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Wolfgram, M., Vivona, B., Akram, T., Rodríguez S., J., Chen, Z., & Hora, M. T. (2021). Results from the 1-year longitudinal follow-up analysis for the College Internship Study at Northeastern Illinois University. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: The College Internship Study examines the long-term impacts of internships on students’ lives and careers. Here, we highlight the findings from 177 survey responses and twelve interviews with students at Northeastern Illinois University (NEIU). They were conducted in the Fall of 2020 (Time 2 or T2), one year after the first round of data collection in 2019 (Time 1 or T1). This second round of the College Internship Study is guided by the following research question: What are the changes concerning students’ internship experiences and outcomes comparing longitudinal data at two points in time?
Wolfgram, M., Colston, J., Chen, Z., Akram, T., & Hora, M. T. (2021). Results from the College Internship Study at Georgia College. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the first round of data collection (Spring 2020) at Georgia College for The College Internship Study, which is a national mixed-methods longitudinal study of internship programs conducted bythe Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin-Madison (UW-Madison). The findings are based on an interdisciplinary sample of students who took an online survey (n = 329), interviews with students who have and who have not had an internship experience (n = 25) and an interview with one educator (n = 1).
Wolfgram, M., Rodriguez S, J., Chen, Z., Ahrens, V., & Hora, M. (2021). Results from the College Internship Study at Great Lakes Technical College. University of Wisconsin-Madison, Center for Research on College-Workforce Transitions.
Summary: This report includes findings from the first round of data collection (Spring 2020) at Great Lakes Technical College (GLTC) for The College Internship Study, which is a national mixed-methods longitudinal study of internship programs conducted by the Center for Research on College-Workforce Transitions (CCWT) at the University of Wisconsin-Madison (UW-Madison). The findings are based on an campus-wide sample of students who took an online survey (n = 431), phone interviews with students who have and who have not had an internship experience (n = 22) and with career advisors, faculty, and employers (n = 6). We would like to thank GLTC for allowing our research team to conduct this study with your students, faculty and community members, and hope that our findings are useful as you work towards improving internships and work-based learning for your students
Hora, M.T., Huerta, A., Gopal, A., & Wolfgram, M. (2021). A review of the literature on internships for Latinx students at Hispanic-Serving Institutions: Toward a Latinx-serving internship experience. Center for Research on College-Workforce Transitions (Research Brief #16). University of Wisconsin–Madison, Wisconsin Center for Education Research.
Abstract: Internships are a widely promoted “high-impact practice” (HIP) across the postsecondary landscape, particularly among minority-serving institutions (MSIs) where they are seen as potentially transformative vehicles for students’ career success and social mobility. However, little research exists on if and how the design, implementation, and ultimate effects of college internships may (or should) vary according to the unique institutional contexts of MSIs such as Hispanic Serving Institutions (HSIs) and students’ racial identities and cultural backgrounds. This idea is based on research demonstrating that a “one-size-fits-all” approach to classroom teaching, student advising, and broader approaches to student engagement ignores both historic and structural inequalities while also overlooking the unique needs, circumstances and potentials of a diverse student body. Consequently, our main goal in this paper is to review the literature on internships in HSIs and with Latinx college students to determine if internship program design, implementation and student experience varies based on the unique institutional contexts of HSIs and/or the racial and cultural attributes of Latinx college students.
To address this issue we conducted an integrative review of the literature on HIPs in general and internships in particular as they relate to Latinx students and HSIs. Our results indicate a small but growing body of empirical research on these topics, some that highlight how specific features of HSIs (e.g., institutional missions, “servingness”) and Latinx students (e.g., family capital, cultural perspectives on work) influence how HIPs and internships are designed and experienced. These insights underscore the importance of accounting for cultural, structural and historic factors when studying and designing internship programs. We conclude the paper with a review of existing theoretical frameworks for studying HSIs and a proposal for a new research agenda that pays close attention to the role of culture at individual, group, institutional and societal levels. Ultimately, we contend that while certain universal principles of internship design and implementation are likely to be applicable for HSIs and Latinx students, there are critical differences and opportunities for internships in these institutions and for these students that should be acknowledged and incorporated into HIPs-related policymaking and practice.