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  • Undergraduate Students
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  • Fall Welcome

Tips to help your student to start their job or internship search

Involvement Fair

Now is the time for students to begin looking for a job or summer internship. Many companies are actively recruiting CU Boulder students for a variety of positions. Your student can find support and resources from Career Ser vices to help in their search. 

Use Handshake 

Your student’s Handshake account is an effective job search tool and the main job search platform used by CU Boulder. Career Services has customized tips and keyword searches for students to use to help maximize their search. They can use filters and set up saved searches with criteria that match their interests to receive email notifications when employers post new positions that match their search. 

Your student can benefit from completing their Handshake profile to showcase their skills and experiences. Students with a more complete profile are more likely to get job recommendations matching their skills, experience and preferences, and employers can contact them directly about available opportunities. They can also use Handshake’s AI tool, Coco, to ask questions like: Where are interesting places to work in the Denver area? What industries are currently in high demand for people with my skills? 

Plan to attend career fairs   

Students can find opportunities and connect with employers at career fairs this spring. Career fairs are free online and in-person events where your student can network and meet with recruiters who are hiring. 

Encourage your student to review the schedule of upcoming career fairs and mark their calendar for the ones they’re interested in attending. They can sign up to participate on Handshake and check the list of employers attending.  

Students with complete Handshake profiles have a better chance of meeting one-on-one with employers at virtual fairs. Students can review these steps to complete their Handshake profiles and make sure they’re on the ‘public’ setting so employers can view them.    

Work on application materials 

Students need to act fast when they find an internship or job posting of interest to them. It can help to create a template resume and cover letter with their experience, skills and accomplishments. These core documents give them a starting point to tailor their experience and examples for each application. They can save time and focus more on adapting their documents rather than starting from scratch each time.  

Your student can review tips from Career Services on how to perfect their resume and personalize their cover letter . These documents usually make the first impression with potential employers, so encourage your student to take the time to represent themself well.    

Meet with others 

Your student may feel like they don’t have a professional network yet, but they may be surprised to know they already have one. Their network includes previous employers, supervisors, advisors, professors, family friends—anyone who has supported their career growth or has the potential to do so. Now is a great time for your student to reconnect and see if anyone in their network knows of upcoming opportunities.  

Your student can also build professional relationships with others in their field of interest. They can join the Forever Buffs Network to connect with CU Boulder alumni. These connections can help with resume feedback and interview preparation. And some may be open to informational interviews or mentoring. Your student’s Link edIn profile can help them build their network and find opportunities throughout their professional career.   

Start today 

Job and internship searching can feel intimidating, but if your student spends 10 minutes four times a week on their search, those small bits of time will add up. Sometimes, students may talk themselves out of applying if they don’t think they meet all the qualifications listed in the description. If they’re interested in a position and believe they can do it well, they can apply—even if they don’t meet every item on the list. Most employers will interview candidates if they meet most of their criteria.  

It can take some time for your student to find an internship or job that’s right for them. Encourage them to be patient and persistent and remind them that Career Services is here to help every step of the way.   

For more tips, your student can check out weekly programs and workshops from Career Services. These free workshops will share best practices for finding internships, preparing for career fairs and more. 

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International Programs

Cpt and job search workshop to be offered to international students.

Life in Iowa , a program designed to assist international students in adjusting to life and the academic system at the University of Iowa, invites international students to attend a workshop to learn more about curricular practical training (CPT) and job search strategies with Pauline Beazer James, senior advisor, International Student & Scholar Services, Dr. Jennifer Teitle, assistant dean, Grad Success Center, and Paula Ross, assistant director of peer programs and career coach, Pomerantz Career Center.

At this virtual workshop, you'll gain a comprehensive understanding of the requirements and procedures to legally work in the United States as an international student. Following the CPT visa introduction, we invite you to participate in our job search workshop, tailored specifically for international students seeking employment opportunities. You'll learn effective job search strategies and networking skills essential for securing a position that aligns with your study program.

CPT and Job Search Workshop  

When: Thursday, March 28, from 4 – 5:30 p.m. (CDT)  

Where: attend via Zoom *   *This link will not be active until the day of the event.  

This event is sponsored by International Programs, the Grad Success Center and the Pomerantz Career Center.    Individuals with disabilities are encouraged to attend all University of Iowa-sponsored events. If you are a person with a disability who requires a reasonable accommodation in order to participate in this program, please contact Shuhui Lin in advance at [email protected] or 319-335-0335. 

International Programs  (IP) at the University of Iowa (UI) is committed to enriching the global experience of UI students, faculty, staff, and the general public by leading efforts to promote internationally oriented teaching, research, creative work, and community engagement.  IP provides support for international students and scholars, administers scholarships and assistance for students who study, intern, or do research abroad, and provides funding opportunities and grant-writing assistance for faculty engaged in international research. IP shares their stories through various media, and by hosting multiple public engagement activities each year. 

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International Programs at the University of Iowa supports the right of all individuals to live freely and to live in peace. We condemn all acts of violence based on race, religion, gender identity, sexual orientation, and perceived national or cultural origin. In affirming its commitment to human dignity, International Programs strongly upholds the values expressed in the United Nations Universal Declaration of Human Rights .  

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Students can soon major in AI at this Ivy League university—it'll prepare them for 'jobs that don't yet exist'

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Getting your bachelor's degree at the University of Pennsylvania makes you statistically likely to earn a higher salary than many other schools. Penn, along with most of the other Ivy League institutions, routinely ranks among the colleges with the highest-paid graduates . 

But a new major could open the door for Penn grads to go into even more jobs that command high salaries . The university announced this week it is launching a bachelor of science in engineering in artificial intelligence in time for the fall 2024 semester. 

The Raj and Neera Singh Program in Artificial Intelligence is the first undergraduate major of its kind at any Ivy League school, and one of the first AI undergraduate engineering programs in the U.S., according to Penn.

A handful of other universities, including Carnegie Mellon's School of Computer Science and Purdue's College of Science , already offer AI majors. Stanford University and Massachusetts Institute of Technology offer AI courses and programming as well.

AI has already taken the world by storm, from beneficial applications like helping people create lucrative side hustles to not-so-innocuous uses like voice clone scams and other kinds of fraud. For better or worse, it seems here to stay, and Penn is looking to create the next generation of engineers to make the most of it.

"Launching a dedicated program in AI reflects our commitment to preparing students to be leaders in 21st century engineering," George Pappas, UPS Foundation professor of transportation at Penn Engineering and director of the AI program, told CNBC Make It in an email. "This dedicated AI program will accelerate students to become AI leaders as quickly as possible in order to address societal challenges as soon as possible."

The program offers five different concentrations that will allow students in the degree program to focus their studies on a specific area of AI, according to Penn's website:

  • Vision/language
  • Machine learning
  • Data/society
  • Health/systems

Given the already-abundant presence of scams using AI technology and algorithms with harmful biases like racism and sexism baked in, leaders in tech and political figures alike have called on programmers to prioritize ethical development as they move further into the uncharted AI landscape.

At Penn, all students in the AI program will be required to satisfy an ethics requirement. Currently, students have two courses to choose from: one on ethical algorithm design and another taught by Penn's law school that covers "tech, AI, and ethics from a slightly different perspective," Pappas says.

"Our students should use the power of AI for social good," he adds.

The new AI courses will be available to all Penn students, regardless of their major. Since AI is expected to have such a far-reaching impact, the university says it will continue to find ways to integrate AI tools and education into its other programs. 

"All students — everywhere — are going to find that AI impacts how they learn any subject," Robert Ghrist, associate dean of undergraduate education and Andrea Mitchell University professor at Penn Engineering, says. "A cohort of AI engineering students makes for the perfect educational laboratory for testing how best to integrate AI in learning."

The impact of AI has already rippled through numerous industries and jobs making AI skills — and potentially a specialized degree — valuable in nearly any field . Along with needing developers and engineers to identify and create new AI applications, job experts say workers will need to adapt to the addition of AI in existing tasks and processes.

Penn's new degree will be "training students for jobs that don't yet exist," Ghrist said in the press release.

Want to land your dream job in 2024?  Take CNBC's new online course How to Ace Your Job Interview to learn what hiring managers are really looking for, body language techniques, what to say and not to say, and the best way to talk about pay.

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The Loss of Things I Took for Granted

Ten years into my college teaching career, students stopped being able to read effectively..

Recent years have seen successive waves of book bans in Republican-controlled states, aimed at pulling any text with “woke” themes from classrooms and library shelves. Though the results sometimes seem farcical, as with the banning of Art Spiegelman’s Maus due to its inclusion of “cuss words” and explicit rodent nudity, the book-banning agenda is no laughing matter. Motivated by bigotry, it has already done demonstrable harm and promises to do more. But at the same time, the appropriate response is, in principle, simple. Named individuals have advanced explicit policies with clear goals and outcomes, and we can replace those individuals with people who want to reverse those policies. That is already beginning to happen in many places, and I hope those successes will continue until every banned book is restored.

If and when that happens, however, we will not be able to declare victory quite yet. Defeating the open conspiracy to deprive students of physical access to books will do little to counteract the more diffuse confluence of forces that are depriving students of the skills needed to meaningfully engage with those books in the first place. As a college educator, I am confronted daily with the results of that conspiracy-without-conspirators. I have been teaching in small liberal arts colleges for over 15 years now, and in the past five years, it’s as though someone flipped a switch. For most of my career, I assigned around 30 pages of reading per class meeting as a baseline expectation—sometimes scaling up for purely expository readings or pulling back for more difficult texts. (No human being can read 30 pages of Hegel in one sitting, for example.) Now students are intimidated by anything over 10 pages and seem to walk away from readings of as little as 20 pages with no real understanding. Even smart and motivated students struggle to do more with written texts than extract decontextualized take-aways. Considerable class time is taken up simply establishing what happened in a story or the basic steps of an argument—skills I used to be able to take for granted.

Since this development very directly affects my ability to do my job as I understand it, I talk about it a lot. And when I talk about it with nonacademics, certain predictable responses inevitably arise, all questioning the reality of the trend I describe. Hasn’t every generation felt that the younger cohort is going to hell in a handbasket? Haven’t professors always complained that educators at earlier levels are not adequately equipping their students? And haven’t students from time immemorial skipped the readings?

The response of my fellow academics, however, reassures me that I’m not simply indulging in intergenerational grousing. Anecdotally, I have literally never met a professor who did not share my experience. Professors are also discussing the issue in academic trade publications , from a variety of perspectives. What we almost all seem to agree on is that we are facing new obstacles in structuring and delivering our courses, requiring us to ratchet down expectations in the face of a ratcheting down of preparation. Yes, there were always students who skipped the readings, but we are in new territory when even highly motivated honors students struggle to grasp the basic argument of a 20-page article. Yes, professors never feel satisfied that high school teachers have done enough, but not every generation of professors has had to deal with the fallout of No Child Left Behind and Common Core. Finally, yes, every generation thinks the younger generation is failing to make the grade— except for the current cohort of professors, who are by and large more invested in their students’ success and mental health and more responsive to student needs than any group of educators in human history. We are not complaining about our students. We are complaining about what has been taken from them.

If we ask what has caused this change, there are some obvious culprits. The first is the same thing that has taken away almost everyone’s ability to focus—the ubiquitous smartphone. Even as a career academic who studies the Quran in Arabic for fun, I have noticed my reading endurance flagging. I once found myself boasting at a faculty meeting that I had read through my entire hourlong train ride without looking at my phone. My colleagues agreed this was a major feat, one they had not achieved recently. Even if I rarely attain that high level of focus, though, I am able to “turn it on” when demanded, for instance to plow through a big novel during a holiday break. That’s because I was able to develop and practice those skills of extended concentration and attentive reading before the intervention of the smartphone. For children who were raised with smartphones, by contrast, that foundation is missing. It is probably no coincidence that the iPhone itself, originally released in 2007, is approaching college age, meaning that professors are increasingly dealing with students who would have become addicted to the dopamine hit of the omnipresent screen long before they were introduced to the more subtle pleasures of the page.

The second go-to explanation is the massive disruption of school closures during COVID-19. There is still some debate about the necessity of those measures, but what is not up for debate any longer is the very real learning loss that students suffered at every level. The impact will inevitably continue to be felt for the next decade or more, until the last cohort affected by the mass “pivot to online” finally graduates. I doubt that the pandemic closures were the decisive factor in themselves, however. Not only did the marked decline in reading resilience start before the pandemic, but the students I am seeing would have already been in high school during the school closures. Hence they would be better equipped to get something out of the online format and, more importantly, their basic reading competence would have already been established.

Less discussed than these broader cultural trends over which educators have little control are the major changes in reading pedagogy that have occurred in recent decades—some motivated by the ever-increasing demand to “teach to the test” and some by fads coming out of schools of education. In the latter category is the widely discussed decline in phonics education in favor of the “balanced literacy” approach advocated by education expert Lucy Calkins (who has more recently come to accept the need for more phonics instruction). I started to see the results of this ill-advised change several years ago, when students abruptly stopped attempting to sound out unfamiliar words and instead paused until they recognized the whole word as a unit. (In a recent class session, a smart, capable student was caught short by the word circumstances when reading a text out loud.) The result of this vibes-based literacy is that students never attain genuine fluency in reading. Even aside from the impact of smartphones, their experience of reading is constantly interrupted by their intentionally cultivated inability to process unfamiliar words.

For all the flaws of the balanced literacy method, it was presumably implemented by people who thought it would help. It is hard to see a similar motivation in the growing trend toward assigning students only the kind of short passages that can be included in a standardized test. Due in part to changes driven by the infamous Common Core standards , teachers now have to fight to assign their students longer readings, much less entire books, because those activities won’t feed directly into students getting higher test scores, which leads to schools getting more funding. The emphasis on standardized tests was always a distraction at best, but we have reached the point where it is actively cannibalizing students’ educational experience—an outcome no one intended or planned, and for which there is no possible justification.

We can’t go back in time and do the pandemic differently at this point, nor is there any realistic path to putting the smartphone genie back in the bottle. (Though I will note that we as a society do at least attempt to keep other addictive products out of the hands of children.) But I have to think that we can, at the very least, stop actively preventing young people from developing the ability to follow extended narratives and arguments in the classroom. Regardless of their profession or ultimate educational level, they will need those skills. The world is a complicated place. People—their histories and identities, their institutions and work processes, their fears and desires—are simply too complex to be captured in a worksheet with a paragraph and some reading comprehension questions. Large-scale prose writing is the best medium we have for capturing that complexity, and the education system should not be in the business of keeping students from learning how to engage effectively with it.

This is a matter not of snobbery, but of basic justice. I recognize that not everyone centers their lives on books as much as a humanities professor does. I think they’re missing out, but they’re adults and they can choose how to spend their time. What’s happening with the current generation is not that they are simply choosing TikTok over Jane Austen. They are being deprived of the ability to choose—for no real reason or benefit. We can and must stop perpetrating this crime on our young people.

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29 people were also taken to police stations. Among the arrested were citizens of Kyrgyzstan.

A mass brawl involving over 100 employees and security personnel broke out at the Wildberries warehouse in Elektrostal on Dec. 8.

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Students With Health Conditions Protected Under Federal Law, Education Department Stresses

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Students with four common health conditions may be entitled to protections under federal disability-rights laws, including accommodations at school, the U.S. Department of Education stressed Tuesday.

The conditions—asthma, diabetes, food allergies, and gastroesophageal reflux disease, or GERD—may be considered disabilities under Section 504 of the Rehabilitation Act of 1973 if they “substantially limit” one or more of [a student’s] major life activities,” including bodily functions like breathing, the agency’s office for civil rights said in new fact sheets on the conditions .

Section 504 prevents discrimination against students in federally funded educational settings, including public schools. Under the law, schools are required to create plans detailing how they will accommodate students’ health conditions through policy and practice. For example, a school may offer makeup time for assignments missed during illness-related absences, allow students to carry specialized medication like epinephrine injectors, or train staff to recognize the signs of low blood sugar, the fact sheets say.

Section 504 also requires schools to protect students from bullying and harassment on the basis of their health conditions, the guidance says.

Families have secured Section 504 plans for the four health conditions in the past, and the protections detailed Tuesday are not new. Rather, the new documents provide students and their families and schools “important tools to understand when and how they are protected by federal disability rights laws,” Catherine Lhamon, the assistant secretary for civil rights at the Education Department, said in a statement.

Organizations like the Asthma and Allergy Foundation of America , Food Allergy Research and Education , the GI Alliance , and the American Diabetes Association have long advocated for parents to pursue 504 plans for children with such conditions to ensure that all parties—educators, families, and administrators—are on the same page about how to address students’ needs.

Congress clarified federal law in 2008 to require public entities to broadly interpret the term “disability” to include conditions that substantially limit “major life activities,” but advocacy groups have complained that schools don’t always recognize their obligations to students with episodic conditions, like allergies.

In March 2020, for example, the federal OCR found a Victorville, Calif., elementary school did not respond to a parent’s initial request for a 504 plan related to her child’s severe nut allergy, allowed the child to sit at cafeteria tables where other children ate nut products, and refused to allow him to participate in optional activities in classrooms because they hadn’t been kept free from nut products. The school agreed to additional staff training and student protections to resolve the complaint.

The severity of conditions like GERD, a form of digestive reflux, may be diagnosed through medical tests, but the extent a condition interferes with a major life function can also be observed through patterns like repeated vomiting, the federal fact sheets say.

“A school may always accept that a student has a disability without any documentation or medical tests,” the documents say.

School accommodations for specific health conditions

Among the issues stressed in the federal health guidance:

Asthma : Students with asthma may miss school for medical appointments, feel isolated from peers when they avoid circumstances that could trigger an attack, or be afraid of experiencing an attack at school.

Schools should respond by allowing students to carry inhalers, excusing them from activities that may trigger attacks, and ensuring classrooms are free from triggers, like smoke and dust. Where possible, the same precautions should be taken for field trips.

Diabetes: Students with diabetes may “act irritable, angry, stubborn, or confused when their blood sugar is low,” the fact sheet says, or they may feel lethargic, have difficulty concentrating, or experience increased thirst when their blood sugar is high.

Schools should address these concerns by allowing students access to insulin, testing supplies, and sugary snacks to balance their blood sugar during the school day. If students are too young to administer their own medication, schools must train staff to do so and keep it in a quickly accessible place. Schools may also allow students with diabetes to take additional restroom breaks.

Food allergies : Students with food allergies may deal with isolation from peers, particularly during meal times, and fear related to experiencing severe or life-threatening reactions, like anaphylaxis, at school, the documents say. They may also experience discomfort from milder symptoms, like itchiness and watery eyes.

Schools should respond by designating allergen-free areas in lunchrooms, and permitting students to carry epinephrine auto-injectors if they are old enough to use them. Staff should be trained and prepared to use the injectors on younger children. Schools should also consider prohibiting certain allergy-triggering items in classrooms or entire buildings to ensure students with allergies can participate safely in activities.

Gastroesophageal reflux disease: Students with GERD may require frequent restroom breaks because of associated vomiting, the fact sheet says. They may fall asleep in class because the condition can affect their ability to sleep and they may experience throat pain.

Schools should respond to these concerns by allowing more frequent restroom breaks, allowing students periods of distance learning during GERD flare-ups, and modifying meal times where appropriate.

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