Stony-Brook-University-Campus-Plan

At the undergraduate level, the more than 400 courses that meet SUNY Applied Learning criteria are those that have been approved to meet the general education Experiential Learning EXP+

MEMORANDUM

To: Alexander N Cartwright, Provost, State University of New York

Elise Newkirk-Kotfila, Director of Applied Learning, State University of New York

From: Nancy S Goroff, Associate Provost , Integration of Research, Education, and Professional

Development, Stony Brook University Marianna Savoca, Director, Career Center, Stony Brook University

CC: Dennis N Assanis, Provost, Stony Brook University

Subject: SUNY Applied Learning Campus Plan Parts II-IV

Date: April 15, 2016

CAMPUS PLAN PART II: DATA ACQUISITION & REPORTING

Q1: Share your campus plan for data collection and reporting Specify how your campus will collect

data on number and type of Applied Learning activities

Stony Brook has already identified an initial list of Applied Learning activities at the undergraduate and graduate levels Courses that meet SUNY Applied Learning criteria and how they fit into the taxonomy of Applied

Learning types will be stored in PeopleSoft

At the undergraduate level, the more than 400 courses that meet SUNY Applied Learning criteria are those that have been approved to meet the general education Experiential Learning (EXP+) options These courses are already identified in PeopleSoft, and as the curriculum review committee approves additional courses to fulfill EXP+, they are tagged in PeopleSoft During 2015-16, programs sponsoring these courses were asked to place each of these courses into the SUNY taxonomy of Applied Learning types (civic engagement, service learning, research, etc.)

At the graduate level, an initial list of over 550 courses relevant to Applied Learning (e.g dissertation and thesis courses, clinical medical education, etc.) was identified centrally in January 2016 and circulated to graduate program directors in the Graduate School, School of Professional Development, and health science areas These programs certified which courses met the SUNY Applied Learning criteria and how they fit into the taxonomy of Applied Learning types

Undergraduate Applied Learning course lists will be maintained through the EXP+ approval process When new graduate courses are added, they will likewise be identified as Applied Learning courses and classified in

PeopleSoft, as appropriate Following compilation of Applied Learning activities in PeopleSoft, Stony Brook will prepare a baseline analysis of participation in these activities to identify meaningful variations in participation by various demographic characteristics Such analysis can, for example, help determine the effectiveness of future interventions designed to increase access to Applied Learning A recent analysis of biology majors participating in undergraduate research courses, for example, found that the proportion of BIO majors from underrepresented ethnic minorities that have participated in independent research increased from 3.6% (12 of 337 students) in spring 2010 to 9.1% (41 of 451) in spring 2016 Similarly, the proportion of Pell grant-eligible students that have participated in research increased from 3.0% (20 of 672) to 8.9% (65 of 728) for these same two semesters, respectively By way of contrast, the overall participation of Biology majors in research was 5.4% (107 of 1991) and 10.5% (215 of 2040) for these two semesters The increase among all demographics, and especially among

disadvantaged students, indicates the effectiveness of recent measures taken by the BIO program to engage new students in research Extension of this sort of analysis through a more broad-based examination will improve access to participation in Applied Learning

In 2013, the SBU Academic Assessment Task Force developed a university-wide strategy for the implementation

of assessment plans for all academic programs and courses, including those that contain Applied Learning activities The recommendations required the articulation of learning outcomes and goals for all programs and courses, and the development of appropriate metrics to demonstrate that the students were indeed learning what

we wanted them to learn The implementation of these assessment plans is ongoing and is considered to be part of faculty responsibilities regarding learning activities

Q2: What is your campus plan for designating activities/sections/courses/programs as having or

requiring approved Applied Learning activities?

Undergraduate Applied Learning activities (known as “EXP+” at Stony Brook) are designated as such through shared governance Since EXP+ is one of nineteen learning outcomes of the Stony Brook Curriculum

(undergraduate general education curriculum), the review and approval process follows the same steps as other proposals for the Stony Brook Curriculum

Through a collaborative discussion, the faculty and administration defined the learning outcomes and standards for experiential learning Among these standards is the notion that all experiences among faculty and students will

be founded on a common contract See link for the learning outcomes, standards, and the contract:

Based on these common standards, departments develop proposals to designate individual courses or clusters of courses as EXP+ After being endorsed by the department faculty, these proposals are vetted by the college level curriculum committees, which are populated with a representative group of faculty across the constituent departments or academic units Upon approval by the curriculum committee, the courses or programs receive preliminary approval and are forwarded to the provostial level Stony Brook Curriculum Certification Committee Upon review, the courses or programs are designated as “EXP+” and visibly notated as such in the course catalog and other university publications

There are also instances in which students may achieve the learning outcomes of EXP+ through an activity that is outside the confines of a regular course An example of this might be an activity that a student has independently identified in the community to work with a faculty mentor, or an ad hoc activity identified by a faculty member to accompany a course for a single semester For these instances, the faculty have designated via shared governance

a zero-credit course in each department (consistently numbered “444,” e.g., SOC 444) that allows flexibility for faculty and students to engage in active learning without necessarily seeking approval from the curriculum committee The zero credit 444 courses can be paired with a credit-bearing course, thereby allowing the faculty the freedom to experiment with adding experiential learning components to an existing course

Graduate programs and courses are, by design, rich with Applied Learning activities, more so than undergraduate programs At Stony Brook, the procedures for approval of graduate courses vary by college The curricula for programs in medicine and the health professions are handled by the appropriate colleges, according to the standards of their accrediting bodies, and all such programs include required Applied Learning experiences, especially clinical training All academic graduate programs and their courses are proposed and designed by the departments in collaboration with the Graduate School and the respective college dean The programs themselves are approved via shared governance by a Graduate Council, which includes elected faculty and staff from across the university as well ex officio staff and the leadership of the Graduate School Additions or revisions to the inventory of courses in each program are proposed and developed by departments based on the learning objectives

of the programs and approved by the respective department chair and college dean before being implemented by

the Graduate School in accordance with the program objectives Like the undergraduate courses, new graduate courses will be identified as Applied Learning at the time they are added to the curriculum

Q3: What is your plan for using these data to measure student success and institutional outcomes (such

as persistence, retention, graduation rate, student engagement, student employability)?

Given the complexity and variability of students’ academic experiences (as well as non-academic factors), the link between any single academic experience and any of the usual quantitative measures of student success and institutional outcomes may be somewhat tenuous Further, isolation of the Applied Learning experience from other factors complicates assessment of the impact of a student’s involvement in Applied Learning/experiential education through simple indicators or metrics Consequently, Stony Brook plans to explore a variety of ways in which an Applied Learning experience has an effect on the student’s academic performance and subsequent career experience, taking into account the confounding factors that may mitigate this relationship Examples include academic major, career goals, level of motivation for and commitment to an Applied Learning experience, personality, financial need, work schedules, and other social and personal factors

Since, at Stony Brook, participation in Applied Learning is voluntary, getting a relevant control group to measure effects on the usual quantitative measures of student success and institutional outcomes is complicated by possible relevant differences between participants and non-participants However, statistical controls for those variables likely to affect this relationship (like the ones indicated above) might be helpful in an initial exploration In addition, some appropriate qualitative measures, such as surveys/interviews of the participating students in terms

of their perception of the benefits and costs of participating in an Applied Learning experience, and how it has affected their academic performance and their career goals, would be extremely valuable A follow-up survey/interview of these students as alumni on how their participation in an experiential education activity played

a role in their post-Stony Brook career would be of exceptional value in assessing the effect of participation in Applied Learning

The knowledge gained from the quantitative and qualitative analyses suggested above could be used to modify, if necessary, the type(s) of Applied Learning experiences provided for Stony Brook students It could also be used

to provide guidance to students as to which Applied Learning activity would be most appropriate for them Over the course of the next year, Stony Brook will conduct an inventory of current assessment data and practices germane to Applied Learning activities and also modify its existing first destination survey to include a question about Applied Learning, as described below Accredited academic programs in many instances already collect robust information about the quality of Applied Learning and its contributions to post-graduation outcomes For instance, the accredited nursing programs conduct alumni focus groups, accredited engineering programs collect information from employers and alumni, and medical and dental programs carefully track their graduates through intern, residency, and career placement The undergraduate Biology program’s exit survey of majors over the past

6 years has revealed that students who participated in undergraduate research greatly value the experience These assessment practices will be collected, and the resulting information pooled to learn more about the specific programmatic Applied Learning experiences and the overall offerings on campus

The University’s first-destination survey of graduates will be modified in time for the next administration (Class

of 2016) to include an open-ended question about Applied Learning experiences at Stony Brook and their value following graduation From an analysis of these responses, a closed-choice response question will be fashioned for the Class of 2017 survey to track impact

Over the long-term, Stony Brook plans to examine post-graduation outcomes after more time has elapsed, such as after a 5 or 10-year period to determine if perceived value or contribution of Applied Learning experiences in degree programs changes as students move through further education and their careers

CAMPUS PLAN PART III: FACULTY ENGAGEMENT

Stony Brook faculty are currently engaged in experiential learning at both the undergraduate and graduate levels, often at a very high level, though there are ways that we can broaden and increase this involvement

Q1: Provide an overview of current faculty responsibilities regarding oversight and assessment of

approved Applied Learning activities What is your process for approval of new or customized initiated activity?

faculty-Experiential Learning is integrated into educational programs at both the undergraduate and graduate levels At the undergraduate level Experiential Learning (EXP+) is an important component of Stony Brook's new general education requirements, the Stony Brook Curriculum or SBC The faculty members of the SBC Committee are responsible for ensuring that the learning outcomes of EXP+ courses satisfy the experiential learning standards of the SBC, which follow guidelines developed by the National Society for Experiential Education (NSEE) Faculty teaching EXP+ courses must include the learning outcomes on course syllabi and are responsible for delivery of those outcomes A standardized contract has been developed to provide consistency and structure for all approved Applied Learning activities The contract, which is completed by the student with guidance from the faculty advisor, incorporates best practices for experiential learning, including: planning; reflection before, during and after the activity; mentoring, feedback and assessment It requires signatures from the faculty advisor, site supervisor, and Undergraduate Director to ensure that all parties agree upon goals, expectations and procedures before the experience begins This EXP+ contract was designed to be useful across the many different experiential learning activities available to undergraduates at Stony Brook

Experiential learning has always been a key component of Stony Brook’s twenty-five accredited Bachelor degree programs These programs are in Engineering (8), Education (11), Health Technology and Management (4), Nursing (1), and Social Work (1) The accreditation agencies mandate experiential learning and assessment of learning outcomes as part of the regular accreditation process Faculty in these programs are responsible for oversight of accreditation activities In areas that do not face regular professional accreditation, experiential learning is often included in the form of undergraduate internship or research opportunities that may contribute to the major We also have a very active Career Center that provides internship opportunities across a wide range of fields

Faculty-Led Study Abroad Programs, which are approved Applied Learning activities within the SUNY system, also provide experiential learning opportunities The process of establishing a new study abroad program begins

at the department level, with the approval of the department chair Once the program details are submitted and approved by the International Academic Program advisory committee, the Dean, and SUNY Administration, the Office of International Academic Programs supports the faculty, their travel expenses and stipend An advisor will be assigned to the program and will assist the faculty member with reviewing applications, scheduling classes, orientation, itinerary arrangements, international health insurance, housing, lodging and local transportation All expenses are paid from IAP’s budget

In addition and to encourage the further development of new Applied Learning activities at the undergraduate level, we have created a zero-credit course (#444) that carries EXP+ certification This course may be attached to any existing course during semesters when it includes a substantial, structured experiential component In addition, students engaging in a substantial, structured, non-credit-bearing experience that is not covered by existing EXP+ certified courses may, with supervision by an academic advisor, enroll in 444 to fulfill EXP+ The standardized EXP+ contract is used by all students enrolled in 444 to ensure consistency and standards while encouraging faculty-led and student-led innovation

While experiential learning is a central part of graduate education at Stony Brook, engagement and processes for oversight and assessment vary by field, with more formalized practices in STEM than in humanities and arts programs As with undergraduate education, professionally accredited fields have the most formalized structure There are accredited graduate programs in Clinical Psychology, Education, Medicine, Health Technology, Nursing, and Social Work, and faculty are responsible for oversight of the accreditation process in these fields

More generally, graduate faculty engage in experiential learning through their teaching responsibilities in research

or professional graduate programs and are intimately engaged in experiential learning through their role advising/mentoring graduate students in theses and dissertations In addition, faculty direct and mentor many research activities for graduate students beyond those focused on a thesis project, including mentoring /supervising graduate students employed as research assistants and as teaching assistants In many fields, industry internships are supervised by graduate faculty Graduate faculty also supervise students in international research activities (e.g., Madagascar, Turkana Basin)

Q2: Describe how faculty who currently oversee these approved activities are supported What

supports (such as events, workshops, other professional development, compensation) will your campus provide?

In accredited areas where faculty engagement in experiential learning is more formalized, this engagement is considered to be a basic faculty responsibility In other areas, faculty may be recognized for their mentoring and direction of undergraduate Applied Learning, but it is less formalized We need to develop a strategy to support faculty who engage students in individualized Applied Learning experiences that are not directly related to the major (e.g., psychology major who wants to do an internship in marketing) At present, such students will acquire faculty sponsorship independently and enroll in EXT 488, the Career Center’s general internship course While this mechanism will allow us to track experiential learning, there is no direct support for faculty who oversee these experiences

Mentoring of graduate students is a factor considered in promotion and tenure cases, but support and professional development for graduate faculty in their supervision of students varies greatly by field; as with undergraduate education, it is more formalized in STEM than in humanities and arts programs In STEM fields, it is widely understood that graduate students aid faculty research productivity and so there are benefits to faculty who supervise students, but for humanities and arts faculty, there is more of a price and less direct benefit from such mentoring

The sharing of research and best practices with faculty who wish to become involved can be improved beyond the occasional training provided in accredited areas, through the Study Abroad Office, and through the Career Center

We plan to develop workshops on experiential learning to serve this purpose The EXP+ contract is designed to help faculty understand and implement the expectations and standards for Applied Learning courses across our curriculum

Our faculty who engage as mentors for students’ experiential learning activities greatly impact the students’ lives For example, studying abroad is frequently a defining moment in a young person’s life regardless of where the student studies and for how long But faculty are inadequately compensated for such engagement We are exploring ways to generate revenue to support both direct compensation and/or indirect compensations through travel or research funding for faculty supervision

Q3: What is your campus plan for acknowledging engaged faculty?

Most fundamentally, we must formalize and collect data on the various forms of faculty engagement that now occur informally outside of the accredited areas We need to find revenue to reward faculty engagement in experiential learning, including in study abroad programs; we need to raise the profile of this engagement through directly targeted mentoring awards Mentoring should also be formally added to promotion and tenure guidelines, either as a component of Research, Teaching and Service or as an independent category We will initiate

consideration of this recommendation in the appropriate governance bodies

There are Provostial and College level awards to recognize excellence in faculty mentoring of students, and engagement in experiential learning is a component of these awards Certainly, the teaching, research, and service components of faculty service are recognized and rewarded in promotion and tenure, but not equally so, and there

is room for improvement in how we recognize and support faculty engagement in experiential learning The Graduate School recognizes excellence in mentoring by faculty members with an annual award; excellent Graduate Program Directors are also recognized with an annual award These awards are presented at a well-attended, high profile event each spring

At the graduate level, faculty in STEM areas often view the collaborative research process with graduate students

as an engine of productivity, so there is general enthusiasm for mentoring graduate students We need to address the costs associated with mentoring graduate students in humanities and arts programs, where graduate students do not often benefit faculty productivity We are developing a plan to provide conference or research travel support for faculty and the students they mentor

CAMPUS PLAN PART IV: STUDENT ENGAGEMENT

Q1: Provide an overview of the supports offered to students who are interested in taking approved

Applied Learning activities How can students currently navigate approved activity offerings? What is your process for approval of new or customized student-initiated activity?

Overview of Supports Offered to Students

All academic departments provide opportunities and support for both undergraduates and graduate students interested in Applied Learning

At the undergraduate level, EXP+ courses include a wide variety of options in every department, including faculty mentored research, internships, undergraduate teaching assistantships, service-learning projects, and the 444 course designator, which allows for adding an experiential component to a regular course All EXP+ courses can

be easily identified through our searchable PeopleSoft database

At the graduate level, experiential learning is inherent to most graduate programs Each student receives individualized advising and support from faculty mentors or the graduate program director in identifying experiential options that complement their degree programs Student affairs and academic service departments also provide support for Applied Learning activities

The Career Center is a centralized unit providing services to all students, undergraduates and graduates, all majors and schools, and all career intentions The Center has staff dedicated to employer outreach, bringing major national and international organizations to recruit interns from SBU at both undergraduate and graduate levels Career Center staff work closely with employers who wish to create internship programs and works with faculty

to screen internships for quality The Center promotes opportunities for Applied Learning through a cutting-edge recruitment system, Handshake, four Job & Internship Fairs each semester, industry-focused networking events, diversity recruitment initiatives, alumni-student programming, and visits to classes and student organization meetings Students have access to Handshake from the moment they matriculate in either an undergraduate or graduate program, and it gives them access to internships, co-ops, and some research opportunities Career Center counselors work with students on preparation (search strategies, networking, written communication [resume, cover letters, and essays], and interview skills) through individual and group sessions

The Office of Undergraduate Research & Creative Activities (URECA) promotes opportunities for undergraduate students to participate in research on campus and with SBU’s research partners URECA guides students in the process of applying for research opportunities, how to find mentors, and get published URECA offers small travel grants and summer funding for students doing faculty-mentored research and connections to externally funded programs The office holds an annual undergraduate research fair each year that highlights undergraduate research, actively attended across disciplines

Other administrative units providing support for experiential learning within smaller cohorts of students include the WISE program (Women In Science & Engineering), the Honors College, and the CSTEP/AMP Program Large numbers of students are able to fulfill their EXP+ requirements by working with the Undergraduate Colleges, University Scholars Program and Academic and Transfer Advising Services

How Students Currently Navigate Approved Activity Offerings

At the graduate level, as students progress through their programs, they work closely with their faculty advisors, who provide mentoring and advising, helping them navigate offerings

At the undergraduate level, students may access all EXP+ courses easily through PeopleSoft For students who wish to create an independent internship experience, each department has a primary point of contact, either a specific faculty designee or the Undergraduate Program Director Undergraduates who wish to receive academic

credit for an internship experience outside their major department may use the Career Center’s EXT 488 designator, as long as the opportunity is approved and supported by a faculty mentor

Process for Approval of New or Customized Student-Initiated Activity

At the graduate level, students would work with their faculty mentors to develop customized Applied Learning activities At the undergraduate level, students may propose new opportunities and obtain permission from the appropriate faculty mentor to enroll in the appropriate 488 internship course or 444 course to get credit for the activity If a proposed internship is outside a student’s major department, they may use the EXT 488 designator, with prior approval and direct advising from a faculty mentor

Q2: Describe how approved Applied Learning activities are promoted to and shared with students

How is information about Applied Learning activities built into the orientation or advising process?

Applied Learning activities are vigorously promoted to current and prospective students in a myriad of ways at Stony Brook The opportunity to participate in research and Applied Learning is one of the university’s major draws for high achieving students Research activities are promoted in the university’s admissions materials, programming for admitted students, and in a number of outreach activities targeting students throughout the K-12 pipeline

Both new freshmen and transfer students are exposed to potential Applied Learning activities through Orientation and 101 courses Advisors in the undergraduate colleges provide information on Applied Learning opportunities specific to the themes of their colleges Undergraduate College Fellows, part of a mentored leadership program among incoming freshmen, also participate in orientation and share their experiences The curriculum for the First Year Seminar 101 “Introduction to Stony Brook” for freshmen includes information on Applied Learning

opportunities, and the transfer student equivalent, ADV 101, covers ways to get involved on campus, an overview

of EXP+ credit, and an introduction to the Career Center

Undergraduate students have access on an on-going basis to the EXP+ framework through a searchable database

of over 400 courses that presently satisfy the EXP+ aspect of the Stony Brook Curriculum Undergraduate advisors advise students on their options for EXP+ and refer them to faculty or resources like the Office of Undergraduate Research & Creative Activities (URECA), and the Career Center Individual academic departments emphasize the opportunities to do research through their websites, programs and workshops, and one-on-one advising For example, the Undergraduate Biology program offers an Entering Research workshop, which

is promoted by emails to students within the major and includes instruction on how to write a compelling letter of introduction to a potential faculty member Similarly the College of Business and the Program in Public Health have robust websites pointing students to College-sponsored opportunities

Graduate students are primarily oriented through their graduate programs, although TAs and RAs undergo a central, in-person orientation on teaching and research norms Graduate student research experiences are promoted differently in each graduate program, with some programs guiding students through a series of lab rotations in order to find the best fit, some have a series of seminars that offer a glimpse of different types of research conducted by their faculty, while others offer more individualized one-on-one advising from faculty to connect students with projects Additionally the Graduate Career Association works closely with the Office for the Integration of Research, Education, and Professional Development (IREP) and the Career Center to organize professional development activities for graduate students, such as the PhD Career Ladders Program

The Study Abroad office, Career Center and IREP Office regularly reach out to students throughout the year through information sessions, online databases and websites, regular email newsletters, workshops, and one-on-one advising about specific Applied Learning opportunities and internships

The Career Center connects students with internships and other opportunities through advising, its online portal, Handshake, four Job & Internship Fairs each semester, and a corporate interviewing program, which brings employers to campus to interview students for real opportunities Presently the Career Center also offers a credit-bearing career planning course, CAR 210, through which students learn to research careers, integrate self-knowledge with potential paths, identify experiential opportunities, and present themselves effectively as candidates, in writing and in person

The IREP Office promotes auxiliary courses, workshops and opportunities that support undergraduate and graduate student Applied Learning, such as courses on research writing, workshops on grant and proposal writing, applying for fellowships, and research training opportunities

Q3: What is your campus plan for formally incorporating student feedback into each approved Applied

Learning activity? What process does or will a student follow if they have a grievance with an campus site?

off-Incorporating student feedback has been a hallmark of accredited programs in the Health Sciences, the Professional Education Program, and the College of Engineering & Applied Sciences, where every student placed

in an internship/clinical/student teaching/department capstone project completes an evaluation Focus groups and town hall meetings have also been used to collect student feedback Several departments have industrial advisory boards whose members support experiential learning projects and provide feedback to faculty

University-wide standards for the EXP+ aspect of the Stony Brook curriculum are based on national standards set

by the National Society for Experiential Education, and include assessment and evaluation of Applied Learning activities It is expected that students will complete evaluations of their experiences, either through the

standardized electronic course evaluation form for EXP+ courses, or through the internship evaluation forms for individual projects

Our long-term goal is to create an online portal or web-based tool that will handle the EXP+ contract, push out evaluations to students and supervisors, and make the data available to undergraduate program directors for review

At the graduate level a pilot survey, covering graduate students’ impressions of the mentoring they receive, the climate in their academic department, and how well they felt their time at Stony Brook prepared them for their career, was deployed this year Our goal is to launch the official version of the survey this coming year, and deploy it to a sampling of graduate students every three years

With respect to grievance policies, every program has standard processes in place for student grievances, and students enrolled in an approved Applied Learning activity off-site would be able to follow these procedures Student representatives at the undergraduate and graduate levels are included in all governance committees, including the panels that consider student grievances In addition, there is a Problem Resolution Statement for online learners: http://www.stonybrook.edu/commcms/onlineed/student We intend to improve the visibility of these procedures and will explore the possibility of adding a notation to the syllabi of EXP+ courses and Blackboard sites

Q4: What is your campus plan for including students in the continued improvement of existing Applied

Learning activities and development of new Applied Learning activities?

In addition to student feedback about their individual applied learning activities, student representatives from both the Undergraduate Student Government and the Graduate Council are included on the Applied Learning Task Force

Stony Brook University Applied Learning Campus Report, Parts V-VII

Part V Feasibility Study

1 Do you currently measure any impacts of campus-approved applied learning

on the local community and workforce? If so, what impacts do you measure and what methods do you employ?

Stony Brook University has not conducted a comprehensive, systematic analysis of the impacts of campus-approved applied learning on the local community and workforce We have, however, gathered substantial information that offers insights into the local impacts

of applied learning

The Office of the Vice President of Economic Development (OVPED) manages internship programs in which undergraduate and graduate students engage in paid applied learning activities From 2014-2016, 348 student interns were placed in the 50 incubator

companies overseen by OVPED; of these 94 were hired, indicating that the incubator

internship program has had a positive effect on the local workforce Cumulatively since inception in 1990s, the Strategic Partnership for Industrial Resurgence (SPIR) program, which is also overseen by OVPED, has placed and supported more than 4,000 student

interns (primarily engineering) with local companies to perform projects The cost of these internships is shared with the companies (SBU 35%/company 65%) We do not have exact data on workforce impact for SPIR, but anecdotally we know that many of these companies hired those interns, even if they had indicated they were not hiring prior to the start of the project The sheer volume of repeat customers for these internship programs (30-50%) indicates that participating businesses are very satisfied with the quality of the interns and the overall experience with SBU We conclude that these programs contribute significantly

to the workforce and economic development on Long Island

In addition, like many campuses with a Federal Work Study Program, Stony Brook

University is required, through the Job Locator Development program, to measure the economic impact of student workers by reporting annually the number of students

employed in off-campus jobs and the wages they earn

The Career Center follows guidelines established by the National Association of Colleges and Employers (NACE) to help foster the eight competencies associated with career

readiness: (1) critical thinking/problem solving, (2) oral/ written communication, (3) teamwork/collaboration, (4) digital technology, (5) leadership, (6) professionalism/work ethic, (7) career management, (8) global/intercultural fluency The Career Center

administers two undergraduate internship courses (EXT 288 and EXT 488) for students completing internships for academic credit outside their home departments It uses a data management system, Handshake, to facilitate the gathering and storage of feedback from on-site supervisors regarding the quality and value of the internship experience, both for students and for sponsor businesses and organizations The Career Center also engages in