Internship with Natural Areas Conservancy

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

              

Internship:

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:

  1. Statement of interest & career goals (SICG). Please indicate the Borough(s) in which you are willing to work.
  2. Resume (R)
  3. Copy of unofficial transcripts (UOT)

To: Helen.forgione@parks.nyc.gov

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:

  1. 2017_last name_first init._SICG (i.e. ‘2017_Jones_J_SICG.pdf’);
  2. 2017_last name, first init_R (i.e. ‘2017_Jones_J_R.pdf’);
  3. 2017_last name, first init_UOT (i.e. ‘2017_Jones_J_UOT.pdf’)

Internship with The College Board’s Access to Opportunity program

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

INTERNSHIP OVERVIEW

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.

MINIMUM QUALIFICATIONS

  • 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


APPLY

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.

Requirements:

Desired Travel None
Areas of Expertise Administrative Support
Highest Level of Education High School Degree
Job Type Internship
Location New York, NY
Years of Relevant Experience 0-1

 

Summer SAT Class Tutor at Legal Outreach

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:

https://drive.google.com/file/d/0B4kUSP8db2HfLV94LXVFY2lHVzRtem4zNUhQRGFLUXhLang0/view?usp=sharing

Google Summer of Code

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.

Link:

https://summerofcode.withgoogle.com/

Google Summer of Code

Save

Considering graduate school?

From the Educational Opportunity and Diversity Office:

Hello Students,

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.

Undergraduate Research Opportunity on Early Modern Drama and the Digital Humanities

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:

http://folgerpedia.folger.edu/Opening_the_Digital_Anthology

Applications are now open for the Emerging Scholars Program – student deadline Feb 17, 2017

The Emerging Scholars Program provides a $500 stipend for full-time students (enrolled for 12 or more credits) and a $250 stipend for part-time students (enrolled in 11 or fewer credits) for conducting research with a faculty member. The purpose of the program is to provide students with an opportunity to apply what was learned in the class room to discover new knowledge, to solve real-world problems and to develop professionally while working with faculty to advance scholarly endeavors. The program includes specially designed workshops offered by the Honors Scholars and other programs and participation in a biannual poster session. If there is a student that you would like to work with, please provide them with this information and encourage them to apply.
 
The Application
 
Parts IIA (link) and IIB (link) of the application include: (1) PREA, (2) CUNYfirst Expense Reimbursement form, (3) W-9 and (4) Consent forms.
(1) PREA – Must be completed electronically and signed by both the student and faculty mentor.
(2) CUNYfirst Expense Reimbursement form – Students should clearly write their name, CUNYfirst ID, address, telephone number, City Tech email address and sign the form.
(3) W-9 – Students should complete parts I and II and sign in part III- DO NOT INCLUDE THE SOCIAL SECURITY NUMBER ON THE W9 FORM.
(4) Consent form – Both the student and mentor must print and sign. Faculty mentoring multiple students should only submit one copy.
(5) An unofficial copy of the student’s transcript, including Spring 2017 registration.
 
Emerging Scholar Program Requirements
1.  Undergraduate researchers are expected to attend the mandatory orientation meeting on Thursday, February 23, 2017, from 12:45-2:00 PM in Namm 1001 (To be confirmed).
 
2. The Emerging Scholars application deadline (Parts I AND II)is Friday, February 17, 2017. Part I should include the mentor information, project title, and project abstract by this date. Please complete part I online and submit a completed part II to: Ms. Chioma Okoye, Provost’s Office, Namm 320, Phone – 718.260.5560 OR Email: undergraduateresearch@citytech.cuny.eduSUBJECT Line: ESP application
 
3. All students must also complete the responsible conduct in research online training
and submit their Collaborative Institutional Training Initiative (CITI) certificate by Thursday, March 23rd, 2017to Ms. Chioma Okoye, Provost’s Office, Namm 320, Phone – 718.260.5560 OR email:undergraduateresearch@citytech.cuny.eduSUBJECT LINE: CITI certification. Even if you have submitted this in previous semesters, you are still required to submit a copy of the certification.
 
More information on CITI training can be found at:
 
Make sure not to click that you want college credit – if you indicate that you want college credit the program then indicates that you have to pay for the certification. Submit the completion certification (pdf file) using the following Dropbox link:
 
 
 
4. Attend the spring 2017 Research Mixer sponsored by the Undergraduate Research Committee. Date February 2nd, 2017 12:30-2:30 PM at Namm 119.
 
5. First-time undergraduate researchers must attend the four Group I workshops. Returning researchers must complete four workshops from Group II. If you have already completed all of the Group I and II workshops and do not wish to participate in them again please contact Prof. Hamid Norouzi @ undergraduateresearch@citytech.cuny.eduSUBJECT Line: workshop alternatives, to discuss alternate activities to fulfill this requirement.
 
 
Group I: Mandatory Workshops for first time participants:
 
Thursday, March 2                        Writing Abstracts for Research Projects
1-2 PM or 4:00 – 5:00 PM                          Prof. Rebecca Devers & Prof. Marianna Bonanome, Namm 119
 
Thursday, March 16                     Advancing Library Research Techniques
1:00-2:00 PM or 4:00 – 5:00 PM                            Prof. Anne Leonard and Prof. Monica Berger, Atrium 540 (Library-5th floor)
 
Thursday, March 30                     Developing and Delivering Effective Research Presentations
1:00 -2:00 PM or 4:00 – 5:00 PM                           Mr. Marvin Bennett, Namm 119
 
Thursday, April 6                          Designing a Research Poster Presentation
1:00 -2:00 PM or 4:00 – 5:00 PM                           Mr. Marvin Bennett, AG 30
 
 
 
 
Group II: Advanced workshops for returning participants – please attend 4 different workshops:
 
Thursday, March 16                     Advanced Writing Abstracts for Research Projects
1:00-2:00 PM or 4:00 – 5:00 PM             Prof. Rebecca Devers & Prof. Marianna Bonanome, AG 18
 
Thursday, March 23                     ePortfolios for Academic and Career Advancement
1:00 -2:00 PM or 4:00 – 5:00 PM            Dr. Karen Lundstrem, General 604
 
Thursday, March 23                     How to Navigate Culture in the Workplace
12:30 -1:30 PM                                             Professional Development Center, Namm 119
 
Thursday, March 30                     Small Talk: Elevator Pitch
1:00 -2:00 PM or 4:00 – 5:00 PM            Professional Development Center, AG 30
 
Thursday, April 6                          ePortfolios for Academic and Career Advancement
1:00 -2:00 PM or 4:00 – 5:00 PM            Dr. Karen Lundstrem, General 604
 
Thursday, April 6                          Writing Effective Cover and Thank You Letters
1:00 -2:00 PM or 4:00 – 5:00 PM            Professional Development Center, Namm 1002 (1-2 PM) and N119 (4-5 PM)
 
Optional Workshop
Thursday, April 20                        Research Poster Design Workshop
1:00 – 2:15 PM (classes follow Monday Schedule)         Mr. Marvin Bennett, Midway 308 (Bring your own laptops)
 
5. In collaboration with the faculty mentor, prepare a final abstract summarizing the accomplishments of the project. Mentors should proofread, edit, and upload it by Wednesday, April 19th, 2017 at the following Dropbox link:
 
Additionally you should prepare your poster based on your final results for a poster session event. The poster file must be uploaded to the following Dropbox link by Wednesday, April 26th, 2017.
 
Signing the consent form indicates permission to publish abstracts and posters on the college website.
 
6. Participate in the Honors and Research Scholars poster session and award ceremony
 
Wednesday, May 3                        Honors and Research Scholars Poster Presentation
11-4 PM                                                           Atrium Ground & First Floor
 
Thursday, May 4                            Awards ceremony will begin at 12:30 PM
10-3 PM                                                           Atrium Amphitheater
 
 
7. Be a full-time student in good academic standing (exceptional part-time students are eligible for a $250 stipend for 25 hours of work with their mentors and attend all workshops).
 
To optimize the number of mentors available to students and to ensure a proper depth of focus on
scholarly work, Emerging Scholars are limited to ONE research project per semester. Undergraduate research stipends are not available to those receiving stipends from another project although they may participate in the program.  Faculty mentors involving multiple students on a project should distinguish the expected roles to be performed by each student on the Pre-Research Application (PREA).
 
*Due to restrictions in funding, students must be US citizens or permanent residents (they must have a social security number) to receive the stipend. They must be recommended by a faculty member into the program, and be in good academic standing, i.e. not placed on academic probation. In order to be paid, a W-9 and Reimbursement Request forms must be completed and submitted with the rest of the application. Allow 6-8 weeks for processing the stipend payments. To ensure timely delivery, please verify that the college has your correct address on file. At the Awards Ceremony, you will receive a certificate for your accomplishments.
 
Program websites:
Emerging Scholars:
 
 
If you have any questions, feel free to e-mail Prof. Hamid Norouzi (undergraduateresearch@citytech.cuny.edu). Thank you for considering this opportunity for our students.
Hamid Norouzi
 
Hamid Norouzi, PhD , P.E. 
Associate Professor and Director of Undergraduate Research

New York City College of Technology, CUNY

300 Jay Street, Brooklyn, NY11201

Phone: 
718 260 5410
Personal Website
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Doctoral Faculty 
Department of Earth and Environmental Sciences
The Graduate Center, CUNY
365 Fifth Ave, New York, NY10016
Graduate Center Webpage
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CFP, win17 CUR Quarterly: Innovative Learning Spaces That Promote Undergraduate Research

CFP, win17 CUR Quarterly: Innovative Learning Spaces That Promote Undergraduate Research

deadline for submissions:
January 6, 2017
full name / name of organization:
Elizabeth Foxwell / Council on Undergraduate Research
contact email:

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.