Here are the slides from the first Internship search meeting. I will be organizing two more meetings in August: One on resumes, and one on cover letters.
Spring 2021 UCLA Quarter in Washington Program OrientationCarol Ann Wald
Welcome to the spring 2021 UCLA Quarter in Washington Program! This brief slide presentation covers important information about the program schedule, enrollment, and your internship search. Please review it and refer back to it as needed.
Call for Applications, Assistant Visiting Professor in International and Comp...Encyclopaedia Iranica
Rank: Visiting Assistant Professor (non-tenure track) with a two-year appointment.
Qualifications: Earned doctorate in international and comparative education, development studies or a social science discipline (in particular anthropology, economics, political science, or sociology) with evidence of research on education in the Middle East.
Preference will be given to Middle East specialists with Arabic language skills or extensive work
experience in the Arab world, if possible in the Gulf region.
This document provides information about Marist College's Bachelor of Arts in Psychology Adult Degree Completion Program offered at their Fishkill campus. The program is designed for students who have completed at least 60 credits and can earn their BA in Psychology in 4 semesters over 2 years, attending classes only 2 days per week. The program offers small class sizes taught by Marist College faculty and fieldwork placement in the final semester to help prepare students for careers in fields like mental health, child welfare, or graduate school. Students pay per credit tuition rates that remain constant for the full 2-year program and have access to campus services and facilities.
Ms. Kong delivered a guest lecture titled "Chinese Youth" to an undergraduate political science course on March 11, 2016. The lecturer provided an engaging and thorough presentation that advanced the students' understanding of China's educational system and student life. Her insightful remarks regarding parenting styles and gender norms also deepened the students' knowledge of Chinese society. The professor thanked Ms. Kong for her informative presentation to the class.
This document provides information about a 1-credit seminar for first-year students at the University of Wisconsin-Madison called "CAE First-Year Experience Seminar: Transition and Career Development." The course aims to help students with their transition to college through self-exploration, career exploration, and academic success strategies. It will include online discussions, career assessments, a faculty interview, progress reports, and a career autobiography paper. The seminar runs from September to November and students will earn a final letter grade based on their participation, assignments, and a meeting with a writing advisor.
CFNC.org/Brooks
Established in 1955 by the late Aubrey Lee Brooks, these scholarships are for high school seniors from 14 NC counties. NCSEAA provides administration for the Brooks Foundation.
Spring 2021 UCLA Quarter in Washington Program OrientationCarol Ann Wald
Welcome to the spring 2021 UCLA Quarter in Washington Program! This brief slide presentation covers important information about the program schedule, enrollment, and your internship search. Please review it and refer back to it as needed.
Call for Applications, Assistant Visiting Professor in International and Comp...Encyclopaedia Iranica
Rank: Visiting Assistant Professor (non-tenure track) with a two-year appointment.
Qualifications: Earned doctorate in international and comparative education, development studies or a social science discipline (in particular anthropology, economics, political science, or sociology) with evidence of research on education in the Middle East.
Preference will be given to Middle East specialists with Arabic language skills or extensive work
experience in the Arab world, if possible in the Gulf region.
This document provides information about Marist College's Bachelor of Arts in Psychology Adult Degree Completion Program offered at their Fishkill campus. The program is designed for students who have completed at least 60 credits and can earn their BA in Psychology in 4 semesters over 2 years, attending classes only 2 days per week. The program offers small class sizes taught by Marist College faculty and fieldwork placement in the final semester to help prepare students for careers in fields like mental health, child welfare, or graduate school. Students pay per credit tuition rates that remain constant for the full 2-year program and have access to campus services and facilities.
Ms. Kong delivered a guest lecture titled "Chinese Youth" to an undergraduate political science course on March 11, 2016. The lecturer provided an engaging and thorough presentation that advanced the students' understanding of China's educational system and student life. Her insightful remarks regarding parenting styles and gender norms also deepened the students' knowledge of Chinese society. The professor thanked Ms. Kong for her informative presentation to the class.
This document provides information about a 1-credit seminar for first-year students at the University of Wisconsin-Madison called "CAE First-Year Experience Seminar: Transition and Career Development." The course aims to help students with their transition to college through self-exploration, career exploration, and academic success strategies. It will include online discussions, career assessments, a faculty interview, progress reports, and a career autobiography paper. The seminar runs from September to November and students will earn a final letter grade based on their participation, assignments, and a meeting with a writing advisor.
CFNC.org/Brooks
Established in 1955 by the late Aubrey Lee Brooks, these scholarships are for high school seniors from 14 NC counties. NCSEAA provides administration for the Brooks Foundation.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document is a syllabus for a sociology course titled "Nature and Society" that will be taught in the fall of 2014. The course aims to explore relationships between humans and the environment, analyze environmental problems and solutions, situate environmental activism historically, and improve students' analytical, writing, and presentation skills. It will cover topics like wilderness debates, population issues, environmental justice, and radical environmentalism. Students will complete reading responses, a midterm, a research project, and participate in a final conference. The syllabus outlines class meetings, assignments, policies, and readings for each of the three units that make up the course.
It is definitely possible to continue your studies at NYU or other schools in New York after completing
the CLACS MA program. Many of our alumni have gone on to PhD programs at NYU in departments like History,
Anthropology, Spanish and Portuguese Studies. It is also possible to apply to PhD programs at other top schools in
New York like Columbia while being a CLACS student. The application process would be the same as applying from
anywhere else. Your CLACS training and research would make you a very competitive applicant. I'd recommend
speaking with individual PhD program directors at NYU and other schools about requirements and fit. CLACS
faculty are also happy to provide recommendation letters to support strong students continuing their studies.
New Models for Credit-Bearing Information Literacy Coursesleederk
This document summarizes a webinar on new models for credit-bearing information literacy courses. The webinar included presentations from librarians at Boise State University and University at Buffalo. At Boise State, the library course evolved from a self-paced online course to include collaborative projects between the library and writing program. A key collaboration was the PoWeR program, which paired the library course with a writing course. Assessment found student research skills improved through this collaboration. At Buffalo, the library course uses case studies and has expanded to include discipline-specific sections to target different academic programs. The webinar discussed factors driving changes in library instruction and different approaches to credit-bearing information literacy courses.
The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
This document outlines the syllabus for a university course on immigration and the inner city. The course will examine the relationships between immigration, citizenship, and society. Topics will include the impact of immigration on inner cities, globalization, and conflicts that cause population displacement. Students will develop their writing, discussion, and critical thinking skills through assignments, tests, and class participation. The course format involves lectures, discussions, and group projects supplemented with audio/visual materials. Students will be evaluated based on participation, two written assignments, a midterm test, and a take-home final test.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
The document is a newsletter from the British International School - Ho Chi Minh City that provides information on upcoming events and activities at the school for the week of May 22nd.
It includes details about exam weeks for Years 10 and 12, an IBDP Visual Arts Exhibition opening, a graduation ceremony, and an upcoming literature show. It also provides information on enhanced security procedures, a fundraising campaign for Nepal earthquake relief that has raised over 22 million VND, and community service projects from Year 12 students. Updates are given on university representatives visiting the school and a college counselor's tour of University of California campuses. Finally, it advertises upcoming sports programs and the menu for the Underground & BIStro cafeteria
This document is the syllabus for an ACP 101 First Year Seminar course at Roosevelt University. The course is designed to help first-year students transition to college through exploring skills like reading, writing, oral communication and information literacy. It will also support students' social and academic development. The course is co-taught by an undergraduate student assistant and focuses on the theme of youth activism. It requires students to complete writing assignments, presentations, information literacy activities, and engage with campus resources and the local community. The syllabus outlines the course goals, assignments, schedule, policies and required texts.
This document provides information from the Graduate Student Orientation at Notre Dame on August 23, 2013. It outlines resources and support available to graduate students, including mentors, peers, programs, and the Graduate School. It describes the Graduate School's professional development program and grants. It also introduces the Associate Dean of Students and resources like the Academic Code and Bulletin. Finally, it advertises upcoming orientation events from the Graduate Student Life office and Graduate Student Union.
The document summarizes information about the Competitive College Club program offered by EducationUSA. The program will provide guidance to high school students throughout the U.S. college application process, from March 2011 through applying for a student visa. It will include monthly meetings, lectures, activities and preparation for admissions exams. The deadline to apply for the 20 available spots in the program is February 1, 2011.
This course description summarizes an Art Appreciation course taught by Professor Will Adams. The course is an introduction to contemporary visual culture and its historical roots, examining avant-garde modern movements and new technologies' impact. Topics include international exhibitions, art/popular culture relations, and words/images connections. The course objectives are to identify artworks by style/period/medium, place in social/historical context, expand art vocabulary, compare/contrast works, and understand historical timelines. Students are evaluated on attendance, discussion posts, assignments/reading quizzes, and exams. The syllabus outlines weekly readings, class meetings, assignments, and due dates over 16 weeks.
Telling it straight: incorporating the student voice into your learning suppo...Siobhán Dunne
Presented at The National Forum for the Enhancement of Teaching and Learning in Higher Education seminar 'Demonstrating the Value of Information Literacy to Staff and Students'. Dublin, 11th June, 2014.
This document provides information about a United States history course titled HIST 212: United States Since 1865 taught in the fall of 2013. The instructor is Nicole Perez and the course will cover major topics in US history from the end of the Civil War to the present. Required readings include a textbook and two novels. Students will write two essays and take a midterm and final exam. The grading breakdown and policies on late work and academic dishonesty are also outlined.
The document provides information about the Bachelor of Organizational Leadership (BOLS) degree program offered by Anderson University, including details about the degree options and requirements. The degree can be completed fully online or on campus, and is intended to supplement technical skills with leadership training. The degree has general education requirements and courses in organizational leadership, management, and related fields. Financial aid options and details about Anderson University are also outlined.
This document outlines the course information and policies for POLS 4330 African Politics at Valdosta State University. The course will be taught by Dr. Zachary Karazsia and will introduce students to contemporary African politics and the challenges faced by post-colonial African governments. Topics will include the legacies of colonialism, state capacity, economic growth, and political violence. Students will learn about African political systems and develop positions through writing and discussion. The primary assignment is a research-based capstone project that can take the form of a research paper, country case study, or compendium of essays. Class participation, a midterm exam, and the capstone project will determine students' grades.
This document provides an overview and information about Ashleigh Bright's INTR 101: College Success Strategies course. It introduces Ashleigh as the instructor and provides her contact information. It outlines the main goals and structure of the course, including that it will be a blend of in-person and remote work. It details the participation requirements, grading structure, instructor check-ins, and final project. Additional resources and ways for students to get involved on campus and in the local community are also presented.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
1 History 21B World History Making the Mod.docxmayank272369
1
History 21B: World History
Making the Modern World: Empires, Revolutions, and Globalization, 1450s – 1820s
Prof. Laura J. Mitchell Winter 2016
234 Krieger Hall class meetings: MWF 10:00 – 10:50
[email protected] SSPA 1100
Office hours: Mondays 12–1, Wednesdays 11–12, & by appointment
Teaching Assistants
Monday Sections Wednesday Sections
Mr. Kyle David Ms. Michele Brewster
Office hours: Mondays 1-2 Office hours: Wednesdays 11-12
In 334 Krieger hall In 334 Krieger hall
[email protected][email protected]
How did the world become global? Starting in the 1450s, this course explores how mariners,
merchants, and monarchs connected the globe through faster ships, the exchange of goods, and
colonial governance. Today’s highly interconnected world has a history, including the rise of
global empires, the expansion of export economies, and worldwide political revolutions. As race
became fixed, gender roles shifted, and science described and classified through Western eyes,
human actions made the world modern. Together we will ask how large-scale resistance to
centralized rule and the persistence of people’s everyday lives shaped the changes we now call
globalization and modernity.
Course objectives
Students who complete this class will be able to:
• Explain the difference between primary and secondary sources.
• Use evidence from primary and secondary sources to construct an argument.
• Differentiate between local and global processes; in other words: articulate how scale
changes historical analysis.
• Evaluate similarities and differences; in other words: make historical comparison.
Course Structure
Theme Skills Focus
Part I Empires Using Evidence :: Making Arguments
Part II Globalization Thinking with Scale
Part III Revolutions Making Comparisons
Course Materials
Required Textbook:
Ross E. Dunn & Laura J. Mitchell, Panorama: A World History (New York: McGraw-Hill,
2015), Chapters 16 - 20
E-book version with Connect & Learn Smart subscription
You can also consult a hard copy of the textbook that is available on 2-hour reserve at Langson
Library.
2
Other Reading and Visual Material
Links to relevant websites and to .pdf versions of other course readings are available on the
course Canvas site. You can download the articles, chapters, and excerpts to your computer
and/or print a copy to bring to class.
Course Methodology
Historical analysis Historical analysis requires learning, understanding, and assessing available
evidence and then asserting informed interpretations. Here, historical analysis does not imply a
listing of a series of events, people, or circumstances. Instead, historians conduct careful
investigations and test their assumptions in order to assert an interpretation or an argument about
the past.
Preparation Our class experience will rely on our mutual preparation. I do not expect you to be
experts in all things regarding world history, but I do ...
This document is a syllabus for a sociology course titled "Nature and Society" that will be taught in the fall of 2014. The course aims to explore relationships between humans and the environment, analyze environmental problems and solutions, situate environmental activism historically, and improve students' analytical, writing, and presentation skills. It will cover topics like wilderness debates, population issues, environmental justice, and radical environmentalism. Students will complete reading responses, a midterm, a research project, and participate in a final conference. The syllabus outlines class meetings, assignments, policies, and readings for each of the three units that make up the course.
It is definitely possible to continue your studies at NYU or other schools in New York after completing
the CLACS MA program. Many of our alumni have gone on to PhD programs at NYU in departments like History,
Anthropology, Spanish and Portuguese Studies. It is also possible to apply to PhD programs at other top schools in
New York like Columbia while being a CLACS student. The application process would be the same as applying from
anywhere else. Your CLACS training and research would make you a very competitive applicant. I'd recommend
speaking with individual PhD program directors at NYU and other schools about requirements and fit. CLACS
faculty are also happy to provide recommendation letters to support strong students continuing their studies.
New Models for Credit-Bearing Information Literacy Coursesleederk
This document summarizes a webinar on new models for credit-bearing information literacy courses. The webinar included presentations from librarians at Boise State University and University at Buffalo. At Boise State, the library course evolved from a self-paced online course to include collaborative projects between the library and writing program. A key collaboration was the PoWeR program, which paired the library course with a writing course. Assessment found student research skills improved through this collaboration. At Buffalo, the library course uses case studies and has expanded to include discipline-specific sections to target different academic programs. The webinar discussed factors driving changes in library instruction and different approaches to credit-bearing information literacy courses.
The CLACS Virtual Open House provided an overview of the MA program in Latin American and Caribbean Studies at NYU, including opportunities for joint degrees, course offerings across multiple disciplines, funding and fellowship options for research abroad, internship placements, and resources for career development; students pursue individually customized degrees while gaining access to renowned faculty and New York City as a resource.
This document outlines the syllabus for a university course on immigration and the inner city. The course will examine the relationships between immigration, citizenship, and society. Topics will include the impact of immigration on inner cities, globalization, and conflicts that cause population displacement. Students will develop their writing, discussion, and critical thinking skills through assignments, tests, and class participation. The course format involves lectures, discussions, and group projects supplemented with audio/visual materials. Students will be evaluated based on participation, two written assignments, a midterm test, and a take-home final test.
This document provides information about an online Religions of the World course at Patrick Henry Community College for the Fall 2013 semester. The 3-credit course examines major world religions and is taught fully online by instructor Hannah Simpson. The course description, objectives, assignments, grading scale, policies, and schedule are outlined in detail. Students will study religions through readings, presentations, discussions, and assessments with a focus on critical thinking and written communication skills.
The document is a newsletter from the British International School - Ho Chi Minh City that provides information on upcoming events and activities at the school for the week of May 22nd.
It includes details about exam weeks for Years 10 and 12, an IBDP Visual Arts Exhibition opening, a graduation ceremony, and an upcoming literature show. It also provides information on enhanced security procedures, a fundraising campaign for Nepal earthquake relief that has raised over 22 million VND, and community service projects from Year 12 students. Updates are given on university representatives visiting the school and a college counselor's tour of University of California campuses. Finally, it advertises upcoming sports programs and the menu for the Underground & BIStro cafeteria
This document is the syllabus for an ACP 101 First Year Seminar course at Roosevelt University. The course is designed to help first-year students transition to college through exploring skills like reading, writing, oral communication and information literacy. It will also support students' social and academic development. The course is co-taught by an undergraduate student assistant and focuses on the theme of youth activism. It requires students to complete writing assignments, presentations, information literacy activities, and engage with campus resources and the local community. The syllabus outlines the course goals, assignments, schedule, policies and required texts.
This document provides information from the Graduate Student Orientation at Notre Dame on August 23, 2013. It outlines resources and support available to graduate students, including mentors, peers, programs, and the Graduate School. It describes the Graduate School's professional development program and grants. It also introduces the Associate Dean of Students and resources like the Academic Code and Bulletin. Finally, it advertises upcoming orientation events from the Graduate Student Life office and Graduate Student Union.
The document summarizes information about the Competitive College Club program offered by EducationUSA. The program will provide guidance to high school students throughout the U.S. college application process, from March 2011 through applying for a student visa. It will include monthly meetings, lectures, activities and preparation for admissions exams. The deadline to apply for the 20 available spots in the program is February 1, 2011.
This course description summarizes an Art Appreciation course taught by Professor Will Adams. The course is an introduction to contemporary visual culture and its historical roots, examining avant-garde modern movements and new technologies' impact. Topics include international exhibitions, art/popular culture relations, and words/images connections. The course objectives are to identify artworks by style/period/medium, place in social/historical context, expand art vocabulary, compare/contrast works, and understand historical timelines. Students are evaluated on attendance, discussion posts, assignments/reading quizzes, and exams. The syllabus outlines weekly readings, class meetings, assignments, and due dates over 16 weeks.
Telling it straight: incorporating the student voice into your learning suppo...Siobhán Dunne
Presented at The National Forum for the Enhancement of Teaching and Learning in Higher Education seminar 'Demonstrating the Value of Information Literacy to Staff and Students'. Dublin, 11th June, 2014.
This document provides information about a United States history course titled HIST 212: United States Since 1865 taught in the fall of 2013. The instructor is Nicole Perez and the course will cover major topics in US history from the end of the Civil War to the present. Required readings include a textbook and two novels. Students will write two essays and take a midterm and final exam. The grading breakdown and policies on late work and academic dishonesty are also outlined.
The document provides information about the Bachelor of Organizational Leadership (BOLS) degree program offered by Anderson University, including details about the degree options and requirements. The degree can be completed fully online or on campus, and is intended to supplement technical skills with leadership training. The degree has general education requirements and courses in organizational leadership, management, and related fields. Financial aid options and details about Anderson University are also outlined.
This document outlines the course information and policies for POLS 4330 African Politics at Valdosta State University. The course will be taught by Dr. Zachary Karazsia and will introduce students to contemporary African politics and the challenges faced by post-colonial African governments. Topics will include the legacies of colonialism, state capacity, economic growth, and political violence. Students will learn about African political systems and develop positions through writing and discussion. The primary assignment is a research-based capstone project that can take the form of a research paper, country case study, or compendium of essays. Class participation, a midterm exam, and the capstone project will determine students' grades.
This document provides an overview and information about Ashleigh Bright's INTR 101: College Success Strategies course. It introduces Ashleigh as the instructor and provides her contact information. It outlines the main goals and structure of the course, including that it will be a blend of in-person and remote work. It details the participation requirements, grading structure, instructor check-ins, and final project. Additional resources and ways for students to get involved on campus and in the local community are also presented.
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BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Winter 2021 Quarter in Washington Program: August 3 Meeting
1. UCLA Quarter in Washington Program
Winter 2021 Orientation Meeting
August 3, 2021
2. Agenda
• UCDC Remote Program
• Course enrollment
• Overview of internship search process
• Next Steps
3. UCDC Remote Program
• Remote internships
• Prof. Desveaux’s Research Development
Seminar
• Speakers and professional development
• Alumni mentorship program
4. Process Overview
• We support your mission:
– Structure, resources, advice
– Leads from UCDC
– Alfreda Brock, UCDC
• Listen, READ, respond, communicate
• Be organized
• Always be professional
5. Course Enrollment
• Three parts: 2 required, 1 optional
• Seminar:
– Poli Sci/Hist/Soc/Comm/Pub Aff
M191DC
• Internship: Poli Sci/Hist/Soc/Pub
Affairs M195DC
• November: Optional electives
6. Internship Search
By 9/1:
Second letter of recommendation to Carol
By 9/15: Send out five internship applications
By 10/15: Send out five more internship applications
October: UCDC Symplicity profile
UCDC Internship Interest Form
Upload resume
October TBD: Committing to UCDC: Student Information
System (SIS)
7. Internship Search
Focus on organizations/agencies relevant to
your research interest
Start with CAPPP Internship Database:
cappp.ucla.edu/quarter-in-
washington/internships
Continue looking using other sources:
traverse.com, idealist.org, Handshake,
UCDC leads
Use your connections!
8. Internship Search
Read internship descriptions carefully.
Remote option?
Are you qualified?
Requires semester-length commitment?
grad/law students only?
Get organized! Internship Tracking Table:
Deadlines
Required materials
Contact person, title, etc.
When submitted, when you followed up,
etc.
10. Internship Search
Application attached to
professional email
Send all docs as pdfs
Follow-up email
Interview
Post-interview thank-you email
Accept or decline: GAME OVER
11. Internship Search: Professional Emails
Dear Ms. Aniel,
My name is Jane Bruin. I am a junior majoring in History at UCLA, and I will be participating in the remote UCLA
Quarter in Washington Program (UCDC) this winter. I am available to intern January 4 – March 12, 2021, 24 to
32 hours per week. I am writing to submit an application for an internship with the Woodrow Wilson
International Center for Scholars Cold War International History Project.
[Sentence or two about your own specific interest in/qualifications for the internshp.]
Attached are my cover letter, resume, transcript, and a brief writing sample. [If copies of letters of
recommendation are required, add “My letters of recommendation will follow via email directly from
Alfreda Brock at the UC Washington Center.] I look forward to hearing from you soon.
Sincerely,
Jane Bruin
---------------------------------------------
Political Science | UCLA Class of 2019
jane.bruin@ucla.edu | t: 310-123-45678
12. Internship Search
Letters of Recommendation
Submission Requests
No need for repeated requests to
recommenders
All letters uploaded to Box folder
After you submit an application,
email Alfreda Brock with instructions
13. Next Steps
2nd Letter of Rec to Carol by 9/1
Begin researching internships
Next meeting: end of August
Resume revision
Cover letters