Preparing instructional designers using a service-learning internship approach

This study explores a service-learning internship designed to prepare instructional design graduate students for professional challenges through authentic learning experiences. Although the literature calls for stronger alignment between instructional design education and industry competencies, practical strategies remain limited. To address this gap, a university in southwest Virginia created an internship involving graduate students, faculty and a community client. Grounded in service-learning principles, the Analysis, Design, Development, Implementation and Evaluation approach and the Mission, Objectives, Key Results project management framework, students engaged in the complete design cycle with an educational technology client, from contract development to prototype evaluation. Using a collaborative, semi-autoethnographic approach, the researchers analysed design documentation, project reports and student reflections to examine stakeholder experiences and outcomes. Findings demonstrate the internship's effectiveness in bridging theory and practice, developing professional competencies and providing guidance for instructional design programmes seeking to integrate service-learning as a strategy for professional preparation.