Research by interdisciplinary

scholars and the Strada Education Foundation “Building Better Internships” report has shown that paid internships significantly improve labor market outcomes for college graduates. Those who complete paid internships tend to secure higher-paying jobs after graduation, regardless of differences in field of study, gender, or race/ethnicity. They are also more likely to report that their first job required a degree and express greater satisfaction with that job compared to peers without internship experience.

Despite the clear benefits, accessibility remains an issue. Although 70% of first-year students plan to complete an internship, less than half do so, and only a quarter secure paid opportunities. This discrepancy is often due to financial challenges, time constraints from course loads or other jobs, and difficulties in finding internships, especially within specific fields of study.

The “Building Better Internships” report highlights that targeted research is essential for improving internship quality and accessibility. The University of Wisconsin-Madison’s Center for Research on College-Workforce Transitions, in partnership with Strada, developed the National Survey of College Internships to assess key metrics around program structure and student outcomes.

According to the 2023 findings, 96% of students participated in internships that connect education with career opportunities, with most seeking either career-specific experience (70%) or exploring potential career interests (26%). Additionally, 74% reported high satisfaction with their internships, which was closely tied to mentorship, skill development, and career growth.

Internships have become a crucial component of higher education, offering valuable real-world experience. As institutions strive to provide equitable and inclusive opportunities, several notable examples serve as models for both community college- and university-level support.

VCU’s Internship Funding Program

The Virginia Commonwealth University (VCU) Internship Funding Program (IFP) is designed to remove financial barriers for students pursuing unpaid or underpaid internships. Established in 2022, the program has evolved to meet the growing demand for financial support with the costs associated with internships, such as housing, transportation, and professional attire.

“Ensuring student access to internships and experiential learning has been a senior leadership priority at VCU for many years,” says Samara Reynolds, executive director of VCU Career Services. “Many of our students, especially first-generation, Pell Grant-eligible, and underrepresented minority students, face significant financial barriers that make it challenging to participate in these high-impact experiences.”

The program originated when VCU’s Career Leadership Council, co-founded by Reynolds and Dr. Maggie Tolan, was asked to write a proposal for an internship funding initiative. The resulting report, “Leveling the Playing Field,” set the groundwork.

In Summer 2022, VCU launched the IFP, awarding over $197,000 to 51 students. The awards, ranging from $600 to $5,000, enabled students to participate in internships they might have otherwise been unable to access.

Each year, approximately 150-200 students apply for funding, and VCU has expanded its reach from 51 students in the first year to 88 students in 2024. “Being able to participate in these internships opens up new doors for our students,” Reynolds says. “Our application and review process strikes a balance between being accessible and equitable while remaining detailed and competitive.”

Eligibility requirements include being an undergraduate with at least one semester remaining before graduation and maintaining satisfactory academic progress. Students are required to submit a detailed budget worksheet and essay outlining their financial needs and career goals. Applications undergo a blind review by a 50-person cross-campus committee.

“We ensure that all reviewers are trained to avoid any unconscious bias,” Reynolds says. VCU doesn’t just provide financial support; it also offers additional services such as professional headshot photos and the Suit Yourself Closet, which provides free, gently used professional attire. “These services level the playing field. … They ensure that students from all backgrounds can feel confident moving into professional spaces, including interviews and career fairs.”

IFP has had a profound impact on participants, reducing financial stress and allowing them to focus fully on their internships. “Reading student testimonials is one of the most rewarding parts of program administration,” says Reynolds. “Sharing the impact through student testimonials and outcome data is a powerful way to advocate for continued support.”

One testimonial on the VCU website emphasized, “The funding from IFP helped support my success by providing me the opportunity to show up to work every day to the best of my ability. The stress of worrying about whether I could afford to live in the area or afford professional attire was diminished.”

Reynolds advises other universities to offer similar resources: “Benchmark with peer institutions, start small, and get feedback from your campus community. Our professional headshots and Suit Yourself Closet are possible through Federal Work-Study employees, so sustainable staffing solutions are key.”

Maintaining and expanding the IFP has presented challenges, particularly in securing consistent funding. “Each year, we coordinate funding from various sources, including donor-funded and state-level grants,” Reynolds says. “We are only able to support about 40% of applicants, and expanding the program to meet more students’ needs is a priority.”

Reynolds recommends that other institutions start with a pilot program and seek cross-campus buy-in early. “Consider how data can support storytelling for your program,” she advises. One major challenge was ensuring the funding went directly to students rather than through their student accounts, which could delay access. “Thoughtful, realistic conversations with partner offices were essential to ensure we could meet our goals of providing direct student funding,” she says.

Reynolds emphasized the importance of transparency and collaboration.

Long Beach City College’s Faculty Diversity Internship Program

Long Beach City College’s (LBCC) Faculty Diversity Internship Program (FDIP) is designed to develop diverse candidates for community college teaching positions, aligning with LBCC’s broader institutional goals of promoting DEI (diversity, equity, and inclusion). Through a comprehensive training and mentorship process, FDIP is working to shrink faculty-level equity gaps and foster a more inclusive educational environment.

“The FDIP program is designed to prepare and recruit a diverse community of college faculty who are sensitive to the needs of the students and community it serves,” says Alina Yang, EdD, faculty coordinator for FDIP. “Our goal is to create a talented and dynamic pool of instructors who reflect the diversity of our student population, which includes people from various cultural, ethnic, gender, and socioeconomic backgrounds.”

The FDIP tackles the challenge of underrepresentation by analyzing faculty demographics across disciplines annually. LBCC then works closely with department heads to identify areas where diversity is lacking and recruits graduate students from local universities and colleges. Many FDIP interns begin as adjunct faculty before securing full-time positions.

“By strategically recruiting from underrepresented groups, we are aiming to close the faculty equity gap,” Carl said. “We’re also working on keeping better data on our program’s cohorts to track success stories, though many of our past interns have gone on to adjunct positions while awaiting full-time teaching opportunities.”

The FDIP offers rigorous monthly training sessions throughout the academic year to prepare interns for teaching in diverse classrooms. They receive two hours of training per month focused on culturally relevant and equitable teaching practices. Each intern is paired with a tenured faculty mentor who exemplifies these principles.

“Our interns must participate in these trainings, which are essential in developing the skills necessary for tenure-track positions,” Yang explains. “Once they complete the program and receive recommendations from their mentors, department heads are notified for future hiring consideration.”

While most FDIP interns enter with little teaching experience at the community college level, the program equips them with the professional development and teaching practices that current faculty receive. This preparation is particularly impactful for supporting underrepresented students.

“When our interns are hired, they are well prepared to support students from all backgrounds, especially those from marginalized groups,” says Yang. “The training they receive helps ensure they can foster student success.”

Integrating DEI efforts into the classroom is a cornerstone of the FDIP’s approach. Interns undergo training on equitable grading practices, and learn how traditional methods can disadvantage students of color, first-generation students, and others from marginalized backgrounds. Alternative methods such as contract grading and mastery-based grading are explored.

“Interns are encouraged to reflect on their grading philosophy and develop syllabi that remove barriers to student success,” Yang explains. “The program challenges them to think critically about their teaching practices, ensuring that they create inclusive and supportive learning environments.”

For colleges and universities looking to establish similar faculty internship programs, Yang emphasizes the importance of building strong relationships between human resources and faculty. FDIP underwent significant restructuring four years ago, transforming from a human resources-led initiative into a collaborative effort.

“Collaboration between human resources and a dedicated faculty coordinator is key to running an effective program,” Yang says. “Each group has its responsibilities, and by working together, we ensure the program operates efficiently and achieves its goals.”

Both VCU and LBCC have developed internship programs that prioritize financial support and equitable opportunities for underrepresented students and faculty. Programs like LBCC’s FDIP demonstrate how institutions can intentionally recruit, hire, and retain diverse faculty, which is crucial for fostering inclusive learning environments. VCU has shown that providing necessary resources helps ensure that students from all socioeconomic backgrounds have access to the tools they need for postgraduation success.