1. The Importance of
Job Experience
Implementing an Internship Program for the
Department of History at EKU
Hannah Richards, Joseph Landolt, and Lauren Prewitt
April 28th
, 2015

2. 2
Table of Contents
Abstract ..................................................................................................................................................................3
Introduction ..........................................................................................................................................................4
The Project ............................................................................................................................................................4
The Problem .........................................................................................................................................................4
The Solution .........................................................................................................................................................7
Results .....................................................................................................................................................................8
Internship Models .............................................................................................................................................11
History Department Internship ...................................................................................................................14
Funding ...................................................................................................................................................................15
Conclusion .............................................................................................................................................................19
References .............................................................................................................................................................20
Appendix A: EKU History Department Co-op/Internship Application ...................................22
Appendix B: History Major’s Survey .........................................................................................................23
Appendix C: EKU’s History Department Co-op/Internship Application Guidelines ........24
Table of Figures
Figure 1: Average intern and co-op hourly wage rates, by degree and year of study ...8
Figure 2: Declared Majors .............................................................................................................................9
Figure 3: Have you looked into possible internships/co-ops? ...................................................10

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Abstract
This report defines a cooperative education program for the History Department at
Eastern Kentucky University (EKU). There is a need at EKU to help History majors gain
valuable work experience. This program will assist students in EKU’s History department by
creating an internship model pulling from internship programs in Emergency Medical Care
(EMC) and Communication Studies (CMS). We surveyed EKU students taking History classes.
The survey sought to gauge whether the students thought an internship program for the History
Department would be a beneficial addition. All three members of the group conducted
interviews. We also found research on the topic of cooperative education. Different aspects from
both EMC and CMS internship guidelines are used to form a History Internship program. A
detailed application process and guidelines are established as criteria for the History
Department Internship Program. We recommend that EKU take our possible funding sources
into account and seriously consider developing a History Department Internship program as
outlined in this report.
Introduction

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College enrollment in the United States is at an all time high. A Bachelor’s degree has
become more important than ever before. However, not all degrees and courses of study provide
equal opportunities. Many college students spend four years in college and come away with a
large amount of debt. These students expect to find gainful employment in their chosen career
or field of study based on their new credentials. However, employers are not often impressed by
fresh college graduates. The graduates often lack the practical skills and experience that
employers’ desire.
Some undergraduate programs have internship opportunities built into the curriculum.
These students are given credit towards their degree for applying their classroom knowledge and
skills in a practical real-world setting. This provides participating companies with a great source
of skilled labor. On the other hand, the students have a great experience they can put on their
resume and an opportunity to hone their skills within their field.
The Project
This project will focus on creating a model for internship opportunities that can then be
applied to a great variety of undergraduate programs. The Emergency Medical Care (EMC) and
Communications Studies (CMS) programs at Eastern Kentucky University (EKU) already have
internship opportunities built in to the curriculum. An in-depth analysis of these programs will
be performed. The details of the programs and their feasibility will be our main focus. Cost will
also be taken into account. For the purposes of our study we will be focusing on applying the
internship opportunities model to the History program at EKU.
The Problem
College debt is as serious concern to the growing number of Americans that are choosing
to go to college. It is an investment in one’s future. Students often justify their decision to spend
four years of their lives in college, and tens of thousands of dollars, with the return on
investment they expect once they earn their degree. The Millennial generation has been raised
with the belief that a college degree will earn them a place in the middle class. They have been
told that the “American Dream” is within their grasp and that a few years of hard work and
studying will pay off for years to come.

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Unfortunately, not all degrees are in equal demand and not all students are able to find
jobs once they graduate. Many fresh college graduates struggle to find adequate employment in
the first few years after receiving their degree. Many of these students have worked hard
throughout their college year and received good marks in school. However, many of them suffer
from underemployment. This problem of skilled and educated workers employed in low paying
jobs is particularly evident amongst those with undergraduate degrees in the social sciences.
Many new graduates do not understand why they are being denied the same job
opportunities that were available to their parents’ generation. The problem can be summed up
in terms of supply and demand. A survey of Americans over the age of 25 revealed that the
number of Americans with bachelor’s degrees has risen from ten percent in 1970, to one third in
2014 (“Generation i,” 2014). There are far more college graduates today than there were in the
past. Thus, employers have a much larger supply of college graduates to choose from and can
afford to be pickier than they were in the past. Employers are now more concerned with
practical experience than ever before. This creates a problem for students because they do not
always have the experience that employers seek upon graduation. Meanwhile that devastating
student debt is weighing heavily on their conscience.
The relationship between debt, a weak job market, and stagnant wages is disheartening
at best and soul crushing at worst. Since 1983, the cost of a college degree has risen at a rate five
times greater than inflation while wages have remained relatively stagnant over the past ten
years (“Is College Worth It?,” 2014). Students are more and more concerned about defaulting on
their loans and finding a job that can help them pay off the mountain of debt they have
accumulated. Many universities pride themselves on providing jobs for their new graduates.
They like to be able to boast that graduates from their institution are more likely to find a job in
their field than graduates of other colleges with whom they compete. This is all a matter of
return on investment. It is in the best interests of students, educational institutions, employers,
and the national economy to find a solution to the problem of chronically underemployed
college graduates.
However, all is not lost. There may be a golden ticket to employment and acceptance into
the ranks of middle class America. Internships are the solution to the problem that plagues so
many students. Internships provide students with several important benefits by allowing
students to explore various career options with relative ease. This is important because many
students have no idea what they want to specialize in or even where their interests lie.

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The resume of a new college graduate can seem rather dull and lackluster in comparison
with those who have been fully engaged in the job market for several years. Internships allow
students to “fluff” their resumes with jobs and experiences that are relevant and interesting to
potential employers. They also provide students with solid references who can sing their praises
to potential employers.
The most important aspect of internships is their tendency to lead to full time
employment. Interns are given a chance to prove themselves to a company. If anintern proves
to be a reliable, resourceful, and efficient employee, employers are more likely to recruit them
upon graduation. This particular aspect goes a long way towards bridging the gap between how a
potential employee appears on paper and how useful he/she is when given responsibility and
given tasks to complete in real-world setting.
Students in the History program at EKU are at a disadvantage. Other students in other
programs have access to internship opportunities that are built into their curriculum. A vital
part of the college experience is missing for those who graduate from EKU with a Bachelors
Degree in History, real-life experience. Unfortunately, it is solely dependent on the student to
arrange internships on their own time, which could result in a lack of official guidance. In order
to get the most from their degree and time at EKU, a student needs experience in the field.
However, without a little guidance, students can’t find the jobs they want and need.
The Solution
According to EKU’s Center for Career and Cooperative Education, all five of EKU’s
colleges participate in the internship/co-op program, but not all majors participate in the
program (EKU Center for Career and Co-op, 2016). Effective implementation of an internship or
co-op program for the History Department at EKU could meanthe difference between students
securing jobs within their field prior to graduation and being turned down from their dream job
solely because they lack the experience required. Katherine Stahl, executive director of the
American University Career Center, stated that “At American University, co-op students,
graduate and undergraduate, report that nearly 70 percent attribute their first professional job
to their co-op: They may have networked into a position directly from their co-op employment,
or they were told that the skills and experience acquired in co-op were the reason they were
hired” (Stahl, 1999). So not only do internships provide work experience for the student in their
field of study, but they may also secure a permanent job with that company.

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Two terms commonly used with experiential education are “internships” and
“cooperative education” or (co-op). Both internships and co-ops are work experience related to
your academic program. Internships are usually, but not always, one term and during the
summer. Co-ops are usually, but not always multi-term and throughout different semesters of
school (VirginiaTech Career Services, 2016). Upon attending college, students have a main goal
of gaining an education and receive employment after they graduate. A degree is simply not
enough in this day and age to secure employment in the competitive job market. According to
Dr. Vickers, the director of Career Services Center at Arkansas State University, it is reported
that a study found that college graduates who did not participate in cooperative education had a
mean salary of $18,873. In contrast, college graduates who completed a co-op had a meansalary
of $21, 057(Vickers, 1990). That is a difference of over $2,000 for a year’s salary. Students who
graduate with experiential education experience receive higher salaries directly after graduation.
Another major benefit of cooperative education is the opportunity to gain a salary to help
pay for college. A study done by the National Association of Colleges and Employers from 2013-
2014 stated that the average wage for an intern at the bachelor’s degree level is $16.35 an hour.
Co-op students earn $17.44 at the bachelor’s degree level (NACE, 2014). Below is a chart listing
the specifics by degree type and class year (Figure 1).
Average intern and co-op hourly wage rates, by degree and year of study
Degree and year of study Average intern hourly wage
rates
Average co-op hourly wage
rates
Bachelor's degree, freshman $15.05 $15.17
Bachelor's degree,
sophomore
$16.10 $16.74
Bachelor's degree, junior $17.19 $17.93
Bachelor's degree, senior $17.94 $19.24
Master's degree, first year $22.21 $23.46
Master's degree, second year $23.06 $26.82
Figure 1

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Participating in an internship during or between college semesters not only provides that
student with meaningful work experience in their field, but it can also relieve some of the
financial burden that many students carry. Because students can earn a salary during their
internship, they are more capable of putting more effort into their studies. This is because they
are not worried about the debt they may face after graduation. Students who are less worried
about financial strain are a more valuable addition to their respective university.
Results
We surveyed students in several history classes at Eastern Kentucky University (EKU).
The purpose of the survey was to gather information on current history students at the
university and determine whether they believed an internship or co-op would be beneficial for
the history department. A total of twenty-one responses were collected and the findings were
analyzed in order to better understand the needs and goals of the history majors at EKU.
Of the twenty-one respondents to the survey only 48% had looked into internship or co-
op. However, 100% of the respondents believed that having aninternship/co-op opportunity
would be beneficial for the History Department. This data implies that students would be
interested in internship or co-op opportunities if the history department provided them with
further guidance. Further studies may need to be conducted to determine the exact reason that
less than half of the students surveyed had looked into an internship.
Of the students surveyed, eleven of them were seniors, six of them were juniors, and four
of them were sophomores (Fig 2).

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Figure 2
Of the senior year history majors surveyed, only 40% of them had looked into internship
or co-op opportunities (Fig 3). Of the junior year history majors surveyed, 60% of them had
looked into internship or co-op opportunities (Fig 3).
Finally, we looked at the students surveyed who were history majors and had looked into
internships or co-ops. Of the history majors surveyed, 42% of them had looked into internships
or co-ops and 68% of them had not (Fig 3). This particular group includes the sophomore
history majors. However, the vast majority of history majors were seniors and juniors and only
two individuals of the twenty-one surveyed were not history majors.
0% 10% 20% 30% 40% 50% 60%
Sophomores
Juniors
Seniors
Percentage of Students
Declared Majors

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Figure 3
These numbers are far below what they should be. In anideal world, the vast majority of
history majors should have had at least one internship by the spring semester of their senior
year. Juniors should be the main target of the internship program. Graduating students should
be given all the necessary tools to ensure that they are aware of and are able to apply for
internship opportunities before they finish their degree and enter the job market.
The students that were surveyed had a wide variety of interests and plans after
graduation. These plans ranged from teaching, at both the high school and college levels, to
plans for graduate school and law school. Other students hoped to find employment in a
museum, an archive, or at an organization that promotes historic preservation. Still others, had
vague plans about their future that included wanting to educate the public regarding the lessons
of history and the important role it continues to play in our lives. Given this broad array of
interests for history majors it seems only natural that any internship program should have a
number of options for students to pursue. The students that do not have definite plans for
graduate school or further education would probably benefit the most from an internship
program. It is these students, who are heading directly into the job market that will probably
have the most difficulty finding employment.
Internship Models
0 0.1 0.2 0.3 0.4 0.5 0.6 0.7
Juniors
Seniors
All History
Majors
Percentage of Students
Have You Looked Into Possible Internships/Co-
ops?

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Several programs at EKU have already implemented successful cooperative education
programs for their majors. We took two of these programs and created a model for a potential
internship program for the History Department at EKU.
Communication Studies
Other fields of study at EKU have determined the importance of co-ops and
implemented them into the majors’ curriculum. Communications Studies (CMS) students are
required to complete at least 240 hours of cooperative education. This type of cooperative
education experience is unique to this major because CMS is such a broad field of study.
Students from the field of Communications can pursue career paths including marketing, public
relations, education, business, and government work.The breadth of this degree warrants a less
specific internship program. This will provide a way for students to determine the career path
they are most passionate about along with gain valuable workexperience.
A Communications Studies major will go through EKU’s Center for Career and
Cooperative Education to perfect their job application procedures. When the student determines
a semester they will participate in co-op, the career center begins coaching the student in
various aspects of searching for a job. Critiquing resumes, practicing interviews, giving
encouragement, and finding an appropriate job to fit that student’s field of interest are some
examples of the support provided by EKU’s Center for Career and Co-op.
If a student has a job that they wish to be used as their internship, they must fill out a job
information form stating the specifications of the job itself. From there, the job has to be
approved by EKU. If the student is not already employed, the next step is to apply to
recommended jobs and go through the interviewing process.
The application is one of the final stipulations. In an interview conducted with Dr. Amy
Thieme, Associate Professor of Communication Studies at EKU, she gives a detailed example of
exactly how to apply for cooperative education. She states:
“Students do not register for co-op....they apply for co-op. Only the co-op office
can register a student for co-op. This is why co-op is not listed with a CRN on the course
schedule. Students will have to contact me via email or during my office hours to begin
the application process. Once the application is complete, the co-op office will register
the student for the term the student wishes to complete his/her co-op.”

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Once the application process is complete the student will begin the job and complete
assignments throughout the internship. That is the final step in the internship, and if the
student meets the requirements and completes the assignments according to the timeline given
by EKU, the student will be awarded 1 credit hour per 80 working hours.
Emergency Medical Care
Applicants to the Advanced Life Support curriculum for the Emergency Medical Care
program must undergo an application process once they have completed all of the prerequisite
courses. Applicants will be evaluated based upon three criteria. The first criteria are overall GPA
and GPA for the prerequisite courses. The second criteria is completion of all of the prerequisite
courses including the Basic Life Support (BLS) clinical, which follows completion of an
Emergency Medical Technician (EMT) course, and current Kentucky EMT certification. The
third criteria is a computer based test designed to gauge an applicant’s knowledge of anatomy
and physiology, pharmacology, electrocardiography, basic life support, and his/her ability to
flourish in highly stressful environments.
Applicants will be selected for the program based upon these criteria. Once accepted into
the program, applicants have a strict curriculum that must be followed in order to achieve
certification as a Kentucky paramedic. According to national standards this curriculum includes
a total of 1000 to 1200 hours of instruction. This includes 500-600 hours of classroom and
practical laboratory instruction, 250 to 300 hours of clinical work, and a final 250-300 hours of
field internship (EMT-Paramedic National Standards Curriculum, 1998).
The hospital clinical work provides paramedic students the opportunity to practice
practical and diagnostic skills in a relatively controlled environment. Paramedic students will
typically see a much larger number of patients, within a given amount of time, in the hospital
setting than they would otherwise encounter in the field. Students will also have the opportunity
to learn more about definitive care and the protocols within a hospital setting. This provides an
opportunity for students to expand their knowledge base of medicine beyond the boundaries of
the ambulance in which they will spend most of their time as a paramedic. The hospital setting
also gives students quick and constant access to advanced care providers (Nurse Practitioners,
Physicians, and Physicians Assistants) that can mentor them and help them further develop
their clinical skills.

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The field clinical provides an environment for the paramedic students to apply their
clinical knowledge and skills in a field setting. Learning how to effectively use all the diagnostic
and treatment tools of the trade is an essential part of becoming a proficient paramedic. The
tools and outlook of a provider in a clinical hospital setting and a field setting are inherently
different. While the hospital setting provides a student an opportunity to learn about definitive
medical care, a field internship teaches a student how to provide medical care in totally different
setting. Emergency medical care providers working in the field are more focused on stabilizing
and maintaining the stability of a patient than providing definitive care.
The field internship is the final evaluative portion of the Advanced Life Support (ALS)
program. The student is overseen and evaluated by a senior paramedic during the field
internship. This provides an opportunity for the paramedic student to prove himself and
demonstrate his clinical and medical knowledge. At this point in time the student should feel
confident in his skills, clinical and medical knowledge, and diagnostic abilities. For all intents
and purposes, the student should be functioning as a confident and knowledgeable paramedic at
this point. The senior paramedic is still there to assist but will provide less direct instruction and
will primarily serve as an evaluator of the student’s knowledge, skills, and actions.
For the purposes of this proposal, elements of both the clinical work and the field
internship will be drawn upon to form the basis of the history internship program. The clinical
work provides hands-on real-world experience for paramedic students. This should be a major
objective for any internship or co-op and will be incorporated into our overall plan for the
history internship and co-op proposal.
History Department Internship
After having collaborated with the EKU College of Arts and Sciences and the History
department's faculty and staff, a prototype of the co-op/internship program has been created.
The models of the application process, requirements and other documents work as a skeleton
for a model of the documents needed for students to use to apply for the assigned internship.
The fields of internship would be made up of History Teaching, Museum Industry,
Archives/References, Library Sciences, Government, and Preservation/Restoration. It is within
those subcategories that students will be assigned an area of study for their assigned internship.
The locations of the co-ops/internships would depend on the field, but examples are
Irvington/McDonnell House/Visitor Center, Battle of Richmond Civil War Battlefield, Madison

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County Library, Madison County Courthouse, EKU Crabbe Library and Special Collections and
Archives, Cassius Clay’s White Hall Historic House, Madison County Historical Society, EKU
Elmwood House, Richmond Cemetery, and the Battle of Richmond Historic Sites. At these
locations students will have the opportunity to learn and perfect the practical skills they will
need to succeed in their chosen career.
Everything will run under the supervision of a coordinator. They will be the one to check
all documents, record information, and work alongside the Career/Co-Op departments at EKU.
A minimum of 60 working hours is required for the student to complete the internship. The
hours will be logged on timesheets and signed by the location director and then turned into the
coordinator at the end of the semester. Coordinator evaluations will examine if all requirements
and tasks are being fulfilled. The coordinator will examine weekly reports submitted regarding
the students to ensure success in the program. Monthly meetings are conducted on an as-
needed basis. For example, if a student’s behavior reflects poorly on the internship program or
EKU.
In order for the program to work, it will be run and operated by select members of the
College of Arts and Sciences and History Department faculty and staff, with assistance from
graduate assistants and students. The amount of funding will determine how implementing the
program into the job descriptions will play out, due to the extra responsibilities that are added to
those running it. The internship/co-op program will be overseen by Dr. Karin Sehmann, the
Associate Dean of Academic & Student Affairs. Any further support will be followed out by
EKU’s Career and Co-Op Office.
Funding
One vital consideration when undertaking any major operation is funding. Under normal
circumstances this is a major concern for college administrators. State funding for public
universities has been trending downwards for several years. In addition, the Kentucky state
legislature recently approved budget cuts which will decrease state funding to public universities
by nine percent over two years. In order to compensate for this lack of funding, tuition will rise
at public institutions across the state and the costs of meal plans and on-campus housing is
expected to go up. Thus, given the current state of fiscal despair, it is important that any
proposed internship program be capable of sourcing much of its funding from somewhere other
than the EKU coffer.

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Tuition-Based Funding
Universities have a history of offering students college credit for internships. This
approach allows universities to recuperate some of the administrative costs of setting up
students with an internship. It also gives universities a means to formally incorporate
internships into the curriculum of a program. This approach is particularly commonwith
graduate schools, law schools, and medical schools. It also provides incentives, for both the
university and the student, to seek out an internship. This approach would be utilized for the
proposed history internship program.
Federal Work-Study Program
Funding for internships and co-ops could be sourced from a variety of third parties.
Money from the Federal Work-Study Program could be sourced to pay for new internship
opportunities at EKU. The EKU Library would partner with the history department to create
archival and library science internships. Our survey showed that there are history majors at
EKU who are particularly interested in working in an archive and the university could provide
them with this opportunity. In addition, several of the students surveyed are pursuing a
History/Teaching major and may be interested in a library science internship. This internship
opportunity would help prepare students for a career in teaching or act as a gateway program to
the Master of Arts in Education in School Media Librarian offered by Eastern Kentucky
University.
National Trust Preservation Fund
Grants from the National Trust Preservation Fund are another possible source of
funding. Funding from this source could be used for the preservation of Elmwood and other
historic buildings throughout Richmond, Kentucky. These historical sites are within driving
distance, and walking distance, of EKU and are in need of preservation and funding. Interns
could assist faculty in cataloging historical items and documents on the Elmwood property and
learn more about the daily tasks associated with preserving and restoring the historical sites.
Faculty, graduate students, and undergraduate students could collaborate on the grant
proposal(s). The grant itself is awarded annually in amounts greater than$50,000 (National
Trust Preservation Fund, 2016). Eventually,Elmwood, and perhaps other historical buildings,
could be converted into museums whose revenue streams would help pay for their preservation

16. 16
and continuation of the internship programs. These sites would provide a great internship
opportunity for students interested in working towards museum or archival careers.
Battlefield Preservation Fund
The Richmond Civil War Battlefield is an important site that should be incorporated into
the program. Funding could be sourced via the Battlefield Preservation Fund. The process for
applying to these grants is similar to the process for the National Trust Preservation Fund. A
collaboration of faculty and students could, once again, be utilized for the purposes of proposal
writing. This particular source provides a one-to-one cash match of any funding provided by the
university (Battlefield Preservation Fund, 2016). This would require a more substantial
financial commitment from the university, with the understanding that their contribution would
be matched by the fund. Students interested in military history and Americanhistory would be
well served by an internship with the battlefield. The fund is designed to be used for the
preservation of battlefields and related historic sites. Student interns could help in preservation,
documentation, and archival efforts. Funds from this particular source could be used to preserve
sites in and around Richmond that are associated with the Battle of Richmond. This could
include the courthouse, historic churches, and other historic buildings in and around Richmond.
Administrative Fees
One of the most significant sources of funding may come from the internship program
itself. It is not uncommon for universities to charge students extra fees, on top of tuition, while
receiving credit for an internship or co-op. While this model is not ideal, it would go a long ways
towards making ends meet in a time when budgetary constraints are increasingly important.
Administrative and miscellaneous costs could be covered by this source of funding.
Other Sources of Funding
Other possible sources of funding include the National Trust Preservation Fund, the
Bluegrass Trust for Historic Preservation, the Kentucky Mansion Preservation Foundation, the
Madison County Historical Society, and the Kentucky Historical Society. All of these
organizations could be approached as possible partners for internship and co-op opportunities
for students.

17. 17
Our resources will be directly from the College of Arts and Sciences. Dr. John Wade,
former Dean of the College of Arts & Sciences, now professor will offer approval and mentoring
through the planning, researching, and establishing stages. Dr. Christiane Taylor, Chair of the
History Department will help implement the Co-Op/internship into curriculum along with
troubleshooting any issues. Dr. Brad Wood, head of the History Graduate Program, will stress
the importance of internships for acceptance into the graduate program at EKU.
Dr. Tom Otieno, Associate Dean for Administrative Affairs & Research and Dr. Karin
Sehmann, the Associate Dean of Academic & Student Affairs will both assist in the planning,
research, and establishing of co-op/internship program alongside of Dr. Wade. June Settle, the
Grants & Research Specialist, will assist in grant and funding research and writing in order to
make sure it’s all applicable within the internship program.
Students who are applying for or are enrolled in the co-op program can write out grant
proposals that can be submitted for acceptance. Because the museum industry is heavily reliant
on donations for funding, grant writing is a necessary skill to acquire. This offers either a
foundation or practice for a vital skill in this career path. Working alongside Dr. June Settle, the
Grants & Research Specialist, and Dr. Taylor, Chair of the History Department, the grant
proposal will be edited to the best version for submission. If a student is awarded a grant, a
portion will be rewarded to the assigned field of student. All money will go toward the
mechanics and running of the co-op program and along with any additional costs of the
program.
Conclusion
Student debt has become an increasingly important issue on the national political stage.
This is because it has become an epidemic that affects a massive portion of the college educated
population in this nation. Underemployment is the biggest contributor to crushing student debt
of the nature we are currently facing. Whenstudents attend four or more years of school for a
Bachelor’s degree they sacrifice four years in which they might otherwise be earning more
money.
However, a Bachelor’s degree is a long term investment in an individual’s future.
Students take on the debt and do the time with the hope, and often the promise that it will pay
off in the long run. When students graduate and cannot find a job in their field they often settle

18. 18
for a job that pays significantly less than they hoped. Oftentimes they find that they are unable
to repay their loans in a timely manner and this may lead to defaulting on student loans.
This vicious cycle is bad for students, new graduates, and the economy as a whole.
Luckily, there is a solution. Internships and co-ops provide students with the opportunity to set
themselves apart from their peers and stand out from the masses. However, internships are not
easily accessible by all students. Some programs at EKU, and other institutions, have fantastic
internship or co-op programs built into the curriculum. Other programs leave students to fend
for themselves.
In the interest of educating the public, and doing right by their students, EKU needs to
reform their History Department curriculum to include internship or co-op opportunities. Doing
so will benefit the University as much as the students it serves. Students want real-world
experience. Employers want students with applicable skills. EKU wants to be seen as a more
prestigious university that values its students. The funding is there for the taking. This proposal
provides benefits to all parties involved and it is needed and wanted by the student body.
References
Battlefield Preservation Fund. (2016). Retrieved from
http://www.preservationnation.org/resources/find-funding/special-funds/
Center for Career and Cooperative Education (2016). Co-op/Internships Facts. Eastern
Kentucky University. Retrieved from http://career-coop.eku.edu/co-opinternships-facts
Generation i. (2014, September 6). The Economist. Retrieved from
http://www.economist.com/news/international/21615612-temporary-unregulated-and-
often-unpaid-internship-has-become-route
Is College Worth It? (2014, April, 5). The Economist. Retrieved from
http://www.economist.com/news/united-states/21600131-too-many-degrees-are-
waste-money-return-higher-education-would-be-much-better

19. 19
National Association of Colleges and Employers (2014). Hourly Wages for Interns and Co-ops
Stable. Retrieved from http://www.naceweb.org/s04022014/hourly-wages-interns-co-
ops.aspx#sthash.81Oe2mWy.dpuf
National Trust Preservation Funds: Guidelines & Eligibility. (2016). Retrieved from
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Virginia Tech, (2016). Frequently asked questions about internships and co-ops. Career
Services. Retrieved from http://www.career.vt.edu/coop/faq.html#diff

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Appendix A: EKU’s History Department Co-
op/Internship Application
EKU’s History Department Co-Op/Internship Application
Name: _______________________________________________________________________________
(first) (middle) (last)
EKU ID: ______________________________
Address: _____________________________________________________________________________
_____________________________________________________________________________
(city) (state) (zip code)
Major: _______________________________________________________________________________
Concentration: ________________________________________________________________________
Minor: _______________________________________________________________________________
Grade: (circle one) Freshman Sophomore Junior Senior
Current GPA: ____________
Advisor(s): ____________________________________________________________________________
____________________________________________________________________________
Perfered Field: ________________________________________________________________________
Job History: (if relevant to major/minor/concentration, etc.) ____________________________________
_____________________________________________________________________________________

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Appendix B: History Major’s Survey
Current Class:
Year of School
o Freshman
o Sophomore
o Junior
o Senior
Have you declared a major?
o Yes
o No
Is so, please list:
What is your concentration/focus?
Have you declared a minor?
o Yes
o No
If so, please list:
Have you looked into possible internship/co-ops?
o Yes
o No
If so, please list:

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Do you think an internship/co-op would be beneficial in the History Dept.?
o Yes
o No
In a couple sentences, explain what you want to do with your major.
Appendix C: EKU’s History Department Co-
op/Internship Application Guidelines
EKU’s History Department Co-Op/Internship Application Guidelines
Requirements for applying to co-op/internship:
 C3 Career Express Account
 Completed Application
 Completed Cover Letter and Resume
 Letter of Recommendation from Advisor(s)
 Proclamation of Professional Goals
C3 Career Express Account- Visit www.career-coop.eku.edu to create or update a C3
Career Express Account. This is the platform that students will use to upload pertaining
documents (cover letter, resume, letter of recommendation, and proclamation of
professional goals) for admittance into the co-op/internship program. Through C3
Career Express by clicking on My Account, then My Documents, you can upload
pertaining files. If you don’t have a resume prepared, feel free to use sample resume
formats found in the Job Search Guide on the Center website www.career-coop.eku.edu
to guide you or use Create a Resume in your C3 Career Express account. Your resume
will be reviewed by a History Department staff member and you will be emailed if your
resume needs to be revised. Suggested revisions will be available in your C3 Career
Express account in the My Documents section. An approved resume is a required
assignment for this course.
Application- Used by History Department’s faculty and staff to coordinate which
internship field the student will be assigned to. Application can be accessed through C3
Career Express Account.
Existing fields are: History Teaching, Museum Industry, Archives/References,
Library Sciences, Government, and Preservation/Restoration
Cover Letter & Resume- Used by the History Department’s faculty and staff to examine
experiences levels and the fields of interest by student. Cover letter should include fields
of interest and what the student hopes to gain from the co-op/ internship. Cover letter
must be NO MORE than one page long with the appropriate formatting. Consult
advisor(s) if you have any further questions.
Letter of Recommendation- Students must request at least one letter of
recommendation by an advisor for admittance into the co-op/internship program. All

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History Department faculty and staff will be provided with a template to use when
drafting the letter of recommendation. You MUST request the letter via EKU Direct and
then the final copy will be emailed to you and then must be uploaded and submitted to
C3 Career Express.
Proclamation of Professional Goals- Each student must submit a one to two page
proclamation explaining their area of interest and what they hope to gain from
internship. This is separate from the cover letter but will overlap in certain
circumstances. This should be made around future goals and what the student will take
away from the internship to apply to their career.
Upon acceptance into the internship/co-op program, all students must complete the
Online Orientation through your C3 Career Express account before your first co-
op/internship experience. All students must score higher than an 80 on the Online
Orientation in order to move forward. If a student scores lower than an 80, you must
request another orientation opportunity. The Orientation is a one-time requirement for
co-op/internship students.