Remember, a successful WBLE course should include:

• Supervision by a professional in the field (*faculty or another professional may serve as the supervisor)
• Defined learning outcomes (ideally, connected to one or more career readiness competencies)
• Structured reflection opportunities
• Mentorship and feedback
• A meaningful duration, including start and end date, aligned with learning goals 

The Rubric for Assessing a WBLE Course can help you determine which areas to improve in your WBLE course syllabus and design process.

To support faculty in building successful and sustainable WBLE integration, the University Career Center serves as a hub for communication, coordination, and resources. Reach out to the WBLE office for one-on-one consultations, workshops, and other support.

Course Design Resources

• Writing Learning Objectives 
• Designing Significant Learning by L Dee Fink
• Career Readiness Competencies
• Project-Based Learning
• Universal Design

For courses that integrate Community-Engaged Learning (CEL), which falls under the WBLE umbrella, the CEVC has created an extensive Faculty Toolkit.