The English Department offers a variety of internship opportunities that allow students to explore writing and language within the workplace. Through the semester-long partnership with a community agency, students will practice writing across diverse contexts, develop strong professional communication skills, learn new technologies, gather workplace writing experience, and extend their professional network. In collaboration with the internship coordinator, students can design internships to suit their academic / artistic ambitions, or students can choose from a list of internship sites already established with the English Department. We work with local nonprofits, publishers, and businesses to provide internships in acquisitions, copyediting, content writing, event planning, and social media management, among other options. It is most appropriate to take an internship course in the junior or senior year of your academic career, and students of any major can take a LIT or LANG 340 internship course. Current internship coordinator: Amanda Wray (firstname.lastname@example.org), KH 213.
Checklist for New Internship Sites
Students are required to complete two to three hours of work per week for each course credit hour earned.
1 – 3 hours of work per week = 1 credit hour
4 – 6 hours of work per week = 2 credit hours
7+ hours of work per week = 3 credit hours
- Interns meet with the internship coordinator three times during the semester to reflect on the student’s internship activities.
- Interns email weekly work logs with short (1 paragraph or so) reflections.
- Interns submit a “final exam” reflective memo (1-2 pages).
- Most interns will also have a collection of “deliverables” written for the internship site throughout the semester, or a final “project” that could include curating an exhibit at the Thomas Wolfe Memorial.
Interested in Internships?
Register during advising. Email Dr. Amanda Wray (email@example.com) with questions.
For more information, please refer to Current LANG LIT Internships.
Tamera Bodrick (Creative Writing major) interned with Special Collections in Ramsey Library, working with Katherine Min’s artifacts. “I went into this internship wholly unsure of my future and the degree I’d been cultivating during my time here at UNCA. My advisor had rattled off some possible paths I could take after graduation and she mentioned library science. I worked in my high school’s library as a teenager but knew nothing about the major beyond that — I assumed it was just working in libraries, checking out books for patrons, restocking shelves, and memorizing the Dewey Decimal System. This internship opened doors to me about the different types of librarianship, primarily archival librarianship, and how they touch essentially every field in the workforce today.” Tamera says the internship and “the brief introduction I got about each [library] position during my tour on the first day opened various other possibilities that intrigued me and helped cement my desire to pursue a Master’s in the Library Science degree. Along with clearing up any doubts about wanting to go into this field, the internship gave me the experience I’d need to apply for a Master’s program and boost my resume, while also securing relevant connections for when I graduate to help further my career.”
Arcade Willis (Anthropology major) interned with LGBTQIA+ Archive of WNC Project, which involved working in Special Collections at UNC Asheville and at the NC Room in Pack Library. They explain, “I spent several hours each week organizing and processing boxes of documents and creating metadata for materials in the LGBTQ+ History collection.” Much of Arcade’s work involved processing personal correspondence of Holly Boswell and papers associated with her Kindred Spirits transgender non-profit organization (started in the 1990s). In the NC Room, Arcade processed the personal papers of Michael Harney from WNCAP. “As a student considering a potential career in information science, gaining experience in archiving was extremely valuable to me, as it can be quite difficult to gauge one’s level of interest in archiving and library science without the opportunity to learn from firsthand work experience. Additionally, working on an LGBTQ+ specific project will be valuable to me regardless of whether or not I pursue a career as an archivist, as I hope to work with the LGBTQ+ community no matter where my career takes me. The local focus of the project was also important to my learning process during my internship, as learning about the struggles and triumphs of the LGBTQ+ community has added richness to my understanding of the place in which I live and attend college. Assisting Dr. Wray with the LGBTQ+ history tour further cemented the value of uncovering hidden or unknown histories, and provided me with an opportunity to engage the public in learning about these histories. This emphasis on engaging with local and regional histories is a value I can take with me and apply to wherever I may attend graduate school or live in the future. My internship has enhanced my understanding of the archival profession and how information science plays an important role in ensuring public access to LGBTQ+ histories. It has also provided me with valuable work experience that can assist me in applying to graduate school, as well as to jobs in library science or archiving.” Arcade helped me pilot an LGBTQIA+ Historical Walking Tour downtown Asheville as an alternative spring break experience for Eastern Carolina students.
Danielle Holtz (Health and Wellness major) completed a pedagogy internship with Odyssey High School, which included a late-semester adaptation to remote learning. Danielle explains, “[t]hough I am not an English major, I have an acute interest in social justice education, which is exactly what this internship offered me the ability to gain skills in. As I continue my path toward food system reform, connecting nourishment to issues that affect everyone, specifically marginalized communities, is an incredible issue to share with those who are about to enter “the real world”. From a linguistic perspective, it has also been interesting to bexplore the ways that the English language is based in oppressive ideologies. This has resonated with me in a deep way since beginning this internship. By educating others, not only have I gained greater experience in articulating these issues, but I have learned so much from both the students, the materials I prepared, and the leadership I followed. I am so grateful for this opportunity.” In explaining the work completed, Danielle “designed a week-by-week curriculum focusing on various social justice issues ranging from women’s rights / body image to climate justice, focusing on the intersectionality of each issue. Creating a safe classroom space and ending each lesson with a positive outlook were most crucial in the creation of a successful class experience.” She explains that “this internship offered valuable skills and understandings that I would not have otherwise gained . . . The feedback provided about my curriculum plans forced me to critically analyze my teaching styles, skills and content. The students were incredible. Overall, I truly had an amazing experience and look forward to continuing working with this group.”