This document provides guidance for faculty on supporting and supervising student internships for academic credit at Hartwick College. It addresses frequently asked questions about internship policies, procedures, registration, and the roles and responsibilities of faculty supervisors. Key points covered include eligibility requirements for faculty supervisors, registration deadlines, the learning agreement process, guidelines for developing academic objectives and evaluations, and how to partner with Career Services. The document aims to equip faculty with the information they need to advise students and oversee their internship experiences for academic credit.

1. Faculty Guide:
Internships
FAQ and ‘What If...’
Policy & Procedure
Registration, Deadlines & Grading Process
Ways to Support an Internship
Example Internship Syllabus
Domestic Learning Agreement
Employer Evaluation
Career Services Internship Workflow & Services
WICKWorks, The Network, Spotlight
Supervising an
International internship,
such as an EMerson? Email us for
our Faculty Guide for
International Internships!
2016 to 2017

2. General Internship FAQ
Throughout this guide you will find the answers to your questions. The following FAQ is to provide a quick
glance at frequently noted questions, and is not a complete reference to the internship process and
expectations. Please, refer to the guide for more information.
1. Question: Can I support a student as an adjunct or if I’ll be on sabbatical during their internship?
No. You will not be able to support them as their internship faculty supervisor. You are also unable to
support family members, students interning where you have a vested interest (ex: board member), or
take both roles of ‘On-Site Supervisor’ and ‘Faculty Supervisor’ as they are all conflicts of interest.
For more information, see pages 6 to 7.
2. Question: How many credits can a student register their internship for?
A student can earn up to 12 internship credits total, in increments of 1 to 6 credits. There might be
more guidelines specific to your department, so check with your Department Chair.
For more information, see pages 6 to 7.
3. Question: What are the deadlines for a student to register their internship?
Deadlines follow the same as course deadlines through the Registrar’s Office. The only exception is the
deadline for summer registration, which is June 1st. You may set personal deadlines for your students,
we only ask you inform Career Services so we can support your time-frame.
For more information, see pages 8 to 9.
4. Question: How do I get paid for supervising a summer internship?
Academic Affairs will send out Appointment Letters on June 10th, but that isn’t all you need to know!
You must sign the letter and return to Carla Kinser so you can be paid once you submit the grade.
For more information, see pages 8 to 9.
5. Question: How can I support a student in reflecting on the internship throughout their experience?
From start to finish, you can have a palpable impact on a student’s experience. You can guide their
comprehension of how their academics will impact their careers after college. We have collected simple
suggestions for you to implement during each phase of the internship in this guide.
For more information, see pages 12 to 13.
6. Question: Is there an example syllabus I can use to create internship academic objectives?
Yes. The Internships Advisory Committee worked with faculty, staff and students to create an example
syllabus to support faculty who have taken on the supervision of internships.
For more information, see pages 14 to 15.
Page 1

3. 7. Question: What is the Learning Agreement and what is my role as faculty?
This agreement is between Hartwick College, employers and the student to ensure everyone is on the
same page and understands their independent responsibilities for a student to earn academic
credit for their internship. Faculty have the largest influence on what content is provided in the
Learning Agreement as it outlines academic objective and work-ethic expectations. Faculty are asked to
meet with the student to create the Learning Agreement together.
For more information, see pages 16 to 19.
8. Question: Should I communicate with the employer during the internship?
This is up to you! We encourage faculty to build a relationship with the employer so they have a deep-
er bond with Hartwick for future opportunities. Additionally, their feedback on a student’s work ethic
should be included in the grade. Students may have great academic results, but if they didn’t show up
to work or weren’t efficient on projects they will need that feedback to grow as professionals.
For more information, see pages 20 to 21.
9. Question: Who should I reach out to in Career Services about... ___________?
Any of us! We will make sure you are talking to the right member or our team for the right services.
We are all able to answer most questions, and offer overlapping support to students and faculty.
For more information, see pages 22 to 23.
10. Question: How can I partner with Career Services on internships or programs?
Reach out! We are always looking for faculty partners to develop programs, and create internships.
For more information, see pages 22 to 23.
11. Question: Is there a database where I can find internship or job postings for my students?
Yes! In fact there are two platforms managed by Career Services: WICKWorks and LACN. We offer
training on how to use these platforms, and other job hosting sites, such as LinkedIn or Indeed.
For more information, see pages 23 to 24.
12. Question: Will this guide help me support an international internship?
No. While some information will overlap (such as ‘Policy and Procedure’) we have created an addendum
to supplement specific international internship expectations and the process.
For more information, please email Melissa Marietta, marriettam@hartwick.edu.
Page 3

4. What If...
What if... a student fills out a Learning Agreement without my consent or my support?
Students are asked from the very start to communicate with a member of the faculty about their intern-
ship before they fill out a Learning Agreement. You may veto their initial agreement, and ask them to start
again. You are not obligated to be an internship faculty supervisor.
What if... I am unable to continue my supervisor of a student’s internship (for whatever the reason)?
The first step should be to communicate with your Department Chair make them aware and to fill them in
on all conversations and agreements you have had with the student. They may choose to supervise the
student, or recommend another faculty member who can step in to support. Be certain to keep the student
and Career Services aware of this change.
What if... a student from another academic department asks me to supervise them?
When this happens, it typically means a student is looking to explore an industry outside of their major or
minor. Your department may have restrictions on supporting the student, so check with your Department
Chair. If there are no restrictions in your department, it is up to you if you wish to support this student in
their exploration.
What if... a student has been given different advice on their resume or cover letter than I would give?
We encourage students to share their applications materials with as many people as possible, as everyone
has different ideas and rules. Any information a student receives from a member of the Career Services
team is suggestion-based and formatted for the general professional population. You are able to provide
the specific industry expectations, which are valuable to a student at this stage in their career. Curious to
know what we say to students? We’re happy to meet with you and share our tools!
What if... an employer approaches me about an internship opportunity?
Career Services provides support for employers, in addition to students and faculty. You may share the
contact information for Kirsten Oehl (OehlK@hartwick.edu) who will support them in developing the
internship for our students. Once the opportunity is developed, we can give you the information to start
sharing with your students.
What if... a student wants me to help them find an internship?
You are more then welcome to work with them during their search, though you are not obligated to find
them an internship. We have access to online tools (WICKWorks, LACN) where they can search for
opportunities, and we can provide you with log-in information if you would like to support your students.
You may always direct these students to Career Services.
Page 4

5. These are created by Career Services! Tell your students!

6. Policy and procedure
An internship is an integrative experience applying academic study with hands-on learning in a professional
setting. The preprofessional learning outcomes include job- specific skill development, career awareness,
personal development and professionalism. Academic learning outcomes are set by the department
through which the internship is registered.
Students can gain up to 12 credits, during their time at Hartwick, in increments of 1-6 credits per
internship. For every credit given, a student must work 40 hours at the internship. Academic work is also
assigned, at the discretion of the faculty supervisor. Students must register for credit before the internship.
Any students who wish to seek credit after completion of the internship must complete a Learning
Agreement and petition the Committee on Academic Standards for approval.
The following course numbers are used for internships:
• 195 Freshman
• 295 Sophomore
• 395 Junior
• 495 Senior
Registration for an internship establishes the same commitment as registering for a course and therefore
follow a similar add/drop and withdrawal schedule, unless an exception is granted by the Internship
Advisor and the Registrar. Information on the Learning Agreement, and a link to the Agreement, can be
found in the Career Services section of the Hartwick website.
Students can secure an internship on their own or they can use the tools offered by Career Services.
Securing an internship often involves providing an employer with a cover letter and resume and possibly
participating in an interview. While many internships are unpaid, students can be paid (hourly or stipend)
for an internship and gain credit. Note that commission-based opportunities are not considered
internships.
It is highly suggested that internships take place on-site, however, consideration will be given to virtual or
project-based internships. The Learning Agreement must clearly outline the roles and responsibilities of the
intern and the method of communication and supervision
of the Site Supervisor. These internships must be approved
by the Internship Advisor, in consultation with the Director
of Career Services
The following roles support the student during the
internship process:
• The Faculty Supervisor: must be a full-time professor and anticipated to be on campus during the term
of the internship and not on sabbatical. Credit is issued by the faculty supervisor’s department and the
internship must be approved by that department’s chair before the internship is registered.
Adjuncts are unable to supervise a
registered internship. Full-time faculty
who are on sabbatical are also unable to
supervise an internship.
Page 6

7. • The Site Supervisor: is someone in a professional position (e.g. a volunteer coordinator, office
manager, archivist, etc.) at the internship site who is able to make commitments on behalf of the
organization and who will work closely with the student intern as well as College staff/faculty during the
course of the internship, providing sound, professional judgment and mentoring in the skill areas
assigned. The Site Supervisor provides on-site training, assigns job duties and supervises the work of
the student intern. The Site Supervisor must be present during the student’s internship hours, or
ensure that another staff person will be responsible for the student’s supervision during the Site
Supervisor’s absence.
• Internship Advisor: is a Hartwick Career Services staff member who serves as a liaison between the
student intern, the faculty supervisor and the site supervisor. The Internship Advisor, under the
guidance of the Director of Career Services approves or denies any Learning Agreements, ensures the
internship is registered for credit and supports the student during the internship process.
• Supervision of the intern is the joint responsibility of the Faculty Supervisor and the Site Supervisor.
The Internship Advisor serves as a secondary support during the internship.
The Career Services office reserves the right to deny approval or revoke an approved site and their
internship opportunity should they feel, at any time, that the professional qualifications of the site
supervisor are not sufficient or the internship does not provide learning experiences at a professional level.
Student feedback for sites and site supervisors is collected every semester and a review of sites is made
as conditions warrant.
Conflict of interest:
In the best interest of the student, the following is considered when a student is determining an
appropriate site supervisor for an internship.
• To avoid impropriety and conflict of interest, the Site Supervisor and the Faculty Supervisor
cannot be the same person.
• The Site Supervisor can’t be someone related, by blood or marriage, to the student intern.
• The Faculty Supervisor can’t have a stake (business or professional connection) in the internship
project or site, or have an affiliated relationship that constitutes a conflict that could compromise
the objectivity of the internship evaluation.
Career Services will not approve Learning Agreements in such cases.
Page 7

8. Registration, Deadlines and Grading Process
The following explains the internship registration process, from
a student being an offered an internship, to the faculty member
submitting the final grade. The following deadlines exist to support
Career Services, Registrar, Billing, and
Academic Affairs.
The ‘How to Register for Academic Credit’ (on the next page, page
10) is the step-by-step tool we hand students when they are ready
to gain credit for an experience.
It is a great tool for faculty to reference, as it shows the steps and
expectations that are placed on a student throughout this
registration process.
With these steps you can see:
• How Career Services defines sections of the Learning Agreement.
• The expectations a student will have for their faculty advisor.
• What signatures are required before an internship can be registered for credit.
We encourage students to fill out their Learning Agreement with faculty support, and not to do this
independently. You may veto any LA that was submitted without your support or conscent.
A note on Non-Credit
Internships... If you know of
a student who is completing
an internship without
academic credit, please
inform us! We can still use
their internship in our annual
data count (there were 65
unregistered in ‘15-’16), and
we can still support them
during their experience!
Page 8

9. Summer Deadlines
Internship Registration Advertised Deadline: June 1st
Hard Deadline: June 15th
• If a student is communicating with Career Services, we can allow them a few additional days to finalize
their Learning Agreement: up until July 15th. After the 15th, they will have to petition to CAS.
• If a student submits a Learning Agreement after July 15th, they must petition to CAS for credit. The
agreement should be finalized and signed by all supervisors for the petitioning process, before the
internship ends. All supervisors will have to state if a student met expectations to earn credit.
• Withdrawl works the same way as it does with course credits, and follows the Registrar guidelines and
deadlines. If the deadline to withdrawl is missed, the student will have to petition to CAS. They will still
be responsible for paying the credit fees. Again, all supervisors will have to agree to a withdrawl.
Faculty Contracts sent: June 10th
• Faculty are paid by the credit hour and earn credit toward the require 3 year 20-credit teaching load
average for internships throughout the regular academic year.
• Faculty must sign and return the ‘Appointment Letter’ to receive compensation.
• Faculty will be paid when the internship grade has been submitted.
Summer Grades Due: Tuesday after the first day of classes.
Student Bills are sent: July 10th
• Students are billed for their summer internship credits. In the Summer of 2016 it was $360 for 1 to 4
credits, and $720 for 5 to 8 credits.
Semester Deadlines
Registration during the semester mirrors class
registrations. For specific deadlines, such as registration
and grades, please see the ‘Important Dates and Deadlines’
guide through the Registrar Office. The most recent version
can be found on the Hartwick website.
What steps do we give to students? Turn the page!
How to Approach the Learning
Agreement? We encourage
students to fill out the Learning
Agreement with the support of
their internship faculty supervisor.
We ask them to set up a meeting
with their faculty and bring their
laptops.

10. How to Register for Academic Credit
Hartwick College Career Services
PSGE Center Lounge, 1st Floor Golisano
CareerServices@Hartwick.edu
Have you accepted an internship placement with an organization?
Would you like to receive academic credit and see your internship on your transcript?
1. Faculty Supervisor: Approach a faculty member to be your
internship supervisor. You will work with them to set academic
objectives to complete during your internship. This must be a
faulty member from the department in which you wish to receive
credit, usually your major or minor.
2. Number of credits: For every 40 hours that you work, you
can register up to 1 credit; 40 hours = 1 credit, 80 hours =
2 credits, etc. However, you may work more hours than you
register for credit as each credit you add means additional
academic objectives. * Ask about summer credit fees. *
3. On-Site Supervisor: Confirm with your on-site supervisor what
you will be doing during the internship: tasks, responsibilities,
projects, hours / schedule, etc. Get specifics!
4. Internship Learning Agreement: Complete the online form
with specifics from your on-site supervisor and with the support
of your faculty supervisor. Your faculty may request that you fill
out the form during an appointment or their office hours. http://
info.hartwick.edu/psge/internshipLearningAgreement.asp
5. Collect Required Signatures: Your internship will not be
registered until all required signatures are submitted. After
you click on ‘Submit’ the agreement will be emailed (in-full) to:
What are academic objectives?
Your faculty will decide how you will earn the
credit. Some examples are:
• Work Performance / Employer Evaluation
• Showcase Presentation
• Research Paper / Reflective Essay
They will also be emailed a link to where they must digitally sign
your Learning Agreement. You are solely responsible to ensure
all parties are aware that they will have to sign off on your
agreement, and you are responsible for collecting all signatures.
These signatures must be submitted to your Internship Advisor
before registration deadlines (see ‘Important Dates and
Deadlines’ on the Hartwick website), in order to register your
internship for credit.
If you miss the deadline, you will have to petition to Committee
on Academic Standards (CAS).
• You: save in a safe place
• Internship Faculty Supervisor
• Department Chair
• On-Site Supervisor
• Hartwick’s Internship Advisor
• Global Advisor (if needed)
How to register in 10 minutes?
Inform all parties to expect an email from
your address that will request their signature
right before you complete the Learning
Agreement. They will be on the look out!
You will be an Hartwick Ambassador!
Be certain that you are use proper spelling,
grammar, sentence structure as you
complete your Learning Agreement. Your
employer, and future reference, will be
reading all the details!
Who are your supervisors?
• Faculty Supervisor: From the department you
want to receive credit. This is someone you
know, or we can recommend.
•Department Chair: They must be from same
department as your faculty supervisor.
•On-Site Supervisor: This person is ‘on-site’
with you as your ‘boss.’ They assign your daily
tasks, projects, and can accurately evaluate
your performance for your grade.
•Internship Advisor: Can support you before,
during, and after your internship with your
questions and goal setting.
•Global Advisor: International students and /
or international internships will need them to
sign off on all experiences.

11. Steps to Register for Academic Credit
These are the steps we hand to students to
register for credit. In the office, or over email,
we explain the process by starting with ---
“Take these steps and find a faculty
internship supervisor in the department
where you want to earn credit. They do not
need to be your academic advisor, but
they should be someone you have a
connection with, or think would be able to
properly guide you to getting the most out
of your internship.”
Please, feel free to make a copy of these
steps for yourself or for your students.
You are also welcome to email Kristin
Bergene, Internship Advisor, for a digital copy:
bergenek@hartwick.edu.
Page 11

12. Ways to support an internship
Here are simple suggestions on how you can support a student with their internship. You may always
refer a student to Career Services at any point in this process.
Pre-Internship Advising
Scenario One: They approach you to ask how to find an internship:
• Have they met department guidelines or prerequisites? If not, perhaps suggest an informational inter-
view with an alumni, or a job shadowing experience in an industry of interest.
• Help them consider what specific experience or opportunity is best for them and their career goals.
• Provide them with your industry knowledge: companies, research institutions, professionals in the field.
• Ensure their resumes are formatted and include the information needed for their industry focus.
• Send them to Career Services to learn how to secure an internship and to have their application
materials developed and reviewed; resume, cover letter, personal statement, reference lists, etc.
• Help them understand how this could fit into their credit-load and academic responsibilities.
Scenario Two: They have an internship and approach you about becoming their internship faculty supervisor:
• If they haven’t yet communicated with Career Services, please encourage them to touch base.
• Set up a meeting time to discuss the details of the internship. Ensure the
student fully understands the expectations of their employer, Hartwick
College and your academic department. Ensure that they will be able to
support an academic course-load alongside their projects. Discuss what
academic objectives should be included in this experience.
• Inform the Department Chair of the internship to ensure personal
awareness of regulations that are decided from department to
department, such as maximum number of credits per internship, what
class year a student must be to register for credit, what responsibilities a
student is legally able to accept based on experience, if there is existing syllabus for internships, etc..
• Have the student open their computer and fill out the Learning Agreement directly with your support.
You are dictating the academic expectations of their internship. If a student does this without your
support, you may veto the agreement and ask that they fill it out a second time.
• Plan a communication schedule for the duration of the internship. Will you talk by email, phone, or
both? Should the student reach out to you once a week or monthly? Make certain this is included in the
Learning Agreement!
• Set clear and concise goals that you can refer to at the end of the internship during your final
discussions to reflect upon the experience. Include this in the Learning Agreement!
During the Internship
• Communicate with the employer: once at the start, once in the middle, and once at the end. The on-site
supervisor’s contact information will be provided on the final Learning Agreement. They can help you
Need an Internship
Syllabus? We’ve provided
an example developed by
the Internships Advisory
Committee on pages
14 to 15!
Page 12

13. understand - is the student showing up for work? Are they
completing projects? Have they communicated with you and
others promptly? Are they efficient? - A student’s work ethic
should impact their grade. (See pages 20 to 21 for information on the
employer evaluation).
• Ensure the student is communicating with you, and following up
with their academic responsibilities.
• Challenge the student by posing questions throughout the
internship - How did today help you get closer to your goals? How
can you see this internship
integrating with your coursework once you are back on-campus?
• Have students request feedback from the employer and reflect on the content during the middle of
their experience so there is time to make improvements.
• Remind them to check in with Career Services for additional support. Career Services also acts as an
avenue for internship experiences to be shared with the Hartwick Community. Encourage students to
share their experience through pictures, articles or something more creative!
After the Internship
• Beyond the academic content, ensure your student fully reflects on their experience. Did they meet
their goals? Yes, and why. No, and why? Did they grow professionally? Did they enjoy the working
environment? Is it what they thought it would be? Why?
• Lay out the next steps; Will they pursue another internship? In the same field, or something different?
Should they explore international intern-
ships? Is there a Hartwick program that
they are now ready to pursue?
• Keep encouraging professional growth by
informing them on all the skill-development
options we have on campus, such as TASTE
Networking Programs, and Off-Campus
Links.
• Discuss how their experience should appear
on their resume.
• And, keep referring them to Career Services
for additional support!
Challenge them to reflect
in the middle of their
internship! Ask them: ‘How did
today help you get closer to your
goals? How can you see this
internship integrating with your
coursework once you are back
on-campus?’
Have them get employer feedback
while there is time to improve!
Page 13

14. Example Internship Syllabus
Common Internship Syllabus
Course Title, Course Number and Section # (e.g., BIOL 203-6GH), J-Term or Spring 2015
Course description and Purpose: By bridging the gap between the academic world and the workplace,
internships provide opportunities for students to further their professional and personal development.
While performing an internship, students apply their academic skills and knowledge to a work setting and,
in turn, bring practical career experience back to the classroom. Internships also allow students to investi-
gate possible careers, develop connections with individuals in their field of interest, and reflect deeply and
analytically on their experience by completing associated academic elements.
Credit determination: Student interns must work a minimum of 40 hours for every one internship credit.
In other words, a one-credit internship requires a minimum of 40 hours at the work site and a three-credit
internship requires a minimum of 120 hours at the work site.
Faculty Supervisor:
(Name)
(Address)
(Contact information)
Common Learning Outcomes:
1. Skill development: Students will enhance/improve their communication, writing and presentation
skills; learn experimental techniques, etc.; apply concepts from the classroom to the work setting.
2. Career Awareness: Students will learn what it is like to work in a particular field, identify the type of
training and skill set one needs to succeed in this workplace; and the operating procedures for a partic-
ular organization/business.
3. Personal Development and Professionalism: Students will conduct themselves professionally in person,
via email, and over the phone; meet deadlines; manage time and prioritize tasks efficiently
Academic Learning Outcomes:
(to be developed by members of departments in and tailored to the student’s experience)
1. (First learning outcome here):
2. (Second learning outcome here):
3. (Third learning outcome here):
Page 14

15. Assessment:
A. Student grades (if applicable) will be issued by the faculty advisor and will be based on TWO
main criteria:
1. Workplace performance: based on written mid-term and final evaluations from the on-site
supervisor, and other communication between the faculty advisor (and, perhaps, other
communication between the two)
2. Academic component: involves reflection by the student on his/her work experience in terms of
the field of study. This will consist of a format and length negotiated by the faculty supervisor and
the student, and will be specified within the learning agreement.
B. Faculty internship advisors will exercise their judgment about how to weigh each of the above criteria
toward determining the student’s final grade. A breakdown is below:
Workplace performance:
Supervisor midterm and final evaluations _____%
Academic component:
Periodic reflective check-ins with faculty advisor _____%
Research/analytical paper _____%
Final presentation _____%
C. Expectations for the academic component (____%) of the internship are described below, and grades
will be based on the quality of these assignments:
1. Supervisor midterm and final evaluations: Your “on-the-job” performance at your internship
(based on input from your work and faculty supervisors) will be assessed using criteria including
professionalism, attitude and quality of work accomplished
2. Periodic reflective check-ins with faculty advisor:
3. Research/analytical paper:
4. Final project/presentation:
Want the word doc version? Email us!

16. Domestic Learning Agreement
The Learning Agreement (LA) is the first step for a student to register their internship for credit. It is
facilitated by Career Services, PSGE Center, and once all required steps have been completed by the
student they send the internship information to registrar.
A student must have been offered and accepted their placement at an organization before they fill out the
LA. Even if they are waiting for an offer, they may not fill out the LA as the employer will received an email
confirmation of the experience once the form is complete. This will jeopardize the student’s placement and
could cost them their experience.
You can find the LA online: http://info.hartwick.edu/psge/internshipLearningAgreement.asp
Purpose of the learning agreement
The LA is an agreement between Hartwick College, the student, and the organization to clearly articulate
all expectations of the internship. It ensures that all parties are aware of what a student needs to
accomplish to earn their additional credit; such as on-site projects and tasks, to research projects and
presentations. To sign the LA shows that a supervisor agrees to do what they can to ensure a student’s
success during their experience.
What is the first step in this process
Students will be handed the ‘Steps to Register for Credit,’ 1
and are instructed to approach a faculty
member in the department where they wish to earn credit. We inform the student that the internship
parameters will be decided through a conversation with this faculty supervisor.
Faculty role
While faculty supervisors make a majority of the decisions in regard to their student’s internship
requirements, the following information must be taken into consideration alongside each department’s
internship guidelines. Department Chairs will be informed of these guidelines, and can support their
faculty with the creation of an internship.
1 See instruction sheet on Page 6 for specific steps / details. Digital copies can be made available to you.
Page 16

17. The internship faculty supervisor;
• Dictates academic objectives, learning goals, and credit amount.
• Is the primary supervisor for the student during their internship.
• Decides if an employer evaluation weighs into the grade, and will request an evaluation from employers.
• Supports the connection between classroom prep and field-work experience.
Hartwick does not require that this faculty is;
1. A student’s academic advisor.
2. From the same major / minor as the student. 2
It is for these reasons that we require a student to fill out the Learning Agreement with the support of
their faculty supervisor. If a student fills out a Learning Agreement without your support or consent, you
may veto that agreement and ask them to fill out a second version with your guidance and expectations.
After the learning agreement is ‘submitted’
Once the LA is finalized and the student submits click ‘submit,’ an automatic email is sent to all parties
involved; department chair, on-site supervisor, internship advisor in Career Services, global advisor (if
required), and the faculty supervisor.
This email has a link asking for each supervisor to agree to the objectives in the LA. It takes them to a
hard-version of the form, asks the signer to check off their responsibilities, and to digitally sign the form.
What are they agreeing to? Turn the page to 18 and 19!
2 Some academic departments require that a student
must be of their major to received internship credit.
Looking for a step
by step? See page 9
for a the steps we give
students when they
have to fill out a
Learning Agreement.
Page 17

18. Page 18

19. Page 19

20. Employer Evaluation
It is highly recommended that you obtain an evaluation form your student’s on-site supervisor. This may be
the only way to assess your student’s professional performance. Grading expectations for internships often
base 10% or more on the employer evaluation.
Evaluations are a way to ensure your students are representing your department in a positive light and
keeping the door open to ensure opportunities for future students.
Evaluation questions address the on-site component of their experience:
Did they complete their responsibilities in a timely fashion?
Did they conduct themselves in a professional manor?
Did they show up on time and in the appropriate clothing?
If they failed to show up for work, but complete an informative research paper, was it really a valuable
internship experience?
Were their learning outcomes fully met?
Did they receive the experience and value an internship is meant to provide?
Did they meet the on-site components of their learning agreement?
Though not binding, this is a document they completed and signed.
How to collect an evaluation
How and when you collect this evaluation is up to you, as is the structure. Internships can be uniquely
shaped; they may start and end at times out of sync with the formal academic year. This way, you can
obtain what you need, when you need it.
Typical internship surveys are brief and targeted.
They are typically shaped as you see in the cream box to the right.
Further support from Career Services
For challenges with student performance or questions of conduct, please contact Kristin Bergene,
Internship Advisor. Kristin can also address queries related to the Learning Agreement and
nternship credits.
For challenges at the work place, with a student’s on-site supervisor, or with the type of responsibilities a
student is being asked to perform, please contact Kirsten Oehl, Internships and Employer Relations
Coordinator.
Page 20

21. Challenges on-site may include demands upon a student to spend all of their time on menial tasks or tasks
unrelated to their agreed upon internship responsibilities. Problems may also arise with feedback from
the student about inappropriate expectations or direct contact from a frustrated employer. Kirsten can
offer support and guidance or fully address such situations independent of the faculty member.
This is at your discretion.
Lead the way
The best internship opportunities come through faculty insight. Please feel free to approach Kirsten with
project ideas. She can reach out to existing partners with potential projects and a placement can be built
around an idea, rather than the reverse.
Additionally, if you have suggestions for potential partners (field contacts, department alumni, etc…) let us
help! Reach out to Kirsten and she can either take the contact details and roll with it, move forward once
you connect her, or merely support you as you touch base/reach out. Again this is fully at your discretion.
Page 21
2. ADDITIONAL COMMENTS,
both positive and negative
are welcome here.
Observations and feedback
will help support your intern’s
personal and professional
development.
This is, after all, a key
learning experience for them.
1. How did your intern meet expectations in the following area?
1 – did not meet expectations,
2 – met most expectations,
3 – met all expectations,
4 – exceeded expectations,
5 – greatly exceeded expectations)
• Degree to which intern met overall position objectives
• Work Ethic
• Quality of Work
• Oral Communication Skills
• Written Communication Skills
• Integrity
• Initiative
• Analytical and Problem Solving Skills
• Computer Skills
• Decision Making
• Interpersonal and Team Building Skills
• Personal Appearance (Match employers’ dress code)
• Dependability
• Timeliness (Show up on time, complete projects effectively)
• Overall Performance Rating

22. Career Services workflow and services
Career Services
Professional, Service and Global Engagement
PSGE Center Lounge, 1st Floor Golisano
CareerServices@hartwick.edu
Services provided to students
• Application Materials: Resumes, Cover Letter, LinkedIn
• Internships, Job Shadowing, Jobs
• International Internships / Experiences
• Mock Interviews: In-Person, Phone, Skype
• Professional Development Programs / Workshops
• Graduate and Pre-Professional School Support
• Informational Interviews with Industry Experts
• Career Support, Career Plans, Career Exploration
• Networking Support with Alumni and Employer Partners
• Senior and Young Alumni Support
If you have a student ask a question that isn’t included on this list, still send them in our direction.
If it has to do with their career path while in college, or once they graduate from Hartwick College,
we are here to support.
How can Career Services and Faculty Partner
• Off-CampusCourses: Such as, J Term Courses (Public History in NY), Spring Break Courses (Wick in Washington)
• Off-Campus Programs: To help students network, gain experience in the field (TASTE Boston, Local Links)
• Classroom Take-Over: Let us take over the classes you’d otherwise cancel for industry-specific content
• Employer and Alumni Partners: Cultivate and maintain positive employer relationships
• Employer and Alumni Visits: Bring employers to your class or additional sessions for student to network
• Internship and Career Fair: Bring your employer connections to the fair and require your students to attend
• InternshipPrograms:Create semesterly programs with local partners (Medical Internship at A.O. Fox Hospital).
• Industry Resume Requirement: Require your graduating seniors to meet with an advisor for a resume review
• International Experience Vetting: Send us international experiences, and we can vet them for you
• Internship Marketing: Help us share the hundreds of opportunities available to Hartwick Students
Interested in any of these partnerships options? Start the conversation with Melissa Marietta.
Have ideas different to the above list? Start the conversation by reaching out to Melissa Marietta!
Page 22

23. • Office hours, or by appointment
• Internship Advisory Committee Chair
• General Internship Advising for all Class Years
Office Hours: Thursday, 9 to 11 am
Melissa Marietta mariettam@hartwick.edu, x4047, GOL 117
Director of Career Services
• Office hours, or by appointment
• Rising Senior, and Senior-Year Internship Advisement
• Internship and Career Fair
Office Hours: Email for times
Kirsten Oehl oehlk@hartwick.edu, x4249, GOL113
Internships and Employer Relations
Kristin Bergene bergenek@hartwick.edu, x4944, GOL 111
Internship Advisor
• Office hours, or by appointment
• First-Year to Junior-Year Intrenship Advisement
• All Learning Agreement / Internship Registration
• Internship Platforms: WICKWorks, The Network
Office Hours: Email for times
To keep it simple, here’s the breakdown!
Internship Support Workflow
For all other workflow questions, email Melissa Marietta

24. Wickworks, The Network, and LInkedin
How to help Students find opportunities
We have access to multiple online tools where students can find internships. We have the advice on how to
use job boards to their advantage. Faculty are invited to have access.
WICKworks, powered by purple briefcase
WICKWorks, powered by Purple Briefcase, is ideal for
opportunities unique to Hartwick Students. It is
managed in-house by the Internship Advisor and is
reserved for opportunities with employer partners,
alumni, or other opportunities that are looking for
applications from Hartwick students.
Students are uploaded several times a year, which means they will only need to activate their accounts the
first time they log in with their Hartwick email account. From the homepage, they will click ‘New Student’
and follow the steps until they see the main dashboard. After graduation, students should change the
email on their account to their new professional email address.
Faculty are invited to use WICKWorks, though the creation of a ‘student’ account through the Career
Services office. This will allow access to all published opportunities. This allows faculty to directly guide
students who are looking for internships. It will also give faculty an understanding of Hartwick’s employer
partners, and to see the potential of which local
partners could be involved with classroom
projects.
If you would like access to your own account,
please reach out to Kristin Bergene, x4944. She
is available to meet with full departments, or
1-on-1, for training sessions.
The creation of a new account take seconds.
Looking for a guide on how to use WICKWorks?
Visit the Hartwick website and search:
‘WICKWorks.’ Instructional .PDFs have been
made available for students, faculty, and staff.
Page 23

25. The Network, LACN’s Internship and Job Database
The Network, powered by LACN, is a broader opportunities platform, managed by 37 selected Liberal
Arts Colleges, including Hartwick College. As they state on their website...
We direct students to use The Network to uncover opportunities across the nation. Just like WICKWorks,
Hartwick students are uploaded with their Hartwick email addresses. With The Network, they are
instructed to click ‘forgot password,’ to activate their personal accounts and begin the search.
LinkedIn
We train students on how to use LinkedIn to network with employers and alumni, but beyond these
important connections, LinkedIn can be used to apply for and search for opportunities. Once a student
has a solid and professional resume, we work with them to build their profiles on LinkedIn by copying and
pasting the content.
Once their ‘online’ resume is complete, we;
1. Train students how to find and network with alumni.
2. Train students on how to find job and internships with their LinkedIn profiles.
By clicking on the ‘Jobs’ tab on the menu, students are able to find postings by title, geographic location,
keywords, and more. This make is very simple to find a summer marketing internship in Portland, OR.
With this technique, students will also discover new organizations and companies in their fields that they
can pursue not only for undergraduate internships, but future postgraduate employment.
The Liberal Arts Career NetWORK (LACN) is a consortium of 37 top liberal arts colleges and
universities which maximizes knowledge, technology and resources in a collaborative way to
provide a competitive advantage to our liberal arts students and graduates in a global and
ever-changing marketplace.
The LACN job and internship database is the premier source for recruiting 200,000+
high-achieving students from these schools. It is a free and convenient way to market internships,
summer positions, and full-time jobs directly to qualified candidates who are actively searching
for these opportunities.” - http://liberalartscareers.org/ on July 19, 2016
Page 17
Page 24

26. Additional Guides through Career Services
Faculty Guide:
International Internships
If you would like the International Internship Guide,
please reach out to Melissa Marietta: mariettam@hartwick.edu
WICKWorks Manual
a .pdf of Wickworks manual can be found on the hartwick website.