The following provides information to help faculty and administrators assess and implement
internships and co-ops as a high-impact practice at Kennesaw State University. You
can also download a two-page and full-length document for your reference or to print.
"Internships are a typically one-time work or service experience related to the student’s major or career goal. The internship plan generally involves students working in professional settings under the supervision and monitoring of practicing professionals. Internships can be paid or unpaid and the student may or may not receive academic credit for performing the internship” (NACE 2016 Intern/Co-op Survey). “If the internship is taken for course credit, students complete a project or paper that is approved by a faculty member” (AAC&U HIPS).
“A Co-Op provides students with multiple periods of paid work in which the work is related to the student’s major or career goal. The typical program plan is for students to alternate terms of full-time classroom study with terms of full-time, discipline related employment. Since program participation involves multiple work terms, the typical participant will work three or four work terms, thus gaining a year or more of career related work experience before graduation.”
Performance expectations set at appropriately high levels
Internship supervisors set clear, ambitious goals for interns that reflect professional
standards.
Significant Investment of time and effort over an extended period
The internship should span a meaningful period (e.g., a full semester, summer or equivalent) rather than a short one-week or “shadow” experience
Interns engage in regular work (not just occasional observation) that demands sustained
involvement (e.g., project work, deliverables, evolving tasks).
Interactions with faculty and peers about substantive matters
The intern should have a dedicated supervisor/mentor in both their academic and host
organization with whom they meet regularly to receive constructive guidance, feedback,
and discussion of work.
Experiences with diversity
The intern works with colleagues, clients, and workplace situations that differ from
their own backgrounds, requiring them to adapt, communicate across differences, and
develop cultural and professional competence.
Frequent, timely, and constructive feedback
The intern receives formal constructive feedback at various points throughout the
internship from both the faculty and host site supervisor
Review of performance, goals, progress, and next steps, allowing for the intern to
act on feedback (e.g., revise work product, adjust approach, new task based on previous
reflection).
Periodic, structured opportunities to reflect and integrate learning
The internship design includes scheduled and structured opportunities to critically
reflect on their experience (e.g., journaling weekly or bi-weekly, discussion sessions,
debrief meetings with mentor/faculty).
Opportunities to discover relevance of learning through real-world applications
The internship tasks should require the intern to draw on knowledge from their academic
coursework (or other prior learning) and apply it in the workplace or professional
context.
Public demonstration of competence
The intern might be required to produce a final deliverable (report, presentation, project) that is shared with stakeholders in the organization (supervisor, team, possibly clients) rather than only the coordinator and can become part of their professional “portfolio” as tangible evidence of competence.
Characteristics of a HIP Co-Op Experience
Performance expectations set at appropriately high levels
Co-ops mirror professional standards, so students must meet workplace-quality expectations
Learning objectives are aligned with academic outcomes, and supervisors evaluate students
using industry-calibrated performance criteria
Significant Investment of time and effort over an extended period
Co-ops typically last several months to a full year, allowing students to engage deeply
in meaningful work.
Students invest substantial time in learning organizational processes, taking ownership
of long-term projects, and cycling through planning, execution, feedback, and revision.
Interactions with faculty and peers about substantive matters
High-quality Co-ops include structured interactions such as: check-ins or reflection meetings with faculty advisors, cohort meetings with fellow Co-op students, and iscussion boards or seminars tied to academic courses
Experiences with diversity
Co-ops immerse students in workplaces where they interact with colleagues, clients, and supervisors from varied backgrounds, cultures, ages, and identities.
Frequent, timely, and constructive feedback
Students receive ongoing feedback from worksite supervisors, often including weekly
check-ins, midpoint evaluations, and end-of-term assessments.
Strong Co-ops incorporate structured feedback loops between employers and faculty
so students receive coordinated academic and professional development guidance.
Periodic, structured opportunities to reflect and integrate learning
Reflection transforms Co-op experiences from “just work” into academic learning.
Effective programs require reflective deliverables to help students make meaning of
their work and articulate skills gained.
Opportunities to discover relevance of learning through real-world applications
Co-ops embody this element: students apply classroom knowledge in professional settings,
seeing the direct relevance of academic learning.
Public demonstration of competence
Students often complete a final culminating deliverable (e.g., presentation, report) that demonstrates the student’s professional growth and communicates competence to multiple audiences.
Enhanced Career Readiness and Employability
ICs help students develop career competencies such as communication, teamwork, professionalism, and problem-solving (NACE, 2023).
Students with IC experience report greater confidence in navigating the job market and articulating their skills to employers.
Stronger Employment Outcomes After Graduation
Research consistently shows that students who complete ICs are more likely to secure full-time employment and have higher starting salaries than peers without internship experience (NACE, 2022; Hora, 2019).
Paid ICs, in particular, correlate with a higher likelihood of receiving job offers post-graduation.
Deeper Integration of Academic and Practical Learning
ICs bridge theory and practice, allowing students to apply classroom knowledge to real-world settings
Structured reflection and supervision during ICs enhance critical thinking and metacognitive awareness.
Increased Academic Motivation and Retention
Experiential learning opportunities like ICs can boost students’ engagement and sense of purpose, contributing to higher retention and graduation rates (Kuh, 2008).
Professional Networking and Mentorship
ICs provide access to professional mentors and networks, which can open doors to future opportunities and help students clarify career goals (CEL, 2021)
Personal Growth and Identity Development
Students often experience growth in self-efficacy, adaptability, and intercultural competence, especially in ICs involving diverse settings or global experiences (CEL, 2021).
Informed Career Decision-Making
ICs help students test career paths and refine their interests, leading to better-aligned career choices after graduation (NACE, 2023).
