Undergraduate career services

Launching your career

Graduates of our BA program are well-equipped to act, serve, and lead in the public, private, and not-for-profit sectors. We're here to help.

​At the undergraduate level, career and internship support for Ford School students is provided by the Ford School as well as by the U-M Career Center.

Providing information

We offer programs and panels for students interested in attending graduate school. Past panelists have included Ford School BA alumni who have gone on to receive a Masters in Public Policy, Masters in Public Health, J.D., or PhD in Education Policy. Previous workshops led by employers have included topics such as networking and consulting case studies. 

Making connections

We help promote research and internship opportunities, as well as numerous opportunities for students to connect with employers and alumni throughout the year. These include:

  • Employer information sessions and informal career sessions with BA alumni are open to BA students and provide insight into new careers and what it takes to get there.
  • Informal lunches and meetings with diplomats and policymakers in residence are scheduled with students to discuss career opportunities in diplomacy and international policy (through the Weiser Diplomacy Center and International Policy Center).
  • Alumni Office Hours are one-on-one conversations with a diverse group of alumni, open to all Ford School students. 
  • Alumni Career Panels on relevant topics, such as graduating during difficult economic times, are open to all Ford School students. 

Developing strategy and ongoing support

We offer individual career advising sessions, resume and cover letter reviews, networking, and practice interviews with our BA career counselor.  

Engaged learning, near and far

Undergraduate students have unique opportunities at the Ford School to apply what they learn in the classroom to real-world situations. Many opportunities are offered through our dynamic Research Centers or our expert faculty. They include: study in Costa Rica; research on timely policy topics like politics and COVID-19, or education policymaking; and P3E’s Practical Community Learning Project Fellows program. Other student experiences include:

  • Internships: Many Ford School students pursue summer internships to explore their field of interest outside the classroom. Donors and alumni have generously contributed funds to support Ford School undergraduate students’ participation in policy-related internships, which are low-paid or unpaid, located in the United States or abroad.
  • Michigan in Washington: Take a semester in DC to combine coursework with field research in an internship that reflects your interests.
  • Semester in Detroit: Spend a semester living, learning, and working in Detroit to fully engage with people, organizations, and neighborhoods in transformative work. 

 

Learn more about engaged learning opportunities at the Ford School.

Max Grahl

Student spotlight

"It was nice to work on regulation that directly impacted so many stakeholders throughout the country; I felt like I was making a positive difference and truly fulfilling the role of a public servant."

Maximillian Grahl (BA ‘21) interned at the Federal Motor Carrier Safety Administration within the Department of Transportation.
Miriam Chung

Student spotlight

“I had the privilege of creating "CARE's coffee chats" where I spoke with regional directors of various countries to inform and educate the rest of our CARE community on the initiatives they created and the challenges and successes they came across.”

Miriam Chung (BA ‘20) interned with CARE’s Asia regional office to improve internal and external communications.
Julie Siegle

Student spotlight

“I had a lot of freedom to tap into my education policy interests and learn about research and practice. I found that I love the research side of education policy, which I never knew prior to this internship.”

Julia Siegle (BA ‘21) interned with Dr. Rachel White (BA ‘10), on a Spencer Foundation study relating to K-12 district superintendents' personal feelings of efficacy and involvement in state policymaking processes.

Have any questions?

Contact