Paid micro-internships are reshaping the definition of career readiness, elevating demonstrated skills as the new currency in a skills-first hiring landscape. For institutions, the call to action is clear: Embed flexible, real-world learning opportunities that meet adult learners where they are and respond directly to workforce expectations. In this interview, Shannon McCarty discusses how paid micro-internships offer real-world experience tailored to adult learners and why experiential learning must become a strategic imperative to align education with workforce demands.
The EvoLLLution (Evo): How are paid micro-internships reshaping the definition of career readiness, especially for the adult learner looking to return to education?
Shannon McCarty (SM): Paid micro-internships are reshaping career readiness by shifting the focus from credentials to capabilities. It’s no longer enough to have a degree and a resume. Employers want evidence of real-world skills. Micro-internships let adult learners apply classroom knowledge in professional settings, strengthening both job-specific competencies and durable skills like communication and time management. These experiences also build workplace fluency, giving learners hands-on practice with tools like Zoom and exposure to organizational culture. For returning adult students, micro-internships bridge the gap between theory and practice, demonstrating they’re not just ready to work but ready to thrive.
Evo: What is the difference between a micro-internship and a more traditional internship?
SM: Traditional internships often require a long, unpaid time commitment, something many adult learners simply can’t manage due to work, caregiving or other responsibilities. Micro-internships change that. They’re short, focused—around 40 hours total—and 100% remote, making them far more accessible. This structure not only supports flexibility but also promotes equity, allowing more students to gain valuable, real-world experience without sacrificing other priorities. For adult learners, micro-internships create meaningful opportunities to upskill on their terms.
Evo: In what ways do you see these micro-internships addressing equity and workforce access, particularly for learners who have been traditionally underserved or overlooked by conventional career development models?
SM: Micro-internships help level the playing field by aligning with competency-based models that meet learners where they are. At Calbright, for example, students aren’t forced to repeat what they already know. They build on existing skills, experience and knowledge. These short, 40-hour, fully remote projects follow the same principle. Students apply what they’ve learned in real-world settings on flexible schedules, often asynchronously. That means a parent can work on a project after bedtime, or a full-time employee can fit it in after hours. It’s about access, flexibility and ensuring no learner is left behind.
Evo: How do you think these institutions can reframe experiential learning, not just as something nice to have but as more of a strategic imperative for adult learners to be successful?
SM: Experiential learning isn’t optional. At Calbright, student feedback revealed a strong desire for hands-on, real-world experience. Learners want to practice what they’re learning and prove their skills before hitting the job market, and they want to do so in real workplace settings. They’re not just looking for knowledge. They want confidence and job readiness from day one. Micro-internships deliver exactly that. For institutions, this means rethinking experiential learning as a core part of curriculum design. It’s about preparing students for skill-based hiring with practical, demonstrable experience that helps them land roles and succeed from the start.
Evo: What role do partnerships play and what needs to change to make those collaborations more effective?
SM: Partnerships in education must evolve from transactional to transformational. That means shifting from simply offering internships to truly co-architecting student experiences with industry and employers. When employers are involved in designing curriculum and experiential learning like micro-internships, they help ensure students gain the exact skills they need in today’s workforce. It’s a win-win: Institutions produce career-ready graduates, and employers build a reliable, skilled talent pipeline.
At Calbright, we’ve leaned into this approach by collaborating with platforms like Riipen, which connects us with small and midsize businesses. These employers contribute real projects that are meaningful but manageable—ideal for micro-internships. What’s unique is the feedback loop: Employers evaluate student performance, which helps us refine our curricula based on real-world expectations. It’s not guesswork. It’s informed design.
This model empowers institutions and employers to build together, ensuring relevance, equity and readiness. It also simplifies participation for employers who may not have the capacity for traditional internship programs. The result? A student experience grounded in real need and real opportunity—a future-forward partnership model.
Evo: What signals should higher ed leaders pay attention to that are underscoring the urgency to embed real world paid learning opportunities into the adult learner pathways they’re creating?
SM: Higher ed leaders should pay close attention to the growing shift toward skills-based hiring. Around 70% of employers now prioritize demonstrable skills over degrees, according to recent LinkedIn and Lightcast reports. This shift signals a pressing need for institutions to provide real-world, paid learning opportunities where students can apply and showcase competencies. With increasing scrutiny on the ROI of degrees, it’s no longer enough to deliver theory. Students must leave with tangible evidence of their abilities. Paid micro-internships and real-world projects help students build resumes, earn badges and validate their skills in ways that directly align with today’s hiring practices.
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