Perceptions of Internship Experiences for Environmental Science Undergraduates

Internships are widely recognized as valuable components of undergraduate education, yet their accessibility, impact, and role in shaping student development vary significantly across disciplines and individual experiences. This thesis investigates the undergraduate internship experience within the School of the Earth, Ocean, and Environment (SEOE) at the University of South Carolina, drawing on survey data and reflective responses from students who participated in internships between 2022 and 2024. The study explores the professional, academic, and personal benefits of internships, with particular attention to how these experiences influence students' career direction, confidence, and skill development. Findings indicate that regardless of format, duration, or compensation, internships consistently enhance students’ clarity about future goals and prepare them for work in environmentally-focused fields. However, access remains uneven, with financial, logistical, and informational barriers disproportionately affecting students with fewer resources. Based on these insights, the thesis offers targeted recommendations for faculty, staff, and academic programs in the SEOE to better support students through more inclusive advising practices, peer mentorship, funding opportunities, and transparent information sharing. Ultimately, this research underscores the importance of flexible, student-centered approaches to experiential learning in environmental education.