Information for Staff, Faculty Supervisors and Employers

The faculty supervisor is a Hamline professor who oversees the academic components of the internship experience. This means helping students develop learning goals, structuring academic reflection for the internship, and monitoring the student’s growth and learning. Faculty are encouraged to monitor the student’s progress at the internship site by communicating with the site supervisor and reviewing copies of the Midterm and the Final Evaluation forms. The faculty supervisor may also schedule a visit to the internship site to meet with the student and their site supervisor to discuss the internship experience and observe their work. Faculty are expected to provide students with guidance and feedback on navigating the internship experience when needed and assign a final grade for the internship at the end of the term.

Students do not earn academic credit simply by working at their internship site. Rather, credit is earned based on the learning and growth that students demonstrate as a result of their experience. The LEAP Learning Agreement (LLA) serves as a tool through which students and faculty supervisors can structure a learning and assessment plan tailored to the individual student’s experience and learning style.

Since internships meet the LEAP requirement (Hamline Plan “P”), students and faculty must use the LEAP Learning Outcomes as a guiding framework for creating these plans. Students should work collaboratively with their faculty supervisor to develop specific goals designed to meet the learning objectives of the LEAP requirement at Hamline. These learning objectives are:

• Apply learning from particular academic programs or disciplines to your internship experience
• Integrate skills or capacities developed through education and experience into your internship experience
• Reflect throughout the internship experience to develop personal insight, growth, and development, and to build capacity for lifelong learning

As you are working with students to create their learning plan, keep in mind the importance of developing learning goals that are specific, measurable and achievable. At the end of the internship experience, students should be able to provide you with artifacts of their learning that you can use in your grading, and which can be collected by the University for assessment purposes. Artifacts may come in a variety of forms, such as reflective journals or papers, a portfolio of work completed at the internship site, research papers on topics related to the internship experience, etc.

See the grading and assessment section for more information on evaluation at the end of the internship experience.

As an individualized learning experience, students and faculty have the discretion to design a learning plan for the internship that best meets their learning/teaching styles. However, there are a few best practices that faculty should follow to facilitate student learning and growth before, during and after the internship experience.

Pre-internship advising

• Help students consider the kind of internship that makes the most sense for them, based on their academic and career interests.
• Help students plan the best timing for an internship based on their academic plans.
• When appropriate, provide suggestions and resources for the internship search.
• Refer students to the CDC for specialized assistance with the internship search and internship advising. This is also helpful in eliminating confusion surrounding registration and LLA submission.

During the internship process

• Meet with students early in their internship experience to discuss their learning goals and complete the LLA. Work together to develop a clear plan for how you will evaluate the students and assign them with a grade at the end of the internship.
• Plan to communicate regularly with your student advisees through in-person meetings, video calls, email and/or phone communications.
• Regularly re-visit the student’s learning plan with them and make changes as needed.
• Communicate with the student’s site supervisor. Arrange at least two phone conversations at the beginning and end of the internship, and consider conducting a site visit midway through the internship (not required).
• Monitor the feedback that the student is getting from their internship site through the midterm and final evaluations (copies will be sent to you from the CDC). Engage students in reflection on their feedback.

After the internship

• Help students reflect on their experience as a whole. What did they learn? How did it change them personally and professionally?
• Discuss with students what their next steps will be. Will they pursue other internships, either in the same field or a different field? What additional coursework might they pursue to further their professional development? How does the internship impact their career and/or graduate school plans?
• Refer students to the CDC to further reflect on these topics and for assistance incorporating the internship into their resume and future searches.

Reflection is a critical component of the internship experience. Reflection is where connections between academia and the professional world are made, and where students deepen their understanding of the world of work and of themselves as developing professionals. Reflection also provides an avenue through which you can assess student learning.

In their publication “A Practitioner’s Guide to Reflection in Service-Learning” (1996) Eyler, Giles and Schmiede outline the “Five C’s” as a framework of best-practice for reflection. Reflection should be:

• Continuous in time frame
• Connected to the “big picture” information provided by academic pursuits
• Challenging to assumptions and complacency
• Contextualized in terms of design and setting
• Creative in terms of development and delivery

David Kolb’s Experiential Learning Cycle provides a graphical representation of the reflection process and boils it down to three questions: What? So what? Now what?  

• Image

  

  Eyler, Janet, and D.E. Giles. A Practitioners Guide to Reflection in Service-Learning. Nashville: Vanderbilt University, 1996.

  Reflection can be both informal and formal. You can engage students in reflection through regular conversation about their internship, as well as through formal assignments.

  Sample reflection prompts

Prompts are adapted from the University of Minnesota’s Community Service-Learning Center (umn.edu).

• What is your role at the internship site?
• What were your initial expectations? Have these expectations changed? How? Why?
• What about your internship has been an eye-opening experience?
• How do you motivate yourself to go to your internship site when you don't feel like it?
• What specific skills have you used at your internship?
• Describe a person you've encountered at the internship who made a strong impression on you, positive or negative.
• Do you see benefits of doing the work that is done at your internship? Why or why not?
• Has your view of the population with whom you have been working changed? How?
• How have the environment and social conditions affected the people at your site?
• What institutional structures are in place at your site or in the community? How do they affect the people with whom you work?
• Has the experience affected your worldview? How?
• Have your career options been expanded by your internship experience?
• Why does the organization you are working for exist?
• Did anything about your internship surprise you? If so, what?
• What did you do that seemed to be effective or ineffective at the internship?
• How does your understanding of the organization or the profession change as a result of your participation in this project?
• How can you continue your involvement with this organization or in this field?
• How can you educate others or raise awareness about the issues on which you have been working?
• What are the most difficult or satisfying parts of your work? Why?
• Talk about any disappointments or successes of your internship. What did you learn from it?
• During your internship experience, have you dealt with being an "outsider" at your site? How does being an "outsider" differ from being an "insider"?
• How are your values expressed through your internship?
• What sorts of things make you feel uncomfortable when you are working at the internship? Why?
• Complete this sentence: “Because of my internship, I am....”

These assignments can be built into student's learning plan, or they can be complimentary assignments that you require to enhance the student’s learning and provide artifacts for your assessment at the end of the internship experience.

Reflection on the discipline/professional exploration

• Glossary of terms: Develop a glossary of terms encountered at the internship. Provide definitions, sources, etc.
• Paper discussing future trends: Write a paper discussing future trends in the field. Provide an emphasis on changes occurring in the profession. Cite professionals at the internship site, journals, etc.
• Investigation of a professional organization: Identify a professional organization relevant to the internship and write a summary paper that includes:     
  • Mission of the organization
  • Benefits to membership
  • Ways to become involved in the organization as a student or new professional
  • Interview with a local member of the organization
• Related careers paper: Research a career related to the internship position; discuss parameters (e.g., salary, education required, promotion prospects), future trends, and assess fit.

Reflection on the organization/position

• History/mission paper: Write a paper that explores the history and mission of the organization. Require interviews of staff members at the organization as part of the research. Topics to include:
  • Mission of the organization
  • Impact of the organization
  • History
  • How has the organization changed over time?
  • Basic management structure of the organization
  • Funding of the organization
  • How does the intern’s work fit into the organization’s mission, etc.?
• Ethical dilemma paper: Write a paper that explores a common ethical dilemma that professionals in the field may encounter. Identify ethical standards for the field and discuss potential solutions.
• Monthly interim reports/monthly executive summaries: Write regular reflective papers to discuss responsibilities and challenges, progress on learning objectives, communication with site supervisor, likes/dislikes, mistakes/achievements, etc.
• Annotated bibliography: Write an annotated bibliography on five to 12 documents (articles, books, etc.) related to the internship position/responsibilities; include a summary of the readings and relationship to the internship experience.
• Project analysis: Write a report to review a project completed at the internship site.
• Feasibility study: Write a report to propose a new project or other changes that the student believes would improve the internship site.
• Research report: Write a research report on a topic relevant to the internship organization, industry, field, etc.
• Stakeholder meeting report/analysis: Attend a meeting with stakeholders from the internship site and write a reflection on what was learned, how it affects the site and how it will affect current or future work. For example, students interested in education may attend a PTA meeting.
• Letter to future interns: Write a real or hypothetical letter to future interns. Include reflection on the internship experience as well as advice for success.

Career development/life skill assignments

• Informational interviews: Conduct informational interviews with staff at the site, or other professionals in the field. Write a report/analysis of findings.
• Job shadow a professional or professionals in different areas at the internship site. Write a report or analysis of the experience.
• Create or update a resume: Have the document reviewed by professionals at the internship site, the CDC, and/or the faculty supervisor
• Summarize the transferable skills developed at the internship site in a reflective paper
• Write a cover letter: Identify a real internship or job opening and write an application cover letter that highlights the transferable skills developed in the internship experience
• Develop personal branding/social networking tools: Design a LinkedIn profile, online portfolio, or write a report on professional networking leads
• Write thank-you letters to site supervisor(s): Specify why the internship was beneficial, what was learned, how the Site Supervisor helped with the intern’s learning and growth, future steps as a result of the experience
• Give a presentation on the internship to other students and discuss the following:
  • Internship search
  • Goals for the internship
  • Expectations
  • Responsibilities
  • Supervision
  • Challenges
  • Successes
• Poster presentations: Give a formal presentation at a poster symposium. Include topics such as:   
  • Research conducted
  • Organizational history/mission
  • Special internship project
  • Responsibilities and learning

Adapted from Kathryn Hanna, Ph.D., faculty at the University of Minnesota and Hamline alumna ‘69.

See the Grading and Assessment section of the Hamline University Internship Guide for general guidelines on grading internships.

Because internships fulfill the LEAP requirement of the Hamline Plan, faculty supervisors are required to provide assessment data to the University to report on student learning outcomes. The LLA is structured in such a way to streamline this process for students and faculty because students are required to develop specific learning goals aimed at achieving the learning outcomes, and also to articulate what artifacts they will produce to demonstrate their learning. In addition to being useful material for grading, these products can also be used as assessment data.

Artifacts of student learning can take many forms, such as reflective journals, papers, presentations, and more. See the section above on reflection for ideas on formal assignments that could be used to promote reflection and demonstrate student learning.

You may choose to have students address their learning and progress toward the learning outcomes in one summative reflective paper. An example prompt for this paper could be:

Reflecting on your internship experience, discuss the following:

• How did the knowledge you have acquired as a student (either in your major/minor or generally as a student of the liberal arts) inform your internship experience? What academic concepts or theories did you observe and/or apply in your internship?
• How did the skills you have developed as a student at Hamline prepare you for your internship experience? In what ways did you apply these skills? How did the skills and experience you developed at your internship site inform your studies at Hamline?
• In what ways did you demonstrate initiative during your internship to monitor your performance, identify areas for personal or professional development, and use your existing skills and resources to learn and grow in those areas?

At the end of the internship experience, students should upload assessment data to the University assessment software, Canvas. This data will be randomly sampled on a regular basis by a team of faculty and staff to assess as a whole how students are faring in their demonstration of learning outcomes in each of the Hamline Plan areas. Faculty teaching practicum/internship seminar courses should create a special folder in their Canvas site for these artifacts for assessment.

Because internships take place in community settings, students will, at times, face a variety of conflicts or concerns. The following are some common concerns that may arise during an internship, as well as steps for addressing the issues.

The student is not being given substantive work or appropriate supervision

This can be a helpful learning experience for students to advocate for themselves in a workplace setting. Talk with students about how to have this conversation with their site supervisor. Help them make a plan for when to discuss the issue and how to approach the topic in a professional manner. The assistant program director of internships can assist with this as well.

If this initial conversation does not prove to be effective, you may choose to intervene as faculty supervisor, or you may ask the assistant program director of internships for assistance with intervening. Contact the site supervisor and discuss your concerns with them. Brainstorm ways that the student can get additional work or assistance at the site. Follow-up with the student and the site supervisor in a week or two to make sure changes have been made.

If the situation has not improved, the student may choose to terminate the internship. Consult the assistant program director of internships for assistance on how to terminate the internship in a professional manner. See the section on what to do if the internship falls through for options for maintaining or terminating the internship registration.

The internship site supervisor has left the organization

If an internship site supervisor leaves their position midway through the internship, the student may switch site supervisors to another staff person at the internship site. Students should contact the assistant program director of internships with the name and contact information of the new site supervisor, and share it with you as the faculty supervisor as well.

The student is unable to get enough hours to meet the minimum requirement

If a student discovers that they are unable to fulfill the minimum hour requirement for the internship, their may choose to extend the internship into the subsequent term by requesting an “Incomplete” grade from you as the faculty supervisor. Students must have worked at least 80 hours at their internship in order to be eligible for an incomplete. It is up to your discretion as the faculty supervisor whether to grant an incomplete, and how to structure the incomplete contract (Google Doc). If students are taking an incomplete, they should alert the assistant program director of internships about when they anticipate they will complete their hours and turn in their Final Evaluation. Once they have turned in their Final Evaluation and any remaining assignments to you, you may assign a final grade by submitting a grade change to Registration and Records.  

The internship has fallen through

Internships may fall through for a variety of reasons—changes at the internship site mean they can no longer support an intern, poor student performance results in the student being terminated, etc.

First and foremost, it is important to reflect upon and process what happened with the student. This experience itself can be a useful learning tool. You can also refer students to the assistant program director of internships or career counselors in the CDC to reflect upon the implications this has for their personal or professional development.

In terms of salvaging academic credit out of the experience, the student has several options. If the event happened prior to the add/drop deadline or the withdrawal deadline for the term, they may choose to simply drop or withdraw from the internship experience. If it is past the add/drop deadline or the withdrawal deadline, they may choose to submit an Undergraduate Petition of Academic Policy or an Undergraduate Petition of Registration Deadline to request a late drop or withdrawal. Such petitions are subject to a $50 late fee, if approved.

If the student accrued enough hours at the internship site that they would like to salvage the experience for academic credit, they may find another internship site to complete any remaining hours. Students pursuing this option should notify the assistant program director of internships of this change and file a new LLA with the CDC. The assistant program director of internships is also available to assist students with finding alternative sites, as needed.  

The student is unhappy in the internship

Though not a crisis per se, students can experience distress if they realize during an internship that the field they were considering does not align with their skills or interests. Although this is difficult for students, it can be a valuable learning experience. First, process the feelings and experience with the student. Try to determine if this is a natural “low” that many students feel when they experience a challenge at their internship site, or if it may be due to a poor fit between the student and the organization. As long as the student is not in an unsafe or unhealthy environment, and they are being well-supported at their internship site, encourage them to continue with the internship and use the experience as an opportunity to explore what they do like about the field, as well as to explore other related careers that might be a better fit.

At the end of the internship, reflect on the experience as a whole. What did it teach the student about themself and the world of work? Even if the experience was not what the student hoped, what positive things came out of it (i.e. skills developed, networking contacts, etc.) that they can leverage for future opportunities? What does this mean for their future career trajectory? Would it be beneficial to try a similar internship in a different setting, or a completely different internship elsewhere?

Refer students to the CDC for further processing, career counseling or career exploration.

The internship is an unsafe space for students

If the student feels at risk or experiences harm at any time during the internship experience, contact the assistant program director of internships immediately. The assistant program director of internships will intervene on behalf of the student and the University as appropriate to terminate the internship and contact any relevant authorities.

During the academic year (fall to spring), faculty are not compensated for supervising individual interns. During the summer term, faculty receive a stipend for supervising students who register for internships.

Faculty who supervise interns through an internship seminar are compensated for teaching the course during the academic year as well as during the summer. Consult with the dean of your college for specific details on compensation for supervising internships. This process is not managed by the CDC.

• National Society for Experiential Education
• Cooperative Education and Internship Association
• Center for Teaching and Learning at Hamline
• Eyler, Janet, and D.E. Giles. A Practitioners Guide to Reflection in Service-Learning. Nashville: Vanderbilt University, 1996. 

The Hamline University internship program is designed to connect students with quality work experiences that deepen their academic, professional and personal development. Hamline interns seek to apply their learning in a workplace setting, test career interests, gain confidence in their abilities and obtain resume-building experience. At the same time, Hamline aims to connect local employers with student interns who have a strong work ethic, creativity, and a desire to learn and make a difference at an organization.

Interns bring energy and fresh perspectives to your organization, and they can contribute new ideas and skills. Internships can serve as pre-recruiting tools—a chance to see potential employees in action and allow you to develop a strong candidate pool for permanent staffing needs, now or in the future.

Interns who have been converted into permanent positions have higher retention rates because the internship has served as an extensive opportunity for both the student and the organization to assess long-term “fit.” Internship programs provide opportunities for newer staff members at your organization to gain hiring, supervision and leadership experience. Interns serve as great word of mouth marketing—for future interns, employees, and for your organization’s brand.

An academic internship is a form of experiential education that integrates knowledge and theory learned in the classroom with practical application and skill development in a professional setting. Students earn academic credit, or there is some other connection to a degree-granting, educational institution. This work/learning arrangement is overseen by a faculty or staff member of an educational institution and by a designated employee of an organization. The internship is usually the length or equivalent of an academic term, may be part-time or full-time, paid or unpaid. An integral component of the experience that distinguishes it from other types of work is one or more forms of structured and deliberate reflection contained within learning agendas or objectives.

Internship definition developed in 2002 by Mike True of Messiah College in collaboration with other internship professionals across the country.

In order to be eligible for credit at Hamline, internships must meet the following guidelines:

• The internship must be a minimum of 120 hours during the term a student wishes to register the experience. This equates to approximately eight to 12 hours a week in the fall, spring or summer terms.
• Internships must provide substantive work experience that allows students to apply knowledge gained in the classroom to the professional world. Some job shadowing and observation may be built into the experience, but student interns should also be provided with a defined work plan or job description that includes daily responsibilities and projects.
• The experience should have a defined beginning and end, and have specific outcomes or objectives that the intern is expected to achieve. When seeking credit, students are responsible for filling out the LEAP Learning Agreement (LLA) from the CDC at Hamline and having it approved by their internship site supervisor.
• Interns should be supervised by a professional with expertise and educational and/or professional background in the field of experience.
• Interns should receive routine feedback and evaluation from their supervisor. The CDC at Hamline provides two evaluations for students and site supervisors to complete throughout the internship, a Midterm and a Final Evaluation.
• Interns should be provided with resources, equipment, and facilities to support the internship objectives and the student’s learning goals.
• If students are interested in seeking credit for their internships, they are responsible for registering the internship at Hamline, finding a faculty supervisor, and ensuring that the LEAP Learning Agreement and the two evaluations are completed and turned in on time. This process cannot be completed retroactively.

Student intern

The student intern is responsible for securing an internship, finding a faculty supervisor, formally registering the experience, and completing the LEAP Learning Agreement in consultation with the faculty and site supervisors by the due date for the term. Students must also meet the work expectations of the internship employer, complete any academic and reflective work as agreed upon with the faculty supervisor, arrange meeting times to complete the Midterm Evaluation and the Final Evaluation and ensure they are submitted to the CDC in a timely manner.

Site supervisor

The site supervisor is a professional staff person at the internship site who has expertise in the intern's work area. The supervisor is responsible for orienting and training the intern as well as guiding and evaluating their work at the internship site. Supervising requires taking time to discuss the intern's work, providing background information and resources, giving coaching and feedback, and providing opportunities for new learning. The site supervisor also provides formal feedback on the intern’s performance through the Midterm Evaluation and the Final Evaluation. The site supervisor may contact the faculty supervisor or the assistant program director of internships for feedback and assistance if problems arise with the internship experience.

Faculty supervisor

The faculty supervisor is a Hamline professor who oversees the academic components of the internship experience. This means helping students develop learning goals, structuring academic reflection for the internship, and monitoring the student’s growth and learning. Faculty are encouraged to monitor the student’s progress at the internship site by communicating with the site supervisor and reviewing copies of the Midterm and the Final Evaluation forms. The faculty supervisor may also schedule a visit to the internship site to meet with the student and their site supervisor to discuss the internship experience and observe their work. Faculty are expected to provide students with guidance and feedback on navigating the internship experience when needed and assign a final grade for the internship at the end of the term.

Assistant program director of internships

The assistant program director of internships is a staff member in the CDC who coordinates the undergraduate internship program at Hamline and provides resources and assistance to students, faculty and site supervisors. The assistant program director of internships meets with students to advise them on the internship program requirements and registration guidelines, provides assistance with the internship search, and oversees the administrative aspects of the internship program. The assistant program director of internships is a good first-point of contact for internship sites who are considering developing an internship program, and serves as an ongoing resource for students, faculty and internship site supervisors throughout the internship process.

Establishing clear objectives and structure to your internship program is critical for its success. Your organization will need to have clear procedures and ongoing support to successfully establish, maintain and grow a strong program.

• Identify your unique goals for the internship. What is your organization hoping to get out of having an intern, and what do you hope to be imparting to the intern? Ideally, it should be a mutually beneficial relationship. 
• Determine what the focus of the internship will be. Will the internship be a project-based experience, aimed at helping you complete a specific project, or will it be a position that contributes to the day-to-day functions of the organization on an ongoing basis?
• Where will the intern fit into the organization with regard to the reporting structure or staffing flowchart? And in a literal sense, where will the intern work? Having a designated workspace is important because it helps the intern feel like a part of the organization, and provides them with the tools necessary to complete their work.
• Identify the key players. Who is in charge of hiring, supervising, and supporting the intern? This may be a collaborative effort between several staff members, or it may be one main person who is working with the intern. In either case, buy-in from everyone in the department or the organization is critical to make the intern feel like a part of the team, and for all parties to get the most out of the experience.
• Create a hiring process and timeline. Plan to advertise your internship at least two to three months in advance of when you want the internship to start. Since many interns are interested in getting academic credit for their experience, it is helpful to align your internship with the academic terms: Fall internships typically run from September to mid-December, spring internships run from January or February to mid-May and summer internships run from June to mid-August. Posting two to three months in advance of when you would like the intern to start gives you time to collect and review applications, conduct interviews and extend an offer.
• Provide a strong start for the intern by giving them a thorough orientation. This should include an overview of the organization’s purpose, structure, organizational chart, and policies (hours, dress code, communication avenues, etc.). Introduce the intern to all of the staff and provide a tour of the space.
• Determine clear performance criteria and provide consistent feedback throughout the internship. This contributes to the professional growth of the intern and ensures high quality on-the-job performance. Ask your intern if there are specific requirements they must fulfill in order to get credit for their experience, and support them to the extent you are able in fulfilling their learning objectives.
• Make time to formally wrap-up the internship. Schedule an “exit interview” to collect feedback on the intern’s experience, and share final thoughts and advice on the intern’s performance and professional development. Provide a letter of reference or discuss potential future opportunities with your organization, if appropriate.

Hamline University considers it a best practice to compensate interns for their work. Doing so allows internship sites to attract a broader, more competitive pool of candidates. It also protects internship sites from liability, and creates a more professional relationship between intern and internship site. However, there are some circumstances in which unpaid, volunteer internships are acceptable under the law. For more information on federal laws regarding the difference between unpaid interns and paid employees, see the following resources and consult with legal counsel and/or professional accountants about these issues.

• US Department of Labor Handy Reference Guide to the Fair Labor Standards Act (dol.gov)
• Internship Programs Under the Fair Labor Standards Act (dol.gov)

Wages are negotiated between the internship site and the intern and are typically between $12 to $18 per hour. Stipends are an option as well, although you may wish to check with your human resources department to explore any legal issues regarding alternative forms of payment.

The CDC at Hamline can help you develop and advertise your internship program. Get information about our free job and internship posting system, Handshake, and other recruitment opportunities.

Sample internship posting*

Public and Media Relations Intern

Purpose

The Public and Media Relations Intern for the Office of Strategic Communications will be a member of a dynamic, professional team focused on conceptualizing, pitching, developing and completing projects for Hamline and outside businesses and nonprofit organizations through strategic public relations, social media, video production, media relations, and communications.

Responsibilities

• Craft, pitch, manage, and create PR and media relations plans and/or projects for local businesses and nonprofits, as well as for Hamline University
• Assist in enterprising media pitch opportunities
• Write and assist with news releases, media advisories
• Create written and visual content for Hamline’s digital signage across campus
• Update the Inside Hamline website with announcements
• Maintain the university’s online experts guide for news media sources
• Track and analyze success in media and public relations efforts, clips, content
• Maintain the “In the News” page on Hamline’s website

Timeline, hours, and pay

Positions could begin in late spring or early summer and would continue throughout mid August. 10-12 hours/week desired. Compensation starts at $15/hr.

Qualifications

• Excellent written and verbal communications skills
• Interest in developing social media content, including blogs, and an emerging understanding of utilizing social media such as Twitter, YouTube, Facebook, LinkedIn, and other sites for marketing purposes.
• Excellent interpersonal skills; ability to work with a diverse clientele
• Strong organizational skills and demonstrated attention to detail
• Ability to work as part of a communications team in a dynamic environment
• Ability to manage simultaneous projects
• Video shooting and editing skills, while not required, are a plus!
• Interest in journalism, communications, social media, video production, public relations, computer science/IT, or marketing preferred, but not required.

Application instructions

Apply online through Handshake. Submit a resume and cover letter by March 1. 

*Fields required by Handshake include but are not limited to: Position name, work location, number of available positions, pay rate, position start and end dates, and additional requirements based on qualification specifications

To get started in Handshake, visit joinhandshake.com and select "Log in" in the upper right hand corner to enter your information into the Employers/Career Centers section. The following process will request information about a contact person for your company and about your company itself. If you have questions, please contact us at 651-523-2302 or visit the Handshake Help Center for more information.

• Minnesota Association for Experiential Learning Resources (Google Site)
• Internship Best Practices (naceweb.org)

Q: What should I know about Hamline students?
A: Hamline students are diverse, (from 37 states and 42 countries; 39% are students of color and indigenous students with 52% of the 2020 incoming class being First Generation students) smart, (more than two-thirds receive academic scholarships) and involved in 80 student organizations, 20 intercollegiate athletic teams, and six music ensembles. Our students are hard-working, conscientious, community-builders, and have a strong sense for volunteerism with more than 150,000 combined hours of community service in 2016.

 Q: What recruiting services does Hamline offer?
A: Hamline offers a variety of services for employer such as free online job posting, on-campus interviewing, information sessions, and tabling.  

Q: How do I post a job or an internship opportunity for Hamline students? 
A: All our job posting and on-campus recruiting activities are done through Handshake. Register for a Handshake account to post jobs or request on-campus recruiting activities. For employers using Handshake for the first time, Handshake's support articles may be helpful. 

Q: Are internships paid or unpaid?
A: Students tend to respond better to paid positions. About 2/3 of our internships are paid. Offering a paid internship tends to bring a more productive pool of applicants. For information on the Department of Labor's guidelines regarding internship programs and compensation, see the Department of Labor's internship fact sheet.

Q: Do internships count for academic credit?
A: A student will decide whether or not to use an internship for academic credit. If you are currently or are interested in supervising a Hamline intern, please visit the Employer Internship Guide page for more information.

Q: Is it possible to present in a classroom?
A: Generally, faculty members do not consider their class time to be appropriate for employer presentations. However, you can contact us at workshop@hamline.edu or 651 523 2302 to inquire about your own information session.