Natural Areas Conservancy (NAC)
Paid Summer Internship Announcement
Job Title: Summer 2017 Ecological Assessment Paid Internships
Job Location: Graduate Positions and Undergraduate Positions available with reporting locations in New York City (Manhattan, Queens, the Bronx, and Brooklyn)
Duration: 8-12 weeks, 35 hours/week, during June 4 – August 24, 2017
The Natural Areas Conservancy (NAC) will lead an ecological assessment of the natural resources of NYC Parks. Student interns will be trained and will work under the supervision of NAC ecologists. All interns will collect vegetation and site condition data in forests, wetlands, and grasslands. This position is approximately 90% field work (outdoors) and 10% office work.
Main tasks include:
- Report promptly and directly to field sites and work as part of a team of three interns conducting ecological site assessments as directed
- Accurately locate assessment plots using Trimble GPS on foot and carrying 30 lbs. packs
- Accurately collect data such as understory plant species identification, percent cover vegetation, woody species identification, tree diameter, tree height, tree canopy health, coarse woody debris, human use and impacts and additional site attributes according to assessment protocols
- Document, download, and edit field data daily or as needed on computer data recorders or paper datasheets
- Assist in data entry as needed
To apply send:
- Statement of interest & career goals (SICG). Please indicate the Borough(s) in which you are willing to work.
- Resume (R)
- Copy of unofficial transcripts (UOT)
All applications must be submitted prior to 11:59 p.m. Eastern Time on: April 7, 2017
Please send all materials electronically as PDF files with each labeled follows:
- 2017_last name_first init._SICG (i.e. ‘2017_Jones_J_SICG.pdf’);
- 2017_last name, first init_R (i.e. ‘2017_Jones_J_R.pdf’);
- 2017_last name, first init_UOT (i.e. ‘2017_Jones_J_UOT.pdf’)
Access to Opportunity Internship
Job ID: AL20170703-43280 Description:
ABOUT THE COLLEGE BOARD
The College Board is a mission-driven not-for-profit organization that connects students to college success and opportunity. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT and the Advanced Placement Program.
We are committed to increasing the number of students who earn a college degree and are prepared to succeed in the 21st century. Today’s College Board works with middle schools, high schools, community colleges, four-year colleges, policymakers and state education agencies to achieve this mission. Each year, the College Board helps more than seven million students prepare for a successful transition to college through programs and services in college readiness and college success — including the SAT® and the Advanced Placement Program®. The organization also serves the education community through research and advocacy on behalf of students, educators schools. www.collegeboard.org
The College Board’s Internship Program is an exciting chance to develop new skills while contributing to an organization that is committed to the transformation of education in America through college readiness for all students.
The Internship Program presents a unique opportunity to highly talented students who wish to develop strengths in core skills, and to obtain real-world work experience. The College Board is committed to our Internship Program and ensures that each student receives mentoring, experiences a variety of assignments that allow for collaboration with diverse groups across the organization, and focuses on defined deliverables.
- Internship based out of our New York City headquarters
- 8 – 12 week program
- Paid internship (hourly rate)
- 20 – 40 hour work week, depending on specific position
FEATURED INTERNSHIP AREA
The College Board’s Access to Opportunity program is designed to identify and break down barriers that prevent – particularly low-income, first-generation, rural, African American, Latino, and Native American students – from taking challenging course work and applying to, enrolling in, and succeeding in colleges that are the best academic, social, and financial fit. Our mission is to help all students make the most of the opportunities they’ve earned. The Access to Opportunity Department seeks an intern to engage in a variety of projects and campaigns including student and counselor outreach. The responsibilities would include but not limited to the following:
– Assist in building the concept and provide market analysis for a campaign designed to target students who are the first in their respective families to attend college, as well as the organizations and constituents that support those students.
– Support the creation of a toolkit designed to target students and their families in the college planning process.
– Support the efforts of the SMS texting pilot and virtual advising campaign targeting students. Assist in the process of content development.
– Participate in the work associated with our Annual Fall mailing. Assist content experts to define / refine the mailing components. Support the development of corresponding counselor treatments as well as post-campaign analysis.
- You must be a current Junior or rising Senior enrolled in a full-time Bachelor’s or Graduate degree program
- Minimum 3.0 G.P.A
- Prior internship experience required
- Excellent interpersonal and communication skills
- Proficient with Microsoft Office productivity tools (Word, Excel, PowerPoint, and Outlook)
- Desire to learn, explore and be challenged outside of comfort zone
- Interest in working for a mission-oriented, not-for-profit organization dedicated to improving education
- Committed to working the entire agreed upon internship period
If you are interested in an Internship at the College Board and you meet our qualifications, please apply by visiting our Careers page at www.collegeboard.org/careers. No phone calls will be accepted. All resumes must have G.P.A and expected graduation dates.
The College Board is committed to diversity in the workplace and is an Equal Opportunity Employer. The College Board participates in E-Verify, a service of DHS and SSA, where required.
|Areas of Expertise||Administrative Support|
|Highest Level of Education||High School Degree|
|Location||New York, NY|
|Years of Relevant Experience||0-1|
From Legal Outreach, an opportunity that might appeal to students, especially those in Math Education. Follow the link below for further information including salary.
Summer SAT Class Tutor Job Description:
Legal Outreach is on the lookout for ten talented, knowledgeable SAT tutors who want to be part of a transformative experience that empowers youth from underserved populations. In past years, our Summer SAT course has shown an average score increase of 307 points, with some students scoring over 500 points higher on their final exam. As you know, results like that make all the difference in the world when it comes time to apply to college.
We [Legal Outreach] will be hiring five Math/Science and five English/Reading tutors for an intensive summer session designed to prepare high school juniors for entrance into top 50 colleges and universities. Despite the “tutor” moniker, these instructors will be working with classrooms, not individuals. Each tutor will deliver a five-week curriculum of SAT material to a class of 10-12 students. Tutors will work in Math – Reading/Writing teams to co-teach a classroom. For example, the Reading/Writing tutor may teach in the morning while the Math tutor lesson plans and helps manage the classroom. Tutors will also observe separate workshops taught by test prep professionals to the same students, taking care to complement the lessons when planning their own. They will work from a developed curriculum while expanding exercises for their own students as needed. Orientation and training will be provided prior to start of the course, and tutors will work closely with permanent Legal Outreach staff who oversee the program.
This is the perfect position for college students, alumni, and graduate students who excelled on the SAT or ACT and are interested in gaining valuable teaching and leadership experience while making a measurable difference in students’ lives over the summer.
Click on link for the job details:
We want to spread the word about a paid internship summer program sponsored by Google, called “Google Summer of Code”. It’s actually *not* an internship at Google, but there are several companies who propose to have student interns for a 3-month programming project in many different disciplines. Students can browse the list, decide which projects they might be interested to join, submit a proposal, and if accepted they are paired with a mentor and program away for 3 months from May 30th to August 21st.
The deadline for student proposals is April 4.
From the Educational Opportunity and Diversity Office:
I’d like to pass on a great opportunity for those of you interested in getting a PhD and teaching/researching at the collegiate level; The CUNY Pipeline Program.
The Pipeline Program is a CUNY-wide initiative designed to provide educational and financial support to CUNY undergraduates from groups currently underrepresented in our nation’s universities who are interested in pursuing a Ph.D. in preparation for college-level teaching and advanced research.
It consists of a 6-week intensive summer institute in which fellows take a research seminar in either the social sciences or the humanities designed to introduce them to graduate-level work and research skills. They also take courses on critical thinking and writing, Grad School 101, and intensive GRE preparation. The following fall and spring semesters include monthly meetings with graduate student mentors and a spring semester research conference where fellows present a research project. Perhaps the most important aspect of the Pipeline Program is the attention to each student’s unique mix of experiences and identity, disciplinary interests, and academic goals.
I encourage you to visit the Pipeline website (www.diversiphd.com) to find out more info or to contact the Pipeline Program.
The Folger Institute has a unique opportunity in early modern drama and the digital humanities for undergraduates to explore plays NOT written by Shakespeare.
Opening the Digital Anthology of Early Modern English Drama: Skills, Tools, and Texts
Undergraduate workshop, June 26 – 30, 2017
We invite applications from rising juniors and seniors for an undergraduate workshop hosted by the Digital Anthology of Early Modern English Drama. Students will have the chance to acquire digital humanities experience, research perspectives, and editorial skills while engaging with the drama of Shakespeare’s contemporaries. Participants will craft their own projects in small teams under the guidance and mentorship of visiting faculty. They will explore early modern play texts from a variety of angles, which may include, but are not limited to:
Performance: Staging early modern drama
Book history: Playing companies, playwrights, and publishers
Corpus analysis: Genres, topics, and computational approaches
Linguistics: stylometrics and word histories
Editing early modern plays: preparing a scholarly edition
Experience with digital humanities tools and techniques is not required, and all majors are encouraged to apply. This workshop is open to American undergraduates, preferably rising juniors and seniors. A stipend and housing is provided.
Application deadline: 1 March 2017
Further information here:
Associate Professor and Director of Undergraduate Research
New York City College of Technology, CUNY
300 Jay Street, Brooklyn, NY11201
Phone: 718 260 5410
Graduate Center Webpage
CFP, win17 CUR Quarterly: Innovative Learning Spaces That Promote Undergraduate Research
New approaches and designs for learning spaces on college campuses that are intended to encourage group work and active learning also provide great environments for undergraduate research. These innovative spaces can be found in libraries, residence halls, and student unions in addition to renovated classrooms and academic buildings.
Four to five articles of 2000 to 3500 words each are sought that share how campuses have deployed new learning-space designs to promote and support undergraduate research. The editors are interested in learning about how the learning-space designs were created and implemented, and how they affect student learning and outcomes. In addition, shorter vignettes (300 words) are invited that offer succinct descriptions of approaches that have worked for specific learning spaces or programs.
Some examples of topics of interest are the following:
– How was the new learning space design achieved? What was the motivation and purpose for the design? How has it benefited undergraduate research in specific disciplines and/or across disciplines?
– How do faculty members utilize new learning spaces to support undergraduate research? What are the benefits and challenges for faculty members and students?
– What approaches are faculty and staff members using to assess the impact of new learning environments on student achievement and outcomes?
– What have been the impacts of a new learning space on participation in undergraduate research across campus and/or in specific disciplines? What new partnerships have been formed, and how have they benefited student inquiry?
– Has the availability of innovative learning spaces helped to increase participation in undergraduate research by traditionally underserved students and/or by students in majors with little prior participation?
Submission Details. Submit a 300- to 500-word prospectus, describing the focus of the proposed article or vignette. Please indicate in the prospectus whether the proposed piece is an article or a vignette. Invited authors will be notified by January 20, 2017. Final manuscripts will be due by March 13, 2017. All articles undergo peer review.