November 01, 2018 | By Troy D. Nunamaker and Tony W. Cawthon
TAGS: internships, competencies, program development, journal
NACE Journal, November 2018
No program launches without experiencing some challenges along the way, and UPIC was no different. There were a number of hurdles the UPIC faced initially.
As the program evolves to meet new demands, new challenges arise. For example, to encourage mentors to provide opportunities to younger students, limitations are now put on the number of times a student can receive split funding from UPIC. Mentors that wish to hire the same interns semester after semester instead of recruiting new talent to grow and develop at the university now need to fund those seasoned interns at 100 percent of the salary after the fourth experience. To receive shared funding, mentors need to continue to hire students fairly new to the program.
Likewise, the previously available range of 160 to 175 hours for split funding has been reduced to 160 hours in an effort to better control and monitor the budget. A flexible range of 15 hours per student may not seem like much, but hundreds of students are participating in the program each semester, and projections off by just 1 percent can cause a $14,000 disruption in the budget. Similarly, to ensure that the university account strings provided for salary sharing are complete and accurate, the name and e-mail of each mentoring department’s business officer is now part of the application form.
Finally, initially, interns were not required to enroll in an internship course. Now, students taking part are enrolled in career services’ zero-credit internship course, ensuring that the academic requirements of the program are adhered to.
Troy Nunamaker is the chief solutions officer for Clemson University’s Center for Career and Professional Development. His path to Clemson from his undergraduate studies at Wittenburg University (Springfield, Ohio) began with a master’s degree in guidance and counseling – student affairs. Since joining Clemson, Nunamaker has earned a second master’s degree (human resource development) and is currently pursuing his Ph.D. in educational leadership – higher education, with a focus on experiential education. He has served Clemson since 2000 in a variety of professional roles, with duties ranging from cultivating corporate partnerships and managing the center’s various internship offerings to developing new strategies and blueprints for keeping career services effective and relevant for all current and future constituents.
Tony W. Cawthon is an alumni distinguished professor of student affairs and higher education at Clemson University in the department of educational and organizational leadership development. Prior to this position, he served as department head and program coordinator for the counselor education/student affairs graduate preparation program at Clemson. Prior to beginning his faculty career, he worked as a student affairs administrator for more than 15 years at Clemson University, Mississippi State University, and the University of Tennessee - Knoxville. Cawthon has a master’s in sociology and a bachelor of arts in honors psychology/sociology. He has written extensively and is a frequent presenter in the areas of inclusion, career/professional development, and student affairs administrative issues.
Percent of staff time spent student-facing
Median number of students per professional staff member
Median number of FTE professional staff
Median number of FTE overall staff
Percent of career centers reporting cuts to personnel budget
Percent of career centers reporting cuts to non-personnel budget
Percent of career centers using third-party provider to collect student outcomes
2020-21 Career Services Benchmark Survey Report