Work-based learning experiences--such as internships, research roles, community projects, student employment, and course-embedded collaborations-- help students apply their knowledge in real-world settings, build professional relationships, and gain a deeper sense of purpose. These experiences are increasingly essential to demonstrating the value of a degree, improving post-graduate outcomes, and preparing students for a lifetime of contribution and adaptability.

The Work-Based Learning Experience (WBLE) initiative at JMU is about scale and equity. JMU alrady offers a rich array of applied learning opportunities--but access may be uneven and visibility limited. This initiative brings those efforts together into a unified, university-wide approach that makes real-world learning a defining part of what it means to be a JMU student. 

It's a commitment rooted in student success, institutional mission, support from the Commonwealth of Virginia, and national momentum. 

High-quality work-based learning experiences depend on strong, intentional relationships between faculty and external partners. These may included businesses, nonprofits, government agenices, healthcare systems, schools, or community-based organizations. 

Faculty are not expected to build or manage employer or community relationships alone. At JMU, the University Career Center (UCC), along with the Professional Development Industry Liaisons and Internship Coordinators embedded in schools and colleges, maintain active relationships with employers across industries and fields and can support faculty in identifying potential partners, aligning project scopes, and coordinating logistics.

For nonprofit and community-based collaborations, the Community Engagement and Volunteer Center (CEVC) is a key resource for outreach, partnership cultivation, and ensuring reciprocal benefit. Faculty are encouraged to consult these offices when exploring WBLE opportunities. These offices serve as thought partners, matchmakers, and ongoing relationship stewards. 

Principles for Effective Collaboration

Prioritize alignment, but don't expect full agreement

Successful partnerships don't require identical goals. What matters most is transparency about each party's objectives, constraints, and expected return on investment. Alignment may mean complementary--not identical--outcomes.

Articulate goals early

Before the project starts, discuss what success looks like for both the course and the partner. What will students learn? What value will the partner gain? This helps prevent mismatched expectations.

Define roles, responsibilities, and timelines

Be clear about who is doing what and when. Establish communication expectations, such as check-ins and feedback cycles, and identify key points of contact for the faculty, students, and partner organizations. 

Protect learning and equity

Ensure students are doing work that is relevant to their academic growth--not just unpaid labor. Consider whether time, transportation, or technology needs may create access barriers for students. Work to mitigate those barriers in your design process.

Strategies to Strengthen Alignment

Build trust and transparency

Invest in the relationship, not just the deliverables. Be honest about limitations, communicate openly, and assume positive intent.

Involve intermediaries when appropriate

Organizations such as workforce development boards, economic development groups, or regional coalitions, including V-TOP Valley Internship Experience Work Group (VIEW) and the Office of Economic and Community Development (located in the Ice House) can help match faculty with partners, align goals, and provide accountability. 

Create structured agreements

While not always required, an MOU or short project plan can help clarify expectations and reduce misunderstandings. Include goals, deliverables, timelines, and any necessary protocols. Templates for these are forthcoming. 

To support faculty in building successful and sustainable WBLE integration, the University Career Center serves as a hub for communication, coordination, and resources. Beginning in Fall 2025, the UCC is pleased to offer mini-grants and a WBLE Faculty Fellowship program, offering stipends, toolkits, and programming for faculty who are curious about WBLEs or who want to strengthen and deepen their integration. 

For Community-Engaged Learning, which falls under the WBLE umbrella, the CEVC has created an extensive Faculty Toolkit. 

Please consider applying for a stipend for course design and joining the Fall 2025 WBLE Faculty Fellows for collaboration and support as you integrate WBLE into your course(s). 

More resources will be added here throughout Fall 2025.