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CSU CHANNEL ISLANDS

Internship Toolkit FOR EMPLOYERS & CO M M U N I T Y PA RT N E R S

CSUCI Internship Toolkit

T A B L E O F C O N T E N T S Partner with Us

What is an Internship

Internship versus Job

Legal Considerations

Inclusive Internship Programs

Recruiting Students

Internship Timeline

Selecting an Intern

Remote/Virtual Internship Guidelines

Non-Discrimination Policy

Important Campus Resources

CSUCI Internship Toolkit

PA RT N E R W I T H U S Career Development & Alumni Engagement (CDAE) at CSU Channel Islands (CSUCI) welcomes experiential learning opportunities for students from employers offering internships. Internships are valuable experiences in which students can apply their academic knowledge in a professional setting and foster their development while making industry-specific connections. CDAE advances the mission of the University by providing opportunities for students to engage in real-world experiences that enhance academic learning, develop professional networks, foster active engagement in the community, and prepare for careers to meet the emerging workforce needs of the region. We are committed to providing high-quality services focused on development leading to student career success. By working together with our employer partners, we continue to educate the future workforce while building community leaders who are prepared to meet employer needs and serve as engaged citizens in our region and beyond. We offer this resource guide to assist you in planning an internship program or semester-long placement of a student intern with your organization. Please reach out to our team should you have any questions. Go Dolphins!

Danielle Quillan Internship Program Analyst (805) 437-2665 Danielle.Quillan@csuci.edu

Amanda Asquith-Caya, M.S., M.A. Coordinator of Employer Relations (805) 437-8493 amanda.asquith-caya@csuci.edu

Amanda Carpenter, Ed.D. Director of Career Development & Alumni Engagement (805) 437-3565 Amanda.Carpenter@csuci.edu

O U R C O M M I TM E N T TO O U R ST U D E N T S & I N T E R N S H I P S We understand this informational guide can be a useful resource but may not answer all of your questions pertaining to internships. The Career Development & Alumni Engagement team is committed to supporting your interest in developing internship opportunities for our CSUCI students. We believe internships are an excellent way to begin building important connections that are invaluable in developing and maintaining a strong professional network between local employers and our CSUCI students. For further assistance, please contact us regarding your internship-related questions and needs.

CSUCI Internship Toolkit

W H AT I S A N I N T E R N S H I P ? An internship, defined at CSUCI, is any career-related work or service experience in a professional setting in which a student has specific learning outcomes and reflects actively on the learning process. The experiential learning opportunity must be supervised by professional staff who provide ongoing training for the benefit of the intern. Internships can provide real world experience to explore and gain relevant knowledge and transferable skills required to enter the working world. Internships should provide the following: • Opportunities to work in pre-professional positions and apply their academic skills to practical work-based projects. • Intentional learning goals outlined to benefit the student through the mentorship and guidance of an expert in their industry. • Foster professional development to make networking contacts in their field of interest. • An avenue to explore different career choices, while gaining work experience specific to the student’s intended industry/ field of study. Other pre-professional experiential learning opportunities and industry training programs: • Research/field/laboratory assistant programs • Leadership development programs • Fellowship with short-term work experience in nonprofit, government, or academia • Classroom-related experience such as externships, practicum, or cooperative education • Leadership training and rotational programs for recent college graduates A well-designed internship will provide students with professionally oriented activities and experience similar to that of an entry-level professional in the field however, the student will not assume work that a regular employee would routinely perform. We insist that only 20% of tasks are administrative in nature (e.g. filing and scanning documents, answering phone lines or cold calls). About 80% of tasks should be hands-on learning opportunities for student interns to acquire new skills.

e Path of Internship Success 1

Recruiting

• career fairs • on-campus/virtual recruiting • on-campus/virtual info sessions

Retention

• higher retention is seen in employees who started as interns • more than 75% of employees hired as interns stay longer than 1 year • more than 62% stay 5 years or longer

Conversion

• 58.6% of paid interns become full-time employees • 61.2% are offered full-time employment • 86.5% accepted offer

Hiring

• increased intern hiring seen in all geographic regions and industries

Compensation

• $16.21 Average Wage / Engineers make the most: $20.79 • 80% of companies offer benefits (social activities, paid holidays) Source: 2019 NACE Internship and Co-op Survey

T H E I M P O RTA N C E O F I N T E R N S H I P S For students, internships provide an opportunity to see if a particular career path or field of study is right for them and to hone their skills. Academic credit internships integrate the students’ academic study with practical experience in cooperating organizations. Through the integration of practical and academic experience, students enhance their academic knowledge in their area of study, their personal development, and their professional preparation. The teaching faculty and the on-site supervisors share in the educational process of interns. CSUCI Internship Toolkit

For employers, internships provide an opportunity to extend the interview process and evaluate the intern’s skills, work ethic, and assimilation into their culture before incurring the expense of bringing them on full time. Offering internship opportunities to CSUCI students will increase the company’s visibility on campus and in the community while supporting the organization’s goals.

WRITING AN INTERNSHIP POSITION DESCRIPTION

• Clearly outline all internship tasks, duties, responsibilities, and potential projects • Describe the training and mentorship that will be offered and what skills/experience will be gained • Describe how the skills/experience will be valuable across your industry and what career it will prepare the intern for • Describe the professional background of the supervisor/mentor and what they have to offer • List the types of staff member/clients/people the intern will come into contact with and the potential for building relationships/networking • Describe the specific skills/qualifications/abilities you are seeking. Keep in mind qualifications should be in the realm of what an undergraduate level student would gain from their classes. Interns typically would not have much prior professional experience • Limit the hours to 10-20 during the academic year and offer flexibility if possible

TYPES OF INTERNSHIPS • Paid Internships—A paid internship would be arranged between the intern and employer. The pay may be in the form of an hourly wage or salary. It will be up to the intern and employer to negotiate the pay and terms of agreement for this type of internship. The university has no role in this negotiation. • Academic Credit Internships—An academic credit internship would be arranged between the intern, employer and sponsoring faculty/course instructor. The prospective intern must take the initiative to prepare the paperwork and documents necessary for academic credit.

AC A D E M I C C R E D I T An academic credit internship would be arranged between the intern, employer and sponsoring faculty. The prospective intern must take the initiative to prepare the paperwork and documents necessary for academic credit. Academic credit for internships is available only as arranged on an individual basis by students and their academic department. This is a contractual agreement between the prospective intern, sponsoring faculty member, and internship supervisor. The following guideline will help students initiate Academic Credit: • Intern is offered a position by the internship supervisor. • Intern identifies a faculty sponsor within their academic discipline and completes the Self-Selected Internship Placement Site Agreement form. • Intern and faculty sponsor develop internship agreement for academic credit. • Intern presents the internship agreement to the internship supervisor. • Intern coordinates with sponsoring faculty and internship supervisor to complete and submit all required paperwork to earn academic credit. 4

CSUCI Internship Toolkit

PROJECTED DEADLINE TO SUBMIT ACADEMIC INTERNSHIP AGREEMENT Semester Date Fall Semester Last Friday in August Spring Semester Last Friday in January Summer Semester Prior to May 1

We also offer more comprehensive internship program establishment services to our Corporate Sponsors. For more information, contact the Career Development & Alumni Engagement team.

I M P O RTA N T R O L E S Role of the Employer • Ensure the internship they are offering is meaningful and will serve to enhance the student’s educational experience and career development. • Establish learning objectives and development skills in relation to the internship experience and then structure and supervise the internship to meet the outlined objectives. Role of the Intern For the intern, the internship is an opportunity to integrate classroom theory, gain practical skills and develop career-related work experience. It is the sole responsibility of the student to initiate the process to earn academic credit for an internship. Role of Career Development & Alumni Engagement Staff Our role is to assist employers with connecting to our current CSUCI students and alumni by providing free access to our online recruitment portal, where you can post internship and/or job opportunities.

DOLPHIN CAREERLINK The first place to start your recruiting efforts with CSUCI is by registering as an employer partner at no-cost on Dolphin CareerLink, CSUCI’s online recruitment portal accessed by students and alumni daily. Dolphin CareerLink is an online recruiting portal where you can post full-time, part-time and internship positions. You will also receive our monthly newsletter and be the first to find out about new opportunities and events with Career Development & Alumni Engagement.

E M P L OY E R A P P R OVA L P R O C E S S Before approving an employer to be eligible for CSUCI student interns, our staff will research the employer toward ensuring the company/business is an eligible candidate to receive interns. Our staff will: Contact Information • Verify employer address and all contact information matches a legitimate web-based source (company website, BBB, Chamber of Commerce) • Email address must match website address (no personal emails i.e., Yahoo, Gmail, MSN, Hotmail) • Verify that contact information is present, consistent and accurate, including information for employer’s physical addresses, phone numbers, website addresses, and email addresses with the company domain

CSUCI Internship Toolkit

Confirming Legitimacy • Verify address and matching contact information on company website • Perform web-based research on potential frauds or scams related to the employer • Check internet fraud complaint center • Locate and review the organization’s EEO and privacy policies Company Background • Review length of operation, type of industry, etc. • Review Better Business Bureau to investigate any existing or open claims at https://www.bbb.org • Browse the organization’s web pages, specifically sections such as “About Us,” “Services,” and “Careers”

INTERNSHIP POSITION DESCRIPTIONS Before writing an internship description, ask yourself the following questions to help structure your internship program:

• Do you have an appropriate supervisor who has sufficient expertise in the area of the internship? The internship supervisor should be able to teach the intern best practices and answer detailed technical questions about the internship responsibilities • Will they be onsite at the internship and able to watch first-hand how the intern performs and do they have enough time to spend teaching the intern? An internship is usually a student’s first professional experience and there will be a learning curve • Is that supervisor on-board with mentoring an intern? Make sure the supervisor understands what is expected of them and shares the same goals • Do you have some clear-cut learning objectives for the internship? Consider writing a syllabus of things you want the intern to learn. There is often a gap between college and the professional world —think about how to close that gap and train them for the professional world • Do you have a list of pre-professional tasks for the intern, both short term & long term? Do you have some intern projects they can work on if there is downtime? It is natural for things to be busy sometimes- make it is clear to the intern what they can work on when this happens. Sometimes it is helpful to have the intern work on a sample project so they have a safe place to be creative and get more involved with some work • Are there opportunities to network with staff, clients, stakeholders? • Are there opportunities to shadow projects, presentations, meetings, other staff/departments? • Do you have a regular schedule for the intern? Make sure you set a schedule that works for both you and the intern. Interns will need to meet a minimum of hours in a semester for credit — make sure you can offer that. Most students intern 10-20 hours per week during a school year and are more flexible over the summer • Can you pay an hourly rate? Paid internships are encouraged. Offering an hourly paid internship will allow the intern to be more committed to the internship and reduce the need for paid job that will compete for their time & priorities. Students can get credit for paid internships as well

• Be clear on expectations and let them know about late and sick policies as well as how lunch breaks work • Do you have an internship manual? It will be helpful to create a guide for your intern(s) to cover your workplace policies, tasks, projects, and expectations

A D D I T I O NA L T I P S: • • • • •

Offer an internship orientation at your company Offer job shadowing opportunities in various in-house departments Offer opportunities to conduct informational interviews with other staff members Hold an intern brown bag lunches with senior staff Offer guidance on professional development within your industry

CSUCI Internship Toolkit

W H AT I S N O T C O N S I D E R E D A N I N T E R N S H I P?

• Part-time job with tasks unrelated to career experience and growth with minimal opportunities to learn about student’s career interests • Primarily clerical or unskilled labor • A vague, undefined, unsupervised experience with no training

INTERNSHIP VS. JOB In some cases it may be worth asking if an internship is the best route for your company/organization. If you do not have an appropriate supervisor or time to train an intern you may need to ask yourself if your opportunity an internship or more appropriate as a job? Here are some tips to help determine which opportunity type is the best fit for your goals.

I N T E R N S H I P P O S I T I O N V S. PA RT- O R F U L L -T I M E J O B Internship

Job

Primarily for training purposes

Primarily serves and supports a business need

Has specific learning objectives

More than 20% of responsibilities are administrative

Is not essential to business operations

Is essential to business operations Does work that helps generate revenue for the business

Offers pre-professional tasks and training for current college students

Employee brings expertise & professional experience

For current college students

Requires (or prefers) college degree and years of experience

College level experience needed only Is an extension of academic experience and connected to curriculum

Is expected to hit the ground running

Skills are developed in professional environment Intern shadows staff & business activities

May also manage projects, staff, clients May assist with routine, menial, administrative, production work or as staff for peak times or events

Entry level skills developed are transferable to other workplaces

Intermediate to advanced level skills developed

Intern is closely mentored by staff with expertise in internship area Similar to a teacher-student relationship

Employee has enough expertise to manage responsibilities and needs minimal guidance Works independently and/or as a part of a team

Feedback is given to facilitate learning process Intern meets professionals and begins building a professional network Short term with a fixed start and end date

May be full time, part time, freelance, contract, as needed by employer

Future employment is not promised

CSUCI Internship Toolkit

ALL INTERNSHIPS SHOULD A * Include a signed Student Selected Placement Agreement with a senior representative of the partner agency or corporation and the University procurement officer as designated signature authority. In this agreement, it must be stated that the university assumes no risk or liability and that the sponsoring agency/corporation assumes full responsibility for the liability of the intern, affirming that they have requisite insurance to cover any potential harm to the intern, and include basic information such as location, contact person, and organization description. B * Include a learning agreement signed by the student, sponsoring faculty, and placement supervisor listing the learning objectives and goals of the internship and the duties and responsibilities of each party, notifying the student of the assignment of liability, terms and conditions and the listing of relevant agency policies, and the date the internship begins. This includes mention of whether the intern is paid and conditions for receiving academic credit. This requirement is pursuant to the CSUCI Executive Order 849, page 6: “Student placement agreements must be in writing and shall specify minimum insurance requirements applicable to the contracting parties and appropriate hold harmless provisions based upon the needs of the contracting parties. The following hold harmless provisions may be used as a minimum: Hold Harmless Provision: CI shall be responsible for damages caused by the negligence of its officers, employees and agents. Trustees shall be responsible for the damages caused by the negligence of its officers, employee and agents. The intent of this paragraph is to impose responsibility on each part for the negligence of its officer’s employees and agents.”

C R I T E R I A FO R A N E X P E R I E N C E TO B E D E F I N E D A S A N I N T E R N S H I P To ensure that an experience—whether it is a traditional internship, or one conducted remotely or virtually—is educational, and thus eligible to be considered a legitimate internship, all the following criteria must be met: 1 The experience must be an extension of the classroom—a learning experience that provides for applying the knowledge gained in the classroom. It must not be simply to advance the operations of the employer or be the work that a regular employee would routinely perform. 2 The skills or knowledge learned must be transferable to other employment settings. 3 The experience has a defined beginning and end, and a job description with desired qualifications. 4 There are clearly defined learning objectives/goals related to the professional goals of the student’s academic course work. 5 There is supervision by a professional with expertise and educational and/or professional background in the field of the experience. 6 There is routine feedback by the experienced supervisor. 7 There are resources, equipment, and facilities provided by the host employer that support learning objectives/goals. (NACE, 2019)

CSUCI Internship Toolkit

L E G A L C O N S I D E R AT I O N S An unpaid internship can be in violation of The Department of Labor Fair Labor Standards Act (Fact Sheet № 71). Employers and organizations intending to host interns should understand the laws surrounding internships.

D E PA RTM E N T O F L A B O R R E Q U I R E M E N T S: The U.S. Department of Labor has created guidelines for employers who utilize interns to determine whether an intern must be paid. These guidelines dictate how interns must be compensated. All interns must be paid, UNLESS ALL criteria outlined in The Department of Labor Fair Labor Standards Act is met.

T H E T E ST FO R U N PA I D I N T E R N S A N D ST U D E N T S Courts have used the “primary beneficiary test” to determine whether an intern or student is, in fact, an employee under the FLSA.1 In short, this test allows courts to examine the “economic reality” of the internemployer relationship to determine which party is the “primary beneficiary” of the relationship. Courts have identified the following seven factors as part of the test: 1 The extent to which the intern and the employer clearly understand that there is no expectation of compensation. Any promise of compensation, express or implied, suggests that the intern is an employee— and vice versa. 2 The extent to which the internship provides training that would be similar to that which would be given in an educational environment, including the clinical and other hands-on training provided by educational institutions. 3 The extent to which the internship is tied to the intern’s formal education program by integrated course work or the receipt of academic credit. 4 The extent to which the internship accommodates the intern’s academic commitments by corresponding to the academic calendar. 5 The extent to which the internship’s duration is limited to the period in which the internship provides the intern with beneficial learning. 6 The extent to which the intern’s work complements, rather than displaces, the work of paid employees while providing significant educational benefits to the intern. 7 The extent to which the intern and the employer understand that the internship is conducted without

entitlement to a paid job at the conclusion of the internship.

Note: If the seven criteria are not met, the student intern is entitled to at least minimum wage If analysis of these circumstances reveals that an intern or student is actually an employee, then they are entitled to both minimum wage and overtime pay under the FLSA. On the other hand, if the analysis confirms that the intern or student is not an employee, then he or she is not entitled to either minimum wage or overtime pay under the FLSA.

CSUCI Internship Toolkit

WO R K E R S C O M P E N S AT I O N The Policy The CSU has put into place an excellent liability insurance policy (SAFECLIP) that covers all students doing general internships on- and off-campus, including activities students participate in as part of service-learning coursework. The policy provides professional and personal general liability coverage for students enrolled in service-learning and other internship course sections for which they are receiving academic credit. The policy provides indemnity—including legal defense costs—for students, faculty, campus and host institution (community agency) if there is a claim or lawsuit involving injury to others or damage to property in connection with service-learning and other academic fieldwork experiences. The policy does not provide coverage for workers’ compensation or transportation (i.e., the travel of students to and from their fieldwork activities) and is not a health insurance policy. Paying for Coverage The premium for the policy is paid by the University; students do no pay the premium. However, SAFECLIP only covers those student internships that are undertaken in conjunction with a for-credit, academic class. Independently arranged internships not associated with a for-credit class are not covered by SAFECLIP. Certificates of Insurance An organization may require evidence that CSUCI interning students are insured for liability. Employers may request a certificate of insurance (which shows evidence of insurance) by calling our Risk Management team at (805) 437-8490 or by emailing your request to HRServices@csuci.edu Please submit the request at least one month prior to the date evidence of coverage is required. California State University Channel Islands Human Resources–Lindero Hall One University Drive Camarillo, CA 93012

W H E R E TO O BTA I N A D D I T I O NA L I N FO R M AT I O N This publication is for general information and is not a regulation. For additional information, visit our Wage and Hour Division Website: https://www.dol.gov/agencies/whd and/or call our toll-free information and helpline, available 8 a.m. to 5 p.m. in your time zone, 1-866-4USWAGE (1-866-487-9243). The Department of Labor Fair Labor Standards Act is available at https://www.dol.gov/agencies/whd/fact-sheets/71-flsa-internships 10

CSUCI Internship Toolkit

INCLUSIVE INTERNSHIP PROGRAMS B U I L D I N G A N I N C LU S I V E WO R K P L AC E Laying the groundwork for an inclusive internship program is to ensure that workplace culture embraces diversity in all forms, including disability. Building an inclusive workplace is a major facet of the modern workforce. A study by Forbes shows that most employers recognize the benefits of diversity; 97% of companies surveyed have a formal diversity plan in place. Employers strive for diversity because an inclusive workforce drives innovation, fosters creativity, and guides business strategies. Companies no longer view diversity and inclusion efforts as separate from their other business practices. They also recognize that a diverse workforce can differentiate them from their competitors and can help them capture new clients and increase market share. As the topic of diversity appears throughout this guide, it signifies any number of experiences or characteristics that people bring to the workplace. Race, ethnicity, and sex are common factors in diversity initiatives, but it is also important to consider sexual orientation, gender identity, age, and disability when striving towards inclusion because they are often overlooked. As employers strive towards full inclusion in the workplace, they should incorporate a comprehensive definition of diversity that applies to all hiring practices, including internship programs.

I N T E R NAT I O NA L ST U D E N T S The most common visa types employers will see on college campuses, when recruiting international students for either full-time or internship positions are the F-1 and J-1 visas.

An F-1 visa is granted to a person coming to the United States to attend an academic institution or language training program approved by the U.S. Attorney General for study by foreign students. The visa holder plans to return home after completing studies. This is the most common nonimmigrant visa for an international student attending undergraduate and graduate school. Students are granted F-1 status until the completion of the academic program and 12 months of post program practical training. The purpose of the F-1 visa is to provide an opportunity for study in the United States. Anything outside of study, including employment, is an exception to the visa. Authorization for employment is strictly limited to certain situations.

• The student holding F-1 status for a full academic year and in good academic standing may work off campus. Such work authorization is granted when the student has sustained unforeseen economic hardship. Also, the student may not work for more than 20 hours per week when school is in session, but may work full time during holidays and vacations, including breaks between terms, provided the student intends to register for the next school term. • Curricular Practical Training: An F-1 student may perform curricular practical training prior to the completion of the educational program as part of his or her educational experience. The U.S. Citizenship and Immigration Services (USCIS) defines this type of training as ‘alternate work/study, internship, cooperative education, or any other type of required internship or practicum that is offered by sponsoring employers through agreements with the school.’ • Post-Completion Practical Training: This is temporary employment directly related to the student’s major area of study that takes place after the student completes a full course of study. Authorization for this training may be granted for a maximum of 12 months of full-time or part-time work. Those on a student visa can only gain authorization once for this type of training.”

The above information is adapted from “Legal Issues, Common Questions About Internships, 2005” by Rochelle Kaplan, General Counsel for the National Association of Colleges and Employers (NACE). Reprinted with permission of the National Association of Colleges and Employers, copyright holder. For more information on these and other legal issues related to hiring, see the NACE website at www.naceweb.org. As a member of the National Association of Colleges and Employers (NACE) Career Development and Alumni Engagement adheres to the Principles of Professional Practice as outlined by NACE. The principles presented here are designed to provide practitioners with three basic precepts for career planning and recruitment: • Maintain an open and free selection of employment and experiential learning opportunities in an atmosphere conducive to objective thought, where job candidates can choose to optimize their talents and meet their personal objectives; • Maintain a recruitment process that is fair and equitable; • Support informed and responsible decision making by candidates. Source: NACE www.naceweb.org CSUCI Internship Toolkit

RECRUITING STUDENTS How will you find those ideal candidates to fill your internship position(s)? Begin searching three to four months before you need a student to begin. Starting early has other advantages: the longer you accept applications, the better your chance of finding the best person for the job. The sooner you get one, the longer you have to form a good working relationship with your intern. Learn the legal implications of hiring interns. Just like any other worker, they are subject to legal protection and regulations. Protect yourself and your intern by knowing the laws: How much can you pay them? What work can and can’t you assign? This is especially important if your company employs a lot of international students who need special qualifications to work in the U.S. Consult your corporate lawyer or the intern’s school office of international education, if you think you might run into problems. See legal section in this toolkit.

R E C RU I T I N G AT C S U C H A N N E L I S L A N D S Start with Dolphin CareerLink The first place to start your recruiting efforts is by registering as an employer partner at no-cost on Dolphin CareerLink, CSUCI's online recruitment portal accessed by students and alumni daily. Dolphin CareerLink is a user-friendly recruiting portal where you can post full-time positions, part-time jobs and internships. You will also receive our monthly newsletter and be the first to find out about new opportunities and events with Career Development & Alumni Engagement. Connect with our Employer Recruitment Services Team Reach out to our Employer Recruitment Services area to discuss your organization's needs further and to develop a recruiting strategy. On-Campus Recruiting Opportunities Review all opportunities on our website: Recruit at CI. These opportunities are offered during the fall and spring semesters ending the two weeks before final exams. Most opportunities are offered at no charge to the employer and there are a variety to fit every recruitment budget. For more information and to request a date, please complete the online application. Requests are due at least 2 weeks in advance of the desired date of event. • • • • • •

Career and Internship Fairs On Campus Interviews Info Sessions Coffee and Careers Classroom and Club/Org. Presentations Tabling Events

For additional opportunities or questions about recruiting on campus, you are welcome to connect with our Coordinator of Employer Relations, Amanda Asquith-Caya, via telephone at 805-437-8493 or by email at amanda.asquith-caya@csuci.edu. 12

CSUCI Internship Toolkit

INTERNSHIP TIMELINE Determining the timeline for your internship program is an important process. This example runs the course of an academic year for CSUCI students (starting fall semester through spring semester) and can be altered to fit the needs of your business, organization, or agency. Internships are typically summer positions that last 2-3 months, but they can also occur during spring or fall semesters on a full- or part-time basis. Internships can also last a full year and include recent graduates. In fact, longer internships provide greater opportunity for both employers and interns to reap the benefits discussed earlier in this guide. Because it takes time to acclimate to a new workplace environment, interns who stay longer might have a greater impact. This timeline shows that employers should begin planning well in advance to successfully run their inclusive internship program. ➜ MARCH • Identify coordinator(s) to lead the program • Ensure the workplace is inclusive and accessible for everyone • Identify the need for the program by connecting with senior management and potential workplace supervisors

➜ APRIL • Determine the budget, resources, and scale of the program along with optional mission and goal statements • Compile the internship application package and disseminate the accessible internship application package

Pro Tip: Attend CSUCI’s annual spring Career & Internship Fair to promote internship position(s)

➜ MAY • Identify site supervisors/managers to begin planning for an orientation and any trainings that need to happen for these mentors • Determine the form, scope, and methodology that will be used in conducting intern & program evaluations

➜ JUNE/JULY

• Close the application period and begin to review candidates with input from workplace supervisors • Schedule phone interviews to screen candidates

➜ AUGUST CSUCI fall semester begins the last week in August • If necessary, schedule an additional round of interviews • Notify selected interns • Train workplace supervisors • Manage accommodation requests • Compile and disseminate program or logistical information to interns with input from workplace supervisors

➜ SEPTEMBER • Prepare workplaces and orientation materials for interns • Welcome interns and conduct orientation and training, which can include important activities like mentoring • Complete necessary academic credit internship paperwork (i.e. Student Self-Selected Internship Placement Agreement, Learning Plan) within the two week Add/Drop period

➜ OCTOBER • Maintain communication with interns • Conduct mid-term evaluation between interns and supervisors • Begin planning recruitment for new interns for the spring semester • Contact former interns to assist in recruitment of future interns • Open spring application for student recruitment Pro Tip: Attend CSUCI’s annual fall Career & Internship Fair to promote internship position(s)

➜ NOVEMBER

APRIL

• Collect feedback from current supervisors and student interns If you have decided to continue the internship with the selected students: • Create a new Learning Plan for the spring semester with new learning outcomes and goals for each student

➜ DECEMBER

MAY

• Conduct final evaluation, exit interviews, and anonymous surveys prior to intern(s) last day • Close the application period and begin to review candidates with input from workplace supervisors • Schedule phone interviews to screen candidates

➜ JANUARY CSUCI spring semester begins the last week in January • If necessary, schedule an additional round of interviews • Notify selected interns • Train any new workplace supervisors • Manage accommodation requests • Prepare workplaces and orientation materials for interns

➜ FEBRUARY

AUGUST

• Welcome interns and conduct orientation and training • Have continuing/prior interns lead and conduct trainings in individual roles

Pro Tip: Use continuing interns/recent hires from internship roles to mentor new interns

CSUCI Internship Toolkit

E M P L OY E R G U I D E L I N E S A N D P R I N C I P L E S Career Development & Alumni Engagement aims to build sustainable partnerships with local employers, and in doing so we expect that all employers adhere to CSUCI's Employer Guidelines and Principles for Employment Professionals designated by The National Association of Colleges & Employers (NACE) https://www.naceweb.org. The Career Development & Alumni Engagement team provides recruiting opportunities to organizations/companies/employers who adhere to employment guidelines as designated by the U.S. Department of Labor, the Americans with Disabilities Act, EEOC guidelines, and local, state, and federal laws. Disclaimer: The Career Studio at California State University, Channel Islands provides Dolphin CareerLink, a listing service for students and prospective employers of students as a convenience. The University provides no assurance of any kind regarding the actual qualifications or capacities of a student to perform the desired work or of any actual or prospective employer’s willingness or ability to provide the described work. Any student or employer who misrepresents information to the University for the purpose of utilizing this service shall be barred from its continued utilization. Third party recruiters may post their positions only and will not have access to student resumes. The Career Development and Alumni Engagement staff reserve the right to exercise broad discretion and refuse service to anyone.

SELECTING AN INTERN Things to Think About: These are just some of the questions to consider. Your company’s approach will depend on your specific resources and needs. Will you pay the intern? If so, how much? Wages vary widely from field to field, so be sure yours are competitive or offer competitive incentives. Where will you put the intern? Do you have adequate workspace for them? Will you help him or her to make parking arrangements, living arrangements, etc.? What sort of academic background and experience do you want in an intern? Decide on standards for quality beforehand — It will help you narrow down the choices and find the best candidates Who will have the primary responsibility for the intern? Will that person be a mentor or merely a junior manager gaining management experience? What will the intern be doing? Be as specific as possible. nterns, like others in the process of learning, need structure so they don’t become lost, confused or bored. Do you want to plan a program beyond the work you give your interns? Will there be special training programs, performance reviews, lunches with executives, social events? Keep in mind that your interns are walking advertisements for your company. If they have a good experience working for you, they’re likely to tell their friends — word gets around. A bad internship, by contrast, can only hurt your chances of attracting good students for next year. A very important part of your plan should be the assignment of a mentor or supervisor — that is, someone from the intern’s department who will be in charge of the intern. This person doesn’t have to be a teacher per se but should be selected because he or she likes to teach or train and has the resources to do it. If the person you select has never mentored an intern before, give him or her some basic training in mentoring.

REMOTE/VIRTUAL INTERNSHIP GUIDELINES Remote internships involve work arrangements that take place away from the primary business address. While increasing in popularity, unpaid remote internships should be carefully designed to meet the federal labor and university guidelines. Remote internships may involve the use of either face-to-face or online meetings. Virtual internships are a type of remote internship that involves primarily the use of online and cloud-based technologies for conducting assigned work activities. The following guidelines pertain to both remote and virtual internships, and should be used in conjunction with the Employer Internship Guidelines:

CSUCI Internship Toolkit

Defined Learning Outcomes. Supervisors should work with intern prior to the beginning of the internship to identify 3-5 key areas of growth in industry-related knowledge, skills, and abilities required for successful career advancement. Timely Feedback. Similar to online learning environments, supervisors should review intern deliverables and provide timely feedback to students on a regular basis. Supervisors are asked to schedule feedback sessions for a minimum of one-hour each week to engage in direct mentorship with the student regarding their progress towards learning outcomes and areas of professional development. Pre-planned training topics should also be discussed during these sessions. Synchronous meeting platforms should be used for this portion of the internship, including video conferencing or telephone. Consistent Communication. Summative feedback should be provided consistently at least once per week. This includes an update on expected work activities for the week, outcomes from prior work submissions, and other relevant announcements pertaining to the organization. A good practice is to schedule a regular email report around or on the same day each week. Pre-arranged Schedules. Although a key feature of remote internships is the flexibility of the work schedule, supervisors and interns should agree upon a definitive time allotment per week and per day for internship activities. Shift caps — defining the amount of accrued time allotted for any given task — are strongly recommended to avoid unreasonable work demands on the student and any conflict with reported internship hours. If a defined work schedule and/or shift cap is not established, disputes may result as to how long tasks took the student to perform. In this event, the intern may report internship hours at the professor’s discretion and notion of feasibility. Organizational Involvement. In addition to facilitating a remote or virtual internship, site supervisors should make a good faith effort to integrate the intern into the organization’s work culture. This may include client visits and attendance at select team meetings, use of company tools and resources, and any other forms of access to business team members. Reimbursement of Expenses. Students engaged in virtual internships should not incur any personal expenses as a result of the internships “remote” status. Any such costs, including the purchase of software and hardware for the purposes of the internship, should be covered by the internship host site, or alternative arrangements provided to the student prior to starting the internship. CSUCI Internship Toolkit

N O N - D I S C R I M I N AT I O N P O L I C Y California State University Channel Islands is committed to serving the diverse educational needs of the people of the State of California and the world’s diverse population. CSU Channel Islands strives to maintain inclusive educational and work environments that value diversity and foster mutual respect. As established under California State University Executive Orders 1096 and 1097, it is CSU policy to provide equal opportunity for all persons regardless of race, religious creed, color, national origin, ancestry, physical disability, mental disability, medical condition, genetic information, marital status, sex, gender, gender identity, gender expression, age, sexual orientation, and military and veteran status in its programs and activities. CSU Channel Islands provides equal accommodations, advantages, facilities, privileges and services for all benefits, transfer, separation, and other terms, conditions, or privileges of employment. Further, the CSU prohibits harassment of any kind, including sexual harassment and sexual violence, dating violence, domestic violence, and stalking, as well as retaliation against individuals who oppose behavior they reasonably believe constitute discrimination or harassment, who participate in an investigation of such alleged behavior, or who report/assist with making a report of such alleged behavior to the University. Such behavior violates both law and University policy. Additionally, the CSU provides reasonable accommodation to qualified persons with disabilities unless doing so would impose an undue hardship. The University shall respond promptly and effectively to all reports of discrimination, harassment, and retaliation, and will take appropriate action to prevent, correct, and when necessary, discipline behavior that violates this policy. Reasonable accommodation in University programs and activities will be determined by the campus following an interactive process with the requesting individual to identify the nature and extent of the individual’s restrictions and the appropriate reasonable accommodation.

I M P O R TA N T C A M P U S R E S O U R C E S P R O C U R E M E N T & C O N T R AC T S E R V I C E S Questions regarding the required agreements/contracts may be directed to this department. E: purchasing@csuci.edu P: 805-437-8592

R I S K M A NAG E M E N T Questions regarding the required insurance coverage may be directed to this department. P: 805-437-8490

C A R E E R D E V E L O P M E N T & A LU M N I E N G AG E M E N T Division of University Advancement California State University Channel Islands One University Drive, Bell Tower 1548 | Camarillo, CA 93012 (805) 437-3270 | internships@csuci.edu Danielle Quillan Internship Program Analyst (805) 437-2665 Danielle.Quillan@csuci.edu

CSUCI Internship Toolkit

Amanda Asquith-Caya Coordinator of Employer Relations (805) 437-8493 Amanda.Asquith-Caya@csuci.edu

Amanda Carpenter, Ed.D. Director of Career Development & Alumni Engagement (805) 437-3565 Amanda.Carpenter@csuci.edu

RESOURCES

The following are provided for your review. These are forms and resources to help you navigate the CSU Channel Islands academic credit internship process. All forms, unless otherwise noted, must be completed entirely and turned in the Procurement & Contract Services department prior to an intern starting their work with your organization. To obtain a fillable form or for more information, please visit our Internship Hub section under the Career Development & Alumni Engagement website. 1. Dolphin CareerLink Employer Instructions 2. Academic Credit Internship Checklist 3. Student Selected Internship Placement Site Agreement Additional resources can be found on our Internship Hub web pages. You may request forms and submit additional inquiries to internships@csuci.edu.

TERM DEFINITIONS Experiential education / learning A systematic approach to applied learning whereby a student engages in professional, productive learning activities. Experiential education refers to learning activities that involve the learner in the process of active engagement with, and critical reflection about, phenomena being studied (i.e. internships. job shadow, co-op, etc.) Source: National Society for Experiential Education (NSEE). Internship An internship is a form of experiential learning that integrates knowledge and theory learned in the classroom with practical application and skills development in a professional setting. Internships give students the opportunity to gain valuable applied experience and make connections in professional fields they are considering for career paths; and give employers the opportunity to guide and evaluate talent. Source: National Association of Colleges & Employers (NACE) Job Shadow The opportunity for a student to observe or “shadow” someone at your organization for a set period of time. Giving the student a chance to see someone completing their daily routine on the job which allows the student to experience the company culture, type of work associated with that role, and other areas of interest related to their individual career goals. Mentor / mentee relationships A mentor is an individual with expertise who can help develop the career of a mentee. A mentor often has two primary functions for the mentee; the career-related function establishes the mentor as a coach who provides advice to enhance the mentee’s professional performance and development, while the psychosocial function establishes the mentor as a role model and support system for the mentee. Mentee The term mentee refers to the broad range of individuals who may be in the role of “learner” in mentoring relationships, regardless of the age or position of the mentor and mentee. Dolphin Connect CSUCI students, alumni, faculty, and staff are coming together to share career advice, find inspiration, and talk openly about the journey from college to career. Dolphin Connect, CI's new online mentoring and networking community! Connect with students, alumni, and other community members. Join the Dolphin Connect network! Service Learning Service-learning is a way of teaching and learning that links course content to "real-life" experiences that center on a community need or issue. Through reflection activities students are given the opportunity to understand what was learned and experienced, and how the community was benefited. Service-learning is a direct expression of the CSU Channel Islands (CSUCI) mission and a critical component of the curriculum. Service-learning courses equip students with the knowledge and experience necessary to transform them into future leaders and socially conscious citizens.

CSUCI Internship Toolkit