During the 2020-2021 academic year, the Program Evaluation and Education Research (PEER) Group launched its first-ever undergraduate internship program. The program hosted five paid interns in partnership with the Federal Work-Study Program. Via the internship, undergraduate students received training in educational research and evaluation techniques while contributing to PEER Group projects. This program was strategically aligned with the Friday Institute’s impact area of “cultivating equity in education through equity-mindedness”, and students from historically marginalized communities were encouraged to apply. The program had three goals: (1) expose interns to the environment and expectations of educational research and evaluation, (2) develop interns’ transferable workforce skills and (3) enhance PEER Group operations.
This brief builds off the pilot year evaluation report that details the implementation and impact of this program during its pilot year. Data were collected via monthly memos, administrative documents and intern culminating assignments as well as surveys, interviews and focus groups with interns and full-time PEER Group staff members. Findings suggest that the program was successful in accomplishing its three goals.
Eighty percent of the cohort identified as historically underrepresented racial and ethnic minorities and 60% of the intern cohort identified as first-generation college students. The initial vision for this program was developed by Callie Womble Edwards, Ph.D., associate director of the PEER Group. Implementation began in summer 2020 when Edwards submitted a proposal to the PEER Group and Friday Institute Executive Director Hiller Spires, Ph.D., for review and approval. Once approved, Edwards led the planning, implementation and evaluation of the program and was the internship supervisor. The internship consisted of eight components:
Drawing on data collected from PEER Interns and the PEER Group, findings suggest that the program has achieved its goals of (1) exposing interns to the environment and expectations of educational research and evaluation, (2) developing interns’ transferable workforce skills, and (3) enhancing PEER Group operations. In particular, interns gained a real-world understanding of what it means to be an educational researcher or evaluator as well as experience performing the duties and responsibilities for educational research and evaluator roles. In addition, interns strengthened their technical and soft skill sets. Finally, PEER Group members found time and money savings by distributing tasks to interns throughout the year, and the model demonstrates several factors related to sustainability. This pilot year of the internship program illustrated nine important lessons for future iterations of the program related to intern selection, student development, remote programming and program management, which are as follows:
Given the findings and lessons learned, it is recommended that this program become a permanent part of PEER Group culture. To improve future cohorts, seven recommendations, also known as the 7 Is, are advised:
Friday Institute leadership has confirmed that the program will continue for the 2021-22 academic year and increase its size to include six interns. To learn more about the PEER Group Undergraduate Internship Program, visit friday.institute/7819.