Learning by doing. Now doesn’t that sound like fun?

Each student has unique interests, strengths, and skills, so there is no “one size fits all” formula for gaining applied experience in and outside the classroom. Experiential learning can take many forms: undergraduate research, studies abroad, community engagement, clinicals, practicums, or internships.

In an internship, students apply classroom theories to real world workplace settings under the guidance of an experienced supervisor. Particularly during the uncertainty of COVID, many students are feeling nervous about the internship search process. Assure them that it still is possible to find or create a quality internship experience — even if it is virtual!

Whether your student is looking to complete an internship independently or earn academic credit, here are five tips for parents to help them along the journey.

1. Empower students to be okay with exploring.

There certainly are students who know exactly the type of internship they want to go after. However, the far more common experience is for students to have a rough sense of what they’re good at and interested in, but not be sure what careers exist that complements both their skills and passions. Internships are designed to be temporary, an 8–12 week “test run” where interns get to explore one organization to see if that role or field aligns with their skills, values, and interests. If they thrive in their internship? Great! If they don’t love their position or company, it’s better to know now and try something else next time!

Remind your student that they’ll develop transferable skills regardless of their specific tasks and projects. When talking about finding an internship, please help frame it as one exploratory step in their career education process, and not a lifelong commitment to said organization.

2. Mentor, don’t manage, their internship search.

You have likely applied for jobs. Help your student set realistic expectations and understand the realities of job searching. Coach them through making connections, pursuing multiple possibilities, and following up on introductions and leads. However, let them take the initiative. Students are learning lifelong job search skills by being active participants in this process. Encourage them to use Career Center handouts and resources. 

3. Remind them to start early!

There are virtual employer events** happening at UP this fall semester, and virtual opportunities via Handshake. If your student starts thinking about internships this early on in the year, then they will have time to do industry research and conduct informational interviews without looming pressure and the time crunch of summer nearing. Help them plan ahead and encourage them to meet with the Career Center for support. (By early, I also mean that first-year students and sophomores can benefit from a summer internship!)

4. Encourage innovation and creativity!

Many UP students have had success creating an internship with an existing contact, or via direct outreach to an organization of interest. Especially with COVID challenges, it is important for students to think outside the box, demonstrating initiative, entrepreneurship, and resilience!

5. Provide support throughout the process.

Finding an internship certainly is a process that can often take months and feel discouraging. Your consistent support will help your student build resilience and keep at it when they’re feeling frustrated or unqualified. Affirm who you know them to be, regardless of what they do next semester or next summer.

After a lot of dedication and hard work, your student will finally get that sweet offer letter, and the fun and learning will just be getting started! For some internship inspiration, check out our Intern Stories page to see how a variety of UP students spent their summer and what they learned.

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**Fall 2020 Career Center Virtual Events:

UP Internship & Job Expo: This event is for current students and 2020 graduates in business, marketing, finance, operations and technology management, social sciences, and humanities

• Monday, October 26, 12—3 p.m.  

SHPE STEM Career Expo: This event was for current students and 2020 graduates in STEM majors, and although this opportunity has already passed, we wanted to let our families know what types of recruiting events are generally available to students. More will be announced for the spring semester!

• Monday, October 19, 4—7 p.m. – SHPE STEM Lightning Rounds (All years welcome)
• Friday, October 23, 2—5 p.m. – SHPE STEM Recruiting Expo (Juniors & Seniors)

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Audrey Fancher serves as the Internship & Engagement Coordinator for the Career Center. She works with employers to develop and promote internship opportunities, creates educational internship resources for students, and collaborates with UP staff and faculty to coordinate internship-related employer events and track internships. She entered this experiential learning field by coordinating and supervising a documentary program abroad for university students after working in international education. She cares deeply about the self-discovery and professional development that occurs when students participate in a quality internship!

What is your role as a Program Counselor?

As the Program Counselor for the School of Nursing, I provide academic planning and advising to first year and sophomore undergraduate Nursing majors, as well as to all undergraduate students in the Integrative Health and Wellness Program. Program Counselors for each School (Business, Engineering, and Nursing) and the College of Arts and Sciences provide specific academic planning services for students enrolled in programs within that School or College. Students should visit a Program Counselor for 4-year planning, choosing courses for registration, planning for Study Abroad, discussing summer or transfer coursework, adding majors or minors, or exploring general career options related to specific programs. Program Counselors also assist with UP Orientation and Visitation, so they’re a great resource to answer first-year and transfer student questions!

What is your favorite part about being a Program Counselor?

My favorite part about being a Program Counselor is working with our amazing students.  I am student centered and strive to offer my help to them as college is new and sometimes stressful, especially in this current time when we are working and learning remotely. Thankfully I have a background with online advising and have received extensive training in holistic advising as well. I am a first-generation student and American, and it is important to me to let my students know that I am here for support and that they can come to me with any questions. I look forward to watching them grow within the program and become amazing nurses.

How can students make the most of their relationship with their Program Counselor?

Visit us often (once per semester is great) and come prepared with questions. Remember that Program Counselors are experts in academic planning, but we also know a lot about the University as a whole. If you’re looking for an on-campus job, wondering how that academic minor might help with your career pursuits, or want to talk about resources on campus, we’re a great place to start. Especially when you’re not sure who to talk to, reach out to your Program Counselor. We’re happy to help!

Click here to find out how your student can contact their Program Counselor.

If a student’s mid-term grades aren’t where they want them to be, what advice would you give someone who wants to finish off the semester strong?

Here are a few things for students to keep in mind:

• Connect with resources on campus to get the support you need to succeed. Are you having trouble grasping the concepts in your math class? Checkout the Math Resource Center in the Learning Commons. Is test anxiety causing you stress? Contact Brother Thomas Giumenta, Learning Assistance Counselor. Accessible Education Services (AES) offers testing and study accommodations to students who are eligible. Professors can review course concepts with you during office hours if you have additional questions after a lecture. Find a group of students in your class to study with over Microsoft Teams. There are lot of ways to work towards pulling your grade up!

• Calculate your grade in the course. Using the course syllabus, make a list of the assignments that you’ve completed so far, and the grades received. Next, look at the assignments left in the class and the points possible for each one. Note if participation points, or other points, can still be obtained for the class. Calculate the grades you would need to receive on the remaining assignments to get the overall grade you want. A professor or Program Counselor can help you do this calculation if you would like assistance.

• Know your options moving forward. Once you’ve calculated your possible grade moving forward, you can make a choice on how to best proceed. Most of the time, this means putting together a plan for success (attending class, taking good notes, studying for a certain number of hours per week, etc.). However, if you know that the highest possible grade you can get for the course is a D, then you may consider withdrawing from the class and retaking it at another time. If the class is not required for the University Core or your major, you may consider changing the grade for that course to “Pass/No Pass.” Please note that the last date to withdraw from a course or to change to Pass/No Pass has been extended to Monday, November 30. You may also decide that a D is an acceptable grade for this course and that you will work toward obtaining that grade. Consider all your options and choose the one that’s best for you.

Do you have any tips to share with students for alleviating concerns or stress regarding class registration?

It’s very normal for students to not get into all the courses they want each semester. I experienced this myself as an undergraduate student, and I know that most first-year students feel anxious during their first registration experience. However, keep in mind that you won’t be off track to graduate in four years! Make a “Plan A” for registration (the courses you really want to register for), and then make a list of alternative courses that could be used for backup. If it comes time to register and you find that one of your preferred courses is closed or full, try registering for a course on your backup list. If you cannot get into a course that you believe is required for your major and must be taken during a specific semester, please reach out to your Program Counselor for assistance. There will always be a way to get you into the courses that are required to keep you on track.

What are the most important dates and deadlines for students to know for advising and spring class registration?

In general, students will want to make an appointment with their advisor between mid-October and early November to prepare for registration.

Students who are Athletes, Honors, or have AES priority registration will be contacted by the associated office with important registration deadlines. Registration forms will be due to these offices earlier than the regular registration period.

Students can register themselves for classes online through Self-Serve at the time designated on the Registrar’s website. Student registration times are randomly selected each year by the Registrar’s office. This year, registration will take place November 9-12, 2020 (for seniors/juniors) and November 15-18 (for sophomores/first-years). Students can continue to register after their initial registration period. Registration stays open through the first week of the following semester.

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Kristen Kordecki is the School of Nursing Program Counselor. Kristen completed her bachelor’s degree in Integrative Arts & Sciences from The University of Washington, Tacoma, and also has a certification in Baking & Pastry from the Art Institute of Seattle. As a FGEN (First Generation Student) and first generation American she as a unique perspective on the college experience. Her vision is to see all students reach their fullest potential by engaging in campus programming, developing meaningful professional and personal relationships, and leaving college with the skills and passion to pursue lifelong dreams. When she’s not working, Kristen enjoys baking/cooking, costuming, hiking, and spending time with her husband and their dog Sadie.

October signals the halfway point of the semester. For your student, this could mean the onset of anxiety regarding midterm tests and papers, excitement for fall break, and any combination of emotions surrounding the posting of midterm grades. As your student’s support system, you may feel powerless to help, but the core of the college experience is teaching young adults how to manage the sea of struggles and obstacles they’ll face with resiliency, with integrity, and in collaboration with others, and this IS something you can help your student with!

We also want to recognize that this semester has changed what once was considered “normal.” Many students are living at home while attending online classes, so perhaps you’re in touch more than ever before, and perhaps their excitement and anxieties look completely different. Please take some time to consider in what ways this semester has been different and how your student’s need for support may be different, while still acknowledging their emerging growth and independence.

Start a conversation!

As a parent, checking in and asking appropriate, reflective questions may help give your student perspective while they navigate their academics. One issue that may arise is a feeling of inadequacy and inferiority due to the discrepancy between high school grades and initial college performance. Remind students that college is not high school, and they may need to learn different styles or methods of studying! Questions about study habits may inspire students to look at these habits differently or to try out a new form of study. Finding the study habits that fit the student’s most effective learning style may assist in their work. A lot of information on different learning styles is available online, such as this article.

Additional questions you can ask your student include:

• Has your student talked to their professor for that course? Their course syllabus also includes office hours, phone number, and email address.
• Has your student explored what the Learning Commons offers? Services include peer tutoring in Writing, Math, Languages, Sciences, Business, Economics, Nursing, Presentations, and Group Processes.
• Has your student met with their academic advisor? Students who don’t know who their advisor is can contact the Shepard Academic Resource Center (SARC) or their Dean’s office and ask. 
• If the student says their professor and advisor are never available, ask if they left a voice message or sent an email. 
• Has your student participated in any of the Learning Assistance Workshops? Have they set up an appointment for one-on-one assistance with the Learning Assistance Counselor in the SARC?
• Is your student attending their first-year workshop?
• Have they contacted the Shepard Academic Resource Center for assistance?

Another way to look at an effective conversation with your student is to “test the waters” by asking questions that help give you a sense of where their stress and anxiety levels are pertaining to upcoming tests. This can be followed by recommending resources to “lower the temperature.” You can provide encouragement and specific resources (see below) that will help students practice resilience and seek the support they need.

As you navigate conversations with your student, we encourage you to foster a space where they can be honest. If your student doesn’t feel like they can be honest with you, you may not be able to get through to them and help them as much as you’d like. Something that may foster honesty is sharing your own struggles in navigating school or work. Your expression of vulnerability may inspire them to open up about their own struggles and needs.

As always, a simple show of support from you as a parent is always effective. If your student is living at home, maybe that means stocking up on their favorite study snack or caffeinated beverage. If your student is living away from you, maybe a quick $5 Venmo for coffee could brighten their day.

How UP can help

The University of Portland offers a wide array of assistance for students. Your student might just need a little nudge towards getting help.

The Learning Commons invites students to connect with their trained writing assistants and peer tutors as an effective learning strategy for greater success in their college courses. Working with these assistants and tutors also makes the online learning experience at UP more socially connected. The Learning Commons collaborates with a plethora of campus partners to support multiple realms of study including:

• Writing Center
• Math Resource Center
• The Language Studio
• Natural Sciences Tutoring
• Speech & Presentation Lab
• Nursing Tutoring
• Economics and Business
• Group Work Lab

Learning Assistance Counseling teaches students learning strategies and skills (like those in their Academic Toolkit), enabling them to become successful students and future professionals. Many students find the demands of college level academic work to be greater than anticipated, so it’s important for students to find help in adjusting to this new work-load. Students can work with the Learning Assistance Counselor, Brother Tom Giumenta, to develop and refine the skills and tools necessary to best meet the student’s needs.

The Shepard Academic Resource Center offers a number of resources to students, including a “Your First Year in College” page where students can find advising and various relevant articles amongst other things to support this step of the journey.

As a University, we are not able to reach out and provide specific updates regarding your student and their grades, but we always welcome your outreach. At the end of the day, you know your student best and may notice changes in their behaviors or emotions before anyone else. If you notice your student’s grades are dropping significantly or that the stress of study is becoming overwhelming (and you’re concerned about their physical, emotional, academic or personal health) we encourage you to submit a Care Team Referral. The Care Team Program can assess the situation, offer support, and provide referrals to the breadth of resources available through UP.

Midterm Grades

Midterm grades are given for all 100 and 200 level classes. Your student should receive feedback in these classes by mid-to-late October. One important point to keep in mind is that “midterm” can be a misnomer. Although we are nearing the midpoint of the term, the midterm grade may reflect only one test, small quiz, or paper. In that case, most of the points available to be earned in the class are still up for grabs, so students have a good opportunity to raise their grades. If students receive midterm grades they are concerned with, direct them to their syllabus to see how many points are left in the semester. If they have only completed one midterm test or paper, chances are they have at least one more large-scale project, plus the final exam, which can impact their performance. If your student has concerns, encourage them to speak with their professor or reach out to the Shepard Academic Resource Center. All first-year students will be contacted by the Shepard Academic Resource Center and invited for an appointment.

If this is your student’s first year in college, remember that they had four years to study as a high school student. However, they have had only a few weeks to figure out how to study as a college student, so midterm grades may bring some surprises. The key is for students to be aware of their current grades and of the many resources that are available on campus to assist them in having a successful first semester, including the wealth of support and services offered through the Shepard Academic Resource Center.

Parent Proxy

You may be wondering how YOU can see your student’s grades since UP won’t be sending them home like your student’s high school may have. The first and best way is to simply ask your student and then follow up with intentional questions. Questions could include:

• Have you checked your midterm grades in Self-Serve?
• What grades are posted?
• Have you sought out resources through the Shepard Academic Resource Center?

In addition to having a conversation with your student, Parent Proxy is also available as a tool. “Parent Proxy” provides an opportunity for University of Portland students to grant access to family members or other designated individuals to view certain student information online or to speak with specific departments regarding the student. The most common scenario for granting Proxy access is so that a family member can view a student’s grades or tuition invoices via the UP Self Serve portal. The person being granted access to the student’s information is referred to as the “proxy.” If your student has added you as a Proxy through Self-Serve for the student information view, you have permission to view their grades. You can access grades online via the Banner Self Serve Proxy system.