We’re seeing an increasing number of schools and districts who are working to establish industry partnerships to create internship opportunities for students. This is happening at every level–K-12 schools, colleges, and universities. In fact, in a recent episode of our College & Career Readiness Radio podcast, Brandon Busteed noted that while 8.2 million college students wanted an internship last year, only 3.6 million experienced one. Similarly, at the high school level, a survey conducted by American Student Assistance, found that 79 percent of students expressed interest in work-based learning, but only 34 percent were aware of accessible opportunities. There’s no doubt that career-connected learning and internship experiences are on the rise in both desire and availability, but the interest continues to outpace the options. The problem is scalability. The answer is variety. In the case where we can’t provide the traditional onsite paid internship, we must think outside-the-box. And for more students to access internships, we must alter their schedules to accommodate.  

Industry Sponsored Projects 

One solution that provides career-connected learning in lieu of a real internship is to source real industry problems and bring them into the classroom for students to solve. If industry professionals are not yet ready to host students onsite, one step in that direction is to ask partners for real industry-rated problems that students can solve as projects in the classroom. The problems can be associated with a student’s career pathway or simply based on a documented personal interest, and instead of managing the difficulties with transportation, contracts, red tape, and limited openings, schools can turn a real industry problem into a project. Take this to the next level by having students present their solutions back to the partner, either virtually (for ease) or in-person (if possible). Of course, this isn’t going to fully replicate the quality of a paid onsite version, but it’s a step in the direction toward satisfying the need for more profession-based learning.  

Virtual Internships 

Another increasingly popular solution to the demand for more internships emerges as a fully virtual option. In some cases, students participate live with an industry partner using collaboration tools, such as video conferencing. In other cases, students work on online modules and projects. The key to the virtual option is that it’s not a simulation; it’s actually connected to a real industry and a real problem. These are best when students get feedback on their projects and iterate over time to formulate a viable solution. They’re also best when the industry partners create videos to present the problem briefings so that students can see and feel that this is more than a classroom activity. Many of these are considered micro-internships or pre-internship projects. Either way, they’re easier to source (locally or through a platform) than onsite experiences. 

Flexible Schedules

For paid and unpaid onsite experiences to become more of a reality–both part- and full-time–the student schedule continues to be one of the biggest barriers. This is not an insurmountable hurdle, and many schools are rebuilding the high school master schedule to serve this need. Block schedules are becoming more popular, including modified blocks that allow for advisory periods where students can do the work associated with their industry project or virtual micro-internship. Block scheduling also allows students to work a full-day on their “off day” from school (in the case of A/B block scheduling). Some schools have even moved to a half-time structure for students to work within their placements for two weeks alternating with two weeks in schools. When the internship or work-based learning experience is tied to a course and credit, students are learning on-the-job transferable skills, sometimes earning an industry credential. Schools have undoubtedly figured this out for advanced standing courses, including dual enrollment, and the next step is building a block schedule to accommodate part- and full-time internships.     

Conclusion

We say start early–start simple. For the start early part, we suggest that schools build career exploration into the K-5 grade bands through games, books, guest speakers, and field trips. We continue the excitement in the middle grades with skills and strengths assessments, CTE coursework, career-connected learning, special events, career planning, and more. Starting early creates momentum and equips students with the knowledge and understanding to make better decisions about high school courses and postsecondary plans. 

For the start simple part, Brian Johnson, Work-Based Learning Coordinator, says to begin with easy entry points for industry partners. Asking a new partner to provide a full-time onsite paid internship can be overwhelming and intimidating. But, asking a new industry partner to join the class for a Q/A about their role is an easy way to establish the relationship and work toward other connections–projects and onsite experiences. 

When we start early and start simple, we create a continuum for students so that they learn about themselves and the world of work. This helps to make school more meaningful as they connect their day-to-day lessons to the skills they need to be successful beyond school, and it provides them with insight about future career choices. In the end, for every student to have access to an internship, teachers, school counselors, and school leaders are going to have to reimagine and redesign the format in which students engage with them. 

If you’re getting started with work-based learning, internships, tracking hours, block scheduling, and sourcing industry partners, we want to help. Book a free 30-minute thought leadership session with one of our subject matter experts here.