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Sep 11, 2010

Fall Semester 2010…and we’re off!

Welcome back!  When I last saw most of you we were concluding the spring semester, hotly anticipating the summer months. Well, the summer flew and much anticipated vacations at the Jersey shore washed up, literally.  So much happened and upon reflection, I realize that we accomplished much more than we expected!

Christina McNally

 First, Adrienne McNally, the Assistant Director of Experiential Education in OW, delivered a flawless baby girl.  One might even say she is practically perfect!  All those months of suffering from merry-go-round and tea cup rides in her belly certainly paid off.  Congratulations Adrienne!  We look forward to your return in mid-October.

The Internship Certificate Program flourished with nearly 60 students receiving certificates.  Collectively they earned over $65,000. Not too Calvin Xu intern at the NY Stock Exchangeshabby! This fall we have almost all NYIT schools that offer internships requiring their students to go through the ICP for the support our staff offers their students and participating employers.

Dean John Agnelli required service-learning in his Introduction to Sociology course offered as part of the summer Jump Start Program.  30 students volunteered in the local community for over 30 hours and provided overwhelmingly positive feedback in their evaluations.  This fall, service-learning is being offered in six courses on two campuses, a record number for NYIT since the program started one year ago. Students are working in NYC to educate community members about the dangers of childhood obesity and diabetes prevention; others are engaging with local youth to get involved with local, State and Federal governments to make changes in their community; some students are helping alleviate hunger and issues related to homelessness in Long Island; while other NYIT service-learning students are using their persuasive writing skills to encourage more people to sign organ and tissue donor registries.

However, the most exciting projects beginning this fall are the opening of two Community Service Centers (one in MA and another in OW), and the creation of the Alternative PeruBreak Program. The Community Service Centers are student-run offices designed to identify volunteer needs in the community and to bring them to NYIT students. These centers will help find volunteer projects for individuals looking to get involved while building their professional resumes, in addition to helping students who are encouraged to volunteer as members of clubs, organizations, athletics and Greek Life.  The Centers will also provide valid volunteer opportunities to International Students interested in getting involved in their new communities, in as early as their first semester on campus.  One student will serve at the center liaison to our Global Programs and assist our Nanjing students get involved in the community early and often – something many aren’t able to do because of Visa restrictions. The centers will serve as NYIT’s one-stop-shops for all of our volunteer needs.

The Alternative Break Program offers students the opportunity to travel together and to provide service to communities in need during spring and intercession breaks. While Alternative Break is new to NYIT, it was started by college students in the early 1980's as an alternative to stereotypical "beach party" spring breaks. These drug and alcohol-free service trips include orientations and ongoing reflection that are designed to address social issues like poverty, hunger, inadequate housing or gender inequity. The ultimate goal of alternative break trips is to get students to think of themselves as global citizens and to inspire them to use their college learning to solve public problems. Our first trip is scheduled for spring 2011 to Peru, where students will serve on water recuperation and native agriculture projects.  Applications are due by September 24, so if you are interested please log into and APPLY!

And if this weren’t enough, Career Services is pumping with new programs designed for seniors in November, a series of workshops called “Tea Talks” for international students, a growing alumni mentoring program and a series of Crash Course workshops for resume writing and interviewing, to name a few. All of our new events and initiatives are posted under the events section of our Website,

When you get a chance, visit one of our new Community Service Centers (in MA on the 2nd floor of the Student Activities building and in Career Services, Salten Hall OW), and stop in to say hello to us in Career Services.  We look forward to seeing you!

PS – Have you updated your Career Net profile and resume??? Log and update now!

Author: amy_bravo

May 14, 2010

Are You Job Search Ready?

Are you job search ready? by Tom Denham

A Great Blog.  Check it out!

Author: amy_bravo

May 05, 2010

“Confidence: How to Develop It ” by Caren Sobier

I have seen a lot of very shy and reserved first year students come through my office. I see that many do not know how to approach someone in a professional setting. Some have difficulty starting up a simple conversation or are even afraid to look someone in the eye while having a conversation. Sometimes when students are new to a job and don’t know a lot of people, they may be afraid to be outgoing and seem too confident because they don’t want backlash from other coworkers. It's always a bit easier for people to come out of their shells more when they work in a nice environment where people are friendly and approachable. Unfortunately, this is not always the case and through the years, I’ve watched students as they navigate new work terrain. Watching student workers grow into confident professionals is such a joy to see. A couple of years ago, one of my student workers refused to eat lunch in the cafeteria. Instead, he wanted to eat in our break room. He made no effort to mingle, mainly because he was so shy. Slowly, I noticed that as we gave him more responsibility in the office, he seemed to build more and more confidence. Now, 2 years later, I see him around campus with friends, and more frequently participating in NYIT social events. Fulfilling work responsibilities and taking on new challenges are great ways to build your confidence. When you extend beyond your comfort zone and accomplish something that challenges you, it builds confidence. When you feel confident in what you do on a daily basis, it shows through and through, in all aspects of your life. As this is my first blog, I always like to end with a quote….“The greatest barrier to success is the fear of failure.” - Sven Goran Eriksson

Author: amy_bravo

Apr 22, 2010

How Can We Fulfill the Mission of Higher Education?

By Adrienne McNally
A quick Internet search on college mission statements reveals a common thread among colleges’ purposes: civic engagement.  Institutions of higher education frequently identify that they would like their graduates to contribute positively to society, engage in public service, develop a sense of what it means to be a member of a community, and address problems in their state, nation, and world.  New York Institute of Technology is no different.  One of the main points of NYIT’s mission is to “support applications-oriented research that benefits the larger world.”  It can sometimes seem difficult to incorporate civic education into regimented courses, but I took on the challenge during my instruction of a section of the Fall 2009 Freshmen Seminar, “College Success.”

NYIT’s freshmen seminar is like most institutions’ freshmen seminars in that the instructors strive to help their students become familiar with campus resources and services, engage with other students and their professors, and develop habits that will help them successfully complete their degree programs.  The course has a rigid structure that makes it difficult to change the curriculum significantly.  While the course is only 2 credits (meeting for 2 hours per week), the students must read one book (in addition to the 2 required textbooks), write a paper, take online quizzes, write journals, attend 7 out-of-class events, and complete numerous surveys and trainings.  In addition, instructors are required to cover 10 topics related to academic success and personal development while accommodating 1-hour visits from 6 student services departments.

It seemed like a daunting task to add any topic to this curriculum, no matter how crucial to student development.  Working with a colleague and my supervisor, we found small ways to introduce civic engagement to our students and took on a service project.  We began in the second class by defining and discussing what it means to be a citizen, what responsibilities students have as citizens, and how they can contribute as a citizen.  Then we used this as an overriding theme to the class that we connected with the course requirements and the service project.

Journals: I used journals to help students think about civic engagement and their roles in society and government.  The students were required to attend the NYIT President’s Welcome Address and I asked them to talk about what they learned and why they thought it was important that they went.  If they didn’t go, I asked them how that decision will affect them at NYIT.  In another assignment, the students created a list of things they love and hate about NYIT.  For the things that they didn’t like, I asked them to talk about what they can do to change them to make them start thinking about actions they can take as citizens of NYIT.

Diversity: One required topic of the course is diversity.  This fit in well with civic engagement because it allowed me to educate the class about diversity issues on Long Island and the students had the opportunity to talk about their experiences.  The discussion leant itself well to asking the students to talk about what they could do now that they recognize what the issues are and they have accurate information instead of rumors or assumptions from their parents, friends, and media.

 Required reading: NYIT required all freshmen to read When the Emperor Was Divine by Julie Otsuka, a story of one Japanese-American family’s experiences during World War II.  It documents their journey to the US internment camps and their time spent there.  This was an excellent book to connect with civic engagement.  Some topics we discussed in conjunction with the book were the differences between the US and Japan at the time with regards to separation of church and state.  I asked students what they would have done as US citizens to support or oppose US government actions, how they would have reacted in situations the characters find themselves in and what actions they would have taken.  I used one journal entry to further explore these issues: If you had been present during this time, how would you have felt watching Japanese-Americans being evacuated?  What would have been influencing you (media, parents, friends)?  What actions would you have taken to support what you felt?

 Current events: We were also able to make the required reading more relevant to students by making connections with current events.  During the semester there was a case of a soldier who refused to fight for the US because he disagreed with the reasons we went to war.  This was a perfect opportunity to tie civic engagement to the book and current news topics.  What would they do if they were a soldier during WWII and were ordered to work at a Japanese-American internment camp?  Would they serve?  Would they risk a court martial by refusing to serve? 

 Extra credit: The extra credit assignment was a question from Richard Battistoni’s Civic Engagement Across the Curriculum.  The question required the student to think about how diversity, community, and service are related to power, privilege, and access as they related to the student’s identity.   It asked them to think critically about when they have felt privileged or excluded due to their identity and then connect it to the people we were helping through our service project.  It also asked them to think about how the people we were serving perceive them.  This assignment was very challenging for the students who chose to take it on, which is why I chose it for extra credit.  I was impressed with the level at which the students were able to think about these topics and I learned a lot about what some of them have experienced.

Service project: Although we could not do a major service project because of the restrictions of the course, we did do a campus-wide food drive.  To kick off the drive we hosted a speaker from a local food bank to deliver a workshop called Hunger 101.  This presentation taught students about hunger on Long Island and also had students participate in a hunger simulation so they could experience what it’s like to not be able to afford food. 

During the simulation exercise each student was given an identity with income, expenses, and money left over for food.  The students visited the bank to get money, went to the grocery store, and had the option of visiting the soup kitchen, getting food stamps, and filling out forms for further assistance.  During the exercise the students experienced the frustrations of being hungry.  For instance, the bank would close and they wouldn’t be able to get money, the store would refuse to sell to them, they wouldn’t qualify for food stamps even though they couldn’t afford enough food for their families, the forms for assistance were written in gibberish and they couldn’t fill them out correctly. 

The service project helped us tie all of our discussions together and illustrated to the students what it truly means to be a citizen and different ways to practice civic engagement.  We had discussed their reactions and actions to historical events, current events, and their roles at NYIT.  Through the hunger simulation students could broaden these concepts to their local communities.  They learned that although programs exist to help the hungry, they aren’t working at the level that they need to be.  Also, our food drive was nice and our donations would help some hungry families, but we aren’t really solving the hunger problem.  This lead to how, as citizens, we can work to solve problems through public policies and participating in government.  This first year course provided a viable forum to introduce the civic engagement purpose of higher education.  The challenge now is to sustain and reinforce this responsibility. 

Author: amy_bravo

Apr 10, 2010

27th Annual Job and Internship Fair

NYIT’s Office of Career Services held its 27th Annual Job and Internship Fair on Thursday, April 8 from 12:00 - 4:00 pm at the Old Westbury campus. Over fifty employers from the tri-state area shared career information and employment opportunities for students looking for full-time, part-time, summer and internship opportunities.  Participating employers included Broadridge Financial Solutions, IBM, Eastern Energy Systems, Gavosto Associates (architecture), National Grid, MTV Networks, St. Barnabas and St. Francis Hospitals, the MTA and UNICEF, to name a few. Although the weather was amazingly beautiful, and the gym was HOT, nearly 500 students and alumni networked with employers.  Employers shared with us that they were very pleased with the quality and professionalism of the NYIT students and grads in attendance.  Additionally, students were thrilled with the wide array of employers who participated and the breadth of opportunities they shared with them.  


Laurie Hollister, Associate Director of Career Services coordinated the day’s event, in which planning began one year prior.  All hands were on deck for the Fair, including student workers and quite a few student volunteers.  Faculty and staff from around the college took time to walk through the aisles and meet student and employer participants. It truly was a community effort and Career Services thanks everyone who participated in the day’s success.


For more information about the jobs and internships that were promoted at the fair, please log into Career Net to see all open positions.


Author: amy_bravo

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Christopher A. Bustos Christopher Bustos
Campus: Old Westbury
Major: B.S./M.B.A., Public Accounting (CPA)
Class Of: 2013
Jennifer Griffiths Jennifer Griffiths, Ph.D.
Assistant Professor and Writing Program Coordinator
Department: English
Campus: Manhattan
Susan Neville Susan Neville
Associate Professor and Chairperson
Department: Nursing
Campus: Old Westbury