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Doctoral Internships as Pathways for Professional Growth and Publicly Engaged Scholarship in the Humanities and Social Sciences

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Title: Doctoral Internships as Pathways for Professional Growth and Publicly Engaged Scholarship in the Humanities and Social Sciences
Language: English
Authors: Joseph Stanhope Cialdella, Laura N. Schram, John Gonzalez, Jandi L. Kelly
Source: Journal of Higher Education Outreach and Engagement. 2025 29(1):125-146.
Availability: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Peer Reviewed: Y
Page Count: 22
Publication Date: 2025
Document Type: Journal Articles
Reports - Evaluative
Education Level: Higher Education
Postsecondary Education
Descriptors: Internship Programs, Summer Programs, Doctoral Students, Humanities, Social Sciences, Scholarship, Professional Development, Program Effectiveness
Geographic Terms: Michigan (Ann Arbor)
ISSN: 1534-6102
2164-8212
Abstract: This article examines a longstanding university-sponsored summer internship program for doctoral students in the humanities and social sciences at the University of Michigan's Rackham Graduate School. Four years of student reflection data suggest that an internship is an enriching experiential learning opportunity that contributes to both students' career development and their trajectories as publicly engaged scholars. Specifically, students shared that summer doctoral internships helped them hone their career interests, make connections between their scholarship and the public good, and expand their professional networks. Internships have potential as a promising practice for a more student-centered doctoral education that prepares students for a range of career paths. Graduate schools and universities can inspire students to impact the greater public good over the course of their careers, both within and outside academe. Rather than being a distraction from doctoral training and research, internships may further hone doctoral students' scholarly and career development.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1470091
Database: ERIC
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  Data: Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
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  Data: This article examines a longstanding university-sponsored summer internship program for doctoral students in the humanities and social sciences at the University of Michigan's Rackham Graduate School. Four years of student reflection data suggest that an internship is an enriching experiential learning opportunity that contributes to both students' career development and their trajectories as publicly engaged scholars. Specifically, students shared that summer doctoral internships helped them hone their career interests, make connections between their scholarship and the public good, and expand their professional networks. Internships have potential as a promising practice for a more student-centered doctoral education that prepares students for a range of career paths. Graduate schools and universities can inspire students to impact the greater public good over the course of their careers, both within and outside academe. Rather than being a distraction from doctoral training and research, internships may further hone doctoral students' scholarly and career development.
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      – SubjectFull: Summer Programs
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      – SubjectFull: Doctoral Students
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      – SubjectFull: Humanities
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      – SubjectFull: Social Sciences
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      – SubjectFull: Scholarship
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      – SubjectFull: Professional Development
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      – SubjectFull: Program Effectiveness
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      – SubjectFull: Michigan (Ann Arbor)
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