School and College Partnership Inquiries

Partnership facts

Partnership models we can review

Clinical education partnership

For regulated or patient-facing pathways, begin with Clinical Placement Partnerships. The school should identify the learner level, required competencies, clinical setting, faculty and preceptor model, supervisor qualifications, evaluation process, clearance standards, insurance requirements, and the authority responsible for approving hours.

The inquiry stage is not a clinical-site approval. All Seniors will not represent that a preceptor or placement exists before the responsible school, site, supervisor, and organization complete the applicable process.

Nonclinical internship or practicum

Nonclinical Healthcare Internships may be considered when there is a real educational project, named mentor, defined deliverable, schedule, feedback plan, appropriate data boundary, and documented compensation or academic treatment. Examples may include administration, health information, outreach, communications, development, data, and technology—but availability varies and no pathway is promised by this list.

Service learning or volunteer partnership

Volunteer and Service Learning is for genuinely voluntary charitable activity. A proposal should distinguish service from employment, define the community purpose and boundaries, address screening and supervision, and explain how a school expects hours or reflection to be documented.

Faculty-guided project

A bounded project may be considered when the school provides learning objectives and faculty involvement, and All Seniors can provide a relevant question, responsible mentor, safe data or materials, realistic timeline, and feedback. Projects involving patient information, production credentials, donor records, applicant records, or other sensitive systems require additional controls and may not be suitable.

What to include in the first inquiry

Please provide summary information—not a student dossier or completed contract:

1. Institution, department, program, and coordinator contact.
2. Program approval or accreditation context, where relevant.
3. Pathway and learner level.
4. Estimated number of students.
5. Term dates, weekly schedule, and required hours.
6. Learning objectives and required competencies.
7. Evaluation method and authorized signatory expectations.
8. Faculty, instructor, or preceptor model and required qualifications.
9. Affiliation-agreement, insurance, workers' compensation, and clearance expectations.
10. Desired region, setting, accessibility needs, and travel limitations.
11. Whether the arrangement is proposed as paid, unpaid, credit-bearing, volunteer, observation-only, or another classification.

Do not upload student health records, background reports, government IDs, insurance certificates, full agreements, or confidential rosters to the public form. If a proposal advances, an authorized reviewer will arrange an appropriate document channel.

What All Seniors evaluates

Mission and learning fit

The experience must have a real educational or charitable purpose connected to aging services, community health, or nonprofit operations. It must not be created solely to generate a webpage, fill an arbitrary number of hours, or replace ordinary staff work.

Current capacity

Every proposed placement needs enough supervisor or mentor time, appropriate work, a safe setting, and a realistic schedule. Interest from a school does not create capacity.

Scope and supervision

The parties must identify what learners may do, what they may not do, who provides day-to-day supervision, who provides academic oversight, and who can evaluate or sign hours.

Classification and insurance

The title “intern,” academic credit, or nonprofit status does not resolve every wage-and-hour, workers' compensation, insurance, or liability question. The actual arrangement must be reviewed and documented before an offer.

Privacy and safety

Any access to people, records, facilities, systems, or exposure-prone work must be limited to the approved role and supported by appropriate training, safeguards, supervision, and response procedures.

Partnership review stages

1. Initial inquiry received — no agreement or placement exists.
2. Program fit review — purpose, pathway, geography, timing, and capacity are evaluated.
3. Educational and operational review — objectives, scope, supervision, site, classification, privacy, safety, clearances, insurance, and evaluation are resolved.
4. Document review — only authorized representatives exchange the required agreement and evidence through an approved channel.
5. Written decision — the proposal may be declined, held for future capacity, piloted, or approved with defined limits.
6. Student-specific matching — occurs only if a program framework and current capacity exist.

See How Placements and School Agreements Work for the complete status model.

Propose a school partnership

Use the form below for an initial program-level inquiry. If you are an individual student, use the student interest form so your request reaches the correct workflow.

Provide planning information only. Do not upload agreements, insurance documents, student records, medical information, background reports, licenses, or private rosters.

Propose a school partnership

Related resources

• Training & Internships hub
• Clinical Placement Partnerships
• Nonclinical Healthcare Internships
• Volunteer and Service Learning
• Placement Requirements
• Partners

Information reviewed: August 26, 2026 by All Seniors Foundation.