Bright Horizons Internships

Renowned as the academic flagship of the University of Maryland Medical System, our AARC APEX -designated facility is a nationally recognized, academic medical center with opportunities across the continuum of care. Come join UMMC and discover the atmosphere where talents and ideas come together to enhance patient care and advance the science of respiratory care. Located in downtown Baltimore near the Inner Harbor and Camden Yards, you won't find a more vibrant place to work! Job Description General Summary Under general supervision of the Education and Clinical Coordinators, physicians, and guest lecturers the respiratory intern will observe in the classroom setting a variety of routine technical procedures during department orientation. This orientation period will allow time to gain knowledge of effective evaluation and treatment of individuals with cardiopulmonary functions threatened or impaired by developmental defects, the aging process, physical injury, or disease. The intern period is to serve as a means to provide effective respiratory care department orientation, while ascertaining the overall competency of the new graduate. Principal Responsibilities And Tasks Under general supervision of the Respiratory Care Education Coordinator the Respiratory Intern will observe the following work being performed by staff assigned to the Respiratory Technician and Respiratory Therapist job classifications. A variety of respiratory care treatments given to specific patient populations (adult, pediatric, or neonatal). Explanation of treatments to patient and/or family before performing. Observes physical signs and symptoms, general behavior, general physical response to respiratory care procedures. Collaboration of therapists with physicians regarding therapeutic treatment plans to determine whether initiation, modification, or discontinuation of the treatment regimen is warranted. Termination of patient treatment upon notice of patient discomfort, troubled medical status, or inability to accept treatment. Observation of Cardiopulmonary Resuscitation (CPR) procedures, including, airway management, manual ventilation, and cardiac compressions as needed. Observes the therapist as they administer therapeutic and diagnostic gases (exclusive of general anesthesia), bronchodilator treatments, and chest physiotherapy, aerosolized medication treatments in accordance with departmental procedures, as directed by a physician. Additionally, they will observe the therapist delivering oxygen and humidified air through a variety of devises to reverse and prevent tissue hypoxia, treat arterial hypoxemia, decrease the work of breathing and decrease myocardial work. Observes therapist physician interaction as they assist the physician with non-surgical insertion, maintenance and removal of artificial airways, as requested. Watches the technique of suctioning of the patients artificial and nasal/oral airways with the use of a sterile disposable catheter inserted into the airway. Learns age-specific version(s) of respiratory techniques when working with adult/pediatric/neonatal population. Observation of mechanical ventilation and continuous positive airway pressure (CPAP) to critical care patients, witnessing while the therapist adjusts ventilation and CPAP under the direct supervision of a physician. Observes the effectiveness of mechanical ventilation and other therapeutic interventions in the critically ill patient by learning the interpretation of chest x-rays, and blood gas results. Observation of the therapist as they observe the patients appearance, respiration rate and oxygen saturation, and notifying doctor as required. Qualifications Education and Experience A Certificate from an AMA approved program by the National Board of Respiratory Care in Respiratory Therapy is preferred. A minimum of six months to one year performing didactic and clinical Respiratory care procedures is preferred. General knowledge of anatomy and physiology of the respiratory system, biology, microbiology, technical mathematics, and pharmacology are required. Knowledge of medical terminology, and moderate level of proficiency in operation of equipment, such as, various types of ventilators, nebulizers, aerosol masks, nasal cannulas, mist tents, oxyhoods and other oxygen delivery devices. CPR is required Associates Degree in respiratory or related field is preferred. Additional Information All your information will be kept confidential according to EEO guidelines. Compensation: Pay Range: $26.14-$36.59 Other Compensation (if applicable): Review the 2025-2026 UMMS Benefits Guide Like many employers, UMMS is being targeted by cybercriminals impersonating our recruiters and offering fake job opportunities. We will never ask for banking details, personal identification, or payment via email or text. If you suspect fraud, please contact us at ****************.

The Health Research Intern position is ideal for a student interested in the intersection of research and data analysis with public health. This position is also a great experience for a student majoring in applied economics, psychology, sociology, or any pre-health major. The successful candidate will report to the Director of Health Promotion working 10 hours a week both in the office and/or remote. Responsibilities: Analyze Ursinus-specific data around health and wellness to determine educational gaps and behavioral concerns from the following surveys: Student Well-being Institutional Support Survey (SWISS) implemented in Spring 23 American College Health Association (ACHA) National College Health Assessment (NCHA) implemented in Spring 21 and Spring 24 Campus Climate Survey implemented in Fall 23 National Student Engagement E (NSSE) implemented in Spring 20 and Spring 24 Vector Solutions, Inc Educational Modules implemented every fall semester since 2020 Analyze the data to help determine systems-based solutions to improve the campus culture, enhance the well-being of people, place, and planet and strive to ensure student success Create reports, PowerPoint slides, infographics, etc to share the data with broad audiences Assist with presenting the data and reports to groups on campus such as the Collaborative Commission on Well-being (CCW), Community Standards on Alcohol and other Substances (CSAS) Committee, department meetings, etc. Attend the Data Summit - date to be determined - and help with creation and review of evaluations and feedback from attendees at the Summit Requirements: Current full-time student at Ursinus College Current Ursinus upperclassman with demonstrated skills in data analysis Demonstrated reliability and initiative Ability to work independently also collaborate to work as part of a team Compensation: This position is for summer and fall 2024. This is 10 hours per week (120 hours) throughout the 2024 summer semester (May 15-Aug 15 minus July 4 th week) with a stipend of $1000 and 8 hours per week (120 hours) throughout the fall 2024 semester (Aug 26-Dec 9 minus spring break) with a stipend of $1000. The hours are flexible to work within the candidate's class schedule but attendance at the Fall Data Summit is a requirement. Administrative work can be done at home or in the office Other Duties: The above statements are intended to describe the general nature and level of work being performed by the individual(s) assigned to this position. They are not intended to be construed as an exhaustive list of responsibilities, duties, and skills required of personnel so classified. Job responsibilities and activities may be modified or changed at any time with or without notice. Job descriptions will be audited periodically by the Ursinus Human Resources department to ensure they are up-to-date and reflect the essential responsibilities and duties of the job. Ursinus EEO Statement Ursinus is an EEO employer. Ursinus College does not discriminate on grounds of race, color, national origin, gender, sexual orientation, gender identity or expression, religion, age, creed, ancestry, veteran status, marital status, disability, or other classification protected by applicable law in the administration of any of its educational programs or activities or with respect to employment.

, where belonging leads to opportunity. Salem is a small, diverse city with a proud maritime and immigrant history. Salem Public Schools is an urban public school district enrolling nearly 4,000 students in 11 schools. Our vision is to ensure that all students will be locally engaged, globally connected, and fully prepared to thrive in a diverse and changing world. We hold dear our core values of belonging, equity, and opportunity in everything we do. We seek individuals who are passionate about urban education and understand the urgency of improving student achievement for all students, regardless of ability, economic status, gender/gender identity, language, race/ethnicity, sexual orientation, or other backgrounds. We invite you to learn more about our strategic plan and core priorities on our website at ********************** About the Program: The Pre-K After-School program operates in conjunction with the 2025-2026 school calendar, running from school dismissal until 5:00 p.m. (with no programming on scheduled half days). The program serves Pre-K students across four sites: Bentley, Horace Mann, Bates, and the Early Childhood Center, with each site hosting 1-2 students. Interns are expected to commit to 2-4 days per week. Pre-K program sites and hours: * Bentley Academy Innovation School (BAIS) * 25 Memorial Drive, Salem MA * Program Time: 2:00-5:00 p.m. * Daily: Monday- Friday * Early Childhood Center (ECC) * 25 Memorial Drive, Salem MA * Program Time: 2:45-5:00 p.m. * Daily: Monday- Friday * Horace Mann Laboratory School (HMLS) * 79 Willson Street, Salem MA * Time: 2:00-5:00 p.m. * Daily: Monday- Friday * Bates Elementary * 53 Liberty Hill Ave, Salem MA * Time: 2:00-5:00 p.m. * Daily: Monday- Friday What You'll Do: Salem Public Schools recognizes the critical role of wrap-around services in supporting students and their families. As part of this commitment, we provide Pre-K after-school programming focused on enhancing student engagement, fostering social-emotional learning, and offering reliable care for families. We are seeking high school interns interested in early childhood education to serve as support staff in these programs. Interns will assist program staff in providing after-school care, helping create a collaborative and positive environment for students. Typical program day includes: * Program check in and welcoming routines * Program snack and clean up * Enrichment block- either with community partner or staff led * Free play, which can include: outdoor play or choice blocks inside * Parent pick up & dismissal routine In addition to providing support, interns have the option to design and lead a 30-45 minute enrichment session during the enrichment block once a week, if desired. These enrichment activities can focus on areas such as: * Fine and gross motor skills development * Yoga, Pilates, or other physical activities * Music, dance, or arts & crafts * Social-emotional learning (SEL) through creative expression Pre-K Intern Responsibilities Include: * Supporting the after-school program by assisting staff with day-to-day activities and student supervision. * Encouraging positive peer relationships and fostering a welcoming, inclusive environment for all students. * Engaging with students in free play and enrichment activities * Supporting staff with snack routines and program clean up * Collaborating with program staff to create adaptive activities that support students with varying abilities. * If designing enrichments. modifying activities to meet individual student needs, including those with IEPs or non-English speakers. * Communicating with program administrator around schedule or challenges as they arise This internship is ideal for high school students interested in exploring a career in early childhood education while making a meaningful impact on young learners. What You'll Bring: We are looking for candidates who have diverse backgrounds and experiences, are inspired by our mission, and are highly motivated to change children's lives through education. You'll be right at home here if you are a reflective practitioner who values collaboration with colleagues and pushes yourself, your work, and the people around you to the next level. We expect our SPS employees to: * Hold a deep commitment to students and families and value diversity - The SPS community is vibrant, diverse in background, ethnicity, language, and perspective. You embrace and affirm the backgrounds of all members of the SPS community and view our diversity as a powerful resource that supports us each in learning and doing our best work. * Hold high expectations for yourself, students, and colleagues - You see potential in all, especially our SPS students, and maintain high expectations for achievement, while providing the support necessary to meet that bar. You hold yourself to high expectations, modeling SPS values and seeking opportunities to continuously improve. * Build authentic, caring relationships with colleagues, students, and families - You build strong relationships across students, families, and colleagues that are collaborative in nature and contribute to the individual and collective success of SPS. You partner with families and colleagues to make decisions in the best interest of students and learning. * Embrace feedback - You are a reflective practitioner who learns from mistakes and challenges and uses them as opportunities for professional development. You model persistence and a growth mindset and thrive in a culture of feedback. Equal Opportunity Employer Salem Public School District is committed to maintaining a work and learning environment free from discrimination on the basis of race, color, religion, national origin, pregnancy, gender identity, sexual orientation, marital/civil union status, ancestry, place of birth, age, citizenship status, veteran status, political affiliation, genetic information or disability, as defined and required by state and federal laws. Additionally, we prohibit retaliation against individuals who oppose such discrimination and harassment or who participate in an equal opportunity investigation.

Transportation/Bus Attendant Trainee The Greece Central School District believes that all students benefit from a culture where diversity, inclusion, and equity with excellence are valued. Greece Central School District welcomes stakeholders who can collaborate with other staff to ensure that our policies, regulations, practices, programs and services promote equity, inclusion, and diversity. Salary: $15.50/hr Per Non-Unit Rate Sheet Report Times: Vary Daily Hours: Vary Work Year: 2025 - 2026 Supervisor: Executive Director of Student Operations Civil Service Title: Bus Attendant Minimum Requirements: There are no training and experience qualifications. Desired Qualifications: This position is designed to train individuals to become School Bus Attendants. School Bus Attendants are responsible for work which involves maintaining order and insuring the safety of the children who will ride his/her assigned route and extends to walking students across the street for purposes of boarding or disembarking the school bus at assigned stops. The attendant at all times must be concerned about the safe behavior of the children while the bus in route. Employees of this class may be required to assist physically or mentally handicapped students if assigned to their route and are required to wear safety belts and, if assigned, uniforms. Work is performed under the direct supervision of the School Bus Operator. Does related work as required. Position Summary/Responsibilities: Once properly trained as a School Bus Attendant (All need not be performed in a given position. Other related activities may be performed although not listed.) Accompanies bus driver and students on scheduled route; Boards and gets off the bus at each stop to escort students across the street; Supervises the boarding and unloading of student passengers at each stop, at transfer points, and at school sites; Assists and lifts intellectually and developmentally disabled students to and from the bus; Maintains order on buses; Enforces district policy governing student behavior while bus is in operation; Assists driver when backing up bus; Reports orally and in writing instances of continuing disruptive student behavior; Requests driver to summon emergency aid by two-way radio or operates two-way radio; Reports trouble at bus stops to driver, terminal, bus garage, or transportation office; Assists students with special needs; Attends scheduled job training classes and workshops and parent/school/driver meetings; Ensures students are seated before bus is in motion. Questions regarding this posting should be directed to: Name: Cynthia Webb Title: Driver Trainer/Safety Coordinator Email: ************************** All new employees must be fingerprinted and cleared for employment through the NYSED before employment begins. The Greece Central School District does not discriminate on the basis of sex, race, color, religion, national origin, political affiliation, sexual orientation, marital status, ancestry, age, disability, or any other status protected by law. To find out more about what Greece Central School District has to offer our employees, please click here. Attachment(s): Bus Attendant Trainee attachment 1.PNG Bus Attendant Trainee attachment 2.PNG

Mental Health/Social Work Internship Placement GRADE LEVEL: Grades 6-12 LOCATION: Multiple locations and/or a specific pre-agreed upon campus. This is an on-site placement - hybrid/virtual internships are not available. SALARY: This is an Unpaid Temporary Placement STATUS: Fixed-Term Intern (weekly hours dependent on Graduate School requirements), not benefits eligible START: First day of internship will be agreed upon with your campus(es) school director(s) and/or MSW supervisor. Internships are offered during the school year, August-May. Please note that if you require hours in June or July, DSST will likely not be a placement fit. APPLY TO THIS ROLE IF: You are currently enrolled in a mental health and/or social work program and are interested in completing your internship at DSST. We are able to support placements requiring the following types of supervision: Social Work (MSW/LCSW). Please be prepared to answer the following application questions: What college/university program are you currently enrolled in? Who is the field experience/student teaching/internship coordinator for your program? (Name, title, email) What subject area(s) (i.e. math, social work, science) are you most interested in teaching? What grade levels are you most interested in? How many hours of field experience, student teaching, or internship time are you looking to complete in total? How many hours/days per week of experience do you need? Does your program have any mentor requirements? (i.e the mentor must have at least 3 years of experience, specific licenses, etc.) What is your ideal start date for your field experience/student teaching/internship? What do you hope to learn/gain from this experience? Please Note: You will be prompted to enter your Work Experience. You may enter “N/A” in required fields if you do not have work experience. You will be prompted to enter your Education. You may enter your current GPA, as we understand your degree is in progress. All applicants will complete an interview with a maximum of 3 staff members. Students will need to complete a Criminal Background Investigation (CBI) by submitting their fingerprints. Fingerprints do cost $60 and they are not refunded. These are required to be completed prior to starting. Students will need to complete Mandated Reporter, Non Suicidal Self Injury and Suicide Risk Review Trainings during the first 2-3 weeks of internship. If this is an Employment based internship then there will be additional employee onboarding trainings and certifications that will need to be completed through Workday, DORA and CDE. Additional questions? Email DSST's Manager of Teacher Pathways at *******************************. KEY ROLES & RESPONSIBILITIES Provide 1:1 counseling support to our general education students and consult to develop appropriate goals Participate in crisis management by observing protocols, providing counseling and/or making referrals Progress monitor students and strengthen social emotional skills after crisis protocols are conducted for 6-12 weeks Facilitate small group social emotional learning groups Participate in developing Behavior Intervention Plans through data collection of evaluations and student observations Participate on multidisciplinary teams to advocate and support student best interests (examples: MTSS, Attendance Team, Culture Team) Participate in school-based and DPS professional development opportunities Support with parent psychoeducation evenings with school based CERM and Mental Health Teams Incorporate Graduate School projects and assignments into field experience as required MINIMUM QUALIFICATIONS Bachelor's Degree and acceptance into partnering Graduate School An unwavering belief that all students can succeed in school, reach their most ambitious post-secondary goals, and lead exemplary lives Desire to personally professionally grow in their practice of becoming an anti-racist educator Self-awareness, a regular practice of reflection, and a desire to continuously improve IDEAL QUALIFICATIONS Proven commitment to and experience with serving students of color, students with disabilities, and/or multilingual students WHO WE ARE At DSST Public Schools, we are proud to be the largest and highest-performing network of public charter schools in Denver and Aurora with 100% of our students having been accepted into college or post secondary programs since our inception in 2004. When you join DSST, you play a part in ensuring all 7,500+ students at our 16 schools have access to a transformational and joyful education. INTERVIEW EXPECTATIONS For most of our positions, we hire on a rolling basis. Therefore, we recommend that you submit your application as soon as you are able! You can learn more about what to expect in our interview process here. WHY JOIN DSST? At DSST, we know that our people are the greatest asset we have in reaching our mission of eliminating educational inequity. We work hard to build a work culture that allows our staff to not only feel fulfilled by the work they do but also feel supported to live a joyful, healthy life. We want this work to be your life's work. Check out why our teachers love working at DSST as well as our benefits website to learn how we deliver on our commitment to the human condition. Health and Supplemental Insurance: DSST staff have access to comprehensive medical benefits, including fertility benefits and a mental health counselor that is dedicated solely to DSST staff. Time Off: DSST Staff enjoy 11+ weeks off per year + paid PTO (from Day 1!) Professional Development: As a learning organization, DSST values both internal and external development opportunities for staff. See some examples below: DSST Back to School Development Series including New Staff Institute, New Educator Institute, New Leader Institute, Leader You, and Teaching & Learning Institute. Weekly 1:1 Coaching from a School Administrator at your campus. Clear internal career pathway opportunities such as our Apprentice Teachers, Emerging Leaders, and School Director in Training Programs. Read more here. And more! DSST COMMUNITY REFERRAL PROGRAM Not a best fit role for you but know someone else who would be a great fit? Refer them here and earn $500 if they are hired! EQUAL EMPLOYMENT OPPORTUNITY AND DIVERSITY, EQUITY AND INCLUSION DSST Public Schools is proud to be an Equal Opportunity Employer and does not exclude participation in, deny benefits to or discriminate on the basis of, race, color, religion, National origin, sex (including pregnancy and related conditions, sexual orientation, or gender identity), Age (40 and older), Disability, Genetic information (including employer requests for, or purchase, use, or disclosure of genetic tests, genetic services, or family medical history), retaliation for filing a charge, reasonably opposing discrimination, or participating in a discrimination lawsuit, investigation, or proceeding in admission or access to, or treatment or employment in its programs and activities. PHYSICAL DEMANDS The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. While performing the duties of this job, the employee is regularly required to talk and hear. This position is active and may require standing, walking, bending, kneeling, stooping, and crouching throughout the day. The employee must lift and/or move items up to 30 pounds. The employee must have sufficient hand, arm, and finger dexterity to operate a computer keyboard and other office equipment. Specific vision abilities required by this job include close vision, distance vision, peripheral vision, depth perception, and ability to adjust focus.

Requisition Number Stu603P Position Type Student Worker Department Department of Student Workers Job Title Graduate Assistant (GA) / Career Center Classification Student Worker Pay Rate $6000 per year (FT) Graduate assistants (FT) also earn tuition waiver credits of 18 credits per year. Position Summary Information Hours per week Full-time 20 hrs week Days Worked Weekdays, during regular university business hours Hours/Shift worked Posting Detail Information Job Summary/Basic Function Career Center Graduate Assistants provide support to students, faculty, employers, and community partners. This support includes meeting with students seeking career-related assistance, internships or volunteer placement, providing information on career choices and job search skills, conducting resume, cover letter, and social media profile critiques during walk-in hours or individual appointments, and completing classroom presentations and career programs/workshops. Required Qualifications All graduate assistants must be enrolled in a Millersville University graduate program; non-degree students and those only seeking post-baccalaureate certification are not eligible. Full-time Graduate Assistants must be enrolled in and maintain a minimum of 6 credits in Fall semester and in Spring semester. Career Center Graduate Assistants must be available to complete their work hours on-campus on a consistent schedule to accommodate student appointments, drop-in hours, etc. The GA is expected to work either Monday through Thursday or Tuesday through Friday, between the hours of 9:00 - 3:00. Effective communication and interpersonal skills. Experience with planning events, sessions, or workshops. Preferred Qualifications Job Duties The Internship Graduate Assistant will: * Work with students to develop an internship search strategy to secure a credit-bearing internship, and counsel them through the internship process. * Support the Assistant Director in tracking and processing registration, and assist with data collection. * Conduct orientation sessions with students to review academic requirements and provide guidance on succeeding in their internship. * Lead student outreach programs, such as "internship pop-ups" in academic buildings around campus. The graduate assistants in Career Services also support Admission/Orientation events and large-scale Fairs (Job and Internship Fairs, Graduate School Fairs, Teacher Recruitment Days, Mentorship Fairs, and Mentorship Recognition Events). Working Conditions and Physical Effort Posting Open Date 10/15/2025 Posting Close Date 12/21/2025 Special Instructions to Applicants Graduate Assistant payment and hours guidelines * Graduate Assistants must work 300 hours (FT) or 150 hours (PT) per semester. * Stipends are paid 8 payments throughout the semester and are paid bi-weekly according to the payroll schedule. * Graduate Assistants (who are not on an F-1 visa) may work 10/20 extra hours per week in addition to the required hours for the position for a total of 30 hours a week. * Graduate Assistants who are on an F-1 visa are only permitted to work a maximum of 20 hours per week during academic sessions (spring and fall semesters); there may be opportunity to work during school breaks over 20 hours a week, which would be compensated at an hourly rate. * Graduate Assistants must meet all eligibility requirements as detailed in GA Guidelines. Documents needed: * Resume is required * Cover Letter is optional * Transcripts/other documents optional * Clearances are required for this position: PA Criminal Background, Child Abuse, FBI Fingerprint (Not needed to apply) Quicklink for Posting/Requisition ********************************************

The Lifeway Internship Program is a unique opportunity designed to provide college students and recent graduates with a valuable learning experience that fosters growth both professionally, personally, and spiritually. Our internships go far beyond "busy work"-you'll engage in meaningful projects, gain hands-on experience, and be empowered to make an impact. Interns at Lifeway receive professional development, have opportunities for exposure to senior leaders, and benefit from mentoring relationships with experts in their chosen field. Job Overview The Digital Experience Team is seeking a Computer Science student who wants to gain hands-on experience in agile software development while making an eternal impact. As an intern, you will join a collaborative squad of experienced front-end and back-end developers to build innovative applications that empower churches in their mission to make disciples of Jesus Christ. Internship Program Details & Requirements Compensation: Lifeway's summer internship program offers a competitive hourly pay rate, and all necessary equipment is provided. Work Schedule: Interns work an average of 32 hours per week, with core workdays from Tuesday to Thursday. The expectation is that the internship is the primary focus during working hours. Program Duration: June 1 - August 14, 2026 (11 weeks). Interns must commit to participating in the entire program. Eligibility: Candidates must be enrolled in an undergraduate or graduate program and have completed at least two years of study by the internship start date. Recent graduates (December 2025 or May 2026) are also eligible. Development Opportunities: Weekly professional development sessions are provided, including specialized training, mentorship, and leadership development. Remote Structure: This is a remote position in the U.S., with required in-person attendance for orientation (June 1 - 4, 2026) and end-of-summer presentations (August 11-14, 2026) in Nashville. Travel costs for these events are covered by Lifeway. Application Deadline: Applications are due by December 31, with interviews beginning as soon as possible. Selections are finalized by April 1. Explore our culture further at team.lifeway.com/culture-code. This is a remote position based in the contiguous 48 United States with occasional travel to Nashville for in-person team gatherings. DFiFhYfR5n4#LI-Remote DFiFhYfR5n4#LI-Remote Responsibilities Live out Lifeway's mission and values, showing deep commitment to Kingdom work Collaborate in Agile Development Participate in sprint planning, daily standups, retrospectives, and refinement sessions to clarify story requirements and acceptance criteria. Write, review, and commit high-quality code, working both independently and in pair programming with senior developers. Actively participate in code reviews to ensure best practices and maintain code quality. Overnight travel for Orientation, and Final Presentation weeks Qualifications Education Currently pursuing an undergraduate or graduate computer science programming degree. Skills, Knowledge, & Experiences, required Experience coding in JavaScript Experience using an IDE Using Zoom, Slack, and Outlook or their equivalents Actively involved in an evangelical Christian church Skills, Knowledge, & Experiences, preferred Experience using VS Code GitHub account Experience interacting with Amazon Web Services Experience using Jira and Confluence project tools Experience working with a team of developers

As the Product Designer Intern, you will play a key role in designing experiences within our educational products that help us better inspire and train our students, as well as reach more students. In this role, you will work with more experienced designers to design new experiences and improve existing experiences across our products. The Product Designer Intern will: Design digital experiences across our suite of educational products Collaborate closely with our Product and Marketing teams to optimize existing user interfaces and experiences Conceptualize user interfaces and experiences for product features Create, share, and iterate through storyboards, user flows, wireframes, mock-ups, prototypes, and other methods Collaborate with Engineering and Project Management to translate design through implementation into delightful experiences Help create a user-centric and data-driven culture by conducting research and user testing and by analyzing the data and outcomes of design projects The ideal candidate has: Solid online portfolio showcasing product design and UX skills with a focus on user-centered design Experience with innovative design solutions and participation in the design process from end-to-end Excellent communication, collaboration, organization, and decision-making skills Why Join AoPS: This is a 40-hour per week paid internship with a pay rate of $30/hour. The internship will take place in summer 2026 and will be based at our headquarters in San Diego, CA. Most of our interns are with us for 10 - 12 weeks, starting in late May or early June. Here are some things you can look forward to: Impact: Design features and experiences that directly impact how students learn and engage with our educational products Flexibility: Casual work environment with a hybrid work week and flexible scheduling Future Planning: 401K with company match Quality of Life: Paid Sick Leave Ease of Transition: Relocation bonus (if currently located outside of San Diego) Background Check: Please note that employment is contingent on the successful completion of a background check. Work Authorization: Please note that in order to be considered for this position you must be legally authorized to work in the US. We are unable to offer sponsorship, including STEM-OPT and H-1B. About AoPS: Art of Problem Solving (AoPS) is on a mission to discover, inspire, and train the great problem solvers of the next generation. Since 2003, we have trained hundreds of thousands of the country's top students, including nearly all the members of the US International Math Olympiad team, through our online school, in-person academies, textbooks, and online learning systems. While our primary focus has been math for most of our history, through the years we have expanded our unique problem solving curriculum into more subjects, such as language arts, science, and computer science.

Programs for Students with Disabilities/School Psychologist Internship Salary: $15,000 Workdays: 200 Accepting applications for anticipated vacancies within the Berkeley County School District. Certified Application Requirements Education and Experience: Must be eligible for internship according to the applicant's university standards. Job requires a valid teaching certificate in School Psychology (School Psychologist Level I). Complete and submit online application long with the required documents listed below: Letter of interest Resume Valid teaching licensure (if applicable) Three confidential references * new education graduates submit reference from mentor and supervising professor * experienced teachers submit reference from most recent supervisor/principal New graduates should submit a letter of verification/completion from college and passing Praxis (or other exam) scores Attachment(s): School Psychology Intern December 2021.rtf

Position: Teaching Artist Trainee, Part-Time Department: Lincoln Center Education For over 50 years, Lincoln Center has stood as a global beacon of artistic excellence and innovation. As a cornerstone of New York City's cultural identity, it is home to a vibrant constellation of world-class resident organizations that engage artists, audiences, and learners locally and internationally. Lincoln Center Education (LCE) is the educational heart of this mission - serving as a catalyst for arts learning through teaching artistry, arts integration, professional development, and thought leadership that nurtures the next generation of creators, thinkers, and cultural citizens. Through its foundational philosophy and pedagogical approach of aesthetic education, LCE's teaching artists are highly trained, deeply committed, and an integral part of its mission. Job Summary The Lincoln Center Education Teaching Artist ls a practicing professional artist hired by Lincoln Center and trained In LCE's educational practice to implement LCE's programs. LCE maintains a faculty of teaching artists that span many disciplines and art forms, including Dance, Digital Arts, Film, Theater/Acting, Instrumental and Vocal, Visual Arts and more. Through the practice of aesthetic education, LCE teaching artists develop inquiry-based, learner-centered arts experiences designed to deepen a participant's connection with a work of art. As a member of the Teaching Artists chapter of the UFT, rates, fees and scopes of work are pre-determined, outlined in the collective bargaining agreement, and guide the structure of the work. Teaching artist trainee/candidates who successfully move forward through the initial screening process will be invited to a four-day mandatory training session on Monday, May 4 through Thursday, May 7, from 9:00am-4:00pm. All candidates must attend on these dates and will be paid at the applicable union rate for attending on all four dates. Overtime Exemption Part-time union What You'll Get To Do Here The required training in May provides comprehensive foundational skills allowing teaching artists to work in our diverse programs: * Large convenings and professional development designed for adult professionals, educators and teaching artists * Emergent Artist Initiatives, experiential instructional sessions and events for young artists * Uniquely designed experiences for the public through thoughtful collaborations with other LCPA teams, resident arts organizations, and other partners. Please visit our website for further information: *********************************** You'll Be A Fit If You Bring: Education Qualifications * Bachelor of Arts preferred Experience Qualifications * 4-6 years' experience as a practicing teaching artist strongly preferred * Previous experiences in classroom and/or community facilitation, curriculum development and lesson scaffolding * A commitment to life-long learning and the mission of the organization * Passion for arts, arts education * Sense of humor Requirements * A commitment to developing one's teaching practice through the aesthetic education pedagogy * Available for the four-day in-person training session on May 4-7, 2026 * Recommendation letters from those who have knowledge of your experience as a practicing teaching artist What is Lincoln Center for the Performing Arts? Lincoln Center for the Performing Arts, Inc. (LCPA) is a cultural and civic cornerstone of New York City. We believe the arts play an important role in our lives: they nourish our hearts and minds, teach us valuable lessons and critical skills, and help us create community. We are resolved not to lose sight of what connects us, and we hope you will consider joining our talented, diverse team. We are: 1. The manager of the 16-acre Lincoln Center campus * We are one of eleven amazing resident arts organizations 2. A leading Arts Presenter. * We curate numerous programs and performances, showcasing music, dance, and more 3. An Education Hub. * We have reached 20 million students, educators, principals, and community members Who are our people? LCPA is a team of dreamers, collaborators, and entrepreneurs who use unique platforms in the heart of New York City and beyond to advocate for the transformative impact of artistic experiences. Lincoln Center People imagine and create in concert with this mission by founding President John D. Rockefeller III - "The arts are not for the privileged few, but for the many. Their place is not on the periphery of daily life, but at its center." We welcome applicants from all sectors who agilely solve problems, show up as they are, and can't stop innovating. What's the news? Recent and Upcoming Programming * Lincoln Center Reveals 25/26 Season Featuring Jeanine Tesori as Visionary Artist * Kyle Abraham's 20 Years of Urgency at Lincoln Center Rose Theatre Campus Happenings * Lincoln Center Gets $50 Million Gift to Promote Contemporary Dance * The new JFK terminal will show iconic artworks from MoMA, the Met and Lincoln Center Legacies of San Juan Hill * WNYC: Lincoln Center Celebrates 'Legacies of San Juan Hill * Lincoln Center Launches San Juan Hill Project Digital Hub To Remember the Lost Urban Neighborhood Who is our President and CEO? Dr. Mariko Silver Join us! It is the policy of Lincoln Center for the Performing Arts, Inc., to ensure equal employment opportunity without discrimination or harassment on the basis of race, creed, color, national origin, sex, age, religion, disability, marital or civil partnership/union status, familial or caregiver status, alienage or citizenship status, sexual orientation, gender identity or expression, pregnancy, military or veteran status, genetic information, predisposition, or carrier status, unemployment status, domestic violence, sexual violence, or stalking victim status, or any other characteristic protected by federal, state, or local law. LCPA is committed to creating a dynamic work environment that values diversity and inclusion, respect and integrity, customer focus, and innovation. If you require reasonable accommodation in locating open positions, completing this application, interviewing, completing any pre-employment testing, or otherwise participating in the employee selection process, please direct your inquiries to Abigail Worsnip at **************.

Job Details 460 Hollywood Ave - Carneys Point, NJ Full Time $67000.00 - $100500.00 SalaryDescription Role: The Assistant Dean of Business and Workforce Development supports both the academic and industry relations efforts of the college. This position establishes and maintains working relationships with Career and Technical Education (CTE) students and local employers to facilitate degree completion and hiring of students in full-time, part-time and internship opportunities related to career and technical programs. Major Duties and Responsibilities: Establishes and maintains relationships with employers to determine personnel needs and promote use of College services. Conducts analysis of the local labor market and provides knowledgeable information to students about job outlook and salary information. Organizes the Perkins mandated Stakeholders Group and plan and conduct meetings required. Leads the development, authoring, and submission of the annual Perkins Grant proposal, goals/action plans, and final report to the State of New Jersey Department of Education. Maintains detailed knowledge of all Perkins Grant requirements and guidelines and regularly consults with the regulating body. Organizes program advisory board meetings. Recruits, hires, supervises, and evaluates full-time and adjunct faculty in the subject areas of Accounting, Business, Economics, and Supply-Chain Management. Schedules courses in the subject areas of Accounting, Business, Economics, and Supply-Chain Management. Coordinates and conducts staff improvement activities for employees instructing or supporting CTE students. Meets regularly with Deans, Faculty, and those supporting CTE students to discover and solve problems using data and to improve services to affected students. Coordinates, reviews, and approves Perkins Grant purchases. Ensures that all Perkins Grant expenditures are allowable within Guidelines. Coordinates Work-Based Learning opportunities for CTE students. Functions as primary advisor to all Nuclear Engineering Technology (NET) students and must schedule regular advising sessions with each student at the Energy & Environmental Resource Center (EERC) in Salem at least once a semester (Fall and Spring). Assists with recruitment efforts for CTE and niche programs at college events, college fairs, job fairs and high schools. Coordinates and maintains internship placements for associated programs. Provides career advising to help students understand their chosen program and related post-college occupations. Assists faculty, as needed, in seeking and developing internship opportunities during student's program of study. Creates an occupational library of employment services and occupational information for students. Leads and administers all aspects of student self-assessment and career planning. Collaborates with faculty to embed job preparedness, job searching skills, and internship experiences in CTE programs. Develops and delivers at least six job searching programs and/or workshops per year, responsive to students' needs, related to job searching, resume writing, informational interviewing, interviewing skills, and the demonstration of workforce skills. Other duties as assigned. Qualifications Knowledge and Skills: Education: Master's degree required. Experience: Two to five years of experience working with college students. Community College experience preferred. Technical Skills: Working knowledge of current and emerging computer hardware and software, including relevant ERP systems and all Microsoft Office products. Interpersonal Skills: Courtesy, tact, and diplomacy are essential elements of the job. Work involves much personal contact with others inside and/or outside the college for purposes of giving or obtaining information, building relationships, or soliciting cooperation. Other Skills: Demonstrated interpersonal, organizational, coordination and excellent oral and written communication skills. Demonstrated ability to work with diverse academic, cultural and ethnic backgrounds of community college students and staff. Competencies in networking with community partners and local employers Physical Requirements: The work is mostly sedentary; however, there may be some walking, standing, bending, carrying of light items, driving an automobile, etc. No special physical demands are required to perform the work. Work Environment: Regular exposure to favorable conditions such as those found in a normal office. Ability to work a flexible schedule that includes some nights and weekends. This Job Description is not a complete statement of all duties and responsibilities comprising this position.

At University of Maryland Medical System, our values are the building blocks of the shared culture and common understanding that guide us in fulfilling our mission and vision as we provide Marylanders a better state of care. Located in Largo in the heart of Prince George's County, our new state-of-the-art regional medical center (UM Capital Region Medical Center) will provide improved access to primary and ambulatory care services, and serve as a tertiary care center for critically ill patients. In addition, our new space will allow us to expand our offerings as a community partner to help improve the health status of Prince George's County residents. Job Description A Forensic Nurse Examiner Apprentice is specially trained and certified by the Maryland Board of Nursing to provide comprehensive care to adults, adolescents and children who have been impacted by sexual assault, intimate partner violence, child abuse, human trafficking and non-intentional trauma. The Apprentice works under the general direction of the Forensic Nurse Examiner Manager. Principal Duties: Duties will be completed with assistance from an experienced FNE and under the direction of the manager until certification is achieved as a Forensic Nurse Examiner by the Maryland Board of Nursing. After certification, duties will be performed independently. 1. Assists in performing forensic evidentiary examinations on victims and alleged perpetrators in connection with chronic or acute physical, sexual, or domestic assaults, and specifically: a. Provides timely, non-judgmental, compassionate care to patients with a complaint of sexual assault utilizing a clinical process. b. Obtains consent from the subject or custodial/proper authority prior to the examination relative to photography and evidence collection. c. Performs evidentiary physical assessments using ALS when indicated based on evidence-based research and unit-based training. d. Completes the Physical Evidence Kit required by law enforcement authorities. e. Photographs patients and injuries as training indicates using proper technique. f. Ensures compliance with Chain of Custody requirements. 2. Interfaces with law enforcement officials, crime labs, prosecutors, and other authorized stakeholders concerning forensic processes and outcomes to include providing expert testimony in judicial proceedings. 3. Provides testing, prophylactic treatment, prescription refills and related education to patients who potentially may have been exposed to HIV during their assault. 4. Participates in peer reviews, staff meetings and SART meetings. 5. Performs related work as assigned. Qualifications Current Maryland license in good standing as a Registered Nurse. Must attend and successfully complete MBON Certified 40-hour didactic FNE Course within first 60 days of start date. If class and class time is paid for by University of Maryland, the FNE will agree to stay for one year after he/she is fully certified as an FNE-A. Apprentice RN will agree to provide 60 hours of on call time each month while in the apprentice program. 18 months RN experience in clinical setting required, 3 or more years preferred. Additional Information All your information will be kept confidential according to EEO guidelines. Compensation Pay Range: $38.67- $58.05 Other Compensation (if applicable): N/A Review the 2024-2025 UMMS Benefits Guide

The mission of Crystal Bridges Museum of American Art is to welcome all to celebrate the American spirit in a setting that unites the power of art with the beauty of nature. Founded by philanthropist and arts patron Alice Walton, Crystal Bridges is a public non-profit charitable organization. Job Description: Position Title: 2026 Web and Digital Intern: Summer Position Type: Part-Time Classification: Non-Exempt Department: Digital Strategy Reports to: Digital Strategy Director Date Reviewed: 11/11/2025 About Crystal Bridges & The Momentary: Crystal Bridges is a museum of American art located in Bentonville, Arkansas. We explore the unfolding story of America by actively collecting, exhibiting, interpreting, and preserving outstanding works that illuminate the American heritage and artistic possibilities. Founded by Alice Walton in 2005, the museum opened in 2011 and is a public, non-profit charitable organization with free admission. The Momentary is a venue for the music, art, and food of our time, and a catalyst for creativity and economic vitality. An extension to Crystal Bridges, the Momentary is a ‘living room' where the community gathers to be inspired, connected, and joyful. The Momentary enriches lives through music, art, and food experiences that inspire creativity, build community, and create joy. You belong here, make the most of this moment. Position Summary: The Web and Digital intern will assist in the development of new digital products for the museum, including websites, apps, 3D interactives, mobile experiences, and more, with a special focus on research, evaluation and analytics. Reporting to the Director of Digital Strategy, the intern will play a key role in user research, usability testing, and data analytics, helping ensure our digital experiences are intuitive, inclusive, and impactful. Note: Interns that do not submit a resume AND cover letter will not be considered for this opportunity. Please answer the following questions in your cover letter when submitting your application. 1. What sparked your interest in digital storytelling, interactive technology, or user experience? Share a moment inside or outside a classroom that fueled this curiosity. 2. Describe a digital experience (website, app, interactive, or even a museum digital tool) that you found really effective or frustrating. What made it stand out to you? 3. Museums are evolving digital spaces. How do you imagine technology can help people connect more deeply with art, culture, or community? Duties and Responsibilities: Assist in planning and conducting user research (e.g., surveys, interviews, and observational studies). Support usability testing of prototypes and live digital products. Analyze user behavior data using tools like Google Analytics, Hotjar, or similar platforms. Help document findings and translate insights into actionable design recommendations. Collaborate with designers, developers, curators, and educators to ensure user-centered design. Contribute to the creation of wireframes, user flows, or content maps as needed. Stay informed about emerging technologies and digital trends in museums and cultural institutions. Qualifications: Currently pursuing a degree in Digital Humanities, Human-Computer Interaction (HCI), Digital Media, UX Design, Computer Science, Data Science, Museum Studies, or a related field. Strong interest in digital storytelling, user experience, and cultural heritage. Familiarity with user research methods and basic analytics tools. Excellent communication, organization, and collaboration skills. Experience with design or prototyping tools (e.g., Figma, Adobe XD) is a plus. Passion for museums, education, and public engagement. Timeline: Intern selected by: March 1st Schedule: Start Date: June 1, 2026 End Date: July 26, 2026 Weekly schedule to be arranged with direct supervisor. Interns are permitted to work up to 40 hours a week To qualify for bachelor's or master's hours, you must be enrolled in an accredited program or have graduated from an accredited program within the last three years. Students will be required to submit a current schedule or official transcript. Compensation: High School Interns: $12.00 Undergraduate Interns: $13.00 Graduate Interns: $14.00 To qualify for bachelor's or master's compensation, you must be enrolled in an accredited program or have graduated from an accredited program within the last three years. Students will be required to submit a current schedule or official transcript. Housing Housing for internship positions is contingent upon available funding and is not guaranteed. If housing is included for a specific internship, it will be clearly stated in the position description. Any housing or relocation assistance provided is considered taxable income and will appear on the intern's Form W-2. When housing is available, priority is given to students whose permanent residence is located outside a three-hour radius (approximately 150 miles) of Crystal Bridges Museum of American Art or the Momentary. The applicant selected for this position will receive an $800 relocation allowance, issued 3-5 business days after completing the first week of the internship program. All relocation assistance and housing support are considered taxable income and will be reflected on the following year's W-2. Application Materials: Applicants that do not submit a resume AND cover letter will not be considered for this opportunity. Please answer the following questions in your cover letter when submitting your application. 1. What sparked your interest in digital storytelling, interactive technology, or user experience? Share a moment inside or outside a classroom that fueled this curiosity. 2. Describe a digital experience (website, app, interactive, or even a museum digital tool) that you found really effective or frustrating. What made it stand out to you? 3. Museums are evolving digital spaces. How do you imagine technology can help people connect more deeply with art, culture, or community? Physical Demands and Work Environment: The physical demands described here are representative of those that must be met by an intern to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical demands : In the work environment described below, position requires work at a desk, utilizing a computer and a telephone for prolonged periods of time, good eye/hand coordination, bending and stretching for filing, and physical stamina to lift a minimum of 25 pounds to a height of at least three feet for file and materials storage as appropriate for the demands of the office. Visual acuity to review written materials is required for this job. Work environment : Work will be performed in an office environment and museum spaces. The noise level in the museum work environment is usually low to moderate. If the intern's personal equipment is used, the museum accepts no liability for any damage caused to said equipment while being used for museum purposes, nor loss or corruption of electronic files on devices. All offers of employment are contingent on your successful completion (where permitted by state law) of a confidentiality agreement and background check. In addition, you will need to provide proper identification verifying your eligibility to work in the United States. Crystal Bridges is an equal opportunity employer committed to building and maintaining a workplace that is free of discrimination and harassment of any kind. We encourage all qualified applicants to apply. All qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity, age, veteran status, or any other status protected by the laws or regulations in the locations where we operate.

Department of Human Communication Studies Part-Time Lecturer Pool POSITION The Department of Human Communication Studies at CSU Fullerton invites applications for its Part-Time Lecturer Pool. We welcome applications from individuals who are experienced and student centered to teach in the following subject areas: Public Speaking Introduction to Communication Studies Essentials of Argumentation Introduction to Research in Communication Studies Quantitative Research Methods Other courses listed under HCOM in the university catalogue (******************************* This is a pool of part-time lecturers for the department to draw on as necessary. Qualified applicants will be contacted when positions are available. APPOINTMENTS FROM THE PART-TIME POOL ARE TEMPORARY AND OFTEN MADE JUST PRIOR TO THE START OF THE ACADEMIC TERM. APPLICANTS MUST BE AVAILABLE ON VERY SHORT NOTICE. REQUIRED QUALIFICATIONS A Master's degree in Communication Studies or related field or equivalent experience. Candidates should have prior teaching experience at the university level. Candidates should demonstrate their ability to interact and work effectively with a wide and culturally diverse range of students, including first-generation college students. Coursework or prior teaching experience in the particular course topic. PREFERRED QUALIFICATIONS Preference will be given to those with significant teaching experience in working with diverse populations and fostering a collaborative, supportive and inclusive environment. Preference will also be given to those with a record of professional writing and currency. HOW TO APPLY A complete online application must be submitted in order to receive consideration. Please provide the following materials as it relates to your application requirements: Required materials at time of application: Cover Letter which includes a statement of which courses qualified to teach Curriculum Vitae Copy of your unofficial transcripts conferring your highest terminal degree A list of three (3) references with contact information Inclusive Excellence Statement (no more than 500 words): This statement provides the candidate's unique perspective on their past and present contributions to and future aspirations for promoting and engaging with a diverse student population. This statement aims to showcase the candidate's professional experience, intellectual commitments, and/or willingness to teach and create an academic environment supportive of all students. Sample of course syllabi (if available) Teaching Evaluations (if available) Documentation of teaching effectiveness (if available) Required materials before official hire: Three letters of recommendation- Once selected as a finalist, your references will be notified via email to upload their confidential letter of recommendation. Official transcripts from the institution's Registrar's office emailed to *********************** Applications will be reviewed as needed. Please direct all questions about the position to Zac Johnson, Department Chair, at ********************** APPOINTMENT DATE AND ACADEMIC CALENDAR The need for part-time faculty is greatest in Fall and Spring semesters. The Fall term begins in the late August and ends in mid-December; the Spring term runs from the middle of January through the end of May. On rare occasions part-time faculty are needed during one of the Summer Session segments. PERFORMANCE EVALUATION Regular performance evaluations of part-time lecturers are made by the department in accord with the faculty Collective Bargaining Agreement and University Policy Statement 210.070. These performance evaluations determine which lecturers will be retained for future and continued teaching assignments. And in some instances, syllabi, assignments and reading material will be reviewed by the departmental personnel committee. APPOINTMENT AND SALARY All part-time faculty appointments are made as Lecturers, under the terms of the Collective Bargaining Agreement between the CSU system and the California Faculty Association. Initial appointments are for one semester only. Classification Range: $5,507 - $6,677 per month Anticipated hiring range depending on qualifications, not to exceed $6,221 per month The full-time (15 units per semester) monthly base salaries indicated above are prorated to the number of units worked and are paid in six monthly payments for each full semester. For a three-unit assignment, typical starting compensation ranges from $6,608.40 to $7,465.20 per semester. For a description of potential benefits, go to ************************************************* ABOUT THE COLLEGE AND THE DEPARTMENT The College The College of Communications strives to prepare communicators to advance a democratic society by undertaking critical academic inquiry, serving the community, and engaging in ethical and professional practice across all communications industries and in related fields. The Department The mission of the Department is to provide students with an understanding of communication processes in a culturally diverse society. An in-depth understanding of communication processes brings a number of benefits, including the ability to analyze communication barriers and the competency to facilitate effective communication between individuals, within organizations, between organizations and their customers or constituencies, and across cultures. The Department provides a strong foundation of theory in its degree programs, and each program gives its students the experience they need in applying theory in a variety of contexts. Knowledge and skills are developed in the classroom through the use of case study methodology and other learning strategies and through internship experiences, which allow students to apply their knowledge and skills in their eventual work settings. Some students are encouraged to pursue careers in college and university teaching and research by continuing their education at the doctoral level in the field of communication studies or communicative disorders. Finally, the department provides guidance for students interested in pursuing graduate and professional studies in fields related to communication. ABOUT CSUF Standing on 241 acres at the heart of Southern California, the university was founded in 1957 and has grown into a population of over 41,000 students. As Titans, we believe that diverse perspectives deepen our understanding. We are committed to giving students the support they need to graduate, while responding to California's revolving work force needs. At California State University, Fullerton we strive for continual improvement of students, staff, faculty and administrators through orientations, training programs and professional development opportunities. As part of the Titan Community, you have access to many campus facilities and services including but not limited to the Grand Central Art Center in Santa Ana, CSUF Garden Grove Center, Fullerton Arboretum, cultural events and performances in the Clayes Performing Arts Center, Cal State Fullerton Athletics sports events, Titan Recreation Center, and the Employee Wellness Program. California State University, Fullerton celebrates all forms of diversity and is deeply committed to fostering an inclusive environment where students, staff, administrators, and faculty thrive. Individuals interested in advancing the University's strategic goals are strongly encouraged to apply. Reasonable accommodations will be provided for qualified applicants with disabilities who self-disclose. MANDATED REPORTER PER CANRA The person holding this position is considered a ‘mandated reporter' under the California Child Abuse And Neglect Reporting Act and is required to comply with the requirements set forth in CSU Executive Order 1083, revised July 21, 2017, as a condition of employment. CRIMINAL BACKGROUND CLEARANCE NOTICE This offer is contingent upon the completion of a satisfactory background check and may be rescinded if the background check reveals disqualifying information and/or if information was knowingly withheld or falsified. Please note, that continued employment is contingent upon your successful completion of a background screening as required under CSU policy. Faculty rehired at CSUF after a break in service of 12 or more months who have not had a CSUF background check within the past 12 months will be subject to a new background check; rehire is contingent upon the satisfactory completion of the new background check OUT-OF-STATE EMPLOYMENT POLICY In accordance with the California State University (CSU) Out-of-State Employment Policy, the CSU is a state entity whose business operations reside within the State of California and requires hiring employees to perform CSU related work within the State of California. TITLE IX Notice of Non-Discrimination on the Basis of Gender or Sex and Contact Information for Title IX Coordinator

Please Note : This position is located in the Nahant Public Schools, and not Swampscott Public Schools. Please contact the Director of Special Education of Nahant to schedule an interview. Mary DiGuardia, ********************* The Executive Functioning Coach plays a vital role in the success of a student participating in the Salem State University MAICEI Program. This position will have the Executive Functioning coach work as a support person for their students. The EF Coach helps the student to participate in campus clubs and activities, provides in class support as well as assistance in completion of class assignments by helping the student to access peer tutoring, writing center and math lab and other on campus resources. The EF Coach will also support this student at an internship position 2-4 hours per week. This is a 15 hour per week position. The ideal candidate shall possess the following qualifications: • Paraprofessional or 1:1 experience working preferably in special education. •Experience in postsecondary education (maybe as a student). • Strong and tactful advocate for young adults embarking on adult life. • Able to work flexible hours, college calendar and be on campus at Salem State University. • Ability to communicate in a positive manner and relate to students, college faculty/staff, high school staff and families. • Ability to work independently including taking initiative, being dependable and responsible. • Assist students in accessing campus resources including computer labs, Math Lab, Writing Center, Library Resources, student life, SSU Police, Gassett Fitness Center • Help students plan and practice personal safety techniques, self-advocacy and assertiveness skills, and social skills, allowing students to be as independent as possible in the college environment. • Assist students in travel training. • Complete all logs and paperwork as assigned by high school liaison. • Work with assistive technology to develop learning strategies to assist students. • Assist students at their internship opportunities on campus and in the local community. • Review and encourage use of educational accommodations for those students' taking classes for credit and/or make appropriate curriculum adaptations to fulfill course requirements for audit status. • Strategize with the student on how to communicate with faculty regarding educational plans, attendance, and fulfillment of credit/audit status.

School Psychology Interns JobID: 4808 Internship/Psychology Intern Date Available: 2026-2027 School Year Additional Information: Show/Hide PSYCHOLOGY INTERN FOR THE 2026-2027 SCHOOL YEAR Seeking interns to gain experience in a traditional high school, district alternative high school and adult transition program as well as outside private placement locations. Learning opportunities will include the use of Q-Interactive test administration, consultation with Neuropsychologists at an on-site clinic, opportunities for supervision by a doctoral level school psychologist are available. QUALIFICATIONS/SKILLS REQUIRED * Ability to administer assessments in the areas of cognitive, academic, functional and social-emotional domains. Interns will be involved in the assessment of students for case studies of special education needs as well as 504 services. * Practice writing reports, presenting evaluation results and completing IEP and 504 paperwork Internship will include opportunities to participate in crisis counseling/individual and group counseling. Exposure to District MTSS program, conducting Functional Behavior Analyses and create behavior intervention plans. Consult with staff, work with parents and outside agencies under direct supervision of district school psychologists. Opportunities for supervision by a doctoral level school psychologist are available. CHSD 218 is located in the south/southwest suburbs of Chicago with schools in Oak Lawn, Palos Heights, Blue Island and Midlothian. Contact: Alison VanderLaan School Psychologist Summit Learning Center ***************************** Phone: ************* Ext. 7780

The mission of Crystal Bridges Museum of American Art is to welcome all to celebrate the American spirit in a setting that unites the power of art with the beauty of nature. Founded by philanthropist and arts patron Alice Walton, Crystal Bridges is a public non-profit charitable organization. Job Description: Position Title: Studio Public Programs Internship; Spring 2026 Position Type: Part-Time Classification: Non-Exempt Department: Public Programs Reports to: Studio Programs Manager Date Reviewed: 09/25/2025 About Crystal Bridges & The Momentary: Crystal Bridges is a museum of American art located in Bentonville, Arkansas. We explore the unfolding story of America by actively collecting, exhibiting, interpreting, and preserving outstanding works that illuminate the American heritage and artistic possibilities. Founded by Alice Walton in 2005, the museum opened in 2011 and is a public, non-profit charitable organization with free admission. The Momentary is a venue for the music, art, and food of our time, and a catalyst for creativity and economic vitality. An extension to Crystal Bridges, the Momentary is a ‘living room' where the community gathers to be inspired, connected, and joyful. The Momentary enriches lives through music, art, and food experiences that inspire creativity, build community, and create joy. You belong here, make the most of this moment. Position Summary: The Studio Public Programs internship with Crystal Bridges and the Momentary (CBMO) is designed to provide an overview of the skills and responsibilities required to develop and facilitate educational programs and activities to enhance CBMO engagement with studio art making. To provide the intern with both real-world education and experience as well as applicable hands-on capabilities, a primary responsibility for this summer position is to learn to perform the duties necessary to support studio programs including-- studio art classes, workshops, demonstrations, gallery art engagements, and museum wide events. There is some flexibility in scheduling, though a priority for the position is availability to support events on Thursday and Friday days and evenings, every Saturday days and evening, and some Sundays. Duties and Responsibilities: Assist with studio public program facilitation, including artist lead workshops, artist demonstrations, studio talks, nature programs, and exhibition programming. Artist workshop material preparation Help maintain studio organization and inventory Liaison with guest speakers and instructors for program planning Perform administrative tasks as needed Work with the public in a positive and professional manner In addition, the Intern will have the opportunity to research, plan and create new content for future studio programs, based on the intern's interest and skills. Qualifications: Experience or interest in studio art, art education, museum work, art history, or event production is preferred. Excellent guest service and communication skills Dependable and punctual Ability and willingness to work a flexible schedule, including evening and weekend hours Must maintain confidentiality of information as required Timeline: Intern selected by: December 1st Schedule: Start Date: January 26, 2026 End Date: April 18, 2026 Inclement Weather Start Dates: February 2nd or February 9th Inclement Weather End Date: May 2, 2026 Weekly schedule to be arranged with direct supervisor Undergraduate Interns: up to 20 hours per week To qualify for bachelor's or master's hours, you must be enrolled in an accredited program or have graduated from an accredited program within the last three years. Students will be required to submit a current schedule or official transcript. Compensation: Undergraduate Interns: $13.00 To qualify for bachelor's or master's compensation, you must be enrolled in an accredited program or have graduated from an accredited program within the last three years. Students will be required to submit a current schedule or official transcript. Housing Housing for internship positions is contingent upon the availability of funding and is not guaranteed. Internships that include housing explicitly state this within the position description. Any housing and/or relocation assistance provided is considered taxable income and will be reflected on the intern's Form W-2. If housing is provided, priority will be given to students whose primary residence is more than 150 miles or three hours from either Crystal Bridges Museum of American Art or the Momentary. Physical Demands and Work Environment: The physical demands described here are representative of those that must be met by an intern to successfully perform the essential functions of this position. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Physical demands : In the work environment described below, position requires work at a desk, utilizing a computer and a telephone for prolonged periods of time, good eye/hand coordination, bending and stretching for filing, and physical stamina to lift a minimum of 25 pounds to a height of at least three feet for file and materials storage as appropriate for the demands of the office. Visual acuity to review written materials is required for this job. Work environment : Work will be performed in an office environment and museum spaces. The noise level in the museum work environment is usually low to moderate. If the intern's personal equipment is used, the museum accepts no liability for any damage caused to said equipment while being used for museum purposes, nor loss or corruption of electronic files on devices. All offers of employment are contingent on your successful completion (where permitted by state law) of a confidentiality agreement and background check. In addition, you will need to provide proper identification verifying your eligibility to work in the United States. Crystal Bridges is an equal opportunity employer committed to building and maintaining a workplace that is free of discrimination and harassment of any kind. We encourage all qualified applicants to apply. All qualified applicants will receive consideration for employment without regard to race, religion, color, national origin, sex, sexual orientation, gender identity, age, veteran status, or any other status protected by the laws or regulations in the locations where we operate.

A Forensic Nurse Examiner Apprentice is specially trained and certified by the Maryland Board of Nursing to provide comprehensive care to adults, adolescents and children who have been impacted by sexual assault, intimate partner violence, child abuse, human trafficking and non-intentional trauma. The Apprentice works under the general direction of the Forensic Nurse Examiner Manager. Principal Duties: Duties will be completed with assistance from an experienced FNE and under the direction of the manager until certification is achieved as a Forensic Nurse Examiner by the Maryland Board of Nursing. After certification, duties will be performed independently. 1. Assists in performing forensic evidentiary examinations on victims and alleged perpetrators in connection with chronic or acute physical, sexual, or domestic assaults, and specifically: a. Provides timely, non-judgmental, compassionate care to patients with a complaint of sexual assault utilizing a clinical process. b. Obtains consent from the subject or custodial/proper authority prior to the examination relative to photography and evidence collection. c. Performs evidentiary physical assessments using ALS when indicated based on evidence-based research and unit-based training. d. Completes the Physical Evidence Kit required by law enforcement authorities. e. Photographs patients and injuries as training indicates using proper technique. f. Ensures compliance with Chain of Custody requirements. 2. Interfaces with law enforcement officials, crime labs, prosecutors, and other authorized stakeholders concerning forensic processes and outcomes to include providing expert testimony in judicial proceedings. 3. Provides testing, prophylactic treatment, prescription refills and related education to patients who potentially may have been exposed to HIV during their assault. 4. Participates in peer reviews, staff meetings and SART meetings. 5. Performs related work as assigned. Company Description At University of Maryland Medical System, our values are the building blocks of the shared culture and common understanding that guide us in fulfilling our mission and vision as we provide Marylanders a better state of care. Located in Largo in the heart of Prince George's County, our new state-of-the-art regional medical center (UM Capital Region Medical Center) will provide improved access to primary and ambulatory care services, and serve as a tertiary care center for critically ill patients. In addition, our new space will allow us to expand our offerings as a community partner to help improve the health status of Prince George's County residents. Qualifications * Current Maryland license in good standing as a Registered Nurse. * Must attend and successfully complete MBON Certified 40-hour didactic FNE Course within first 60 days of start date. If class and class time is paid for by University of Maryland, the FNE will agree to stay for one year after he/she is fully certified as an FNE-A. * Apprentice RN will agree to provide 60 hours of on call time each month while in the apprentice program. * 18 months RN experience in clinical setting required, 3 or more years preferred. Additional Information All your information will be kept confidential according to EEO guidelines. Compensation * Pay Range: $38.67- $58.05 * Other Compensation (if applicable): N/A * Review the 2024-2025 UMMS Benefits Guide

Brief Under Clinical Supervision of the Clinical Director of the ACU MFT Program, the Marriage & Family Therapist - Counseling Intern will provide individual, couple, and family counseling primarily to members of the community and may include those within ACU. This role also requires a comprehensive understanding of and commitment to the unique Christian mission and vision of ACU to Transform Culture with Truth, and the ability to advance that mission and vision through the performance of its duties, including person-to-person mentorship and discipleship. Further, this role would be embodied through the ethical standards of the Arizona Board of Behavioral Health. Typical Duties: Initiation and Continuation of Counseling Services * Respond to emails from potential clients within 24 hours after being assigned by the Clinic Office Manager * Schedule all his/her counseling sessions * Send a reminder email of all counseling appointments 24 hours in advance * Monitor their ACU email account to respond to current clients' emails within 48 hours Clinical Documentation * Maintain client files according to state law, AAMFT Code of Ethics, and ACU MFT Clinic Procedures * Perform an initial intake and assessment, including suicide risk * Write progress notes for each session within 24 hours according to the format used by the ACU MFT Clinic * Assess various presenting issues faced by individuals, families, and couples using standardized assessments * Work with the client to form a treatment plan by no later than the third (3rd) session, and monitor the client's progress. * Perform a treatment plan review every 8th session. Clinical Supervision * Participate in weekly individual and group supervision (Review of recordings of live sessions, case conceptualizations, case presentations) Other Duties and Responsibilities * It is the Intern's responsibility to fulfill the required direct and indirect client contact hours as required. The Clinical Director will work with the intern to meet these requirements * Copying forms * Shredding confidential information * Organizing handouts * Completing these duties and tasks with excellence, integrity, and professionalism, as directed * Commitment to the University's faith statement, mission, and purposes; and an active Christian faith. Knowledge (Classification is typically expected to possess.) Must demonstrate an awareness of the various MFT theories that can be utilized with various populations, as well as the ability to be teachable, flexible, and willing to solidify (or continue to solidify) clinical skills. Education and Experience: (Classification is typically expected to possess.) Must have completed all prerequisite coursework as required by an accredited master's or Doctoral program in counseling, marriage and family therapy, social work, psychology, or other behavioral health fields. As well as in the stage of Practicum/Internship in their related graduate program. Ability and Skills * Ability to develop a therapeutic alliance with clients (individuals, families, and couples) from a variety of backgrounds * Ability to organize paperwork and manage time to complete progress notes, treatment reviews and other required documentation Fair Labor Standards Act: This position is a volunteer intern position.