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A Roadmap for Establishing a Successful Internship Program in State Capitals and Beyond

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Title: A Roadmap for Establishing a Successful Internship Program in State Capitals and Beyond
Language: English
Authors: Marty P. Jordan (ORCID 0000-0002-4255-0110), Charles S. Matzke
Source: Journal of Political Science Education. 2025 21(1):84-104.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 21
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Political Science, Civics, Public Service, Government School Relationship, Internship Programs, Experiential Learning, State Government, Professional Development, Cultural Awareness, Public Colleges, Program Design, Program Guides
DOI: 10.1080/15512169.2024.2349533
ISSN: 1551-2169
1551-2177
Abstract: Public service internships are an established pedagogical tool in political science. Decades of scholarship on teaching and learning highlight how hands-on practicums can enhance students' substantive learning, professional development, civic values, and multicultural tolerance. Despite the proliferation of research on the student benefits of internships, faculty have received much less information on structuring and administering a successful internship program. We profile a public service internship program we have coordinated for over a decade on behalf of a public university in a state capital. We provide a roadmap for others looking to inaugurate or fortify their internship offerings in their state capital or local epicenter of government. We share our program's goals, student composition, academic curricula, sample syllabi and assignments, and other pragmatic considerations. Alumni survey results underscore how the program fosters innumerable expressive and instrumental benefits to students' civic values and professional preparation. By sharing this template, we aim to facilitate the implementation of impactful internship programs in state capitals and beyond, promoting experiential learning and place-based pedagogy in political science education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1459109
Database: ERIC
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  Value: <anid>AN0182438164;[15ub]01jan.25;2025Jan29.00:32;v2.2.500</anid> <title id="AN0182438164-1">A Roadmap for Establishing a Successful Internship Program in State Capitals and Beyond </title> <p>Public service internships are an established pedagogical tool in political science. Decades of scholarship on teaching and learning highlight how hands-on practicums can enhance students' substantive learning, professional development, civic values, and multicultural tolerance. Despite the proliferation of research on the student benefits of internships, faculty have received much less information on structuring and administering a successful internship program. We profile a public service internship program we have coordinated for over a decade on behalf of a public university in a state capital. We provide a roadmap for others looking to inaugurate or fortify their internship offerings in their state capital or local epicenter of government. We share our program's goals, student composition, academic curricula, sample syllabi and assignments, and other pragmatic considerations. Alumni survey results underscore how the program fosters innumerable expressive and instrumental benefits to students' civic values and professional preparation. By sharing this template, we aim to facilitate the implementation of impactful internship programs in state capitals and beyond, promoting experiential learning and place-based pedagogy in political science education.</p> <p>Keywords: experiential learning; internships; public service; state capitals; internship programs</p> <hd id="AN0182438164-2">Introduction</hd> <p>Public service internships have emerged as a mainstay experiential learning approach in political science to achieve applied learning (Van Vechten, Gentry, and Berg [<reflink idref="bib51" id="ref1">51</reflink>]). Pedagogical research has overwhelmingly affirmed the positive effects of these "learning by doing" experiences on student knowledge, skills acquisition, and professional development (Bradberry and De Maio [<reflink idref="bib6" id="ref2">6</reflink>]; Kurthakoti and Good [<reflink idref="bib34" id="ref3">34</reflink>]; Lucas [<reflink idref="bib37" id="ref4">37</reflink>]). Despite the clear benefits of internships, most universities and colleges only require a few credits of experiential learning or make it optional altogether (Collins, Knotts, and Schiff [<reflink idref="bib10" id="ref5">10</reflink>]). This is predominately because the startup costs are high for intentionally-designed, applied- and community-engaged learning programs (Austin and Rust [<reflink idref="bib3" id="ref6">3</reflink>]). Developing curriculum, supporting students, facilitating professional development opportunities, and ensuring compliance with institutional policies are resource-intensive (Diamond-Welch and Hetzel-Riggin [<reflink idref="bib15" id="ref7">15</reflink>]; Wolinsky-Nahmias and Auerbach [<reflink idref="bib53" id="ref8">53</reflink>]).</p> <p>Even though there has been a broad diffusion of public service internships in concept, there has yet to be a commensurate diffusion of content. Numerous articles provide empirical evidence for internships' short- and long-term benefits on student outcomes. However, few articles offer a blueprint for designing successful experiences (see Anderson [<reflink idref="bib2" id="ref9">2</reflink>]; Austin and Rust [<reflink idref="bib3" id="ref10">3</reflink>]; Van Vechten, Gentry, and Berg [<reflink idref="bib51" id="ref11">51</reflink>]; Wolinsky-Nahmias and Auerbach [<reflink idref="bib53" id="ref12">53</reflink>]). Departments often foster or fortify an internship program in isolation. There is limited sharing of sound practices and lessons learned between institutions. The communication that does happen is informal rather than systematic. This is a void we partially fill.</p> <p>We profile a public service internship program ("Program") we have coordinated for over a decade on behalf of a public university in a state capital. Our paper builds on existing scholarship on the positive effects of public service internships on student learning and career preparedness. It provides a roadmap for other institutions considering starting or strengthening a structured internship program at their epicenter of government, whether at the state or local levels. We review the Program's academic components and offer sample syllabi and course assignments. We share results from a recent alum survey as evidence of the Program's positive impact on students' substantive knowledge, skills acquisition, professional growth, and civic values. We also provide practical considerations and guidance for others seeking to enhance student learning and community engagement.</p> <p>Ultimately, we demonstrate how leveraging place-based pedagogy can impact learning outcomes, civic values, and professional development. This account offers insights to minimize startup costs for academic units aiming to establish or enhance experiential learning programs near state or local government. While adaptation is necessary for each department, this paper provides a diverse array of ideas to inspire the development or strengthening of similar initiatives.</p> <hd id="AN0182438164-3">Benefits of Internships As an Experiential Learning Tool</hd> <p>Public service internships are a linchpin experiential learning activity in political science curricula (Collins, Knotts, and Schiff [<reflink idref="bib10" id="ref13">10</reflink>]; Van Vechten, Gentry, and Berg [<reflink idref="bib51" id="ref14">51</reflink>]; Lucas [<reflink idref="bib37" id="ref15">37</reflink>]). Internships are supervised professional opportunities that permit students to gain experience, hone skills, and engage in applied work in their desired field (Maertz, Stoeberl, and Marks [<reflink idref="bib38" id="ref16">38</reflink>]).[<reflink idref="bib1" id="ref17">1</reflink>] Internships, whether unpaid or paid, contrast with standard employment. They involve training akin to educational settings, coursework and credit, flexibility for academic schedules, tasks that complement rather than replace employees' paid work, and no job guarantee afterward (Glatt 2015).[<reflink idref="bib2" id="ref18">2</reflink>]</p> <p>Relying on internships as a pedagogical tool is not a new concept in political science. Systematic reflection and evaluation of internships on student learning have been a research topic of interest in the discipline for quite some time (Van Vechten, Gentry, and Berg [<reflink idref="bib51" id="ref19">51</reflink>]). The short and long-term benefits of political science internships on student learning can be broadly categorized into four groups: (<reflink idref="bib1" id="ref20">1</reflink>) enhancing substantive knowledge, (<reflink idref="bib2" id="ref21">2</reflink>) fostering professional development and new skills, (<reflink idref="bib3" id="ref22">3</reflink>) increasing democratic citizenship, and (<reflink idref="bib4" id="ref23">4</reflink>) promoting diversity.</p> <p>(<reflink idref="bib1" id="ref24">1</reflink>) Internships augment students' substantive knowledge beyond traditional, didactic classroom instruction (Sisselman-Borgia and Torino [<reflink idref="bib48" id="ref25">48</reflink>]). Public service internships promote critical reflection and the practical application of theoretical concepts in real-world scenarios. When students connect their academic learning with field experiences, both prior and newly acquired knowledge become more relevant and meaningful (Sisselman-Borgia and Torino [<reflink idref="bib48" id="ref26">48</reflink>]). Research demonstrates that integrated learning improves students' substantive understanding of state legislative processes (Glover et al. [<reflink idref="bib26" id="ref27">26</reflink>]), local governments and nonprofits (Curtis and Blair [<reflink idref="bib13" id="ref28">13</reflink>]), legal procedures and concepts (Dicklitch [<reflink idref="bib17" id="ref29">17</reflink>]; Allen, Parker, and DeLorenzo [<reflink idref="bib1" id="ref30">1</reflink>]), and general political knowledge (Foley and Jordan [<reflink idref="bib23" id="ref31">23</reflink>]). Students also refine their analytical thinking, writing, and communication skills (Bradberry and De Maio [<reflink idref="bib6" id="ref32">6</reflink>]). These experiences enhance learners' ability to apply course concepts to new situations and yield significant academic benefits in subsequent courses (Markus, Howard, and King [<reflink idref="bib39" id="ref33">39</reflink>]; George et al. [<reflink idref="bib25" id="ref34">25</reflink>]).</p> <p>(<reflink idref="bib2" id="ref35">2</reflink>) Internships not only improve students' knowledge base but also their career readiness and interpersonal skills. Work-integrated learning can advance students' confidence, personal growth, workforce preparedness, and professional development (Simons et al. [<reflink idref="bib47" id="ref36">47</reflink>]; Purdie et al. [<reflink idref="bib44" id="ref37">44</reflink>]; Sisselman-Borgia and Torino [<reflink idref="bib48" id="ref38">48</reflink>]). Such experiences prepare students to be self-directed and life-long learners (Jiusto and DiBiasio [<reflink idref="bib32" id="ref39">32</reflink>]). Compared to other types of applied learning, internships are especially powerful at delivering a sense of self-efficacy and preparedness for the professional arena (Leary and Sherlock [<reflink idref="bib35" id="ref40">35</reflink>]). Intern students are also more likely to graduate on time, attend law or graduate school, find employment, and earn a higher income (Bolli, Caves, and Oswald-Egg [<reflink idref="bib5" id="ref41">5</reflink>]; Bradberry and De Maio [<reflink idref="bib6" id="ref42">6</reflink>]).</p> <p>(<reflink idref="bib3" id="ref43">3</reflink>) Political science internships have also been associated with increases in students' civic values and interest in public sector careers. Numerous studies have documented an increase in students' political participation, trust in government, political efficacy, and related civic values following a public service internship experience (Dicklitch [<reflink idref="bib17" id="ref44">17</reflink>]; Simons et al. [<reflink idref="bib47" id="ref45">47</reflink>]; Foley and Jordan [<reflink idref="bib23" id="ref46">23</reflink>]). Applied fieldwork has the potential to cultivate greater interest in public service careers (Curtis and Blair [<reflink idref="bib13" id="ref47">13</reflink>]). Of course, these gains are neither a given nor equal for all students. Oldfield ([<reflink idref="bib41" id="ref48">41</reflink>]) discovered that certain master's level students exhibited decreased trust, political efficacy, and interest in government careers after their fieldwork experiences, which lasted 2 years, resembling actual employment rather than the typical semester-long internship. For some students, idealism may have been replaced by cynicism as they encountered the realities of working in government, prompting them to reassess their career aspirations (Oldfield [<reflink idref="bib41" id="ref49">41</reflink>]).</p> <p>(<reflink idref="bib4" id="ref50">4</reflink>) Finally, internships can expose pupils to diverse environments and improve their multicultural skills (Simons et al. [<reflink idref="bib47" id="ref51">47</reflink>]). These hands-on stints make students more aware of societal problems (Markus, Howard, and King [<reflink idref="bib39" id="ref52">39</reflink>]). For example, students volunteering in a legal clinic assisting asylum seekers may interact with a Maya Quiché client fleeing violence in Guatemala. In a state legislative office, students may handle numerous phone calls from diverse constituencies seeking assistance or advocating policies. Similarly, interns in lobbying firms encounter a range of interests, including those of corporations and advocacy groups. These experiences push students beyond their comfort zones, fostering engagement with diverse individuals and ideas.</p> <p>Critically, internships may be a vehicle for students from underrepresented groups to enhance their future academic performance (Lowenthal and Sosland [<reflink idref="bib36" id="ref53">36</reflink>]; Finley and McNair [<reflink idref="bib21" id="ref54">21</reflink>]). Research finds that first-generation college students tend to accept lower-paying job offers quickly and have fewer professional contacts, lower self-confidence, and less experience in job application skills compared to their peers (DeOrtentiis, Van Iddeking, Wanberg [<reflink idref="bib14" id="ref55">14</reflink>]). Hands-on learning through intensive internship programs may help close these gaps.</p> <hd id="AN0182438164-4">Debates around appropriateness of experiential learning</hd> <p>Of course, not all scholars agree about experiential learning's positive effect. Kijinski ([<reflink idref="bib33" id="ref56">33</reflink>]) argues that by overemphasizing applied learning, students may miss out on more rigorous academic courses that force them to think, discover, and develop. To Kijinski, college is a place for purposeful grappling with intellectually stimulating material, not a preparatory school for employers. Kijinski criticizes an apparent race to the bottom to re-make higher education into mere vocational training. Although career readiness should not be the central goal of higher education, it can be a positive externality to our evidence-based pedagogy. Most scholarly research underpins how internships enhance, rather than dilute, learning. Practicums allow students to reinforce or challenge their prior cognizance and gain competencies valuable in the professional arena.</p> <hd id="AN0182438164-5">Internship program design and support matter</hd> <p>Even so, not all internships are equal. Students can participate in intensive programs combining internships with symbiotic coursework or independently pursue fieldwork to bolster their experiences and credentials. Experiential learning differs from learning from experience (Kurthakoti and Good [<reflink idref="bib34" id="ref57">34</reflink>]). Without proper structure and support, students may struggle to make sense of the "theoretical 'forests' [from] the empirical 'trees'" of applied experiences (Pecorella [<reflink idref="bib43" id="ref58">43</reflink>]). Therefore, internship programs should be intentionally designed, facilitated by a qualified instructor, and assessed to ensure higher-order student learning (Kurthakoti and Good [<reflink idref="bib34" id="ref59">34</reflink>]; Lucas [<reflink idref="bib37" id="ref60">37</reflink>]).</p> <p>We align with scholars like Foley and Jordan ([<reflink idref="bib23" id="ref61">23</reflink>]) in asserting that structured internship programs yield superior student learning outcomes compared to individual internship experiences. By "structured internship programs," we mean those requiring students to commit significantly to internship hours (e.g., at least 10 per week), symbiotic coursework, robust faculty support, chances for peer collaboration, and networking opportunities with practitioners. Structured internship <emph>programs</emph> are distinct from internship <emph>courses</emph>. While internship courses may offer similar elements, structured programs often demand additional engagement, such as enrollment in complementary substantive courses, collaboration with peers, interaction with guest speakers, and mentorship from faculty members. Such immersive programs constitute a community of practice (Donovan, Porter, Stellar [<reflink idref="bib20" id="ref62">20</reflink>]). We assert that the Program detailed herein qualifies as an internship program rather than merely a course.</p> <p>The distinction between structured programs and courses lies in the depth of these components, with structured internship programs requiring a more comprehensive approach to student learning and development. Thus, internship programs should produce larger increases in students' core competencies. Indeed, Pecorella ([<reflink idref="bib43" id="ref63">43</reflink>]) maintains that internships are more likely to be successful if there is proactive monitoring by faculty and complemented throughout with academic coursework. Structured public service internship programs are associated with more significant gains in students' civic values, such as political knowledge, political efficacy, and trust in government relative to students pursuing a solo internship experience (Foley and Jordan [<reflink idref="bib23" id="ref64">23</reflink>]).</p> <p>Similarly, by centering our Program in the state capital's social, political, and ecological context—known as the "pedagogy of place"—we can further impact students' experience and professional growth (Gruenewald [<reflink idref="bib27" id="ref65">27</reflink>]). State capitals and other governmental hubs attract more politically engaged individuals than other localities. Therefore, students have more opportunities to interact with other civic-minded residents and work in and around government in these environments. Jensen and Hunt's ([<reflink idref="bib31" id="ref66">31</reflink>]) research highlights the value of political science students attending universities in or near state capitals. Those students attending capital universities are more likely to be interested in politics, intern at the capital, seek employment in the public sector, and get involved in politics after graduating than students at more distant universities.</p> <p>Underscoring the potential impact of place-based pedagogy, more than 160 colleges and universities are in or proximate to state capitals (Flowers [<reflink idref="bib22" id="ref67">22</reflink>]). Furthermore, every brick-and-mortar higher-education institution is located within counties, cities, or townships, offering abundant public service opportunities within local government offices, courts, and agencies. Anderson ([<reflink idref="bib2" id="ref68">2</reflink>]) and Dickinson et al. ([<reflink idref="bib16" id="ref69">16</reflink>]) illustrate how purposefully designed high-impact experiences in cities and towns outside state capitals can produce comparable benefits to those outlined by Jensen and Hunt ([<reflink idref="bib31" id="ref70">31</reflink>]) for state capitals. Students in these smaller-scale environments, often facing capacity and resource limitations, can gain a broader portfolio of assignments and tasks. Placing students in the center of the action should augment their civic values, relevant skills, and career interests in government.</p> <hd id="AN0182438164-6">Overview of a State Capital Internship Program</hd> <p>We launched a 14-credit public service internship program ("Program") for our Research-1 public university in the state capital in 2013.[<reflink idref="bib3" id="ref71">3</reflink>] The purpose of the Program was three-fold: (<reflink idref="bib1" id="ref72">1</reflink>) to rekindle interest among students for careers in public service at the state and local levels, (<reflink idref="bib2" id="ref73">2</reflink>) to facilitate greater representation in government of students from historically excluded and marginalized social identities, and (<reflink idref="bib3" id="ref74">3</reflink>) to transfer substantive knowledge and applied skills to students preparing them for professional success beyond college.</p> <p>(<reflink idref="bib1" id="ref75">1</reflink>) The Program's first goal is to encourage students to consider a vocation in state or local government, driven by the declining interest in public sector jobs and the disproportionate focus on federal positions among college graduates (Bright and Graham [<reflink idref="bib7" id="ref76">7</reflink>]; Rose [<reflink idref="bib46" id="ref77">46</reflink>]; Viechnicki [<reflink idref="bib52" id="ref78">52</reflink>]). Just six percent of students plan to work in government upon graduating (Bright and Graham [<reflink idref="bib7" id="ref79">7</reflink>]), and those that do, prefer employment at the national level (Rose [<reflink idref="bib46" id="ref80">46</reflink>]). This is paradoxical as most policymaking and hiring occur at the state and local levels (Conlan [<reflink idref="bib11" id="ref81">11</reflink>]; Rose [<reflink idref="bib46" id="ref82">46</reflink>]). By exposing students to government at the subnational level, introducing them to myriad public servants, highlighting possible career paths, and honing relevant skills, we solidify students' motivation for and confidence in state and local outlets (Rose [<reflink idref="bib46" id="ref83">46</reflink>]).</p> <p>(<reflink idref="bib2" id="ref84">2</reflink>) The Program's second aim is to increase the representation of individuals from historically excluded or marginalized social groups. Centuries of de jure policies excluded large segments of the American population from active participation in government. As a result, fewer women and Black, Indigenous, and other people of color (BIPOC) campaign for, are elected, or appointed to public office (Hardy-Fanta [<reflink idref="bib29" id="ref85">29</reflink>]; Carroll and Sanbonmatsu [<reflink idref="bib9" id="ref86">9</reflink>]). Despite improvements in civil service representation, disparities persist in elected and appointed positions (Cooper, Gable, and Austin [<reflink idref="bib12" id="ref87">12</reflink>]; Hill [<reflink idref="bib30" id="ref88">30</reflink>]).</p> <p>Under-representation has also been a reality of undergraduate internship-based programs (Lowenthal and Sosland [<reflink idref="bib36" id="ref89">36</reflink>]; Doherty [<reflink idref="bib18" id="ref90">18</reflink>]; Sisselman-Borgia and Torino [<reflink idref="bib48" id="ref91">48</reflink>]). Our Program works to recruit women, BIPOC, and first-generation college students to dismantle gender, racial, and class barriers in government. To assist with this goal and help offset the burden of unpaid public service internships, we offer at least two Program scholarships per semester. We prioritize scholarship applicants with a deep commitment to public service, financial need, and identification as a member of an underrepresented social group. These collective efforts have produced positive results. In the most recent cohort, six out of ten of the students are women, and half identified as people of color.[<reflink idref="bib4" id="ref92">4</reflink>] An added benefit of a diverse cohort is that inclusive environments further enhance students' higher-order thinking and learning (Pascarella et al. [<reflink idref="bib42" id="ref93">42</reflink>]).</p> <p>(<reflink idref="bib3" id="ref94">3</reflink>) The Program's third goal is to deepen students' understanding of state and local politics, policymaking, and law, while equipping them with core competencies for careers in or around government. Just as students prioritize the federal government when eyeing public sector employment, they also disproportionately emphasize the national level in their studies. The Program affords pupils a front-row seat to politics and policymaking in the state and local arenas through the corresponding classes and practicums. Our institution's proximity to the state capital allows us to meet in government buildings and execute all program courses and components at the state's nucleus for political, policy, and legal activity. The Program helps students connect substantive theories from the classroom to the practical realities of government in action (Markus, Howard, and King [<reflink idref="bib39" id="ref95">39</reflink>]; Glover et al. [<reflink idref="bib26" id="ref96">26</reflink>]; Foley and Jordan [<reflink idref="bib23" id="ref97">23</reflink>]; Lucas [<reflink idref="bib37" id="ref98">37</reflink>]).</p> <p>In addition to acquiring substantive knowledge, students develop a wide range of technical and interpersonal skills. They learn technical skills such as constituent services, campaign organization, and legal case management software, along with budgeting, grant writing, polling, and trial procedures. They also enhance their public speaking and written communication abilities through internships and applied coursework. Moreover, participants refine interpersonal skills like self-efficacy, teamwork, executive function, and leadership, which are crucial for a successful career in government. Placing students in unfamiliar professional environments challenges them to expand these essential skills beyond their campus comfort zone.</p> <hd id="AN0182438164-7">State capital internship program's composition</hd> <p>Since its inception, more than 230 political science majors have participated in the Program. Students must complete a public service internship for 18 or more hours per week and enroll in three courses totaling 14 credits. Given the Program's labor-intensive nature, we only offer the initiative during the Spring semester.</p> <p>Recruiting and screening potential students is a vital yet time-consuming aspect of the Program. Cohort sizes are capped at 25 students to ensure a supportive, collegial, and deliberative environment. We generally require students to be juniors or seniors and maintain a cumulative 3.0 GPA. Still, we execute a holistic review of applicants, interviewing them about their passion for public service, internship preferences, relevant experiences or skills, and communicating the expectations for the Program.</p> <p>As part of the professionalization process, students apply for and secure their own internships. We provide an extensive database of contacts, potential placements, and feedback on resumes and cover letters. Allowing students agency in selecting from a diverse set of placements fosters professionalism, confidence, self-efficacy, and an opportunity to test the waters of possible vocations.[<reflink idref="bib5" id="ref99">5</reflink>] Program students have worked in 130 distinct offices, contributing more than 65,000 hours of public service.</p> <p>Figure 1 displays the breakdown of students' internship placement by sector in the Program. As is evident from the bar graph, students' internship experiences are varied. A little more than half of the students complete an internship in state House or Senate offices. The remaining half of students are nearly evenly split across lobbying and public relations firms; the Governor's Office or executive branch agencies; campaigns or political parties; nonprofit organizations; or judges, prosecutor's offices, or law firms. A smaller percentage of students end up interning with local government officials, Congressional district offices, or some other type of placement.[<reflink idref="bib6" id="ref100">6</reflink>]</p> <p>PHOTO (COLOR): Figure 1. Internship Program Placement by Sector.</p> <hd id="AN0182438164-8">Evolution of the State Capital Internship Program</hd> <p>This Program was conceived over a decade ago through collaborative efforts between the Department chair, a faculty member (one of the authors here), and the Department's alumni advisory board. One alum, in particular, who was the managing partner for a prestigious multi-client lobbying firm, leveraged their enthusiasm for the idea and extensive network to secure internship sites with state legislators and lobbying firms. The same alum helped us secure access to the Senate Majority Leader's conference room in the state Capitol one day a week and their lobbying firm's conference room another day each week. To assess student interest, we piloted a state and local government course near the state Capitol, hosting weekly guest speakers. Although internships were optional, they were highly recommended. The significant demand for the downtown class led us to officially establish the Program.</p> <p>One faculty member oversees the entire Program, with the manuscript's second author having developed and launched it before retiring four years ago and passing on the Program's leadership to the first author. The faculty's responsibilities are wide-ranging, encompassing student recruitment, interviewing applicants, providing guidance on application materials, identifying potential internship sites, securing contracts, enacting the curriculum, coordinating guest speakers, evaluating students, creating promotional materials, engaging with alums and donors for fundraising efforts, and compiling assessment reports. The faculty also maintains teaching and service commitments during the Spring semester when the Program operates, in addition to the Fall and Summer semesters.</p> <p>Launched without a set budget, the Program benefited from in-kind donations of the Capitol and lobbying firm's conference rooms. Initially, fundraising efforts were minimal as faculty focused on curriculum development and Program establishment. However, as the Program matured, the faculty dedicated more time to engaging donors and alums, successfully communicating the need for scholarships to support students in unpaid public service internships. These fundraising efforts have proven successful, notably because alumni prefer contributing to scholarships that directly support individuals rather than to the Department's broader objectives.[<reflink idref="bib7" id="ref101">7</reflink>]</p> <p>Thirteen students comprised the inaugural cohort, which has since expanded to accommodate 25 students annually, aligning with the capacity of utilized conference rooms and ensuring a manageable group size. As the Program evolved, key challenges included curriculum development, speaker recruitment, and broadening internship opportunities. These obstacles were overcome by tapping into personal and professional networks, notably by involving the university's alumni base, appealing to their loyalty, and utilizing connections within the alumni advisory committee. By securing a select group of high-level speakers and strategically mentioning their involvement in invitations to others, we often garnered commitments from additional prominent public servants. Despite limited university backing initially, the Program's success was fueled by a combination of professional connections, resourcefulness, and gradual growth, resulting in increased internship opportunities and enhanced program reputation.</p> <hd id="AN0182438164-9">State Capital Internship Program Curriculum</hd> <p>Our Program is a boon to students because it involves more than merely completing an internship. We complement students' hands-on learning with topic-relevant, applied coursework via three hybrid courses.[<reflink idref="bib8" id="ref102">8</reflink>] The three classes include a State and Local Government course (4 credits), an Applied Policy Writing course (4 credits), and a Professional Development for Public Service course (6 credits). These courses transfer core competencies and technical skills to students, which are beneficial during and beyond their practicums.</p> <hd id="AN0182438164-10">State and local government course</hd> <p>The "State and Local Government" course (4 credits) aims to simultaneously enhance students' substantive knowledge of state and local government, politics, policymaking, and the law and augment students' professional network by meeting speakers connected to government. Students delve into state and local government structures, federalism, political behavior, and policies through online lectures and readings. They examine executive, legislative, judicial, and administrative branches, alongside contemporary policy debates and interactions between political parties, interest groups, and the media.</p> <p>Beyond these didactic tools, we introduce students to dozens of speakers during the semester. The list of keynotes frequently includes the Governor, gubernatorial chiefs of staff, state legislators, judges, city mayors and managers, agency directors, journalists, lobbyists, and political party leaders. Guest lecturers span partisanship, gender composition, racial and ethnic identity, area of expertise, and time of service. High-profile speakers are willing to meet with students because of the Program's aims and because we have nurtured these relationships over the years. Ninety-five percent of guests spend an hour or more with our students, with the overwhelming majority returning annually.</p> <p>Students' substantive knowledge and professional networks are expanded during these guest lectures. Students learn about the partisan challenges in advancing legislation, the budgeting process, how regulatory rules are enacted, the court structure, how to frame and solve policy problems, and how hyper-polarization and political outrage jeopardize consensus-building. Students are required to ask questions and participate in these discussions. They typically ask speakers about their policy wins and losses, contemporary political debates, or career advice. Considering convenience for the keynotes and because place engenders learning (Gruenewald [<reflink idref="bib27" id="ref103">27</reflink>]), we hold classes off-campus in or near the state Capitol building. These settings further immerse students in the public service environment and prepare them for the professional workforce.</p> <hd id="AN0182438164-11">Applied Policy Writing course</hd> <p>The "Applied Policy Writing" course (4 credits) seeks to strengthen students' written and oral communication skills for careers in or connected to government. Students are often required to communicate professionally in ways they are not typically trained via traditional academic courses. While research term papers have pedagogical utility, such assignments are less relevant outside academia.</p> <p>Thus, in consultation with practitioners, we crafted a series of assessments to help hone students' applied writing and speaking for the policy arena. For instance, we ask students to attend a legislative committee hearing and write a report summarizing the bills discussed. Students are assigned bill analyses and policy memos, training them to synthesize legislative histories, propose policy solutions, and select the best course of action. Students also write a ten-minute speech and a one-page press release for their placement. Students can also assess an elected official's social media accounts or ponder ethical conundrums relevant to public service.[<reflink idref="bib9" id="ref104">9</reflink>]</p> <p>The final assignment is a group project, requiring students to select a policy topic, draft written testimony, and present it at a mock legislative committee hearing held at the Capitol, with legislators serving as the committee. Analogous to an actual hearing, legislators pepper students with questions about their topics. Despite initial anxiety surrounding this high-stakes assignment, students excel due to ample opportunities to engage with Program content and interact with high-level officials throughout the semester. Legislators comment that the students are better prepared than most who testify regularly.</p> <p>These assignments mirror the series of short, successive research and communication tasks that students will be responsible for in the workforce (Butcher [<reflink idref="bib8" id="ref105">8</reflink>]). Although some of these assignments may be less directly relevant to students in legal internships, they still acquire valuable experience in research, argumentation, and analytical writing, all of which are beneficial skills for the legal field. The assignments force students to write well-organized, logical, and concise submissions devoid of esoteric language. Students receive extensive feedback on draft and final assignments from the instructor. We also require students to peer review several of their colleagues' assignments against established criteria, enhancing their writing and lightening the instructor's grading load. A notable advantage from the community engagement perspective is that these assignments also benefit the internship partner, as students are encouraged to utilize them for their placement (Gazley, Bennett, Littlepage [<reflink idref="bib24" id="ref106">24</reflink>]).</p> <hd id="AN0182438164-12">Professional Development for Public Service course</hd> <p>Finally, the "Professional Development for Public Service" course (6 credits) complements students' professional growth alongside their praxis. Students earn six credits by interning for at least 18 hours per week, totaling 270 hours for the semester. While students' primary objective is to excel at their internship, noteworthy secondary goals include self-actualization, self-efficacy, and professional development. To monitor progress toward these goals and square with accepted practices for maximizing experiential learning, we facilitate a space for students to reflect critically on their experiences (Blount [<reflink idref="bib4" id="ref107">4</reflink>]; Qualters [<reflink idref="bib45" id="ref108">45</reflink>]). Students pen bi-weekly journal entries about their internships, documenting their achievements and mistakes, soliciting advice, and venting about challenges.</p> <p>Beyond this, we ask students to engage in readings, lectures, and essays on various topics. These include how to better receive and deliver feedback; how one's intersectional identities, privileges, and biases might affect serving others (see Donavan [<reflink idref="bib19" id="ref109">19</reflink>] on the importance of these anti-racism activities); considering what makes an ideal leader in public service; debating whether internships should be required and paid; and advising future students on how to prepare for and thrive during internships.</p> <p>These symbiotic courses and internship experiences are designed to enable students to study and experience state and local government "in action." By applying the substantive theories and concepts learned in their studies, students enhance their core competencies and skills. Through project-based learning, students cultivate civic values and forge connections with community partners. Finally, exposure to diverse viewpoints aims to foster greater tolerance and self-awareness of ideological perspectives.</p> <hd id="AN0182438164-13">Alumni Assessment of the State Capital Internship Program</hd> <p>We fielded an alumni survey to assess the Program's effectiveness in key learning outcomes.[<reflink idref="bib10" id="ref110">10</reflink>] Seventy-five of 187 eligible alums completed the digital survey, resulting in a 40% response rate. Slightly more than half of the respondents were women, while one out of three identified as BIPOC. This mirrors our population of Program alums. We asked respondents to retrospectively self-evaluate the Program's impact on their political knowledge, civic engagement, political efficacy, career preparedness, and skills acquisition.[<reflink idref="bib11" id="ref111">11</reflink>] We also sought respondents' perceptions of the Program's influence on their educational and vocational journeys.</p> <p>More specifically, given our interest in alums' civic virtues, we asked respondents to rate their current commitment to political engagement, political efficacy, and perceived educational effectiveness. The left quadrant of Figure 2 reveals alums' average responses on a scale from strongly disagree (<reflink idref="bib1" id="ref112">1</reflink>) to strongly agree (<reflink idref="bib5" id="ref113">5</reflink>). By and large, Program participants believe they have a responsibility to be involved in subnational politics (4.5, question 1), can effect change in the government (3.90, average across questions 2–5), and gained an understanding of leadership and state/local politics (4.64, average across questions 6–7).[<reflink idref="bib12" id="ref114">12</reflink>]</p> <p>Graph: Figure 2. Internship Program Alums' Political Attitudes, Perceived Educational Effectiveness and Estimated Impact of Program on their Skills, Knowledge, Efficacy, and Career Readiness.</p> <p>The questionnaire also asked alums to assess the Program's effect on their acquired skills, core competencies, political efficacy, and career readiness. The right quadrant in Figure 2 displays the results. On a scale from "Not at all important" (0) to "Extremely Important" (<reflink idref="bib10" id="ref115">10</reflink>), alums said the Program was particularly influential in cultivating their understanding of state government (9.23), public policy (8.71), professional networking (8.52), political efficacy (8.26), and local government (8.25). The Program had the slightest effect on students' public speaking skills (6.86), leadership abilities (6.92), and understanding of the law (6.94). These latter findings offer an opportunity for the Program to consider adjustments to bolster these three competencies.</p> <p>Concerned with the applicability of the Program's assignments, we prompted alums to weigh the impact of the policy writing assessments on their post-college preparedness. The left quadrant of Figure 3 shows the results. Employing a scale from "Not at all Important" (0) to "Extremely Important" (<reflink idref="bib10" id="ref116">10</reflink>), students cited the most challenging assignment—the group Oral-Written Testimony project—as the most influential (8.71). Alums also credited the policy memo (8.22), bill analysis (8.01), and legislative-hearing summary report (7.42) as critical to their career readiness. The tasks deemed less valuable were the speech (6.83), press release (6.74), ethics exercise (6.70), and social media exercise (5.60). Given that these latter assignments seem less relevant to alums in their current roles, we can explore adjustments, removals, or alternative assessments (e.g., op-eds, legal briefs) that align more closely with their present responsibilities. Nevertheless, all assignments received a rating of at least five, highlighting their usefulness across various professional contexts.</p> <p>Graph: Figure 3. Internship Program Alums' Assessment of Assingnments' Impact on Career Readiness and Satisfaction with the Program Components.</p> <p>In addition, we wanted alums to retrospectively evaluate their satisfaction with the Program components. Figure 3's right quadrant features the responses. On a scale from "Extremely Dissatisfied" (<reflink idref="bib1" id="ref117">1</reflink>) to "Extremely Satisfied" (<reflink idref="bib5" id="ref118">5</reflink>), alums highly rated their internship experiences (4.59), Program courses (4.89), guest speakers (4.75), and overall gratification with the Program (4.89). These positive marks are also reflected in alums' open-ended feedback. Table 1 features a sample of alumni comments about the Program's impact on their educational and career journeys. For example, several graduates commented that the Program was the most rewarding semester during their undergraduate studies. Many former students emphasized the written communication skills they gained. Other students said the Program launched their careers or how they leveraged their practicums to land positions as legislative aides, policy advisors, lobbyists, and nonprofit managers, among other roles. Numerous alums credited the Program with expanding their proverbial Rolodex of contacts.</p> <p>Table 1. Alumni feedback about program's impact on educational and career journeys.</p> <p> <ephtml> <table><tbody valign="top"><tr><td>"[The Program] was crucial for my professional journey in [state] politics! I met so many people that I still work with today, and what I learned in that internship and program was easily the most valuable content I learned in any of my [university] classes -- you can't beat the hands-on experience and real-life connections that this program provides.</td></tr><tr><td>"I think [the Program] was a great way to learn about public policy in the real world and was very helpful in my transition into the workforce. [The Program] gave me the confidence I wouldn't have had otherwise to put myself out there."</td></tr><tr><td>"The program really opened my mind to other careers that I could pursue outside of being a lawyer and sparked an interest in government for me."</td></tr><tr><td>"Overall, I greatly enjoyed the program; my only complaint was with my internship placement."</td></tr><tr><td>"The [Program] was the best part of my college years. This opportunity allowed me to focus on my future and decide what my life goals were, while gaining confidence and improving personal skills."</td></tr><tr><td>"The [Program] was the most important course I took as a student...It opened the door for me to do a meaningful internship leading to working for the same legislator, and now I am a well-established legislative director."</td></tr><tr><td>"[The Program] was great for practice professional writing (e.g., policy briefs, memos, and letters)."</td></tr><tr><td>"As I did [The Program] during Spring 2020, it was less impactful than it could have been as COVID hit in March. Despite that, it was still very beneficial, and a lot was done to make sure we could have the best experience possible. Two-thirds of my law school letters of recommendation were from connections I made through this program."</td></tr><tr><td>"[The Program] provided great, practical experience and training. The writing assignments helped to improve my writing, and the classes provided extensive information on how state government works."</td></tr><tr><td>"I feel as though [the Program] had a big impact on my educational and professional journey. It enhanced my public speaking and networking skills. It allowed me to gain tremendous knowledge about [state] government."</td></tr><tr><td>"[The Program] was invaluable to the development of my early professional skills...and providing invaluable educational resources that continue to pay dividends in my personal and professional endeavors. Coming from a background without familial connections to political opportunity, [the Program] was able to connect me with a wide variety of people, experiences, and tools to succeed in a notoriously difficult industry."</td></tr><tr><td>"[The Program] provided great exposure to the work environment, but I found the internship to be largely clerical, hugely lacking in any political insight or conversation. The State Representative was largely unavailable, and their thoughts and policy decisions were inaccessible to interns."</td></tr><tr><td>"Participating in [the Program] gave me a unique and valuable educational and work experience. Being able to participate in a program that takes advantage of [the university's] geographic location was extremely valuable and applying what was learned into the classroom to public sector work experience made for a great learning experience."</td></tr><tr><td>"The Program and speakers broadened my thinking about what I wanted to do long-term, and the connections I made with my peers and the guest speakers have been invaluable. I really appreciated the coursework as well; it never felt like busy work and challenged me to work on skills that would be applicable in my future career."</td></tr><tr><td>"I would recommend this program to everyone interested in state and local government or law. This program and all of my peers and mentors have changed my college experience for the better. If I could, I would participate in [this Program] a million times over."</td></tr></tbody></table> </ephtml> </p> <p>Despite the overwhelmingly positive feedback, a handful of alums criticized their individual internship experience or the impact of the COVID-19 pandemic and transition to a virtual Program and internship. In prior discussions, some Program students expressed concerns about the financial strain of committing to an unpaid practicum, especially when it means sacrificing income from a part-time job due to limited time availability in a semester.</p> <p>Nearly half of the respondents (47%) reported pursuing or completing a Master's, J.D., Ph.D., or equivalent graduate degree. This compares to 25% nationally (Hanson, [<reflink idref="bib28" id="ref119">28</reflink>]). Half of our female-identifying respondents said they had or were completing an advanced degree. Likewise, 43% of our first-generation students and 60% of our BIPOC alums stated they had earned or were en route to obtaining a postgrad degree. Although this sample of respondents is not random, it matches our internal record keeping of our alums' accomplishments.</p> <p>These descriptive statistics and qualitative feedback substantiate the Program's goals of turning students' eyes toward state and local government, expanding descriptive representation of underrepresented groups, and augmenting students' subject-matter mastery and skillset. More than four out of ten of our alums actively work in the federal (3%), state or local (41%) governments. Fourteen percent of alums are employed in the legal arena, 20% in the nonprofit or for-profit sectors, and 17% attend graduate or law school.[<reflink idref="bib13" id="ref120">13</reflink>] Although we have yet to reach parity in representation, a quarter of our BIPOC respondents, half of female alums, and 54% of first-gen students were employed in government or the law.[<reflink idref="bib14" id="ref121">14</reflink>] These levels of vocational activity in and around government vastly eclipse the 6% of undergraduates in national surveys who planned to work in the public sector (Bright and Graham [<reflink idref="bib7" id="ref122">7</reflink>]). Reinvigorating this public servant pipeline is critical as the government faces a graying workforce (Viechnicki [<reflink idref="bib52" id="ref123">52</reflink>]). Making the public sector more representative descriptively should yield greater policy congruence. Collectively, the survey results reinforce the long-term benefits of experiential learning on students' substantive knowledge, professional development, skills acquisition, and democratic citizenship.</p> <hd id="AN0182438164-14">Considerations for Establishing an Internship Program</hd> <p>Despite extensive research showcasing the positive benefits of internships on student outcomes, most colleges and universities undervalue the importance of experiential learning. While nearly all institutions <emph>encourage</emph> internships, fewer <emph>require</emph> them (Collins et al. [<reflink idref="bib10" id="ref124">10</reflink>]). Even when they do, the allotted credits typically range from three to four, accounting for only three percent of students' credits in undergraduate degrees requiring at least 120 credits to graduate. Despite the professed value of experiential learning in higher education rhetoric, the allocation of credits reveals a significant undervaluation of internships compared to conventional classroom instruction.</p> <p>The slow uptake of more comprehensive, place-based internship programs is likely due to the resource-intensive nature of designing and executing such endeavors (Donovan, Porter, Stellar [<reflink idref="bib20" id="ref125">20</reflink>]; Austin and Rust [<reflink idref="bib3" id="ref126">3</reflink>]). Structured internship programs require faithful commitment from all stakeholders—students, faculty, community partners, and the higher-ed institution (Maertz, Stoeberl, and Marks 2014).</p> <p>Students participating in internship programs must balance the demands of a professional position, expanding skills and network, and academic coursework. Students frequently underestimate the exigence of white-collar positions, forcing many to triage their competing responsibilities. Students are often unprepared for supervisors' sparse and sometimes unfavorable feedback. These adult learners may experience uncertainty, dejection, and frustration as they transition to managerial styles less responsive than those in academia. Students must also consider the financial costs. Most public sector internships are unpaid. Given this, many students may need to continue or add a part-time job to afford to intern for free. This inequity is challenging for low-income students, many of whom are disproportionately students of color. Universities should appropriate or solicit funds to offset these costs for students facing financial needs.</p> <p>Structured internship programs are also more time- and labor-intensive for instructors than traditional courses. For example, faculty must recruit and interview students, oversee student placement and contracts, design and deliver appropriate curricula, invite guest speakers, and support students' professional development. Beyond these activities, faculty must also ensure compliance with institutional policies and engage community partners, alums, and donors. Cultivating these relationships and building trust takes extensive faculty time and effort.</p> <p>Faculty may encounter unexpected trials, like advising students in difficult work environments or addressing policy violations requiring student removal from internship sites, consuming valuable time and energy. Evaluating competency gains during internships is also challenging compared to traditional, didactic approaches because of the heterogeneity of student praxes. This makes it difficult to define and assess students' learning objectives and capture the long-term effects of these experiences (O'Toole [<reflink idref="bib40" id="ref127">40</reflink>]). Despite the rewarding instructional aspects of these programs, they can also be quite demanding, leaving faculty diluted and highlighting the need for added departmental and institutional support.</p> <p>Likewise, internship supervisors play a central role in the educative processes of internship programs (Sosland and Lowenthal [<reflink idref="bib49" id="ref128">49</reflink>]). Managers oversee interns' weekly duties and train, evaluate, and mentor them. Because supervisors can make or break the student experience, faculty oversight is vital. In addition, faculty supervision provides an outlet for students facing overly demanding employers or an intermediary for managers dealing with derelict interns. We require internship placements to sign contracts with all parties to guarantee shared expectations. The contract includes the intern's commitment to fulfilling their responsibilities professionally and promptly; the placement's obligation to offer training, mentorship, and evaluation in a discrimination-free environment; and the university's assurance of policy adherence and fostering a mutually beneficial, productive, and respectful experience. We also recommend faculty connect with internship supervisors at least twice per semester. Community partners appreciate regular contact with faculty. It gives them a deeper connection to the mission of experiential learning and a sense of support from the educational institution. Developing long-standing partnerships with supervisors and placements can ensure student success and greater community impact (Gazley, Bennett, and Littlepage [<reflink idref="bib24" id="ref129">24</reflink>]).</p> <p>Finally, the institution's backing of experiential learning programs is instrumental. Requiring students to complete more active-learning credits would enhance this support and signal work-based learning's pedagogical value. Requiring more internship credits also augments students' learning rewards while reducing faculty's need to recruit and convince students of the advantages of experiential learning. A positive externality of internship programs is the potential for fund development. Donors appreciate supporting tangible requests that simultaneously benefit students and the larger community.</p> <p>Administrators can also prioritize "learning by doing" by institutionalizing internship programs through adequate support, capacity, and resources. Institutions should acknowledge the unique challenges and skillsets required to oversee fieldwork programs by hiring and adequately compensating dedicated faculty and staff to run these programs. The Program experienced sustained interest and growth from students, community partners, alums, and donors when our Department and university committed to supporting the endeavor. Administrators should also prioritize securing additional safeguards for interns, recognizing that Title IX protections extend to students even in off-campus settings (Diamond-Welch and Hetzel-Riggin [<reflink idref="bib15" id="ref130">15</reflink>]). Institutions must provide comprehensive training to all stakeholders (e.g. students, faculty, internship supervisors) to ensure interns can work in environments free from discrimination, sexual harassment, and assault. By taking these steps to mitigate risks and foster a supportive learning environment, administrators uphold their duty and underscore their commitment to the value of public service internships and experiential learning.</p> <p>Certainly, we recognize the diverse landscape of higher education institutions, each with its unique mission, strengths, and challenges. While it is improbable for other political science units to adopt this framework verbatim, we believe there are valuable elements they can emulate and adapt to enhance their internship offerings. Departments embarking on structured programs or significant modifications should begin with modest expectations and a focus on gradual growth. For units unable to initiate an internship program but aiming to improve their curriculum, drawing from our decade-long experience and alumni survey results, we recommend prioritizing relocating the in-class component to a government facility or nearby office space (i.e. place-based pedagogy) and inviting various guest speakers from in and around government to enrich the learning experience. We also advocate for units to harness alum connections to enhance their offerings. Although tailored for units near state capitals, this template can be modified for city, county, or other local governments. Additionally, institutions with limited resources can use this paper to advocate for developing similar programs with their administrators, and departments with constrained capacity can explore partnerships with related units (e.g. criminal justice, economics, sociology) to establish joint programs.</p> <hd id="AN0182438164-15">Conclusion</hd> <p>In the internship arena, not "all roads lead to Rome." We do not subscribe to the belief that all internship programs are equal and yield comparable results. Instead, our template and alumni survey results suggest that more intensive programs, involving added coursework and faculty oversight, offer innumerable student benefits. Students gain <emph>expressive</emph> (e.g. civic engagement, political efficacy) and <emph>instrumental</emph> (e.g. augment skill development, knowledge, job prospects) perks from their fieldwork. Moreover, internship programs can exploit their locale in state capitals or local jurisdictions to expand their experiential learning offerings. By focusing on our state capital, we increased students' interest in public service at subnational levels of government, augmented the diversity of students entering this arena, broadened our pupils' competencies at the state and local levels, and enhanced their technical and interpersonal skills. Still, there are numerous costs and considerations that students, faculty, supervisors, and administrators should be aware of. We hope further dissemination of program designs, course curricula, and lessons learned can reduce the challenges for other political science units looking to inaugurate or fortify their internship offerings in their epicenter of government.</p> <hd id="AN0182438164-16">Acknowledgments</hd> <p>We thank the anonymous reviewers and editors for their helpful comments. Any remaining errors are ours alone.</p> <hd id="AN0182438164-17">Disclosure statement</hd> <p>The authors report there are no competing interests to declare.</p> <ref id="AN0182438164-18"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref17" type="bt">1</bibl> <bibtext> We use the terms "internship," "practicum," "praxis, and "fieldwork" interchangeably.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref9" type="bt">2</bibl> <bibtext> See the <emph>Glatt v. Fox Searchlight Pictures</emph> ruling, which established a subjective balancing of these factors to classify a position as an internship or employment.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref6" type="bt">3</bibl> <bibtext> Majors are required to complete a minimum of 33 credits in political science and three credits of experiential learning.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref23" type="bt">4</bibl> <bibtext> For comparison, half of our majors identify as women and 30% identify as BIPOC.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref41" type="bt">5</bibl> <bibtext> Empowering students to choose their internships reduces institutional liability, yet Title IX and policies on relationship violence and sexual misconduct still apply off-campus for all university-related activities.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref2" type="bt">6</bibl> <bibtext> Although internships in Congressional district offices are federal praxes, they remain relevant to the Program's aims around state and local government given the role of federalism in the U.S. system.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref76" type="bt">7</bibl> <bibtext> Excluding scholarships, the Program's budget today is $4000, covering promotional materials, faculty expenses, and an end-of-semester reception for 75-100 participants to celebrate the students' achievements and encourage further donations. The Department and the university's fund-development office cover the event's costs.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref102" type="bt">8</bibl> <bibtext> The coursework in the Program's three courses combines synchronous and asynchronous elements. Throughout the 14-credit program, students convene in or near the State Capitol twice a week for a total of three hours. Enrollment in these courses is exclusive to students accepted into the Program. With the Program's flexible schedule, many students can enroll in an additional course on campus. Sample syllabi for these three courses are available in the https://doi.org/10.1080/15512169.2024.2349533.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref86" type="bt">9</bibl> <bibtext> View examples of these assignments in the https://doi.org/10.1080/15512169.2024.2349533.</bibtext> </blist> <blist> <bibtext> All Program alums without FERPA directory restrictions received an email prompt in fall 2023 to participate in the online survey. A follow-up reminder was sent a week after the initial invitation. Alumni contact information are maintained by the university and Program faculty. The Institutional Review Board approval is STUDY00008552.</bibtext> </blist> <blist> <bibtext> The Appendix contains the survey script.</bibtext> </blist> <blist> <bibtext> Where appropriate (Questions 2, 4, and 5), we reverse-coded the responses. The reverse-coded results are displayed in Figure 2.</bibtext> </blist> <blist> <bibtext> The remaining 6% of graduates seek employment or are in a career transition.</bibtext> </blist> <blist> <bibtext> This statistic appears low for our BIPOC respondents, but 30% are currently enrolled in graduate or law school.</bibtext> </blist> <blist> <bibtext> Supplemental data for this article can be accessed online at https://doi.org/10.1080/15512169.2024.2349533.</bibtext> </blist> </ref> <ref id="AN0182438164-19"> <title> References </title> <blist> <bibtext> Allen, Mahalley D., Sally A. Parker, and Teodora C. DeLorenzo. 2012. " Civic Engagement in the Community: Undergraduate Clinical Legal Education." Journal of Political Science Education 8 (1): 35 – 49. doi: 10.1080/15512169.2012.641393.</bibtext> </blist> <blist> <bibtext> Anderson, Brian. 2014. " High-Impact Political Science Internships in a 'Low-Density Opportunity' Environment." 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He retired from MSU in 2020.</p> </aug> <nolink nlid="nl1" bibid="bib51" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib34" firstref="ref3"></nolink> <nolink nlid="nl3" bibid="bib37" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib10" firstref="ref5"></nolink> <nolink nlid="nl5" bibid="bib15" firstref="ref7"></nolink> <nolink nlid="nl6" bibid="bib53" firstref="ref8"></nolink> <nolink nlid="nl7" bibid="bib38" firstref="ref16"></nolink> <nolink nlid="nl8" bibid="bib48" firstref="ref25"></nolink> <nolink nlid="nl9" bibid="bib26" firstref="ref27"></nolink> <nolink nlid="nl10" bibid="bib13" firstref="ref28"></nolink> <nolink nlid="nl11" bibid="bib17" firstref="ref29"></nolink> <nolink nlid="nl12" bibid="bib23" firstref="ref31"></nolink> <nolink nlid="nl13" bibid="bib39" firstref="ref33"></nolink> <nolink nlid="nl14" bibid="bib25" firstref="ref34"></nolink> <nolink nlid="nl15" bibid="bib47" firstref="ref36"></nolink> <nolink nlid="nl16" bibid="bib44" firstref="ref37"></nolink> <nolink nlid="nl17" bibid="bib32" firstref="ref39"></nolink> <nolink nlid="nl18" bibid="bib35" firstref="ref40"></nolink> <nolink nlid="nl19" bibid="bib41" firstref="ref48"></nolink> <nolink nlid="nl20" bibid="bib36" firstref="ref53"></nolink> <nolink nlid="nl21" bibid="bib21" firstref="ref54"></nolink> <nolink nlid="nl22" bibid="bib14" firstref="ref55"></nolink> <nolink nlid="nl23" bibid="bib33" firstref="ref56"></nolink> <nolink nlid="nl24" bibid="bib43" firstref="ref58"></nolink> <nolink nlid="nl25" bibid="bib20" firstref="ref62"></nolink> <nolink nlid="nl26" bibid="bib27" firstref="ref65"></nolink> <nolink nlid="nl27" bibid="bib31" firstref="ref66"></nolink> <nolink nlid="nl28" bibid="bib22" firstref="ref67"></nolink> <nolink nlid="nl29" bibid="bib16" firstref="ref69"></nolink> <nolink nlid="nl30" bibid="bib46" firstref="ref77"></nolink> <nolink nlid="nl31" bibid="bib52" firstref="ref78"></nolink> <nolink nlid="nl32" bibid="bib11" firstref="ref81"></nolink> <nolink nlid="nl33" bibid="bib29" firstref="ref85"></nolink> <nolink nlid="nl34" bibid="bib12" firstref="ref87"></nolink> <nolink nlid="nl35" bibid="bib30" firstref="ref88"></nolink> <nolink nlid="nl36" bibid="bib18" firstref="ref90"></nolink> <nolink nlid="nl37" bibid="bib42" firstref="ref93"></nolink> <nolink nlid="nl38" bibid="bib24" firstref="ref106"></nolink> <nolink nlid="nl39" bibid="bib45" firstref="ref108"></nolink> <nolink nlid="nl40" bibid="bib19" firstref="ref109"></nolink> <nolink nlid="nl41" bibid="bib28" firstref="ref119"></nolink> <nolink nlid="nl42" bibid="bib40" firstref="ref127"></nolink> <nolink nlid="nl43" bibid="bib49" firstref="ref128"></nolink>
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  Data: A Roadmap for Establishing a Successful Internship Program in State Capitals and Beyond
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  Data: <searchLink fieldCode="AR" term="%22Marty+P%2E+Jordan%22">Marty P. Jordan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4255-0110">0000-0002-4255-0110</externalLink>)<br /><searchLink fieldCode="AR" term="%22Charles+S%2E+Matzke%22">Charles S. Matzke</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Political+Science+Education%22"><i>Journal of Political Science Education</i></searchLink>. 2025 21(1):84-104.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Political+Science%22">Political Science</searchLink><br /><searchLink fieldCode="DE" term="%22Civics%22">Civics</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Service%22">Public Service</searchLink><br /><searchLink fieldCode="DE" term="%22Government+School+Relationship%22">Government School Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Internship+Programs%22">Internship Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22State+Government%22">State Government</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Awareness%22">Cultural Awareness</searchLink><br /><searchLink fieldCode="DE" term="%22Public+Colleges%22">Public Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Design%22">Program Design</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Guides%22">Program Guides</searchLink>
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  Data: Public service internships are an established pedagogical tool in political science. Decades of scholarship on teaching and learning highlight how hands-on practicums can enhance students' substantive learning, professional development, civic values, and multicultural tolerance. Despite the proliferation of research on the student benefits of internships, faculty have received much less information on structuring and administering a successful internship program. We profile a public service internship program we have coordinated for over a decade on behalf of a public university in a state capital. We provide a roadmap for others looking to inaugurate or fortify their internship offerings in their state capital or local epicenter of government. We share our program's goals, student composition, academic curricula, sample syllabi and assignments, and other pragmatic considerations. Alumni survey results underscore how the program fosters innumerable expressive and instrumental benefits to students' civic values and professional preparation. By sharing this template, we aim to facilitate the implementation of impactful internship programs in state capitals and beyond, promoting experiential learning and place-based pedagogy in political science education.
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