Software Engineering Institute (SEI) Internships
cmu.wd5.myworkdayjobs.com/SEI
Carnegie Mellon University
If you’re an aspiring innovator in AI, cybersecurity, or software development, the Software Engineering Institute (SEI) may have an internship for you at the forefront of national security. The SEI is a federally funded research and development center sponsored by the U.S. Department of Defense (DoD), one of three chartered research and development laboratories.
The SEI is known for innovating with solutions for the world’s most complex software engineering, cybersecurity, and AI engineering challenges. It is headquartered at Carnegie Mellon University, a global research university annually rated among the best for its programs in computer science and engineering. SEI interns work alongside experts to generate results in critical fields such as security automation, threat analysis, and risk and resilience. In addition to summer internships, the SEI also offers intern positions throughout the year. All opportunities include a competitive salary and access to Carnegie Mellon’s campus and resources.
Undergraduate and graduate students in STEM disciplines are encouraged to apply for SEI internships as they are posted. Candidates must be eligible to work in the United States, and DoD background checks are required. As a participant in the OPM CyberCorps Scholarship for Service (SFS) program, SEI also invites SFS students enrolled in relevant academic programs to apply for intern openings.
Maria Vesce, a talent acquisition specialist at the SEI responsible for hiring interns, and Palma Buttles-Valdez, director of the SEI Office of Diversity, Equity, and Inclusion, collaborated on these responses.
How are the internships structured, and what is the time commitment?
Every internship is customized to address a specific software, cybersecurity, or AI research objective. You can read about the expectations, time commitment, and focus for each opportunity by following the Careers tab of our internships home page. Generally speaking, there are summer internships that run on a full-time schedule for eight weeks or more, as well as year-round opportunities with flexible scheduling to accommodate academic schedules.
“Our interns do real work, and we match them with projects related to their backgrounds and areas of interest.”
How do you decide what kind of work interns do?
Our interns do real work, and we match them with projects related to their backgrounds and areas of interest. For example, SEI intern Sandra Sajeev explains in one of our SEI Cyber Talks how she “always wanted to learn more about how we can tell stories with data,” but wasn’t introduced to machine learning engineering until she joined SEI. As an intern, Sandra worked with one of our engineers on in-depth natural language processing, using large data sets and modeling techniques like clustering, textual summarization, and hypothesis generation.
Do SEI interns make research presentations?
We think it’s important for researchers from academia, industry, and government to share their findings in order to make greater, more accelerated security advances. Internships may culminate with presentations that summarize key insights and promising opportunities for further research. Of course, we offer interns the support they need to prepare for success as they present observations and network with peers and advisors. Past topics have included Exploring Security Vulnerabilities in Healthcare Systems, Cyber Education Feedback, and Insider Threat Reporting.
What kind of academic background do you recommend for applicants, and what types of internships are available?
There are a number of academic fields relevant to our research at SEI. We definitely encourage students to apply if they have a background in computer science, information systems and technology, mathematics, statistics, or systems engineering. Our internships fall into the three main categories of AI, cybersecurity, and software development, with areas of focus that include secure coding, mobile computing, AI specialties, vulnerability assessment, insider threat research, digital forensics, network defense, and malware analysis.
California Postbaccalaureate Consortium
health.ucdavis.edu/postbacc-consortium/programs.html
Photos Courtesy of UC Davis
If you’re gearing up for a health care career, the California Postbaccalaureate Consortium may have the right program to prep you for success. This opportunity is for students pursuing medicine, dentistry, nursing, veterinary medicine, physician assistant, or other health care professions.
One of the consortium’s top priorities is increasing the number of physicians who practice where they are most needed in California communities. The 12-month experience is offered through a partnership of postbaccalaureate premedical programs at the Schools of Medicine at Charles R. Drew University, UC Davis, UC Irvine, UC Los Angeles, and UC San Francisco. Every facet of the program is designed to support talented students from diverse and underserved backgrounds as they seek admission to medical school and other health care degree institutions.
Program participants benefit from individualized academic advising, comprehensive in-house test preparation, rigorous science courses, and summer learning experiences in a clinical or health-equity track. Unlike other postbaccalaureate initiatives, California Consortium opportunities begin each January and end in December. Students work closely with advisors as they attend classes and engage in skill-building seminars on medical terminology, test-taking strategies, and application preparation as well as concepts such as social determinants of health and health equity.
MORE INFOAll applicants must qualify as California residents. Applications opened for the 2023–2024 cohort in January 2023. See the program’s admissions page for deadlines and detailed requirements as well as links to the application portal, FAQs, and a complete list of consortium programming.
Armani Peterson serves as the California Postbaccalaureate Consortium coordinator. He conducts outreach and recruitment and manages the application process for five School of Medicine Postbaccalaureate Programs (UC Davis, UCI, UCLA, UCSF, and CDU). Peterson has a depth of experience working with students from diverse backgrounds as they pursue careers in health and medicine.
Tell us more about the role of mentors and advisors in the program.
Being able to work so closely with each student is a significant part of the program. Our holistic, one-on-one advising allows us to help participants carefully craft their health profession application and showcase the unique values they bring to the health care field. We take an individualized approach rooted in an understanding of each student’s goals, strengths, and challenges.
What’s involved in the test-prep aspect of the program?
It’s important to build participants’ test-taking skills and confidence through tailored plans and consistent practice. Students take a test during orientation to assess their needs, then our instructors and advisors work with students on test-prep strategies, and selecting courses that will build the knowledge and skills they need for the next steps in their medical education.
“Our holistic, one-on-one advising allows us to help participants carefully craft their health profession application and showcase the unique values they bring to the health care field.”
What is the timing for the consortium application process?
Dates vary by cycle. In general, our application opens in January and the deadline for first-time applicants is usually in mid-March. Our programs accept applicants on a rolling admission basis, so we recommend applicants submit their applications sooner rather than later. I should note that the process is comprehensive, and an application is considered complete only when all supporting documents are submitted. Also, each program reviews applications separately, and some programs start earlier than others.
How do the programs within the consortium vary, and how are they similar?
All programs are approximately yearlong structured postbaccalaureate experiences that include a test-prep component. In addition, the majority of programs are full time and have no work requirement, with an academic focus that tends to be on upper-division science coursework. I should also point out that each program has its own unique admissions processes, timelines, and interview processes — so it’s important to pay attention to the details for each opportunity.
Taking Up Space
taking-up-space.org
Photos Courtesy of taking up space
At the outreach program Taking Up Space, the future for Indigenous girls begins now. The organization’s mission is to increase Indigenous representation in STEM fields while also decreasing the gender gap. Their central focus is expanding education and career opportunities for Native American girls through mentorship in STEM academics, Indigenous arts, and confidence building. Based on the belief that Native students are the next generation of scientists, engineers, and other STEM heroes, Tucson, Ariz.-based Taking Up Space champions them through a multifaceted approach.
Advance STEM skills. Over 36 weeks, program staff and volunteers work with middle-school-aged Native girls to develop their skills through hands-on experiments, educational sessions with science and technology experts, and special events like science fairs. Upon completing the program, participants receive a scholarship to attend Space Camp. The six-day, all-expense-paid immersive experience takes place on the grounds of the U.S. Space and Rocket Center at NASA’s Marshall Space Flight Center in Huntsville, Ala.
Share the Indigenous perspective. Students enrolled in Taking Up Space play an important role in bridging cultural gaps. As they bring their unique point of view, language, and heritage to the Space Camp setting, Native participants help their camp peers gain greater understanding of the Indigenous experience in North America.
Give back to tribal youth. After graduating from Space Camp, Taking Up Space students are encouraged to serve as ambassadors to their tribes. Participants give personal presentations and share videos, discuss what they learned, and become mentors for other students interested in broadening their education and career possibilities. Graduates can also contribute as guest speakers and advisors for future program cohorts.
While attending Space Camp, students work as a team to analyze mission scenarios that require dynamic problem-solving and critical thinking. Throughout the week, students are immersed in astronaut training techniques using equipment adapted from NASA’s astronaut program. They become familiar with space hardware, take part in educational water activities, and learn about aerospace firsthand through a simulated spaceflight mission.
MORE INFOTo learn more, go to taking-up-space.org.
Educational advocate Czarina Salido founded Taking Up Space in 2016 to help Native American girls pursue education and professions in STEM.
What in your background led you to become the advocate you are today?
When I was eight years old, I remember feeling that I couldn’t do the same things that boys did. I couldn’t be as good in math and science. I found it unsettling, and that began my road of being an “unconscious rebel.” As a “Mextisa” — Mexican and Native American — growing up in Tucson, I had to be a fighter to overcome numerous negative assumptions and obstacles. But the challenges helped me develop a greater sense of purpose. By the time I made it to college, my love of philosophy and science had become so strong that I knew that nothing would stop me from pursuing a career in either.
Why did you start Taking Up Space?
This is a serious passion project that comes from my own experience as a young Latina and Native American who was given the opportunity to go to Space Camp. Can you imagine being a nine- or 10-year-old girl knowing your experiment is up in space? I founded Taking Up Space to empower more girls and help them see a bigger world for themselves and their futures. Everyone should have a pathway to learning the 21st-century skills required in today’s workplace.
“There is a serious educational deficit in retaining middle school girls’ interest in STEM throughout our nation.”
Tell us more about the need for a more level playing field in STEM.
There is a serious educational deficit in retaining middle school girls’ interest in STEM throughout our nation. That translates directly to workforce representation: The number of Native American women in STEM engineering jobs right now is less than 1 percent. More broadly, Native Americans have the country’s highest dropout and suicide rates. Taking Up Space is here to lift up Native American girls by giving them the added skills and confidence to defy the odds and thrive in STEM roles.
How important is the mentorship aspect of the program?
Knowing a good mentor can be life changing. Growing up, I had great mentors and people who believed in me. For example, I was picked to be the president of the philosophy club by my philosophy advisor and that had a profound impact on my educational experience. Right then and there, it made me feel like a leader and opened my mind to my potential. If Taking Up Space can help participants believe more in themselves and aim high, then we have contributed to making a meaningful and lasting difference.
How is your organization funded?
Taking Up Space depends on individual donations, and it costs about $1,500 per student to attend Space Camp. Our generous sponsors are featured on our website. Anyone interested in donating is invited to contact us.
Oregon State University PharmD Program
pharmacy.oregonstate.edu
Photo Courtesy of Oregon State University
If you’re curious about a career in health care, Oregon State University (OSU) wants you to know about its doctor of pharmacy (PharmD) program. The OSU College of Pharmacy’s premier degree program is built on more than 100 years of preparing future pharmacists and tailored to meet the high demand for health sector talent. According to the U.S. Department of Labor, there are about 13,600 job openings for pharmacists each year, at an average starting salary of almost $130,000.
The College of Pharmacy faculty at OSU includes practicing pharmacists and researchers on the leading edge of drug discovery. They guide PharmD candidates through four years of hands-on learning that begin with two years at the main OSU campus in Corvallis, Ore. After gaining a strong foundation in pharmaceutical sciences, students then take their studies to Portland, where OSU partners with Oregon Health and Science University (OSHU), a public research campus with a distinguished academic medical center. In their final year of experiential education, PharmD candidates are placed in pharmacy practices throughout the Northwest to reinforce the tools needed to become licensed pharmacists.
OSU is known for the success of its alumni as well as high graduation and examination pass rates. Graduates’ careers have led them to roles including private pharmacy owners, hospital intensive care advisors, mental health clinic pharmacists, and medical emergency responders. The school also has a proud legacy of serving Native American communities across the state and country and recently announced it is expanding these efforts.
MORE INFOFor more information, see the PharmD website for guidance on prerequisite courses and the admissions process, including application deadlines and admissions workshops. To speak with a College of Pharmacy advisor, call 541.737.3424 or send an email to pharmacy@oregonstate.edu.
Former and current PharmD candidates at OSU come from a variety of backgrounds with diverse interests. Here and in a video on the OSU website, they share their perspectives on the OSU College of Pharmacy and pharmaceutical science as an education and career path.
Why did you choose OSU’s PharmD program, and what stands out about your experience?
I decided to open my own business one day and perhaps be involved in the pharmaceutical industry, which led to me to apply to pharmaceutical school. With a smaller class size — 90 students — and transitioning through four years together, you develop close relationships. The most exciting part about pharmacy school at Oregon State is there are so many organizations you can be involved with, and there is so much support we have here. — Long Trinh, interviewed in PharmD Year 4
From your perspective, what is unique about OSU’s approach to pharmaceutical education?
During our course as students, we get to be in multiple settings — whether in a clinical setting, a hospital setting, or a community setting. The experience we get to have with the two years in Corvallis and our third year coming up to OSHU is unlike any other program. What sets us apart is that transition. Most programs just stay in one location, but by getting those two different location experiences, we’re given a lot more opportunity — more opportunity to grow within yourself, professionally and personally. — Guadalupe Ortiz, interviewed in PharmD Year 3
“The biggest draw to me in the field is the patients; they’re incredibly inspiring.” — Abby Floeter, OSU
How has your experience at OSU influenced your view of pharmacy careers?
The role of a pharmacist is dynamic, and it allows you to work in diverse health care settings. In the old days, pharmacists just stood behind counters and distributed medications. But nowadays, they’re becoming health care providers. The College of Pharmacy also offers a PharmD MBA program and a PharmD PhD program, both of which can be transitioned to the Portland setting. Oregon State pharmacy students come out very confident after this program because, throughout the entire process, they’re constantly participating in the unique fields of pharmacy. — Brian Haggblom, interviewed in PharmD Year 2
Please share a few takeaways from your OSU PharmD experience and the pharmacy field.
I got my undergraduate degree in chemistry from the University of Oregon, then I loved it so much and thought so highly of the program I decided to stay on and do pharmacy school here too. The biggest draw to me in the field is the patients; they’re incredibly inspiring. They’re dealing with so many hardships and challenges, and I think pharmacists can provide a huge deal of support. At the end of the day, they provide so much inspiration. I think it would be amazing if I could be involved with them. OSU has given me skills I can apply to anything I end up wanting to do in the pharmacy profession. — Abby Floeter, OSU PharmD alumna
AAAS Science and Technology Policy Fellowships
aaas.org/programs/science-technology-policy-fellowships
Photos Courtesy of American Association for the Advancement of Science (AAAS)
Who says STEM stars can’t be policy wonks? The American Association for the Advancement of Science (AAAS) wants you to know about its fellowships to help working scientists and engineers become policy-savvy leaders. AAAS Science and Technology Policy Fellowships (STPF) provide opportunities for STEM professionals to learn about policymaking firsthand while contributing their knowledge and analytical skills to the federal policymaking process.
Fellows serve yearlong assignments in Washington in the executive, legislative, and judicial branches of the federal government. For 50 years, AAAS has offered the immersive STPF experience to help ensure that public policy is made better and more complete through the consideration of scientific evidence. This one-of-a-kind opportunity offers:
Hands-on policy work in a challenging assignment. The fellowship is designed to be a transformative career opportunity. (See examples of what fellows and alumni accomplish in Fellowship Focus and on Twitter, Facebook, LinkedIn, and Instagram.)
A powerful peer network. The STPF network is influential in government, industry, academia, and the nonprofit sector. Fellows share insights and resources and convene through professional development workshops and affinity groups.
An annual stipend. Each fellow receives a stipend between $94,000 to $122,000 per year along with other support, including reimbursement for health care insurance.
Serious skill development. Every fellowship includes a series of professional development trainings and workshops focused on policy and the federal government, leadership, communication, and career strategies.
Live and learn in the nation’s capital. Fellows stay in Washington, D.C. Some also have the opportunity to travel nationally and overseas as part of their assignment.
To be eligible for the STPF, applicants should hold a doctoral-level degree in a qualified field or a master’s degree in engineering plus three years of professional engineering experience. U.S. citizenship is also required.
MORE INFOSee the AAAS website for more on eligibility, links to the STPF live chat series, and the online application.
AAAS Recruitment Director Mehrab Sarwar is the primary outreach liaison for the STPF program. He and several STPF fellows and alumni have insights to share about the fellowship. For their complete remarks, see these live chat recordings from 2022 and 2023.
What high-level insights would you like to share about the STPF program, applications, and timing?
This is an opportunity for doctoral-level scientists and engineers to spend a year contributing their expertise to federal policy. We place fellows in all three branches of government (legislative, executive, judicial), and STPF candidates are welcome to apply in two areas. For a sense of timing, someone who applies in 2023 will be considered for the fellowship class that runs from September 2024 to August 2025. Diversity of discipline is very important to us and the federal agencies that host fellows. So we are looking for a wide range of backgrounds and skills. — Mehrab Sarwar, AAAS Recruitment Director
How did your STPF journey begin?
First, I can’t stress enough how amazing this experience has been. My journey started off in grad school. I went into my PhD program thinking I wanted to be a faculty member, thinking I wanted to be a researcher. Somewhere in the middle of it, I realized that was not necessarily the path for me. But I really like science and I was trying to figure out, how do I stay involved with science while not necessarily being in the lab the whole time? That led me to AAAS and the fellowship. — Avelino Amado (PhD in Philosophy, University of Massachusetts Amherst) 2021–23 Executive Branch Fellow, U.S. Department of Defense
What attracted you to this opportunity, and do you have guidance for prospective applicants?
I had been a staff scientist for a while doing basic research with a pretty narrow focus, and I was interested in having a broader impact and doing science from a different perspective. I had essentially no policy experience; I was just a scientist and had no idea if I was the kind of candidate AAAS looks for when selecting fellows. But I was successful. So I want to say to prospective applicants: Don’t let a lack of policy experience stop you. — Dava Keavney (PhD in Condensed Matter and Materials Physics, Johns Hopkins University) 2018–20 Executive Branch Fellow, U.S. Department of State, Office of Policy Analysis and Public Diplomacy
How has your STPF experience influenced your professional outlook, whether specifically or more generally?
Long term, I can say I am not attached to a specific institution or being in a particular space. But I can also say I am more focused on my personal purpose. And I think that each and every opportunity I take on now will continue to inform how I show up — as a scholar, as a researcher, as a community advocate, and as someone who wants to give more opportunities and resources to communities that have been underserved in the past and continue to be underserved. — Dominiqua Griffin (PhD in Counselor Education and Supervision, Pennsylvania State University) 2021–22 Congressional Science and Engineering Fellow; 2022–23 Executive Branch fellow, National Institutes of Health