CCWT Publications

Hora, M.T., Vivona, B.,Chen, Z., Zhang, J., Thompson, M., & Brown, R. (2020). What do we know about online internships? A review of the academic and practitioner literatures. Center for Research on College-Workforce Transitions Research Brief #10. University of Wisconsin-Madison.

Abstract: Internships are one of the most widely promoted co-curricular experiences for college students, and the COVID-19 pandemic and resulting shelter-in-place orders led to a substantial growth in the availability and popularity of online internships. However, little is known about the impacts of online internships on student outcomes. In this literature review we present key trends and findings from the academic and practitioner literatures on online internships. Relatively little empirical research exists on online internships, but researchers have found that pre-internship orientations, self-regulated learning, sufficient technology, and effective supervision are important for successful experiences. Our review also highlights that considerable variation exists among online internships, especially with respect to the host organization (i.e., employers or third-party vendors), compliance with standards for legitimate and high-quality internships, and duration. Ultimately, we conclude that standards articulated for “legitimate internships” by the National Association of Colleges and Employers (NACE) and for rigorous experiential learning programs by CCWT should also be applied to online and/or remote internship programs. We conclude our review with recommendations for students, postsecondary professionals, employers and higher education researchers.

Hora, M.T., & Lee, C. (2020). Industry in the college classroom: Does industry experience increase or enhance how faculty teach cognitive, inter- and intrapersonal skills? Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Executive Summary: Competencies known variously as “soft” or “21st century skills” are increasingly linked to college students’ academic and career success, and faculty with industry experience are hypothesized to be uniquely qualified to teach these skills. Yet little research exists on this topic. In this paper, we report findings from a mixed methods study of the degree to which industry experience influences how STEMM faculty teach teamwork, oral and written communication, problem-solving, and self-directed learning skills in 2- and 4-year postsecondary institutions. Using inductive thematic and hierarchical linear modeling techniques to analyze survey (n=1,140) and interview (n=89) data, we find that faculty place relatively low emphasis on these skills, but that industry experience is significantly associated with teaching oral communication, teamwork, and problem-solving skills. Other factors including race and perceptions of departmental teaching norms also influenced skills-focused instruction. Industry experience also informed problem-based learning activities, knowledge of desired workplace skills, and a focus on divergent thinking. Given that industry experience is an important, but not the only influence on skills-focused instruction, policies aimed solely at hiring faculty with industry experience will be of limited utility without a corresponding focus on training in teaching and instructional design.

Authors (in alphabetical order): Lena Lee, Pangzoo Lee, Bailey B. Smolarek, Myxee Thao, Kia Vang, Matthew Wolfgram, Choua Xiong, Odyssey Xiong, Pa Kou Xiong, & Pheechai Xiong.  Our HMoob American College Paj Ntaub.

“Our HMoob American College Paj Ntuab” is a qualitative research study conducted by the Center for College-Workforce Transitions (CCWT) in partnership with the HMoob American Studies Committee (HMASC), a University of Wisconsin-Madison (UW-Madison) student activist initiative, to examine the sociocultural and institutional factors influencing HMoob American college experiences at UW-Madison. We found that the HMoob American students who participated in our study often reported feeling unwelcome or excluded at UW-Madison. Participants stated that they felt the campus community did not have any knowledge of HMoob history and culture, which put HMoob American students in the position of educating their peers and professors on who the HMoob are. Additionally, participants reported experiencing macro- and/or micro-aggressions in classrooms, residence halls, and on the streets near campus. Our participants also reported feeling unwelcome in certain schools, buildings, and professional student organizations, which has significant implications on HMoob American students’ academic majors, future career plans, and professional social networks. In contrast, the spaces in which our participants stated that they felt most comfortable, safe, and welcome were student support programs, race-specific student organizations, and HMoob specific classes. Participants described these spaces as places where they were able to cultivate their ethnic identity and find mentorship and other support systems.

Hora, M.T., Wolfgram, M. & Chen, Z. (2019). Research Brief #8: Closing the doors of opportunity: How financial, sociocultural and institutional barriers inhibit access to college internships. Center for Research on College-Workforce Transitions. University of Wisconsin-Madison

Abstract: Internships are widely perceived as experiences that open the doors of opportunity, yet little is known about obstacles to participation. We report findings from surveys (n = 1,549) and focus groups (n= 100) with students at five postsecondary institutions. Results indicate that 64% of non-interns did not pursue one due to intersecting obstacles including the need to work, heavy course loads, and a lack of opportunities in their disciplines. First-generation students were more likely to report needing to work, Arts and Humanities students were more likely to report insufficient pay and heavy course loads, and full-time students were least likely to report insufficient pay. Colleges and universities must work to ensure that internships do not reproduce privilege and exacerbate inequality.