Students studying History or a related field can earn course credit toward their degrees by completing an internship. Internships allow students to gain hands-on experience in a museum, archives, or similar historical institution. Many EMU History students have used internships to apply what they learned in the classroom and to prepare for employment after graduation. In recent years, EMU History students have interned at the Yankee Air Museum, the Michigan Women’s Historical Center and Hall of Fame, the Oakland County Pioneer and Historical Society, Applewood: The Charles Mott Estate, the Holocaust Memorial Center, the EMU Archives, and the Ypsilanti Historical Society.
All queries about internships should be directed to the EMU History Internship Coordinator Dr. Ron Delph.
To enroll in an internship, a student must meet the following criteria:
A student who successfully completes a History internship will earn three credit hours in HIST 489L4 (undergraduate) or HIST 689 (graduate). As such, the student is expected to work at a level commensurate with an advanced-level History course. Specifically, a Student Intern is expected to accomplish the following:
All paperwork (reports, final paper, and supervisor’s evaluation) must be submitted to the EMU History Internship Coordinator. All requirements must be completed by the last day of the semester in which the student is enrolled in an internship. Students who do no complete all requirements will receive no credit for HIST 489L4 or HIST 689. Students completing an internship will receive a grade of “Credit” instead of a letter grade. Students are restricted to three credit hours of internship.
HIST 489L4 and HIST 689 will count as elective courses in the History Major, MA in History, and MA in Social Science. Students completing degrees in related fields should contact an Undergraduate Advisor to discuss how the internship might apply to their graduation requirements.
Students are also encouraged to pair their internship with academic work in the form of an independent study or senior seminar. For more information about how this might work, students should contact the Internship Coordinator.
A student who meets the prerequisites for an internship and who is committed to completing all of the requirements should begin planning the semester before he or she expect to begin the internship. Specifically, the student should:
All of these steps must be completed by the first day of class in the semester which the internship is to take place.
At the end of the internship, the Student Intern must write a final paper that summarizes and reflects his or her experience. Specifically, the paper should:
The final paper is due to the EMU History Internship Coordinator by the last day of the semester in which the student is enrolled in HIST 489L4 or HIST 689.
Richard interned at the Yankee Air Museum in Ypsilanti in 2015-16. During his internship, he interviewed World War II veterans and helped them tell their stories. Richard used the experience to land a job at the National Archives in Denver.
“Before my internship I was lost. I loved history, but wasn’t optimistic about my chances of landing a history related job after school. Interning at the Yankee Air Museum introduced me to the field of public history, was a surprising amount of fun, and it provided me with practical experience that made me competitive in the job market and helped me start a great career with the National Archives.”—Richard Elsom
Carly interned at the Michigan Women’s Historical Center and Hall of Fame in Lansing. During her internship, she learned how a museum works from the inside, especially how to give tours and work with the public.
“My internship at the Michigan Women's Historical Center and Hall of Fame was amazing! I met some wonderful people and had a lot of fun, all while gaining valuable hands on experience and earning school credit. I was able to get a sense of what the museum field is really like and now I know it’s right for me.”—Carly Scarbrough
Rasheed interned at the Parkridge Community Center in Ypsilanti where he taught “practical history.” Drawing on the stories of Booker T. Washington, W. E. B. DuBois, and Marcus Garvey, he used African-American history to reach out to local youth to help them prepare for college.
“At Parkridge I was able to use the discipline of history as a tool to motivate students and get them excited about learning. Having the ability to work with youth in my community and share with them my love for history was fulfilling. The internship with Parkridge helped me look at History from a new lens.”—Rasheed Atwater
Lacey interned at Applewood: The Charles Stewart Mott Estate in Flint. She organized educational events, researched textiles, and even wrote a script for a new house tour.
“As an intern you gain hands on experience in the field that can help push you to the top when it comes to applying for jobs. During my internship at a historic home, I was able to work with historic artifacts, give tours, and teach people all while working on basic skills such as research and public speaking. If you are thinking about interning, I highly recommend and encourage you do so! You won't regret it and you will meet so many amazing people to add to your network.”—Lacey Opdycke
Cassie interned at the EMU Archives where she gathered data about EMU Geography Professor Mark Jefferson and his role in the American Commission to Negotiate Peace after World War I. She created a libguide and set up two display cases.
"Through the internship I was also able to deepen my knowledge of American, world and local history while at the same time strengthening my skills as a researcher and writer. This internship also opened my eyes to the many possibilities and opportunities that await me upon graduation."—Cassie Thayer
Adrian interned at Stahls Automotive Collection and Museum in Chesterfield, Michigan. He helped the staff establish an archival system for the hundreds of auto manuals, autobiographies, and objects central to preserving this collection of more than a hundred historic automobiles.
"I approached this experience not from how it could help me in obtaining a career in history, but rather how I can apply this experience to a career in teaching history. You can make a student read about a certain event, era, time period, etc., until they are blue in the face. But without something tangible or visual to make a connection, it is hard to get the students to comprehend. Every time I went to Stahls, I undoubtedly had a blast."--Adrian Hockin