Faculty Internship Supervisor
The Career Center
University of Minnesota, Morris
Location: 201 Behmler Hall
Hours Monday Friday
8:00 a.m. 4:30 p.m.
Telephone: (320) 589-6065
Fax: (320) 589-6126
Web Page: http://www.morris.umn.edu/services/career/
An internship is an educational experience in an environment providing field application of a student's theoretical classroom learning. Internships are arranged for students who wish to undertake a study involving both academic and applied experie nce and agrees to receive the number of credits commensurate with the scope of the project.
Employers view student internship participation as a very valuable and necessary qualification for getting hired. Likewise, graduate admissions representatives claim internship experiences to be an important credential for admission into graduate scho ol programs.
The purpose of this Faculty Internship Supervisor Guide is to provide faculty members with general information about the internship program at UMM and to assist faculty in their roles as academic supervisors of student interns. The faculty supervisor& #146;s role, which is central to an academically sound internship program, is described in the following pages.
Statement of Non-Discrimination
The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public as sistance status, veteran status, or sexual orientation. Inquiries regarding compliance may be directed to the UMM Equal Opportunity and Affirmative Action Officer at (320) 589-6021.
Table of Contents
Frequently Asked Questions About Internships
What Is An Internship?
An internship is an educational experience in an environment providing field application of a student's theoretical classroom learning. Internships are arranged for students who wish to undertake a study involving both academic and applied experience and agrees to receive the number of credits commensurate with the scope of the project. It may be done on a full or part-time basis during a regular semester, intersession, summer term or combination of terms. It may be conducted concurrently with other academic coursework. An internship is planned by the student in cooperation with a faculty supervisor and site/field supervisor.
What Are The Benefits Of Doing An Internship?
An internship can have many benefits, such as:
How Many Semester Credits Can A Student Earn For An Internship?
The number of credits for an internship will be determined by the faculty supervisor, subject to approval by the academic dean. Factors that will be considered include the nature of the academic requirements (i.e. books, journals, papers, library resea rch, researched reports, oral presentations, bibliographies, etc.) and the number of hours per week the student will spend working under the supervision of the field supervisor. Although some disciplines/faculty may have different guidelines, generally one semester of credit will equal approximately three hours of a combination of academic/field site work per week. This may vary slightly with internship settings and faculty requirements. Grading is on an S/N basis.
An internship can be done for 0-16 credits. The credits count as general electives towards graduation. Students with a major in Liberal Arts for the Human Services are required to do a four-credit internship which counts toward their major. Other d isciplines may choose to use internship courses instead of field studies, directed studies, tutorials, etc. for the major.
When Is the Best Time To Begin Planning An Internship?
Students should begin planning their internship as soon as possible, but no later than the beginning of the semester preceding the semester in which one plans to do the internship. For example, students planning an internship for spring semester shoul d begin planning no later than early fall semester. Assessing ones goals and objectives, researching internship sites, contacting and interviewing sites, developing a sound academic internship experience, consulting with faculty and career center staff, preparing a resume, and creating a learning contract takes time.
Is There A Tuition Charge For A Credit Internship?
Yes. The charge is the same as the tuition for credits for any other courses. It will be based on the number of credits taken for the internship. Please be aware that tuition and fees may change from year to year. Also, tuition charges per credit m ay vary according to academic term (intercession and summer school).
Are Internships Paid?
Some internships are paid, however, the majority are not paid. The amount and form of payment is usually established by the internship site. Compensation for work undertaken as an intern can take a variety of forms. An intern may be paid a wage, be reimbursed for mileage and/or other expenses incurred as part of the internship experience or receive a stipend. Organizations not able to directly compensate an intern may offer indirect compensation in the form of discounts on services or products or t he opportunity to participate in in-service and/or training workshops usually provided for employees.
If you are looking for interesting and useful experience as an intern, it would be wise to not limit the internship search to paid positions only. Consider the experience an investment in your future education and future career aspirations.
How Are Internships Evaluated?
Evaluation of the internship by the faculty supervisor will be made using the same standards that apply to regular course work. Ordinarily, the outcome of the internship will be presented in some tangible form (i.e. papers, reports, presentations, etc .) to facilitate this evaluation. The field supervisor will provide a short evaluative report of the student's activities.
How Many Credited Internships Can a Student Take?
Students can register for as many internships as they want. However, students are not permitted to earn academic credit for an experience for which one previously received credit. Students are permitted to use the same site for multiple internships b ut each credited experience must be a different project, task, or field of study. Internship credit will not be awarded for past experiences which were not previously established and contracted with a UMM faculty member.
There are several participants involved in ensuring that an internship is successful. These individuals and their roles and responsibilities are indicated below.
Academic Advisors Role
Students interested in pursuing an internship for academic credit should consult with their academic advisor to discuss how the internship credit will fit into their program of study. Academic advisors are encouraged to talk with advisees early in the students academic career about internships and the timeliness of arranging the experience. The next step in the students planning is to view the Internship Video available in The Career Center, 201 Behmler Hall.
Faculty Supervisors Role
The faculty supervisor is responsible for helping the intern integrate the internship into his or her total academic experience. S/he provides academic direction and evaluates the learning derived from the internship.
Early in the process of finding an internship, the student should approach a faculty member who has some expertise in the area which he or she wishes to pursue an internship. Once the faculty member agrees to be a supervisor, they should meet to discu ss the students goals in finding and completing an internship. The faculty supervisor can serve as a resource for the student in locating and evaluating the appropriate internship.
Once the student has found an internship, the faculty supervisor will advise the student in defining the Learning Contract (see Appendix B) objectives, tasks, and evaluation criteria, as well as the amount of credits. The faculty supervisor will also help the student in defining the academic requirements for the internship. Academic requirements can be a journal, paper, relevant research and/or projects.
The faculty supervisor maintains appropriate contact with the student throughout the internship to give direction and support. The faculty supervisor is asked to initiate a phone call to the site supervisor prior to signing the Internship Approval For m (see Appendix C) to establish contact and communication. Other forms of recommended contact throughout the internship are site visits, email or phone calls with the intern and site supervisor, progress reports and feedback sent between the intern and f aculty supervisor, and meetings which occur off-site between the intern and faculty supervisor. The amount and form of contact is determined by the faculty supervisor.
At the end of the semester, the faculty supervisor and student intern will meet to review the academic projects and to review the experience. The faculty supervisor evaluates the interns learning and assigns and submits the grade (S/N).
Site (Field) Supervisors Role
Student interns are supervised by a staff person employed by the site organization. Typically, the site supervisor has experience and expertise in the area in which the student in interning. Site supervisors are responsible for interviewing inter ns, determining qualifications for the position, orienting interns to the organization, supervising, directing, and evaluating their work. The ideal site supervisor will serve as a mentor, sharing the pros and cons of a career in the field and giving sug gestions for entering the profession. S/he will also have sufficient experience in the field to draw from and will share that experience with the student intern. The site supervisor meets with the intern on a regular basis to guide performance, answer q uestions, and provide background information and resources related to the interns work. No written forms are required by UMM for this periodic feedback, but they are encouraged to provide an evaluation in written form at the end of the internship. A site supervisor may also help by recommending ways to enhance the interns learning.
Student Interns Role
The student intern is responsible for selecting the internship and seeking out a faculty supervisor. The faculty supervisor should be a person who has knowledge about the field in which the internship is requested. The intern is also responsible for meeting with the site supervisor prior to the internship to clarify expectations and responsibilities, complete an Internship Learning Contract and Internship Approval Form, working the required number of hours, seeking out supervision on site as need ed, and completing the academically-related tasks which are agreed upon by the faculty supervisor and intern (such as a journal, supplementary research, and/or a paper). In addition, the intern maintains high standards of professionalism while at the int ernship site.
Internship Coordinators Role
The internship coordinator is a staff member in the Career Center and serves as the central information resource for all questions concerning internships at UMM. The coordinator is responsible for informing the participants in the internship of t heir roles and responsibilities. The coordinator addresses questions and, if necessary, mediates problems and issues among the participants in the experience.
The internship coordinator is responsible for informing prospective interns about the process and requirements of securing and participating in an academically appropriate internship. Students can learn this information in regularly scheduled informat ion sessions, by watching the internship video available in the Career Center, or by making an appointment with the Career Center staff. The coordinator can also help with the internship search process elements, such as setting goals, contacting faculty and employers, writing resumes and cover letters, and interviewing.
The Academic Deans Role
The Academic Dean is the chair of the Interdisciplinary Studies Division, the division that offers the internship courses (IS 3896, 3996). The Academic Dean provides final approval of the internship experience by signing the Learning Contract and Internship Approval Form. The Dean will review the Learning Contract to insure that the number of proposed credits are consisent with the level and amount of proposed academic and field site work. The Academic Dean is the final authority on approving c redited internships.
Prior to registering for an internship, the student must create a Learning Contract and complete the Internship Approval Form for review and approval by their faculty supervisor. Both of these documents must be approved by the Academic Dean prior to r egistering for the course.
Learning Contract (Appendix B)
A learning contract is a planned, purposeful agreement by the student and faculty supervisor that indicates the objectives, learning methods, and evaluation of the internship. It is to be created prior to the start of the internship with the faculty s upervisors help and approval. The three sections to be included are:
Objectives/Goals: what the student plans to learn from the internship experience.
Learning Methods: how the goals will be implemented at the site and academically: the actual tasks, job duties and academic assignments
Evaluation: the criteria for evaluation used by the faculty and site supervisors
Samples of learning contracts are available in Appendix B and in the Career Center.
Internship Approval Form (Appendix C)
The Internship Approval Form is the official UMM application for approval of an internship. It includes basic information about the student, the number of credits for the internship, a brief description of the learning contract, the name of the site a nd site supervisor, and the signatures of the faculty supervisor and student. The final signature of approval on the form is by the Academic Dean. This form should be accompanied by the learning contract when it is submitted for approval to the Academic Dean and Registrars office. The form is available in Appendix C, the Career Center, the Registrars office, and the Division offices.
Grading, Credits and Faculty Compensation
The faculty supervisor is responsible for grading the internship experience. The grade is based on the student completing a minimum of the following: a learning contract, the academic tasks agreed upon by the faculty supervisor and student, and the a greed amount of hours worked on site. The grade is S/N and the course designation is IS 3896 or IS 3996.
Students may register for 1 16 credits. Faculty supervisors and students can assume one credit to be equal to approximately three hours of work per week for the length of a semester. The hours of work per week should include the time required for academic assignments related to the internship.
During the academic year, faculty supervisors are not compensated for their supervision of internships above their normal contract. If they supervise an intern during the summer or intercession, they will be compensated 20% of the tuition paid by the intern.
Resources for Locating Internship Opportunities
The major responsibility for locating an internship rests with the student. The students efforts are supported by the internship coordinator who acts as a resource person for faculty supervisors, site supervisors, and student interns. Prior to beginning the search, a student can maximize success by defining goals, determining any geographic, financial or time limitations, and being open to nonpaid internships. Most internships are not paid. Students may wish to limit their search to only paid internships, but they should be aware that they may miss some of the more interesting opportunities.
Internship Binders Located in the Career Resource Library, 231 Behmler Hall, are binders containing over 1500 internship opportunities. They are divided by field and one binder focuses on local opportunities.
Internship Search Database All of the postings contained in the binders are posted on the web in a searchable database on the Career Center homepage (http://www.morris.umn.edu/services/career/). Students can enter a word or combination of words and a list of positions which contain the words in their descriptions will be displayed. Suggested words are majors, fields, skills, and geographic locations. If a student wishes to find internships in the Morris area, they should enter "local=y".
National Internship Books There are several books in the Career Library which list interesting, national opportunities, such as Petersons Internships, Americas Top Internships, The Internship Bible, and The Na tional Directory of Internships. One can find internships in these books according to various categories listed in the back of the book, such as geographic location, field, free housing, organizational perks and more. There are also several internsh ip books for specific fields, such as Environmental Internships, Internships in Washington D.C., and Broadcast Media. The Career Library is a reference library and the books may not be checked out. A list of internship books and directories can be found at the end of this guide.
Job Choices Magazines These magazines are free to students and are produced by the National Association of Colleges and Employers. In addition to helpful articles about career issues, the magazines list descriptions and contact informati on of many employers who hire college students. Students may find categories in the back of the magazines that indicate which companies have internships. There are four different issues Liberal Arts, Sciences and Engineering, Business and the Div ersity Edition.
Faculty are frequently a resource for students who want internships in their field. Faculty members are often connected with professional organizations which send notices of internships to pass along to students. They also can pass alon g useful information about the quality of an internship site based on their experiences with other interns. They also may know of field-specific resources that can be helpful to students.
Departmental Bulletin Boards and Listservs When faculty and departments receive notices of internships, they often post them on the department bulletin boards or listservs.
The Internet There are several links with internship opportunities that are starting to be used more frequently by employers and students. A student can locate these internship links by starting with the Career Center homepage or by usin g a search function on the web. Students can also look at employers websites for information about internship programs in their organization.
Approaching Employers Directly is a frequently used option for students who want internships in particular organizations or geographic areas. Students identify an organization and approach a person who oversees internship/volunteer oppor tunities or a person who oversees the office for whom they wish to work. They can then tell the person about their interest and background and inquire about internship possibilities. It is helpful for the student to first know his or her goals and objec tives regarding the internship because an employer may ask what he or she wants to do.
Checklist for Faculty Supervisor
The following checklist highlights the necessary steps for faculty supervision of a student intern at the University of Minnesota, Morris.
_____ Step 1: Agree to serve as a faculty supervisor for a student during the course of his or her internship.
_____ Step 2: When possible, help the intern in the search for opportunities.
_____ Step 3: Work with the student to develop the Internship Learning Contract. This assistance includes helping the student formulate learning objectives and academic assignments, as well as negotiating the level of supervision and methods of evaluation. The Learning Contract will be submitted with the Internship Approval Form to the Academic Dean for approval.
_____ Step 4: Contact the site supervisor and initial by the name of the site supervisor on the Internship Approval Form. The faculty supervisors signature is required on the completed Internship Approval Form.
_____ Step 5: Maintain appropriate contact with the intern and site supervisor throughout the duration of the internship. Initiate a phone call to the student intern and site supervisor sometime during the first ten days of the semester/summer s ession to establish contact and communication.
_____ Step 6: Meet with the student intern at the end of the internship to review the students work and to provide closure to the process.
_____ Step 7: Submit a final grade (S/N) to the Registrars office for each internship.
Termination of Internship
If the student intern, site supervisor, or faculty supervisor is unable to continue or complete the internship, participants must be notified immediately.
Special Opportunities at UMM
Other experiential opportunities exist at UMM to help students learn. These include participation in mentorships, research, volunteerism, service-learning, and student employment.
Discipline Based Experiential Learning
Most UMM disciplines have courses designated for directed study, honors projects, independent study/projects, field experience/study, tutorials, or practicums which may involve experiential learning. Students should consult with their academic advisor , a discipline coordinator, or a division chair to learn about their offerings.
Morris Administrative Intern (MAI) Program
The Morris Administrative Internships are offered campus-wide for projects requiring creativity, initiative, and learning. MAI positions pay $1500.00 over the academic year. MAI students are usually in their Junior year. Positions are created by prop osals made by UMM Professional/Administrative staff to the Academic Dean. These projects are expected to provide both a learning experience for students and helpful managerial support to the UMM Campus.
Some sample MAI projects:
If a student is interested in applying for an MAI opportunity, the student can approach faculty or staff and inquire if they have MAI positions or the student can look at the Weekly Bulletin where the opportunities are frequently advertised.
Morris Academic Partnership (MAP) Program
UMM has established a program for advanced students called Morris Academic Partners. Receiving a stipend of $1,500 for the year, Morris Academic Partners undertake assignments that enhance their intellectual competence and increase their interest in gr aduate or professional study. Projects involve assisting faculty and professional staff in their research and/or teaching and are more complex than typical work-study assignments. Faculty nominate students entering their third year of study for a Morris A cademic Partnership and they are named by the appropriate division chairperson with the concurrence of the dean. Further information about the Morris Academic Partners program may be obtained from the Financial Aid Office, 105 Behmler Hall.
Undergraduate Research Opportunities Program (UROP)
The University of Minnesota's Undergraduate Research Opportunities Program offers financial awards to undergraduates for research, scholarly, or creative projects undertaken in partnership with a faculty member.
UROP affords undergraduates the unique educational experience of collaborating with a faculty member on the design and implementation of a project. At the same time, faculty have the opportunity to work closely with the students and receive valuable a ssistance with their own undergraduate experience. It encourages students to conduct research and pursue academic interests outside of their regular courses by employing them to work on special projects.
UROP applications are judged on the quality of the proposed project and the educational benefits to the student. Since funding is limited, awards are granted to the strongest proposals.
Minority Mentorship Program
The Minority Mentorship Program was developed by UMM to promote awareness of cultural diversity on campus and in the community. Minority students are matched with faculty who have similar academic and career interests. Students enjoy long-term workin g relationships with their mentor and have an educationally meaningful paid work experience. Up to $1,000 per year in student employment funds are available to selected students for work supervised by their mentor. Further information about the program may be obtained from the Minority Student Program Office, 110 Minority Resource Center.
Service Learning (Campus Compact)
Service Learning Initiatives at the University of Minnesota - Morris work to inform and involve students, faculty, and staff in community service. Volunteers are people who care. The Campus Compact program can incorporate volunteers into almost all asp ects of their work. The program places individuals or groups with projects needing volunteers and promotes new service projects. For more information, contact the Campus Compact Coordinator in Student Activities or Career Center staff or visit the web pa ge for Campus Compact (http://www.morris.umn.edu/~compact/).
The Center for Small Towns
The Center for Small Towns is a new program being developed on the University of Minnesota, Morris (UMM) campus. In cooperation with the University of Minnesota Extension Service and University College, the Center is creating opportunities for faculty and students to become more directly involved in the challenges and problems facing rural communities. The Center is a collaborative effort by the University and will be helpful to small towns in their struggle for survival and vitality. While headquarter ed at UMM, the Center will actively involve the faculty , staff, students and programs from throughout the University of Minnesota.
The Center For Small Towns is currently working on various projects in the area and is seeking UMM students who are willing to work on such projects. The Center is known regionally for its work with small towns. With such exposure, it is common to find various projects that UMM students are ideally suited for. For more information about the local, frequently paid opportunities, visit their web page (http://www.morris.umn.edu/~cst/).
There are three types of student employment; federal work-study, state work-study, and institutional employment. Eligibility requirements differ for each; however, students must be registered for a minimum of six credits per academic term to remain e ligible for student employment.
Employment is awarded by the Office of Admissions and Financial Aid and may be part of students financial aid reward. Every UMM department and office employs students; however, positions are limited.
Students should contact campus departments and offices during Spring Semester to arrange employment for the following academic year. Some off-campus positions provide students the opportunity to perform community service. For more information, contac t the office of Financial Aid.
HOW TO ARRANGE AN INTERNSHIP
1. View the video "Introduction to Internships".
2. Identify your goals.What are your career goals at this point? Ideally, an internship should give you the opportunity to "reality-test" a potential career direction you have identified. If you don't currently hav e a career focus, it may be worth your while to step back and do some general career research at this point. You need to identify: what kinds of skills do I want to use? What environment do I want to do this in?
3. Research internship possibilities.In the Career Center Library, we have Internship Binders listing specific opportunities, publications of national internship opportunities, NACE Annuals Summer Employment lists, t he Alumni Career Network, and files on specific agencies and businesses. Also, consult faculty in your area of interest, and talk with friends and family about your ideas.
4. Meet with the Internship Coordinatorat the Career Center to discuss your specific goals and ideas, and to get guidance on how to identify opportunities in your specific interest are a. The Internship Coordinator can also give you guidance on how best to approach organizations to inquire about internship possibilities.
5. Find a faculty supervisor.You will want to work with a faculty member who has some special knowledge related to the internship you are doing. The Internship Coordinator can suggest faculty who have worked with in terns in similar areas in the past.
6. Prepare a resume.Not all sites will require this, but it is advisable or required for many sites. See sample resumes and how-to books in the Career Center Library. You may want to have the Career Center staff review your resume and give you feedback.
7. Contact organizations you are interested in.Depending on the organization, you may want to start with a phone call to a department supervisor, identifying yourself and asking about internship possibilities. Or, you may want to send a resume/cover letter and follow that up with a phone call. If the site supervisor is interested, set up an interview. Check with the Internship Coordinator if you are having difficulty.
8. Develop a Learning Contract. Once you have been accepted as an intern, work with your faculty supervisor in developing a learning contract. This should include your learning object ives, methods (including internship duties and academic learning activities), and evaluation criteria.
9. Complete Internship Approval Form(available from the Registrar's Office, University College, or the Career Center).
10. Register for credit. For academic year internships, register in the Registrar's Office. For summer internships, register at the University College.
Career Center, 201 Behmler Hall, University of Minnesota-Morris, Morris, MN 56267
The University of Minnesota is an equal opportunity educator and employer. To request disability accommodations, please contact: Gary Donovan, Director, Career Center, 201 Behmler Hall, University of Minnesota-Morris, Morris, MN 5 6267.
INTERNSHIP LEARNING CONTRACT-LAHS EXAMPLE
TO: University of Minnesota, Morris
Sam Schuman, Vice Chancellor Academic Affairs and Dean
FROM: (Student's Name)
SUBJECT: Internship with (Organization Name, Division) in (City, State).
I. To gain realistic insight into what chemical dependency therapists do in a hospital setting.
II. To develop an understanding of how the family is affected by the chemically dependent.
III. To develop the necessary skills of working with chemically dependent patients and their families.
IV. To develop effective communication skills needed in therapy.
V. To understand how the department works under the hospital's rules and regulations.
A. Field Experience
1. Throughout the internship I will do background reading which will include:
(Author, Title, City, State, Publisher, Year)
2. I will attend staff meetings with other therapists and caseworkers.
3. I will observe and evaluate both group and family therapy.
4. I will assist with report writing including logging, charting assessments, and discharge planning.
5. I will discuss with my supervisor the department's function in the hospital and study various
(Name and Title) will be my on-site supervisor for the internship. He/She will assign duties and direct my learning experience at the (organization name). The location of the internship will be (organization name and department)< /I> in (City, State). My supervisor can be contacted by calling (telephone number).
(Include 1-3 sentences to describe internship setting, responsibilities, etc.)
B. Academic Expectations
(Name and Title) will be my faculty supervisor for the internship. (Faculty Supervisor) and I will be in contact via correspondence throughout the experience and via consultations during (term) Quarter. As partial fulfillment of my internship, I will keep a daily journal to relate my internship experience to my reading and other course material. Further, I will write a final paper of about (number) pages integrating the entire learning process.
I will be evaluated by (Faculty Supervisor) and (On-site Supervisor) on the depth of my learning experience based on the following: the content of my journal, the consultations, and my final paper. (List any other tangible outcom es).
Final evaluation will be completed by (term) Quarter, (year) at the University of Minnesota, Morris. For completion of this internship, I will receive satisfactory grade of "S" and (number of) credits.
INTERNSHIP LEARNING CONTRACT
Between (student's name) and (faculty member's name)
* (insert goals which student hopes to meet in internship setting)
To meet these goals and to fulfill the requirements of the LAHS internship, (student name) will be enrolled in IS (385_) for (number of) credits during the (term) Quarter, 19___. In addition, (student's name) will: P>
Work at least (number) hours as an intern at (name of facility, description of facility's function). Duties will consist of (specific duties agreed to by student and internship supervisor). The location of the inte rnship will be (organization name, city, state). (Name, Title) will be my on-site supervisor for the internship. He/she can be contacted by calling (telephone number).
Will read the equivalent of (number) scholarly books in the area of (subject area in which student is conducting internship, or related field, area, technique, method, etc.)
Write a (number) page double-spaced review paper based on the reading that she/he did. This paper will meet all of the criteria of a regular research paper and will be turned in by (agreed-upon date).
Keep a daily journal of her/his activities. The journal will be turned in the same day as the research paper. (List other book learning activities).
Write and turn in a typed (number) page summary of her/his internship experience. This paper should stand alone and will be placed in (student's name) academic file as a record of the internship experience. The summary wi ll state what was done, where the internship took place, contain a description of one or two problems encountered and how they were handled, etc.
Arrange to have a letter of evaluation sent from her/his internship supervisor to (faculty member) by (agreed-upon date).
Upon fulfilling the conditions of this contract, (student's name) will receive (number) of credits for IS (385_).
Career Library Resources for Internships
231 Behmler Hall
Monday - Friday
8:00 a.m. 4:30 p.m.
The Access Guide to International Affairs Internships, Seymore, B. & Higham, M., Access, Washington DC, 1996.
Americas Top Internships (The Princeton Review), Oldman, M. & Hamadeh, S., Princeton Review Publishing, 1997.
The Big Green Internship Book: Internships and Summer Jobs for the Environment, Career Education Institute, Winston-Salem, NC, 1998.
The Complete Guide to Seasonal State Park Employment, Career Education Institute, Winston-Salem, NC, 1998.
The Complete Guide to Washington Internships, Parness, J., Bob Adams, Inc., 1990.
The Congressional Internship Book, Career Education Institute, Winston-Salem, NC, 1998.
Connections 1999: A Directory of Volunteer Opportunities, St. Vincent Pallotti Center for Apostolic Development, Inc.
Conservation Directory, Gordon, R.E., National Wildlife Federation, Vienna, VA, 1998.
Directory of International Internships, Gliozzo, C.A. & Tyson, V.K., Career Services and Placement, Michigan State University, 1998.
Directory of Undergraduate Internships, National Society for Internships and Experiential Education, Washington DC, 1980.
Directory of Undergraduate Internships in the Humanities, The Washington Center, The Modern Language Association of America, NY, NY, 1984.
Great Careers: The 4th of July Guide to Careers, Internships, and Volunteer Opportunities in the Nonprofit Sector, Smith, D., Middle Atlantic Placement Association, Garrett Park, MD, 1990.
The History Internship Book, Career Education Institute, Winston-Salem, NC, 1998.
The Human Rights Internship Book, Career Education Institute, Winston-Salem, NC, 1999.
The Imaginative Souls Guide to Foreign Internships, Hitchcock, L., Ivy House, Greenville, NY, 1992.
International Workcamp Directory, Volunteers for Peace, Belmont, VT, 1998.
Internships in Foreign and Defense Policy, Women in International Security, Seven Locks Press, Washington DC, 1990.
The Internship Bible (The Princeton Review), Oldman, M. & Hamadeh, S., Random House, Inc., New York, NY, 1997.
Internships Volume 1: Advertising Marketing, Public Relations, and Sales, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
Internships Volume 2: Newspaper, Magazine, and Book Publishing, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
Internships Volume 3: Accounting, Banking, Brokerage, Finance, and Insurance, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
Internships Volume 4: The Travel and Hospitality Industries, Fry, R., The Career Press, Inc., Hawthorne, NJ, 1990.
The Leadership InstitutesBroadcast Journalism Internship Directory, Putnam, C., The Leadership Institute, Arlington, VA, 1997.
National Directory of Arts Internships, Christensen, W. & Clawges, R., National Network for Artist Placement, Los Angeles, CA, 1998.
The National Directory of Internships, Martin, G.D. & Baker, B.E., National Society for Experiential Education, Raleigh, NC, 1998.
NBA Professional Sports Internships 1995, 4D Publications, Inc., Washington DC, 1995.
Petersons Internships, Petersons Guides, Princeton, NJ, 1997.
Petersons Summer Opportunities for Kids and Teenagers, Petersons Guides, Princeton, NJ, 1993.
The Resort Internship and Seasonal Employment Guide, Career Education Institute, Winston-Salem, NC, 1998.
The Student Guide to Mass Media Internships, Claxton, R.H., Intern Research Group, University of Colorado, Boulder, CO, 1998.
ORISE Resource Guide, U.S. Dept of Energy, The Oak Ridge Institute for Science and Engineering, Oak Ridge, TN
Overseas Summer Jobs, Woodworth, D., Petersons Guides, Princeton, NJ, 1998.
The Sports Internship Book, Career Education Institutes, Winston-Salem, NC, 1999.
Summer Jobs Britain, Woodworth, D., Petersons Guides, Princeton, NJ, 1998.
Summer Jobs for Students, Petersons Guides, Princeton, NJ, 1998.
United Ways First Call for Help (Directory for Human Services), The United Way of Minneapolis, 1991.
Washington D.C. Internships in Law and Policy, Career Education Institute, Winston-Salem, NC, 1998
Work Your Way Around the World, Griffith, S., Petersons Guides, Princeton, NJ, 1997.