Spring Internships Available

Spring 2014 Internships Available!

 Unless otherwise noted, the internships listed below are open to qualified undergraduate and graduate students. Please visit the English Dept. Internships webpage for more information on qualifying criteria.

Editorial and Publishing Internships:

  • Editorial Intern, Bloomsbury Review (Denver, CO)
  • Editorial and Marketing Interns, Dzanc Books (correspondence)
  • Publishing Assistant, Bailiwick Press (Ft. Collins, CO)
  • Blogger/Writer Internship, Journalism Internship, PR/Visual Editor Internship, Editor Internship (4 positions total!) The Borgen Project (Telecommute) http://borgenproject.org/telecommute-internships/

Education Internships:

  • Grading Assistant, NCTE@CSU with Poudre High School (Ft. Collins)
  • Writing Coach and Grader, NCTE@CSU, Fort Collins High School (Ft. Collins)
  • Poetry and Prose Guest Teacher, Literacy through Prose and Poetry (LPP), CSU English Department and Poudre Schools (Ft. Collins)
  • Graduate Teaching Assistant for E406 Literacy and Gender, CSU English Department

Non-Profit/Communications/Other Internships:

  • Sports Journalism Internship, On Campus Sports Network (Ft. Collins and correspondence)
  • Social Media and Communications Intern, Poudre River Library District (Ft. Collins)
  • Communications Intern, Poudre Fire Authority (Ft. Collins)
  • Broadcast Intern, Freeform Radio Initiative (correspondence)
  • Marketing and Promotions Internship, Center for Fine Art Photography (Ft. Collins, CO)

Please contact Mary Hickey, English Department Internship Coordinator, at Mary.Hickey@colostate.edu for more information on these internships and how to apply.

Recognition: Jill Salahub

selfcompassionsaturday

image by Jill Salahub

 

An interview series about self-compassion which ran on Jill Salahub’s blog (CSU alumna and current English Department Administrative Professional) was recently featured in an article on Psychology Today, “25 Women Writers Share Their Best Self-Compassion Tips,” http://www.psychologytoday.com/blog/living-the-questions/201312/25-women-writers-share-their-best-self-compassion-tips.

Book Reviews: Todd Mitchell

The School Library Journal and The Bulletin of the Center for Children’s Books both recently reviewed Todd Mitchell’s Backwards. Todd also wants to thank CSULife for the interview with him it recently printed, although he would like to apologize for the poor photo (It’s not a mug-shot. Rather, he was on his way to pick up his child from school when the student photographer spotted him.)

NCTE Listening Tour Survey Results: Sue Doe

From Assistant Professor Sue Doe, in regards to the the NCTE Listening Tour Survey:

“There was a fair number of students who participated (over 100), so I think there was a fair representation of our students’ input about the transition from high school to college writing.  Just to remind you about the aims and goals of the NCTE Listening Survey.  The NCTE hopes to ‘build a portrait of the experiences and expectations of incoming college Composition students’ (‘Listening Tour’).  In short, they are working toward understanding what our students may need in order to be ‘college-ready’ or ‘career-ready’ writers.  They want the input of current Composition students in order to understand their experiences and perceptions.

Here’s a summation of interesting and noteworthy results from the NCTE Listening Tour:

  • While 68% of first-year CSU students spend 10 or fewer hours a week writing (including things like social media and text messaging), the majority still feel they write more than their parents’ generation did at the same age.
  • The majority of CSU students have NOT written any kind of text for social or political purposes in the past year.
  • Although over 80% of CSU students feel their high schools adequately or strongly prepared them for college writing, a strong majority believes they would have benefited from additional persuasive and/or research writing in high school.
  • About 1/3 of students wish they’d spent less time learning blogging and creative writing in high school and more time writing argumentative research papers.
  • CSU students write using a variety of tools:  topping the list include laptops/desktops (98%), pen/pencil (95%), and phone (83%).
  • Very few CSU students (only 8%) believe that new forms of communication technology will be important in their post-college careers.
  • While only about 10% of students rank writing for varied audiences as a high priority for their writing experiences after college, 24% include using correct grammar/mechanics as the most important after-college writing needs.  35% rank making strong and clear points as a high priority.
  • While the majority of students rank “formatting” as a minor writing rule for success in college, they rank an understanding of the “parts of speech” as being important.  Other important “rules” of writing or grammar for success in college include:  spelling (36%), and documenting sources (27%).

I have a copy of all the survey results for each question and would be happy to share this information with anyone who is interested.  I’d also love to foster discussion about some of these interesting discoveries about our students.  Just swing by my office!”