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What Everyone Should Know About Designing Equity-Minded Paid Work–Based Learning Opportunities for College Students
Sun, April 16, 8:00 to 9:30am CDT (8:00 to 9:30am CDT), Sheraton Grand Chicago Riverwalk, Floor: Level 2, Michigan BAbstract
With around 3.5 million college students completing an internship in college and a growing number of academic programs requiring them (Hora, 2022), the significance of work-based learning experiences in the higher education landscape should not be underestimated. While internships are widely considered “door openers” to life-changing careers, unpaid internships are unjust because they can create an unlevel playing field for historically underserved college students, rendering them inaccessible. According to the Center for Research on College Workforce Transition at the University of Wisconsin-Madison, an estimated one million students receive offers for unpaid internships each year (Hora, 2022).
Recognizing the challenges posed by unpaid internships, many community colleges have launched paid, work-based learning programs even during the pandemic to enhance student retention, foster career exploration, and create more viable workforce
pathways. In this presentation, I draw on case methodology to explore the characteristics of six work-based learning programs across the U.S. The five sites included in the investigation were Bunker Hill Community College (Learn and Earn Program), Salt Lake
Community College (Campus Internship Program), San Antonio College (Earn and Learn Program), Cuyahoga Community College (Summer Internship Program), and Middlesex Community College (Learn and Earn Experience). Preliminary findings suggest (1) the need to broaden participation among racially minoritized and low-income students, (2) the need for more robust, comprehensive data on student outcomes and program evaluation, and (3) the need to expand institutional funding to promote sustainability and address capacity issues. Findings from this study have important implications for college stakeholders in career services, academic advising, and workforce development.