PhD Plus Internship Program

OVERVIEW 

PhD Plus provides eligible doctoral degree students in the advanced years of their degree program with the opportunity to pursue an internship with a University office or external partner. Our goal is to provide students with substantive and mentored experiences that will develop their skills, broaden their career options, and diversify their professional network.

Feel free to browse through the Internship Postings below to consider the opportunities available.

Host Organization Applications are NOW OPEN!

For Students

2027-2028 PROGRAM

There are a number of opportunities available to PhD students at University offices, non-profit organizations, corporate partners, and others. Feel free to browse through these opportunities below and apply for any internships of interest.

In order to incorporate professional development within the standard timeframe for obtaining a doctoral degree, these internships are limited to an average of twenty hours per week during the ten-week summer period and ten hours of effort per week during the twenty-week academic semester-length assistantship period. 

The internship provides $7,450.00 in support during the summer or per academic period. 

• Internships that occur with an Internal partner (or university office) are paid by that office via Period Activity Pay. This means that wages will be distributed on a bi-weekly basis.
• Internships with external partners are funded via a monthly stipend.

These internships do not provide funding for tuition, fees and student health insurance. However, a student who has not exhausted the standard support awarded upon admission could combine an internship with a teaching or research assistantship that is funding their tuition, fees and health insurance for the year. 

Internships are classified in three broad categories:

1. Internal Partner
2. External Partner
3. Propose Your Own (PYO): Students wanting to pursue this option must discuss the following with their potential internship site :​

   1. Mentorship Plan: How will you be mentored during the experience? Who will guide you through the experience and ensure that you learn more about the organization and potential career path?​

   2. Duties and Responsibilities: What will you be responsible for during the internship? What projects will you be involved in? What skills do you need going into the experience, and what skills will you learn over the course of the internship?​

   3. Timeframe: When will the internship take place? PYO internships can last a maximum of 2 periods  and may begin as early as the summer of 2026.

Note: If you have communicated with an organization who wants to host you as an intern, have them download and fill out the Internship Host Information Form for PYO Option. Include this form with your application when you apply online between January 2 and 29, indicating that you are applying for the Propose Your Own option. After that time, we will contact you and the potential host organization to make sure it is a good fit. Please note that a Propose Your Own application is not a guarantee of an internship. We will reach out to you and the potential internship site to let you know whether the site will work following January 29, 2027.

 

ELIGIBILITY

Applicants must be enrolled full-time in a doctoral program at the University, be in good standing, and must have completed all degree requirements with the exception of the dissertation by the time the internship would begin. Applicants must remain in the US for the duration of the internship. UVA students may engage in a PhD Plus internship experience only once during their time at the University.

As a prerequisite, all applicants are required to participate in a version of PhD Plus's Career Design prior to submitting an application for the Internship Program to be eligible to participate. To meet this requirement, applicants can attend any of the two versions of the PhD Plus offering, including the 2-day Career Design Bootcamp or Career Design 5-part Series BEFORE you submit your application. Past participation in the Career Design Series, in previous academic years, qualifies applicants for meeting this requirement. 

PLEASE NOTE: If you are an F or J student visa holder, you must consult with UVA’s International Studies Office before applying to confirm your eligibility, as there may be additional restrictions or limitations.

PROGRAM TIMING

Experiences for the 2026-27 cycle may take place during the following semesters:

• Summer 2027: May 17 - August 19, 2027
• Fall 2027: August 19 - December 7, 2027
• Spring 2028: January 19 - May 2, 2028
   

APPLICATION TIMELINE

• August 18 & 19, 2026: Career Design Bootcamp (option 1 of 4)
• September 8, 2026: Internship Program Information Session for Students 1
• October 5 & 6, 2026: Career Design Bootcamp for Postdocs (2 of 4)
• October 7, 2026: Internship Program Information Session for Students 2
• October 26, November 2, 9, 16, 2026 : Career Design (option 3 of 4)
• October 30, 2026: Application for internship host sites opens
• November 30, 2026: Application for internship host sites closes
• December 2026: Internship postings go live for doctoral applicants
• January 2, 2027: Student applications open
• January 8 & 9, 2027: Career Design Series (option 4 of 4)
• January 29, 2027: Deadline for student applications
• February 1 - 8, 2027: PhD Plus confirms applicants eligibility with graduate schools
• February 8 - 15, 2027: PhD Plus updates Directors of Graduate Studies and Program Directors that applicant applications are being moved forward
• February 15 - March 8, 2027: PhD Plus forwards student application materials to internship partners for evaluations/ interviews
• March 8, 2027: PhD Plus collects hiring preferences from internship host sites 
• March 8-22, 2027: PhD Plus contacts selected applicants to inform them of the outcome and confirm interest if matched; PhD Plus contacts intern's academic department to inform them of application results 
• March 22, 2027: PhD Plus confirms matches with internship partner; award letter sent to students for signing
   

ADVISING

Students may schedule 1 on 1 advising sessions with a member of the PhD Plus team. Topics of discussion may include, but are not limited to:

• Student Eligibility or Process Clarification
• Selecting an Internship
• Understanding an Internship Posting
• Exploring Your Ideas for a Propose Your Own Internship

Click HERE to schedule an advising appointment.

Applications for PhD Candidates will open in January 2027. 

For Student Applicants - Acknowledgement of Support for Internship Form

The following form is required for all internship applicants. Please select, download, and submit the specific form for your school to Eniola Afolayan at [email protected]. REMINDER: This form must be signed by your faculty advisor and your Director of Graduate Studies/Program Director. 

2027-2028 GSAS Acknowledgement of Support for Internship Form

2027-2028 SEAS Acknowledgement of Support for Internship Form

2027-2028 SOM Acknowledgement of Support for Internship Form

2027-2028 SEHD Acknowledgment of Support for Internship Form

2027-2028 SDS Acknowledgement of Support for Internship Form

2027-2028 A-School Acknowledgement of Support for Internship Form

PLEASE NOTE: All forms will be fillable and will not need to be printed to be filled out.

For Internship Host Sites

2027-2028 PROGRAM

Experiences for the 2027-28 cycle may take place during the following semesters:

• Summer 2027: May 17 - August 19, 2027
• Fall 2027: August 19 - December 7, 2027
• Spring 2028: January 19 - May 2, 2027
   

For University Partners:

• Internships may be up to 2 periods

For External Partners:

• 1 intern for 1 period
• 1 intern for 2 periods
• 2 interns for 1 period each

Note: 

*It is not guaranteed that the internship will last multiple semesters. This will depend on the student's availability and departmental responsibilities.

**Students also have the opportunity to identify an external potential internship site on their own. If a student has contacted you directly for an internship and you would like to host the student as an intern for the 2027-2028 cycle, please encourage your student to apply online between January 2 and 29, after which time we will be in touch with more information.

 

EFFORT AND FUNDING

Effort

•  Up to 20 hours/week during the summer period
• 10 hours/week during the fall and spring period

Funding

Organizations participate in PhD Plus through one of three categories: Internal UVA Host, External Host, or Student-Proposed Opportunity.

The funding for PhD Plus internships is structured to maintain a student's expected funding level while freeing them from other responsibilities (generally GTA or GRA commitments) so they have dedicated time to participate in the internship.Funding depends on the type of internship category:

Internal UVA Offices

• Host provides partial funding for the internship (~66% of $7,450); PhD Plus defrays costs (~33% of $7,450) per semester or summer period
• Student wages: paid by the host office equal to $5,000 per semester or summer period (for many hosts, that works out to roughly $25 per hour for doctoral interns)
• Departments hire interns through Workday using Period Activity Pay
   

External Organizations

• Internships are currently funded fully through PhD Plus
• Beginning in summer 2028, we will be asking all external host office to contribute partial funding

 

Student-Proposed ("Propose Your Own") Opportunities

• UVA host offices: partially funded by the participating UVA office ($5,000 per semester or summer period)
• External host offices: funded by PhD Plus until Summer 2028

 

APPLICATION TIMELINE

• September 15, 2026: Internship Program Information Session for Host Organization (1 of 2)
• October 14, 2026: Internship Program Information Session for Host Organizations (2 of 2)
• October 30, 2026: Application for internship host sites opens
• November 30, 2026: Application for internship host sites closes
• December 2026: Internship postings go live for doctoral applicants
• January 2, 2027: Student applications open
• January 29, 2027: Deadline for student applications
• February 1 - 8, 2027: PhD Plus confirms applicants eligibility with graduate schools
• February 8 - 15, 2027: PhD Plus updates Directors of Graduate Studies and Program Directors that applicant applications are being moved forward
• February 15 - March 8, 2027: PhD Plus forwards student application materials to internship partners for evaluations/ interviews
• March 8, 2027: PhD Plus collects hiring preferences from internship host sites 
• March 8-22, 2027: PhD Plus contacts selected applicants to inform them of the outcome and confirm interest if matched; PhD Plus contacts intern's academic department to inform them of application results 
• March 22, 2027: PhD Plus confirms matches with internship partner; award letter sent to students for signing
   

HOW TO APPLY

Apply Here to host a doctoral intern for the 2027-2028 cycle.

2027-2028 INTERNSHIP HOST SITES

Coming Soon

 

2026-2027 INTERNSHIP HOST SITES

434 Accelerator

ORGANIZATION

434 is a long-format accelerator program and studio, providing select technology-driven, early-stage startups based in and around the Charlottesville area with dedicated workspace, committed staff, connections to experts, in an effort to be a catalyst for a more resilient, mindful, inclusive, and kinetic entrepreneurial ecosystem. 

MENTOR

David Touve, Managing Director

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Entrepreneurship and Venture Capital
• Industry and For-Profit

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (Written and/or verbal)
• Teamwork and Collaboration
• Knowledge of Sector and Networking
• Problem Solving and Analytical Thinking
• Project Management
• Self and Career Management

MENTORING PLAN

434 Accelerator Fellows will meet regularly with not only the Managing Director of the Accelerator, but also the founders of one or more companies in the accelerator program. Fellows contribute to the technical components of one or more products, and receive guidance and feedback along the way from technical founders — whose backgrounds can help Fellows bridge the gap between academic research and commercial software and product development. Additionally, via meetings and local events, Fellows are connected with the wider network of stakeholders in Charlottesville's innovation ecosystem.

LEARNING OUTCOMES          

We are looking for candidates with technical experience and aspirations to both learn from and contribute to the efforts of the tech companies in our accelerator program. You can find a complete list of companies in the program on our website (https://www.434.co/impact). Interns will gain direct experience with the challenges faced by the founders of early stage companies, particularly those teams building novel, technical products in potentially nascent markets. Thus, our Fellows gain material insights into how their technical knowledge and skills can be applied to and have meaningful impact upon not just an industry but also society.

RESPONSIBILITIES

Accelerator Fellows will work closely with our company founders on one or more defined technical projects designed to both (a) expand your technical skillset and (b) help move the startup team forward. The specific project deliverables will be defined prior to the start of the internship. Early-stage companies operate in uncertain and/or unstructured environments. While projects will have defined components, interns should anticipate the necessity to take initiative, problem solve, and take responsibility for managing their time toward project milestones.

DESIRED QUALITIES

Early-stage companies operate in uncertain and/or unstructured environments. While projects will have defined components, interns should anticipate the opportunity to take initiative, problem solve, and take responsibility for managing their time toward project milestones. In particular, we are looking for students who have some grounded experience with and the desire to further immerse themselves in any of the following languages, tools, and phenomena: AI / ML / LLM applications Cloud Architectures Front End / Back End Development NodeJS / React / NextJS GitHub, Actions, Packages & Co-Pilot JSON, Python, SQL, MongoDB HTML, CSS, Javascript and other common Web frameworks 

MODE OF INTERNSHIP

Hybrid

DURATION

• Summer 2026 [May 18 - August 6, 2026]

Applications for students are CLOSED.

American Academy of Religion

ORGANIZATION

The American Academy of Religion's (AAR) mission is to foster excellence in the academic study of religion and enhance the public understanding of religion. AAR supports scholars of religion, in and outside the academy, public scholarship, academic departments of religion, and hosts programming (including online and in-person annual meetings), mentorship and publishing opportunities. 

MENTOR

Amy Defibaugh, Director, Programs and Publications

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Advocacy and Policy
• Communication, Outreach, and Publishing
• Faculty
• Non-Profit

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Data Literacy and Fluency
• Teamwork and Collaboration
• Knowledge of Sector and Networking
• Marketing
• Problem-solving and Analytical Thinking
• Project Management
• Self and Career Management
• Thought Leadership and Innovation

MENTORING PLAN

The intern will work closely with the Director of Programs and Publications, as well as the AAR Executive Director. The intern will have the opportunity to experience leadership meetings, programming and publications meetings and those leaders, as well as introduced to broader AAR membership networks and professional development opportunities.The intern will meet weekly with the Director of Programs and Publications to provide personalized guidance and will be fully integrated into AAR staff so that they may learn from the whole team, gaining a comprehensive overview of nonprofit operations; they will learn to manage a broad portfolio and be integral in planning diverse programs. This mentorship plan will ensure that the intern will gain professional skills and gain access to a network of scholars and professionals within religious studies, advocacy, nonprofits, publishing, etc. 

LEARNING OUTCOMES          

The intern for the AAR will develop strategic organizational sensibilities by gaining a deep understanding of nonprofit operations. They will develop networks with scholars, institutions and leaders in higher education, publishers, collaborative programming partners, and more. They will understand the relationship between mission, values, and goals and implementation processes (e.g. how the mission of AAR is carried out and supported by programming, publications, mentorship, and more). The AAR intern will learn to set appropriate professional development goals and think critically about career path (and will be support and validated in that process). In working with the director of programs and publications, the intern will learn effective and critical project management and event planning, as well as relationship/partnership building with external organizations. Finally, though not exhaustively, the intern will gain knowledge about academic publishing, book reviews, and news reporting and editing about the field of religious studies.

RESPONSIBILITIES

The intern will participate in the strategic thinking and building of AAR annual meetings, while helping with plans and strategy for year-round programming. They will also help to rethink some of our publications. Specific projects include: 1) research and editing for Religious Studies News, a publication of AAR; 2) research and analysis of the field of religious studies in hopes of supporting AAR's advocacy efforts; and 3) creating and strategizing about AAR programming benefits. Through this work, an intern will have the opportunity to connect with peer scholars, gain experience in academic and popular publishing, and develop an understanding of nonprofit and membership policy, programming and benefits. The internship will include administrative work, research, and communications. The intern will enhance their understanding of the guild and its work in supporting scholars of religion.

DESIRED QUALITIES

Desire to learn - ability to engage in self-reflection - detail-oriented - well-organized - engaged and asks tough questions - demonstrated ability to follow through - familiarity with the world of religious studies - some editing experience would be beneficial

MODE OF INTERNSHIP

Virtual

DURATION*

• Summer 2026 [May 19 - August 6, 2026]
• Fall 2026 [August 26-December 8, 2026]
• Spring 2027 [January 20-May 4, 2027]

*Students are only allowed to intern for up to 2 semester periods.

Applications for students are CLOSED. 

Center for Community Partnerships

ORGANIZATION

The Center for Community Partnerships builds mutually beneficial partnerships in university communities by advancing a transformative approach to the fundamental research mission, which will, in turn, reform institutional values, pedagogy, and operations. The education research team is engaged in research practice partnerships (RPPs) with the local school districts and community college to support research relevant to surrounding community. The education research team also engages a broad network of faculty and graduate students working on numerous related research projects in partnership with the Center. 

MENTOR

Nina Schoonover, Senior Research Specialist

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Data Science
• Government
• Non-Profit
• Science or Research-Related Policy

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Data Literacy and Fluency
• Teamwork and Collaboration
• Project Management
• Thought Leadership and Innovation

MENTORING PLAN

Feedback will be constructive and built around scaffolded supports to help the intern grow throughout their partnership with us. Regular communication and structured expectations are key, which would include bringing the intern into the team’s Slack page to support easy channels for communication. The intern would be involved in regular education research team meetings occurring weekly, as well as external meetings with K-12 and faculty partners. The intern will also be able to connect with the Center's staff engaged in other interdisciplinary research and/or youth programming. The lead, Nina Schoonover, holds a Ph.D. in education and can support the intern with mentorship around growing their portfolio of work beyond traditional academic products and the elements of a non-tenure track research staff role.

LEARNING OUTCOMES          

Interns involved with the Center will gain experience with project management. This would include navigating and helping to organize IRB protocols, MOUs, and data sharing agreements. Other work includes attending meetings and developing the skills of communicating with a broad audience of stakeholders. For example, interns will develop skills around research translation into reports, visualizations, infographics, and other non-traditional media. Finally, they will gain skills around community-driven research, specifically the unique challenges and opportunities of engaging in this work.

RESPONSIBILITIES

The intern would be involved with education research at the Center for Community Partnerships. This includes active research projects in partnership with the two local school districts in the Charlottesville-Albemarle area. These projects involve a web of UVA faculty, graduate students, and external research staff, as well as a community advisory board, so a large focus of this internship will be around the skills need to manage a research-practice partnership like this one. These research projects cover a wide variety of disciplines such as social-emotional learning, math education, education policy, and culturally responsive teaching.

DESIRED QUALITIES

Education Policy and Practice Quantitative and/or Qualitative Research Design and Methods Research Communication

MODE OF INTERNSHIP

In-Person

DURATION*

• Summer 2026 [May 18-August 6, 2026]
• Fall 2026 [August 26-December 8, 2026]
• Spring 2027 [January 20-May 4, 2027]

*Students are only allowed to intern for up to 2 semester periods.

Applications for students are CLOSED.

Center for Teaching Excellence - Graduate Student Pedagogical Development

ORGANIZATION

The Center for Teaching Excellence (CTE) at University of Virginia is dedicated to building a collegial community, enhancing teaching and learning, and fostering teaching innovation for instructors at all levels and in all academic disciplines. The CTE believes that striving for excellence in teaching is an iterative, dynamic, and scholarly process that spans an instructor’s entire academic career. We promote teaching that is evidence-based, learner-centered, and rooted in equitable and inclusive practices. The CTE serves all UVA instructors through intensive institutes, learning communities,workshops, and individual consultations.

MENTOR

Adriana Streifer, Associate Director

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Administration
• Academic Research
• Faculty
• Teaching (Non-faculty)

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Teamwork and Collaboration
• Self and Career Management
• Teaching, Mentoring, and Training

MENTORING PLAN

The intern will receive ongoing mentorship and support from the CTE faculty and staff members who oversee the programs and projects to which the intern contributes. The faculty and staff mentors will meet with the intern on a weekly or bi-weekly basis starting August 2026 to co-create a plan for the intern’s activities during the 2026-2027 academic year. In addition to attending bi-weekly meetings throughout the course of the internship, the intern will also attend CTE staff and faculty meetings to learn about the organizational structure of the CTE, its mission, and how it carries out its work. Through these meetings, the intern will make connections with all CTE faculty and staff to learn from others beyond the core mentors. Internship mentors will provide feedback on the intern’s work in progress, connect the intern to relevant resources as they plan workshops and other CTE events, and connect them to other professionals who can help them explore a potential career in educational development.

LEARNING OUTCOMES          

The intern will strengthen skills in teaching, peer mentoring, workshop and resource development, Scholarship of Teaching and Learning (SoTL), public speaking, collaboration, and communication, particularly as these relate to educational settings. By the end of the internship, the intern will know how to design interactive pedagogical workshops, assess the pedagogical development needs of graduate TAs and instructors, work one-on-one with individual instructors to support their teaching, and plan well-aligned programming and resources. Overall, the intern will develop a deeper understanding of pedagogical practices in higher education.

RESPONSIBILITIES

The intern will contribute to the CTE’s mission of supporting excellence in teaching and learning at UVA. In particular, the intern will further the CTE’s goal of developing graduate students’ teaching skills, thereby empowering them to be more effective TAs and instructors and preparing them for successful faculty careers. By contributing to graduate-focused programs and research projects, the intern will be an instrumental contributor to the CTE’s mission of disseminating scholarly, evidence-based, and learner-centered teaching practices. Specific responsibilities will be determined by the intern’s interests and current CTE needs at the time of the internship, and are likely to include: • Consult with individual graduate instructors and TAs about their teaching • Conduct class observations and midterm student feedback sessions for graduate student instructors and TAs • Design and facilitate pedagogical workshops for graduate students in the Tomorrow’s Professors Today program • Co-facilitate a cohort of graduate students in the online c3 Design course design program • Support CTE programs such as August and January TAGS (Teaching as a Graduate Student), and the Innovations in Pedagogy Summit (May) • Produce online resources, such as collections of teaching advice for the CTE’s Teaching Hub website.

DESIRED QUALITIES

The CTE welcomes applicants from all academic backgrounds and disciplines. We seek mid or late-stage graduate students who have a record of good teaching and familiarity with course design (to be augmented with participation in the CTE’s Course Design Institute in May 2026). Ideal applicants will not only be innovative and effective teachers, but they will also demonstrate a desire to support the pedagogical development of their peers. Applicants should possess strong interpersonal, communication, and public speaking skills. Prior experience with mentoring or otherwise supporting the development of graduate students’ teaching skills (formally or informally) is desired, but not required. Please note that upon submitting your application, the CTE will follow up with applicants to request their reflective teaching statement in addition to the standard application materials. 

MODE OF INTERNSHIP

In-Person

DURATION

• Fall 2026 [August 26-December 8, 2026]
• Spring 2027 [January 20-May 4, 2027]

Applications for students are CLOSED.

Center for Teaching Excellence - Inclusive Dialogue Partnerships

ORGANIZATION

The Center for Teaching Excellence (CTE) at University of Virginia is dedicated to building a collegial community, enhancing teaching and learning, and fostering teaching innovation for instructors at all levels and in all academic disciplines. The CTE believes that striving for excellence in teaching is an iterative, dynamic, and scholarly process that spans an instructor’s entire academic career. We promote teaching that is evidence-based, learner-centered, and rooted in equitable and inclusive practices. The CTE serves all UVA instructors through intensive institutes, learning communities,workshops, and individual consultations.

MENTOR

Anna Santucci, Associate Professor and Associate Director

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Administration
• Advocacy and Policy
• Faculty
• Teaching (Non-faculty)
• Other (Educational Development)

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Teamwork and Collaboration
• Project Management
• Self and Career Management
• Teaching, Mentoring, and Training

MENTORING PLAN

The specific nature and focus of this internship are grounded in the importance of engaged dialogue to foster relationship-rich educational environments, and the intern in this role will benefit from working with CTE mentors who are highly committed to these professional values. The intern will receive ongoing mentorship and support from the CTE faculty and staff members who oversee the programs and projects to which the intern contributes. The faculty and staff mentors will meet with the intern on a bi-weekly basis starting August 2026 to co-create a plan for the intern’s activities during the 2026-2027 academic year. In addition to attending bi-weekly meetings throughout the course of the internship, the intern will also attend CTE staff and faculty meetings and learn crucial details about the organizational structure of the CTE, its mission, and how it carries out its work. Through these meetings, the intern will make connections with all CTE faculty and staff to learn from others beyond the core mentors. Internship mentors will provide feedback on the intern’s work in progress, connect the intern to relevant resources and colleagues as they support CTE projects and events, and connect them to other professionals within UVA and beyond who can help them explore potential careers in educational development or related fields.

LEARNING OUTCOMES          

The intern will strengthen skills in teaching, reciprocal mentoring, program management, workshop and resource development, feedback literacy, inter group dialogue, public speaking, collaboration, communication, and Scholarship of Teaching and Learning (SoTL). By the end of the internship, the intern will know how to design interactive workshops, assess needs of both teachers and learners in higher education with a particular focus on educational equity, plan well-aligned programming and resources, facilitate partnership-oriented collaborations, and apply evidence-based interventions to support transformative teaching and learning experiences. Overall, the intern will develop a deeper understanding of inclusive pedagogical practices partnership-oriented approaches to teaching and learning in higher education.

RESPONSIBILITIES

The intern will contribute to the CTE’s mission of supporting excellence in teaching and learning at UVA, with a specific focus on integrating inclusive principles and partnership-oriented approaches throughout CTE’s programming. In particular, the intern will further the CTE’s goal of enhancing partnership-grounded and trust-informed initiatives that truly value relationship-rich engagement, authentic dialogue, and transformative co-creation among teachers and learners at UVA. By contributing to partnership and inclusion-focused programs and research projects, the intern will be an instrumental contributor to the CTE’s mission of strengthening scholarly, evidence-based, and learning-centered teaching cultures. Specific responsibilities will be determined by the intern’s interests and current CTE needs at the time of the internship, and are likely to include: • Consult within instructors and students about their teaching and learning experiences • Conduct classroom observations and midterm student feedback sessions •Support the design and implementation of a new DEEP Dialogue Partners program – in which UVA instructors and students engage in honest exchange about their experiences, co-develop both immediate and longer-term strategies for improvement, and contribute to envisioning and co-creating higher education futures rooted in principles of respect, reciprocity, and shared responsibility between teachers and learners • Research relevant materials and liaise with relevant colleagues within UVA and beyond to inform the development of the new DEEP Dialogue Partners program • Facilitate workshops for the new DEEP Dialogue Partners program • Support other CTE programs such as New Faculty Orientation (August), TAGS (Teaching as a GraduateStudent, August and January) and the Innovations in Pedagogy Summit (May) • Produce online resources related to the new DEEP Dialogue Partners program, such as collections of teaching advice for the CTE’s Teaching Hub website.

DESIRED QUALITIES

The CTE welcomes applicants from all academic backgrounds and disciplines. We seek graduate students who are committed to supporting equitable learning and inclusive teaching in higher education, and who demonstrate a desire to facilitate others’ growth and development. Applicants should possess and value interpersonal, communication, and collaboration skills (which this internship’s relationship-rich tasks will allow them to apply and enhance) as well as organizational skills and ability to independently complete detail-oriented tasks (which this internship’s program-management tasks will allow them to apply and enhance). Ideal applicants will have research experience relevant to the role, a record of good teaching, and familiarity with course design (which can be gained/augmented with participation in the CTE’s Course Design Institute in May 2026). Prior experience with mentoring or otherwise supporting the development of others’ teaching and/or learning skills (formally or informally) is also desired but not required. 

MODE OF INTERNSHIP

Hybrid

DURATION

• Fall 2026 [August 26 - December 8, 2026]
• Spring 2027 [ January 20 - May 4, 2027]

Applications for students are CLOSED.

DataClassroom

ORGANIZATION

DataClassroom Inc was founded in 2018 by Dr. Aaron Reedy while he was a graduate student in biology at UVA. The company is guided by the mission to make work with real data a positive part of the educational experience for students in science and math. We see data literacy as an important skill for all, whether used in a profession or in the role of citizen, navigating in a world where critical thinking is key to participation in democracy. At DataClassroom we work continually to improve the learning experience for users of our tools and associated online resources, based on inspiration from our customer feedback (teachers, college professors and students). 

MENTOR

Christy Scott, Content Manager

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Communication, Outreach, and Publishing
• Entrepreneurship and Venture Capital
• Faculty
• Industry and For-profit
• Regulatory affairs, Marketing and Sales
• Teaching (Non-faculty)

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Data Literacy and Fluency
• Teamwork and Collaboration
• Marketing
• Problem-solving and Analytical Thinking
• Project Management
• Self and Career Management
• Teaching, Mentoring, and Training

MENTORING PLAN

This internship offers an opportunity for a graduate student with a strong biology background to apply their scientific understanding to real-world education and communication challenges. The intern will create student-centered, data-driven learning activities for a graphical data analysis software platform, developing one activity for each major unit in a college-level introductory biology course. Each activity will guide students in exploring authentic data sets drawn from published biological research. The intern will collaborate closely with DataClassroom team members to refine their materials and ensure alignment with pedagogical goals and DataClassroom capabilities. Career Development: This position provides a meaningful stepping stone toward careers in science education, curriculum design, research communication, or educational technology. Interns will gain practical experience translating primary scientific research into engaging, inquiry-based learning materials—a valuable skill across academia, publishing, and industry. Working within a small team at an innovative software company will also offer insight into cross-disciplinary collaboration, user-centered design, and the integration of data visualization in modern biology education. Skills Development: Interns will develop a combination of analytical, and communication skills. They will learn how to identify and interpret biological datasets suitable for education, design educational activities grounded in scientific inquiry, and write clearly for a student audience. The internship will also strengthen skills in data communication, curriculum design, and educational technology use. Through iterative collaboration and feedback, the intern will gain experience managing a project from concept to polished product—an essential skill in any professional or academic setting.

LEARNING OUTCOMES          

By the conclusion of the internship, the intern will be able to: Locate, evaluate, and adapt biological datasets from published research for instructional use. Design structured, student-friendly activities that promote critical thinking and data interpretation. Communicate complex biological concepts clearly and accessibly to learners at the college level. Apply feedback from mentors and team members to enhance both scientific accuracy and pedagogical quality. Demonstrate how authentic data can deepen student engagement and understanding of biological principles.

RESPONSIBILITIES

Develop one student-focused data analysis activity for each major unit in a college-level introductory biology course (e.g., cell structure and function, genetics, evolution, ecology, physiology). Identify suitable datasets from peer-reviewed biological studies and ensure proper citation. Design guiding questions and scaffolds to help students explore and interpret datasets using company software. Collaborate with education and product team members for feedback and revisions. Ensure that all materials meet standards for scientific accuracy, clarity, and educational effectiveness.

DESIRED QUALITIES

The ideal candidate will have a strong writer with a foundation in the biological sciences. They should be detail-oriented, creative, and able to think from a student’s perspective when designing learning experiences. An interest in science communication, education, or curriculum design is highly valued. Experience with data visualization, basic statistics, or using software to analyze scientific data is required. The most successful interns will be able to generate their own ideas, but also be collaborative, open to feedback, and enthusiastic about making authentic research more accessible to college-level learners. 

MODE OF INTERNSHIP

Willing to consider all options depending on the intern's availability

DURATION

• Summer 2026 [May 18 - August 6, 2026]

Applications for students are CLOSED.

Miller Center for Public Affairs

ORGANIZATION

The Miller Center is a nonpartisan institution at the University of Virginia that explores how the American presidency meets national priorities and engages scholars with leading citizens to help solve major problems.

MENTOR

Marc Selverstone, Gerald L. Baliles Professor and Director of Presidential Studies

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Academic Administration
• Advocacy and Policy
• Data Science
• Faculty
• Government

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Data Literacy and Fluency
• Teamwork and Collaboration
• Knowledge of Sector and Networking
• Problem-solving and Analytical Thinking
• Project Management
• Self and Career Management
• Thought Leadership and Innovation

MENTORING PLAN

Mentoring and feedback will be provided through regular check-in meetings with the intern’s mentor/supervisor and other team members with whom the intern will be working closely. This intern will be supporting an initiative requiring collaboration with teams across the Miller Center (the executive office, presidential studies, public programming, communications, development) and the intern will have the chance to join regular planning meetings with faculty and staff across the organization. In addition, the intern will have the opportunity to connect with the Miller Center’s wide network of senior fellows, which includes 50+ scholars and practitioners with expertise on the U.S. presidency and federal governance, economic and social policy, and national security affairs. Early in the internship, we will set up opportunities for the intern to meet with senior fellows with whom they would like to connect and who will help inform their work during the internship. The intern will also have the opportunity to participate in internal trainings and workshops, such as media and communications trainings for scholars, sessions on AI, etc.

LEARNING OUTCOMES          

Research & Analytical Skills: Strengthen historical and archival research skills. In collaboration with the Miller Center’s senior data scientist, gain experience utilizing artificial intelligence as a tool in analyzing historical archives and helping to build an inventory of resources. Deepen understanding of and make important contributions to the Miller Center’s efforts to increase its applied and public-facing scholarship. Content Knowledge: Deepen subject-matter expertise in presidential history by conducting a thorough analysis of the Miller Center’s archives and by conducting other historical research. Project Management: Strengthen project-planning skills through setting research goals, timelines, and deliverables in collaboration with staff. Communication: Enhance professional communication skills through regular briefings, documentation of research methods, and presentation of findings, and by participating in collaboration, communication, and coordination across all departments of the organization. Professional and Career Development: Build practical experience working within a nonpartisan institution focused on the American presidency. Gain experience collaborating with a team as well as working independently. Enhance collaborative and networking skills through engagement with organizational leadership, scholars, and practitioners

RESPONSIBILITIES

The intern will conduct research and analysis in support of ongoing work emerging from the 2023 and 2025 iterations of the Miller Center’s Conferenceon the American Presidency. This will include conducting research into the Miller Center's extensive historical archive, including transcriptions and recordings of hundreds of oral history interviews with prominent White House officials and thousands of secretly taped White House conversations. The intern will help to create an inventory of resources and materials from the archive that are relevant to the Miller Center's priority themes related to presidential power and federal governance, economic and social policy, and national security affairs. This work will also include collaborating with the Miller Center’s senior data scientist to utilize artificial intelligence as a tool for analyzing resources and building the inventory. The intern will also work closely with faculty and staff across the organization to help identify historical content and materials to feature in public programs, publications, presentations, etc.

DESIRED QUALITIES

Background in U.S. political history and the history of the presidency and executive branch. Dedication to upholding the values of the Miller Center’s faculty and staff. The Miller Center is a supportive community, grounded in diverse perspectives. Its faculty and staff value scholarly excellence, civil discourse, and respectful conduct. 

MODE OF INTERNSHIP

Hybrid

DURATION

• Summer 2026 [May 18 - August 6, 2026]
• Fall 2026 [August 26 - December 8, 2026]

Applications for students are CLOSED.

National Security Data & Policy Institute (NSDPI)

ORGANIZATION

The National Security Data & Policy Institute (NSDPI) is an interdisciplinary research organization designed to create a more sophisticated and integrated understanding of the data, digital landscape and policies necessary to support innovation and optimize data-driven decision and operational advantage for US national security.

MENTOR

Dr. Jonathon Hathaway, Research Program Director

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Data Science
• Government
• Industry and For-Profit
• Science or research-related policy

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Data Literacy and Fluency
• Teamwork and Collaboration
• Knowledge of Sector and Networking
• Problem-solving and Analytical Thinking
• Project Management
• Self and Career Management
• Thought Leadership and Innovation

MENTORING PLAN

PhD Plus students engaged with the NSDPI will be assigned to specific research projects within the institute’s portfolio. Selection to participate will be based upon matching a project to an individual’s area of expertise. These students will work on small teams and may coordinate with faculty from the School of Data Science, the Biocomplexity Institute, UVA Batten or may partner with subject matter experts outside the university who are engaged in specific research deliverables. Mentorship will come from all areas of the program, including lead faculty on the student’s specific project and the research team directors at the NSDPI. The intern will have significant research guidance from Dr. Phil Potter, Executive Director of the NSDPI and professor of Policy and government career mentorship from Hon. George Foresman, Executive Director of the National Security Policy Center at UVA Batten. Interns will be included on applicable weekly or bi-weekly deliverable meetings, research conferences and/or presentation opportunities to US Government agencies. Work in progress feedback will occur at regular intervals from Jonathon Hathaway, the NSDPI Research Program Director.

LEARNING OUTCOMES          

This internship will provide experience in: • Communication (written and verbal) • Teamwork and collaboration • Project milestones and deliverables management • Writing for government agencies • Presentation skills • Dialog translate – taking subject specific information and making it understandable to the lay reader

RESPONSIBILITIES

This is a research internship and will require the participant to substantially contribute to one of the following projects. Specific responsibilities vary by topic. We are looking to match PhD students to our projects in the following areas: Project 1: AI Based Research Algorithms: This task is focused on utilizing publicly and/or commercial available data to develop artifacts and/or techniques to improve the decision-making process of senior leaders. The deliverables for this effort will encompass products that advance the tradecraft of IC professionals who are utilizing novel techniques to interrogate data, make sense of large disparate data holdings, account for uncertainty, and draw/make inferences. The deliverables can include, but are not limited to, algorithms, methodologies, or white papers. Deliverable: Five artifacts to aid or help inform analytic tradecraft. Project 2: Generative AI BasedComparative Analysis: This task investigates new methodologies to produce comparative analysis of the People’s Republic of China (PRC) and US emerging technologies utilizing publicly/commercially available data. These analyses can focus on a broad range of topics. Example topics include, but are not limited to, artificial intelligence and machine learning, advanced compute (high-performance computing), advanced materials, advanced microelectronics, biotechnology, next-generation energy, power, and storage quantum applications. These analyses should seek to identify key distinctions or developments in the PRC and US and the relevance it has when applied to national security. Deliverable: White papers or equivalent that provide insight to the PRC and US advances in AI related technologies. Project 3: Annual Report focused on Advanced Technology: This task will provide a holistic overview of a research field, covering current and future PRC technological advances. The technology areas can include, but are not limited to, artificial intelligence and machine learning, advanced compute (high-performance computing), advanced materials, advanced microelectronics, biotechnology, next-generation energy, power, and storage quantum applications. The report or equivalent artifacts shall provide a spatial depiction of global supply chains and the interaction the PRC has with the given technologies. This could include understanding chokepoints, influencing international standards, and PRC interaction with critical mineral supply chains. Additionally, to understand how these technological advancements are being utilized, primary PRC sources should be included. Deliverable: Two field overview reviews or equivalent that include scientific research data, patent datasets, foreign academic journals, scientific publications, other data on current and future PRC technology advances. Project 4: Foreign Literature Review: This task seeks to characterize the literature being developed in China, to include, but not limited to PRC research, academia and industry. Deliverable: A literature review. Project 5: Data Policy White Papers: This task will provide insight into the legal, ethical, and policy implications of the current National Intelligence Strategy and the Intelligence Community Data Strategy. The white papers can focus on a variety of topics, to include, but are not limited to, artificial intelligence and machine learning, advanced compute (high-performance computing), advanced materials, advanced microelectronics, biotechnology, next-generation energy, power, and storage quantum applications. The white papers can include recommended courses of action, identify best practices, or be used to provide clarity and brevity to new technological advancements. Deliverable: White paper or equivalent that will aid in the understanding of complex policy issues

DESIRED QUALITIES

The NSDPI welcomes applicants from all academic backgrounds and disciplines. Please identify the project or projects that most directly suit your area of study. Ideal candidates will be serious about time management and delivering high quality research products, demonstrable interest in the project selected, and a willingness to operate as a junior member of a research team. This internship is restricted to US citizens by requirement of the research sponsor. This internship will be remote, with occasional in-person commitments for meetings and conferences.

MODE OF INTERNSHIP

Hybrid

DURATION

• Summer 2026 [May 18 - August 6, 2026]

Applications for students are CLOSED.

Office of the Vice Provost for Academic Outreach 

ORGANIZATION

Housed in the Office of the Vice Provost for Academic Outreach, the Public Service Pathways program is a leadership and career development program designed to support students in service and community engagement. Pathways focuses on the development of the competencies and skills necessary to engage in ethically minded public service. The program aims to build a culture of service across the student body through specialty programming and connecting students to others who share a commitment to the common good. Pathways is currently developing a new program focused on supporting the service experiences of graduate and professional students. Through community building across disciplinary boundaries, unique professional development opportunities, and reflective practice, the Graduate Public Service Fellows aims to deepen graduate students’ community engagement toolkit and foster growth as public-minded leaders applicable to any career path.

MENTOR

Jesse McCain, PhD, Associate Director, Public Service Pathways

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Administration
• Advocacy and Policy
• Communication, Outreach, and Publishing
• Program Development

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Teamwork and Collaboration
• Marketing
• Problem-solving and Analytical Thinking
• Project Management
• Self and Career Management
• Thought Leadership and Innovation

MENTORING PLAN

The PhD Plus Intern (PPI) will be a major contributor to weekly meetings with the core Public Service Pathways staff. In addition, they will participate in occasional meetings and help facilitate the GPS Fellows Advisory Board: a diverse team of leaders in graduate education from across the UVA schools.They will also be encouraged to attend Office of Academic Outreach meetings to learn more about the wider footprint of community engagement work at the university. The PPI will meet weekly or biweekly with their manager and mentor, the Associate Director of the Public Service Pathways Program. They will work closely with a small team of four core staff members with ample opportunities for collaboration. The Associate Director (AD) is deeply committed to mentorship and graduate student success. The AD has worked in the higher education field for seven years and earned a doctoral degree from UVA as well. As a qualitative researcher with interests in student development in higher education, the AD also brings a scholarly lens to this work and intentionality to structure a meaningful experience for the intern. The PPI will engage in professional and personal goal setting, reflection, and feedback meetings with the AD, including identifying translatable skills across research and practice. Based on the PPI’s interests, the mentor will work together to identify contacts and make introductions to UVA faculty, staff, alumni and professional association networks.

LEARNING OUTCOMES          

The PPI will gain a broader understanding of the graduate education landscape at UVA and the role of service and outreach work in student development. They will also have the opportunity to further explore responsible practices in community engagement and the connections between democracy and public service. In addition, our team cares deeply about developing the same core competencies we ask our students to develop in our program. These include civic identity, civic commitment, community context, civic communication, collaboration, and ethical action. These competencies also serve as the conceptual foundations for Graduate Public Service Fellows programming. The PPI will also have the opportunity to develop transferable skills related to the responsibilities and projects listed below. This includes a unique opportunity to work collaboratively and build relationships with diverse stakeholders in launching a new pan-university fellowship program. The PPI will develop the following skills: • effective communication and outreach to diverse stakeholders • program development and implementation of new ideas • logistics and event planning •collaboration and teamwork, as these relate to public service at UVA • deeper understanding of graduate education at the university

RESPONSIBILITIES

 Collaborate with the AD and UVA stakeholders to implement the Graduate Public Service Fellows program • Assist in program design, communications, and administration • Explore new strategies for graduate student outreach and communication • Assist in stewarding the GPS Fellows Advisory Board(faculty and staff) • Attend and actively participate in PSP team meetings • Explore how the fellowship could think about structures to share program knowledge back to the schools • Support in co-teaching our Democracy and Public Service one credit course • Collaborate with the larger Public ServicePathways team to support collective efforts and special projects

DESIRED QUALITIES

Strong organizational and project management skills, with the ability to navigate complex projects and adapt in real time • Excellent written and verbal communication skills • Experience or interest in higher education, student development, leadership training, or graduate education • Strong analytical skills and attention to detail • Commitment to the values of public service 

MODE OF INTERNSHIP

Willing to consider all options depending on the intern's availability

DURATION

• Fall 2026 [August 26 - December 8, 2026]
• Spring 2027 [January 20 - May 4, 2027]

Applications for students are CLOSED.

PhD Plus, Office of Graduate and Postdoctoral Affairs

ORGANIZATION

PhD Plus is a university-wide initiative to prepare graduate students and postdoctoral scholars across all disciplines for long-term career success. Our goal is to enable versatile academics who are deeply engaged with society’s needs to become influential professionals in every sector and field. We offer professional development opportunities – including workshops, bootcamps, panels, and experiential learning – to help graduate students and postdocs clarify their career goals and develop the skills they need to meet those goals. The intern will assist specifically with PhD Plus’s research communication offerings, which help graduate students and postdocs identify the reach and impact they want their research to have, and teach them to communicate effectively with the audiences (both academic and non-academic) whom they hope to influence. 

MENTOR

Anne-Charlotte Mecklenburg, Assistant Director of Research Communication

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Academic Administration
• Faculty

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Data Literacy
• Teamwork and Collaboration
• Problem-solving and Analytical Thinking
• Project Management
• Self and Career Management
• Teaching, Mentoring, and Training

MENTORING PLAN

The intern will participate in the office’s weekly staff meeting and meet regularly with members of PhD Plus, the OGPA team, and other university stakeholders (such as staff in the Scholars’ Lab, relevant student organizations, etc). The intern will work on projects that allow them to gather data about students’ experiences, and they will collaborate on developing new research communication programming for humanities/social science graduate students and postdocs (in conjunction with other university partners). These opportunities will enable the intern to learn how this administrative and professional development-focused office functions and engages with its partners, how we assess student needs and develop new ideas to meet those needs, and how we fit into the larger university structure. The intern will also have the opportunity to learn about multiple kinds of graduate student support that, at other universities, are often split up into different roles (in graduate and undergraduate career offices, graduate and undergraduate writing centers, postdoc offices and other graduate offices focused on belonging or community-building, and perhaps others). The mentor will encourage the intern to take advantage of UVA’s somewhat unique office structure to explore these various roles and responsibilities and learn what best fits their goals and interests.

LEARNING OUTCOMES          

Content Knowledge: The intern will learn about careers in professional development, student support, and academic administration – and learn more about how these types of offices are situated within a university structure like UVA’s. They will also learn about graduate students’ experiences beyond their own (both via humanities student listening sessions and near-peer mentorship of graduate students across Grounds, both described below), which will help them identify patterns and extrapolate beyond experiences within their own discipline to better support a diverse student population in the future. Skills and Experiences: Experience with holistically evaluating a program’s offerings, identifying programming gaps, and developing new workshops with defined learning objectives to meet the needs of current graduate students and postdocs. Leading focus groups and conducting qualitative analyses of focus group data. Mentorship and near-peer student advising experience (a qualification for most positions in this field).

RESPONSIBILITIES

The intern will collaborate with their mentor and the PhD Plus team on the following projects (with flexibility for the intern’s own goals and interests): 1) Work with members of PhD Plus and the UVA Scholars’ Lab to analyze student feedback from a pilot “Transforming Your Research” bootcamp that will be co-hosted with the Scholars’ Lab in early Summer 2026. Work with their mentor to identify elements of this pilot bootcamp that PhD Plus can build upon through more in-depth and sustained programming that addresses the research communication needs of humanities/social science graduate students and postdocs. Use the results of this project to inform the development and targeted outreach of the student listening sessions (described below). 2) Host listening sessions with humanities graduate students and possibly alumni. This project will provide PhD Plus with a clearer understanding of humanities students’ professional development and research communication needs, as well as their career goals. This may include additional context on how different departments and programs provide support for their students, and what specific needs humanities students do not have access to at the University or more broadly. In addition to handling some of the coordination and project management elements of these listening sessions, the intern will be able to draw on their own networks (of fellow UVA graduate students) to help us recruit motivated participants for these sessions that PhD Plus might not otherwise be able to reach. 3) Serve as a peer mentor for at least one existing PhD Plus workshop series (the specific series chosen will depend on the intern’s availability and interests). The intern will co-lead a section of this series (at least an activity but possibly more, depending on the intern’s interests and experience), and will have the opportunity to participate in small-group mentoring or near-peer advising sessions alongside a PhD Plus team member, to support participants and build the intern’s student advising skills.

DESIRED QUALITIES

Strong project management skills. • Experience collaborating with non-academic units and programs outside their primary department. • Strong written and oral communication skills. • Background in the humanities and/or experience with qualitative data analysis preferred. • Interest or experience with research communication for diverse audiences (beyond academic audiences) preferred. • Interest in a career supporting graduate students and/or postdocs, through professional development, career exploration, academic mentoring, etc.

MODE OF INTERNSHIP

In-Person

DURATION

• Summer 2026 [May 18 - August 6, 2026]
• Fall 2026 [August 26 - December 8, 2026]

Applications for students are CLOSED.

The Arc Studio at The Arc of the Piedmont

ORGANIZATION

The Arc Studio's Mission: Creative engagement is a universal human impulse and thus access to authentic art-making is a fundamental human right. The Arc Studio believes that all people, regardless of background, culture, ability, or means, should have access to participation in the arts. Increasing access to arts programming affords artists with developmental disabilities the opportunities to tell their stories, share their vision, show and sell artwork, and contribute to the creative culture and economy of their respective communities. Through research and experience, we know that access to a collaborative, dynamic studio space facilitates growth, socialization, career opportunities, and community engagement for vulnerable populations. Our mission is to help as many individuals with developmental disabilities as possible find joy, empowerment, and belonging through artistic engagement. The Arc Studio has become a transformative center for inclusion and the arts in Central Virginia and we hope to extend our role as a model for other organizations serving individuals with developmental disabilities across the state and beyond. 

MENTOR

Amy Keenan-Amago, The Arc Studio's Director

CAREER DEVELOPMENT

This internship will prepare interns for careers in any of the following: 

• Academic Research
• Advocacy and Policy
• Non-Profit

SKILLS DEVELOPMENT

This internship will provide experiences to develop and polish the following skills: 

• Communication (written and/or verbal)
• Grant Writing and Funding Development
• Teamwork and Collaboration
• Knowledge of Sector and Networking
• Problem-solving and Analytical Thinking
• Self and Career Management
• Thought Leadership and Innovation

MENTORING PLAN

The Arc Studio Director (Amy Keenan-Amago) and studio intern will work closely together on a daily basis which will allow rich opportunities for supplying feedback to the studio intern through conversations. This will also allow the studio intern opportunities to observe the director as she works in all areas of her job. The studio director will encourage open communication and facilitate a working dynamic in which the studio intern feels comfortable asking questions. The studio director will provide the intern with informal feedback (through spontaneous conversations during day-to-day tasks and while managing the program) and formal feedback (through scheduled meetings and regular check-ins). The intern will learn through their time working with artists in the studio, and will have opportunities to learn by working with our development director, our operations director, and through various community events, advocacy work, and professional conferences, which the intern and director will attend together. The studio director will offer access to all aspects of managing and growing a community non-profit including community engagement with community partnerships, grant writing, and event planning.

LEARNING OUTCOMES          

Throughout the course of this internship, The Arc Studio intern will develop skills related to working with developmentally disabled artists in a studio setting and managing a non-profit, community arts organization. Learning outcomes will include the development of skills related to advocacy and public policy, communication, and program development. With regard to advocacy and public policy, the intern will develop an understanding of legislative processes and policies affecting individuals with developmental disabilities and learn how our program practices advocacy work in the community. With regard to communication, the intern will enhance their interpersonal skills and broaden their understanding of the creative capacities of artists with developmental disabilities through direct interaction with studio artists, their families, and professionals. With program development, the studio intern will design and implement music and arts programming tailored to individuals with developmental disabilities and evaluate the effectiveness of these programs.

RESPONSIBILITIES

 1. Maintain a safe, welcoming, studio space: This will involve encouraging artists to come into the studio space, supporting them as they move through the space and as they create, keeping the room safe, clean, organized, and accessible, encouraging engagement between artists, and generally maintaining an upbeat, positive atmosphere where everyone is welcome, seen, and valued. 2. Encourage independent participation among artists:Supporting artists in whatever ways they need (physical, emotional, creative, cognitive), but also striving to offer the "least restrictive environment" so artists can follow their unique curiosities, visions, and styles as they create original, authentic artwork. 3. Assist and support artists as they work in the studio: This may include helping artists access materials, helping artists move through the studio, encouraging and supporting artists as they create. This will also include the development of new and innovative programming related to the visual arts and music. 4. Manage and maintain studio space: This may include taking care of art supplies, keeping supplies accessible and organized, taking inventory of supplies (and communicating supply needs to supervisor), managing pickup/delivery of donations, light cleaning like wiping down tables, and greeting visitors and guests who may visit the studio (e.g.family members of artists, people from the community, Arc Board members, etc.). 5. Manage artwork: This may include placing wet artwork in the drying rack, taking dry artwork out of the drying rack, storing artwork, writing names on artwork, sorting artwork, and displaying artwork. 6. Document art-making: This may include taking photographs of artists or artwork and uploading/texting/emailing photos to folks who manage our website and social media pages. 7. Communicate with the Direct Support Professionals (DSPs) as needed: This may include ensuring DSP presence in the studio, asking questions about physical or emotional needs of an artist, asking for help when needed, sharing any issues or concerns that may arise in the art studio, talking through daily schedules, etc. 8. Provide administrative assistance: This may include writing emails, making phone calls, and setting meetings on the Arc Studio Director’s behalf. 9. Coordinate and maintain various off-site exhibits:This may include coordinating sales and distribution of artwork, installation or removal of pieces or exhibits, and answering public inquiry about the exhibits. 10. Collaborate with Director of Development and The ArcStudio Director on community outreach events, advocacy work, and professional conferences.

DESIRED QUALITIES

Knowledge of (or willingness to learn about) the following: Art-making, creative engagement, process-oriented art, curating art exhibits, developmental disabilities, disability rights, disability advocacy, grant writing, and community relations. Skills: Experience making art and/or working with individuals with developmental disabilities. Knowledge of American Sign Language a plus. Abilities: Ability to collaborate with others, communicate effectively, approach work with positivity and flexibility, and maintain a professional demeanor. Most importantly, the ability to recognize and remain open to the unique expressions and limitless creative potential that exists in all human beings, regardless of ability, background, or experience. 

MODE OF INTERNSHIP

In-Person

DURATION*

• Summer 2026 [May 18 - August 6, 2026]
• Fall 2026 [August 26 - December 8, 2026]
• Spring 2027 [January 20 - May 4, 2027]
• Summer 2027 [TBD]

*Students are only allowed to intern for up to 2 semester periods.

Applications for students are CLOSED.

2025-2026 INTERNSHIP HOST SITES

PhD Plus Internship Program Wins and Quotes

• Of her internship experience at MedSafely (through 434 Accelerator), Noshin Yesmin (PhD Plus Intern, Summer 2026) says: "I really enjoyed seeing how the research and machine-learning skills I developed in astronomy could be applied to a completely different, real-world problem. The experience gave me much more confidence that my PhD training can be valuable beyond academia".

   

• 9 advanced PhD students were awarded internships at 8 internal and external partner organizations for Summer 2026 and the 2026-2027 School Year. Of these internships, 3 of these internships were Propose Your Own, giving students an opportunity to work in organizations of their own interest and choosing.

   

• Katie King (PhD Plus Intern at Kluge Ruhe) along with their internship supervisor, Eleanore Neumann, curated "Malatja-Malatja | For the Next Generation" on display at the University of Virginia's Rotunda. The exhibit is available for viewing from August 19, 2025 until January 11, 2026.

   

• Michael Overstreet, PhD Plus Intern for the Contemplative Sciences Center (2025-2026), recently published "Reflections on SENSEmaking: A Symposium on Contemplative Technologies" in the Journal of Contemplative Studies.

   

• As part of her internship at The Bridges Collective, PhD Plus Intern’ Liz Nigro’s (2024-2025) “Why Substantively Integrated Schools Matter at This Moment in History”  was published in The Century Foundation.