As a cognitive science major on the computation track with a minor in computer science, Caitlin wanted to apply what she had learned in lectures and course projects to a professional environment. She knew there was only so much she could learn in the classroom. An internship would allow her to gain hands-on experience, build professional connections, and prepare for life after graduation.
That motivation led Caitlin to a software development internship at Ancor Automotive, where she strengthened her technical skills, contributed to real-world projects, and gained confidence in her career path.
Finding and Securing the Internship
Caitlin approached her internship search with planning and consistency. One of the most valuable University of Michigan resources she used was the LSA Opportunity Hub. Meeting with advisers helped her turn the broad goal of finding an internship into a clear, manageable timeline.
Her plan included setting deadlines for completing her résumé, reserving time to search for opportunities, and identifying companies that matched her interests. After narrowing down her options, she researched each company more closely, tailored her résumé and cover letters, and set a daily application goal.
Resources available through the LSA Opportunity Hub’s Canvas site were especially helpful as Caitlin worked on her résumé, drafted cover letters, and prepared other application materials. Together, these tools and advising sessions gave her a strong starting point and made the process feel less overwhelming.
Working as a Software Development Intern
At Ancor Automotive, Caitlin served as a software development intern. Her work focused on two main areas: developing an administrative portal and testing a new application programming interface, or API.
For the administrative portal, Caitlin added features requested by developers and managers, suggested changes that she believed would improve the portal, and contributed to full-stack development. Her work included front-end, back-end, and database development.
Caitlin also supported testing for a new API that the company was developing. She wrote tests and conducted load testing in multiple environments, including development, user acceptance testing, and production.
These responsibilities gave Caitlin experience with the full software development process. Rather than completing isolated classroom assignments, she contributed to systems used within a professional organization, where development decisions had practical consequences for colleagues and users.
Connecting Cognitive Science and Software Development
Caitlin’s internship related directly to her studies as a cognitive science major on the computation track and a computer science minor. Her coursework provided a technical foundation that allowed her to learn independently once she entered the workplace.
Although she did not begin the internship knowing every language, tool, or process she would need, Caitlin had learned how to approach complex problems, divide them into manageable parts, and build on her existing knowledge. These abilities proved essential as she adjusted to unfamiliar systems and professional expectations.
The connection between Caitlin’s internship and her academics became especially clear in EECS 481: Software Engineering. The course introduced topics that she had already encountered during her internship. Because she had seen those ideas applied in a professional context, she felt more confident discussing them in class and had a stronger understanding of their practical importance.
The internship did more than allow Caitlin to apply her classroom knowledge; it also enhanced her academic experience when she returned to campus.
Overcoming Limited Professional Experience
Caitlin’s biggest challenge was beginning the internship without previous professional experience. Classroom projects had helped her develop foundational skills, but working within a company was different. She had to become comfortable contributing to an existing codebase, learning workplace processes, asking questions, and taking responsibility for work that affected others.
She overcame this challenge by remaining open to feedback and willing to learn. As the internship progressed, Caitlin became more comfortable working independently and contributing her own ideas.
One accomplishment she is particularly proud of was creating new pages for the company’s website. She used front-end, back-end, and SQL Server techniques that she had learned near the beginning of the internship. Completing the pages demonstrated how much she had grown in a relatively short period and showed that she could use newly acquired skills to build something meaningful.
Advice for Other Cognitive Science Students
Caitlin’s first piece of advice for cognitive science students seeking internships is simple: start early. Searching for opportunities, researching companies, preparing application materials, and submitting applications all take time. Creating a clear schedule can make the process more manageable.
She also encourages students to use the connections available to them, including:
- University resources such as the LSA Opportunity Hub
- Faculty members and academic advisers
- Friends, classmates, and alumni
- Family members and personal contacts
- Extended networks, including connections of connections
U-M offers many tools to help students begin the internship search, but students must take the initiative to use them. Meeting with an adviser, attending a résumé workshop, or asking someone for an informational interview can create momentum and lead to new opportunities.
Caitlin also believes cognitive science students should recognize the value of their interdisciplinary education. Cognitive science connects computation, psychology, philosophy, linguistics, and neuroscience. Depending on the position, students can emphasize their technical abilities, understanding of human behavior, communication skills, research experience, and capacity to consider problems from multiple perspectives.
This interdisciplinary background can be especially useful in technology-focused internships. Software is ultimately created for people, so understanding both computational systems and human needs can help cognitive science students contribute thoughtful, user-centered solutions.
Looking Ahead
Caitlin’s internship at Ancor Automotive reinforced her desire to pursue a career in software development. After spending so much time learning computational concepts in class, she found it rewarding to see how those ideas were used in the real world.
The experience also showed her that an academic program does not need to prepare students for every specific tool they might encounter. Her cognitive science major and computer science minor gave her something broader: a foundation for learning, problem-solving, and adapting. Those skills helped her progress from having no professional experience to contributing to full-stack development and API testing projects.
Ultimately, Caitlin’s internship gave her more than technical experience. It helped her build confidence, develop professional connections, and better understand what she wants from her career after graduation.
