New approaches to internships and international experiences have staying power even as the world opens in person again. ADVERTISEMENT [Advertisement]( [logo] Was this newsletter forwarded to you? [Please sign up to receive your own copy.]( Youâll support our journalism and ensure that you continue to receive our emails. [Read this newsletter on the web](. Iâm Goldie Blumenstyk, a senior writer at The Chronicle covering innovation in and around academe. Hereâs what Iâm thinking about this week. How 2 efforts that emerged during the pandemic are changing with the times. Of the many things upended by Covid-19, certainly work-based learning and study abroad were disrupted. Two projects I wrote about in the past year â one on internships, the other on immersive international experiences â responded to the gyrations. So now what? The hiring platform Intern From Home, created by students, keeps growing, and a new Global Citizen Year Academy, developed by a nonprofit that used to send students overseas, is building worldwide networks of young people. Hereâs how each continues to evolve for the future. ADVERTISEMENT [Advertisement]( Subscribe to The Chronicle The Chronicleâs award-winning journalism challenges conventional wisdom, holds academic leaders accountable, and empowers you to do your job better â and itâs your support that makes our work possible. [Subscribe Today]( In response to vanishing internships, three undergrads at Brown University began Intern From Home in March 2020, hoping to salvage work-and-learn experiences for classmates and then friends of friends whose spring and summer in-person internships were being canceled as work from home kicked in. [When I caught up with them last May]( their free, simple-to-use platform was connecting students at more than 200 colleges with virtual internships. Today that number has more than doubled. The founders say the number of employers listing positions has also increased, but they were cagey about revealing those specifics, saying only that the tally was "in the high hundreds." Intern From Home also began to offer students and employers the chance to connect for full-time jobs, and the founders are considering what the service might morph into once hiring for in-person internships and entry-level jobs resumes on a big scale. The websiteâs newsletters, one about internships and another about full-time jobs, go out twice a week to thousands of students and employers. Virtual internships interest me â not because they sound all groovy and futuristic, but because I see them as vehicles to make career exploration more equitable. Many lower-income and placebound students whose family or financial circumstances donât allow them to relocate could more readily accept a virtual internship. Thatâs the theory, at least. During the pandemic, however, it does not appear to have played out that way. A [new study o]( internships]( shows that, among more than 10,000 students at 11 colleges, most virtual internships last year went to students in middle- and upper-income families, and more positions were unpaid than paid. The analysis, by the Center for Research on College-Workforce Transitions at the University of Wisconsin at Madison, also found higher levels of dissatisfaction with virtual internships versus in-person ones, mostly due to limited opportunities for engagement and learning. Itâs not clear to me that Intern from Home will change those dynamics, but two of the founders, whom I spoke with this week, said theyâre trying. Their site â at the moment, itâs not officially a nonprofit or a company â rejects internship postings that arenât specific enough about the expected responsibilities, and it has been expanding outreach to students at public universities, HBCUs, and community colleges. And because the site emphasizes internships and jobs at start-ups â the kind of positions that tend to be difficult for students to hear about without a connection â one co-founder, Megan Kasselberg, said itâs helping to level the playing field. âMost of the problems that we are solving,â she said, âare for students who are not at elite schools.â Whatâs next? Chuck Isgar, another co-founder, said the service aims to be more responsive than other college-to-career platforms to the emerging culture of âconstant job switchingâ that students and graduates now face. He, Kasselberg, and the five others who operate the site are well aware that another student-created platform, Handshake, [was just valued by its investors at more than $1 billion](. So, yeah, it's safe to assume that what began as a âmission-drivenâ pandemic project, as he called it, isnât fading away anytime soon. âWe think,â Isgar said, âthereâs a lot of opportunity in this industry.â A pandemic-proof model for international learning. Of all the pivots of the past year, the moves I saw by the nonprofit Global Citizen Year were among the most inspiring, mostly because it was so willing to experiment with new models of instruction. Turns out, those were groundbreaking pivots for the organization, too. Over the course of a few months, Global Citizen Year shifted its approach and designed a new offering that is more easily scalable than the [intensive]( overseas gap-year program]( for which itâs been known since 2010. Instead of sending off 150 young âfellowsâ to remote locales in cohorts for a year of immersive work and study in language, culture, and leadership, it offered an online, global alternative this year: A new âacademyâ created 20-person virtual communities of students from 85 countries. More than 500 students took part, and more than 800 people applied for 25 slots as instructors. Some hallmarks of the Citizen Year were lost in the move. Students werenât pushed to learn a new language or experience a new culture by living and working in it day to day. But the nonprofitâs founder, Abby Falik, said the alternative model had some benefits of its own. Students were able to connect more intensely with their peers in other countries, and that bolstered their understanding of the world â and their empathy, she said. (The students networked socially on a site called Discord, a Gen Z platform of choice these days; Falik said that helped foster more genuine connections.) Like the in-person program, the virtual experience aimed to provide the tools âto learn how to have an impact on the world,â she said. Researchers whoâve studied the traditional programâs outcomes found similar evidence that students in the academy were developing agency and a sense of self. And, not to be overlooked, the academy modelâs costs per student were about one-tenth of the pre-pandemic fellowsâ program. With Covid-19 persisting in places like Africa, Brazil, and India, Global Citizen Year will pause its overseas program for 2021-22 as well. But it hopes to double participation in the academy. And while the program used to be designed for post-high schoolers, to help shape âhow kids show upâ at college, Falik said, now itâs âtrying to reinvent a life stageâ for people ages 17 to 21. The academy still uses a platform developed by [the Minerva Project]( but instead of offering one of Minervaâs foundational courses, âSystems and Society,â as it did initially, it now features a homegrown course, âLeadership as a Practice,â that favors introspection and reflection. [Iâd found the Minerva connection interesting]( but Falik said participants thought the course was âtoo much like school.â The new model is opening doors not only for students but also for the organization. While Falik is eager to restart the in-person experience, she said, donors seem excited by the new programâs broader reach. Sheâs also talking with some colleges that might want to offer the academy as a freshman-year wraparound. If not for the pandemic, none of that might have developed, a point not lost on Falik. The fellows program was âpreciousâ to the organization, but that wasnât necessarily all good. Too often, she said, itâs hard to consider other options. âWe get so attached to what we build.â How will technology affect the college business model? The pandemic forced institutions to rely more than ever on technology. What will that mean for colleges' business models and financial operations? Where have remote operations created efficiencies or generated revenue? Join a panel of experts to help answer those questions today (May 26th), at 2 p.m., Eastern time. Register [here]( to watch live or later on demand. Got a tip youâd like to share or a question youâd like me to answer? Let me know, at goldie@chronicle.com. If you have been forwarded this newsletter and would like to see past issues, [find them here](. To receive your own copy, free, register [here](. If you want to follow me on Twitter, [@GoldieStandard]( is my handle. Goldieâs Weekly Picks HIGHER ED UNDER FIRE [A University Suspended Diversity Courses Because of an Incident That Almost Certainly Didnât Happen]( By Nell Gluckman [image] A Boise State student was allegedly forced to apologize for being white and left class in tears â but outside investigators found something much different. RACE ON CAMPUS [âEverybodyâs Got Your Backâ: Life at an HBCU During a Turbulent Year]( By Lauren Mitchell [image] On the anniversary of George Floydâs murder, Black students reflect on how their campuses helped them feel safer and more empowered. POLITICS AND THE ACADEMY [A New Hire, a Koch Grant, and a Department in Crisis]( By Nell Gluckman [image] The money was supposed to be a lifeline. Instead it added fuel to a fire. Paid for and Created by Fordham University [A 2021 Anomaly: A Balanced Budget]( Like all university leadership teams, Fordham University had to make difficult decisions early on in the pandemic to ensure the institutionâs financial well-being. How did they accomplish balancing a budget that that is 88 percent dependent upon tuition and student sources? ADVERTISEMENT [Advertisement]( Job Announcement Vice President of Marketing and Communications, Chief Marketing Officer at Simmons University.[Visit jobs.chronicle.com]( for more details. Paid for and Created by Texas Christian University [Rethink Everything]( Learn how TCU is changing the way universities handle student mental health needs through a new model focused on collaboration, peer support communities and a dedicated crisis and triage team. Today's Global Campus Strategies for Reviving International Enrollments and Study Abroad
Pandemic travel restrictions cut both ways, causing international enrollments to plummet and limiting study-abroad opportunities. This Chronicle report provides an in-depth look at how the global education experience has changed and offers strategies for assessing and adapting programs to ensure students' exposure to cultural and global diversity. [Order your copy today.]( Job Opportunities [Search the Chronicle's jobs database]( to view the latest jobs in higher education. What did you think of todayâs newsletter? [Strongly disliked]( // [It was OK]( // [Loved it](. [logo]( This newsletter was sent to {EMAIL}. [Manage]( your newsletter preferences, [stop receiving]( this email, or [view]( our privacy policy. © 2021 [The Chronicle of Higher Education](
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