Liberty UniversitySMGT 699 INTERNSHIPPORTFOLIO GUIDELINES.docx

Liberty University
SMGT 699 INTERNSHIP
PORTFOLIO GUIDELINES
The following outline is intended to provide you with the
guidelines for your internship. Although the focus of each
student is primarily oriented to accomplishing the tasks and
responsibilities assigned by each host organization, the
following guidelines represent the writing and reporting
requirements, which need to be submitted in the final week of
the semester in order to receive a final grade for the experience.
The specific due date will be provided in Blackboard. Students
are required to create a portfolio (word documents and/or excel
spreadsheet). This submission will satisfy the “culminating
experience” requirement by Liberty University in order to
successfully complete graduate school.
INTERNSHIP FINAL REPORT:
This Report/Portfolio will be due during the final week of your
internship and includes the following requirements for
acceptance.
A. Length and Format: This report shall be as long or short as
necessary to communicate the required information, Times or
Times New Roman font size 12 pt. should be used. Feel free to
include charts and supporting material that may be provided in
an attached appendix.
B. Place and Date of Submission: ONLY an electronic copy of
the final report should be submitted via Blackboard. Faxed

reports will not be accepted. Do not mail a paper report.
C. Optional Revisions of Final Report: A student has the option
of submitting the Final Report to the professor no later than
Week 12. If an internship report is deemed unsatisfactory for
any reason, it will be returned to the respective intern for
revisions and modifications. Presentation and factualness of
data, spelling, and grammar will be reviewed carefully and may
result in required revisions. This report should be treated as a
business report which will be evaluated and will be available
for community review by faculty, staff, and students. If no
revisions are necessary, the report will be accepted as final.
STRUCTURE OF FINAL INTERNSHIP REPORT
An internship final report should be structured to include the
following sections and subsections.
I. THE ORGANIZATION:
A. Overview of Host Organization: Briefly describe the type of
organization in which you worked and where/how it fits into the
sport industry (e.g., local, regional, national, or international).
Please include its primary constituencies and the primary nature
of its operations (i.e., goods or services). Briefly describe the
major purposes of the organization including its mission, goals,
and strategic objectives. Please include any relevant
promotional brochures and any other pertinent information that
describes the work of the host organization. The data might
include any strategic documents such as an annual report and/or
strategic management plans.
B. Structure and Personnel of Host Organization: Briefly
describe the organizational structure and its effectiveness with
regard to management philosophies, leadership and management
styles, and its relationships with its principle governance

structures and alliances (e.g., league, governing body,
federation, professional association, granting authority/agency,
etc.). Please include an organizational chart. Also, please
include as part of your analysis, how and who within your
organization evaluates personnel. How are people hired, fired,
and promoted? What are the ranges of salaries for full-time
employees within this organization (if available)? What is some
typical lifestyle issues that employees and managers in this
organization face (e.g., travel, commute to work, stress,
extended hours, difficult physical working environment, etc.).
C. Budget and Financial Aspects of Host Organization: Identify
as specifically as possible, the tax status of your organization
(profit v. non-profit) including its federal tax-filing category
(i.e., a 501 (c) 3 or S corporation). Briefly describe the reasons
why this organization has its specific tax designations including
the benefits and liabilities of such designations. What are the
major sources of annual revenue for your organization and what
are its corresponding major categories of expenditures? What
limits or restrictions might be levied on this organization with
regard to revenue development including fundraising? Please
provide approximate percentages of the sources and categories
of revenues and expenditures per year. Briefly describe the
current and future growth projections of this organization with
respect to its size and profitability/revenue.
D. Legal Issues Faced by Host Organization: Please describe the
primary types of legal issues faced by your host organization
including who provides the legal services for this organization
and what type of insurance is necessary to limit the risks
involved in the primary activities of the organization. What are
some examples of legal issues that this organization
(specifically) and its segment of the industry has or is currently
facing. Please describe your organization’s risk management
plan including any specific procedures that are designed to
mitigate these legal risks/issues.

E. Ethical and Social Justice Issues Facing Host Organization:
Please describe the critical, ethical, and social justice issues
faced by this organization including some examples of ethical
issues that this organization (specifically) and its segment of
the industry has or is currently facing. Please describe what
policies and procedures are in places that are designed to
mitigate these ethical concerns and how effective they have
been. Who is responsible for affecting these policies? Ethical
concerns might include issues of discrimination, sexual
harassment, environmental hazards, cheating or disregarding
professional standards, and alcohol/substance abuse.
F. Use of Communication/Information Technology by Host
Organization: Please describe the primary modes of
communication and information technology utilized by your
sponsor organization. Include in your analysis the type and
nature of use of the various technologies employed by this
organization and its effectiveness in linking staff, key
constituents, and significant stakeholders that the organization
must communicate with. For example, what types of
telecommunication devices are used by staff outside the office
(e.g., cell phones, pagers, laptop computers with modems, palm
pilots, etc.)? What are the primary types of computer hardware
and software used by your host organization? Does your
organization rely heavily on e-mail? Does your organization
have a Web site and are they involved in e-commerce?
G. Marketing and Promotional Strategies of Host Organization:
Please describe how (i.e., staffing and operations) and to what
extent your host organization markets and promotes itself? What
are the organization’s target markets/key constituencies? What
specific strategies and resources does your host organization
utilize in its marketing and promotions efforts? How
sophisticated are its approaches to key audiences (i.e.,
customers, members, etc.)? In what ways were you involved in

this outreach? What would you recommend to improve its
marketing and promotions efforts?
II. YOUR INTERNSHIP EXPERIENCE:
Please detail your internship responsibilities being as specific
as you can. Describe the most significant areas of knowledge
and/or skills that you feel you acquired or expanded during your
internship. What were the most positive features of your
internship experience? Describe your relations with the staff at
the host organization including other interns (if any). How
would you characterize this organization’s human resource
approach to its employees? What were the limitations of your
internship experience? In what ways did you meet your learning
objectives?
Would you recommend this organization to a future intern from
Liberty University? Why or why not?
III. THE FUTURE: Please describe your career plans for future
employment including a summary of the type of jobs and career
outlook in your chosen industry segment. How do you feel your
internship will/has assist you in obtaining employment in the
sport or other industry? What suggestions to you have for future
students seeking employment in a sport management position in
the industry segment you are interested in? What strategies or
ideas do you have for the future direction of the academic
aspect of the sport management program at Liberty University
(i.e., types of courses, style/type of instruction, practicums,
etc.)? Finally, please email an updated resume to your professor
to keep on file.
The Journal of Social Psychology, 1968, 74, 251-258.
EXPERIMENTS ON FACTORS RELATED TO SELF-

CONCEPT
CHANGE*
Department of Sociology, San Francisco State College
JOHN W . KINCH
A. THEORETICAL FRAMEWORK
The Cooky-Mead formulations concerning the self-concept are
primarily
focused on the relationships between other persons' responses to
an individual
and his conception of himself. More specifically, they argue
that a person's
conception of himself comes about as a result of the way he
perceives the re-
sponses of others toward him [Cooley's "looking-glass self" (5)
and Mead's
"taking-the-role-of-the-other" (14)] . This, they aver, is
particularly impor-
tant, since the way the individual sees himself (his self-concept)
has the func-
tion of directing, or influencing, the way he will behave.
This approach has had wide acceptance among social
psychologists, but not
without some reservations. The vague concepts and general
propositions make
its application very difficult. However, when the basic ideas are
used as a gen-
eral framework from which more specific statements are
developed, the theory
IS most fruitful. These extensions or elaborations are not
necessarily derived
from the theory in a logical sense, but are intervening claims

that reduce the
generality or abstractness of the framework and bring it
conceptually closer to
the specific phenomena it purports to explain.
In the study reported here, previous work on one of the
propositions is used
as a framework from which specific hypotheses are developed
to be tested. The
proposition may be stated as follows: The individual's
conception of himself is
based on his perception of the way others are responding to
hi?n. There is am-
ple research evidence supporting this general relationship
between individuals'
perceptions of others and their self-concepts. However, few
writers in this tra-
dition have paid specific attention to how this process works. It
is obvious that
the theorists are not arguing that every time a new response is
directed toward
an individual there will be a corresponding change in his self-
concept. What is
needed is an expansion of this general proposition so that the
relationships are
made explicit. The basic question seems to be: Under what
conditions do the
• Received in the Editorial Office, Provincetown,
Massachusetts, on December 14
1966. Copyright, 1968,. by The Journal Press.
251

252 JOURNAL OF SOCIAL PSYCHOLOGY
perceptions of the others' responses have an effect on the
individual's self-
conception?
The theoretical framework and what evidence there is available
in the liter-
ature suggest that the effect of perceived responses on the self-
concept is a
function of a series of factors involved in interpersonal
contacts. They are (a)
the frequency of responses in the course of these interpersonal
contacts, {b)
the perceived importance of the contacts, (c) the temporal
proximity of the
contacts, and (d) the consistency of the responses resulting from
the contacts.
It should be understood that each of the hypotheses that follows
is preceded by
an implied "other-factors-being-equal."
1. Hypothesis 1 {Frequency)
The more frequently the individual perceives others as
responding toward
him in a particular way, the more likely he is to align his self-
concept with the
perceived responses.
Although very little attention is given to the direct test of this
notion, there
are many studies that implicitly do so. For example,
experimental studies have
for the most part given the subjects specific ratings or
evaluations which, in

effect, increase the frequency of these responses, thus indirectly
testing this
hypothesis (4, 9, 13, 17).
2. Hypothesis 2 (Importance)
The more important the individual perceives the contact
between himself
and the others to be, the more likely it is that the individual's
perceptions of
the responses of the others will be used in defining his self-
image. It is widely
accepted that contacts with "significant others" are required
before the indi-
vidual's self-concept will be affected. These "significant others"
may take the
form of prestigeful persons (experts) or of personal
acquaintances (friends).
However, the research evidence available is not completely
consistent on this
subject (4, 10, 11).
3. Hypothesis 3 (Temporal Proximity)
The individual's concept of himself is a function of (a) the
earliest evalua-
tions he receives on a particular attribute and (b) the most
immediate evalua-
tions. This hypothesis has two parts. First, it is contended that
the first con-
tacts which the individual perceives as favoring a particular
self-concept are of
extreme importance. Self-conceptions that develop in early
childhood are likely
to persist throughout life. No direct evidence is available on
this hypothesis,

but there is considerable indirect evidence when one considers
the selective as-
JOHN W. KINCH 253
pect of early evaluations. If tbe author's basic contention is true
that tbe re-
sponses of others are used in the original formation of the self-
concept, tbere is
ample evidence in the literature to suggest that persons choose
friends and join
groups which they perceive as evaluating them congruently witb
their percep-
tion of themselves (2, 3, 8, 15). Therefore, once an individual
develops a con-
ception of himself, he will interact as much as possible witb
others wbo will
reinforce this conception for him. The second part of
Hypothesis 3 suggests
that those most immediate contacts are important in
understanding tbe indi-
vidual's self-concept at any given time. Almost without
exception those studies
which have compared perceived responses of others to self-
concepts have dealt
with responses of others in tbe immediate situation (7, 16). In
one study that
directly confronted this issue, it was found tbat the most
exaggerated changes
were observed immediately following the experiment. However,
some signifi-
cant change still remained six weeks following the experiment,
whicb suggests
some lasting effects (9).

4. Hypothesis 4 {Consistency)
The more the individual perceives a consistent pattern in the
responses of
others, the more likely he is to let this affect his self-concept.
B. RESEARCH DESIGN
The researcb presented here empirically evaluates certain
aspects of the hy-
potheses suggested above. It employs a series of experiments—
each following
the classical design with before and after tests on both
experimental and con-
trol groups. The dependent variable concerns changes in one
aspect of an in-
dividual's self-concept and the independent, or experimental,
variables consist
of the "factors" (frequency, importance, temporal proximity,
and consistency)
wbicb are varied, one at a time, in the experimental situations.
In the present study tbe notion of the self-concept is defined as
the organiza-
tion of qualities which the individual attributes to himself.
Although this self-
concept is "organized," it cannot be measured on a single
continuum of self-
regard (as many social psychologists have used the concept),
but must be
analyzed in terms of individual attributes or clusters of
attributes. There
seems to be substantial evidence for this contention (1, 6, 13,
17). In the pres-
ent study, subjects were required to evaluate themselves on

several descriptive
objectives by use of a seven-point scale. Rather than attempt to
accumulate
these self-evaluations, the investigation concentrated on one
adjective "leader-
ship."
As in other experimental studies of the self, the subjects were
asked to eval-
uate themselves before and after they were involved in an
experimental situa-
tion. In the set of experiments, conditions were varied in order
to demonstrate
the effect of those factors which the hypotheses suggest should
influence self-
concept change. In order to specify the procedure more clearly,
a detailed de-
scription follows: Each experiment followed a design whereby
all participants,
with one exception, were confederates of the investigator.
During the activity
in the experimental setting, the one naive student was assigned
a position of
leadership and was required to direct the others. On completion
of this activity
the confederates were presented to the naive subject as students
who were ex-
perts in organizational dynamics, all having taken advanced
courses on the
subject. They were then asked by the investigator to rate the
naive subject's

performance as a leader. This was done according to a
prearranged system,
independent of the subject's actual performance. The ratings
were communi-
cated by the verbal response of each confederate and were
marked on a scale
on the blackboard in front of all the participants. The
confederates were pre-
instructed to perform the task reasonably well regardless of the
naive subject's
orders, so that the prearranged ratings did not appear out of
line.
Four variations in the confederates' ratings made up what were
called "ex-
perimental conditions" and were designed to test several of the
hypotheses. In
Experimental Condition 1, each subject was rated favorably by
all experts
with very little variation in ratings. In the second condition
(E.C. 2) each
subject was involved in two sessions, thus doubling the number
of evaluations
which they received. Experimental Conditions 3 and 4 followed
the same pat-
tern as E.C. 1, except that in E.C. 3 only five confederates were
used and a
sixth rating was given by the investigator conducting the
experiment, and in
E.C. 4 the six ratings were more dispersed and less consistent
than in E.C. 1,
although the average ratings were the same for both. These
categories were
compared with a control group: a matched category of students
who did not
participate in the experiment.

All the prearranged ratings were higher than the individual had
rated him-
self before the experiment. The question of the consequence of
lower ratings
was not examined. In a limited experiment in which negative
ratings were
given a number of subjects, the results seemed to suggest that
these ratings
were even more influential in changing self-concepts than were
the positive
ratings. However, for ethical reasons this study was limited to
only a few stu-
dents and was not continued after the first responses were
considered (12).
About half of the naive students were interviewed and
questioned about their
impressions of the experiment. Although there were several
reasons for these
interviews, one major concern was with establishing some idea
of the subjects'
JOHN W. KINCH 255
perception of the ratings they were given. Since the theory
suggests that it is
the way the individual perceives the responses of others that
changes his self-
concept, it was felt that the investigators must make certain that
the favorable
ratings which were given the subjects were perceived as such.
The difficulty of setting up an experiment that would test the
hypotheses of

this theory is apparent. The experimental situation had to be
somewhat artifi-
cial. The ratings were rather formal compared with the ratings
that one gets
in everyday life. The student participation in the experiment
took a relatively
short time (10 minutes). Four to five weeks elapsed between the
before and
after tests. During that time these freshmen in college were
experiencing many
other situations relevant to their self-concept. For these reasons
the sensitivity
of the experiment and its significance for the respondents was
seen as one of
the major problems to be dealt with in the research presented
here. Several de-
vices were employed to increase the significance of the
situation for the sub-
jects. The subjects were required to work with the other
members of the ex-
periment "as a team," and it was this "team" that rated them. In
other
experiments of this type, the subjects were rated by someone
(expert, stranger,
or friend) who was not engaged with them in the experiment. In
the inter-
views, the subjects indicated considerable concern over what
ratings they re-
ceived and considered the ratings as favorable. This suggests
that the others in
the experiment were significant to them.
The problem of sample size is particularly difficult in this type
of design,
since, for each subject, there must be a separate experiment,
plus complete be-

fore and after test information. When the total number of cases
is divided into
four experimental conditions and a control group, the number of
cases in any
one condition is likely to be cut seriously low. This was the
case in the present
study, which started with 105 subjects, 21 assigned to each of
the four experi-
mental conditions and 21 to the control group. Some of the
disadvantages of
the small numbers were reduced by precision matching and
randomization of
assignments.
C. RESULTS
By comparing before-after changes in self-concept ratings on
leadership for
the subjects in each of the conditions, evidence is brought to
bear on at least
part of three of the four hypotheses mentioned above. The
complete results are
reported in Table 1.
There are several ways in which these data may be applied to
Hypothesis 1.
In this hypothesis it is suggested that the more frequently a
person perceives a
particular type of response directed toward him, the more likely
he is to use
TABLE 1

MEAN SELF-RATINGS ON LEADERSHIP BEFORE AND
AFTER EXPERIMENTAL EVALUATIONS
BY EXPERIMENTAL CONDITIONS
Experimental
condition
E,C, 1 (Standard)
E,C, 2 (Repeat)
E,C, 3 (Importance)
E,C. 4 (Dispersed)
All experimental
conditions
Control group
N
19
18
19
15
71
21
Before
M
4,26
4,28
4,26
4,20
4,25

4,29
SD
1,02
1,04
1.12
1,11
1,07
1,16
After
M
4,63
5,28
4,89
4,80
4,90
4,52
SD
,93
,73
,73
.83
.83
.96
Before-after
differences

M
.37
1,00
,63
.60
.65
.23
mu
.98
1,15
.74
.92
.99
.75
t
1.59
3,57**
3,62**
2,36*
5,45**
1.42
Note: All tests are one-tailed. The t's above refer to the
difference between the
before and after means of dependent samples,

» p< .05,
** # < ,01.
that response in changing his self-concept. Since all those
taking part in the
experiments had a particular type of response (favorable ratings
on leader-
ship) directed toward them, we can assume that "on the
average" this group
has had more of this type of response than the control group.
Therefore, one
test of the hypothesis is a simple comparison of those in the
experimental
groups with those in the control group. The results are in the
expected direc-
tion with mean changes of +.65 of a unit on the rating scale for
those in the
experimental groups (2V = 71) and only --.23 of a unit for the
control group
{N = 21). The difiEerences between the two changes are
statistically signifi-
cant at the .05 level of significance {t = 1.76, difference
between independent
mean test).
A more refined test on this hypothesis involves comparing those
in E.C. 2
with those in E.C. 1 and the control group, since the subjects in
E.C. 2 had
more of a particular type of response directed toward them than
did the sub-
jects in E.C. 1. The results support the hypothesis. Those who
performed
under E.C. 2 showed a mean change in their self-conceptions of
one complete
unit on the rating scale, while those in E.C. 1 changed only .37

of a unit.
This difference is statistically significant {t = 2.29, difference
between inde-
pendent mean test).
From Hypothesis 2 (Importance) it was felt that the added
prestige of the
investigator's rating in E.C. 3 would lead to greater changes
than in the com-
parable E.C. 1. Here the results are in the expected direction;
however, the
difference between the two experimental groups was small and
not statistically
significant (means of .37 and .63 for E.C. 1 and 3,
respectively—t = .93).
Hypothesis 4 suggests that the consistency of responses is
important and
JOHN W. KINCH 257
would lead to the expectation of a greater before-after
difference in E.C. 1
than in E.C. 4. Here the results show just the opposite. Those
students who
were given about the same ratings by all the raters changed less
than those
subjects who were given more dispersed ratings (mean changes
of .37 in E.C.
1 as compared with a change of .60 in E.C. 4) .
D. SUMMARY
The study described here is one in a series of studies proposed

by the author
designed to vary systematically factors relevant to changes in
self-conceptions.
Although experimental studies of this type are hampered by the
several diffi-
culties apparent in this report, the valuable manipulative power
that the inves-
tigator has over his variables allows crucial tests which could
not be accom-
plished by other methods. The need for systematic empirical
support or
investigation of social psychological theory is recognized by
all. This study has
attempted to provide that tj'pe of support for the Mead-Cooley
notions about
the self-concept.
REFERENCES
1. AKERET, R. U. Interrelationships among various dimensions
of the self concept.
J. Counsel. PsychoL, 1959, 6, 199-201.
2. BACKMAN, C. W. , & SECORD, P. F. The effect of
perceived liking on interpersonal
attraction. Hum. Relat., 1959, 12, 379-384.
3. . Liking, selective interaction, and misperception in
congruent interper-
sonal relations. Sociometry, 1962, 25, 321-335.
4. BERGIN, A. The effect of dissonant persuasive
communications upon changes in
a self-referring attitude. / . Personal., 1962, 30, 423-438.
5. CooLEY, C. H. Human Nature and the Social Order. New

York: Scribner, 1902.
6. COUCH, C. Family role specialization and self-attitudes in
children. Sociolog.
Quart., 1962, 3, 115-122.
7. DAVIDSON, H . H., & LANG, G. Children's perceptions of
their teachers' feelings
toward them related to self-perception, school achievement and
behavior. J.
Expcr. Educ, 1960, 29, 107-118.
8. DiTTES, J. E. Attractiveness of group as a function of self-
esteem and acceptance
by group. J. Abn. & Soc. PsychoL, 1959, 59, 77-82.
9. HAAS, H . L., & MOEHR, M. L. TWO experiments on the
concept of self and the
reactions of others. J. Personal. Sf Soc. PsychoL, 1965, 1, 100-
105.
10. HARVEY, O. J., KELLEY, H. H., & SHAPIRO, M . M .
Reactions to unfavorable eval-
uations of the self-made by other persons. J. Personal., 1957,
25, 393-411.
11. KENNEDY, J. L., & LASSWELL, H. D . A cross-cultural
test of self-image. Hum.
Organization, 1958, 17, 41-43.
12. KINCH, J. W. The manipulation of subjects in experiments.
Unpublished paper
presented at the Pacific Sociological Association Meetings,
Vancouver, British
Columbia, Canada, 1966.

13. MAEHR, M., MENSING, J., & NAFZGER, S. Concept of
self and the reaction of
others. Sociometry, 1962, 25, 353-357.
14. MEAD, G. H . Mind, Self, and Society. Chicago, III.: Univ.
Chicago Press, 1934.
15. REESE, H , W . Relationships between self-acceptance and
sociometric choices,
J. Abn. Sf Soc. Psychot., 1961, 62, 472-474.
16. RosENGREN, W. K, The self in the emotionally disturbed,
Amer. J. SocioL, 1961,
66, 454-462.
17. ViDEBECK, R. Self-conception and the reaction of others.
Sociometry, 1960, 23,
351-359.
Department of Sociology
San Francisco State College
1600 Holloway Avenue
San Francisco, California 94132
Johnson 12

Internship Portfolio
Athletic Director Intern Mesa Community College
Marquail Johnson
Liberty University
I. Mesa Community College Athletic Department:
Mission Statement
The mission of Mesa Community College Compliance Office is
to insure that the Athletics Department complies with the
LETTER AND INTENT of National Junior College Athletic
Association (NJCAA), Arizona Community College Athletic
Conference ACCAC, and Maricopa District Athletic Council
DAC rules and regulations. Honesty, integrity and accuracy of
interpretations are our highest priorities. The Compliance
Office staff will monitor the recruitment, admission, academic
progress, eligibility and financial aid of all student-athletes.

The staff will also conduct an extensive rules education
program for coaches, staff, student-athletes, prospective
student-athletes and boosters annually. The Compliance Staff
will attend regional and national seminars to continually
improve the effectiveness of its athletic department. When a
violation does occur, the institution will self-detect, self-
investigate and self-report in a timely and thorough manner
Vision
Academic success achievement is the highest priority for
Mesa’s athletics student success program. Working
collaboratively with our academics division, student affairs
division and community. The student success program strives
to provide innovative and comprehensive services to our
student-athlete achievement in transferring to four-year
institutions.
Values
Learning - MCC champions individual student success that
reflects the highest academic standards.
Innovation - MCC delivers cutting-edge instruction and service.
Service Excellence - MCC makes a positive difference in the
lives of our students, community members, and each other
through meaningful relationships.
Integrity - MCC upholds the highest standards of ethics and
public stewardship.
Individuals & Community - MCC encourages active citizenship
and embraces the diversity of people and ideas.
Student Athletes Learning Outcomes
MCC's 4Cs:
Communication- The purposeful development, expression and
reception of a message through oral, written or nonverbal
means.
Critical Thinking- The mental process of effectively

identifying, determining, gathering, evaluating, and utilizing
resources to innovate and/or to accomplish a specific task.
Civic Engagement- Encompasses actions to promote the quality
of life in a community, through both political and non-political
processes.
Cultural and Global Engagement- Encompasses the awareness of
cultural systems, events, and creations and an ability to apply
this cultural and global awareness to human interaction and
expression.
History
In 1963 Mesa operated as an extension campus of Phoenix
College were Dr. John D. Riggs, known as the father of Mesa
athletics, appointed Executive Dean. Riggs cared so deeply
about athletics that he made it a point to attend as many events
on campus as possible and even travelled on the football team
bus occasionally to away games. Dr. John D. Riggs, appointed
Dr. Theo J. Heap in charge of building a successful athletic
program. While Athletic Director he was also Associate Dean of
Students. He also took on the role of Dean of Admissions for
one year, Dean of Administrative Services for two, and
eventually President of the college for eight years. Fittingly, his
name adorns MCC's gym. Heap's influence extended far from
the Mesa campus. He played a major role in NJCAA executive
affairs as Regional Director, Treasurer, and eventually President
of the organization. For his efforts he was inducted into the
NJCAA Hall of Fame. When he relinquished the position of
Athletic Director to Carvel Jackson ten years later, Mesa had
won an amazing 14 NJCAA national championships, all at the
Division I level.
The pioneer of women’s athletics is the great Dr. Kaye
McDonald. Dr. Kaye McDonald began teaching at Mesa in
1966, just about the time athletics of any sort were beginning.
While she coached the basketball and tennis teams, far more

important was her role as an administrator. Initially, she was
Director of Athletics for women's sports, at a time when the
men's and women's programs were administered separately.
However, her role didn't stop there. She, and the women's
Athletic Directors from Phoenix College and Glendale CC,
developed programs for the entire Maricopa County Community
College District. Her efforts went even farther, especially in
basketball. She served on the National Basketball Rues
Committee that helped modernize the women's game by
switching to the five-player format that brought the game out of
the old six-player rules where players could not cross half court.
McDonald was also the Junior College representative to the
Association for Intercollegiate Athletics for women (AIAW),
the predecessor of the NCAA, which did not recognize the sport
until 1981. The NJCAA actually superseded the NCAA by
sponsoring a women's national championship beginning in 1975.
On campus, she served as the Dean of Student Services and
Director of Development. Outside of MCC she also became the
Regional Representative to the NJCAA when that organization
was creating its programs for women's sports.
Athletic competition commenced at MCC in 1966 with teams
known as the HoKams, honoring the ancient Indian tribe that
first developed the Salt River Valley. Records indicate that
men's basketball, track and field, and baseball began
competition in 1965-66, although the football stadium and gym
were not dedicated until 1969. Men's tennis joined the fold in
1966-67 and football in 1967. By 1968 MCC became a member
of the National Junior College Athletic Association (NJCAA),
enabling athletic programs to compete on the national level.
Eighteen National Championships and more than 83 Conference
Titles won since 1968. For the last 10 years the Athletic
Director has been John Mulhern, under Mulhern Mesa
Community College won 3 National championships 2014 Men’s
baseball and Women’s Basketball 2017 Men’s Golf give MCC a
total of 20 National Championships in its school history.
Organizational Structure

University President: Lori m. Berquam
Athletic Director: John Mulhern
Assistant Athletic Directors: Mike Lavella and Sherman Forbes
Student Athletes Support: Ontonio Ballard. Willie Young,
Spencer Peterson, Chenelle Jones,
Coaches: Tony Cirelli- Baseball; Sam Ballard- Men’s
Basketball; Brian Ronan- Men’s Soccer; John Guerrero- Men’s
Golf and Women’s Golf; Feroz Rast- Men’s Tennis and
Women’s Tennis; Grady Moorhead- Softball; Steve Jacobs-
Track & Field; Kori Stephenson – Women’s Basketball; Drew
Guarmeri- Women’s Soccer; Megan Taylor-Women’s
Volleyball; Dan Pescador- Cross Country
University President: (Salary $239,787) Primary responsibilities
are providing vision and direction for the planning and
operation of the college; serving as MCC's ambassador and
advocate; and aligning the college's strategic priorities with the
shared transformation of the Maricopa Community Colleges
student experience.
Athletic Director: (Salary $80,000- $100,00) Generally oversee
all aspects of an athletic program, including hiring coaches,
scheduling, budget preparation, promotion, compliance, and
facility management.
Coaches (Salary $60,000-$70,000): Coach, recruit, develop,
organize, fundraise, and direct all facets of intercollegiate
programs at Mesa CC, Recommend and administer budgets,
supervise Assistant Coaches, Be knowledgeable of transfer and
eligibility rules concerning NCAA, NJCAA and NAIA, and
abide by all institutional, district, ACCAC, Region 1 and
NJCAA rules and regulations
Student Athletes Support; (Salary $40,000- $50,000) Advises
student athletes on enrollment and support services (admissions,
course program requirements, registration procedures and
financial aid processes); uses software to track program
requirements. Acts as a liaison between academic department
faculty, advisor, coaches and athletic director.
Budget and Funding

Mesa Community College competes in 18 sports and has a total
of 401 student athletes 283 men and 118 women. Men’s Sport
Mesa Community College spent $559,016 on men's teams and
received $561,516 in revenue. On average, Mesa Community
College gave male athletes $264 in sports related student aid.
There are 9 head coaches for men's teams. On average they
make $24,748. They are supported by 22 assistant coaches who
earn $1,785 on average. Mesa Community College spent
$390,837 on women's teams and received $393,337 in revenue.
On average, Mesa Community College gave female athletes
$527 in sports related student aid. There are 9 head coaches for
women's teams. They make, on average, $24,748. They are
supported by 15 assistant coaches who earn, on average, $1,342.
Total Sports related Revenues is $1,476,1512 and Total Sports
related expenses is $1,476,512 give MCC a net of $0
II. Internship Experience
Internship Responsibilities:
• Assist in Mesa Community College Early Alert Grade
Check Program.
• Created an Alumni Interaction Forum.
• Assist with all home athletic games/ Game Management.
• Assist in creating the Student Athlete Leadership Program
at Mesa CC
• Assist in the development of Mesa CC athletic bridge
program that will help transition Student Athletes into four year
institutions.

Assist in Mesa Community College Early Alert Grade Check
Program: During the first two week of the internship I worked
closely with student athlete support and academic advising
making sure all student athletes were registered and enrolled in
classes for the 2020 spring semester. Myself and the student
support team would choose between 2-3 athletic program calling
each student into the office and working with them to get
registered for classes, helping the student athletes order their
books, and setting up their student portal where they can sign
up to use resources like the computer lab, set schedule meeting
with their instructors, and request tutoring if needed. During my
meeting with the student athletes I introduced myself as an
Intern and offered to be a mentor to the student athletes letting
them know I was once in their shoes.
Also, during the first couple of weeks I was task to do four
introductory Power Points and present them to all MCC’s
student athletes a present to two teams a day. Those Power
Points were; Money Management, Time Management, Text
Anxiety and Supportive Resources on campus; Money
Management was a power point that was giving student
information on how to save as a student athlete while at MCC
and when they transition to a four year University. Time
Management explained how athletes can use their time training
and being a student. In this power Point I broke down a student
daily school and had the student make their own after the
presentation. Supportive Resources help to locate where they
can find the resources on campus and gave students phone
numbers and emails address for each resources. Test Anxiety
power point explain the meaning of text anxiety and ways the
student can overcome text anxiety.
Created an Alumni Interaction Forum: During this portion of the
internship I worked directly with the Athletic Director John
Mulhern and Assistant Athletic Director Chenelle Jones
reaching out to alumni of MCC’s Athletics sending post cards

letting them know we are thingking of them and appreciate them
being a Mesa Thunderbird athlete while they were a student at
MCC. Also we sent offers for them to come to games and get
introduced and celebrated by today’s fans and athletes. Great
experience seeing a school reach out to every alumni wanted
them to continue to be a part of the Thunderbird legacy.
Assist with all home athletic games/ Game Management: The
best experience of the Internship, I was able to work with
Assistant Athletic Director Mike Lavella. Mike was very hands
on in showing me the ropes on games days for athletic events
like; Men’s Basketball, Women’s Basketball, Softball, and
Baseball. Mike may sure I was involved every step of the way
with game day preparation. To start off we did gym or field
maintenance msking sure it’s safe for the athletes to play on.
Next we made sure all player had their uniform at their lockers,
Form there we made sure we had a checks and deposit slips so
we can pay everyone that involved in the event from the
referees/umpires, the announcers, broadcaster, to the score
keeper. Mike showed me how to write up each invoice and how
it’s important to get all signature from everyone involved the
last person to sign off everything is Athletic Director John
Mulhern. At the end of the sporting event we made sure gym or
field was clear and clean and the players locker room also
Assist in creating the Student Athlete Leadership Program at
Mesa CC/ Assist in the development of Mesa CC athletic bridge
institutions: These two project were special to me I worked with
Student Support Chenelle Jones on creating a program
Leadership program for student athletes. We were only midway
finished with the two programs before Covid-19 happen. These
programs were special to me because Chenelle Jones Allow me
to have input in the programs. Chenelle Jones was a former
football coach for the college before the state of Arizona took
away football from all Junior Colleges because of state wide
budget cuts. The way me and Chenelle work together was like a
coach and his star athlete. We worked really well together. As,

a former student athlete I was very familiar with going to school
and not having guidance because of my first time away from my
parents. I was going to use these programs as a way to mentor
the player on ways they can become better student athletes and
making a smooth transition to four year Universities. Once
covid-19 is over I plan on meeting up with Chenelle Jones and
finish this outside of being an intern for the college.
Student Check-in Covid-19: Once Covid-19 happen all student
athletes had to transition to online classes. John Mulhern and
Student Support created a way I can still get some of my
internship hours by having me check up on all student athletes
on time a week. It took maybe two hours a day check-in with
student seeing how well they are adjusting to online classes and
helping them with support if the need it. Also I use this time as
a way to connect with those student athletes that had gotten
their seasons cancelled because of Covid-19. I offered support
to those seniors that were hoping to finally get recruited again
and transferring to a four year University. I spoke with them the
most because they were the athletes that Covid-19 affected the
most.
Take Away: My overall take away from this internship
experience was it became a great experiences for me and my
future career as an Athletic Director. Even though it was cut
short because of Covid-19 I built relationships with people that
are well respected at the Junior College level here in Arizona, I
was told I left a lasting impression on the Athletic Department
in my short time. John Mulhern and Chenelle Jones has written
Letter of Recommendations for me and told me to let them
know the first time I have an interview with any local school
because they will speak to that hiring manager on my behalf. I
learned so much in my short time at Mesa Community College
and the Athletic Department treated me like their own. I will
recommend working at Mesa Community College’s Athletic
Department as an Intern to anyone looking for an internship
because, during the process of looking for an intern I was new
to Arizona did not know the area and most colleges/Universities

when asked about a possible internship told me it was only for
their students. MCC never had an intern and took a chance on
me. They created the internship for me and now will create a
program so they can have intern every semester if needed.
III: Future
My career path currently is to look for available Athletic
Director position at the High School or College level here in
Arizona I will also look outside the state. The best piece of
advice John Mulhern had told me was “Never be afraid to get
uncomfortable in this field, never be afraid to travel to another
states to get what you want.” This internship and being a former
student athlete has prepared for a career as an athletic director.
It prepared me on ways to connect with my staff/ coaches and as
an athletic director I want to be a resource for the Student
Athletes. Most athletic director I know only focus on the day to
day business of the school athletics but I want to take it a step
further and be available for the student athletes as well. The one
suggestion I have for student that’s looking for a career in
Sports Management is to use all your social media networks like
LinkedIn and go to ask many networking event that you can.
This industry is an industry where it’s important to get your
name and face out there to executives. Lastly. The same advice
John Mulhern gave me “Never be afraid to get uncomfortable in
this field, never be afraid to travel to another states to get what
you want.” The idea I have for future direction for the academic
aspect of the sport management program here at Liberty
University would be for the staff to be hands on with student on
possible internship opportunities. An internship coordinator that
works with the student for at least a year prior making sure the
student has guidance on choosing an internship for their career
aspirations.

Johnson 12
Internship Portfolio

Athletic Director Intern Mesa Community College
Marquail Johnson
Liberty University
I. Mesa Community College Athletic Department:
Mission Statement
The mission of Mesa Community College Compliance Office is
to insure that the Athletics Department complies with the
LETTER AND INTENT of National Junior College Athletic
Association (NJCAA), Arizona Community College Athletic
Conference ACCAC, and Maricopa District Athletic Council
DAC rules and regulations. Honesty, integrity and accuracy of
interpretations are our highest priorities. The Compliance
Office staff will monitor the recruitment, admission, academic
progress, eligibility and financial aid of all student-athletes.
The staff will also conduct an extensive rules education
program for coaches, staff, student-athletes, prospective
student-athletes and boosters annually. The Compliance Staff
will attend regional and national seminars to continually
improve the effectiveness of its athletic department. When a
violation does occur, the institution will self-detect, self-
investigate and self-report in a timely and thorough manner

Vision
Academic success achievement is the highest priority for
Mesa’s athletics student success program. Working
collaboratively with our academics division, student affairs
division and community. The student success program strives
to provide innovative and comprehensive services to our
student-athlete achievement in transferring to four-year
institutions.
Values
Learning - MCC champions individual student success that
reflects the highest academic standards.
Innovation - MCC delivers cutting-edge instruction and service.
Service Excellence - MCC makes a positive difference in the
lives of our students, community members, and each other
through meaningful relationships.
Integrity - MCC upholds the highest standards of ethics and
public stewardship.
Individuals & Community - MCC encourages active citizenship
and embraces the diversity of people and ideas.
Student Athletes Learning Outcomes
MCC's 4Cs:
Communication- The purposeful development, expression and
reception of a message through oral, written or nonverbal
means.
Critical Thinking- The mental process of effectively
identifying, determining, gathering, evaluating, and utilizing
resources to innovate and/or to accomplish a specific task.
Civic Engagement- Encompasses actions to promote the quality
of life in a community, through both political and non-political
processes.
Cultural and Global Engagement- Encompasses the awareness of
cultural systems, events, and creations and an ability to apply

this cultural and global awareness to human interaction and
expression.
History
In 1963 Mesa operated as an extension campus of Phoenix
College were Dr. John D. Riggs, known as the father of Mesa
athletics, appointed Executive Dean. Riggs cared so deeply
about athletics that he made it a point to attend as many events
on campus as possible and even travelled on the football team
bus occasionally to away games. Dr. John D. Riggs, appointed
Dr. Theo J. Heap in charge of building a successful athletic
program. While Athletic Director he was also Associate Dean of
Students. He also took on the role of Dean of Admissions for
one year, Dean of Administrative Services for two, and
eventually President of the college for eight years. Fittingly, his
name adorns MCC's gym. Heap's influence extended far from
the Mesa campus. He played a major role in NJCAA executive
affairs as Regional Director, Treasurer, and eventually President
of the organization. For his efforts he was inducted into the
NJCAA Hall of Fame. When he relinquished the position of
Athletic Director to Carvel Jackson ten years later, Mesa had
won an amazing 14 NJCAA national championships, all at the
Division I level.
The pioneer of women’s athletics is the great Dr. Kaye
McDonald. Dr. Kaye McDonald began teaching at Mesa in
1966, just about the time athletics of any sort were beginning.
While she coached the basketball and tennis teams, far more
important was her role as an administrator. Initially, she was
Director of Athletics for women's sports, at a time when the
men's and women's programs were administered separately.
However, her role didn't stop there. She, and the women's
Athletic Directors from Phoenix College and Glendale CC,
developed programs for the entire Maricopa County Community
College District. Her efforts went even farther, especially in

basketball. She served on the National Basketball Rues
Committee that helped modernize the women's game by
switching to the five-player format that brought the game out of
the old six-player rules where players could not cross half court.
McDonald was also the Junior College representative to the
Association for Intercollegiate Athletics for women (AIAW),
the predecessor of the NCAA, which did not recognize the sport
until 1981. The NJCAA actually superseded the NCAA by
sponsoring a women's national championship beginning in 1975.
On campus, she served as the Dean of Student Services and
Director of Development. Outside of MCC she also became the
Regional Representative to the NJCAA when that organization
was creating its programs for women's sports.
Athletic competition commenced at MCC in 1966 with teams
known as the HoKams, honoring the ancient Indian tribe that
first developed the Salt River Valley. Records indicate that
men's basketball, track and field, and baseball began
competition in 1965-66, although the football stadium and gym
were not dedicated until 1969. Men's tennis joined the fold in
1966-67 and football in 1967. By 1968 MCC became a member
of the National Junior College Athletic Association (NJCAA),
enabling athletic programs to compete on the national level.
Eighteen National Championships and more than 83 Conference
Titles won since 1968. For the last 10 years the Athletic
Director has been John Mulhern, under Mulhern Mesa
Community College won 3 National championships 2014 Men’s
baseball and Women’s Basketball 2017 Men’s Golf give MCC a
total of 20 National Championships in its school history.
Organizational Structure
University President: Lori m. Berquam
Athletic Director: John Mulhern
Assistant Athletic Directors: Mike Lavella and Sherman Forbes
Student Athletes Support: Ontonio Ballard. Willie Young,
Spencer Peterson, Chenelle Jones,
Coaches: Tony Cirelli- Baseball; Sam Ballard- Men’s
Basketball; Brian Ronan- Men’s Soccer; John Guerrero- Men’s

Golf and Women’s Golf; Feroz Rast- Men’s Tennis and
Women’s Tennis; Grady Moorhead- Softball; Steve Jacobs-
Track & Field; Kori Stephenson – Women’s Basketball; Drew
Guarmeri- Women’s Soccer; Megan Taylor-Women’s
Volleyball; Dan Pescador- Cross Country
University President: (Salary $239,787) Primary responsibilities
are providing vision and direction for the planning and
operation of the college; serving as MCC's ambassador and
advocate; and aligning the college's strategic priorities with the
shared transformation of the Maricopa Community Colleges
student experience.
Athletic Director: (Salary $80,000- $100,00) Generally oversee
all aspects of an athletic program, including hiring coaches,
scheduling, budget preparation, promotion, compliance, and
facility management.
Coaches (Salary $60,000-$70,000): Coach, recruit, develop,
organize, fundraise, and direct all facets of intercollegiate
programs at Mesa CC, Recommend and administer budgets,
supervise Assistant Coaches, Be knowledgeable of transfer and
eligibility rules concerning NCAA, NJCAA and NAIA, and
abide by all institutional, district, ACCAC, Region 1 and
NJCAA rules and regulations
Student Athletes Support; (Salary $40,000- $50,000) Advises
student athletes on enrollment and support services (admissions,
course program requirements, registration procedures and
financial aid processes); uses software to track program
requirements. Acts as a liaison between academic department
faculty, advisor, coaches and athletic director.
Budget and Funding
Mesa Community College competes in 18 sports and has a total
of 401 student athletes 283 men and 118 women. Men’s Sport
Mesa Community College spent $559,016 on men's teams and
received $561,516 in revenue. On average, Mesa Community
College gave male athletes $264 in sports related student aid.
There are 9 head coaches for men's teams. On average they
make $24,748. They are supported by 22 assistant coaches who

earn $1,785 on average. Mesa Community College spent
$390,837 on women's teams and received $393,337 in revenue.
On average, Mesa Community College gave female athletes
$527 in sports related student aid. There are 9 head coaches for
women's teams. They make, on average, $24,748. They are
supported by 15 assistant coaches who earn, on average, $1,342.
Total Sports related Revenues is $1,476,1512 and Total Sports
related expenses is $1,476,512 give MCC a net of $0
II. Internship Experience
Internship Responsibilities:
• Assist in Mesa Community College Early Alert Grade
Check Program.
• Created an Alumni Interaction Forum.
• Assist with all home athletic games/ Game Management.
• Assist in creating the Student Athlete Leadership Program
at Mesa CC
• Assist in the development of Mesa CC athletic bridge
institutions.
Assist in Mesa Community College Early Alert Grade Check
Program: During the first two week of the internship I worked
closely with student athlete support and academic advising
making sure all student athletes were registered and enrolled in
classes for the 2020 spring semester. Myself and the student
support team would choose between 2-3 athletic program calling
each student into the office and working with them to get

registered for classes, helping the student athletes order their
books, and setting up their student portal where they can sign
up to use resources like the computer lab, set schedule meeting
with their instructors, and request tutoring if needed. During my
meeting with the student athletes I introduced myself as an
Intern and offered to be a mentor to the student athletes letting
them know I was once in their shoes.
Also, during the first couple of weeks I was task to do four
introductory Power Points and present them to all MCC’s
student athletes a present to two teams a day. Those Power
Points were; Money Management, Time Management, Text
Anxiety and Supportive Resources on campus; Money
Management was a power point that was giving student
information on how to save as a student athlete while at MCC
and when they transition to a four year University. Time
Management explained how athletes can use their time training
and being a student. In this power Point I broke down a student
daily school and had the student make their own after the
presentation. Supportive Resources help to locate where they
can find the resources on campus and gave students phone
numbers and emails address for each resources. Test Anxiety
power point explain the meaning of text anxiety and ways the
student can overcome text anxiety.
Created an Alumni Interaction Forum: During this portion of the
internship I worked directly with the Athletic Director John
Mulhern and Assistant Athletic Director Chenelle Jones
reaching out to alumni of MCC’s Athletics sending post cards
letting them know we are thingking of them and appreciate them
being a Mesa Thunderbird athlete while they were a student at
MCC. Also we sent offers for them to come to games and get
introduced and celebrated by today’s fans and athletes. Great
experience seeing a school reach out to every alumni wanted
them to continue to be a part of the Thunderbird legacy.
Assist with all home athletic games/ Game Management: The

best experience of the Internship, I was able to work with
Assistant Athletic Director Mike Lavella. Mike was very hands
on in showing me the ropes on games days for athletic events
like; Men’s Basketball, Women’s Basketball, Softball, and
Baseball. Mike may sure I was involved every step of the way
with game day preparation. To start off we did gym or field
maintenance msking sure it’s safe for the athletes to play on.
Next we made sure all player had their uniform at their lockers,
Form there we made sure we had a checks and deposit slips so
we can pay everyone that involved in the event from the
referees/umpires, the announcers, broadcaster, to the score
keeper. Mike showed me how to write up each invoice and how
it’s important to get all signature from everyone involved the
last person to sign off everything is Athletic Director John
Mulhern. At the end of the sporting event we made sure gym or
field was clear and clean and the players locker room also
Assist in creating the Student Athlete Leadership Program at
Mesa CC/ Assist in the development of Mesa CC athletic bridge
institutions: These two project were special to me I worked with
Student Support Chenelle Jones on creating a program
Leadership program for student athletes. We were only midway
finished with the two programs before Covid-19 happen. These
programs were special to me because Chenelle Jones Allow me
to have input in the programs. Chenelle Jones was a former
football coach for the college before the state of Arizona took
away football from all Junior Colleges because of state wide
budget cuts. The way me and Chenelle work together was like a
coach and his star athlete. We worked really well together. As,
a former student athlete I was very familiar with going to school
and not having guidance because of my first time away from my
parents. I was going to use these programs as a way to mentor
the player on ways they can become better student athletes and
making a smooth transition to four year Universities. Once
covid-19 is over I plan on meeting up with Chenelle Jones and
finish this outside of being an intern for the college.

Student Check-in Covid-19: Once Covid-19 happen all student
athletes had to transition to online classes. John Mulhern and
Student Support created a way I can still get some of my
internship hours by having me check up on all student athletes
on time a week. It took maybe two hours a day check-in with
student seeing how well they are adjusting to online classes and
helping them with support if the need it. Also I use this time as
a way to connect with those student athletes that had gotten
their seasons cancelled because of Covid-19. I offered support
to those seniors that were hoping to finally get recruited again
and transferring to a four year University. I spoke with them the
most because they were the athletes that Covid-19 affected the
most.
Take Away: My overall take away from this internship
experience was it became a great experiences for me and my
future career as an Athletic Director. Even though it was cut
short because of Covid-19 I built relationships with people that
are well respected at the Junior College level here in Arizona, I
was told I left a lasting impression on the Athletic Department
in my short time. John Mulhern and Chenelle Jones has written
Letter of Recommendations for me and told me to let them
know the first time I have an interview with any local school
because they will speak to that hiring manager on my behalf. I
learned so much in my short time at Mesa Community College
and the Athletic Department treated me like their own. I will
recommend working at Mesa Community College’s Athletic
Department as an Intern to anyone looking for an internship
because, during the process of looking for an intern I was new
to Arizona did not know the area and most colleges/Universities
when asked about a possible internship told me it was only for
their students. MCC never had an intern and took a chance on
me. They created the internship for me and now will create a
program so they can have intern every semester if needed.
III: Future
My career path currently is to look for available Athletic
Director position at the High School or College level here in

Arizona I will also look outside the state. The best piece of
advice John Mulhern had told me was “Never be afraid to get
uncomfortable in this field, never be afraid to travel to another
states to get what you want.” This internship and being a former
student athlete has prepared for a career as an athletic director.
It prepared me on ways to connect with my staff/ coaches and as
an athletic director I want to be a resource for the Student
Athletes. Most athletic director I know only focus on the day to
day business of the school athletics but I want to take it a step
further and be available for the student athletes as well. The one
suggestion I have for student that’s looking for a career in
Sports Management is to use all your social media networks like
LinkedIn and go to ask many networking event that you can.
This industry is an industry where it’s important to get your
name and face out there to executives. Lastly. The same advice
John Mulhern gave me “Never be afraid to get uncomfortable in
this field, never be afraid to travel to another states to get what
you want.” The idea I have for future direction for the academic
aspect of the sport management program here at Liberty
University would be for the staff to be hands on with student on
possible internship opportunities. An internship coordinator that
works with the student for at least a year prior making sure the
student has guidance on choosing an internship for their career
aspirations.

Liberty UniversitySMGT 699 INTERNSHIPPORTFOLIO GUIDELINES.docx

Liberty UniversitySMGT 699 INTERNSHIPPORTFOLIO GUIDELINES.docx

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