Bridging Theory and Practice: High-Impact Internships in Sociology and Criminology Education

• In Event: Creating High-Quality Experiential Learning Opportunities for Undergraduate Students in Criminology and Criminal Justice Programs

Abstract

(a) Objective: As a High-Impact Practice (HIPs), internships allow students to apply classroom knowledge to real-world settings, fostering deeper learning, critical thinking, and career readiness. This presentation examines an academic department’s approach to integrating internships into sociology and criminology curricula, bridging the gap between academic training and professional fields. (b) Data/Methods: N/A. (c) Results: Students gain hands-on experience in community organizations, criminal justice agencies, or social service settings. Unique to this program is its emphasis on ethnographic skill development. Students act as participant observers, documenting experiences through fieldnotes and weekly writing assignments, culminating in a final ethnographic paper analyzing their host organization’s structure, culture, and societal role. The course achieves key learning outcomes: integrating academic knowledge with fieldwork, developing professional skills, and understanding organizational dynamics. A critical-reflexivity and iterative process reinforces these outcomes. Students read and discuss primary-source ethnographies, apply insights to their fieldwork, and collaborate in class to refine fieldnote-taking and analytical skills. (d) Conclusions/Implications: This presentation highlights the program’s structure, pedagogical strategies, and its transformative impact on students’ academic and professional growth. By showcasing this model, we aim to inspire educators to adopt and adapt HIPs that prepare students for success in their careers and civic lives.

Author

• Colin Olson, University of New Mexico