research data, and to prepare a poster or seminar.
Tip: give examples of where you have applied the use of these programs.
You have had an opportunity to look at the statistical table from the publication (this was supplied before the interview). (a) Imagine you were asked to write a commentary on the information in the table. Are there any significant or curious or interesting features revealed by the data which you think should be highlighted, and if so, what might you say about them? Can you offer any suggestions to explain these features? (b) What is your opinion of the general layout of the table? How might it be improved?
Tip: multi-part question
Sample Interview Questions: Academic
1. Describe your research. (Have a good articulate rap down pat in short and longer versions, for experts and non-experts).
• What audiences are you addressing, what are the other hot books or scholars in your field, and how does your work compare with theirs? (Rephrased: what is the cutting edge in your field and how does your work extend it?)(Answer this question on your terms, not those of your competition).
• How will you go about revising your dissertation (or MFA Thesis) for publication?(be able to answer this in both general and specific ways). Question may imply: do you have an interested publisher and where do you stand in your negotiations with said publisher?
• What is the broader significance of your research? How does it expand our historic understanding, literary knowledge, humanistic horizons? Usually asked by someone outside your field. Can you explain the value of your work to an educated layperson?
2. What is your basic teaching philosophy?
• Question might be answered quite differently for the small liberal arts college, state branch university with heavy service teaching load, or graduate-degree granting institution.
3. How would you teach...?
• basic service courses in your field
• any of the courses on your C.V. that you say you can teach.
• What courses would you like to teach if you had your druthers? how would you teach them?
• Be prepared to talk about several courses, after having sized up the institution's needs. Do your homework to anticipate what the department needs.
• Be prepared to talk about teaching its basic service course(s). If you're applying to a small liberal arts College, this could include things like Western Civilization, Western European art history, Brit Lit., etc.
• Be ready to talk in detail about an innovative course or two that you think the Department might really go for.
• Take course X. As you would teach it, what three goals would the course achieve? When students had completed your course, what would they have learned that is of lasting value?
4. Tell us how your research has influenced your teaching. In what ways have you been able to bring the insights of your research to your courses at the undergraduate level?
5. We are a service-based state branch university with an enrollment of three zillion student credit hours per semester, most of them in the basic required courses. Everyone, therefore, teaches the service courses. How would you teach Hist Or Lit or Art 101?
• what they are asking is are you willing/experienced/ mentally stable enough to teach a heavy service course load to students who've likely read fewer than 3 books in their entire lives. They may also be saying is No one on the faculty (much less the students ) at Mediocre State U has even heard of the figure/subject/method of your research. How do you think you could fit in here? Could you be happy or at least useful in a backwater?
6. Your degree is from Prestige Research University--what makes you think you would like to (or even would know how to) teach in a small liberal arts college?
• Depending on the college, this may be one or two questions: 1) can he/she survive in Timbuktu with idiots for colleagues and morons for students? 2) do you understand the liberal arts college mission, are you a dedicated teacher, and will you give your students the time and personal attention that we demand from all our faculty members?
• At our college, teaching is the first priority. Do you like teaching? Would you survive (and thrive) under those circumstances?
• What experience do you have teaching or learning in such a setting?
7. This is a publish or perish institution with very high standards for tenure review--what makes you think you would be able to earn tenure here? (see next question).
8. Tell us about your research program. What are you working on currently? (now that you've completed your doctoral or MFA work)? What do you plan to look at next?
• Having a paper or a talk ready that showcases a topic different from your doctoral research demonstrates research prowess.
9. Why do you especially want to teach at Nameless College or University? How do you see yourself contributing to our department?
• (The real answer to this, of course, is "because I need the job") But don't be caught without a well-considered answer. This is a hard question to answer if you are unprepared for it. Be sure you've done your homework).
• (for small colleges) We conceive of our campus as one large community. What non- or extra-academic activities would you be interested in sponsoring or participating in?
10. Are you connected? (If you were organizing a special symposium or mini-conference on your topic, which scholars could you pick up the phone to call?)
11. You've seen our (religious) mission statement. How would you see yourself contributing to our mission and campus atmosphere?
• technically, asking about your religious affiliation/ beliefs is an illegal question. Committees will be more or less direct with you about this question and you can perceive the degree of conformity/support they expect according to how they broach the subject.
• they are also trying to tell you that character (defined in their traditional, conservative way) counts at the institution and in town as well; they want you to withdraw from consideration if you w
Preparing for the Mock Interview
Now that you have developed a current curriculum vitae and determined how to write a cover letter that draws from your CV to apply for a position, you are almost ready for the final class, the Mock Interview.
I asked you all last class to locate a position that might be interested in, or one like one for a career you want to pursue in academia, a non-profit, or the private sector. What you want to concentrate on now is how to prepare for the interview.
First of all, learn as much as you can about the college or company. You can start by visiting their websites.
If it is a college, research the particular department (who teaches there? Where did they earn their degrees? Is it a young faculty or established? What publications does the faculty have?) and its program (are the course selections limited or extended? What don’t they offer that you can bring to their program?). Look at a recent course selection catalogue: what is offered regularly, periodically? How “spread” is the department across the courses, i.e., do several people dominate the selections or are they equally apportioned? If the faculty in the department have CV’s posted on their websites, look at what they did before they came, and what they have done since they came: this will give you a realistic sense of what it takes to get a position there, as well as what seems required for reappointment. Look on the website under information for faculty to learn about grants, travel funding, faculty governance, and, if the college has a faculty union, a copy of the current contract which outlines reappointment and tenure policies. Most universities also have a Wikipedia listing which often discusses the origins of the school, what it is best known for, and other interesting information.
For non-profits or private sector positions, again start with the website. What do they say “about” themselves? If non-profit, how is the organization structured? What can you learn about the Board? Read the mission statement. Find out what they feature as their notable accomplishments. See who they link with, what national organizations they may be connected with. How are they at securing grants? Google them for press releases, news. See if they have a Wikipedia entry—if not, why not bring it up in the interview as something you can do for them one hired? If a private sector business, study their “product” carefully. Find out who their competition is and how they stack up against the competition—are you joining a dull established business or a rising star? Google them and see what they show up in the news for, or in rankings, product reviews. And check the Wikipedia entry as it may give a history of the business that may not be on the website.
To learn about the communities in which these colleges, non-profits or private sector positions are located, look at the website for local links; check the Wikipedia entry on the city where these opportunities are available. Sometimes, local Chambers of Commerce can be helpful. Look at state or regional rankings for population growth or decline. For example, is this position in a state that is doing well despite the economy or in one devastated by economy—this is particularly important for colleges (state funding) and non-profits (grant base).
Dress for your interview. Dresses, skirts or an outfit for ladies, suit or jacket and tie for gentlemen. Always begin by thanking the interview committee for the opportunity to discuss your interest in the position with them—and it is also good to return back to that, i.e., thanks again, etc. You can bring in list of references (if you haven’t provided letters of reference, or only a few) to leave with the committee (do this at the end of the interview). You can also bring a portfolio of selected materials to leave with the committee. If you have interned with a publisher or community arts organization, this can include brochures, copy, a project, a manual, etc. This gives your potential employer to actually look at samples of your work after you have completed the interview. If you have interned with a teacher, your portfolio can include handouts, assignments, promotional materials. Be sure to include in your portfolio information on the business, non-profit, or college and teacher so that there is a context for the materials.
If you know who the interviewers are, try to learn about them (colleges attended, particular points of interest, accomplishments). Posted CV’s, quick google searches will provide some information. Take a small note pad with you. Start by writing down everyone’s name (even if only first name) and try to address people by name, as in, “That is a good question, Marilyn”—it shows you learn who people are, and it gives a feel of already being in a meeting with them. Also jot down questions you may want to ask.
During the interview, take a few seconds to consider the question, then answer clearly and briefly. Concision shows judgment. When you can, provide specific details, anecdotes, or a story to illustrate. People don’t remember generalizations as much as they remember stories, so don’t just say you felt you impacted the development of students, talk instead about one particular student to whom you taught revision skills and how the student went on to win a scholarship. Don’t just say you secured a grant, talk about how you put it together, who gave the grant, how much it was for, what you did with the grant that helped the school, non-profit or corporation.
Anticipate that after they have questioned you, that you will be asked if you have any questions. So, write out three-six questions, and select which 2-3 you want to ask based on what surfaces in the interview. Never ask about money or benefits—save that for when the offer you the job. But you can ask when they anticipate making a decision. Remember that you have less room to move around in with an entry level position; if this is for someone with experience, you do have more range.
And be sure to send a thank you note or e-thanks after the interview, reiterating your interest in the company.
Sample websites for learning about a university (and department) and the city in which it is located. You will have to copy and paste these into your browser.
Akron (city) Wikipedia entry: http://en.wikipedia.org/wiki/Akron,_Ohio
Akron (city) website: http://www.ci.akron.oh.us/
Akron Chamber of Commerce: http://www.greaterakronchamber.org/cms/site/841df35d572b686e/index.html
University of Akron Wikipedia entry: http://en.wikipedia.org/wiki/University_of_Akron
University of Akron (website): http://www.uakron.edu/
University of Akron English Department: http://www.uakron.edu/colleges/artsci/depts/english/
University of Akron AAUP (faculty contract—tenure & promotion criteria):
http://www.akronaaup.org/
University of Akron Salary Scale (2008-2009) [AAUP national data]:
http://www.aaup.org/NR/rdonlyres/31AB5803-952B-446B-8791-8437F065BBA9/0/AppINDWY.pdf
I asked you all last class to locate a position that might be interested in, or one like one for a career you want to pursue in academia, a non-profit, or the private sector. What you want to concentrate on now is how to prepare for the interview.
First of all, learn as much as you can about the college or company. You can start by visiting their websites.
If it is a college, research the particular department (who teaches there? Where did they earn their degrees? Is it a young faculty or established? What publications does the faculty have?) and its program (are the course selections limited or extended? What don’t they offer that you can bring to their program?). Look at a recent course selection catalogue: what is offered regularly, periodically? How “spread” is the department across the courses, i.e., do several people dominate the selections or are they equally apportioned? If the faculty in the department have CV’s posted on their websites, look at what they did before they came, and what they have done since they came: this will give you a realistic sense of what it takes to get a position there, as well as what seems required for reappointment. Look on the website under information for faculty to learn about grants, travel funding, faculty governance, and, if the college has a faculty union, a copy of the current contract which outlines reappointment and tenure policies. Most universities also have a Wikipedia listing which often discusses the origins of the school, what it is best known for, and other interesting information.
For non-profits or private sector positions, again start with the website. What do they say “about” themselves? If non-profit, how is the organization structured? What can you learn about the Board? Read the mission statement. Find out what they feature as their notable accomplishments. See who they link with, what national organizations they may be connected with. How are they at securing grants? Google them for press releases, news. See if they have a Wikipedia entry—if not, why not bring it up in the interview as something you can do for them one hired? If a private sector business, study their “product” carefully. Find out who their competition is and how they stack up against the competition—are you joining a dull established business or a rising star? Google them and see what they show up in the news for, or in rankings, product reviews. And check the Wikipedia entry as it may give a history of the business that may not be on the website.
To learn about the communities in which these colleges, non-profits or private sector positions are located, look at the website for local links; check the Wikipedia entry on the city where these opportunities are available. Sometimes, local Chambers of Commerce can be helpful. Look at state or regional rankings for population growth or decline. For example, is this position in a state that is doing well despite the economy or in one devastated by economy—this is particularly important for colleges (state funding) and non-profits (grant base).
Dress for your interview. Dresses, skirts or an outfit for ladies, suit or jacket and tie for gentlemen. Always begin by thanking the interview committee for the opportunity to discuss your interest in the position with them—and it is also good to return back to that, i.e., thanks again, etc. You can bring in list of references (if you haven’t provided letters of reference, or only a few) to leave with the committee (do this at the end of the interview). You can also bring a portfolio of selected materials to leave with the committee. If you have interned with a publisher or community arts organization, this can include brochures, copy, a project, a manual, etc. This gives your potential employer to actually look at samples of your work after you have completed the interview. If you have interned with a teacher, your portfolio can include handouts, assignments, promotional materials. Be sure to include in your portfolio information on the business, non-profit, or college and teacher so that there is a context for the materials.
If you know who the interviewers are, try to learn about them (colleges attended, particular points of interest, accomplishments). Posted CV’s, quick google searches will provide some information. Take a small note pad with you. Start by writing down everyone’s name (even if only first name) and try to address people by name, as in, “That is a good question, Marilyn”—it shows you learn who people are, and it gives a feel of already being in a meeting with them. Also jot down questions you may want to ask.
During the interview, take a few seconds to consider the question, then answer clearly and briefly. Concision shows judgment. When you can, provide specific details, anecdotes, or a story to illustrate. People don’t remember generalizations as much as they remember stories, so don’t just say you felt you impacted the development of students, talk instead about one particular student to whom you taught revision skills and how the student went on to win a scholarship. Don’t just say you secured a grant, talk about how you put it together, who gave the grant, how much it was for, what you did with the grant that helped the school, non-profit or corporation.
Anticipate that after they have questioned you, that you will be asked if you have any questions. So, write out three-six questions, and select which 2-3 you want to ask based on what surfaces in the interview. Never ask about money or benefits—save that for when the offer you the job. But you can ask when they anticipate making a decision. Remember that you have less room to move around in with an entry level position; if this is for someone with experience, you do have more range.
And be sure to send a thank you note or e-thanks after the interview, reiterating your interest in the company.
Sample websites for learning about a university (and department) and the city in which it is located. You will have to copy and paste these into your browser.
Akron (city) Wikipedia entry: http://en.wikipedia.org/wiki/Akron,_Ohio
Akron (city) website: http://www.ci.akron.oh.us/
Akron Chamber of Commerce: http://www.greaterakronchamber.org/cms/site/841df35d572b686e/index.html
University of Akron Wikipedia entry: http://en.wikipedia.org/wiki/University_of_Akron
University of Akron (website): http://www.uakron.edu/
University of Akron English Department: http://www.uakron.edu/colleges/artsci/depts/english/
University of Akron AAUP (faculty contract—tenure & promotion criteria):
http://www.akronaaup.org/
University of Akron Salary Scale (2008-2009) [AAUP national data]:
http://www.aaup.org/NR/rdonlyres/31AB5803-952B-446B-8791-8437F065BBA9/0/AppINDWY.pdf
End of Semester Portfolio & Mock Interview
At the final seminar, which is a culminating event for this internship class, you will be turning in your end of semester Portfolio.
Your end of semester Portfolio should include:
• final draft of your CV or resume (academic or non-academic respectively)
• an appropriate cover letter for the “mock” (yet actual) job for which you are interviewing (Note: bring enough copies [20] of your cover letter and cv or resume for the class so they can ask follow up questions and offer effective comments)
• a copy of the job ad which you are using for your mock interview
• your summary internship self-evaluation (one copy only for the instructor), unless you prefer to send it electronically just prior to the class. This self-reflection and analysis of your internship experience will help you prepare for your mock interview. Think of this as about five pages on average, double spaced. Your summary internship self-evaluation should discuss several relevant points, including but not limited to:
what skills you acquired
what meaningful experiences you had
the quality of the materials you produced
assessment of the program and people you worked with
recommendations for anyone who might at a later time do the same internship
• A letter of reference from your internship supervisor, if available. Ask your supervisor if s/he will provide you with a letter of reference (which is “public” and not a letter of recommendation which is often “private”) for your internship portfolio. These generally address your “job” performance. Some people would rather provide one of these at the conclusion of the internship for you to make copies of than to have to write a number of specific recommendation letters later.
• a folder/portfolio of supporting materials that demonstrate what you did for your internship. Consider materials you created, such as brochures, copy, web or web-based materials (give websites—no need to print it out) ;or materials you used in workshops you conducted or classes in which you assisted, etc. Ideally, your self-evaluation should make reference to some of these “supporting” materials.
Your end of semester Portfolio should include:
• final draft of your CV or resume (academic or non-academic respectively)
• an appropriate cover letter for the “mock” (yet actual) job for which you are interviewing (Note: bring enough copies [20] of your cover letter and cv or resume for the class so they can ask follow up questions and offer effective comments)
• a copy of the job ad which you are using for your mock interview
• your summary internship self-evaluation (one copy only for the instructor), unless you prefer to send it electronically just prior to the class. This self-reflection and analysis of your internship experience will help you prepare for your mock interview. Think of this as about five pages on average, double spaced. Your summary internship self-evaluation should discuss several relevant points, including but not limited to:
what skills you acquired
what meaningful experiences you had
the quality of the materials you produced
assessment of the program and people you worked with
recommendations for anyone who might at a later time do the same internship
• A letter of reference from your internship supervisor, if available. Ask your supervisor if s/he will provide you with a letter of reference (which is “public” and not a letter of recommendation which is often “private”) for your internship portfolio. These generally address your “job” performance. Some people would rather provide one of these at the conclusion of the internship for you to make copies of than to have to write a number of specific recommendation letters later.
• a folder/portfolio of supporting materials that demonstrate what you did for your internship. Consider materials you created, such as brochures, copy, web or web-based materials (give websites—no need to print it out) ;or materials you used in workshops you conducted or classes in which you assisted, etc. Ideally, your self-evaluation should make reference to some of these “supporting” materials.
Friday, October 9, 2009
A Helpful List of Resources
As you consider ways in which to research positions, consider The Chronicle of Higher of Education (all education positions), the Associated Writing Programs (mostly creative writing but some non-academic), and the Chronicle of Philanthropy(non-profit jobs). Each one offers jobs, but you must be an AWP member to access their list. Consider doing so, partly because it is a good line on your CV but also because it gives you access to the AWP Placement office, which sends out CV's and such for you. And the two Chronicles are major journals in their fields. Check these out by copying the link and pasting it into your browser.
Chronicle of Higher Education
The Chronicle can be found at:
http://chronicle.com
then go to the jobs page
You can also find useful articles, like the following one on how to tailor/ adapt/ convert and academic CV to a non-academic resume (or vice versa)
Chronicle of Higher Education – CV converted to non-academic resume
http://chronicle.com/article/From-CV-to-R-sum-/45668/
Associated Writing Programs
AWP Job placement
http://elink.awpwriter.org/m/awpJobs/careerServices/guidelines.lasso
AWP Career Links
http://elink.awpwriter.org/m/awpJobs/careerServices/links.lasso
AWP posts helpful articles for free on their website, such as the following article:
AWP article: Social Networking to find jobs
http://elink.awpwriter.org/m/awpJobs/articles/aug2009.lasso
Chronicle of Philanthropy
http://philanthropy.com/
Then go to the jobs page
For some interesting career information, follow the links (or copy and paste to your browser):
Creative Writing Programs/Faculty Salaries in CW--What do faculty get paid for teaching creative writing?
http://elink.awpwriter.org/m/awpPS/survey-programs0708.lasso
New York Times graph on income and class: fascinating graphs and data--great for
getting a sense of how careers match up, and how levels of education affect your future income.
http://www.nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index_02.html
Chronicle of Higher Education
The Chronicle can be found at:
http://chronicle.com
then go to the jobs page
You can also find useful articles, like the following one on how to tailor/ adapt/ convert and academic CV to a non-academic resume (or vice versa)
Chronicle of Higher Education – CV converted to non-academic resume
http://chronicle.com/article/From-CV-to-R-sum-/45668/
Associated Writing Programs
AWP Job placement
http://elink.awpwriter.org/m/awpJobs/careerServices/guidelines.lasso
AWP Career Links
http://elink.awpwriter.org/m/awpJobs/careerServices/links.lasso
AWP posts helpful articles for free on their website, such as the following article:
AWP article: Social Networking to find jobs
http://elink.awpwriter.org/m/awpJobs/articles/aug2009.lasso
Chronicle of Philanthropy
http://philanthropy.com/
Then go to the jobs page
For some interesting career information, follow the links (or copy and paste to your browser):
Creative Writing Programs/Faculty Salaries in CW--What do faculty get paid for teaching creative writing?
http://elink.awpwriter.org/m/awpPS/survey-programs0708.lasso
New York Times graph on income and class: fascinating graphs and data--great for
getting a sense of how careers match up, and how levels of education affect your future income.
http://www.nytimes.com/packages/html/national/20050515_CLASS_GRAPHIC/index_02.html
Wednesday, September 9, 2009
Curriculum Vitae
A résumé is a one-page summary of your education, job experience, etc., to be easily added to a cover letter. In the academic world—or coming out of it into teaching, working in non-profits or arts management—the curriculum vitae, or CV, is the appropriate form to present your accomplishments to a prospective employer.
Your CV should be tailored for specific jobs, inside the academy, such as teaching, academic positions (program coordination for example), or outside, either in a business setting (publishing, magazines, presses) or in a non-profit setting (director, grant-writer, brochures, publications, presentations). We will consider in our first seminar how to generate a sort of “master” CV that contains all the things you might need, then discuss how to select from this “menu” to tailor a CV for a particular job, i.e., what to include and what to leave out.
Generally, an effective, detailed CV will include most of the following categories:
~Contact information
~Professional, career or research objective (optional, mostly used when sending out a general CV)
~Education (colleges only)
~Thesis title and advisor (in progress)
~Graduate fieldwork (include volunteer and intern)
~Awards and honors
~Grants and fellowships
~Publications (creative and academic separate)
~Presentations (at any level)
~Workshops (at any level)
~Conferences attended (even if only as an attendee)
~Work experience (focus on those related to the job for which you are applying)
~Skills (interpersonal, computer, technology)
~Study abroad
~Language skills
~Professional memberships
~References (optional, but sometimes provided at the time of the interview)
Below are some links to helpful websites you might want to review either before our class on Saturday or after, as you revise your CV. Remember these are just resources, so do what I do: borrow anything that you like (a category, the way it is presented, the language used). The first one is a website about the CV in general, then there are some CVs that are specific to creative writing. Because these will not hyperlink, you will need to copy and paste into your browser, but you should be able to get to them that way. Good luck!
~ Website:
jobsearch.about.com/od/cvsamples/a/cvtemplate.htm
Site includes numerous curriculum vitae templates and provides discussion and examples of what to include in your CV, also shows the appropriate format for a cv. Shows a sample academic cv: http://jobsearch.about.com/library/cvsample/blcvacademic.htm
Also shows what an international cv looks like.
~ Sample CV:
Google Images have some fine examples, as in:
campusapps2.fullerton.edu/.../SampleCV.aspx
~ Some sample creative writer’s CVs:
http://internet2.trincoll.edu/FacProfiles/CVs/1015934.pdf
http://images.google.com/imgres?imgurl=http://www.msstate.edu/dept/english/faculty/images/hagen.jpg&imgrefurl=http://www.msstate.edu/dept/english/faculty/Hagenston.html&usg=__t8kP6056icwdoY8cHjchcY6QcSw=&h=325&w=253&sz=31&hl=en&start=19&um=1&tbnid=x0scZC407EgYUM:&tbnh=118&tbnw=92&prev=/images%3Fq%3Dcurriculum%2Bvitae%2Bcreative%2Bwriting%26hl%3Den%26sa%3DG%26um%3D1
http://images.google.com/imgres?imgurl=http://jlwpoetry.googlepages.com/Jenny_Sky_3.jpg/Jenny_Sky_3-full.jpg&imgrefurl=http://jlwpoetry.googlepages.com/jlwilliamscv&usg=__oF6YpQxyV3cLB4Vp5Ot3DFRHOUA=&h=640&w=427&sz=41&hl=en&start=11&um=1&tbnid=T3F6-9jWoFxMAM:&tbnh=137&tbnw=91&prev=/images%3Fq%3Dcurriculum%2Bvitae%2Bcreative%2Bwriting%26hl%3Den%26sa%3DG%26um%3D1
Your CV should be tailored for specific jobs, inside the academy, such as teaching, academic positions (program coordination for example), or outside, either in a business setting (publishing, magazines, presses) or in a non-profit setting (director, grant-writer, brochures, publications, presentations). We will consider in our first seminar how to generate a sort of “master” CV that contains all the things you might need, then discuss how to select from this “menu” to tailor a CV for a particular job, i.e., what to include and what to leave out.
Generally, an effective, detailed CV will include most of the following categories:
~Contact information
~Professional, career or research objective (optional, mostly used when sending out a general CV)
~Education (colleges only)
~Thesis title and advisor (in progress)
~Graduate fieldwork (include volunteer and intern)
~Awards and honors
~Grants and fellowships
~Publications (creative and academic separate)
~Presentations (at any level)
~Workshops (at any level)
~Conferences attended (even if only as an attendee)
~Work experience (focus on those related to the job for which you are applying)
~Skills (interpersonal, computer, technology)
~Study abroad
~Language skills
~Professional memberships
~References (optional, but sometimes provided at the time of the interview)
Below are some links to helpful websites you might want to review either before our class on Saturday or after, as you revise your CV. Remember these are just resources, so do what I do: borrow anything that you like (a category, the way it is presented, the language used). The first one is a website about the CV in general, then there are some CVs that are specific to creative writing. Because these will not hyperlink, you will need to copy and paste into your browser, but you should be able to get to them that way. Good luck!
~ Website:
jobsearch.about.com/od/cvsamples/a/cvtemplate.htm
Site includes numerous curriculum vitae templates and provides discussion and examples of what to include in your CV, also shows the appropriate format for a cv. Shows a sample academic cv: http://jobsearch.about.com/library/cvsample/blcvacademic.htm
Also shows what an international cv looks like.
~ Sample CV:
Google Images have some fine examples, as in:
campusapps2.fullerton.edu/.../SampleCV.aspx
~ Some sample creative writer’s CVs:
http://internet2.trincoll.edu/FacProfiles/CVs/1015934.pdf
http://images.google.com/imgres?imgurl=http://www.msstate.edu/dept/english/faculty/images/hagen.jpg&imgrefurl=http://www.msstate.edu/dept/english/faculty/Hagenston.html&usg=__t8kP6056icwdoY8cHjchcY6QcSw=&h=325&w=253&sz=31&hl=en&start=19&um=1&tbnid=x0scZC407EgYUM:&tbnh=118&tbnw=92&prev=/images%3Fq%3Dcurriculum%2Bvitae%2Bcreative%2Bwriting%26hl%3Den%26sa%3DG%26um%3D1
http://images.google.com/imgres?imgurl=http://jlwpoetry.googlepages.com/Jenny_Sky_3.jpg/Jenny_Sky_3-full.jpg&imgrefurl=http://jlwpoetry.googlepages.com/jlwilliamscv&usg=__oF6YpQxyV3cLB4Vp5Ot3DFRHOUA=&h=640&w=427&sz=41&hl=en&start=11&um=1&tbnid=T3F6-9jWoFxMAM:&tbnh=137&tbnw=91&prev=/images%3Fq%3Dcurriculum%2Bvitae%2Bcreative%2Bwriting%26hl%3Den%26sa%3DG%26um%3D1
Saturday, September 5, 2009
Current Internship Opportunities
Available internship opportunities:
If you don’t have an internship lined up yet, these are all opportunities working where interns are wanted and will be appreciated. Interesting variety: small press, rare books, community literary program, literary conference. Just mention that I referred you and they will be available to talk or meet with you.
Etruscan Press (non-profit through YSU)
Needs interns for publicity, editing, website work, event planning, marketing, grant writing, outreach.
Each internship is designed in consultation with Etruscan staff, with the individual student’s profile and interests in mind. Many internships combine several of the above projects, or explore new projects of particular interest to the student.
For more information, please contact Dr. Philip Brady at psbrady@gmail.com or 330-307-1594.
Akron University Rare books/special collections
Needs interns for cataloging, research, website, publicity,special projects,
For more information, please contact Dr. John Vincler,
Assistant Professor of Bibliography & Special Collections Librarian, The University of Akron Libraries, Archival Services; email: jmv38@uakron.edu (alternate: johnvincler@uakron.edu)telephone: 330.972.6252
The Lit (non-profit in Cleveland)
Needs interns for event planning & hosting, course registrations, working events, collateral distribution, possible website work, administrative assistance, publicity, special projects.
For information, contact Judith Mansour-Thomas, Director, The Lit; email: Judith@the-lit.org telephone: 216.694.000 website: www.the-lit.org
Imagination Conference (CSU)
Needs interns for promotion, development, publicity, website development.
For the summer 2010 conference. For information, contact: Imad Rahman, email: i.m.rahman@csuohio.edu telephone: 216.687.3990
If you don’t have an internship lined up yet, these are all opportunities working where interns are wanted and will be appreciated. Interesting variety: small press, rare books, community literary program, literary conference. Just mention that I referred you and they will be available to talk or meet with you.
Etruscan Press (non-profit through YSU)
Needs interns for publicity, editing, website work, event planning, marketing, grant writing, outreach.
Each internship is designed in consultation with Etruscan staff, with the individual student’s profile and interests in mind. Many internships combine several of the above projects, or explore new projects of particular interest to the student.
For more information, please contact Dr. Philip Brady at psbrady@gmail.com or 330-307-1594.
Akron University Rare books/special collections
Needs interns for cataloging, research, website, publicity,special projects,
For more information, please contact Dr. John Vincler,
Assistant Professor of Bibliography & Special Collections Librarian, The University of Akron Libraries, Archival Services; email: jmv38@uakron.edu (alternate: johnvincler@uakron.edu)telephone: 330.972.6252
The Lit (non-profit in Cleveland)
Needs interns for event planning & hosting, course registrations, working events, collateral distribution, possible website work, administrative assistance, publicity, special projects.
For information, contact Judith Mansour-Thomas, Director, The Lit; email: Judith@the-lit.org telephone: 216.694.000 website: www.the-lit.org
Imagination Conference (CSU)
Needs interns for promotion, development, publicity, website development.
For the summer 2010 conference. For information, contact: Imad Rahman, email: i.m.rahman@csuohio.edu telephone: 216.687.3990
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