We believe that starting with an analysis of your unique passions, talents, values and experiences, is the best way to begin the process of self assessment.

Ask yourself:

• What am I passionate about?
• What do I do best?
• What’s important to me?
• What kinds of experiences have I had that have helped me develop my professional skills?

Focus 2

Use Focus 2, an online, self-paced career and education planning tool, to assess your values, skills and interests and explore career fields and major areas of study that are compatible with your assessment results. Focus 2 also lets you compare occupations you may be considering so that you can make a more informed occupational choice.

Use the following steps to register for Focus 2:

• Click here to go to Focus 2
• Click the link to create a new account
• Our access code is ‘otter’
• Create a username and password of your choosing
• We encourage you to meet with one of our staff members to discuss your Focus 2 results and to develop an individualized action plan to move forward.

Many students come to college with questions about which major to choose or which career path to take. If you are one of those students, you’re not alone. We can answer your questions and help you explore your options.

Exploring Your Options

• Study the academic catalog to learn about the courses and requirements of different majors.
• Choose courses that will allow you to explore fields of interest.
• Make an appointment with us and we can help you assess your natural abilities, interests, and work values in order to discover compatible majors and careers.
• Discuss your interests with your advisor and contact faculty in the departments you are considering for more information.
• Talk to upper class students about their majors.
• Research career options utilizing books, periodicals, and professional associations.
• Talk to people in career fields you are considering; ask us for contacts.
• Gain practical experience by interning, shadowing, and volunteering.
• Explore sites such as The Occupational Outlook Handbook, O*Net Online, and Explore Health Careers for specific occupational information.
• Check out BuzzFile to explore employers by major.
• Find your path with this “What Can I do with a Major In…” guide, courtesy of UNC-Wilmington

An informational interview is a focused meeting/conversation with a networking contact designed to help you choose or refine your career path by giving you the ‘insider’ point of view. To learn more, click here.

Career networking involves developing mutually beneficial relationships with people who can assist you as you research your career, make decisions about various career options, and search for a job. Developing networking skills is extremely important, not only for the short-term, but because networking will be a life-long pursuit. Networking in the work place will always be an essential part of every professional life because cultivating contacts and building relationships are the keys to success in almost every job.

What you get from career networking:
People in your network can offer you valuable insider advice and information about a particular career, company or industry, give you job leads or introduce you to others so that you can expand your network, gaining even more information. Studies show that 70% of all jobs are found through some type of networking.

What you give when you are networking:
In general, people are flattered to be asked for assistance and advice. It makes them feel important and people enjoy talking about their work. Almost everyone welcomes the chance to help a young professional get started or assist someone who is making a career change. You may also be able to share current information obtained from your career research and academic work as well as pertinent contact names.

Some networking is spontaneous and unplanned. You simply need to adopt the mind set to take advantage of any serendipitous opportunities you encounter when you are in job search/research mode. Ask questions, tell people what you are interested in, collect contact information, and schedule future meeting times if appropriate.

Other networking is much more strategic. You can start by making lists of people you know. Most people can create an initial list of at least 25 to 100 people. Don’t forget that Otterbein alumni can be great resources as well; contact SSCD for names in your field of interest.

Before you begin contacting people, be sure of your goal. Your goal may be to solicit information about a career field or a specialization within that field, or to learn about a particular organization. This type of information gathering is usually called an “information interview.” Decide who might be able to help you meet your goals best and contact them in a systematic way. You can phone or e-mail them, or you may seek them out in person. Develop a short “script” to introduce yourself and become familiar with this script so you can communicate it easily and concisely whenever needed. Also develop lists of questions you want to ask. Sample introductory scripts and information interview questions can be found in SSCD.

Sample introduction

For students:

“Hi, Mr. Jones. My name is Jane Smith and I am a classmate of your son. He suggested that I give you a call.”

“I am considering health administration as a career and I’m trying to learn more about the field and the type of opportunities that are available. Doug told me you work for Ohio Health and have a lot of experience in the area of hospital marketing.”

“I’d like to sit down with you and talk at your convenience to get your advice. Would you be willing to talk with me?”

For alumni:

“Hi, Mr. Jones. My name is Jane Smith and I am a friend of Frank Baker. He suggested that I give you a call.”

“I am thinking about a career change to health administration and am researching the field to learn about the type of opportunities that are available. Frank told me you work for Ohio Health and have a lot of experience in the area of hospital marketing.”

Caution: Be prepared to ask your questions when you call; they may want to talk to you immediately on the phone. More detailed information about information interviewing is available on the Interviewing section of this site.

Another goal may be to solicit help in finding a job. If this is your goal, make sure to present yourself well from the start. Begin by talking to friends, acquaintances, relatives and former colleagues. Tell them you are looking for a job and need their help. Be as clear as possible about what you are looking for and what skills and qualifications you have. Ask them for job leads, for someone else who might have job leads, or someone who knows someone who might have job leads. Sometimes you can simply ask if they know someone who knows a lot of people. Contact these referrals and ask the same questions.

For each original contact, you can potentially extend your network of acquaintances by dozens of people. Eventually, one of these people will hire you or refer you to someone who will. If used thoroughly, networking may be the only job search technique you’ll ever need.

Each February, Otterbein students participate in CareerFest, a job and internship fair sponsored by the Ohio Foundation of Independent Colleges (OFIC). Over 100 employers – businesses, corporations, non-profit groups and government agencies come to discuss permanent employment and internship opportunities. Many employers and students engage in follow-up interviews.

Student Success & Career Development and the Center for Student Engagement collaborate for the annual Non-Profit Job & Internship Fair. Nearly 30 organizations visit campus to discuss their available job and internship opportunities.

Tips for Getting the Most Out of a Career Fair

You’ve got plenty of copies of your resume, you’ve practiced your handshake, and your interview outfit is pressed. Now what? Here are a few pointers gleaned from recruiters who attend career fairs.

• These are great networking opportunities, be professional, poised and polished! Wear the most professional outfit you own.
• Research participating organizations before the event. Know what they do, some key initiatives, and the opportunities they have available. When you engage a recruiter in intelligent dialogue, you stand out. You have limited time at the career fair, so use it wisely.
• Prepare a 15-20 second script to introduce yourself; your full name, major, class year, areas of campus involvement, why you are interested in the organization and what skills you have to offer. Maintain good eye contact and offer a firm handshake.
• Bring multiple copies of your resume. Some employers will take them, some won’t. Most employers will require you to apply for positions online to be considered as an official applicant.
• When you talk to employers, keep your conversations focused and brief.  Demonstrate your knowledge of the organization and how your experiences align with their needs and can add value.
• When you give a recruiter your resume, ask what the next step in the process is.
• Ask for a business card so you can follow up after the event.

Writing an effective resume and cover letter can open the door to an interview, but strong interviewing skills will get you the job. The ability to articulate your skills and experiences and match them to the internship or job in question are crucial to being hired. Like any learned skill, interviewing improves with practice.

Preparation involves:

• Thoroughly researching the company and learning as much as you can about the opportunity.
• Reflection. Determine how your skills and experiences align with the needs of your audience.
• Reviewing typical questions and preparing strategies for answering them.
• Selecting specific examples or “stories” that best illustrate your strengths, background and values.
• Developing questions to ask of your interviewer(s).
• Practicing your interviewing skills.

Practice Interviews
A practice interview with a Career Center staff member is a non-stressful experience with instant feedback about your performance. This will enable you to see firsthand what improvements are needed both in your ability to describe your experiences and strengths in a concise yet complete manner, as well as in the area of nonverbal communication. This is the time to ask all those questions you have about interview etiquette and answering difficult questions. To schedule a practice interview call 614-823-1456 or complete our appointment request form.

Informational Interviews
An informational interview is a focused meeting/conversation with a networking contact designed to help you choose or refine your career path by giving you the ‘insider’ point of view. To learn more, click here.

Resources

• Common Interview Questions (PDF)
• Professional Attire (PDF)
• Interview Preparation Handout (PDF)

After logging in and completing your profile, you can:

• Search for internships and jobs with employers who are seeking Otterbein talent.
• Receive e-mails about internships and jobs that match your interests.
• Explore opportunities to work on-campus.
• Search national internship and job listings.

General Job Search Sites

• Indeed
• Simply Hired
• LinkedIn Jobs
• College Recruiter
• Ohio Means Jobs
• Glassdoor
• Idealist

Most graduate programs require Graduate Record Exam (GRE) scores as part of the application for admission. Other tests required for specialized fields are the Miller Analogies Test (MAT), Graduate Management Aptitude Test (GMAT), Law School Admissions Test (LSAT), Medical University Admission Test (MCAT) or the Dental Aptitude Test (DAT).

Most programs also require three or more letters of recommendation, official transcripts, a resume, and an application essay. The essay typically involves writing a personal statement of purpose. You must be very clear about why you wish to pursue graduate school. Many graduate programs provide a very specific prompt that helps applicants address the important issues the graduate committee is interested in. The Career Center staff has a lot of experience with critiquing graduate school essays, so make sure you ask them or a faculty member to read your essay before you send it.

Both the federal and state governments offer financial assistance programs for graduate students. Other aid sources come from private foundations, industrial organizations, service organizations, and financial institutions.

Fellowships are prestigious awards that cover educational expenses and sometimes include a stipend for living expenses. Grants are also given in the form of a stipend and are usually based on need. Both fellowships and grants require no work or repayment.

Assistantships are administered and awarded by individual academic departments or colleges and are common ways to finance graduate education. This type of aid is given in return for service, most often in the form of teaching or research. These activities are often integral to your education and can enrich it deeply. Residence Hall assistantships are another option that require living in a residence hall as a director or assistant director in exchange for tuition benefits. Tuition waivers are other common sources of support offered by graduate school.

Student loans are also available from sources such as the federal government, graduate institutions, and private banking institutions. These, of course, must be repaid.

The personal statement, your opportunity to sell yourself and tell a compelling and unique story in the application process, generally falls into one of two categories:

• The general, comprehensive personal statement that allows you maximum freedom in terms of what you write.
• The response to two or three specific questions; your statement should respond directly to the questions being asked.
• If you are applying to several schools, you may find questions in each application that are somewhat similar.
• Do not use the same statement for all applications. It is important to answer each question being asked, and if slightly different answers are needed, you should write separate statements. In every case, be sure your answer fits the question being asked.
• Think in terms of showing or demonstrating through concrete experience. If your statement is fresh, lively, and different, you’ll be putting yourself ahead of the pack. Find an angle and distinguish yourself through your story, you will make yourself memorable.
• Do not, for example, state that you would make an excellent doctor unless you can back it up with specific reasons. Your desire to become a lawyer, engineer, teacher, etc. should be logical, the result of specific experience that is described in your statement. Your application should emerge as the logical conclusion to your story.
• The lead or opening paragraph is generally the most important. It is here that you grab the reader’s attention or lose it. This paragraph becomes the framework for the rest of the statement.

Questions to ask yourself before you write:

• What’s special, unique, distinctive, and/or impressive about you or your life story?
• What details of your life (personal or family challenges, history, people or events that have shaped you or influenced your goals) might help the committee better understand you or help set you apart from other applicants?
• When did you become interested in this field and what have you learned about it (and about yourself) that has further stimulated your interest and reinforced your conviction that you are well suited to this field? What insights have you gained?
• How have you learned about this field–through classes, readings, seminars, work or other experiences, or conversations with people already in the field?
• If you have worked a lot during your college years, what have you learned (leadership or managerial skills, for example), and how has that contributed to your growth?
• What are your career goals?
• Are there any gaps or discrepancies in your academic record that you should explain (great grades but mediocre LSAT or GRE scores, for example, or a distinct upward pattern to your GPA if it was only average in the beginning)?
• Have you had to overcome any unusual obstacles or hardships (for example, economic, familial, or physical) in your life?
• What personal characteristics (integrity, compassion, persistence, etc.) do you possess that would improve your prospects for success in the field or profession? Is there a way to demonstrate or document that you have these characteristics?
• What skills (for example, leadership, communicative, analytical) do you possess?
• Why might you be a stronger candidate for graduate school–and more successful and effective in the profession or field than other applicants?
• What are the most compelling reasons you can give for the admissions committee to be interested in you?

Tell a story

• Think in terms of showing or demonstrating through concrete experience. If your statement is fresh, lively, and different, you’ll be putting yourself ahead of the pack. Find an angle and distinguish yourself through your story, you will make yourself memorable.

Seek Feedback

• Have several individuals read your statement and provide feedback. Faculty, friends, relatives, Student Success & Career Development, and The Writing Center can provide you with varying perspectives.

• www.fastweb.com
• www.scholarships.com
• www.scholarshipexperts.com

• Otterbein’s Graduate School
• Otterbein’s Graduate School Program Preview

Is it OK to take some time off before going to graduate school?
Yes, this is very common, and is a good idea for many people. Taking a year or more off may allow you to gain life and work experience, give you more time to prepare your application and, if relevant, work to enhance your credentials (such as GRE scores or foreign language skills), and give you a chance to reflect on what you want to do. You should not worry that you will lose your “study momentum,” or lose interest in further study. This rarely happens unless your motives for going to graduate school are not very strong to begin with. Graduate schools do not “look down on” applicants who have taken time off, and may even consider them better candidates at times.

I’ve been admitted to a good program. Can I defer for a year?
That depends on the program. Policies on deferment differ. Some school will honor every request to defer, others may ask for your reasons to do so. Some may let you keep your financial aid offer, others will defer your admission and ask that you reapply for funding in the following year. If, in your senior year, you are certain that you want to take a year off after graduation, consider deferring your application by a year instead.

I’m not sure what I want to do, so I’m going to apply to graduate school. Is that a good idea?
Not really. Graduate school should not be a default solution for you, but a carefully considered choice. Graduate school is not a destination, but a journey toward a goal. If you cannot identify your specific goal, you need to do some more thinking.

Will I make more money with a master’s degree than with a Ph.D.?
Not necessarily. Depending on your career choice you could earn less. You should investigate the career paths you have been thinking about and compare earning potential and life style issues.

• www.gradschools.com/
• www.graduateguide.com/
• www.petersons.com/

Research and decide upon the career field(s) in which you want to gain practical experience.

• Develop or update resume. See resume and cover letter samples here.
• Have your resume reviewed by a staff member in the S. Walk-in hours (1-3 p.m. weekdays) are a great time for this. If walk-in hours do not work with your schedule, feel free to make an appointment.

Search for opportunities.

• Network with personal and family contacts, faculty, alumni and other professionals in your field of interest.
• Make an appointment to develop an individual internship search strategy and learn about available resources.
• Generate a list of “target organizations” in fields of interest; contact them to inquire about potential career-related experience.
• See Internship Resources for other options.

Apply.

• Target your resume and cover letter to each specific organization and/or position.
• Contact each organization within 1 to 2 weeks to confirm receipt of materials and inquire about their hiring timeline.

Prepare to interview.

• Set up a practice interview with a staff member in the SSCD.
• Research the organization.

Accept an offer.

• Once you accept an offer from an internship site, follow the instructions for internship if you plan to receive academic credit or Professional Experiences if you do not want to receive academic credit.
• Note: If you wish to receive academic credit for an internship, you need to identify a faculty sponsor the semester prior to the internship and work with him/her to complete the required paperwork.

When you pursue an internship through the Otterbein Internship Program, you will work closely with a faculty internship sponsor and on-site work supervisor to plan the internship experience.

The following factors characterize this type of internship:

• You will receive academic credit for the internship; you must pay tuition for this credit based on the credit hours attempted.
• You must be in good academic standing. Generally student interns must have a junior or senior status and a cumulative grade point average of at least 2.7 is preferred, but the final decision about participation rests with the individual academic department.
• Together you, a faculty sponsor and the on-site work supervisor will develop a learning contract that outlines mutual intentions and educational and work expectations for the internship.
• You will receive a grade for your internship.
• Your performance is officially evaluated at various stages during the experience.
• Some additional academic work may be assigned by the faculty advisor to help tie academic learning with “real world” work experience.

Receiving Academic Credit

A maximum of 15 semester hours of internship credit may be counted toward degree requirements at Otterbein.

For each credit hour you earn, 42 hours of work or work-related activities must be completed over the semester. Therefore, a full-time intern registers for 16 semester hours and is expected to spend 45-48 hours per week on activities specified in the learning contract. These hours include both “on-the-job” tasks and “off-the-job” tasks such as reading, journaling, research, etc.

• 3 hours per week x 14 weeks = 1 semester credit
• 15 hours per week x 14 weeks = 5 semester credits
• 30 hours per week x 14 weeks = 10 semester credits
• 48 hours per week x 14 weeks or 45 hours per week x 15 weeks = 16 credits

Roles and Responsibilities

The role of the SSCD
Student Success & Career Development serves as a central point and clearinghouse for internship postings, policies and procedures. Our staff is eager to discuss your internship goals and help you develop an individualized internship search strategy and prepare for the interview process. Employers list internship opportunities for many majors through our online job and internship database, Handshake.

The role of your faculty sponsor
Whether you use the SSCD or other resources, you will need to confirm your eligibility to earn credit and receive credit through your academic (major/minor) department. Students must identify a faculty sponsor (often your academic advisor) to oversee the academic portion of the internship. Students should seek out a faculty sponsor the semester before they plan to complete the internship.

The role of the intern
Once your internship has been secured and you have identified a faculty sponsor, you must submit the Undergraduate Registration Permission form for Internship 4900 credit (with the appropriate signatures) to the Office of the Registrar. This generally must be submitted by the 2nd Monday of the term; submission date should be confirmed with the Registrar. Students must then work with their internship supervisor and faculty sponsor to develop the Learning Objectives. At the completion of the internship, interns must submit an evaluation of their supervisor and one for the overall internship experience. Students must also ensure that their supervisor has completed and submitted the final supervisor evaluation.

Please note: If you feel victimized by a work-related incident, contact your faculty sponsor or Student Success & Career Development immediately.

The role of the supervisor
The site supervisor should assist with the development of the Learning Contract and take an active role in mentoring and guiding the student to help meet learning goals. The supervisor is also expected to orient the student to the organization and be available for meetings or conversations with both the intern and the faculty sponsor. The site supervisor should also provide regular constructive feedback, complete the evaluation form and return it to the faculty sponsor in a timely fashion.

The intern, faculty sponsor and intern supervisor should all be familiar with the policies, procedures and guidelines outlined in the Otterbein Internship Manual. If you have questions or concerns, please email career@otterbein.edu or call 614-823-1456.

You may choose to pursue internship experiences on your own rather than under the auspices of the college program. No credit is earned for these experiences and the University plays no role in the supervision or evaluation of these internships.

Most majors do not require that students complete an internship for credit as part of their curriculum; therefore many students choose not to receive academic credit.

Roles and Responsibilities

The role of the SSCD
Student Success & Career Development serves as a central point and clearinghouse for internship postings, policies and procedures. Our staff is eager to discuss your internship goals and help you develop an individualized internship search strategy and prepare for the interview process. Employers list internship opportunities for many majors through our online job and internship database, Cardinal Careers.

The role of the student
Once your internship has been secured, you must complete the Professional Experience Reporting Form to document your experience with the SSCD. While it is not required, you are highly encouraged to utilize our internship forms to help maximize your internship experience. Work with your internship supervisor to develop learning outcomes at the start of your internship; you may consider using our Learning Contract. To help ensure a quality learning experience both you and your supervisor should also complete a Final Evaluation of your experience. You will also be asked by the SSCD to complete a brief survey at the end of your internship.

The forms may be downloaded here.

If you feel victimized by a work-related incident, contact Student Success & Career Development immediately.

The role of the supervisor
The site supervisor should assist with the development of the Learning Contract and take an active role in mentoring and guiding the student to help meet learning goals. The supervisor is also expected to orient the student to the organization and be available for meetings or conversations with both the intern and the faculty sponsor. The site supervisor should also provide regular constructive feedback, complete the evaluation form and return it to the faculty sponsor in a timely fashion.

Interns and supervisors should contact Student Success & Career Development if questions or concerns arise at any point during the internship, career@otterbein.edu or 614-823-1456.

Our internship manual has been written for students, faculty and employers who wish to participate in Otterbein’s internship program. This manual serves as a guide to policies, expectations and responsibilities for those participating in the internship program.

Helpful resources:

• Internship Manual (PDF)
• Injury Report Form (PDF)

Forms to be completed:

• Internship Learning Contract (PDF)
• Undergraduate Permission Form for Internship 4900 (PDF)
• COVID-19 Off Campus Experience Protocol and Release, Assumption of Risk and Indemnification Agreement (PDF)
• Evaluations:
  • Student Evaluation of the Internship
    • Online form
    • MS Word printable form
  • Student Evaluation of the Supervisor
    • Online form
    • MS Word printable form
  • Supervisor Evaluation of the Intern
    • Online form
    • MS Word printable form

Internships can be found in a variety of ways. Students who have the greatest success in their internship search are those that employ a multi-faceted approach, which includes networking, utilizing online resources and targeting specific organizations. Be mindful that many internships are never advertised or posted, while others are advertised nationally online or in printed directories. Search broadly and cast your net wide.

Additional internship resources

• Handshake
• Parker Dewey Micro Internships
• WayUp.com
• Internships.com
• Columbusinternships.com
• Indeed.com
• Simplyhired.com
• Idealist.org (non-profit and government agency)
• Glassdoor.com
• TalentedU is a student career-readiness experience that aims to equip OFIC member campus students with the skills and competencies they need to boost their career readiness and become even more competitive in seeking internships and full-time jobs. The program consists of eight online modules that students can complete at their own pace or together with a faculty or staff member. These modules are carefully crafted to align with the National Association of Colleges and Employers (NACE) competencies, making them highly relevant and practical for students.

Past internship sites

• 2016-2017 Internship (PDF)
• 2015-2016 Internship (PDF)
• 2014-2015 Internship (PDF)
• 2013-2014 Internship (PDF)

Provide internship and job opportunities

• Send a position description to career@otterbein.edu
• Connect us with your human resources representatives
• Consider hosting an intern, contact us at career@otterbein.edu, to discuss

Share your professional knowledge

• Serve on a career panel
• Present a workshop
• Represent your organization at an information table/session
• Join the Otterbein Alumni group on LinkedIn
• Participate in a networking event

Otterbein is part of the Handshake network. Please visit Handshake to create an account and post your opportunities.

If you need assistance, please email career@otterbein.edu or call 614-823-1624.

Interviewing

Student Success & Career Development looks forward to hosting you as you connect with Otterbein talent!

Due to upcoming Campus Center renovations, we are unable to provide information tables. We apologize for any inconvenience and do encourage you to post your part-time jobs to Handshake.

Through its liberal arts core, Otterbein is committed to educating the whole student and preparing students for successful careers upon graduation. Otterbein offers nearly 70 majors, 50 minors and seven graduate degrees. At the core of Otterbein’s curriculum is the Integrative Studies program. Through this unique and creative program students take a variety of courses that broaden their view of the world and prepare them for the future. The program has been honored by the Ohio Board of Regents and by the Association of American Colleges & Universities for its quality and innovation.

As employees, Otterbein students will contribute:

• Communication skills. Our core curriculum stresses writing and presentation skills for all students.
• Analytical and problem solving abilities. Our liberal arts focus emphasizes reading, research, evaluation and reasoning.
• Leadership skills. Our students have developed leadership skills while serving as officers in student-run organizations, participating in the governance system or in peer advisor roles.
• Commitment to community. The majority of Otterbein students have participated in some form of community service.