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Work-based learning is becoming a critical pathway to career readiness. In this Higher Ed Careers interview, Andrew Hibel, COO of HigherEdJobs, speaks with Danika Bellamy Sankar, associate director of work-based experiences at Longwood University in Farmville, Virginia, about how micro-internships give students exposure to real projects while helping them build confidence and navigate the workforce.
Andrew Hibel, HigherEdJobs: Your career has woven together work in inclusive excellence practices, research, and community development before bringing you to Longwood’s Office of Alumni and Career Success. Given that broad foundation, what originally drew you into helping students navigate career exploration, and how did those earlier experiences shape the way you think about preparing students for real-world opportunities?
Danika Bellamy Sankar, associate director of work-based experiences, Longwood University: This is a great question because it highlights two important truths about careers. They are more of a journey than a fixed destination, and what we learn along the way can both inform future decisions and enhance our effectiveness in current roles.
My own experience in the cooperative education program at the University of Guelph during my undergraduate studies sparked my interest in career services. Through my work-based learning experiences, I received strong support with resume reviews, interview preparation, and co-op and internship applications. That support was transformative and showed me the impact that career development professionals can have.
After that experience, I naturally began helping people in my life with their resumes, encouraging them to apply for roles they might not have otherwise considered, and supporting them with application materials. Professionally, my work in inclusion, research, and community development has grown out of my educational training and has allowed me to be more effective in my current role on Longwood’s Career Success team.
As associate director of work-based experiences, no two days are the same, and the role draws on a wide range of skills I have developed across various positions. Most importantly, these experiences have given me a broader perspective on what is possible for students from diverse educational backgrounds. They have reinforced the value of continual exploration and strengthened my ability to prepare students for the workplace by focusing on core, transferable skills I have had to intentionally develop throughout my own career journey.
Hibel: Many may be unfamiliar with the term “work-based learning,” which can encompass everything from a one-day work shadow to a structured micro-internship or short-term project with an employer. Before we get into the specifics of Longwood’s programs, how do you define work-based learning in your context, and why has it become such an essential part of supporting students’ career development today?
Sankar: Such a timely question and an important area of focus for all educational institutions. In my role, I have been fortunate to engage with some amazing partners in the space of work-based learning. I personally appreciate the SCHEV-adopted definition used by Virginia’s public institutions, which states:
“WBL is an educational approach that integrates academic instruction with practical work experience. It is designed to provide students with the opportunity to apply classroom learning to real-world work settings and gain practical skills, knowledge, and experience that are directly relevant to their future careers. WBL can take various forms, including internships, apprenticeships, co-op programs, and other experiential learning opportunities …”
We know that employers value work-based learning when making hiring decisions. In the NACE Job Outlook 2026 report, the majority of employer respondents noted the importance of experiential education. Not only does it show that students have experience, but it also communicates that they understand what to expect in their field, are prepared to meet its requirements, and have explored their chosen career in a meaningful, practical way.
There is also a growing trend toward skills-based hiring. In the same NACE study, 70% of employers reported using skills-based criteria when making hiring decisions. One major way students can demonstrate these skills is by showing they have developed them not just academically, but in a workplace setting. In fact, 74.1% of employers indicated that students could best demonstrate their skills during the hiring process through experiential learning or work completed during college.
As the economy changes and some sectors become more competitive, a great way for students to stand out is by participating in a variety of work-based learning experiences, progressing from shadowing and short-term micro-internship projects to full-length internships. Importantly, it also helps students confirm whether their chosen field is right for them and allows them to pivot to other opportunities earlier, potentially reducing costs and better preparing them for the workforce.
Hibel: Many institutions are exploring micro-internships but struggle with the logistics, matching students, preparing employers, and ensuring meaningful project design. What systems or practices have been most critical in making Longwood’s matching and placement process work smoothly?
Sankar: Our micro-internship program is part of our Quality Enhancement Plan and aligns with our career everywhere focus. The program prioritizes classroom-to-career connections, network building, expanding students’ marketable skill sets, and reconnecting alumni to the university, among other goals.
At the core of its success are our alumni, their love for their alma mater, and their passion for giving back, helping students gain experiences that they know can enhance career goal attainment. We have also learned from excellent programs such as SHIP at Christopher Newport University. One wonderful aspect of career services is the generosity within the field. Colleagues share resources and provide insights into what works and what does not.
We are continuously refining the process with each iteration, constantly seeking feedback and making changes where necessary. Our students are great at letting us know quickly if something is not working well, which helps us fine-tune the program. We are also not alone in delivering this program. We work closely with a Quality Enhancement Plan committee that provides guidance as we adopt or modify elements.
All students in the program take a zero-credit course, which has been successful in helping them establish goals for the experience and their careers, assess their NACE competencies, make plans to enhance them, and then reflect at the end of the experience to determine whether their plans need to change. Overall, the program is designed to help students explore, connect, develop, and gain a competitive edge as they progress through their academic programs.
Hibel: Work-based learning is often discussed through an equity lens. How have you seen micro-internships open doors for first-generation, low-income, or otherwise under-resourced students who may not be able to relocate, take on unpaid roles, or commit to longer internships?
Sankar: One of the key strengths of micro-internships is that many can be completed virtually, removing barriers that might otherwise prevent students from participating. In our program, students also receive a $500 stipend, which helps cover costs, especially opportunities that are in person or require site visits. Another great feature is that students can complete their 20-hour project work according to their own schedules. Many of our students work full time during the summer, when the program is held, so being able to organize their project hours around paid employment makes participation possible.
Micro-internships also give students the chance to build a professional network, which is particularly valuable for first-generation students or those from underserved communities who may not have access to such connections. They can also serve as a pathway to longer, paid internships with the same organizations when available. Through these experiences, students can explore whether they want to continue with an employer while also increasing their visibility, an advantage when competing for internships and roles against candidates who may have family connections or other additional resources.
Hibel: Your role requires close collaboration with faculty, employers, alumni, and campus partners. What have you learned about building these partnerships so that projects are high impact for students and meet real needs for employer hosts?
Sankar: Partners are essential to this work, and many individuals within and outside the university play a critical role in ensuring successful experiences. As someone who is naturally introverted, I initially found it challenging to reach out. However, Longwood’s welcoming and supportive community and the excellent team I work with, led by the senior director of career and professional engagement, Dr. Elizabeth Narehood, and supported by the director of campus engagement, Megan Miller, made connecting far easier than I expected.
Our alumni board and alumni career committee are also incredibly active, sharing their expertise, connections, and guidance. Along with the outstanding alumni engagement team, led by the senior director of alumni engagement, Nicole Perkins, they create meaningful opportunities for alumni to stay connected to the university and partner on programs. Our communications team ensures these initiatives are effectively promoted, while the community relations team, under the direction of Jen Carne, helps us identify and access opportunities in the local area. Faculty are also essential, ensuring we engage student participants and identify alumni matches. Notably, at the center of this work is the Quality Enhancement Plan committee, which supports the program and its administration.
What makes all of this possible is that these partners are not only knowledgeable and well connected, but also genuinely open to collaboration and providing support wherever needed. The program would not exist without them, making it essential to keep them informed and to seek and follow their wise advice whenever possible.
Hibel: Micro-internships are becoming a national trend, with institutions highlighting them as a flexible pathway toward career readiness. What advice would you offer campuses looking to launch or scale their own micro-internship programs, especially those starting from scratch?
Sankar: Micro-internships are an excellent way for students to explore career interests while gaining skills and building professional networks, all with a relatively small investment of time and resources compared to a semester-long internship. That said, institutions should thoughtfully consider their unique environments, including the size of their student body, the academic programs they offer, the needs of their students, and the goals they hope to achieve through a micro-internship program.
At Longwood, our approach is informed by our Civitae Core Curriculum, which emphasizes citizenship, effective communication, critical thinking, collaboration, and integrative learning, preparing students not only for meaningful careers, but also for active, engaged lives as citizen leaders. With a strong focus on personalized learning and close faculty engagement, we prioritize relationship-driven experiences and intentional matching over purely algorithm-based or large-scale placement models. Other institutions may find that different approaches better align with their institutional context and student populations.
For campuses starting from scratch, alumni can be an especially effective place to begin. Alumni bring a strong commitment to the institution, a desire to give back, and a deep understanding of the student experience, making them ideal hosts for meaningful micro-internship projects. Engaging alumni early can help establish high-quality sites while also strengthening alumni-student connections.
Ultimately, campuses should research available platforms and models, engage internal and external partners, and actively seek student input to inform program design. Launching the program, learning from early iterations, and remaining flexible and responsive to feedback are key to building a sustainable and impactful micro-internship program.
Hibel: As you help students embark on their own paths, what aspects of this work feel most meaningful to you, and what continues to motivate you as you look toward the future of student career development?
Sankar: It is deeply fulfilling to connect students, prepare them for these experiences, and listen to their feedback afterward. While I am always excited to make a match, the most rewarding part is always hearing students reflect on what they learned, how the experience strengthened their skills and connections, and the ways it clarified or solidified their goals.
These opportunities are important not only for enhancing students’ resumes and preparing them for major-related employment after graduation, but also for helping them better understand their interests and how those interests align with a fulfilling career and life.
We know the job market is constantly evolving. Many roles that exist today did not exist decades ago, and the same will be true in the future. Any time spent developing a deeper understanding of oneself, including strengths, areas for growth, and personal motivators, helps students prepare for their target roles and also builds their ability to pivot or adjust their career plans as needed. Exploration can form an important part of one’s career journey, and micro-internships are an excellent way to support that process.
