College of Arts & Sciences
- What is an internship?
- What is the value of an internship?
- What do high-quality internships look like?
- What resources does the Center for Career and Professional Development provide?
- What role do faculty members play in academic internships?
- How do faculty members and staff share responsibilities for supervising internships?
- What is the CAS compensation policy for supervising academic-year internships?
- What is an “Internship Learning Agreement”?
- What are good learning outcomes for an academic internship?
- How do students register for an internship course?
- What is our best advice to students at the outset of an internship?
- What does a student timesheet look like?
- Why do academic internships require reflective essays?
- What does a site supervisor’s evaluation look like?
- What does the student’s final paper, work products, or portfolio entail?
- How do faculty members elicit feedback on their supervision?
An internship is an experience that allows a student to apply academic knowledge and skills—while learning new knowledge and skills—within a professional work environment.
A successful internship is built on a sense of partnership between the university, the student, and the employer and is treated by all three partners as a vehicle for college-level teaching and learning. A successful internship is based on clear learning outcomes, clear and appropriate requirements, meaningful opportunities for student development and reflection, and support and feedback from a site supervisor and a designated faculty member. A successful internship gives the student the opportunity to gain experience and make connections in a professional field he or she is considering for a career path, and it gives the employer the opportunity to identify, guide, and evaluate talent.
Internships can be “academic” or “co-curricular.”
“Academic” internships are structured and supported like other upper-division courses that require a high degree of individualized faculty guidance and independent student work. Academic internships can be undertaken for credit or for zero credit. Either way, the student registers for an academic internship course and the course appears on the student’s transcript.
“Co-curricular” internships are those that students undertake with no registration process, no formal requirements, and no obligation of support from the university (though the Center for Career and Professional Development provides support for all internships, be they academic or co-curricular).
From the viewpoint of the College of Arts and Sciences, academic internships (credit bearing and zero credit) can be paid or unpaid.
Surveys conducted by the National Association of Colleges and Employers suggest that 60 percent of internships are paid.
From the viewpoint of the U.S. Department of Labor, unpaid internships must meet six criteria outlined here.
Adapted from Gonzaga’s Center for Career and Professional Development:
An internship allows a student to get to know a field of work from the inside.
Internships allow students to directly experience the professions they are considering. This exposure can help students make decisions about their career options.
An internship allows a student to work with professionals in the field and gain insight directly from them.
Being able to observe first-hand the variety of skills and qualities needed for a given profession can help a student determine whether the profession is a good fit. It also gives a student an opportunity to network with professionals in their chosen field and see what skills are required to be successful.
An internship allows a student to extend his or her knowledge and skills in a practical way.
Serious students devote time and effort to learning their disciplines. With an internship they have a chance to apply their academic knowledge and training; engage in on-the-job analysis, problem solving, and decision making; and face the challenges of the professional world. An internship can be one of the best expressions of their academic work.
An internship allows a student to bring the latest training to an employer and make a difference.
Employers are seeking students who are able to offer valuable input. Our students often have the most cutting-edge training. Internships give them a chance to bring current trends and fresh ideas to the working environment.
An internship can lead to employment.
Many employers invest time and resources into training interns, taking care to expose them to all aspects of the work. Some companies view this as a form of leadership training that can pave the way to an entry-level job. In fact, a growing number of employers are recruiting full-time employees directly from their pool of interns. Why? Their interns are already oriented and trained, and they have shown they can serve the needs of the organization.
Graduate schools and professional schools recognize the value of internships.
If a student is headed to graduate school or professional school, admissions committees recognize the value of field experience of all kinds when selecting candidates.
An internship helps distinguish a student’s resume.
Employers usually consider multiple applicants for every opening. When an employer notices a student has listed one or more relevant internship experiences, his or her resume has greater potential to make the cut. Employers realize most students will not be able to gain professional work experience while in college. When a student is able to highlight an internship as part of his or her “relevant” experience, however, it can make a valuable impression on the employer.
Adapted from Gonzaga’s Center for Career and Professional Development:
From the viewpoint of the Gonzaga student, high-quality internships offer:
- An opportunity for input from the start. This includes the determination of learning outcomes and responsibilities associated with the experience. A student who is a true partner tends to own the experience and to be motivated to achieve the learning outcomes.
- A clear job description or articulation of responsibilities. Specific and well-articulated details outlining what is expected of the student and a clear plan for providing training and support are essential components.
- A chance to practice and apply academic knowledge and skills. Making connections between the academic world of ideas and knowledge and that of the professional workplace bridges the core studies of Jesuit principles, including social justice and human betterment. Being able to apply learning in concrete ways is especially relevant for the Gonzaga student trained in liberal humanistic education.
- Effective supervision and mentorship. Every intern needs consistent and regular direction and feedback. Assigning a dedicated supervisor or mentor and establishing regular meetings for assessment creates growth and meaning for all participants in the internship. This is especially important at the close of the internship, when some of the most valuable reflection will occur.
- Meaningful work assignments. Although every job has rote chores, Gonzaga students undertaking internships are ready for responsibilities and challenges. Getting to practice creative problem solving, being a part of a team with a project, and learning new skills are central to valuable field learning.
- An opportunity to earn income and course credit. The fundamental reason for undertaking an internship is to explore a professional work environment. However, the cost of a college education requires most students to work for pay during the summer and even during the school year. Although some non-profit organizations might have no other recourse, there is increased scrutiny of the ethics and legalities of asking students to work without pay. If an internship has the components necessary for academic credit, that can make it even more manageable for a student.
- A professional work environment where interpersonal dynamics reflect the best behaviors. Students undertaking internships learn a lot through observation and engagement. When training a new and younger worker, demonstrating effective working relations and a commitment to healthy working environments will help shape their standards for this essential part of professional life.
- Opportunities to build relationships, network, and cement contacts. Students have come to understand the importance of sustained relationships with other professionals in their chosen career fields. These contacts can offer encouragement, guidance, and mentorship long after an internship is completed. Opportunities to develop these relationships are a key motivator for students.
- A chance for reflection. The process of summarizing, distilling, and recording what a student has experienced and learned contributes greatly to the long-term benefits of an internship. Learning objectives can be assessed in light of the ongoing and final learning outcomes. For the student, internal reflection can give the experience definition and structure.
In a high-quality internship, the employer specifically provides:
- A clearly-defined role in the company or organization. Giving an intern a title, job description, and designated work space helps to create investment and a sense of ownership in the assigned work. Success can be measured and achieved when clear expectations mark the way.
- Support for learning outcomes that connect the student’s course of study to the industry or field. While the employer’s role is not in the classroom, the employer nevertheless offers an important bridge between academic knowledge and its application in the workplace. A high-quality internship will make a connection to the knowledge and skills the student has learned in the classroom. Understanding the student’s course of study, blending it with core practices of the industry, and collaborating with the student and his or her faculty supervisor to craft relevant learning outcomes increase the value of the internship.
- Opportunities to show realistic, on-the-job tasks representative of the industry. A student undertaking an internship arrives ready to learn. The student wants to understand what a career in this industry or field looks and feels like. Having accurate and realistic assignments that truly represent the nature of work empowers the student with valuable information and insight. It also creates a fertile training ground from which future, well-qualified employees can be drawn.
- Opportunities for meaningful interaction with professionals working in the field. Students recognize the importance of sound communication skills and seek to practice them. These skills are essential to effective collaboration, team work, and productivity. A high-quality internship provides moments for meaningful, productive interaction with the practitioners of the trade. Such interaction not only creates networking opportunities, it enriches the culture of the workplace.
- Opportunities for challenge. Nothing is more impactful than a chance to work on a project from inception to completion. When a student exercises creativity, makes a decision, solves a problem when they see their work has relevance and makes a difference in the company or organization then quality learning has taken place, and it enriches everyone.
- Consistent mentoring, training, and feedback for performance. The student and the company or organization prosper most when the student works under direct supervision. Interns rely on active direction and well-informed appraisal. Attentive mentorship creates effective learning outcomes and enriches the program. It also creates strong models for sound working relationships.
- Broad exposure to the operations of the company or organization. Making sure the student is not “siloed” into one set of tasks helps create a high-quality experience. Broad exposure to various parts of the company or organization and its operations broadens the student’s understanding and enhances his or her experience.
- A social atmosphere in which professional relationships can be modeled and practiced. Workplace dynamics can be complex. As an intern, a student watches everything carefully for the purpose of learning. Modeling high standards in conduct, maturity, and professionalism not only influences young workers, it adds character and wellness to the workplace.
The Center for Career and Professional Development (CPD), located on the first floor of the Crosby Center, offers an array of resources for students seeking internships and for faculty members who want to support their efforts, including:
- Assisting students who are trying to identify an internship opportunity or perhaps want to create one from scratch. CPD staff help students develop resumes, apply for internships, practice their interviewing skills, and develop the mindsets that allow them to get the most out of the internships they have landed.
- Providing an “Internships 101” orientation twice a week and one-on-one counseling during open hours (Monday through Friday, 1:00 to 4:00) and by appointment.
- Welcoming faculty members to contact them to discuss any aspect of internship development, support, and supervision.
Faculty members supervising academic, credit-bearing internships treat the internships as the equivalent of other upper-division courses that require a high degree of individualized faculty guidance and independent student work.
A faculty member works with a student and employer to develop and approve appropriate learning outcomes and associated academic requirements (e.g., meetings, readings, reports, reflective essays, a portfolio). The faculty member then invests an appropriate amount of time in meeting and otherwise communicating with the student, supporting the completion of internship requirements, soliciting evaluations of the student’s performance from the site supervisor (with a visit to the site if feasible), and offering his or her own ongoing feedback.
Faculty members bear responsibility for supervising the academic content and assessing the overall performance of students undertaking academic, credit-bearing internships.
For an academic internship, an employer is asked to provide an evaluation of a student’s performance half way through the internship (earlier, if warranted) and at the end of the internship. A student is expected to provide, at minimum, a self-evaluation half way through the internship and another at the end of the internship. The supervising faculty member decides how much weight to give to these evaluations, to his/her own observations of the student’s performance, and to his/her evaluation of the student’s writing assignments, portfolio, or any other work products.
There is some variance in the expectations of faculty members who are asked to supervise or otherwise support academic, zero-credit internships.
A faculty member might be asked to review and approve internship requirements and learning outcomes and then provide a final assessment of the student’s performance (satisfactory/non-satisfactory), but otherwise faculty involvement in zero-credit internships is minimal. The College’s Internship Coordinator and CPD staff provide support for zero-credit internships.
If they choose, faculty members might invest time in developing new internship opportunities, maintaining relationships with employers and other partners who have offered rewarding internship opportunities, and helping students identify and secure internships.
CPD staff and the College’s Internship Coordinator bear primary responsibility for these tasks and are happy to support faculty members’ efforts.
For a guide to shared responsibilities, see the CAS Internships flowchart.
The policy is as follows:
- An academic internship program befitting an exemplary learning community requires that faculty members have adequate time and resources to plan, supervise, support, and assess credit-bearing internship experiences. Faculty members who are investing in the long-term success of the College’s academic internship program are compensated on par with the compensation they receive for fulfilling other teaching responsibilities.
- The College recognizes the supervision of at least 10 students enrolled in credit-bearing internships (for a total of at least 30 credits) as comparable with teaching one upper-division course during the academic year.
- Recognizing that faculty members might supervise only one or two credit-bearing internships per semester (if any), the College allows faculty members to “bank” their academic-year supervision of credit-bearing internships.
- The College allows individual faculty members to choose compensation in the form of overload pay or a future course release (to be scheduled with the Department Chair and approved by the Dean’s Office).
- The College requires faculty members to maintain and submit documentation of their work supervising credit-bearing internships when requesting compensation. See the Faculty Internship Supervision Compensation Checklist.
An “internship learning agreement” ensures that a student, a site supervisor, and a supervising faculty member understand and agree with the responsibilities and learning outcomes of an internship.
The learning agreement serves many of the same purposes as a course syllabus, but it reflects recognition of a teaching and learning partnership that includes not only a professor and a student but also an employer.
Many CAS departments and programs have developed their own internship learning agreements, learning “contracts,” and/or internship course syllabi. The most useful elements of these models have been incorporated into an Academic Internship Learning Agreement Template. All departments and programs are welcome to adopt this template or adapt it as necessary.
Steps to complete the internship learning agreement:
- Before the beginning of any new internship, a supervising faculty member and student discusses the components of the agreement, including the student learning outcomes (discussed in the next section of this manual).
- After the student has discussed these learning outcomes and other components with the employer, the student drafts his or her learning outcomes (and contribution to the overall program of study) and secures approval from the faculty member.
- With the learning outcomes in place, the student and employer then complete their information sections. They discuss and complete the student’s on-site responsibilities, the internship starting and ending dates, the anticipated schedule, and the internship site responsibilities. Both parties sign the agreement.
- The faculty member completes his or her information section. The faculty member and student review and discuss the student’s and site’s responsibilities. The faculty member and student then discuss and complete the student’s off-site responsibilities (including methods for self-evaluation) and faculty responsibilities. The faculty member signs the agreement, affirming his or her approval of the internship as appropriate for college-level learning and course credit. The faculty member retains the original agreement and returns copies to the student and employer. (The faculty member will forward an additional copy of the agreement to the Dean’s Office with the course registration form.
Student learning outcomes provide the structure for an academic internship. They help ensure that the student’s responsibilities are appropriate and that the internship is connected not only to the industry or field but also to the student’s own program of study. Learning outcomes also show an employer that a student has a sense of direction and purpose and a high level of investment in the internship experience.
Good learning outcomes are specific, measurable, challenging, realistic, and rewarding, in the following ways.*:
- Specific: Vague or overgeneralized outcomes (such as “will have learned about working in museums” or “will have learned about working in the personal finance industry”) make it difficult to know what a student should be doing in the context of his or her internship. A better outcome would explain more precisely what aspects of the field or industry the student will have learned more about. In many cases, it might help to think about specific work duties that can lead to specific learning outcomes. For example, the task of producing educational materials for students visiting an upcoming exhibit on the Civil Rights Movement would offer opportunities to learn more about the importance of k-12 outreach, state learning standards, and audience engagement to exhibit designers and educators working in the museum field.
- Measurable: Producing educational materials in order to learn about k-12 outreach is a specific task tied to a specific learning outcome, but it still might be difficult to track and evaluate the learning involved. Identifying components of the work and developing measurable outcomes can help keep an internship on track. Some metrics can be qualitative (“mastering my knowledge of the company’s strategies for recruiting and retaining clients”), but quantitative metrics can be even more helpful (“I will have learned how to work with three groups: public school teachers, private school teachers, and homeschoolers,” “I will have learned how to apply state learning standards to the educational materials for three grade levels,” “I will have worked with teachers and learned how to assess the pre-visit, visit, and post-visit learning experiences of fifty students”).
- Challenging: Good learning outcomes will come with a degree of difficulty. An outcome will require practicing a skill or applying classroom knowledge in a new, “real world” context, or it might require the acquisition of new skills or knowledge. It should build on the student’s prior program of study but also stretch the student’s capabilities in new ways.
- Realistic: Good learning outcomes will be challenging but also achievable within the context of the internship. The outcome of “producing educational materials that meet state learning standards for all k-12 grades during the first two weeks of the internship in order to learn about the importance of audience engagement,” for example, is specific, measureable, and challenging but not realistic. In the same vein, the outcome of “mastering the advanced features of Adobe InDesign” is perhaps not realistic for a student who has never used the program before. However, “learning the basic features of Adobe InDesign and other relevant programs in the Adobe Creative Suite” is specific, measureable, challenging, and realistic.
- Rewarding: A student will be more committed to “learning the basic features of Adobe InDesign” and acquiring other new knowledge or skills if those learning outcomes will allow the student to make a meaningful contribution to the company or organization and/or help the student in his or her future career. Since the primary beneficiary of an internship should be the student undertaking it, the learning outcomes should be rewarding for the student.
To generate good learning outcomes, the supervising faculty member might lead a discussion with the student based the following questions:
- Why do you want this internship?
- How will this internship build on your prior program of study?
- What is one specific thing you would like to know (or know better) or be able to do (or do better) by the end of your internship?
- What specific actions could you take in the course of your internship in order to achieve this particular outcome?
- How will we know that you have achieved this particular outcome? (In other words, how could we gauge or measure your success in knowing or being able to do what you specify?)
- Why is this particular outcome important to you? (If it is not important to you, it likely is not a worthwhile outcome.)
Adapted from Bellevue College Academic Internship Program Handbook
Registration for an internship course requires completion of an Academic Internship Learning Agreement and an Internship Course Registration Form.
Ideally, this form will be completed after the supervising faculty member, student, and site supervisor have discussed and completed the Academic Internship Learning Agreement.
The registration form asks for a brief summary of the student’s on-site and off-site responsibilities, the internship’s learning outcomes, the supervising faculty member’s methods of assessment (including, e.g., meetings with the student, review of the site supervisor’s evaluations, review of the student’s self-evaluations, and assessment of any papers or work products), and the projected number of hours to be spent on the internship. A completed learning agreement will contain all of this information.
The learning agreement must be completed and signed by the student, the site supervisor, and the supervising faculty member. The course registration form must be completed by the student and supervising faculty member and signed by the student, the supervising faculty member (as the designated course instructor), the student’s faculty advisor, and the appropriate department chair.
Once these forms are completed and signed, the course registration form and a copy of the learning agreement must be delivered together to the Dean’s Office (College Hall 416).
Upon approval, the course registration form will be forwarded to the Registrar’s Office.
Students who get the most out of their internships typically follow this advice*:
- Have a good attitude, an open mind, and an eagerness to learn. Enter your internship ready to learn but also to take up your responsibilities, tackle problems, pitch in, help out, and get things done. If your internship responsibilities need to be refined or modified, try to be flexible and open-minded, even if you need to tie additional learning outcomes to those evolving responsibilities. In fact, you might even benefit from showing initiative and proactively volunteering to take on new responsibilities.
Do not hesitate to advocate for yourself. If you want to try something new or learn something new during the course of the internship, let your supervisor know.
You should not expect an internship to turn into a job, but you can think about the internship as an extended job interview. You have a chance to show your supervisor and other employees that you possess the qualities that would make you a valuable employee. The site might not be able to hire you after the end of your internship, but your supervisor can still serve as a reference or connect you to other opportunities down the road.
- Be responsible, accountable, and professional. Do everything you can to prepare for your internship (at the beginning and before each day). Focus on what you want to learn, develop a plan for learning it, and do your best to adhere to that plan. Seek guidance when you need it, but also try to work independently and develop your sense of self-direction.
You are a student and an intern, but remember you are working in a professional environment. Understand your responsibilities, and be accountable for results. Listen carefully to the feedback you receive, and try to use that feedback as you move forward.
Also pay attention to office norms. Many students like to check Facebook or Instagram, respond to text messages, or take personal calls at their desks, but this might be viewed as distracting and unprofessional in many places of work. Likewise, attire that is acceptable on campus might not be appropriate in offices where most employees dress in business formal or even business casual. Try to determine office norms as quickly as you can, and act accordingly. And remember to take your cues from your supervisor and other employees, not from other interns.
- Be a good communicator and a good co-worker. You and your site supervisor should establish a regular meeting time. (And if your supervisor doesn’t offer this, you should ask!) Misunderstandings about a supervisor’s availability can have a negative impact on the internship experience. Supervisors generally frown upon interns who interrupt them every hour or two with questions. Likewise, interns can be frustrated by supervisors who seem too busy to offer guidance and answer questions. A regular meeting time ensures that you will have time (and that your supervisor will make time) to talk about your internship learning outcomes, your observations and experiences in the internship itself, your progress on projects or other assignments, your running list of questions, and anything else that might come up.
At the same time, don’t be shy about talking to other employees or other people you might encounter in the industry or field. Most internships present opportunities to work with people from a variety of backgrounds. Practice being a good listener, co-worker, team member, and (when possible) leader. More broadly, treat your internship as an opportunity to build your professional network. When you are at your internship site, be friendly and show your interest in other people’s work, career paths, and advice. See if you can attend professional events like conferences or conventions, make connections beyond the company or organization, and let people know you would like to stay in touch even after your internship ends.
- Maintain reasonable expectations. Most likely, your internship will not be perfect! But remember that, first and foremost, you are there to learn. If you learn that the internship or the company or even the entire industry is not what you expected, that can still be an incredibly valuable lesson. The internship itself is temporary, so try to get what you can out of the experience. Even an unsatisfying internship can offer opportunities to build a resume and build a professional network, and you might make a connection that can lead to your next internship or job.
- Reflect on your experience. Make time to write about (or otherwise document) what you are observing and experiencing in your internship. Review your learning objectives on a routine basis, and gauge how you are approaching them and how well you are achieving them. Reflect on what you are doing and what you are learning. If you record these reflections, you will be able to draw from them when you are seeking employment down the road.
* Adapted from Gonzaga’s Center for Career and Professional Development and Bellevue College Academic Internship Program Handbook
A simple timesheet helps a student document the time he or she spends on the internship and helps keep the internship on track throughout the semester.
Many faculty supervisors require a signed copy of the timesheet at the end of the internship.
Feel free to use the Academic Internship Timesheet Template.
Intentional, structured reflection helps students turn experience into learning.
An academic internship requires at least one reflective essay from the student. Many faculty supervisors require a short reflective essay (1-2 pages) at the midpoint of the internship and a longer essay (4-5 pages or more) at the conclusion.
Sample prompts for a midpoint reflective essay (a student might address one or more):
- Briefly describe your internship experience so far. How has it matched your expectations? How has it differed from your expectations?
- Have your learning outcomes changed? If so, explain how they have changed, why they have changed, and how you plan to achieve the new outcomes.
- What actions have you taken to achieve your learning outcomes so far?
- What have you learned in your classes or activities that has helped you in your internship? What things (if any) has your internship made you wish you had learned or studied?
- How would you rate your own internship performance so far? In what ways could your performance improve? How would you rate the support you have received? What additional support would help you improve your performance?
- What have been the most rewarding and most difficult aspects of your internship experience so far?
- Think about the professionals you have observed during the course of your internship. What attitudes, traits, or other characteristics have helped to make them successful? To what extent do they demonstrate a commitment to lifelong learning?
Sample prompts for a final reflective essay (a student might address several):
- Describe your internship experience and the actions you took to achieve your learning outcomes. How well did you achieve your learning outcomes? What factors affected your overall success?
- What factors affected your internship experience? How important was the support you received? What additional support do you wish you would have received?
- What knowledge and/or skills from your classes or activities had a bearing on your internship experience? What new knowledge and/or skills were you able to acquire or develop?
- Many students later determine that the most valuable aspect of their internships were the opportunities to build their professional networks. Describe your efforts to network with other co-workers and other professionals. Do you think these relationships will help you as you start your career? How?
- What were the most rewarding and most difficult aspects of your internship experience? What would you have changed and how would you have changed it?
- What did you learn about yourself as employee or co-worker during the course of your internship? What would your supervisor or co-workers say about you? What are your strengths? In what areas do you need to improve?
- If you could go back and give yourself advice at the outset of your internship, what advice would you give? In general, what advice would you share with other students at the outset of an internship?
- How has your internship experience confirmed, altered, or otherwise influenced your academic and/or career plans?
The internship site supervisor’s written evaluations of the student are vital. The site supervisor should provide written evaluations around the midpoint of the internship and at the end. The site supervisor and the faculty supervisor should discuss these evaluations with the student.
For a model see the Internship Site Evaluation Template.
Like other upper-division courses, an internship course requires a final paper, work product, portfolio, or other culminating work (in addition to a reflective essay).
Some faculty supervisors require a paper tailored to the nature of the internship a professional piece of writing that grows out of the work of the internship itself. The focus of the paper might be determined by the student and, ideally, it proves valuable for the student and for the internship site. For example, a student could prepare an analysis of a company’s recent decision to enter a new field, a memo to senior management recommending the adoption of a new technology, a letter to the editor based on the student’s insights in a certain area of non-profit advocacy work, or a new marketing plan revolving around the use of social media.
If the final assignment is a work product, the faculty supervisor could require a short, supplementary essay describing and analyzing the production process and the end result.
Gonzaga’s Public Relations internship course requires the preparation of ten short documents (e.g., press releases) during the course of the internship as well as a self-assessment paper, a report on the agency where the student is undertaking the internship, a paper based on an informational interview with a senior manager, and a final reflective essay. At the end of the internship, these papers comprise a portfolio that the student can take onto the job market.
The page numbers of a final paper, supplementary essay, or portfolio could vary based on the discipline and/or the number of credits for which the student has enrolled. As with the writing assignments in other courses, grading rubrics are helpful and appreciated.
Gonzaga University policy precludes evaluations for courses that enroll fewer than four students, but students undertaking academic internships appreciate the opportunity to provide feedback about the support they receive from their faculty supervisors.
Faculty members who expect to supervise multiple academic internships will want to use that feedback to affirm or improve the quality of the support they provide.
Faculty supervisors can incorporate a question about the quality of the support they provide in a final reflective essay prompt. Alternatively, faculty members can give students an Academic Internship Course Evaluation.