From the Archive: Workplace-Based Learning in the ATE Fields

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In the 2017 ATE Annual Survey conducted by EvaluATE, supplemental questions submitted by the Working Partners Project inquired about industry/college partnerships within the ATE community. Data showed that 11 percent of respondents employed workplace-based learning models at their respective institutions. Other more common partnership models included the use of advisory boards (26 percent), curricular development and review (17 percent), program support (14 percent), and instructional support (13 percent).

For those programs that offered internships, apprenticeships, co-op learning, job shadowing, and other workplace-based learning opportunities, respondents reported a variety of benefits, including better preparedness of graduates as they transition into the workplace and more meaningful ties with industry partners. For this reason, this month’s From the Archive blog post calls attention to some of ATE Central’s archival materials surrounding workplace-based learning within ATE. 

Image of two hands shaking.

Image of two hands shaking.

Our first resourcea toolkit for college administrators who are interested in bringing a workplace-based course model to their respective institutionshighlights “tools and resources [that] walk through the major stages of program design and implementation.” Next, we have a collection of sample documents used to manage Hartnell College’s summer internship program in sustainable energy. Finally, we wrap up with course materials developed for North Seattle College’s capstone internship experience in nanotechnology. 

Work-Based Courses Toolkit

This 175-page toolkit provides guidance to community college administrators and faculty who are interested in bringing the work-based learning model to college courses. Work-based courses are "community college courses that have been redesigned in partnership with employers so competencies are taught not only in the classroom or lab but also through the job itself." This toolkit contains teaching tips that introduce the six steps of implementation, as well as related tools and resources for in-depth support for program design and the implementation process.

For more archived resources offered by Work-based Learning: Preparing Incumbent Workers for Advanced Manufacturing Careers, visit the ATE Central Archive.

Salinas Valley Consortium for Sustainable Energy, Education and Research Internship Program

This collection of administrative documents, provided by Hartnell College, were used for the Salina Valley Consortium for Sustainable Energy, Education and Research 2014 summer internship program. Documents include two intern invitation letters, a letter of expectations, an intern agreement form, a stipend contract, and a PowerPoint presentation on responsible conduct of research.

For more archived resources offered by Salinas Valley Consortium for Sustainable Energy, Education and Research, visit the ATE Central Archive.

NANO 250 Internship Course

This course, developed by North Seattle College, provides students with an opportunity to work in a high tech environment while learning on-the-job skills. Course objectives are:

  • To make contacts in industry and academia and speak knowledgeably with them about micro and nano technologies.
  • To demonstrate proficiency in working in controlled environments (chemical, biological, or cleanroom) and in techniques required for nano or micro technology applications.
  • To document techniques, such as by writing standard operating procedures.
  • To present results in and conclusions in a report format.

For more archived resources offered by Seattle's Hub for Industry-driven Nanotechnology Education (SHINE), visit the ATE Central Archive.

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