Tag Archives: Features
Summer is approaching. For those students looking for a summer job or entering the job market in June, a better economy needs to come soon.
According to the U.S. Department of Labor, the national unemployment rate fell 0.4 percent in January — a small victory with a smooth decrease since its highest peak of 10.6 percent in 2009.
Co-founder of InternMatch Nathan Parcells said that since the economy has not fully recovered yet, the process of networking is more critical for students entering the real world.
“Network really is a key. Go talk with as many people as you can,” Career Services Program Coordinator Kristi Mackay agreed.
Lori Howell, senior associate at Prichard Communications, a public relations agency in Portland, also highlighted the importance of networking and informational interviews. She said the most effective start for students with limited experience is to have conversations with professionals and identify at least three types of jobs they are interested in.
After participating in many informational interviews with college students, Howell identified these tips for building a network:
• Prepare at least five questions about occupations you like
• Contact professionals in your interested field, and ask for 20 minutes to talk about job hunting
• Ask them how they got their jobs and what they usually do in their current jobs
• Remember to mail a thank-you card for their time and information after the interview and later when you get a job
During the era of the Internet, search engines might help you to find some opportunities, but not unadvertised jobs, such as those announced in trade meetings or networking events. Statistics show that two thirds of all jobs are found informally.
Mackay said many students have a misunderstanding when they are searching for jobs or internships because they focus their search only online.
Compared with big companies that widely advertise jobs, small businesses and nonprofit organizations are a good start for students who have limited real-world experiences, Parcells said. InternMatch is an online internship-search website that collects such opportunities.
Assistant Professor of Mass Communication Lisa Weidman indicated during a career class that students should not be afraid of applying for their dream jobs.
With a matured network as a good start, a résumé and cover letters should represent a student’s experience and skills.
Liberal arts college students’ skills are more transferable than those in general universities but they’re not always specialized enough, so students need to identify what skills they can bring to the table, Anne Hardin Ballard, director of Career and Community Services, said.
Mackay suggested a typical three-step theory for students contemplating their career:
1. Learn about yourself. Come up with questions about your interests, skills, expected geographic location, long-term and short-term goals, expected work environment and so on.
2. Learn about what’s out there. List jobs found on the Internet, in newspapers or heard about during a conversation. Mackay said this addresses how students should not overlook informational interviews.
3. Make a match between No. 1 and No. 2.
Parcells, an expert at internship hunting, said the reality is that paid internships are limited for students, but a common difficulty for students is that they don’t know how to highlight professional skills besides listing experience in the office or industry environment.
“The value of doing internships is not just adding more titles into the résumé but also knowing what you really like after a short period of real-world work,” he said.
Mackay noted an important point about interviews that has overwhelmed most students.
“A job interview is a conversation. While the recruiter asks you questions, you should do so as well.”
Résumé workshops: Learn how to create a résumé and cover letter. The workshops will go over content and formatting and touch on job and internship search strategies.
March 14, 2 p.m., Walker 302
March 29, 2:30 p.m., Walker 201
April 19, Noon, West Wing of Dillin
May 5, 4 p.m., Walker 201
Career After Hours (all at 4 p.m. in the Fred Meyer Lounge):
Feb. 22, Career Quest: “Getting the Opportunity You Want”
Feb. 28, Social Service Careers
March 1, Internships
Nathan Parcell, co-founder of InternMatch, addresses the question of why you should get an internship and provides the empowering “how” to find, develop and take advantage of an internship experience.
March 1, April 12, LinkedIn
Career Services Program Coordinator Kristi Mackay will discuss how to use LinkedIn as a tool for professional networking and searching for jobs.
April 21, Management
A panel of recruiters will discuss management-training programs that can be a great way to start your career.
April 26, Financial Service
A panel of professionals will discuss different career paths in financial services.
Feb. 23, 7:30 p.m., Riley 201, Evergreen Water Park Presentation:
Evergreen representatives will be on campus to provide a sneak peek of the new water park, scheduled to open early June. Learn what jobs may be available and how to apply for them.
March 30, 4 p.m., Walker 302, Peace Corps information session
March 30, 9 a.m.-5 p.m., Walker 124, Resumania
April 1, First Avenue Job Fair, University of Portland:
First Avenue Job Fair has recruiters talk to students about internships, summer jobs, full-time positions and graduate schools. Please visit www.olapcfirstavenue.org for more information.
Information provided by Career Services
This is an internship-hunting website and a good start for undergrads who don’t have much work experience. Most work opportunities listed are in nonprofit organizations and small businesses in the Northwest. The InternMatch blog (www.internmatch.com/blog) and Twitter feed (@internmatch) are updated regularly with ideas about jobs, internships, interview techniques, career tips and the like.
InternMatch co-founder Nathan Parcells will talk about his own experiences and share unique perspectives on internships at Linfield on March 1: see Campus resources’ at the left for more details.
Prichard Communications’ Mac’s List is a job resource for people studying communications. Most posts are for high-level jobs in the Portland area, but some are internships, events and volunteer opportunities. It also gives students an idea of what communications jobs look like. Senior Associate Lori Howell participated in countless informational interviews with job hunters and said she likes to help students with networking.
Jaffy Xiao/Features editor
Jaffy Xiao can be reached at firstname.lastname@example.org.
The return to campus for Spring Semester means many things at Linfield: new classes, new professors, and a long awaited break from the cold weather. One exciting change is a revamped e-mail system designed to help students manage messages more efficiently.
The system is the result of an update on the Microsoft Exchange server. The update spruced up the server from the 2003 version to the 2010 version. In addition to a new interface, the system has twice the previous storage capacity for messages, which allows students, faculty and administers much more space on their individual mailboxes.
“The growth and the use of e-mail since we installed the software has been so great that the old hardware had not been keeping up,” Irv Wiswall, chief technology officer for Integrated Technology Services, said. “We needed to put it on newer, faster hardware.”
Notable aspects of the new system include a “Search All Messages” feature and more calendar options. The server also groups conversations as one e-mail so they are easier and faster to delete.
Wiswall said the previous system performed at its best only when used with a Windows-enabled computer and an Internet Explorer browser, limiting some features for Macintosh users. The new system has increased compatibility with Macintosh computers, and Wiswall said he believes using browsers such as Firefox and Safari will not affect its capabilities or features.
Overall, students have found the change to be a beneficial one, and they note that the new conversation-grouping component is one of the most highly lauded features of the new system.
“The new e-mail is really helpful in tracking un-opened e-mails and conversations with people,” junior Andrew Carpenter said. “The only drawback I have found is that sometimes e-mails can get buried in a conversation if it is between multiple people.”
The new interface has also received positive feedback.
“I think the new e-mail looks more professional,” sophomore Patrick Depetula said.
Most students have found that their biggest problem with the new interface is figuring out how to navigate it.
“Some of the changes, which seem like an effort to increase organization, only seem to confuse me,” senior Quinn Murphy said. “The new system lacks the simplicity of the old system.”
Students who use a smartphone or other mobile device to check their e-mail will also have to reconfigure settings to accommodate the new server.
“I found that the new e-mail is much easier to use and is also much easier to use on my smartphone,” freshman Emma Galdeira said.
ITS offers several resources to students and faculty who experience problems with the system, including a link to a video which provides an overview of some of the differences (see the Wildcat’s tips below for the link).
The Support Desk in Mac Hall is open during the common lunch hour to assist anyone experiencing problems with the new system.
Wildcat’s tips for e-mail navigation
• ITS has provided a video which gives a brief overview of the changes to the system. Enter search “Introduction to Outlook Web App 2010” on Youtube.com, or go to http://ow.ly/3YOPd
• Any students needing assistance with reconfiguring phone settings to read their e-mails can go to http://ow.ly/3YJXZ on The ITS Help Desk website for more information.
• Students with questions are encouraged to stop by the ITS Support Desk in Mac Hall if they are in need of further assistance.
Brittany Baker/Staff reporter
Brittany Baker can be reached at email@example.com.
In September, students picked produce from the Linfield Community Garden. In October, compost bins for students to put in their kitchen and assorted wastes were made available. In November, vegetation sprouted on the eco-roof of the bike shelter between Elkinton and Terrell halls. What will happen next?
These projects were supported by Linfield’s Strategic Climate Action Plan. Finalized in early September as part of The American College and University Presidents’ Climate Commitment (ACUPCC), the plan was implemented to “balance leadership in sustainability and climate change action with the academic and financial integrity of the institution,” according to the official copy of the plan.
This strategic 28-page plan reviews Linfield’s sustainability achievements during the past 12 years, introduces current factors and ongoing projects to reduce the college’s greenhouse gas emissions and identifies potential opportunities to reduce carbon emissions.
“The plan is a framework for what we actually do,” John Hall, sustainability coordinator and director of capital planning & development, said.
As defined by the GHG (greenhouse gas) Protocol, a standard for emissions reporting, emissions sources are
divided into three scopes. Each scope takes behavioral and infrastructural sources into account (see figure below).
As part of its commitment to ACUPCC, Linfield aims to reduce the school’s emissions to below the baseline identified in Linfield’s 2007 greenhouse gas emissions inventory by Clean Air Cool Planet Campus Carbon calculator and initially contributed from the environmental studies senior capstone class. Eventually, Linfield anticipates that it will be zero.
“Those [strategies in the plan] are detailed in curriculum or facilities. House sustainability is a significant part of what we’ve been doing. We have saved both emissions and financial resources as we are progressing to the future, for example, renovating Northup Hall to LEED silver,” John McKeegan, Advisor to the President and Co-chair of Advisory Committee on the Environment and Sustainability, said.
The college calculated the efficiency for several potential projects. According to the official documents, one of the projects will remove outdated control systems and replace them with campus standard system which will potentially result in $19,369 annual savings.
Hall said that some of the renovations to T.J. Day Hall (formally Northup Hall) include environmentally friendly technology, such as an energy-saving roof with solar panels to capture sunlight and convert it into electrical energy for the building.
Difficulty and possibility
Since it’s mostly responsible for the Strategic Climate Action Plan, ACES faces challenges with its implementation.
One of the biggest problems is the school’s reluctance toward devoting more resources to making this plan a reality, senior David Kellner-Rode, sustainability intern and a member of ACES, said in an e-mail.
“There are various ways for the college to actually achieve carbon neutrality, but it’s going to be a collaborated effort,” McKeegan said. “I identify alternative strategies [in the plan]. The community as a whole makes some fundamental decisions about which we want to pursue.”
Hall said besides requirements the college got to do including gas emission inventories and climate action plan, Linfield is still struggling as a
community to identify what sustainability means to ACES, what it means to Linfield, not just the 5 percent of students that advocate for it.
McKeegan said he doesn’t want the impression to prevail that Linfield is doing nothing. He also said one thing ACES didn’t do a good job of is letting people know that the college has urged for sustainable actions.
Belief in the future
Kellner-Rode leads three other students on a sustainability work study team that works on Linfield’s 2011 greenhouse gas emissions inventory and will release a new report next May.
“Hopefully, [the new greenhouse gas inventory] will give [people] a clear picture of where we are and whether initial projection that we are going to see is correct. Then we will decide potential strategies,” McKeegan said.
Hall praised Kellner-Rode and other students who are involved in increasing sustainability on campus. He said their passion helps push the process of the plan.
Hall said that strategic plan is the first step, and that the college needs to look at additional details to develop a specific action plan with one or two more steps.
“A good next step is to engage the Linfield community, and tell them the plan exists,” Kellner-Rode said.
by Jaffy Xiao/Features editor,
Jaffy Xiao can be reached at firstname.lastname@example.org.
Notable numbers from the Strategic Climate Action Plan:
In an effort to reduce energy consumption for heating, cooling, hot water production and lighting, Linfield has developed a Comprehensive Energy Conservation Plan, which has yielded extraordinary results. During the last 10 years, Linfield College has implemented many energy efficiency conservation projects saving $2.2 million in operating costs.
During the spring and summer of 2009, the college implemented lighting retrofits in many of its buildings. These retrofits included reducing the number of lamps in a fixture by half and installing high-quality reflectors. The combination of new, high-efficiency T8 lamps, new generation ballast and reflectors created significant savings along with the installation of double pane windows in the college apartments. Total electrical savings came to 528,009 Kilowatt hours per year.
Although Linfield has no Scope 2 emissions from purchased electricity as calculated by the Clean Air Cool Planet calculator, the college recognizes the benefit of reducing electricity usage. Regional and national sources of carbon neutral electricity are limited, and by reducing Linfield’s electricity usage, capacity is made available to others. Linfield has calculated that the use of hydroelectric and wind power instead of regional average electricity sources allows Linfield to avoid emissions of 4,800 MT carbon dioxide equivalent annually, or an increase of 60 percent of the emissions calculated. This knowledge will allow Linfield to demonstrate the impact of future reductions in electrical usage.
Linfield students have participated in so many cultural travel programs that 26 percent of Linfield’s GHG inventory comes from study abroad air travel. This is a higher emission impact compared with the average eight percent of emissions from air travel calculated by other colleges that have signed the ACUPCC.
“I am enough. I have enough. I give enough. I am enough.”
Students of Instructor Christine Kirk’s yoga classes may have heard this mantra, and it’s a mantra that Christina Ries, health promotion and student wellness coordinator, said she finds original and applicable.
Ries, class of ’04, said she first met Kirk when she took an aerobics class from her freshman year.
“As far as first impressions of college go, it was just amazing to see a person like her. She loves what she does, and you can totally tell,” Ries said.
Kirk began teaching at Linfield the same year she got married — in 1999 or 2000. She said she can’t remember which.
“I’m not one of those time people,” she laughed. “I’m kind of in the now.”
When the 53-year-old instructor arrived at Linfield, she only taught aerobics, continuing her 27 years of teaching fitness.
“I had been called by Linfield a few other times to come and teach here, but I was never in a place, you know, I had another job,” Kirk said. “By the third time, it all fell into place.”
Before teaching Wildcats the finer techniques of “Downward-Facing Dog,” Kirk managed health clubs as a trainer and instructor, but also had jobs outside of the fitness industry. She handled a catering business called SIR Hinkleman’s in McMinnville, where she’s lived since moving from California in 1969. She even worked in concert promotions in Portland and raised two kids by herself.
Kirk picked up yoga to handle all the stress that came with her work. But while Ries and many other students may call Kirk their “yoga guru,” she only began teaching yoga at Linfield in 2001.
“I took my love of teaching and my love of yoga and thought, ‘Well why not?’ Everybody needs to know about this. Everybody needs to be doing this,” she said.
Now she teaches multiple sections of aerobics, aqua aerobics and yoga. This semester, she’s even teaching an extra yoga class for Japanese students, sponsored by the International Programs Office. Kirk said Dawn Graff-Haight, professor of health, human performance and athletics, was key in adding that class.
“She thought that they needed to take my yoga class to get the full Linfield experience. That’s a huge compliment,” Kirk said.
Faculty, staff and all walks of students can be found stretching and destressing in her yoga classes.
“I think she benefits the campus by just reminding people to be conscious about themselves. You know, to take care of their health, to be an advocate for their own wellness,” Ries said. “She’s so relatable … She’s not afraid to put herself out there, to have fun, to not worry about anyone else’s perceptions and to make you feel comfortable with that as well.”
Ries’ relationship with Kirk has evolved from student to co-worker to friend.
“She has a very magnetic personality,” Ries said. “I don’t think people can know her and not find something about her to love.”
Kirk also partners with Ries to put on occasional late-night Zumba and yoga classes at Linfield, which Kirk said nearly 50 people attend.
She also leads bimonthly Ecstatic Dance sessions, a “freestyle, open, loving dance space.”
“I love to dance,” she said. “Dance is my church.”
And Kirk’s work doesn’t stop at Linfield. She leads yoga and aerobic classes for the cities of McMinnville and Newberg. She also works in wine tasting rooms and at Third Street’s Red Berry, which her friend owns.
Throughout her years of teaching and leading these programs, Kirk has developed a deep teaching philosophy that is “accepting and open and supportive and loving.”
“I don’t care what group you belong to; we’re all of one human family,” she said. “Leave your ego, leave all your other stuff over there.”
Telling students to check their egos at the door remains central in her policy of acceptance.
“You can be who you are and feel safe about it and embrace it for the good, the bad and the ugly,” she said, “Your truth is OK no matter what it is.”
Her methods don’t go unnoticed.
“There’s so many people who have just appreciated her perspective on things and how she can just help people feel at ease,” Ries said. “A lot of times, I think she forgets how deep the impact can be for some people and how personal it can be.”
Ries said students surprise Kirk with thank-you cards and e-mails at semester’s end. Some students even bring her little gifts, such as candles.
Kirk said these tokens make her happy and feed her life philosophy of giving and enjoying what she has in this life, because, she said, you never know what the next life will bring.
“Next time around, do we get chocolate?” she asked. “Do we get brie, baked brie, and really nice, red, robust wine? You know, do we get that next time? I don’t know. I want to enjoy it now because this is when I have it. This is here.”
Kirk encourages being here, in the now, among her students, too.
“It’s not a dress rehearsal, people. This is the real deal,” she said. “Allow yourself to show up everyday.”
Kirk always ends her yoga classes by recognizing the connection between us all. In one word, she both acknowledges that we are “the light, the love and the spirit” and says farewell:
by Kelley Hungerford/Editor-in-chief
Kelley Hungerford can be reached at email@example.com.