University of Pikeville
Office of Career & Professional Development

CareerCounseling@upike.edu

Darwin V. Kysor
Director
DarwinKysor@upike.edu
(606) 218-4467
Learn More about Darwin

 

Sonia Smith
Campus Employment Specialist
SoniaSmith@upike.edu
(606) 218-5223
Learn more about Sonia

Faculty are critical to the success of UPIKE students and alumni. They serve students as teachers, advisors, supervisors, mentors and supporters. Many also serve as internship sponsors and provide letters of recommendation for students and alumni seeking employment and graduate/professional school admittance. These roles are all extremely important so we offer a comprehensive variety of resources for your assistance.

Career Programming

The UPIKE Career Development Team is prepared to offer your students an abundant array of opportunities to enhance their career and professional development.  This is available through our regular workshop series, classroom presentations and via individual appointments.

            Career Topics

  • Resume Writing
  • Interview Skills
  • Make the Most of a Job Fair
  • Federal Gov. Job Search
  • Salary Negotiation
  • Grad/Professional School Search
  • Writing Personal Statements & Essays
  • Job & Internship Search
  • Elevator Pitches
  • Choosing a Major/Career Direction
  • Navigating the Vault
  • Gap Year Opportunities
  • Networking/LinkedIn
  • Professionalism

For additional information on these and other career topics, check the Career & Professional Development LibGuide

Don’t Cancel Your Class

The Career Development Office (and other administrative offices on-campus) is available to cover your class session when you are unavailable due to illness, professional development or any other reason. Possible Career Development topics are listed under Career Programming.  Other topics like “What to do with a degree in…” can also be developed. To make arrangements for this service, email Darwin Kysor, Director of Career & Professional Development or call 606-218-4467.

Internships

An internship is a structured learning experience where a student applies concepts learned in the classroom to the realities of an on-the-job experience. The primary purpose of an internship is to provide an educationally sound platform for the development of the student’s professional and career readiness skills through a field-based activity. Interns receive practical training and experience in a variety of settings through cooperatively arranged placements. Interns are placed in pre-professional positions and work side-by-side with other employees.

Credit vs. Non-Credit Internships

Credit for internships is not given for work per se. Students apply theoretical concepts to the workplace and assess ideas. Hence, academic credit is given for placing the pre-professional work experience in a conceptual and comparative context. The primary distinction between credit and non-credit internships is the degree to which students are required to reflect on their experiences. This distinction is exhibited in the academic requirements, university supervision, the investment of university resources and the student’s payment for and receipt of credit.

Credit internships are a coordinated responsibility of the faculty, the career development staff and the students. Students may be compensated for internship work if the department and/or faculty sponsor believes the college can maintain enough control of the internship experience to ensure its academic validity. Interns working in non-credit situations normally are compensated.

Reference Letter Writing

A Faculty Guide to Ethical and Legal Standards in Student Employment

Sample Faculty Reference Letter

Letters of recommendation are often used by an organization’s hiring officials to gather additional information about a candidate. It is assumed that a confidential letter of recommendation will provide a candid viewpoint of an applicant’s abilities and professional promise. The letter of recommendation should give a picture of the candidate’s personal characteristics, performance and experience, strengths, capabilities and professional promise from someone who has worked closely with the candidate. The selection committee relies on these letters to assist in making a final decision.

There are several reasons to refuse a request to write a letter of recommendation: You may not know the applicant well enough, you may not have time to write it by the time the applicant needs it, and you may not feel you could say good things about the applicant, etc. You need to be honest with the applicant about your reasons. If it is lack of knowledge, perhaps a conversation could give you enough information, or the time frame might be negotiable. If you feel you can’t write a good letter, it is vital for the applicant to clearly hear why. This can be an opportunity for growth and a “reality check” for the applicant. It is difficult to say no, but if done with grace and tact, it can be quite productive for the applicant in the “long run.”

Preferably, the person writing the letter of recommendation has been in a supervisory or mentor relationship with the applicant. The letter should be about one page in length, and generally consist of three parts: the opening, the body and the closing.

The writer should explain the relationship between themselves and the candidate and why the letter is being written. Were you a supervisor? President of the company? Advisor? Professor? It is important to indicate this because a professor may see the academic skills while a supervisor may be able to identify work habits.

The body of the recommendation should provide specific information about the applicant based upon the observations of the writer. Information may include: 1) personal characteristics such as poise, confidence, dependability, patience, creativity, etc. 2) Specific areas of strength or special experiences/projects on which they work. 3) How they work with other people, etc.

The closing of the letter should briefly summarize previous points and clearly state that you recommend the candidate for employment, graduate school, etc. Finally, you want to give them your contact information in case they want to contact you directly.

Meeting with the applicant can yield a great deal of information. You should be inquiring (they should be telling you) about what this letter will be used for, (i.e., employment, graduate school, scholarships, etc.). The applicant should also provide you with information regarding their relevant skills, experiences, abilities, strengths, qualities and qualifications—anything that will help you write the letter. Have the person give you a list of accomplishments, organizations they belong to or any other relevant information. It might surprise you to see how much that person has done outside of your contact with them. This can also help you get a more accurate picture of the individual. Having the person give you a copy of their resume is an easy way to have this information at hand. You must find out what sets the applicant apart from the “average.” The more informed you are, the higher quality of the letter, and the quicker and easier it will be to write it. A simple question, “why should I write you a letter?” can be enough to start the conversation.

Ask the applicant if this letter will be confidential or non-confidential; it is their choice. If it is confidential, you will need to send the letter directly to the organization to which they are applying. Some employers (traditional organizations like banks or any educational institutions) prefer confidential letters; the rest are about equally divided in regards to which of the two types they prefer.