Few models exist for fledgling school-to-work programs, especially for activities connecting school-based and work-based learning. This profile of New York City's La Guardia Community College's co-op seminars offers real-life lessons about successful strategies and potential challenges for these connecting activities. The authors--Norton Grubb, NCRVE's Berkeley site director, and Norena Badway--highlight the implications for school-to-work programs, including the importance of a supportive culture around co-op; the need to carefully consider pedagogy as well as selection and training of faculty; and the need for funding for coordination tasks. They warn that the separation of co-op, work-based learning, and school-to-work from the "regular" or academic classes may mean that co-op suffers budget cuts first. The only way for school-to-work programs to find a permanent place, the authors conclude, is for the work-based learning component to become as central to the educational purposes of the institution as math, English, or science. This detailed description of a program with many exemplary aspects offers an excellent model for individuals developing new connecting activities for school-to-work programs.
MDS-1046 / March 1998
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