green_MGT581_Mod8-PortfolioProject_final_9.28.14

Running head: To MENTOR OR NOT TO MENTOR: ......................................................... 1
To Mentor or Not to Mentor: An Exploration to the Development, Design and
Implementation Process of an Unpaid Undergraduate Trainee Program
Tina Green
MGT581: Management: Strategy and Execution
Colorado State University – Global Campus
Dr. Brandy Blount
September 28, 2014

FIRST 50 CHARACTERS OF YOUR TITLE IN CAPS 2
Executive Summary
Internship programs offer various benefits for students looking to gain real-world
experience. The purpose of this Capstone project was to explore the opportunity for the
Pediatrics Hematology/Oncology/Bone Marrow Transplantation section to establish guidelines
for an unpaid training program. Primary goals for the program are to provide a learning
experience to undergraduate students to gain the basic scientific research skills and develop their
career goals for future employment opportunities.
Results of this investigation indicated eighty-one percent of students participating in a
training program note improvement of skills in areas of academic, professional, and personal
development (Gillies & Marsh, 2013; Thiry, Laursen & Hunter, 2011). Eighty-seven percent
reported increased ability in critical thinking and problem-solving skills (Gillies & Marsh, 2013;
Thiry et al, 2011). Nineteen percent of students stated having improved understanding of the
scientific research process (Gillies & Marsh, 2013; Thiry et al, 2011).
Risk and liability areas of concern include intern misclassification and worker’s
compensations coverage when using unpaid. However, using best practices can lessen the risk to
the institution in deciding to utilize unpaid trainees. The following recommendations provide a
set of guidelines for mentors and administrators on utilizing unpaid trainees:
 Create a mission and vision statement.
 An internship learning plan, including research objectives and goals are set and agreed
upon by both the mentor and trainee clearly defining the duties, goals and training period.
 Elements of the internship program are to include the opportunity to participate in journal
club, weekly lab meetings, weekly progress discussion with a mentor, presentation of
research project, and mentor/student evaluations at the conclusion of the training period.

TO MENTOR OR NOT TO MENTOR: 3
Table of Contents
Executive Summary ...................................................................................................................... 2
Section I - Organizational Opportunity & Description............................................................. 5
Purpose of the Investigation................................................................................................... 6
Management and Research Questions .................................................................................. 7
Intended Audience .................................................................................................................. 7
Summary of Section Highlights ............................................................................................. 8
Section II – Opportunity Background ........................................................................................ 9
Definition of Terms ............................................................................................................... 10
Management Question Related Topics................................................................................ 12
Employee vs. unpaid trainee classification................................................................... 12
Liability Risks.................................................................................................................. 12
Internship Benefits to the Student................................................................................. 13
Design Components of the Unpaid Internship Program............................................. 14
Introduction of the Undergraduate to the Program.................................................... 15
Relevant Organizational Processes...................................................................................... 15
Relevant Theory: Protean & Boundaryless Career Orientation Elements ..................... 16
Summary of Section Highlights ........................................................................................... 17
Section III - Investigative Steps ................................................................................................. 18
Investigative Approach and Design Strategies................................................................... 18
Investigative Approach.......…………………………………………………………...18
Theory Thread Strategies ..............................................................................................19
Data Collection and Preparation Strategies………………………………………… 19

Data Analysis Strategies................................................................................................ 19
Investigation Parameters & Limitations……… ................................................................ 20
Section IV – Findings of the Investigation................................................................................ 21
Analysis Process and Theory................................................................................................ 21
Capstone Q1 .................................................................................................................... 23
Capstone Q2 .................................................................................................................... 25
Overall Findings: A Synthesis............................................................................................. 25
Section V – Interpretation and Recommendations .................................................................. 27
Organizational Interpretation and Implications................................................................ 27
Recommendations ................................................................................................................. 27
Implications for Decision Makers ............................................................................. 28
Future Research........................................................................................................... 28
Capstone Project Conclusion and Contribution ................................................................ 29
References .................................................................................................................................... 30
Appendices ................................................................................................................................... 33

Section I - Organizational Opportunity & Description
The Department of Pediatrics Hematology/Oncology/Bone Marrow Transplantation
(Peds Hem/Onc/BMT) has experienced growing requests from internal and external
undergraduate students requesting to volunteer in an active laboratory to gain real-work
experience and basic skills of working in a scientific research laboratory setting. As of 2014,
neither the department nor the Institution has an unpaid internship/trainee program. Discussions
with the institution’s Risk Management Department explain a need to offer such a program on
the campus has been identified by the Human Resource Department Director (Perry, 2014).
Thiry, Laursen and Hall stated eighty-one percent of students who participate in a trainee
program note improvement of skills in areas of academic, professional, and personal
development (Gillies & Marsh, 2013). Eighty-seven percent of participants reported an increased
ability in critical thinking and problem-solving skills while 19 percent of participants stated as
having improved understanding of the scientific research process (Thiry et al, 2011, p. 370).
Overall, offering an unpaid internship/trainee program to undergraduates offers benefits
to the students seeking a career in the sciences. A literary review indicated students with
significant real-world work experience display career management competencies, improved
basic skills, and problem-solving skills. Higher employment success rates beyond graduation
were also prevalent (Bridgstock, 2011; Clark, Threeton & Ewing, 2010; Gillies & Marsh, 2013;
Thiry et al, 2011, p. 359).
However, liability risks, laws, and regulations under the Fair Standards Labor Act
(FSLA), Wage, Hourly Division (WHD), and the Department of Labor (DOL) deter potential
mentors and the institution from accepting students’ requests to volunteer in the laboratories
(University of Colorado Denver, 2013). Due to these disincentives, laboratories often offer a

small compensation for a few hours per week to selected students with high interests in working
in the sciences and in developing their career.
Additionally, many students take advantage of the experiential learning opportunities
presently offered. These additional internship programs consist of paid internships, work studies,
or work-for-credit research track programs (University of Colorado Denver, 2014). Applicants
must apply and be accepted for these highly competitive programs each year. Although these
funded programs currently exist, many laboratories look for experienced graduate students with
basic to intermediate skills, leaving the undergraduate student seeking out other creative avenues
to learn basic science skills to become employable in an active laboratory. Therefore, the
department of Peds Hem/Onc/BMT is exploring the aspect of offering an unpaid training
program to meet growing demands on the AMC campus from the undergraduate population
desiring to gain the basic scientific research skills and to develop their academic and career
goals.
Purpose of the Investigation
The purpose of this research was to assess benefits of offering an unpaid training program
in the Peds Hem/Onc/BMT division while maintaining the integrity of the organization. This aim
of this study was to suggest best practices to developing a training program providing an
opportunity to the undergraduate population to gain basic skills and career development goals.

Management and ResearchQuestions:
Research literature suggested engaging undergraduate students early in their academic
career to conducting authentic science research increases student’s ability to think and work like
a scientist, student’s professional development, and enrollment retention rates in science
programs (Clark et al, 2010; Gillies & Marsh, 2013; Thiry et al, 2011, p. 359). Listed below are
the management and research questions used to guide this investigation on the design and
development process of an unpaid internship/trainee program for the Department of Pediatrics at
University of Colorado Denver (UCD) Anschutz Medical Campus (AMC).
MQ: What are the essential design components for establishing an unpaid internship
program in the Peds Hem/Onc/BMT section to ensure the trainee receives the most
benefit from the program, and both trainee and mentor have a positive experience without
risk of liability to the institution?
Capstone Q1: What are the risks, liability issues, and benefits to the student, the mentor,
and the institution establishing an unpaid trainee program?
Capstone Q2: What is the development, design, and implementation process to building
a successful unpaid internship/trainee program to create a positive experience for both the
student and mentor?
Intended Audience
Intended audiences benefitting from the knowledge learned through this research project
include: departmental decision-makers (Director of Research and other faculty members
[mentors] of the Department of Pediatrics Laboratories), Human Resources Department Director,
and Risk Management Representatives. Departmental decision-makers would use this
information to implement the training program. HR and Risk Management provide guidance to

the administrator and mentors on proper employee classification, job descriptions, and
Department of Labor (DOL) laws and regulations. Additional audiences are the laboratory
managers and staff members who conduct the majority of oversight and training of the
interns/trainees.
Summary of Section Highlights
The Department of Pediatrics Research Laboratories at UCD is evaluating the concept of
creating an unpaid internship/trainee program to meet a desired need from undergraduate
students in their first and second year of studies. This Capstone project’s purpose was to develop
a well-structured outline through communication on desires, needs, and expectations between
future intern candidates and mentors to get the most value out the program. Section II presents
trends of unpaid trainee programs, provides a definition of terms, reviews of related topics to the
management questions, relevant organizational policies and procedures, within the context of
relevant theory to this opportunity for the Department of Pediatrics at UCD.

Section II – Opportunity Background
The University of Colorado Denver at the Anschutz Medical Campus is host to a diverse
body of students with opportunities to enhance their lives, careers and research (UCD, 2014). As
of 2014, the university offers over 130 programs in 13 schools and colleges at the undergraduate,
graduate, doctoral and professional health levels. More than 14,000 students attend the
comprehensive university with campuses located in the downtown Denver, Boulder, and
Anschutz Medical Campus areas (2014). Over 3,000 of those students participate in the
institution’s research and advanced health care programs at the Anschutz Medical Campus. This
section provides definitions for key terms and presents an overview of the opportunity
background, related topics to the research questions, and relevant organizational processes and
theory.
Background:
The complex structure of UCD offers a variety of opportunities for students, primarily the
downtown and Boulder campuses, to participate in experiential learning activities. However, at
the Anschutz Medical Campus (AMC) fewer opportunities are available to students. Currently,
students at the AMC campus receive real-world experiences as part of their classroom instruction
with required laboratory rotations that run through the course of the semester. Graduate students
on a research track are enrolled and assigned to a chosen active laboratory and mentor
throughout the duration of their graduate program. These students receive academic credits
and/or stipends for their work and are students, not employees of the institution. Programs such
as; the Cancer Center Summer Research Program and the Pediatrics Cancer Summer Research
Program offer an eight-week paid internship program available to all eligible students at various
educational levels ranging from high school to the graduate level.

Fewer opportunities exist for the undergraduate students seeking to obtain real laboratory
experience and frequently ask to volunteer in the research laboratories. The problem is at the
AMC campus a volunteer, or unpaid internship program does not exist and many researchers at
the University are willing to mentor these young minds and offer them the opportunity to learn
basic research skills.
Gillies and Marsh (2013) stated that science students have a 20 percent lower graduation
rates in universities than do students in non-science programs (Gillies & Marsh, 2013, p. 381).
Of students in science programs, less than 50 percent complete their degree within five years
while others switch to another academic field, and roughly 20 percent dropout (2013). Studies
have shown by engaging undergraduate students early in their academic career increases
enrollment and retention in the sciences by assisting students in clarifying their career aspirations
(Gillies & Marsh, 2013, p. 381).
Key terminology: Employee, Internship, Unpaid Trainee, Volunteers, Mentor
Definition of Terms:
The following are definitions of special terms used in this study.
Employee: The Fair Labor Standards Act (DOL, 2010) definition of an employee is a broad and
vague definition and states an “employee” as “any individual employed by an employer” – where
to “employ” means “to suffer or permit to work” (Keller & Assoc, 2011; Steffen, 2010, p. 4).
Therefore, an individual who performs routine activities on a daily basis that directly benefits the
employer is, under FLSA rules, an employee.
Internship: The National Association of Colleges and Employers (NACE) (2011) developed a
uniform definition of what constitutes as an internship stating:

An internship is a form of experiential learning that integrates knowledge and theory
learned in the classroom with practical application and skills development in a
professional setting. Internships give students the opportunity to gain valuable applied
experience and make connections in professional fields they are considering for career
paths; and give employers the opportunity to guide and evaluate talent (NACE, Position
Statement, para. 2).
Unpaid Trainee: An unpaid trainee is defined as an individual who receives training through
participation in University activities in accordance to the following stipulations: a) training
benefits the trainee and the University does not benefit from work conducted by the trainee; b)
trainees may not displace regular employees and must participate under supervision of current
employees; c) trainees are not entitled to a job at the conclusion of the training period; and d)
trainees are not entitled to wages or compensation for time spent in training (Bird, 2012; DOL,
2010; Keller & Associates, 2011; NACE, 2011; Steffen, 2010; and UCD, 2013).
Volunteers: Unpaid individuals who perform a service or activities not routinely a part of the
normal, daily activities of the organization but directly benefit the organization (UCD, 2013).
Mentor: A mentor is an experienced professional in the field or interest of study in the
workplace where the intern/trainee is assigned. The mentor is responsible for the oversight of the
trainee and to be familiar with the guidelines, policies and procedures regarding the utilization of
trainees, particularly if working with minors (UCD, 2013).

Management Question RelatedTopics:
Employee vs. unpaid trainee classification:
Misclassification of student interns and trainees is of utmost importance of employers
seeking to start any internship program. Bird (2012) discussed the three areas of law governing
employment of interns and trainees: the Fair Labor Standards Act (FLSA), United States
Supreme Court case law, and the Wage, Hourly Division (WHD) interpretive guidelines. These
rules serve as tools to provide private employers with information and solutions to avoid the
misclassification of interns/trainees versus employee status (Bird, 2012). These guidelines attest
to what constitutes as a trainee and if the trainee, under the laws of the DOL, FLSA and WHD,
has the right to receive compensation for hours worked (DOL, 2010). Under certain
circumstances, interns receiving training for their educational benefit and meets specific criteria
established by the FLSA is not classified an employee (2010). Under the rules of the FLSA, the
intern does not perform routine duties of the business on a regular basis; therefore, the employer
is not dependent upon the work conducted by the intern (2010). As a work around of the legal
risks, public agencies and non-profits can legally classify interns as volunteers so long as the
positions’ foundation revolves around a classroom or academic experience (Lipka, 2010).
Liability Risks:
Some organizations require students receive academic credit for their internship to ensure
the legality of the internship program at the expense of the student/intern (Lipka, 2010; Steffen,
2010). This requirement also keeps the students/interns on the colleges’ liability insurance and
avoids the liability risk of hosting an unpaid trainee (Lipka, 2010). Institution Internship
programs are another opportunity institutions offer requiring students to enroll in the program for

credits and payout tuition fees for the opportunity to obtain real-world experience (Steffen,
2010).
UCD’s Department of Risk Management (2013) recommends individual departments
utilizing volunteers and/or trainees/interns to complete an Authorized Volunteer
Agreement/Insurance/Liability form (UCD, 2013). The agreement serves as a formal Letter of
Invitation and Acceptance of the internship and outlines the duties, dates of the training period,
risks, and training requirements (2013). The agreement also explains medical, accidental, or
worker’s compensation coverage is not provided by the institution for volunteers/unpaid trainees
pursuant to Colorado State Law and personally responsible for any medical care expenses
incurred for injuries during their training period at the institution (2013).
Internship benefits to the student:
A complex consideration for the employer is to determine who the benefactor is. If the
intern is gaining skills for use in future employment opportunities than the position will classify
as an intern or trainee (Bird, 2012; DOL, 2010). Majority of federal courts find a trainee is not an
employee unless there is an immediate benefit, or immediate advantage, or primary benefit to the
employer (2012). Therefore, employers must carefully assess their internship or trainee
program’s classification quality as an intern or trainee (2012).
Paid or unpaid, an internship program should consist of positive learning outcomes not
necessarily connected with the potential to full-time employment upon graduation. Practical
experience and knowledge gained in the classroom, perspective career options, and networking
contacts are useful tools to the graduate in furthering career goals (Adams, 2013; NACE, 2013).

Design components of an unpaid internship program:
Paid or unpaid, research literature suggested best practices for the development and
design of a successful internship program. A clearly established outline is created prior to the
start of the program and include a fixed duration (10-12 weeks), a Journal Club, reflection
essays, oral presentations or work portfolios, as well as independent studies (DOL, 2010; Keller
& Assoc, 2011; NACE, 2011; Steffen, 2010). The National Association of Colleges and
Employers (2011) has defined seven essential criteria for experience to be recognized as an
internship. These include the following:
 The experience must be an extension of the classroom: a learning experience applicable
to the knowledge gained in the classroom and must not directly advance the daily
operations of the employer or work a regular employee would routinely perform.
 The skills or knowledge learned must be transferable to other employment settings.
 The experience has a defined beginning and end and a job description with desired
qualifications.
 There are clearly defined learning objectives/goals related to the professional goals of the
student’s academic coursework.
 There is supervision by a professional with expertise and educational and/or professional
background in the field of the experience.
 There is routine feedback by the experienced supervisor.
 There are resources, equipment, and facilities provided by the host employer that support
learning objectives/goals (Adams, 2013; NACE, 2011).
Learning objectives, job duties and academic assignments are documented in an internship
learning agreement (UCD, 2014). Interns will work toward achieving specific learning

objectives, performance evaluation is required at the end of the internship, and interns are never
required to pay the employer in any form to take part in the experience [i.e. training or licensing
fee] (2014).
Introduction of the undergraduate to the program:
Consideration of how to successfully introduce the undergraduate trainee into the
laboratory so both, trainee and mentor, share an equally valuable experience needs to be
addressed as well. Literature has shown there are no rules on how much mentoring a student will
require and best results are based on a case by case situation (Gillies & Marsh, 2013). Some
students are very independent while others need rigid structure (2013). One common theme
found for students conducting research to be successful is communication: weekly lab and office
meetings with the students as well as regular email updates to keep the students on track with
their project (2013). Another suggestion found to benefit the student is to be given the
opportunity for: a) reflection, b) context, and c) perspective. Studies indicate students who attend
seminars and maintain a reflective research journal increase their understanding of the nature of
scientific research (Gillies & Marsh, 2013; Thiry et al, 2011).
Relevant Organizational Processes:
Current organizational structure within the institution does not have an established unpaid
trainee/internship program. Perry (F. Perry, personal communication, May 30, 2014) of the
institution’s Risk Management Department explained the policies and procedures established by
the organization as well as the liability risks in regards to worker’s compensation and the DOL
laws in the determination of what constitutes as a trainee, paid or unpaid. The institution’s
policies and procedures provide specific guidelines to using volunteers on campus as such: Non-
employees performing ongoing volunteer or trainee type activities require a perspective

individual to complete an application; sign a Letter of Offer/Invitation, and complete notices of
risk and waiver responsibility agreements (UCD, 2013). In addition, the department is required
to contact the Experiential Learning Center to register the internship program, and interns
entered into the Human Resources Management System (2013).
Relevant Theory: Protean Career Orientation and Boundaryless theories:
Employer expectations upon completion of a graduate level program include specific
skill sets established to perform functions of any perspective employment opportunity.
Bridgstock (2011) defined graduate employability as the ability to obtain and maintain work at
the graduate level (Bridgstock, 2011; Lyons, Schweitzer, Ng & Kuran 2012). Realistically,
universities focus on stable, enduring domain-specific knowledge and skills for a fast-turnaround
informal, vocational or workplace-based training for future graduates to develop the necessary
real-world experience and skills (Bridgstock, 2011). The 21st century has encountered non-
traditional theories such as boundaryless and the Protean Career Orientation to enhancing career
development.
Unlike traditional career development methods, protean career and boundaryless are
modern developmental paths based on self-directed career models (Bridgstock, 2011; Lyons et
al, 2012). Protean career is aimed more towards the exploration, establishment and mastery of
skills and competencies throughout the life span of an individual (Bridgstock, 2011; Lyons et al,
2012). In contrast to traditional career paths that tend to move upward in a hierarchical fashion,
boundaryless careers reflect an individual as unbounded to any one organization and have a more
vertical movement through many organizations, a multi-directional movement between
employers focusing on lifestyle goals versus organizational goals (Lyons et al, 2012).

Career management competencies have become a basic skill set necessary for graduates
in their academic and career development. Seeking out internships, paid or unpaid, have proven
to provide graduates the knowledge and fundamental skills towards employability and career
development goals.
Summary of Section Highlights:
Section II provided a brief background of the opportunity for introducing an internship
program at the University of Colorado Denver’s Anschutz Medical Campus within the Peds
Hem/Onc/BMT department. Key definitions were identified followed by an in-depth explanation
of the management and Capstone questions from Section I. An extensive review of the literature
uncovered specific liability risks, unpaid trainee classification criteria, and defined best practices
and qualifications towards establishing a successful internship program, whether paid or unpaid.
Section III outlines the research methodology and discussion of results of the capstone project to
implementing an effective internship program at the AMC Campus.

Section III- Investigative Steps
Section III presents the methodology used to designing and implementing an Unpaid
Undergraduate Level Trainee Program within the Peds Hem/Onc/BMT department. An
exploratory research design and thematic research approach are conducted to present the
exploration of the relevant management and research questions, a connection to the research and
theoretical framework, data collection and analysis, and discussion. Lastly, Section III presents
the limitations of this study.
Investigative Approach and Design Strategies:
The researcher used a qualitative, exploratory research approach to this study to uncover
best practices and explore the liability and risks to introducing an effective Unpaid Trainee
Program for the Department of Pediatrics, Hematology/Oncology/BMT section. Qualitative data
is interpretive, gives direction to the researcher in a topic, and provides a descriptive conclusion
of the themes identified (Plano Clark & Creswell, 2010, p333). Following the scope of the
management and research questions presented in section I, a thematic research design strategy
was selected to guide the researcher in the data collection and preparation. Secondary data was
gathered from prior studies conducted, the institution’s intranet, and governmental and
organizational websites. Thematic research method is best suited for this study as it involves a
simultaneous data collection and analysis process of qualitative data for the collection,
preparation and analysis process of secondary data (2010).
Investigative approach. Exploratory research is used with all capstone projects due to
the time constraints and parameters of the capstone project as outlined by CSU Global Campus.
Qualitative research also involves the student or research in every aspect of the research process
and data collection within the scope of the capstone (CSU Global Campus, 2014). Furthermore,

exploratory research is appropriate for this researcher’s opportunity presented as it enables the
researcher to explore and gain further understanding of previous studies conducted, potential
problems, and to uncover best practices to the opportunity.
Theory thread strategies. An analysis of needs and modern career development theories
such as the Protean Career Orientation and boundaryless theories is utilized to guide the design
approach, data collection and analysis of this study. Both, Protean and boundaryless theories are
a self-directed career management development processes in which individuals’ career
aspirations are guided towards lifestyle values and goals (Hall, 2004). These theories aided the
researcher towards the data collection and analysis relevant to the management and research
questions.
Data collection and preparation strategies:
This capstone research study uses a qualitative, exploratory research approach.
Qualitative research is an interpretive design used to explore, describe and understand a central
phenomenon (Plano Clark & Creswell, 2010, p233). Secondary data was gathered using a
thematic approach from various sources to guide the research data collection process in relation
to the management and research questions. Resources include UCD’s policies and procedures,
Experiential Learning webpage and discussions with the Risk Management Department; DOL
website; NACE website; and literary reviews from scholarly journals utilizing the CSU Global
Campus Library.
Data analysis strategies:
This study was guided using a qualitative, exploratory and thematic design approach
exploring the risks and benefits of developing and implementing an unpaid trainee program
within the Peds Hem/Onc/BMT department. The data analysis strategies for this study was

guided using a thematic approach by coding the secondary data to identify themes relevant to the
career development theories presented (Plano Clark & Creswell, 2010, p279). The results of the
research were presented to develop a general conclusion within the parameters of the
management and research questions.
Investigation Parameters and Limitations:
This exploratory study was limited to the use of secondary data and the parameters
established by CSU Global Capstone Project guidelines. Primary data were not feasible due to time
constraints of this capstone course. Additionally, data gathered was limited to literature reviews of
scholarly journals on organizational and government websites and the University of Colorado
Denver’s policies and procedures and guidelines. Recommendations to further research and primary
data collection from current and past undergraduate, graduate, and post-doctoral students of the
various science programs and schools is this researcher’s suggestion to determine organizational
wide experiential learning needs on campus and probability of implementation throughout the
institution.
Section III included a description of research methods used in this study, which involved a
qualitative, exploratory approach and practical action research design. The researcher presented
protean career orientation and boundaryless theories to guide the research approach, design, data
collection and analysis methodologies. Secondary data sources were introduced and included a brief
discussion of the analysis and preparation using a thematic analysis approach. Lastly, a brief
discussion of the parameters and limitations of the capstone were presented. Section IV includes the
findings of this capstone research study.

Section IV – Findings of the Investigation
The purpose of this capstone study was to explore best practices for the development and
implementation of an unpaid internship program at the undergraduate level in the Department of
Pediatrics, Hematology/Oncology/BMT section. Section IV presents the findings of this
researcher’s exploration based on the protean and boundaryless professional development
theories presented in section II.
Analysis Process and Theory:
Using a qualitative, exploratory design approach the data collection is guided based on
the management and capstone questions of the study. A thematic analysis of secondary data is
selected for this study.
MQ: What are the essential design components for establishing an unpaid internship
program in the Peds Hem/Onc/BMT section to ensure the trainee receives the most
benefit from the program, and both trainee and mentor have a positive experience without
risk of liability to the institution?
During the academic year of 2012-2013 the University of Colorado Denver systems
overall enrollment totaled 17,729 students (University of Colorado Denver, 2014). Of those,
3,706 students were hosted by the Anschutz Medical campus and 14,023 students were enrolled
at the Denver campus (2014). Table 1 depicts the percentage of undergraduate to graduate
students per location and the male to female rates per college level per campus. Graph 1 displays
the numbers from Table 1 of male to female per undergraduate to graduate level per campus.

Table 1:
University of Colorado Enrollment rates for 2012-2013
Overall
UGs
Overall
Grads
AMC
UGs
AMC
Grads
Denver
UGs
Denver
Grads
Total Number
Students 17,729 3,706 14,023
Total Enrollment 57% 43% 12% 88% 69% 31%
Male 32% 60.5% 14% 35% 50% 44%
Female 68% 39.5% 86% 65% 50% 56%
Adapted from: University of Colorado Denver (2014). Retrieved from:
http://www.ucdenver.edu/about/WhoWeAre/Pages/QuickFacts.aspx
Figure 1 Adapted from: University of Colorado Denver (2014). Retrieved from:
http://www.ucdenver.edu/about/WhoWeAre/Pages/QuickFacts.aspx
0%
20%
40%
60%
80%
100%
Overall UGs Overall Grads AMC UGs AMC Grads Denver UGs Denver Grads
University of Colorado Enrollment Rates
Academic Year 2012-2013
Total Enrollment Male Female

Capstone Q1: What are the risks, liability issues, and benefits to the student, the mentor,
and the institution establishing an unpaid trainee program?
Using a thematic approach data was categorized and placed into themes to their relevancy
to capstone question 1 presented in section I and II. Key themes identified significant to the
development and implementation process of an unpaid internship program include benefits, risks
and liabilities relative to the student, the mentor and the institution. Sub-categories are identified
under each of the three themes. The researcher then assessed the sub-categories to the level of
risk (high, moderate, low) to the student, the mentor, and/or the institution (see table 2).

Table 2:
Using a thematic approach, identified benefits, risks and liabilities assessed per student, mentor,
and the institution in offering an unpaid internship program at the undergraduate level is
displayed.
Benefits Risks Liabilities
Student
Professional career
development/management
skills
Limited opportunities
Responsible for health
costs incurred due to work
related injuries
Real-world work
experience
Mentor time & abilities
Increase ability to work
and think like a scientist
Quality of internship
program
Networking opportunities
Shortage of compensation
funding resources
Mentor Continue research Short-term workforce
Property rights
infringement
Eagerness to learn
Quality of research data
produced
Decrease in teaching load
Longer training and
supervision period
Institution
Increase in enrollment
retention rates in the
sciences
Intern misclassification
Work Comp related law
suits
Compensation law suits
High Risk Moderate Risk Low Risk
Note: Adapted from "How to make the most of your internship"," by S. Adams , 2013,
Forbes.com, 18; "Preventing employer misclassification of student interns and trainees," by B.
Bird, 2012, Cornell HR Review, p. 1-9; "Doing science research at an undergraduate university,"
by S. L. Gillies and S. Marsh, 2013, International Journal of Arts and Sciences, 6(4), p. 379-390;
"Would you like credit with that internship," by S. Lipka, 2010, Chronicle of Higher Education,
56(35), A1; and "What experiences help students become scientists? A comparative study of
research and other sources of personal and professional gains for STEM undergraduates," by H.
Thiry, S.L. Laursen and A. B. Hunter, 2011, The Journal of Higher Education, 82(4), p. 357-388.

Common benefits noted through analysis of the secondary data collection includes those
domains addressing a trainee’s personal and professional development competencies, growth in
real-world work experience, and an increase in the ability to working and thinking like a
scientist. The greatest commonalities of concerns associated with risks and liabilities include
intern misclassification and worker’s compensation coverage.
Alternative options available for consideration are to utilize students on a work-study
program or to hire the trainee as a student assistant to avoid misclassification of trainee versus
employee risks or worker’s compensation injury lawsuits. Additionally, the student can enroll in
a credit-seeking approved research course or program.
Capstone Q2: What is the development, design, and implementation process to building
a successful unpaid internship/trainee program to create a positive experience for both the
student and mentor?
Appendix1 provides a flow diagram to the development process of an Unpaid Internship
Program within the Pediatrics Hematology/Oncology/BMT department. The flowchart follows
the guidelines and policies established by the University of Colorado Denver Career Services,
Experiential Learning Program and Risk Management Department. The development process of
the program is a key component to identifying program requirements to be sure DOL laws and
regulations are being followed, and the program is being designed to complement coursework to
benefit the intern.
Overall Findings: A Synthesis:
The findings of the study provided secondary data to assess the opportunity presented in
the management question and answer the capstone questions focusing on the professional career
development theoretical framework. Capstone question 1 identified risks and liabilities and

assessed the level of risk (low, moderate, or high) of establishing an unpaid trainee program.
Lawsuits related to worker’s compensation coverage and wages are noted to be of the highest
risk concerns by the mentor and the institution while intern misclassification is a moderate risk.
Capstone question 2 focused on identifying key elements in the development and design
process of creating an unpaid internship. A flow diagram (see appendix 1) identifies a step by
step process in the decision-making process to establishing a qualified internship focused on the
policies and guidelines set by the University of Colorado Denver, Department of Labor, and the
National Association of Colleges and Employers for best practices to providing any internship
program.
Section IV presented the findings and analysis of the research focusing on the
development process and best practices towards implementing an unpaid internship program. A
thematic analysis was utilized to define key requirements through assessing the benefits,
liabilities and risks for the trainee, mentor and the institution. Themes identified are categorized
into sub-categories to assess the capstone questions back to the primary management question.

Section V – Interpretation and Recommendations
Section IV presented the findings of the research. Section V provides an interpretation of
the findings and recommendations to the Pediatrics Hem/Onc/BMT department. The section
discusses the implications for decision-makers and future research. Section V concludes with a
summary of section highlights and a discussion of the importance of this capstone study.
Organizational Interpretation and Implications:
Internships, paid or unpaid, meet a need and provide an opportunity to young research
scientists in developing a working knowledge of conducting research and critical thinking skills.
The interpretation of the findings indicates an unpaid internship program offers numerous
benefits to the student in developing professional career management skills, real-working
experience, as well as basic science skills. In addition to the positive benefits, the study also
discovered the importance of risks and liabilities faced by the institution and mentor in hosting
an unpaid training program. Attention to university policies, DOL laws, WHD and NACE
guidelines, implementation of an educational worthy internship program can be created.
Recommendations:
Recommendations based on the research provides to the group of probable mentors in the
Department of Pediatrics Hematology/Oncology/BMT a set of guidelines to utilizing unpaid
interns. Additionally, the institution’s Risk Management and Experiential Learning Center
representatives are also directed to these recommendations for guidance and approval as
authorities of specific laws and regulations to offering an unpaid training program. Listed below
is this researcher’s recommendation to developing and implementing an internship program for
the Peds Hem/Onc/BMT department.

 Create a mission and vision statement for a Peds Hem/Onc/BMT Unpaid Internship
Program.
 The internship program is to be educational and for the benefit of the trainee as well as
compliment past, current and future coursework. An internship learning plan, including
research objectives and goals are set and agreed upon by both the mentor and trainee
clearly defining the duties, goals and training period.
 Elements of the internship program are to include the opportunity to participate in journal
club, weekly lab meetings, weekly progress discussion with a mentor, presentation of
research project, and mentor/student evaluations at the conclusion of the training period.
Implications for decision-makers: The research presented by the study and
recommendations can be used by decision makers of the Peds Hem/Onc/BMT department to
further develop a qualified unpaid internship program to be implemented and begin offering an
opportunity benefitting future scientists. If decision-makers chose not to follow suggested
recommendations opportunities to mentor and provide and educational training experience to
undergraduates will not be offered. Options to employ students at an hourly wage should be
taken under consideration to provide the same type of training experience to young scientists
looking for opportunities to gain real world experience and skills. Furthermore, should decision
makers decide not to follow the recommendations potential repercussions may occur putting the
mentor and/or the institution at risk.
Future research: Due to the limitations of this study qualitative secondary data was
gathered as an exploration into the opportunity. Prior research focus included studies in relation
to compensation and trainee misclassifications. An outline of the benefits and risks are discussed.
Future research to include primary, quantitative data relative to UCD, as well as other

universities of comparable size and academia, on the experiences and gains of the trainee and
mentor to substantiate the value of an internship towards personal and professional development
is suggested to go beyond the scope of this capstone research study.
Section V presented an interpretation of findings of this study. Analysis unveiled best
practices to utilize in an internship program. Based upon the analysis of the data a development
process is identified to creating an unpaid training program. Recommendations and implications
for decision-makers presented and finally, an opportunity for future research is indicated.
Capstone Project Conclusion and Contribution:
The capstone project provided an opportunity for this researcher to explore the
opportunity for the Pediatrics Hematology/Oncology/Bone Marrow Transplantation department
to establish and unpaid internship program to meet a growing need. This study uncovers several
common benefactors to the student engaging in any internship or experiential learning
opportunity. A crucial component noted is any internship, paid or unpaid, must meet the
requirements to qualify as an internship and must be educational based to compliment past,
current and future coursework. The primary goal of any training program is to provide an
opportunity to students for personal and professional career development competencies and to
gain basic science research working knowledge and skills.

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National Association of Colleges & Employers. (2010). Position statement: Unpaid internships.
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participant

Appendix A:
Unpaid Internship Program development process flowchart
Program Development
Process
Identify Key
Elements
Paid Unpaid
Stipend Work
Study
Student
Assistant
Non-credit Academic
Credit
Student
Employee Unpaid
Trainee
Follow appropriate
policies establishedfor
research track or work
study students
Follow appropriate
student employment &
HR policies.
Application
Submitted
Meets minimum
selection Criteria
Trainee Letter of
Offer Accepted
Completion of
Trainee Agreement &
Waiver Form
Completion of
Internship Learning
Plan (ILP)
Internship
credit approval
form submitted
(ADD Slip)
Follow appropriateHR
policies.
Adapted from: University of Colorado Denver. (2014). Retrieved from http://www.ucdenver.edu

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