Name: Yao Sun
Pronouns: She/Her
Semester of Internship:Spring 2024, Summer 2024, and Fall 2024
Major:Applied Developmental Psychology
Current Class Level:fourth year graduate student
This semester I completed a(n)...: Internship
Internship, Co-op, or Research Site (Company/Organization Name): ACT Inc.
Location of the Organization (City, State):Iowa City (Remote)
Title of position: Research Intern
Tell us about your internship, co-op, or research opportunity, including your day-to-day responsibilities:
During my internship at ACT, I had the opportunity to work on a range of projects that allowed me to delve deeply into both research and industry practices. My day-to-day responsibilities included examining the validity and reliability of assessments related to social and emotional skills, refining existing items to improve their effectiveness, and analyzing data on SEL and ACT scores, including data specific to students receiving special education services. Additionally, I was involved in analyzing qualitative focus group interviews on equity-based test items, providing me with hands-on experience in both qualitative and quantitative research methods.
What made this experience particularly valuable was the emphasis the team placed on my training and professional development. I was encouraged to engage with a variety of projects, which broadened my skill set and gave me a taste of industry work after having primarily worked in academic environments. This exposure allowed me to produce significant research outputs, some of which I submitted to a conference for presentation. Moreover, the insights I generated contributed to the development of a shortened version of one of the company's assessment tools, demonstrating the impact of my work within the organization.
Describe the process of obtaining your position. When did you hear of the position and submit your application?:
I began my search for an internship position by exploring numerous opportunities on LinkedIn and applying to many that caught my interest. I applied for this particular position on March 26th and received an invitation for a digital video interview just a few days later. During this digital interview, I recorded myself responding to a series of questions. Subsequently, I was invited to an interview with the team on April 29th. Later that same day, I received an offer. I enjoyed the conversations with the team and found the opportunity compelling, so I decided to accept the offer.
What resources did you use to find your current experience?:
What have you enjoyed the most about your position and organization?:
I really enjoy working at ACT because the team prioritizes my training, allowing me to develop my skills across a range of projects, from assessing the reliability of social and emotional skills assessments to analyzing data and focus group interviews. Coming from an academic background, this experience has also given me valuable insight into industry roles, broadening my understanding of applied research in a professional setting.
How do you believe you have made an impact through your work?:
I believe I’ve made an impact by generating research outputs that contributed to the development of a shortened assessment tool, providing data-driven insights to refine our approach. I also submitted my findings to a conference, sharing our work with a wider audience and further strengthening our research outcomes.
What advice would you give to another student who is seeking an internship or similar experience?:
When seeking an internship or similar experience, it's essential to find a position that aligns with your current skills and experiences, while also ensuring the organization’s mission resonates with your values. Additionally, consider the company culture before accepting the position, as a supportive and positive environment is crucial for your personal and professional growth. This alignment will not only make your experience more fulfilling but also increase your motivation and commitment, leading to greater success and development during your internship.
Please provide a short reflection or quote about what you liked most about your position / earning internship credit / working with the Career Center:
What I appreciated most about my position at ACT was the chance to engage in diverse projects that sharpened my research skills, all within a supportive environment that prioritized my professional growth. The Career Center's resources, particularly those for resume building, were instrumental in helping me secure a role that aligned with my values and career goals.
]]>These new in-person discussion-based workshops are required for any individual receiving funding from the National Institutes of Health (NIH), including undergraduate students, graduate students, staff, postdocs, and faculty. In order to meet NIH’s requirements for in-person RCR training, these workshops have been established as a series of microcredentials (also called “badges”) that lead to an overarching RCR “mega” credential. It should be noted that UMBC requires all graduate students completing a master’s thesis or doctoral degree, along with all postdoctoral research associates, to complete RCR training through either CITI or the new in-person RCR Microcredential Series.
Open to all faculty, staff, undergraduate, and graduate students. While required of any individual receiving funding from NIH, anyone (faculty, staff, undergraduate or graduate student, postdoctoral research associate) can attend the in-person workshops and earn the microcredentials/badges.
How do I earn the microcredential? Each workshop session is associated with a topic-specific RCR microcredential, so participants earn a “badge” for each session attended. After attending all required sessions, an overarching RCR credential will be awarded. Attendance and active participation are required to receive a microcredential for each workshop (participants must scan the QR code provided at the end of the workshop using their phone). This process ensures full participation. After completing a workshop, participants will receive their microcredential/badge specific to that session. Once all workshops in the series have been completed, participants will be awarded certification of completion of RCR training, a “mega” credential signifying that they have fully met the NIH’s RCR training requirements.
Schedule: See the detailed schedule of sessions here: https://ethics.umbc.edu/responsible-conduct-of-research/
How do I sign up? You must sign up for each individual session by clicking the links under each session here, and then choosing “Going in Person.”
Facilitator: This RCR series is being facilitated by Daniel G. Jenkins, an applied ethics expert who is an instructor in the Philosophy Department. Each workshop session will be co-taught by an additional faculty member or staff with subject matter expertise. Jenkins has taught a range of applied ethics courses, including PHIL/PBHL 358: Bioethics, PHIL 251: Ethical Issues in Science and Engineering, and, since 2020, PHIL 359: Ethics and Integrity in Scientific Research for undergraduate students in STEM BUILD. From a previous career in science, which began while an undergraduate at UMBC, he gained experience in bench science and animal husbandry. He has co-authorships in the Journal of Radiation Research, Atherosclerosis, and the Journal of Experimental Medicine. He received BA’s in Philosophy and Psychology, a certificate in Biopsychology, and an MA in Applied and Professional Ethics from UMBC. He has taught in the Department of Philosophy since 2015.
These new in-person discussion-based workshops are required for any individual receiving funding from the National Institutes of Health (NIH), including undergraduate students, graduate students, staff, postdocs, and faculty. In order to meet NIH’s requirements for in-person RCR training, these workshops have been established as a series of microcredentials (also called “badges”) that lead to an overarching RCR “mega” credential. It should be noted that UMBC requires all graduate students completing a master’s thesis or doctoral degree, along with all postdoctoral research associates, to complete RCR training through either CITI or the new in-person RCR Microcredential Series.
Open to all faculty, staff, undergraduate, and graduate students. While required of any individual receiving funding from NIH, anyone (faculty, staff, undergraduate or graduate student, postdoctoral research associate) can attend the in-person workshops and earn the microcredentials/badges.
How do I earn the microcredential? Each workshop session is associated with a topic-specific RCR microcredential, so participants earn a “badge” for each session attended. After attending all required sessions, an overarching RCR credential will be awarded. Attendance and active participation are required to receive a microcredential for each workshop (participants must scan the QR code provided at the end of the workshop using their phone). This process ensures full participation. After completing a workshop, participants will receive their microcredential/badge specific to that session. Once all workshops in the series have been completed, participants will be awarded certification of completion of RCR training, a “mega” credential signifying that they have fully met the NIH’s RCR training requirements.
Schedule: See the detailed schedule of sessions here: https://ethics.umbc.edu/responsible-conduct-of-research/
How do I sign up? You must sign up for each individual session by clicking the links under each session here, and then choosing “Going in Person.”
Facilitator: This RCR series is being facilitated by Daniel G. Jenkins, an applied ethics expert who is an instructor in the Philosophy Department. Each workshop session will be co-taught by an additional faculty member or staff with subject matter expertise. Jenkins has taught a range of applied ethics courses, including PHIL/PBHL 358: Bioethics, PHIL 251: Ethical Issues in Science and Engineering, and, since 2020, PHIL 359: Ethics and Integrity in Scientific Research for undergraduate students in STEM BUILD. From a previous career in science, which began while an undergraduate at UMBC, he gained experience in bench science and animal husbandry. He has co-authorships in the Journal of Radiation Research, Atherosclerosis, and the Journal of Experimental Medicine. He received BA’s in Philosophy and Psychology, a certificate in Biopsychology, and an MA in Applied and Professional Ethics from UMBC. He has taught in the Department of Philosophy since 2015.
The UMBC Cyber Defense Lab presents
12-1pm EDT, Friday, 20 September 2024 via WebEx
The Code of Honor is a thoughtfully constructed program for building best practices in the tech industry with a specific focus on cybersecurity. Using illustrations from popular culture and real-life case studies that provide a glimpse into the complexities of the world of cybersecurity, this comprehensive learning tool helps students, professionals, and business leaders navigate ethical challenges and enhance their decision-making processes as they face the great economic and security threat of our age. The Code of Honor requires that we focus on and teach our students to be mindful of fundamental ideals (respect, protect, and serve others), be accountable, learn from mistakes, work collaboratively, and practice discipline and self-control.
Dr. Paul J. Maureris the president of Montreat College and is currently the fourth longest-serving president among the 36 independent colleges and universities in North Carolina. He is a visionary and results-driven leader, who has more than 30 years of leadership experience in nonprofit and higher education administration. Under his leadership, Montreat College has become a national leader in cybersecurity education and workforce development, working with leaders at the highest levels of the North Carolina and United States governments. In 2024, he co-authored The Code of Honor, a book grant sponsored by the National Centers of Academic Excellence in Cybersecurity with support from the National Security Agency (NSA). The book was co-authored with Ed Skoudis, one of the most recognized and respected cybersecurity experts in the United States. He earned his Ph.D. in political science from Claremont Graduate University, where he was an H. B. Earhart Fellow and a John M. Olin Fellow. He earned his B.A. from the University of Cincinnati, where he was co-captain of the men’s soccer team and a local Young Life leader. He earned his Master of Divinity from Gordon-Conwell Theological Seminary.
Host: Alan T. Sherman. Support for this event was provided in part by the National Science Foundation under SFS grant DGE-1753681.
]]>During National Hispanic Heritage Month (September 15 to October 15) we recognize the contributions made and the important presence of Hispanic and Latine/x Americans to the United States and celebrate their heritage and culture. Throughout this time, i3b, UMBC and the country celebrates the important contributions, heritage, and culture of all Hispanics and Latine/x in the United States.
Our Hispanic and Latine/x community has profoundly and positively influenced our country through their strong commitment to family, faith, hard work, and service. They have enhanced and shaped our national character with centuries-old traditions that reflect the multiethnic and multicultural customs of their community.
So why does Hispanic Heritage Month start in the middle of September and end in Mid-October?
Hispanic Heritage Month, whose roots go back to 1968, begins each year on September 15, the anniversary of independence of five Latin American countries: Costa Rica, El Salvador, Guatemala, Honduras, and Nicaragua. Mexico, Chile and Belize also celebrate their independence days during this period and Columbus Day (Día de la Raza) is October 12.
The term Hispanic, refers to the racially and ethnically group of folkswho are from hispanophone (Spanish Speaking) countries that were historically colonized by Spain. This term is inclusive to those who also from Spanish origin. The term Latino however excludes Spain, but includes non-Spanish speaking Latin American countries such as Belize, Brazil, Guyana, and Haiti. Please note that even if folks may have ethnic roots from Latin America, they may identify as either, neither or both Hispanic and/or Latino/e/x.
Share in this special annual tribute by learning and celebrating the generations of Hispanic and Latine/x Americans who have positively influenced and enriched our nation and society.
Curious about the term Latinx? Please click here.
We are excited to share about events The Mosaic is sponsoring/co-sponsoring during this Heritage Month!
Wednesday, September 18 | 12pm - 1:15pm | 2B23 The Mosaic
Hear Our Stories: Celebrating Hispanic & Latine/x Heritage Month
Wednesday, September 25 | 11:30am - 1pm | The Commons Mainstreet (in front of the Bookstore)
Friday, September 27 | 6pm - 8pm | The RAC
*This event requires sneakers
Read about the Presidential proclamation for Hispanic & Latine/x Heritage Month 2024 here!
Learn more about National Hispanic & Latine/x Heritage Month at the official website here.