Work-Based Learning

Work-based learning (WBL) connects coursework to real workplace experiences. Every WBL-coded course at CCRI must be integrated, relevant, and reflective, meaning industry partners are meaningfully involved, the experience connects to the student's field of study, and students have structured opportunities to reflect on what they are learning.

WBL experiences informally fall into three categories:

Career Exposure (Learning About Work): Such as panels, resume reviews, mock interviews, and site visits. These are most common in introductory-level courses.

Career Preparation (Learning For Work): Such as industry projects and case studies. These are most common in intermediate-level courses.

Career Training (Learning Through Work): Such as clinicals, jobs, practicums, internships, and industry-specific capstones. These are most common in advanced-level courses.

The National Association of Colleges and Employers (NACE) has identified eight career readiness competencies that prepare students for long-term career success. All WBL courses at CCRI must align with at least two of these competencies.

• Career and Self Development: Proactively develop oneself and one's career through personal and professional learning, awareness of strengths and weaknesses, and networking.
• Communication: Clearly and effectively exchange information, ideas, facts, and perspectives inside and outside an organization.
• Critical Thinking: Identify and respond to needs based on situational context and logical analysis of relevant information.
• Equity and Inclusion: Demonstrate the awareness, knowledge, and skills required to equitably engage people from different cultures. Engage in anti-racist practices that actively challenge systems and policies of racism.
• Leadership: Recognize and build on personal and team strengths to achieve organizational goals.
• Professionalism: Understand and demonstrate effective work habits and act in the interest of the larger community and workplace.
• Teamwork: Build and maintain collaborative relationships to work effectively toward common goals while appreciating diverse viewpoints.
• Technology: Understand and use technology ethically to enhance efficiency and accomplish goals.

These questions are used in the Course Inventory Management (CIM) system to evaluate whether a course meets WBL requirements. Thinking through them before submitting will make the process smoother.

• How does this course — and all of its sections — incorporate industry partners into the WBL experience?
• Does the WBL experience align with at least two of NACE's career readiness competencies?
• What student learning outcome (SLO) is aligned with the WBL experience, and how will it be measured?
• How is the WBL experience relevant to the student's field of study and real-world work?
• What artifact will be used to demonstrate student reflection, and how will it be assessed?

As of Fall 2026, there are 90+ WBL-coded courses across CCRI. Many academic departments have long included WBL activities, while others are newer to the work. While Career Services cannot facilitate every section of every course, we are here to support you, especially when given advance notice.

Some ways we can support: 

• Recruit industry volunteers for your course
• Share templates, examples, best practices, and resources
• Refer industry-specific internship, job, and fieldwork sites
• Share labor market information to connect your course to current workforce trends
• Facilitate certain activities when given sufficient lead time

If you are modifying an existing course or designing a new program that includes WBL, Career Services can help with:

• Identifying existing WBL-designated courses for reference
• Providing guidance on aligning student learning outcomes (SLOs) with NACE competencies
• Advising on how to incorporate industry involvement, while respecting academic freedom
• Walking you through how to modify a course on CIM to indicate WBL incorporation
• Explaining how to indicate WBL via CIM's program proposal form