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51�鱨վ’s newest strategic plan (Forward-Focused: Where Innovation Meets Possibilities) sets a bold target: by 2027, 100% of students will participate in internship/work-based learning opportunities before graduation (p. 58). The goal is to prepare Monarchs for their futures through intentional experiences by applying their classroom learning in professional settings. Many students already reap the benefits of participating in an internship, and it is this proven success which drives the University to expand this opportunity to all students. And what exactly is it that they are gaining from these experiences? An analysis of LeADERS ePortfolios reveals insight into the lived experiences of recent graduates.

(As a reminder, LeADERS is a graduation distinction awarded to students who successfully complete multiple high-impact learning experiences both in and out of the classroom. Since launching in fall 2018, 463 students have earned this distinction. Of these students, 272 participated in an internship or other applicable work-based learning experience.)

To keep our insights “fresh,” we looked at the ePortfolios of our three most recent cohorts of LeADERS graduates: December 2022, May/August 2023, and December 2023. Of these 123 graduates, 68 completed some form of work-based learning experience. Here’s what we learned from reviewing their ePortfolios.

Tasks and Responsibilities

The bulk of our interns were assigned responsibilities that revolved around administrative duties crucial to the smooth functioning of their workplace. These tasks encompassed a range of activities such as handling phone calls, welcoming visitors, replenishing supplies, and managing paperwork. Particularly for interns in medical or human services domains, additional responsibilities included sending timely reminders to clients and patients regarding forthcoming appointments. One of the most frequently cited assignments undertaken by our interns was aiding in the digitization of workplace records. This involved tasks like converting existing paper documents into digital formats and inputting information from hard copies into electronic databases, with a goal of streamlining processes and enhancing organizational efficiency.

Shadowing professionals was another frequently cited responsibility for our interns. Examples included observing teachers in classroom settings, following production managers on video shoots, and watching judges rule on selected proceedings. Most interns shared that they were included in various meetings related to their internship sites, which included weekly staff meetings, project-specific working group meetings, and even their site supervisors’ one-on-one meetings with senior leadership.

As internships progressed, so also did the responsibilities of our interns. For many, this meant stepping out from observational roles and becoming active participants. In clinical settings, interns began preparing patients for exams, administering initial assessments, or leading (supervised) group sessions. In educational settings, interns created lesson plans, engaged in classroom instruction, or worked with students in one-on-one or small group settings. Still other interns were given independent projects to organize, such as workshops, events, or social media campaigns.

Skills Gained

When reflecting on these tasks and responsibilities in their ePortfolio, LeADERS students were able to clearly articulate the breadth of skills gained from these experiences. Some of the skills we saw reflected across the wide variety of experiences included time management, giving and receiving feedback, communicating professionally both verbally and through writing, working in a team, and problem-solving. While some skills were much more administrative based, such as learning how to process paperwork accurately, many students also noted how the skills they acquired complemented their degree programs and furthered their expertise in their chosen fields. One student noted of their internship, “I am finding my time at Choices to be incredibly valuable and helping to solidify what I have learned in the Human Services program at Old Dominion. Additionally, the time I am spending at Choices is giving me the confidence to know that I have the necessary skills to succeed in the field of Human Service work after graduation.”

Professional Insights

And yet LeADERS students gained so much more than the practical skills outlined above. Students shared that the internship experience helped them to develop greater insights into what professional life was like for members of their disciplines. As one student shared, “I have also gained a deep understanding of the Navy's organizational culture and how to navigate its unique challenges and opportunities.” Relatedly, students appreciated the opportunity to be evaluated as professionals by professionals in their fields. This experience, for many, also turned into letters of recommendation and the start of their professional networks.

Others shared a deeper appreciation for the hidden tasks and responsibilities that made success possible. This understanding included insights into the “business side” of the field and both the importance of - and challenge with creating - policies and procedures. As one student shared, “As an intern, watching the Patient Care Supervisors do their job is very confusing and overwhelming, but they make it look so easy. This internship has been very meaningful to me because as an aspiring manager and healthcare administrator, I now have a greater appreciation for those in leadership roles in any healthcare capacity!” These insights were especially salient when it came to the topic of confidentiality. Whether protecting the nation’s secrets or survivors of abuse, our students saw first-hand the importance of maintaining confidentiality and the consequences of its breach.

Most importantly, interns shared that their work-based learning experiences both reinforced their career explorations (“This simple exploration helped me to narrow down my career goals and find my best fit for a position.”) and clarified their professional preferences. As one student shared, “Overall, I learned about what I like in a job and what I do not like. I enjoyed the traveling aspect and not being sure of where I am working that day until I checked my email. On the contrary, I did not enjoy the ‘overworkingness’ of the banking industry and how each person had to stay late and come in early more times than not.”

Takeaways

In reviewing these ePortfolios, a few key takeaways arise. First, internship sites should be encouraged to allow interns to sit in meetings and supervisors should allow them to be in their spaces. Just observing daily life is helpful for our students! This is bolstered by our findings that students do in fact observe and respect confidentiality. Many students shared that they “could not share” more details or examples due to the confidential nature of their work. Internship sites can rest assured that allowing students to see the inner workings of their operations provides great reward for students with minimal risk.

Next, supervisors are encouraged to take the time to answer intern questions and help students learn how to ask for clarification. These field-based experiences frequently lack the scaffolding of a course or assignment, and for many interns, this is their first opportunity to learn how to navigate a less well-structured environment. This challenge means that many interns lack both the practice of asking clarifying questions (or even knowing that they can ask questions) and the skill in asking effective clarifying questions. As one student shared, “With the completion of my internship credit at the fieldhouse, I have certainly felt a lot more comfortable with asking questions and understanding why things need to be done the way they are. A lot of this was in part of the field house staff being available and willing to help and answer any questions I may have at any moment.”

Finally, effective internships allow the intern to engage in the actual practice of their field - teaching, counseling, marketing, etc. This provides students with hands-on opportunity to perform as a professional and develop a sense of professional confidence. As one student shared, “I felt a boost of confidence that I can better support someone in a crisis situation.” To the fullest extent possible (with an obvious acknowledgment of limitations due to legality, accreditation, licensure, etc.), internship sites and supervisors should encourage and facilitate students to complete the tasks of the professionals employed by the organization.

These insights demonstrate the importance of a high-quality internship experience for preparing our graduates to succeed in the professional world. Students who complete internships have clearer professional goals and a greater sense of professional identity and confidence. Experience in the field, coupled with a burgeoning professional network and letters of recommendation, further set our interns up to kick-start their careers upon graduation.

Next Steps

And so we return to our strategic plan: by 2027, 100% of students will participate in internship/work-based learning opportunities before graduation (p. 58). Through the use of course-tagging and curriculum mapping, the LeADERS program has been able to identify 41 degree programs which require the completion of a credit-bearing internship or work-based learning experience, and an additional 65 degree programs for which a credit-bearing internship or work-based learning experience is optional. This is a great start toward achieving this ambitious goal!

Programs that are interested in ensuring that their graduates reap the benefits of an internship are encouraged to start with their curriculum. Check: does your program require an internship? If not, is there space in the curriculum for a student to complete one for credit? And if your program offers an optional credit-bearing course to students, how many actually avail themselves of it? We encourage all to check what is listed in the LeADERS link shared above to ensure that it reflects the current status of your program. Any updates should be sent to leaders@odu.edu for resolution.

If there isn’t space in the curriculum for credit-bearing internships, programs are encouraged to identify alternate opportunities for students to gain the experiences, skills, and professional insights shared above. The University offers UNIV 068, a free, zero credit course for students who complete internships outside of their curriculum. This course is managed by the Monarch Internship and Co-Op Office and can also support students in finding and completing a high-quality internship or work-based learning experience. Students who complete UNIV 068 receive transcript recognition that becomes a permanent part of their academic transcripts. For more information, contact the Monarch Internship and Co-Op Office at: internship@odu.edu or 757-683-JOBS.