Chapter 5 Workplace-Based Learning
5.0.0.0.1 Workplace-based learning includes any situation in which a student gains experience at a work site, such as through internships, apprenticeships, co-op learning, and job shadowing. Research indicates that such experiences contribute to students’ confidence in their abilities and enhance employability skills, such as problem-solving, communication, and professionalism (Jackson, 2014).
5.0.0.0.2 ATE PIs whose projects offered workplace-based learning were asked about key characteristics of the workplace-based learning opportunities they offered and about the number of students who participated in these activities in 2022.
5.1 Workplace-Based Learning
5.1.0.1 Twenty-six percent of ATE projects provided workplace-based learning opportunities for students.
In 2022, 3,500 students participated in workplace-based learning opportunities offered by 87 ATE projects. An additional 12 ATE projects reported offering field trips to business and industry sites. The 26% of projects that provided workplace-based learning in 2020 excludes the 12 projects that only reported offering field trips.
5.1.0.1.1 Most ATE projects offered workplace-based learning through internships and apprenticeships.
Figure 5.1: Percentage of ATE projects that offered each type of workplace-based learning (n=87)
The median number of weekly hours that students spent in a workplace-based learning activity ranged from 6 to 20, and the median number of weeks spent in an activity ranged from 3 (job shadowing) to 38 (apprenticeships).
Respondents discussed a variety of benefits to both students and employers. As one respondent noted, these opportunities allow student experiences in:
“Relating academic studies with practical work experience, building industry partnerships, … customized learning for students, building student resume and exposure to industry options, soft-skills development, filling tangible needs for local industry and creating partnerships that lead to jobs for students after graduation.”
Survey respondents reported on the characteristics of the workplace-based learning their projects offered. The table shows variation both within and across activities.
| Internships (n=65) | Apprenticeships (n=15) | Co-op learning (n=15) | |
|---|---|---|---|
| Required by program | 57% | 47% | 33% |
| Academic credit | 72% | 67% | 93% |
| Coupled with a course | 58% | 67% | 67% |
| Received payment | 80% | 93% | 53% |