A Week in the Life of an Internship Coordinator

I had the opportunity to have an insightful conversation with Paulina, a visionary educator at The High School for Environmental Studies (HSES). With over two decades of teaching experience, Paulina leads the school’s career readiness program, which is committed to equipping students with the skills and experiences necessary to thrive in the evolving workforce, especially within the environmental sector. Her dedication to student development bridges the gap between the classroom and practical, real-world application, nurturing a generation of environmentally conscious leaders. We explore her program’s journey, its impact, and learn about Paulina’s hopes and strategies for preparing students to meet the challenges of tomorrow’s job market.

Q&A with Paulina Chan-Icasiano

Question: Paulina, thank you for joining me. I’m very excited to be learning more about your role at The High School for Environmental Studies. 

Answer: Happy to be here. I’m Paulina, a history teacher, now leading the career readiness program at HSES. My role involves preparing students for the workforce with a focus on urban and and natural environmental careers, by facilitating internships, providing career guidance, and enabling practical experiences that align with our school’s mission of environmental stewardship. 

Question: What’s the vision behind the career program at HSES, and how did it start?

Answer: The role sort of found me as I was teaching AP World History and referring students to internships, programs, agencies and opportunities throughout NYC. I felt it important as an educator to provide students with job skills and experiences while still in high school, catering to our passionate and diverse student body. The principal was supportive of a program which would give all grade 10 students post secondary education so the program was established the following year. The program has expanded to all grades and has evolved to support students at various stages of career planning, from those certain about their paths to those still exploring their options.

In keeping with the school’s fundamental commitment to environmental consciousness, students might not start their educational journey with a strong focus on environmental issues. However, through our career readiness program, they not only acquire essential tools, skills, and guidance for their future careers but also develop a heightened awareness of environmental concerns. The program incorporates targeted internships and projects that provide students with hands-on experience in sustainable practices. This approach ensures that as students prepare for the workforce, they also gain a deep understanding of the environmental impacts of their actions, which is increasingly crucial in today’s eco-conscious world.

Current State of the Program

Question: Where are you today with the program compared to where you started? How many team members, how many students do you serve?

Answer: I manage the program, but collaborate with our amazing team of school counselors and teachers to bring in enriching experiences. We’ve expanded our reach to over 1500 students, offering comprehensive services such as career counseling, internship placements, and workshops to enhance their skills.

Question: Where do you currently focus most of your energy within the program?

Answer: My primary focus is on expanding our network of internship partners and tailoring the program to meet the unique needs and interests of our students, with special attention to those who might not yet prioritize their career planning.

Question: If you were to break out your week into main activity categories, what would it look like?

Answer: Each week is different, but to break it down:

• 20% on partnership management and sourcing experiences
• 5% on developing and delivering our career education curriculum
• 45% on student support for applications to internships and career experiences,
• 30% on administrative tasks necessary for organizing and planning my work.

Question: What are your program’s biggest challenges, and how might technology help you address them?

Answer: As I mentioned, I spend a significant amount of time finding partners and opportunities, then manually entering this data into spreadsheets and Google Classroom. It’s also my job to make sure the students are informed about these opportunities. Additionally, keeping the data on these experiences up-to-date is a constant challenge. When a student expresses interest in an opportunity, I’m there to support them, but being proactive in this environment is quite challenging.

This is precisely where technology could really help us out. Implementing a system that automates communication and reduces manual data entry could be a game-changer. Automation and improved data management would allow our team to focus more on directly engaging with students, especially the ones that are less self-directed, to provide more personalized support and career pathway guidance. Being able to track interest and participation will enable us to analyze data and identify where we need to focus our efforts. With more targeted matches, students will feel a deeper connection to their career paths, leading to greater engagement and enthusiasm for honing their skills and knowledge.

Question: You mention non self-directed students. For those students who haven’t recognized the urgency of career readiness or less motivated to explore for the future, what are some impactful approaches?

Answer: For students who might not yet see the value in planning their careers early, we need to meet them right where they are and offer support that really speaks to them. Here’s how we go about it:

• Getting Personal: First, I like to sit down with them one-on-one. It’s about understanding what ticks for them—what they’re curious about, what worries them. I leverage different interest assessments and other icebreakers to get them talking about what they like and what they don’t.
• Peeking into Professions: We run workshops focused on different industries. These aren’t just lectures; they’re a peek behind the curtain to see what a day in the life looks like in various fields. It’s a great way to light a spark and show how what they’re learning now connects to real-world jobs.
• Real Talks with Pros: There’s something about chatting with someone who’s already in the field that can make a career feel a lot more attainable. These conversations can really turn the light bulb on for some students.
• Try It Out: We also offer what I call micro-experiences. These are like short test drives in a professional setting. They’re low commitment, which is perfect for students who are juggling a lot and just want a taste of what’s out there.

All these steps are about opening doors for students, helping them discover what excites them, and giving them the tools and support to chase those interests further.

Holistic Approach to Career Readiness

Question: You mentioned a holistic approach to career readiness. Can you elaborate on what that involves?

Answer: Certainly! Our holistic approach to career readiness is about equipping students not just for specific jobs, but for successful and adaptable lives. It starts with microexperiences, which are short, immersive explorations into various careers—like shadowing a software engineer or attending a workshop at an NGO. These experiences ignite curiosity and provide early insights. Next, we incorporate career conversations with professionals and alumni who share their real-world experiences, giving students a deeper understanding of different career paths.

We also emphasize internships, where students apply their classroom knowledge in real work settings, gaining practical skills and building professional networks. To complement this, we organize career fairs and networking events that allow students to meet potential employers and learn about various organizations.

Personal development is another crucial component. Through extracurricular and enrichment programs, students develop essential soft skills like leadership, teamwork, and problem-solving. Our academic curriculum supports career exploration with project-based learning that tackles real-world problems, blending career guidance directly into coursework.

Finally, our support services provide counseling and advisory sessions to help students reflect on their experiences and plan their future steps. The overall goal is to prepare well-rounded individuals who are ready to excel in their chosen paths and contribute positively to society, adapting to changes and challenges they might face in the future.

Mapping a Student’s Career Readiness Journey

Question: If you were to visually map out a student’s career readiness journey, what would it look like?

Answer: In an ideal world, the career readiness journey for students appears as a seamless, linear progression of connected experiences that foster discovery, awareness, and skill development. Picture this: a student attends a career fair, engages with various professionals, sparks an interest, and then secures an internship to refine their newfound skills and interests. Following this, they pursue a college degree in that specific field, setting them up for a successful career post-graduation.

However, reality often presents a far more complex picture. Life is inherently non-linear, and students’ career paths frequently reflect this unpredictability. It’s common to see students initially committed to one career trajectory, only to realize later that their true interests and passions lie elsewhere. This shift can be due to a variety of factors—new experiences, personal growth, or exposure to different fields and disciplines that unexpectedly resonate with them.

My job is to understand that the journey isn’t a straight line and to expose and provide the resources to help students along that path. Which is why I love this idea of microexperiences. Each conversation, each experience can shift one’s trajectory a bit, opening up new paths that haven’t been considered before. 

Question: Could you share a particularly impactful success story from your program?

Answer: I have two examples. Through the program’s efforts, a student who had interest in marine sciences interned at the NY Aquarium. Through this internship, she later decides to major in marine biology in college and conducting study abroad in the Caribbean.  

Another success story is one where, through my sourcing efforts, was able to encourage a student to apply for the Summer science research program with Rockefeller University. Unbeknownst to me, the student had seen my listing in the weekly update on Google classroom and applied. She was accepted and engaged in hands-on laboratory work, attending lectures and creating an invaluable network. She has said that her engagement in real world practices has been very fulfilling and exciting.  This is a prime example of the transformative potential of early career experiences. 

Future of Career Readiness Education

Question: Finally, what are your hopes for the future of career readiness education?

Answer: I hope to see career readiness become an integral part of the educational journey from an early stage. This would mean students are continuously exposed to career exploration and development activities, helping them to identify and pursue their passions with confidence and the necessary skills.

Question: What would you start doing if you had an extra 20 hours?

Answer: With additional time, I would devote it to expanding our micro-experiences initiative, refining our career education curriculum, and enhancing our administrative processes to ensure more direct and impactful career counseling for our students. My future aspirations for career development would be finding an opportunity match for students who lack the necessary  support systems. It is integral that students be aware, have exposure, and understand the steps necessary to be successful in the workforce. 

About Paulina

Paulina Chan boasts an impressive tenure of 25 years at the High School for Environmental Studies, where her pedagogical journey has transitioned from a focus on History to spearheading the College & Career Seminar. Her multifaceted role at the school extends beyond the classroom as she adeptly coordinates the Internship Program, linking students with practical work experiences that complement their academic endeavors.

As the Founder & Facilitator of the student service club, Creating Change, Ms. Chan champions volunteer initiatives that address local community needs through theme-based projects. Her commitment to service and student empowerment has also been evident in her past leadership roles with the Rooftop Garden, National Honor Society, and Student Council at HSES.

A persistent, passionate, and dedicated educator, Ms. Chan excels in forging connections between her students and external agencies and cultural institutions, crafting opportunities for them to become actively engaged learners. She is a staunch advocate of project-based, hands-on learning, upholding the philosophy that students thrive academically when they take ownership of their education through experiential programs.

A lifelong learner herself, Ms. Chan’s personal interests enrich her professional practice. She is an avid traveler, culinary enthusiast, mystery genre aficionado, and an active volunteer with the Dumont Food Brigade in New Jersey and Dorot in New York, further demonstrating her commitment to community and continuous personal growth.