Work-Based Learning in Two-Year Colleges: An American Tradition

Work in Progress at the University of Illinois

Debra D. Bragg

This is one of the creative, successful approaches discovered in recent research about work-based learning (WBL) conducted by NCRVE and the National Council for Occupational Education (NCOE). In 1993, the two organizations set out to determine the scope of work-based learning policies and programs in two-year colleges, as well as to establish a baseline of information from which future progress could be measured.

A nationwide survey was conducted which received over 500 responses“from nearly one-half of the nation's two-year postsecondary institutions. Among the various questions addressed were the following:

Which programs require a work-based learning component?
What do local educators consider to be their best work-based learning programs and what do these programs look like?
How is existing work-based learning similar to and different from that proposed by the new federal School-to-Work Opportunities (STWO) legislation?

The survey responses provided a picture of the number of WBL programs nationwide and how they operate. Now researchers are conducting more in-depth, on-site examinations of several two-year college WBL programs.

A Definition of Work-Based Learning

Since the turn of the century, leaders of two-year colleges (community, junior, and technical) have argued that a primary role of these institutions is to prepare a well trained workforce. Often a key component of that preparation has been hands-on learning at the worksite, or work-based learning (WBL).

NCRVE researchers established the following working definition:

Work-based learning means instructional programs that deliberately use the workplace as a site for student learning. Work-based learning programs are formal, structured, and strategically organized by instructional staff, employers, and sometimes other groups to link learning in the workplace to students' college-based learning experiences. Work-based learning programs have formal instructional plans that directly relate students' worksite learning activities to their career goals. These experiences are usually but not always college-credit generating.

Examples of work-based learning approaches

clinical experience--worksite learning that occurs in association with preparation for a credential in a professional field such as health care, law, or education
cooperative education (co-op)--a combination of vocational course work and worksite experience in which students earn credit working in jobs secured through written cooperative agreements
school-based enterprise--small businesses created and operated by students where the college implements a real, economically viable business venture
traditional formal apprenticeship--adult apprenticeship experiences formally registered with the Bureau of Apprenticeship Training of the U.S. Department of Labor
youth apprenticeship--an articulated curriculum linking secondary and postsecondary education that incorporates employer-paid experience and guided worksite learning

Ten programs at eight different two-year colleges were chosen for in-depth, on-site examination. The programs, identified as being either mature and exemplary or young and showing promise, are in locations regionally representative of the nation and equally divided between rural and urban sites.

Some lessons learned from these exemplary work-based learning programs are described below.

FILL A NICHE--Select a vocational-technical program that is uniquely situated within its environment. Position the program to "corner the market." Work for maximum involvement of local employers in the design and continuing operation of the program. Give industry the opportunity to become full partners, ensuring they have the opportunity to contribute to the development of a balanced curriculum that meets the needs of the students, employers, colleges, and community.

COMMIT TO BEING EXCELLENT--Establish a set of beliefs about the uniqueness, special nature, and excellence of the program. Collect evaluative data to support the inevitable claims of success. Make the data available and easily understandable to all audiences who can use it. "Benchmark" the program against other programs that are recognized as "best." Establish a culture that supports continuous improvement.

INTEGRATE THE PROGRAM--Strong work-based learning programs are viable and well supported by upper administration. Often such programs are located on or very near the main campus and have dedicated space for classrooms and laboratories. Academic and vocational curriculum is integrated in ways that enhance students' opportunities to work and learn simultaneously. Class scheduling is arranged to be supportive of student and faculty time requirements on and off campus.

MAINTAIN A DIVERSE FUNDING BASE--Do not rely on a single funding mechanism or on short-term financial strategies. Long-term financial planning is essential for sustaining a work-based learning program over time. Nearly all the exemplary programs had funding from outside the colleges or other public funds, utilizing local business and industry resources. Work-based learning is also demanding of human resources. All the people engaged in it need time, training, and support to contribute fully.

These and additional findings and recommendations will appear in a forthcoming report to be published by NCRVE, Linking College and Work: Two-Year College Work-Based Learning Policies and Programs, MDS-795, which will be available later this year.

For further information, please contact the following individuals: Debra D. Bragg, NCRVE-UIUC, 344 Education Building, 1310 South Sixth Street, Champaign, IL 61820, (217) 333-0807, FAX (217) 244-5632, or ddbragg@ux1.cso.uiuc.edu. Russell E. Hamm, Arapahoe Community College, 2500 West College Drive, P.O. Box 9002, Littleton, CO, 80160-9002, (303) 797-5707, FAX (303) 797-5935, or rhamm@arapahoe.edu.

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