Matthew Lynch published in Higher Education, Matthew Lynch October 3, 2015

Diverse Conversations: 5 Questions For Securing the Perfect Internship

You may think that the cold of winter is too early to start thinking about summer internships, but the competition for placement is already heating up. Companies have already begun accepting applications for summer, and as a result, students vying for top spots need to start preparing now. This can be easier said than done, as students have more choices, but also greater competition.

For this week’s installment of “Diverse Conversations,” I interviewed L.J. Brock, Vice President, Talent Acquisition and People Infrastructure at Red Hat. L.J. and I discussed Red Hat’s internship program and the 5 questions he says all interns should ask to increase their options and make sure they secure the best opportunity to drive their future.

Q: How has today’s young workforce changed from the workforce of, for example, 10 years ago?

A: The workforce of today, as a whole, has the same attitude that the startup workforce had 10 years ago. There’s a lot of confidence and willingness to take chances. People want to make their marks at a company and be recognized for the amount of work they put in and I think jobseekers are looking for a job they care about, doing work that excites them, at a company whose mission they can believe in. It’s really competitive, especially in the technology industry. The stigma of moving from job to job is gone and people don’t feel they have to pay their dues in order to move up. Everyone is looking for, and finding, what they want, now.

Q: Is there any particular type of environment that college graduates expect when they enter the workforce? For example, do they expect companies to be open to their ideas, or is it just a matter of “come in and do your job?”

A: The main things that attract people, including college graduates, to Red Hat are our environment and culture. The ability to make an impact and see that impact on day one is paramount and I think a lot of these jobseekers are over the idea of “just doing a job” and going home. They want to influence. They want to be recognized. And they want to do this on a grand scale, no matter their title and time in the job. Red Hat has always operated as a meritocracy – your ideas really matter here and the best ideas will rise to the top. It’s how we work in developing software and it’s how our company moves forward– through our people, their hard work, and their ideas.

Q: What should the ultimate goal of the internship be? Gain knowledge? Get a better idea of what the working world is like? Get a job at the company you’re interning at?

A: When it comes to our internship program, we treat these students as peers. We’ve been operating this program for over 10 years and while the size and scope has certainly grown, the idea of how it works has stayed the same. The goal, of course, is to find young talent and get them in the door. We show them the opportunities that Red Hat offers and they’re given the chance to come in and experience our culture and to work on projects that matter. There’s no benefit in having these intelligent people come in and work on imaginary problems or push papers around– we want them solving real problems and getting real experience they can use no matter where they end up. We want them to make an impact. The ultimate goal is to have them continue on with Red Hat, but it takes a lot of initiative, a cultural fit, and the ability to adapt to change. We love the idea of hiring interns because they already understand our mission and what it takes to succeed at Red Hat.

Q: Can you provide some background on Red Hat’s internship program?

A: Our internship program has been around for over 10 years and keeps growing in size and to new geographies. We work to identify the best and brightest college students, usually in their junior or senior years, and bring them in to work on various teams across Red Hat. We’ve had interns in engineering, finance, human resources, marketing, legal, design, and customer support in the past, and we work to expose them to other areas of the organization for a multi-disciplinary look into what it is to be a Red Hatter. They get hands-on meetings with our executives and participate in many activities geared toward giving them the full Red Hat experience in just a few short months.

Q: Why is it important for applicants to start applying to internships so early in the year? And, how has this process changed over the past several years?

A: There’s not just a huge amount of competition out there for talent, but also for jobs and internships. Students should get the earliest possible jump on an internship to give themselves the longest period of time to find the right fit. The job they may want will not be there forever, so getting in early is key. We’re looking to fill these open jobs and if we don’t know about the candidate and their abilities, there’s no guarantee. Job fairs also take place early in the school year and that’s another great way to find out about what is offered and for the students to, in some cases, meet the person hiring for specific roles. This has changed somewhat over the years as internships are no longer an add-on for a company’s strategy. It’s become an integral key in how they find and hire talent.

Q: In a past interview I conducted with Dr. Lynn C. Owens, Associate Professor of Communication, William Peace University, Raleigh, NC, she reported that research shows students are not as prepared as they should be for the workforce. How can initiatives like Red Hat’s internship program help shift those statistics?

A: Knowledge is power, but experience is what gets you hired. Red Hat believes that the key to having a young workforce succeed is to get them the experience they need as soon as possible. And that’s real-world experience. Internships should be all about learning how to take your knowledge and apply it in a professional setting. Internships are also about making yourself an asset to employers, so we hope that as internships as a whole become more serious and focused, we will see some of these statistics around preparedness improve.

Q: So, you mention there are 5 questions all intern applicants should consider if they make it to an in-person interview. What are those questions and why are they important?

A: Always remember that you’re not the only one being questioned. The employer is also being interviewed by you, so find out as much about the job as they are finding out about you:

1) What kinds of projects would I be working on? Make sure this internship aligns with your career goals and builds on the knowledge and skills you’ve already gained. If there’s not a clear set of goals for your time at the company, that may be a red flag that you should look elsewhere.

2) What would a typical day look like? This will help you decide whether the environment and work is for you. Internships run the gamut from major learning opportunities to extreme grunt work. Know what you’re getting into.

3) Are there regular activities for the interns outside of normal work? Many companies, including Red Hat, have a full-fledged intern program that include activities such as volunteering, seminars, ballgames, cook-outs, and the like. These can be valuable in meeting new people, executives, and other hiring managers from around the company.

4) What do you like most about working here? Learning about the company’s culture and work experience can help you determine whether it’s a good fit for you.

5) Have you stayed in contact with previous interns? Ideally, the employer can reference past interns that now work there full time. In addition, it’s a good sign if that individual can think of interns who have moved on to interesting roles within the company or in other highly regarded companies.

We would like to thank L.J. Brock for taking the time to speak to us.

Matthew Lynch published in Diversity, Equity, HBCU's, Higher Education, Matthew Lynch, September 24, 2015

Beyond Athletics: Three Other Ways to Recruit Minority College Students

We’ve all heard the fairytale stories before: a minority kid from a tough neighborhood gets a shot at a college career because he or she is recruited for a particular sport. Not only do these athletes get to show off their physical talent, but they get a college degree and a more promising future in the process. Listen, I’m all for athletes landing athletic scholarships if it means that more minority college students earn a college degree. But I also know that stories like these, while intentionally heartwarming and media friendly, do not represent the vast majority of minorities with college aspirations. Athletes get a lot of the attention, but if colleges and universities are truly committed to diverse populations of students then they need to put the steps in place to make it easier for all minorities to earn a college degree.

A few of the areas where I think universities could improve on minority programs and recruitment include:

Arts recruiting.

Just as scouts go out and recruit the best basketball or football players for teams, the same should happen with minority students who show promise in the arts. Theater, musical performance, sculpting, painting, film studies and even creative writing – minority students who have talent in these areas should be given attention and invited to college programs. Why arts programs over more practical careers in STEM or healthcare? Minority students with arts passions often feel forced to abandon them in favor of immediate jobs or things that are simply not their passions. Arts careers are considered “silly” for white peers, but almost irresponsible for minority students. This should change and colleges should take the lead on it.

Mentorship programs.

There are some minority students who come from a home where one or both parents are college graduates but those odds are lower than their white peers. All first-generation college students face different challenges and expectations than those for whom college acceptance, success and graduation has always been expected. During the recruiting process, colleges should tout their mentorships programs and make sure minority and first-generation students are aware of the support they will receive when they decide to attend. As much as possible, these mentorship programs should work on matching students based on race, gender and career industry – though aligning all of that is admittedly difficult. Using the same mentor for several students is an option. Particularly in the case of minority students, mentors are generally overjoyed to be able to help a young person succeed. Colleges just need to be asking for that help and then expressing that it exists to their potential minority students.

Creative financial aid.

College is expensive and for students who have to pay for it on their own while supporting themselves, it can be overwhelming. There are no shortage of loans that students can take out to help finance their college careers, but saddling them with debt before they even set foot in the work world can be a recipe for disaster. Colleges that truly want a diverse population of students who succeed after graduation should look into adding more minority scholarships. The “pay it forward” college payment system that is implemented in certain states like Oregon should be considered for wider adoption, especially when it comes to attracting minority and first-generation students to college campuses. College does not need to be completely free in order for more minorities to attend and graduate. It does need to be affordable, though, and that takes some thinking out the normal financial aid box.

Athletes who earn college degrees are certainly inspirational but they are only a small portion of the minorities who want the type of education a college or university can provide. If we really want equality on our college campuses then it will take more than touting the success of our minority football, basketball and track stars. We need to find ways to translate that same success across interests and disciplines, and to give those students the support they need to truly succeed. Part of that process is to make college more affordable for all students. Another piece of that puzzle is targeting areas that are often overshadowed by athletics, like the arts. By understanding the true picture of what potential minority college students are like, colleges and universities can get more of them on campus or enrolling online.

How do you think more minority college students can be recruited?

Matthew Lynch published in Higher Education, list, Matthew Lynch September 17, 2015

5 Tips You Can Use to Become an Academic Entrepreneur

More and more academics are recognizing the potential to supplement their income from higher education positions with out-of-the-box projects and schemes. To try and get to grips with the so-called academic entrepreneur, I met with Shonell Bacon, Instructor of Mass Communication at McNeese State University.

In this article, you’ll see some of her tips on understanding the relationship between academia and entrepreneurship—and how you can marry the two concepts together to generate supplementary income.

You can be an academic entrepreneur. Bacon defined “academic entrepreneur” as “someone who knows what their talents are and is able to capitalize on them. They are able to take those qualities that make them excel in the academic arena and apply them to additional revenue streams. They are not necessarily unique; they are just always looking for opportunities. They are broad thinkers with narrow goals and lanes to optimize success for those goals.
The tools you find useful in the academy are also useful in your entrepreneurial ventures. Bacon said, “For me, the biggest advantage to this approach is how I use knowledge from these two worlds, academic and business, to better myself in both worlds. For example, outside of academia, I am an author and an editor. With both, I constantly use my creativity; my knowledge of grammar, structure, and organization; my ability to think outside the box to strengthen my own writing as an author and others’ writing as an editor. When I’m in the classroom, I bring these tools with me. When I’m considering academic research projects, I use my creative, my outside-the- box thinking to explore topics that on the surface might not seem as academic as other topics, but in the end, they are creative endeavors for me that satisfy their academic requirements.”
Online tools and technology are your best friends. “I would probably say that higher education’s embrace of technology, especially with moving some classes online, allows for accommodating entrepreneurship into your career” Bacon said. The use of technology forces educators to think outside the box and figure out how to deliver the same quality education electronically. Bacon recalled her first foray into online teaching and remembered how teaching online made her consider how she might offer her expertise in other areas digitally.

“The minute I had to reconsider and think creatively about my teaching, those same reconsiderations came to me in regards to entrepreneurial endeavors. I also think about the ‘leisure learning’ style courses that are offered at most colleges and universities. Oftentimes, these courses enable academics to make a little money in activities outside of their academic work. For example, I’ve taught leisure learning classes in fiction writing, fiction workshop, and developing projects for submissions. These courses allowed me to blend my teaching qualities with those qualities often exhibited in my entrepreneurial activities. I also think that schools, such as University of Phoenix, those schools that offer credit for “life learning” and business activities and experience suggest that entrepreneurialism–the work we do outside of academia–is important.”

Value your time. “Work doesn’t end because you leave your campus office. With working 60+ hours a week, sometimes more, academics often don’t have the time for entrepreneurial activities, especially if they want to have some life to live while also taking care of home and family. And that time affects them in another way, too, because you have to make time to think on the idea of entrepreneurship: what skills do I have as an academic? How might those skills be useful outside of academia? What non-academic skills do I have? How can I bridge these skills to develop real financial independence through entrepreneurial ventures? There has to be time taken to consider these questions and others before a person can even get to developing the success s/he wants.”
Be part of the revolution. “I definitely think more academics will embrace entrepreneurship,” Bacon said when asked if more academics would become entrepreneurs. “One reason will be out of necessity, say for example, the need for additional money. But others will come to embrace it because we live in such a fluid, technological world where one person can seamlessly move in and through many identities at any one time. Technology, whether it’s the actual device, or the app, or the software, etc., enables us to branch into other arenas, and more academics can take part of entrepreneurship through technology. Because of technology and the ability for an academic to blend multiple identities simultaneously, the field will definitely not only emerge, but also expand. I definitely see this more so for the future as younger academics come into the landscape, particularly those who are digital natives, from birth living with Internet and the many other advances of technology.”

We would like to thank Shonell for sitting down with us.

Matthew Lynch published in HBCU's, Higher Education September 16, 2015

HBCU Insights: A social justice toolkit for university administrators

A column by Dr. Larry Walker

Throughout their history historically Black colleges and universities (HBCUs) have been incubators for social change. Alumni, faculty and students including John Lewis and Rosa Parks left an indomitable footprint, which continues to inspire political leaders and activists. During the Civil Rights Movement students from North Carolina A & T, Shaw University and other HBCUs took stances on important issues to fight economic, political and social disparities. While students at HBCUs rallied to change conditions in the United States students at predominantly White institutions (PWIs) also fought against racial and gender discrimination during turbulent times. Unfortunately, incidents including the deaths of students from South Carolina State University, Jackson State and Kent State University represent a cautionary tale for college administrators.

Each tragic event highlights the delicate balance between individual rights, social activism and government intervention. The Neo-Civil Rights Movement spurned by issues including #BlackLivesMatter, immigrant, transgender and women’s rights are reshaping the political landscape. HBCU administrators have to be prepared to address a variety of issues without alienating subgroups. Maintaining a collegial environment that respects the rights of faculty and students to organize and protest is paramount. Members of the university community may support a platform, which is inconsistent with the institution’s policies. Determining how to handle socially delicate topics during politically challenging times is difficult yet some HBCUs have succeeded.

Over the last few months HBCUs including Coppin State University, Harris-Stowe University and Morgan State University stood steadfast despite the events following the deaths of Michael Brown and Freddie Gray. For example, Harris-Stowe facilitated a dialogue among faculty and students, Coppin State helped to clean up West Baltimore and Morgan State University recently convened a task force “Gray Days, Better Tomorrow” to address systemic issues in Baltimore. In each case administrators heeded the call to help transform communities with limited political capital.

Although some HBCUs have taken steps to eliminate economic and social inequities administrators have to continue to work closely with faculty members, students and alumni committed to important causes. Adopting proactive policies that are community centered can mediate philosophical differences between student and administrative leaders. To prevent short and long term problems post-secondary institutions should consider the following:

Cultivating relations with student leaders- Ensuring administrators, faculty and students have an open line of communication is critical. School administrators have to take time to seek out campus leaders before an on or off campus event negatively impacts the campus community. Students recognize when school leaders are ignoring their concerns. Hosting campus wide meetings that allow individuals to discuss pertinent issues creates a sense of trust.
Utilizing social media- Recently students at Howard University took steps via social media to address systemic issues including financial aid, school infrastructure and customer service. #TakeBackHU was a trending topic on Twitter and led Howard University President Frederick to address concerns from students. Dr. Frederick assured members of the Howard community that he was committed to addressing issues, which began before his appointment. The efforts by campus leaders to fight for change highlight the power of social media. Topics on Facebook, Periscope, etc. can generate discussion that shapes local, national and international concerns. HBCU administrators including Dr. Walter Kimbrough, (the Hip Hop) President of Dillard University has an active presence on Twitter and communicates with alumni, faculty and students. Dr. Kimbrough embraces social media during a time when more administrators recognize its importance. It is critical that HBCU presidents follow Dr. Kimbrough’s example and continue to communicate with the campus community to avert issues that could disrupt learning.
Maintaining an active presence on campus- HBCU presidents have to take time to interact with alumni, faculty, staff and students. Developing strong relationships can build social capital, which administrators can use at critical junctures. Meeting with members of the campus community during homecoming, graduation and other events is not enough. Students, faculty and national leaders respect administrators including Dr. William Harvey, President of Hampton University, because of his ability to build coalitions. Throughout his tenure Dr. Harvey has worked collaboratively with faculty to increase funding for research, lower student attrition rates and work with the local community. Administrators should use Dr. Harvey as a template to ensure they develop relationships that can survive turbulent times.
Recognize emerging trends- Administrators including former Xavier President Dr. Norman Francis recognized that there was a need for more African-American doctors. Currently, Xavier leads the nation in producing African-Americans students that are admitted and graduate from Medical School. The statistic is noteworthy because Xavier does not have a large endowment or educate students from predominantly affluent families. School leaders have to anticipate how national and international issues will impact the campus community. Students may support efforts including #BlackLivesMatter which seek to address police misconduct. Taking a proactive approach could prevent problems between students and administrators from engulfing the campus community.

HBCU administrators have to work with the local community, faculty and student leaders to create a healthy environment that supports efforts to address economic, political and social issues. Ensuring university leaders are active on social media would allow students to interact with officials in real time. The events at Howard University highlight the importance of communicating with students to address legitimate concerns. Cultivating relationships with students can prevent important social issues from negatively affecting the campus community.

Read all of our posts about HBCUs by clicking here.

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Dr. Larry J. Walker is an educational consultant focused on supporting historically Black colleges and universities (HBCUs). His research examines the impact environmental factors have on the academic performance and social emotional functioning of students from HBCUs.

Matthew Lynch published in EdTech & Innovation, Policy & Reform September 16, 2015

How to help high school students find a career

According to the Bureau of Labor Statistics, nearly 30 percent of teens and young adults work in the leisure and hospitality industry. While those jobs are usually entry level and easy to attain, they aren’t necessarily career defining.

In addition to working entry level positions, most high school students aren’t exactly sure of what career path to take after high school.

To help them with such an important decision, Myverse has launched a new tool that will match high school students with a potential career path.

Myverse, “an online and mobile resource for middle school and high school students,” is a device that students may use to help them with selecting which career may best suit them.

One of the goals of Myverse is for students to at least have an idea of what career may interest them prior to stepping foot on a college campus.

Wayne Sharp, Myverse founder and president, believes that this test may change our future workforce for the better.

“Education shouldn’t be about getting through the next lesson or the next test, it’s bigger than that. We as adults need to contextualize education in a way students can make real world connections with what they’re learning, especially when considering what they will do after graduation. Myverse provides the starting point in this quest for students and teachers alike.”

As our economy continues to grow and change and the world’s workforce becomes more diverse, allowing students to explore career options that may be available to them before going to college is just another way to better prepare them for the future.

For more information on Myverse and to take the free career test, please visit www.myverse.com.

Read all of our posts about EdTech and Innovation by clicking here.

Matthew Lynch published in Equity, Higher Education, Matthew Lynch September 13, 2015

Diverse Conversations: Current Issues in Higher Education

With each passing decade, colleges and universities are faced with the task of responding to the spirit of the times. Those that deal with these trends and issues proactively often receive great rewards. However, those that do not keep up with the times face an uncertain future and in extreme cases, failure. Recently, I spoke with Dr. Helen F. Giles-Gee to discuss some of the current issues in higher education and how colleges and universities should respond to them.

Dr. Helen F. Giles-Gee began her tenure as the 22nd president of University of the Sciences on July 16, 2012. A well-respected and nationally-known scholar, educator, and administrator, she brings more than 30 years of experience in higher education to the campus.

Q: What are the major challenges facing American colleges and universities?

A: American colleges and universities are facing many challenges. I’ll name just 10: (1) Diversifying revenue streams to adjust to government divestment in higher education; (2) Enrolling a more diverse college bound population, some of whom may be ill prepared for college-level work; (3) Informing the Reauthorization of the Higher Education Act, which impacts federal student aid (student affordability), fundraising opportunities because of expiring tax provisions and more; (4) Greater accountability at state and federal levels for student learning outcomes such as increasing retention and graduation rates and student academic achievement; (5) Increased competition with other colleges that are becoming entrepreneurial in their academic program development and/or are utilizing new ways to assess students’ prior learning now paid for using federal financial aid; (6) Addressing the new credentialing of competencies that may make the “credit hour” irrelevant; (7) Forecasting capital plant needs with a changing delivery market for higher education; (8) Maintaining good community relations when balancing the desire by some cities and towns for tax revenues from nonprofits; (9) Addressing risk and compliance issues associated with needs for additional security, greater internationalism and resulting visa needs, greater sensitivity to complaints of sexual harassment, whistleblowers, and other possible personnel issues; and (10) Supporting the K through 12 pipeline regarding student academic achievement by strengthening teacher education programs and their outcomes.

Q: In what areas do American colleges and universities need the most help?

A: With decreasing college bound populations, greater competition from an increased number of colleges and universities, and fewer government subsidies for financial aid, having tuition and fees as the predominant source of revenue is a recipe for disaster. Colleges with fewer than 4,000 students are especially fiscally vulnerable as they need the same core operations as larger colleges unless they possess very great endowments with payouts that contribute high percentages to operations. Small institutions that still try to “go it alone” without considering joining consortia or merging with another institution may see their coffers empty sooner rather than later. Some institutions may need assistance in considering appropriate strategies to diversify their revenues and contain costs.

Q: What is the current enrollment of University of the Sciences? What is a realistic projection of enrollment over the next five years?

A: University of the Sciences’ current enrollment is about 2,800 students. With a mission of educating students for healthcare professions, sciences and mathematics, and management and health policy, USciences aims to stay small in size and focused in its program offerings. The majority of our programs are in fields that are highly desirable by employers with 94% of students graduating in 2012 having jobs or admitted into graduate programs within six months of graduation. We currently provide three online full programs in biomedical writing, and expect to see enrollment growth occurring in new specialized online programs that are in sync with our mission.

Q: What is the approach to recruiting new students? What challenges do you face in attracting students to the school?

A: We are increasingly informing new students about our value and distinctiveness. Our strengths include: a small faculty to student ratio; an urban location amidst other great universities; collaborations with great universities and research institutes on research and academic programs; student/faculty research opportunities that result in presentations and/or publications; great possibility for graduate work; clinical practice in sites across the country; faculty who are esteemed in their fields; reputation for innovation and entrepreneurship as documented by graduates like Eli Lilly, Robert L. McNeil Jr., and others.

We are also increasing our articulations with surrounding schools and community colleges. As Philadelphia College of Pharmacy, we were the first college of pharmacy in North America. When academic programs expanded to include degrees in science as well as professional doctorates in occupational therapy and physical therapy, our name changed to Philadelphia College of Pharmacy and Sciences and later to University of the Sciences. Name recognition has been a challenge that we are overcoming with greater media exposure and publicizing the positive outcomes of a USciences education.

Q: What is the graduation rate at the University of the Sciences now?

A: The six year graduation rate for the 2006 cohort is 74%. We are instituting new retention efforts and expect to see this percentage increase.

Q: Do you have any parting messages for our readers, many of whom are our current and future presidents?

A: This era calls for presidents who can lead institutions to develop tactics that effectively address new problems and who can educate boards to a changing higher education landscape. We will need to develop collaborative models within our institutions as well as with external partners. I am both humbled and challenged by the many new issues we face while knowing that when we succeed at improving higher education our students and our world will be the better for it.

Well, that concludes my interview with President Giles-Gee. I would like to thank her for taking time out of her busy schedule to speak with me.

Matthew Lynch published in Bullying, Diversity, Equity, HBCU's, Higher Education August 26, 2015

Do LGBTQ students feel safe on college campuses?

According to AmericanProgress.org, over 70 percent of LGBTQ students “reported experiencing sexual harassment, compared with 61 percent of non-LGBT students.”

To compound the issue, many college campuses are still in the slow process of growing to become more inclusive regarding the needs of students who identify as LGBTQ.

The report featured on AmericanProgress.org also suggests that some college campuses “may not include certain sexual acts in their definitions of rape” because “the perpetrator is of the same gender as the survivor.”

What an awful feeling knowing that the college that one attends is insensitive to the needs of its students, specifically those within the LGBTQ community.

It’s vital that students have a sense of safety while on campus. It’s supposed to be a place of freedom, a space for creativity, and an educational asylum. When those protections are removed or never placed at all, students are left vulnerable.

LGBTQ students looking for colleges to attend that make safety paramount should look to AffordableCollegesOnline.org‘s new guide, “LGBTQ Resource for College Students.”

The guide features an array of resources for students to utilize, but also offers a way for students to find supportive campuses that are “more welcoming and supportive.”

There are two diversity experts featured in the guide and both are interviewed on the subject of student safety, recommendations for LGBTQ students, and much more.

In essence, it is a total resource of comfort for LGBTQ students to utilize when looking for the school that closely fits their wants and needs.

For more information on the LGBTQ Resource for College Students,” please visit www.AffordableCollegesOnline.org.