CCWT Publications

Chen, Z., Wolfgram, M., Her, P., & Hora, M.T. (2019). Results from the College Internship Study at the University of Baltimore. Center for Research on College-Workforce Transitions, UW-Madison.

Abstract: This report includes preliminary findings from the first round of data collection for The College Internship Study, which is a mixed-methods longitudinal study of internship programs at the University of Baltimore.

The study includes an online survey of students in the second half of their academic programs (n=228), focus groups with students who have and who have not had an internship experience (n=24), interviews with career coaches and faculty (n=8), and interviews with an area employer involved in internship program administration (n=1). The research questions guiding this study focus on how stakeholders conceptualize and define the idea of internships, participation rates by certain demographic characteristics, and the relationship between internship program structure and student outcomes.

This report concludes with recommendations for specific steps that students, faculty and staff at the University of Baltimore, and employers who supervise interns can take to increase participation rates, access, and program quality for internship programs in Baltimore area in Maryland.

Benbow, R. J., & Lee, C. (2019). How faculty develop teaching-focused social capital: Personal networks and 21st century skills instruction. Center for Research on College-Workforce Transitions, UW-Madison.

Abstract: While research shows that relationships or social ties give K12 teachers access to valuable information, knowledge, and advice that improves professional practice and student learning —resources conceptualized as “social capital”—few studies investigate how faculty develop the kinds of ties that help them better teach important 21st century skills like communication, teamwork, problem solving, and self-directed learning. Focusing on college faculty in one U. S. city, this mixed-methods study explores the association between science, technology, and medical (STM) instructor characteristics and personal social networks centered on discussing how to teach important skills. Survey responses (n=244) indicate that teaching experience, institution type, and teaching preparation time are correlated with network patterns linked to improved professional practice, while interview data (n=22) supplement these findings with instructor descriptions of how and why they developed teaching-focused social ties in their professional lives.