New Career Initiative & Programs Prepare Students with Disabilities for Employment

1.PNGTeenagers and young adults who want to jump-start their careers can benefit from Pathways to Careers, a Texas Workforce Commission initiative to expand pre-employment transition services (Pre-ETS) to students with disabilities. These career-focused services will include work opportunities, such as internships, apprenticeships, summer employment and other job opportunities available throughout the school year.

The first Pathways to Careers program is Summer Earn and Learn which will launch statewide this year. The program will provide 2,000 students with disabilities with work readiness training and paid work experience. The 28 Texas Workforce Solutions Board Offices, in partnership with Texas Workforce Solutions– Vocational Rehabilitation Services (TWS-VRS) staff will implement the Summer Earn and Learn program and coordinate the skills training and paid work experience.

The Boards will identify business partners and pay the students’ wages. Local TWS-VRS offices will assist with recruiting students and providing case management services.

Workforce Solutions Gulf Coast is partnering with the Houston Independent School District (HISD) to launch a Summer Earn and Learn program.

“We’re pleased to partner with HISD in providing summer jobs and career exploration for students with disabilities,” said Gulf Coast Executive Director Mike Temple.” We truly appreciate HISD’s commitment to the future for these young adults.”

Workforce Solutions for Tarrant County is partnering with its local schools and Goodwill Industries of Fort Worth to implement its summer program.

“In addition to Goodwill, other employers we’ve reached out to include CVS Pharmacy, Klein Tools and the City of Mansfield Park and Recreation” said Workforce Solutions for Tarrant County Executive Director Judy McDonald. “Helping students with disabilities gain work-related knowledge and skills is extremely important, and we want to enlist the support of as many employers as possible.”

Other Pathways to Careers programs are still in development or preparing to launch and will expand upon Pre-ETS and career-related education to students with disabilities. Read more about those programs in future editions of Solutions.

Simulating Real Life in the Classroom

Waco High School Automotive Technology class demonstrates classroom equipment. From left: Waco High Auto Tech Teacher Casey Daugherty, TWC Commissioner Representing Labor Julian Alvarez, Waco High Auto Tech Teacher Mario Chavez and Waco High Student Ladaruis Rollings.

Creating a learning environment similar to the real world helps jump-start students’ skill sets toward a career in nursing, welding, electrical engineering and software development. To help create these simulated environments, TWC’s Jobs and Education for Texans (JET) grants support career and technical education programs in high-demand occupations by defraying the equipment costs for the classrooms.

Laredo Community College (LCC), a JET grant recipient, is a two-campus district serving more than 12,000 students each year through a variety of academic, technical and vocational programs. The school serves many more through its adult education and literacy, continuing education and economic development courses. LCC’s Health Sciences Division prepares graduates with skills needed for employment in the nursing and health science fields. LCC purchased high-tech equipment, including SimMan, SimMom and Sim Junior patient simulator manikins, for real life medical scenarios in preparation for employment in the nursing field.

“With the purchase of these manikins, our nursing department can continue in its mission of providing a topnotch education that will strengthen our medical community by graduating highly skilled nurses,” said LCC President Dr. Ricardo J. Solis. “These state-of-the-art educational tools help ensure our students remain at the head of the pack in such a highly competitive field.”

LCC Associate Degree Nursing students, Monica Colchado and Cynthia Aguilar noted that the equipment gives them an opportunity to experience real hospital emergencies.

“Since no two patients are the same, the simulations have become an excellent tool to provide insight to differences in symptoms, sounds and level of care for a specific health care need,” said Colchado.

“Also, working in the simulation area gives us the flexibility to make mistakes and learn from them,” said Aguilar. Simulation rooms enable students to be highly trained and learn to provide the best care to a patient in a life-threatening situation.

“Students are able to perform a variety of skills and develop their critical thinking skills in a safe learning environment,” said LCC’s Nursing Programs Director Dr. Dianna Miller.

In addition to defraying the start-up costs associated with the development of a career and technical education program, JET funding focuses on projects that target high demand jobs in new or emerging industries.

Waco High School’s (WHS) Automotive Tech program received a JET grant and purchased shop equipment, such as air compressors, toolboxes, tools and new lifts so that the program meets the certification for dual credit with Texas State Technical College. The philosophy of WHS technical programs is to prepare students for a future well-paying career by providing them with the most up-to-date, industry recommended equipment and curriculum. WHS prepares students to be workforce ready and the district provides the local industry with a trained, ready-to-work qualified employee.

“The updated equipment helps the kids have a taste of what they would be using in the real world of automotive repair,” said WHS Automotive Tech Instructor Mark Penney. “They can go out and begin using their knowledge on the job or continuing their education.”

The real-world experience students receive through simulation classrooms not only prepares students for a high-demand job, but helps in determining their career path. The JET grant program allocates $10 million for the FY 2016 – 2017 biennium for eligible educational institutions through a competitive process. During the first year of funding in 2016, 25 grants totaling nearly $5 million will provide training in high-demand occupations for at least 5,394 students. During its second year of funding, 26 grant recipients received funding to train an estimated 4,900 students.

For more information on the TWC program, visit the JET Grant Program page. ■

FIRST Provides Students with Disabilities Opportunities to Compete

When Antonio Haddon started participating in (For Inspiration & Recognition of Science & Technology) FIRST Robotics, he never knew he would develop such a passion for learning.

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Photo: Heather Noel / http://www.dallasinnovates.com

“What I like most about robotics is building the robot, driving the robot and working together as a team while we cheer each other on.”

Haddon, a senior at Sunset High School in Dallas drives robots as a part of team RoboFlash 6751, the first robotics team to be comprised of students with disabilities. The students competed at the Dallas Regional FIRST Robotics Competition (FRC) on March 8-11 in Irving and won one of their matches.

In 2016, the Texas Workforce Commission (TWC) supported 270 FIRST teams across the state through a grant totaling $1 million to the FIRST in Texas Foundation, inspiring nearly 4,200 students to be leaders in science and technology by engaging them in exciting, mentor-based programs that promote innovation, build skills for science, technology, engineering and math (STEM) careers, and foster well-rounded life skills.

Working in teams to solve complex problems and create a working robot, these competitions equip students with STEM applied learning opportunities.

“I felt that I gained a lot of respect from other teams,” said Haddon. “I proved to myself that I can drive in a robotics competition despite my disabilities.”

TWC supports youth education programs that prepare students for high-demand careers through its partnership with after-school robotics programs. Support for hands-on learning activities in robotics continues to grow as shown by the University Interscholastic League’s decision to officially sanction statewide robotics competitions.

“Students participating in the FIRST in Texas Robotics Competition at the University Interscholastic League (UIL) State Championship in Austin and at the International competition in Houston showcased their ingenuity, teamwork and prowess in STEM skills,” said TWC Chairman Andres Alcantar. “Texas employees and teachers who mentor these students are inspiring future Texas innovators by helping them develop and apply their programming, technical, engineering and other skills needed to succeed in the dynamic Texas economy. TWC is proud to support this successful and inspiring STEM strategy.”

FIRST was founded in 1989 to inspire young people’s interest and participation in science and technology. The programs encompass age-appropriate, hands-on activities for K-12 students. “As the demand for qualified STEM professionals continues to grow for Texas employers, programs like FIRST Robotics give students a strong start,” said TWC Commissioner Representing Employers Ruth R. Hughs. “Through the FIRST grants, we are proud to lay the groundwork by providing opportunities for 4,190 students throughout Texas to gain new skills and real-world experiences.”

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Photo: Heather Noel / http://www.dallasinnovates.com

FIRST provides opportunities for all ages. Students ages six to 10 start with FIRST LEGO Leagues Jr., which introduces STEM concepts through LEGO elements. Students in 4th-8th grades can start FIRST LEGO League teams and are challenged to develop solutions to real world problems all while building and programming a robot.

High school teams compete in the FIRST Tech Challenge (FTC) and FRC. FTC is considered the junior varsity level competition, where teams of up to 10 students receive a robot kit and are challenged to design, build and program their robots to compete against other teams.

FRC is considered the “ultimate sport for the mind.” It involves teams comprised of at least 25 students and adult mentors who must raise funds, design a team “brand” and build a robot to perform tasks based on real-world engineering challenges. Each season culminates with top teams competing at the FIRST Championship.

The RoboFlash 6751 team introduced students with intellectual disabilities such as autism, learning disabilities and Down syndrome to the competition and to apply their skills on the team. This special robotics program has helped bring awareness to providing learning opportunities for all students including individuals with disabilities and presents opportunities for companies to hire students as future engineers and computer programmers.

“TWC is dedicated to supporting FIRST Robotics as the positive impact this program has on Texas students continues to grow in innovative ways,” said TWC Commissioner Representing Labor Julian Alvarez. “The labor force of Texas must continue to innovate and programs like FIRST provide the training and skills our students need to compete.”

The results of a Brandeis University evaluation survey indicated that FIRST programs encourage participants to consider STEM-related careers. FIRST participants are two times as likely to major in science or engineering. Over 75 percent of FIRST alumni enter in-demand STEM fields as a student or professional after they graduate high school.

College Credit for Heroes Supports Four New Programs for Veterans

Nick St. Clair (1).jpgThe Texas Workforce Commission (TWC) recently announced the award of over $1 million to support four new accelerated certificate or degree programs through its College Credit for Heroes (CCH) program, a statewide effort designed to maximize the award of college credit to veterans and service members for their military experience.

Since the program’s inception, more than 85,000 veterans have created accounts at CollegeCreditforHeroes.org. An estimated 27,000 veterans have received evaluations with an average of 16 credit hours awarded per student from participating colleges and universities.

Nick St. Clair served as a medical specialist, practical nurse and field artillery officer in the U.S. Army. After leaving the service, he applied for the nursing school program at Texas Tech University Health Sciences Center (TTUHSC), a College Credit for Heroes partner school, and was referred to the program. St. Clair was awarded nine service credit hours and used the credit to obtain his Bachelor of Science in nursing in 2016.

“I began my adult life as a medic, practical nurse and hospital educator in the Army and absolutely loved it,” said St. Clair. “After some time away from patients, I’m fortunate to have had the opportunity to return to my first professional love.”

St. Clair is currently employed as a registered nurse at John Peter Smith Hospital in Fort Worth. He credits his success to the College Credit for Heroes program and TTUHSC’s unique program for veterans with his military background.

“With the College Credit for Heroes grant, the university created the Veteran to Bachelor of Science in Nursing (VBSN) track, an accelerated program for veterans with prior military medical training and experiences who want to obtain a nursing degree,” said TTUHSC VBSN Director Debbie Sikes.

“Nick was among our first VBSN graduating class, which included six other students. Success of the VBSN track was demonstrated by all seven students passing the National Council Licensure Examination (NCLEX-RN) on their first attempt and becoming employed as registered nurses,” she said.

New 2017 programs that received funding through College Credit for Heroes

  • Dallas County Community College District — $262,977 to develop the Veterans Education Transition program, designed to create an accelerated transition to a civilian career by replicating existing programs developed by Grayson College and Lee College.
  • Houston Community College — $472,687 to develop a veterans academy for veterans and service members to assess prior military experiences and provide employment.
  • Lee College — $145,457 to establish an accelerated emergency medical technician program.
  • Texas State University — $145,495 to create Accelerate TXState, an online prior learning assessment curriculum

For more information about College Credit for Heroes partner schools or to register for the program, visit CollegeCreditForHeroes.org.

For more information on workforce programs available for Texas veterans, visit the TWC veterans’ resource page.

Future Leaders of Science & Engineering Workforce Compete at Annual State Science Fair in San Antonio

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More than 1,200 of the best and brightest young science and engineering minds from across the state displayed their projects at the Texas Science and Engineering Fair (TXSEF) on April 1. The fair, which was hosted by The University of Texas at San Antonio (UTSA), is co-sponsored by the Texas Workforce Commission (TWC) and ExxonMobil.

Students competed in 22 life and physical science project categories. The top two projects in the life science and physical science disciplines earned first and second grand prize recognitions, and from among these winners, one individual in each division was selected for the Best-of-Show designations.

This year’s junior division Best-of-Show winner, Tatiana Streidl of North Texas Academy of Higher Learning Middle School in Frisco, earned the honor for her project on “Unplanned Ingredients Investigating the Chemical Transfer of Cl2 NO3 NO2 Cr6 CHO2,” which explores potential health problems in paper plates.

The senior division Best-of-Show was awarded to Kshitij Sachan and Yesh Doctor of Plano East Senior High School in Plano, who presented a project on “Site Specific Genomic Integration of Large DNA Fragments.”

The top two finishers in each category (51 students in total) at the TXSEF from the senior division were awarded scholarships to attend the Texas Governor’s Science and Technology Champions Academy, a week long residential summer camp, also sponsored by TWC, which will be held at Southern Methodist University.

The Governor’s Science and Technology Champions Academy and the Texas Science and Engineering Fair are two of TWC’s many programs designed to encourage students to learn and participate in STEM activities to acquire the knowledge and skills to equip them for in-demand occupations.

TWC supports programs including robotics that encourage students to participate in STEM programs and pursue postsecondary degrees and careers in these in-demand fields.

Governor’s Summer Merit Program
This summer, Texas Workforce Commission awarded 18 grants totaling more than $1.26 million to Texas universities and community colleges for summer youth camps that focus on science, technology, engineering and math (STEM) through the Governor’s Summer Merit Program. The grants provide the opportunity for 1,351 students, ages 14 to 21 to attend camps that will help prepare them for future high skill, high-demand jobs.

The Governor’s Summer Merit Program aims to inspire Texas youth to pursue STEM-related careers. The camps introduce students to future careers available in advanced technologies and manufacturing, aerospace and defense, biotechnology and life sciences, information and computer technology, and energy.

Several of the camps are specifically targeted to encourage young women and minorities to pursue further education and careers in STEM fields.

Some students will have the opportunity to take field trips that will give them access to high-tech equipment, such as 3-D printers and electron telescopes, while others will visit science and engineering facilities and have the opportunity to meet and speak with industry professionals.

Camp Code
New for this year, TWC awarded eight grants totaling $599,681 for Camp Code to focus on increasing the interest of middle school girls in computer coding and computer science by providing summer camps. Camp Code will offer hands-on experiences that provide students with challenging and innovative concepts and experiences in learning, problem solving and analytical skills while fostering an interest in science, technology, engineering, and math (STEM) related careers with a focus on computer science.

According to the U.S. Census Bureau’s 2015 American Community Survey, only 26 percent of employees in computer and mathematical occupations in Texas were women. The grants awarded to independent school districts, universities and higher education institutions are designed to spark girls’ interests in careers in computer programming from an early age, and for young women to consider careers in these highly sought after fields.

Creating summer camps that offer computer science projects that incorporate art and storytelling with robotics, video games, websites and applications can also further interest in the coding field. The coding education includes the most in-demand and popular computer science languages, such as Java, SQL, C++, Net, Perl, Ruby and JavaScript.

Camp Code provides students with activities and lessons that encourage their interest in high technology, such as working in teams to use programming languages to build games, web pages and robots. These activities can enhance girls’ interest in the industry and inspire them to pursue coding as their career.

Four Tips for Making the Most of Your Internship

IMG_0302.JPGNow that you’ve landed an internship, make sure to make the most of it. Internships can be a direct path to a full-time position. Research indicates that 60% of employers prefer candidates with relevant work experience, and 73% of interns are offered a full-time position. If this is your first time working in a professional environment, consider these tips to make a positive impression.

  1. Be Prepared: Make sure to research the company you will be interning for and understand its mission and products or services. Read the company website, look up your supervisor and key executives on LinkedIn, and connect with the company’s social media channels. You want to end the internship with either a great professional reference or a full-time job offer. Go into the experience knowing who you want to build relationships with to make those opportunities happen.
  2. Be Professional: Understand the company’s expectations for exhibiting professional behavior and attire. Remember that you will be working with colleagues and customers of all ages and backgrounds; always be professional and respectful through your words and actions. Be punctual and work hard. Stay focused on assignments and only use your mobile devices during breaks. Pay attention to details. Proofread your work before turning it in; proofread emails before sending.
  3. Be Proactive: Seek out opportunities to add value. When your work is done, ask if anyone needs help.  If you hear about someone working on something of interest to you, ask if you can help and explain how your experience can add a relevant perspective. If you see an opportunity the company could take but its employees haven’t had time yet, offer to help get the project started.
  4. Be a Team Player: Many employers indicate one of the most important skills is the ability to work with a team. Understand how your role as an intern supports the team and its objectives. Make sure to fulfill your role, offer to support others as needed, and be willing and flexible to fill in gaps to contribute to a team effort.

The Texas Internship Challenge is a campaign to increase and promote paid internships for Texas students. Go to www.TXInternshipChallenge.com to search and apply for positions.

Did you know? Emotional support animals one of top housing discrimination complaints

ThinkstockPhotos-98955994.jpgIn 2016, disability was the number one basis for housing discrimination complaints filed in Texas. Housing consumers have a right to ask providers to change certain housing policies, procedures and rules relating to their disability status. This is known as a request for a reasonable accommodation.

Having an emotional support animal is one of the most popular reasonable accommodation requests. Recently, a graduate student at Houston Baptist University requested to have his emotional support animal with him in his on-campus apartment and on campus to help him cope with post-traumatic stress disorder and anxiety.

The student submitted paperwork from his therapist to support the request. Two days later the request was denied.  After the denial, the student was charged with pet deposit fees. Emotional support animals are not pets. They provide individuals with the emotional support to help them cope. Pet fees cannot be charged for emotional support animals .

When making a decision to grant permission for an emotional support animal, housing providers should consider the following questions:

  • Does the tenant have a physical or mental impairment that substantially limits one or more major life activities?
  • Does the tenant making the request have a disability-related need for an emotional support animal?
  • Is there evidence the specific animal has caused a direct threat of harm to someone or substantial physical damage to someone’s property that could not be reduced or eliminated by another accommodation?

Just in time for graduation, college officials agreed to pay back the pet fees the student paid out of fear of not graduating and to have staff take part in a Texas Workforce Commission Civil Rights Division reasonable accommodation webinar.

For more information about fair housing rights and responsibilities and fair housing training, go to the webpage of the Civil Rights Division at www.texasworkforce.org/civilrights.

Stories of Success: Skills for Small Business

2 females freelancers-480179894.jpgThe Texas Workforce Commission (TWC) Skills for Small Business program helps businesses with less than 100 employees train new workers or upgrade the skills of current workers. Since the program began, TWC has allocated $2 million in funding to support collaborations between Workforce Solutions partners and small businesses.

Small businesses account for 97% of employers in Texas. In recognition of National Small Business Week, we’re celebrating our state’s 483,430 private-sector employers with fewer than 100 employees and sharing their success stories through the training received through grants from Skills for Small Business to improve the skills of their employees and build a stronger workforce throughout the state.

Davidson Oil Company – Amarillo, TX

  • The Davidson Oil Family of Companies received a Skills for Small Business grant in partnership with Amarillo College.  By attending the project management course, project managers and team managers learned the skills needed to complete projects on time, on budget, and meet deadline goals as well as speak and understand the universal language of project management.  “We have recently successfully added a fourth and fifth entity to the Davidson Oil Family of Companies using the skills learned by participating in the market development course and several employees have also become forklift operator certified,” said Amy Ross, Learning and Development Manager at Davidson Oil.” Not only are our employees developing their own skills, which is a great engagement tool, we are seeing more productivity in our workforce, better decision making and more effective communication occurring.”

Diamond Enterprises – Ranger, TX

  • Ranger College received a Skills for Small Business grant to provide training identified by area business and industry. The training is provided at no cost to qualifying industry. Training topics may include certification-based training such as: forklift operator, heating, ventilation and air conditioning (HVAC), QuickBooks, welding, machining and hydraulics. “The ability to compete for specific contracts require we provide and document required certification-based training, such as HAZMAT [hazardous material] and respiratory protection” Says Domingo Perez, CEO of Diamond P Enterprises. “Ranger College scheduled the grant-funded training in a weekend format, which allowed our employees to take advantage of the course. Gaining the HAZMAT certifications allowed us the opportunity to retain existing jobs, and add new employees. In addition, this training allows additional opportunities in today’s global market for our expansion into the distribution and warehousing for manufacturers and vendors nationwide.”

Solar CenTex – Killeen, TX

  • Solar CenTex, now a Solar Power World Top-500 national solar contractor, trained its initial workforce through a Skills for Small Business grant. Partnering with Central Texas College, Solar Centex took military veterans from the adjacent Fort Hood and trained them on basic and advanced solar photovoltaic installation skills. “I knew I had great people with the right character, but I needed to get them the right training and solar-specific skillset. The SSB [Skils for Small Business program] and Central Texas College helped us get there,” said Scot Arey, Founder and Owner of Solar Centex. “These same first-on-board employees are now our senior leaders four years in. They have continued to grow as the company has. It all started with the training they received.” Solar CenTex recently opened another office in San Angelo and is ready to use additional Skills for Small Business training to enlarge its workforce.

Through the Skills for Small Business grant program, eligible small businesses can receive up to $1,800 in training for each new worker and $900 for each existing worker for classes offered at their local community and technical college.

Employers seeking more information about the Skills for Small Business program, including applications and information about how to apply, may visit the TWC website at www.texasworkforce.org/ssb.

Tips for Employers Interviewing People with Disabilities

By Michelle Colvard

People with disabilities, like me, live full lives. In a typical day, I don’t give any more thought to the fact that I use a wheelchair than someone who wears glasses gives thought to their eyesight.

I am a research compliance officer in the healthcare industry, I have spina bifida, and I use a wheelchair every day. I have been hired as a person with a disability and, as a manager; I have hired individuals who have disabilities. Some people may associate having a disability with weakness or with inability. But I represent the opposite view: having a disability fosters resilience, problem solving and critical thinking. These skills serve anyone well, particularly in the workforce.

Throughout my life, I learned how to dance (in my wheelchair), drive cars, race cars as a hobby, earn a master’s degree while working full time, and, now, raise a child. We do the things we care about because we’ve adapted to the world and helped the world adapt to us. Part of this adaption occurs in the workplace. So, as a manager, here are a few tips for other hiring managers to keep in mind during the hiring process of individuals who happen to have a disability:

  • Focus on Abilities, not Disabilities – Individuals with disabilities have education, skills, and professional experiences to offer employers. Don’t assume a person is incapable of doing a job just because they have a disability. During the interview, ask how the candidate will use his or her abilities to be successful in the role.
  • Focus on Job Description and Skill Set – Employees with disabilities want to be treated like all other employees: with consistency. Don’t lower your expectations for candidates with disabilities. Be fair when interviewing all candidates; focus questions to understand how candidates’ skill sets align with job descriptions.
  • Use People First Language – People with disabilities are people first, with the disability being just one part of who we are. Don’t talk to or about us in a manner that places our disability first. Utilize best practices defined by the concept “People-First Language” and say “a woman who uses a wheelchair” instead of “a wheel-chair bound woman.”

Remember that job candidates with disabilities likely have a pretty good idea of how they can be successful in the positions for which they are applying. Just like you would any candidate, give them a fair chance to explain.

Texas Workforce Commission is partnering with the Texas Governor’s Committee on People with Disabilities and the Texas Workforce Solutions network for a campaign called Texas HireAbility to raise awareness about the benefits of hiring people with disabilities.

Top 10 Tips for Internship Interviews

16831117_1328324190558558_3227410700319167262_n.jpgInternships prepare you for the real world workforce. The work experience gained in an internship enables you to transition into a career. But, in order to gain that experience, you must first be interviewed and hired as an intern.

To begin preparing for an interview, below are ten tips.

1. Prepare – Research the organization. Visit their website, read and understand their mission statement. Find out as much as you can about the company, employees, structure and clients. There is nothing that impresses an interviewer more than a candidate that shows a real interest in the organization and its goals

2. Practice – Think about why this internship opportunity is one you want and one you would be good at. You will be asked questions around your interests, skills and suitability as they relate to the internship position. Spend time before the interview preparing answers to typically asked questions. In addition, you will be asked questions that explore the behaviors or competencies required in an internship. Preparing for these types of questions beforehand will allow you to answer fluently and positively.

3. Customize – Be sure to customize your resume for each interview opportunity. Tailor your skills and experience to what is required for the job you are applying for.

4. Dress Professionally – First impressions are always important. It is always better to overdress than underdress. Dress for the job you are applying for.

5. Arrive Early – Plan to arrive about 15 minutes early for your interview. This gives you enough time to find parking, check in and prepare yourself and relax.

6. Make a good impression – It is important to create a favorable first impression from the word go. Greeting the doorman, receptionist and everyone else you meet politely. Remember to turn your cell phone off and avoid using gadgets like your tablet while waiting. Greet your interviewer with a firm handshake and ensure your body language is positive throughout the process. Examples of positive body language include smiling, eye contact, solid posture, active listening and nodding and speaking clearly.

7. The Elevator Speech – In case you don’t know what this is, an elevator speech is prepared in case you suddenly find yourself in a situation, for example, in an elevator with the president of the company – where you need to pitch yourself within a few short moments. Prepare your elevator speech beforehand, which should detail who you are, what your goals are and why you are a great candidate for the internship.

8. Include the right documents – Bring extra copies of your resume, cover letter and references with you to the interview. If you have a relevant work sample bring it along with you. An assignment, presentation, award, writing example, portfolio, term paper or research project that may be relevant to the internship opportunity.

9. Ask Questions – Before your interview think about some relevant questions you can ask the interviewer. Preparing these ahead of time shows the interviewer that you have spent time thinking about the internship opportunity. Questions to ask might include: How do you anticipate my skills can support your organization? What types of new skills will I be able to learn? What will a typical day be like?

10.  – Thank each person who interviewed you before you leave. Writing thank you emails shortly after the interview will give you an edge over other candidates who did not.

The Texas Internship Challenge is a campaign to increase and promote paid internships for Texas students with Texas employers. Go to www.TXInternshipChallenge.com to create and post resumes, conduct internship searches, and apply for positions.