The Pre-Graduate and Professional School Career Community includes campus partners who support students in their desire to pursue graduate and professional education. Key partners include: 
•    FSU Pre-Health & Pre-Med Advising Team
•    FSU Pre-Law Advising Team 
•    The Graduate Enrollment Team
•    The Office of Graduation Planning and Strategies (Degree in Three and More in Four programs)
•    The Office of Graduate Fellowships and Awards (Graduate Student Ambassadors)

If you provide pre-graduate and/or pre-professional school advising please reach out to Megan Crowe (m.crowe@fsu.edu) to be included in meetings and conversations surrounding advising resources and events, as well as tracking and reporting student advising contacts.

The Internship Council includes campus stakeholders facilitating student engagement in experiential learning opportunities and high-impact practices. We meet each semester to share resources and dialogue on maximizing Florida State student learning through internships.

With social distancing requirements and shelter in place orders due to the COVID-19 pandemic, our FSU students engaged in Spring 2020 internships have been unable to complete their internships on-site, in-person as planned. 

As most organizations have transitioned to working remotely, we hope they have included our student interns in their remote work plans and that most internships are continuing throughout the Spring 2020 semester.  You and your enrolled students should hopefully have already communicated, confirmed and agreed on remote work arrangements. 

The Cooperative Education & Internship Association (CEIA) posted a recording of the 3/27/20 COVID-19: Navigating through Uncertainties (fast forward to 8:04 mark) conversation centered on the unexpected shifts to facilitating formative experiential learning virtually and best practices from across the country for experiential learning professionals.

Spring 2020 Internship Cancellations  

If you are working with a student whose Spring 2020 internship was cancelled by their internship site due to COVID-19 we recommend that you: 

1. Assess how many hours they have completed.  Academic Internship course hour requirements differ by department, so each department will have their own threshold.  Many of your students may have already completed the minimum work hour requirement needed for the Spring semester. Please refer to the FSU Credit Hour Policy.
2. Consider alternate career development assignments to ensure internship completion if the student has not met your course’s work hour requirement. 

Alternate Assignments 

For academic majors and career fields with accrediting bodies that require an in-person internship/practicum/fieldwork (nursing, dietetics, education, counseling and speech-language pathology, etc.) as a part of degree completion, their governing professional association and/or certification body is actively reviewing the impact of our society’s temporary shift to remote/virtual modalities.  

In other instances, colleges with academic programs that have students enrolled in academic internship courses during Spring 2020 are assigning alternate career and professional development projects for the remainder of the semester.  While maintaining the spirit and intent behind engaging in experiential learning tied to an academic internship course faculty are designing research, service and skills development projects that align with the student’s academic program, i.e. learning by doing with active and guided reflection. 

The Career Center can collaborate with you to provide alternate career development assignments to affected internship students to meet your class work site hour requirements, such as: 

• ProfessioNole Ready: The Career Center’s online professional development program, which can be integrated into Canvas courses, is a series of interactive learning activities that will help students build the skills employers and graduate school admissions committees want. 

  • After completion, students earn a digital badge which can be shared with you in addition to future employers or graduate admissions committees to showcase their level of career readiness and completed work assignment. 

  • Completion of the total certificate program includes 14 modules and will take approximately 70 hours providing students with professional development, along with the ability to identify the transferable skills they gained from their experiential learning opportunity. In addition, you can allow students to complete some or all the modules, approximating 5 hours per module depending on their specific number of outstanding work hours. 

• ProfessioNole Pathways and Badges (Folio): ProfessioNole Pathways is a student’s roadmap for acquiring new skills and competencies and provide students the ability to display and demonstrate these skills to potential employers and graduate admissions committees.  With ProfessioNole Pathways, students can see both big-picture objectives and real-time progress as they earn badges displaying their work and accomplishments. As students meet milestones along a ProfessioNole Pathway, the badges they earn are deposited into their Folio, immediately providing proof of their accomplishments, and demonstrating their ProfessioNole Competencies. 

  • Faculty can utilize Folio several ways including creating a Folio to showcase work by linking courses and assignments, adding Folio as a class assignment, or by creating a badging opportunity or pathway. 
    • Add Folio to your Canvas Navigation Menu 
    • Link a Canvas assignment to Folio 
    • Grading Linked Assignments  
    • Link an Entire Canvas Course  
    • Viewing Course Grades 

• Mock Interview: FSU students can complete a mock interview through The Career Center: 

  • FSU Mock Interview Program: The best way to prepare for post-graduate opportunities is to participate in a mock interview. The FSU Mock Interview Program allows students (and recent alumni) to hone interviewing skills and receive feedback on their performance while developing confidence in their ability to deliver strong interview performances. Students do not have to be searching for a job or internship to participate in the Mock Interview Program.  
    • Mock interviews are conducted virtually by trained Mock Interview Mentors and are tailored to the student's occupational area, industry, or graduate school interview based on the resume and cover letter they submit when scheduling the mock interview.  
    • The objective of the Mock Interview Program is to provide a quality, professional mock interviewing experience in either a 1:1 or panel interview format.  Students can email you or upload their recorded mock interview to your Canvas course site.  They can also provide a copy of their Mock Interview Mentor’s feedback form as a class assignment. 
  • Big Interview: A virtual interview preparation system, students will get hands-on practice with mock interviews tailored to specific industry/career field, job function, and experience level in addition to viewing interview preparation modules. You can customize interviews for your students using this platform and recordings of the practice interviews can be emailed to you or uploaded to your Canvas course site. 

• Career Advising: The FSU Career Center is here to help our students and alumni make informed career decisions, connect with employers, pursue further education, and develop their professional lives and goals from a distance. 

  • Resume Review: Students can get their resume reviewed with their Spring 2020 internship added through drop-in virtual career advising with either their College’s specialized Career Liaison or with a Career Advisor. Your student can then upload a critiqued and final resume to your Canvas course site or email it to you. 
    • Faculty are also able to embed a resume, cover letter or graduate school admissions essay assignment directly into their courses utilizing the Career Docs Canvas course enrollment link. 
  • Planning for their Next Step: Students can meet with either their College’s Career Liaison or with a Career Advisor to create an individualized action plan for either post-graduation employment or graduate school as well as continued engagement in experiential learning. 

• Information Interviews: Students can complete information interviews with Alumni and Friends of Florida State through our online mentoring platform, ProfessioNole Mentors. 

  • Students can identify and match with potential mentors on a number of dimensions, such as college major, collegiate involvement type, career interests, career fields, company/organization or disclosed demographical information. 
  • Students can email you or upload a screen shot or transcript of their information interview conversation as well as a reflection on their conversation including what they learned from them. 

In addition, two popular alternate career development assignments include written reflection and LinkedIn Learning:  

• Written Reflection:  Students can complete a reflection on their internship experience including their employer’s response to COVID-19. Reflections can include a discussion of how they met their learning outcomes, skills developed, how this internship has helped shape their career goals, relation to academic coursework, etc. using an outline: 

  • Section 1 – Introduction 

    • Profile-Your name, internship job title, company/organization, dates of internship 

    • About Me- Include why you chose to apply for and pursue your specific internship and company/organization, and the process of securing the internship opportunity 

  • Section 2 – What You Did 

    • Company/Organization Profile – Create a short biography of the company including products/services provided and company mission 

    • Include a Team Profile – Size of the team you worked on, supervision structure, overview of your colleagues, how your team contributed to the overall mission of the organization/company 

    • Onboarding – Share the onboarding/orientation process for your internship 

    • Responsibilities and Projects – Describe your specific internship responsibilities, your regular work activities, and any individual projects or assignments you worked on. Share how your internship responsibilities contributed to your team’s goals and objectives 

  • Section 3 – What You Learned 

    • Academics- What knowledge of your major and/or career field you learned on-campus proved most valuable during your internship?  In what ways were you able to apply what you have learned in your academic coursework to your internship? 

    • Skill Development- What transferable skills did you develop through your experience? Have you identified any skills or areas that you would like to further develop? 

    • Growth- What pushed you outside of your comfort zone? Or, what was the biggest challenge you encountered? What new ideas or questions were raised as a result of this experience? What was the most important thing you learned about yourself? 

    • Goals and Accomplishments- What was your greatest accomplishment or reward? In light of this internship experience, how have your professional goals evolved? 

  • Section 4 – Employer Response to COVID-19 

    • Reaction-Describe how your internship site reacted to the growing concerns around COVID-19.   

    • Communications and Response- How did they communicate to employees, customers/clients?  How did your colleagues respond? How did your site’s reaction and response change as much of the country transitioned to working remotely? What would you have done differently if you were a manager in this instance? 

  • Section 5 – Your Next Steps 

    • Actions-In view of your answers in Section 3, identify the specific actions that you will take in the next 30 days to move your career preparation forward.  

• LinkedIn Learning (formerly known as Lynda.com): FSU maintains a subscription to LinkedIn Learning for students, recent graduates, faculty and staff providing unlimited access to 13,000+ online videos taught by industry experts covering a vast array of business skills and professional certificates.  Certificates of Completion are certifications for courses completed on LinkedIn Learning. Upon completion of a course, a certificate is automatically generated that can be viewed and shared online. Students can email completion certificates to you directly or upload the completion certificate to your Canvas course site. 

• COVID-19 Focused Alternate Assignments: Ways to the pandemic and all that it affects to questions you can explore in various disciplines (Courtesy of Paul Loeb, Founder Campus Election Engagement Project, author Soul of a Citizen) -

  • Allied Health: How the disease has spread, but also the impact of public health funding cuts, access to health care, the impact of universal sick days or their lack, how we handle infected non-citizens, how we do or don’t assure the safety of health providers, how we ensure sufficient supplies of key equipment from masks to ventilators and hospital beds. Should we have loosened nursing care fine enforcement, as the administration did in December. How our particular health model has handled the epidemic, and what we can learn from other countries like Korea.

  • Anthropology: How do language and culture shape the different responses to the disease that we see in different countries? How can this disease specifically which most severely affects the elderly reflect the ways in which societies value and support aging? How do our tendencies toward tribalism impact our individual or common responses?

  • Arts Administration and Performing Arts: Given the current practical constraints, how can artists respond to the crisis in ways that help give us the imagination to respond. With social distancing closing music venues and theatres, how should we collectively support artists and others who can no longer make a living?

  • Biology and Environmental Studies: How do viruses like Coronavirus gestate and migrate? Climate change hasn’t been listed as a trigger in this case, but it has increased the spread of viruses like Zika, malaria, dengue fever, chikungunya and West Nile. How do we create policies to mitigate these kinds of risks? Has there been enough funding for these efforts, and how would you raise the revenue if you believe there should be more?

  • Business and Economics: Lessons from the epidemic about the appropriate balance between private enterprise and public investment? About the vulnerabilities of global supply chains and how to address them?  About a fundamental model that assumes endless growth? How should we support local businesses that are threatened with going under due to external catastrophes--like the small shops, restaurants, and entertainment venues in Seattle or Milan, or artists who can no longer perform, or Seattle’s weekly newspaper, 90% of whose revenue comes from now cancelled events and ads promoting these events. How should governments and corporations support businesses and individuals in these contexts, and how have they. Who has the responsibility for workers who aren’t given sick days, and what are the consequences if they stay on the job?

  • Communications and Journalism:  What’s the responsibility of journalism and communication in covering an epidemic like this? Giving key practical information? Holding elected officials accountable? Tracking impact in local communities? Tracking and challenging disinformation or the lack of clear information? What do you think of the job they’ve done so far? Is effective coverage damaged by the erosion of local newspapers in the past fifteen years? What happens when the basis of local ads dries up because local events are cancelled and people aren’t going to stores? Is there an appropriate government role to help support local publications, whether weeklies or dailies, like New Jersey’s nonprofit Civic Information Consortium? How do we prevent this from further destroying local newspapers?

  • Computer Science: How South Korea has been using apps and GPS tracking to follow and contain the spread of the virus.  Whether this could be a model here? Could we do this without accentuating a surveillance society? How coronavirus is affecting the logistics of how people can vote? 

  • Education: How should K-12 and higher ed institutions balance public health and community needs in this situation? If schools are closed, how do you handle students who depend on their schools for meals, jobs, or special needs services? How should we prioritize education funding vs the social services that support many of the students? Has our education system given us a sense of common connection or emphasized individual academic achievement, and if the latter, does that compromise our ability to function together in moments of crisis? How should we educate students to think about big picture public choices and their role in shaping them?

  • English, Composition, ESL, Public Speaking and Rhetoric:  Have students write or give talks about how what elected leaders are saying, and how those from different political perspectives frame the crisis. Explore documentation for various claims and the assumptions behind various arguments. Interview fellow students or their families by phone, and describe their experiences. Explore how information and disinformation has travelled and its impact on the epidemic’s spread, including the initial suppression of information in Wuhan. Read accounts of previous epidemics, or novels like Albert Camus’s The Plague. Write essays assessing what the government has done or is doing about the crisis, who is acting and how. Create arguments for policies you believe should be enacted.

  • Environmental Studies:  How is the way this virus has spread similar or different to viruses like Dengue Fever and Zika whose prevalence has been increased climate changes. How is COVID a warning for climate change disasters, and how could they interact. How could it affect climate change solutions, including in areas like transit?

  • Geography: How can Geographic Information Systems be best deployed to visualize the spread of disease? How have migration patterns, population shifts, urbanization, and transportation technologies made our lives more and perhaps in some ways less susceptible to epidemics?

  • Government, Political Science and Public Policy: Similar to Allied Health--how do we make policy choices affecting key health decisions. How much should we invest resources in planning for emergencies like epidemics, vs dealing with other priorities. Should we subsidize testing, sick leave, additional nutrition and unemployment benefits for affected populations? Whose voices and interests shape decisions to invest or disinvest in preparedness. How should we incentivize production of critical drugs or vaccines if the market may not pay back all the costs? If the virus doesn’t recede quickly, how do we conduct the 2020 campaigns and elections in a manner that doesn’t put more people at risk? How coronavirus is affecting the logistics of how people can vote? 

  • Graphic Design: What are the most effective ways to visualize the spread of disease? Social Distancing? Hand-washing techniques? How has graphic design contributed to awareness of the disease and the actions needed to to stop it?

  • History: How have outbreaks and epidemics been managed and mismanaged in the past? How have communities responded during and after these destructive events? Comparisons between COVID-19 and the 1918 flu, for instance. Examples of how other previous threats have been combatted, like Ebola, SARS, and the H1N1 Swine Flu.

  • Hospitality, Travel and Tourism: How should international travel, hotels or the cruise ship industry address the potential for global pandemics? How do you assure worker and client safety? Are there regulations that would have helped or could help in the future? Is there a public responsibility to bail out industries focused on recreation?

  • Industrial Engineering:  How we create and manufacture the technologies needed to combat this virus, like medical supplies and tests? How governments work or could work with manufacturers to speed production in a crisis. How we have or haven’t adequately prepared for this crisis.

  • Law and Criminal Justice:  How do pandemics like this affect prisoners? Immigrants and their rights? How do you balance the necessities of public health with the social needs of communities, and the economic needs of the businesses that will be shut down? How do you address the urgencies of defeating the virus without avoid creating precedents for problematic governmental actions in other spheres?

  • Psychology, Sociology, Social Work, and Religious Studies:  What kinds of approaches work to further voluntary social distancing? How do we maintain health and hope with the stresses created by these situations? How do we create community models to support the health and hope of others? How should we as a society address the isolation created by social distancing? How do congregations keep community while maintaining safety?  How do we deal with the vulnerable in times of acute crisis? What are the appropriate roles for elected officials in promoting effective approaches on areas that depend on voluntary action?  What are the social impacts of social distancing, and are there alternatives—perhaps online--that will be safe but that will still nurture community?

  • Philosophy and Religious Studies What will the epidemic teach us about who we are as a society? Can we apply philosophical and religious lessons about our connections with each other to the current situation? What choices would they suggest?

  • Statistics: The role of statistics and data in understanding this crisis. How political leaders and the public are using or misusing them. The relationship between statistics and public conversation on the key issues related to combatting the virus.

Peer Institution Resources 

Higher education institutions and experiential learning professionals across the country are facing the same challenges in shifting academic internships to remote modalities or creating alternate assignments in instances of internship cancellations.   

Below are examples of how our experiential learning colleagues around the country are supporting their students: 

• University of Georgia: EL at a Distance 

  • Internship 

    • Create a module to complete throughout the rest of the semester with related assignments through Lynda.com. This will focus on career prep/interviewing skills videos; have the students watch and reflect on these to complete their internships. Possible Options include: 
    • Begin with Reflection: Students draft a 2-page reflection paper on how they were challenged, had ownership of projects and gained awareness during the time in the semester when they were able to report to work.  
    • Writing a Resume: assignment is to turn in their resume and take the chapter quizzes 
    • Writing a Cover Letter: assignment is to turn in a cover letter and the sample job/internship description they used to write the letter 
    • Rock Your LinkedIn Profile: assignment is to share the link to their updated LinkedIn profile 
    • Personal Branding on Social Media: assignment is to develop a 1-page social media personal branding plan based on info in the course 
    • Developing Self-Awareness: assignment is to write a 1-page paper on what they learned about themselves and their values after this course; they may choose to relate it to their internship experience to provide realistic examples

• University of Maryland: Internship Guidance during COVID-19 

  • If the internship is FOR ACADEMIC CREDIT (or 099 zero-credit), the student and internship host should discuss possible options, PLUS the student should contact their instructor of the academic internship credit. UMD’s priority is for everyone’s health and safety and to also assist students with the completion of the Spring 2020 academic semester. 
    • Options May Include: 

      • If the internship host is able to assign remote projects, the internship may go on as planned. The student should communicate with their internship course instructor what is being arranged. 

      • If #1 is not feasible, the intern should alert their internship course instructor immediately and seek guidance.  There are several possibilities that can be explored, such as alternate learning activities that may substitute for the internship experience, requesting to withdraw from the credit or changing the grading option. 

• Rutgers University 

  • Effective immediately, the following two options are available to students participating in the RICP internship and co-op courses: 

    • Option 1 - REMOTE WORK: Where possible, students who can work remotely to complete their internship/co-op hours may do so. This may require some adjustments on the part of both students and supervisors. The accrual of internship/co-op hours must continue to be documented on the hourly log sheet as outlined in the RICP syllabus. Students who can work remotely but are not able to achieve the required minimum hours can follow the recommendation listed below. 

    • Option 2 - END INTERNSHIP:  Students may end their internship/co-op effectively immediately. Students who elect this option must submit their hourly log form in Canvas as soon as possible. Students in the internship course who have completed at least 75 hours can complete the remaining assignments achieving the requisite 75 points to pass the course. For students in the internship course who have completed less than 75 hours, they must complete the remaining assignments achieving the requisite 75 points and one additional supplemental assignment to pass the course. For students in the co-op course who elect this option, confer with your instructor regarding hours completed and whether a supplemental assignment in addition to the remaining assignments is necessary. We will share details regarding this information, including the supplemental assignment, in the Canvas course site for students. 

• Marquette University 

  • Students and employers are encouraged to communicate and to move their internship experience online if possible and are providing guidelines for remote internships 
  • We will be waiving the remaining hours and weeks work requirement for students for the remainder of the semester if they are unable to continue their internship remotely and/or have a physical safety or health concern 
  • Information will be forthcoming about additional/supplemental assignments for students who are unable to continue their internship remotely 

• Baker College 

  • Clinical/Student Teaching Courses: Clinical and student teaching courses will continue as normal and students are expected to attend unless otherwise directed.  In a situation where site availability is closed, students will work with their instructor and/or program director to develop a plan for fulfilling the remaining program requirements. The plan will be submitted to the Provost. The College will defer to program accreditation requirements regarding clinical/student teaching requirements. This may include: 
    • Substituting clinical requirements with simulations where appropriate/approved 
    • Completing clinical requirements/student teaching when the site becomes available (may extend into the Summer semester or be completed in Spring semester with extended hours) 
  • Internships: Internship/externship courses will continue as normal and students are expected to attend unless otherwise directed.  If an internship/externship opportunity discontinues, the student will work with their faculty member and, in collaboration with the Director of Career Services, develop a plan for continued education. 

• University of Vermont 

  • Students currently participating in internships, regardless of location, should contact their internship sites and request remote internship assignments. If it is not possible to continue the internship remotely, the experiential component of the internship should conclude. The remaining academic component of the internship should continue via remote delivery, and may be added to if the experiential component ends early. If necessary, the portion of the internship grade related to the experiential component can be based on the work completed in the first half of the semester. 

• Clemson University 

  • Q: Will interns still receive a “Passing” grade if the internship is terminated because of COVID-19 concerns? 
  • A: The internship team has established a week-by-week prorated schedule for the semester identifying how many hours a student should have worked up until the termination date of the internship. As long as a student; (a) has met the threshold for that prorated schedule, (b) has completed the INT course assignments, and (c) can provide documentation from their mentor that the internship was terminated/concluded because of COVID-19 concerns, the student will receive a “Passing” grade. 

• Randolph Macon College 

  • Q: A student has asked to withdraw from an internship/PHED/research or other course rather than try to figure out how to make things work from afar.  Will he or she be penalized for doing so?   
  • A: No. The College's Registrar (registrar@rmc.edu) will work with students to permit them to withdraw from courses without a W notation, if the withdrawal is related to the challenge of adapting the course or activity to a distance format.

• Stony Brook University 

  • We are reaching out to all off campus agency sites hosting SBU interns and providing guidance for them to adopt continuity of work plans and alternative assignments/remote work if needed. 
  • However, an agency site may close, and/or have limited ability to maintain continuity of work. In those instances, your faculty sponsor will come up with alternative assignments/independent research/projects that interns can fulfill to earn their full academic credits. 

Summer 2020 Internships 

It is likely that many Summer 2020 internship programs will be utilizing a virtual, online modality.  

Each student planning to enroll in your academic internship course during Summer 2020 should maintain communication with their supervisor or hiring contact to check on the status of their summer 2020 internship. 

If their summer 2020 internship has been cancelled unexpectedly in lieu of conversion to a virtual internship, The Career Center will be able to help them identify hiring organizations actively recruiting. 

Parker Dewey

Innovative companies across industries are using Micro-Internships to identify, connect, engage, and hire high potential college students and recent graduates.

Forage

Forage is an open access platform designed to unlock exciting careers for students by connecting them with our company-endorsed Virtual Work Experience Programs. By completing a Forage Virtual Internship you will:

• Better understand the diverse and exciting career pathways available to you; and
• Build the skills and confidence that will set you up for success as you move from the world of study to the world of work

Best Practices for Virtual Internships 

By offering virtual internships, organizations can recruit, interview, and hire interns from across the country instead of limiting their search for candidates within driving distance or those with the ability and means to relocate for an opportunity. As a result, students who previously may not have had access to opportunities may now have a unique opportunity to work with a “dream” or “reach” employer.

Below is a collection of articles discussing the adoption of virtual internships available through the FSU Library subscriptions service: 

• Online experiential learning: Engaging students through real and virtual activities 
• Creating win-win-win experiences: When do virtual internships really work? 
• Distance earning: 6 steps for making digital internships work 
• The case for virtual internships: Downloadable white paper 
• Integrating virtual internships into online classrooms 
• Work: Graduate: How to get on by logging on: For many students, finding the time and money to undertake office-based placements can often be prohibitive. So are virtual internships the answer? 

How to Ensure Success in Virtual Internships  

Before approving virtual internships, your main concern as an academic internship course instructor may revolve around structure, supervision and the quality of assignment projects.  Like you, most internship providers are aiming to provide the same level of instruction, support, supervision, and mentorship for an online intern as they would have for a student reporting to work at an office for a traditional face-to-face experiential learning environment.  As with your traditional internship set-up, communicate to your internship site supervisors' clear expectations. You can do this by providing examples or templates and establishing set timelines for required components of the internship. Periodic virtual check-ins can help you, your student intern, and your site supervisor maintain open line of communication while they work remotely, and help students build professional communication skills in a new mode of professional practice.  

Best Practices for Virtual Internship Course Instruction: 

• Agree on detailed internship description including expectations, duties/responsibilities and defined learning outcomes with your Student Intern, Internship Site Supervisor, and Course Faculty. 
• Expect the Internship Site to provide an accessible project management tool (i.e. Dropbox, Box, Google Drive, Microsoft OneDrive or Hightail) that is shared and will allow Site Supervisors to monitor the Student Intern’s work and provide feedback. 
• Require the Internship Site must provide the Student Intern with a guided on-boarding/orientation session as well as an off-boarding interview. 
• Require the Internship Site Supervisor and Student Intern must create a system to track hours worked (e.g. timesheets in MS Excel stored in a shared drive) that can be periodically reported to the Course Faculty. 
• Require agreement by the Internship Site Supervisor and Student Intern to schedule ways for ongoing virtual communications (i.e. weekly email or video reports) in addition to a mutually beneficial way for students to ask questions, and/or discuss challenges or problems.  
• Require the Internship Site Supervisor to include the Student Intern in team meetings, organizational meetings and professional development sessions when appropriate. 
• Expect the Internship Site Supervisor and Student Intern to schedule pre-set, ongoing supervision meetings to discuss project planning, progress reviews, and for constructive feedback. 
• Require the Internship Site Supervisor to schedule and conduct both a mid-semester and end-of-experience student evaluation. 

• Heather Athey, College of Arts & Sciences
• Rebecca Sage, Center for Global Engagement
• Garret Tumlin, College of Business
• Stephanie Vivirito, College of Communication & Information
• Bayard Stern, University Communications
• Nicole Abuid, FAMU-FSU College of Engineering