Outline of Report:
2. Executive Summary
5. Project aims
The annotated outline should follow the outline above and, using bullets, identify the main points you will make in each section, including points from the literature cited.
The annotated outline should also clearly identify the specific foundational and concentration competencies addressed in the project and the specific activities and products demonstrating these competencies -it should be in the background, project approach, methods, and findings sections as relevant. Could you identify relevant appendices related to each competency?
Overview of Internship
The NYU Department of Campus Safety is part of the New York committed to providing safety and security for the university community and property, enabling the pursuit of academic and professional goals by blending people, process, and technology and carrying out strategic initiatives while adhering to core values such as professionalism, excellence, and community. I did my APE as a Global Resiliency and Security business intern in the business continuity office under the campus safety department, located in Washington Square, New York, which had about eight staff serving the university community at that time.
The department focuses on the university’s teaching, research, and public service missions. GlobalResiliency and Securityis the go-to institutional office guiding university constituencies to prepare for, conduct operations during, and recover from a small to most likely significant incident. Global Resiliency and Security is committed to fostering a more resilient community to ensure students, faculty, and staff are informed, prepared, and protected to pursue their endeavors worldwide.
As Global Security and Resiliency Intern, I assisted in the Inputting and updating of the Business Continuity Plans for various schools/departments. The aim was to ensure that New York University could continue critical functions in the face of disasters and emergencies, most recently demonstrated through the Covid-19 pandemic. During the pandemic, many departments established best practices for continuing operations, often remotely, and the goal of Business Continuity is to capture best practices and memorialize them in the form of Business Continuity Plans. I worked with the various departments (College of Social Work, College of Business, etc.) to analyze practices and input the information into a cloud-based system, which will be accessible for future events. I also assisted in the development of training and development of materials related to Public Health emergencies. A coming epidemic or pandemic is identified as a top risk or hazard to New York University, affecting the main campus (New York) or Global Academic Centers (Paris, Berlin, Accra, etc). The goal is to take again established best practices and lessons learned and develop training programs to be offered throughout the NYU Community on preparedness.
Business continuity plan – Review and Update and Monkey Pox Awareness flyer. Appendix A
My first task was to review and update the business continuity plan of New York University (NYU). The plan consists of data from all the departments within the University. It has information about the personnel and their basic information, the equipment and software used, and other critical information relating to the department’s operations. The review and update ensure that the various departments are well-equipped and resourced to continue operating in the event of a disaster or emergency that might prevent them from working in their designated environment.
In updating the business continuity plan, I used a software called Veoci. This is what the department uses to develop its continuity plan. Since the various schools and departments already have their information in the system, they provide me with updated information which I compare with what is in the system while making the necessary changes to reflect current requirements.
In addition, I was also tasked to develop a monkeypox flyer to be distributed among the university community to create awareness of the dangers of the disease and to provide the necessary information about the condition. I created an eye-catching flyer, drawing the attention of everyone who sees it and making them want to read it, thereby disseminating the intended purpose. It had information about how it is spread, who can get it, the vaccine, and what to do to protect yourself against the disease. In developing the flyer, I did research from the Center for Disease Control (CDC) website and that of the New York City Department of Health (NYC DOH). I reviewed literature from these sites to put together the needed information for the flyer with the university community as a targeted population, including faculty and staff.
Emergency Management Relating to Outreach and Training. Appendix B
This involved preparing training materials and assisting in reaching out/engaging stakeholders about participating in preparedness training. I was tasked to develop a power point training material on hazard identification and risk assessment. The training material I developed involved identifying the hazards and the safety preparedness tips to mitigate such dangers and a check on learning.
The audience for such training materials is faculty and staff of the university community and other stakeholders. In developing this product, I was handed the university hazards identification and risk handbook from which I produced the product. I identified each hazard from the manual and thought of its impact on the university’s operation, property damage, and injury to human life. When all these are identified, I propose safety preparedness tips to mitigate the hazard.
The following MPH foundational and Concentration competencies were applied in developing these products.
MPH Foundational Competency #9: Design a population-based policy, program, project,or intervention
MPH Foundational Competency #21: Perform effectively on interprofessional teams
MPH Foundational Competency#22: Apply systems thinkingtools to a public health issue
MPH Concentration Competency#1: Describethe major playersin global health governance and institutions that conduct health/public health policy research and analysis
MPH Concentration Competency #2: Perform strategic assessment and evaluation to analyze factors shaping individual and institutional behaviors and measure their impact
I had to design a population-based project and apply a system thinking tool to it while performing effectively on an interprofessional team at the same time. The University community and staff were the main targets of the product, and their behavior, which might impact the disease, was considered when designing the product.
Critical Reflections and Synthesis
Professional Skills Developed
Working full-time, attending school full-time, and completing an APE simultaneously have been challenging. I started my APE with many struggles. I was going to the office initially for my APE after my regular overnight shift, but I asked if I could do it remotely, and it was granted. For the week, my receptor sends me an email about the task to be completed with directions. Combining regular work, school, and APE has made me a better-organized individual, and I learned to manage my time efficiently while working independently. Throughout the week, at certain hours, I work on APE tasks and ask for guidance when I need clarification.
Throughout my APE, I have learned something that is out of the ordinary for me. With my background as full-time military personnel, I have always known one thing, follow orders and do as you are told, and the job gets done. During my internship, whenever I am given assignments, even though there are guidelines as to what to do, they are just the basics, and I am told to think of other ways to do it better. This makes me think “outside the box” and allows me to add and justify my thoughts. By doing so, I understand what I am doing and its impacts. This has improved my critical thinking, decision-making, and listening skills.
The organization places a premium on productivity, is ready to challenge you to attain your full potential, maintains high professionalism, and, most importantly, cares about its employees. As a consequence of this, I was able to incorporate every one of them into my work. This was the ideal chance to confirm what I had learned in the course and further advance my comprehension of the subject matter in my area.
This chance also prepared me to confront the problems one can meet when one leaves the warm setting and go on to the more challenging life in fieldwork.
Because I could apply what I had learned in school to real-world scenarios during my internship, it was, without a doubt, one of the most valuable experiences of my life. Most of the time, we need to comprehend the concepts presented in the textbooks; therefore, having an actual example right in front of you helps to understand the topic on a deeper level and other complex issues that need to be resolved. Consequently, this was special and beneficial.
There is no question about the significance of gaining work experience via an internship. Given the increased competition for decent positions, college students have an even greater need to differentiate themselves from their contemporaries. Colleges and colleges significantly contribute to a student’s education, but companies increasingly seek candidates who have experience in the real world. When you participate in an internship while you’re still in college, you have a fantastic chance to put the knowledge you get in the classroom into practice and further enhance it.
My participation in an internship has provided me with marketable abilities that are difficult, if not impossible, to acquire by just attending courses at a university. The finest aspect was that I had experienced classroom-based discussions, debates, peer engagement, and shared learning opportunities. I have, however, strengthened my interpersonal skills and learned how to manage challenging work circumstances and solve issues within a team.
In addition to my other takeaways from my job, I discovered how important it is to immerse oneself in one’s work. Writing and communicating are two of my favorite things to do. I could detect the difference between the writing I was thrilled about and the writing I was less enthusiastic about. The more effort I put into my job, the better the results should be evident. Despite this, I was able to choose a path that allowed me to feel passionate about my work. There was no internship or group of individuals I could have learned from that could have topped my experience.
Even though the activities repeated themselves week after week, there was never a dull moment on any of the days. Because there were pieces of training, I learned new ways to communicate my thoughts to others and engage in conversation with them. When I had questions, my supervisor and colleagues gave me much assistance. Everyone was kind, and they all pitched in to assist. They are eager for you to take something away from this experience. They don’t conceal anything from you but challenge you to discover independently if you want to know more. Therefore, I approached them with all my questions and suggestions, enabling me to learn more. I am grateful to them for the support and respect they have shown me.
In addition, the internship taught me how to communicate well with my colleagues and organize my time effectively. I was treated with respect and decency, and because of this, I could keep to a regular schedule and complete all of my responsibilities and obligations within the allotted time. That was another talent that I could pick up throughout my time at the internship; I identified a number of my shortcomings, such as the need to develop my professional skills and that I need for further training regarding databases. I discovered that I need to improve in these two talents and need improvement. My views have not been altered due to this experience; nonetheless, I have gained valuable insight into how to improve myself.
B. Lessons Learned
My time as an intern at the New York University Department of Campus Safety has provided me with tremendous opportunities for education. The data input process helped me become more comfortable managing data and improved my ability to find solutions to problems. I gained valuable knowledge and experience in management, governance, and leadership during my stay there.
My experience working remotely has taught me many valuable lessons about cooperation, one of the most crucial is that communication is always critical. For instance, my preceptor sent me a document to work on, and it had so many parts that I decided to do it independently after explaining what to do. At one point, I got stuck and tried to figure it out without asking for help, which delayed the results. Taking a cue from Levy and Gaufin’s advice on operating efficiently inside an organization, I recommend saving the more complicated topic for a group in a one-on-one conversation. In most cases, I found that this assisted me in arriving at conclusions timelier and successfully communicating difficulties.
Having the opportunity to sit in two scheduled monthly meetings taught me a valuable lesson about leadership. It was a good lesson for me to realize that strong leaders provide room for their people to voice their problems and give feedback. They also address workers’ issues and show that their comments and suggestions are considered. This kind of leadership is quite beneficial in establishing a culture in which workers are engaged in making changes to the agency and establishing a supportive work environment for the employees. In addition, this strategy may assist in keeping workers engaged and encouraged while they try to complete their assigned tasks at the organization.
During my internship, I noticed that the university collaborates with the State, security agencies, the community, and various stakeholders, which has shared benefits of addressing multiple issues, including crime prevention and logistics.
My internship helped me analyze and evaluate critical problems in public health and formulate possible interventions to improve living conditions and the effectiveness of existing interventions.
Center for Disease Control and Prevention (CDC)
New York City Department of Health (NYC DOH)
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