A Work-Based Learning Experience (WBLE) is a structured opportunity for students to apply their classroom learning in real-world settings, supported by reflection, mentoring, and meaningful responsibilities.

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 demonstrate the value of a college degree, improve post-graduate outcomes, and prepare students for a lifetime of contribution and adaptability. According to Strada (2025), students who complete work-based learning experiences report a higher level of satisfaction in theor work after college.

The WBLE Initiative at JMU is a commitment rooted in student success, institutional mission, support from the Commonwealth of Virginia, and national momentum. 

WBLEs at JMU offer:

• Authentic, hands-on work that connects to students’ academic learning
• Opportunities to reflect on goals, performance, and growth
• Mentorship or supervision from professionals
• Development of key career readiness competencies
• Clear deliverables or outcomes tied to meaningful contributions

Curricular WBLEs, in particular, offer a powerful opportunity to help students build, reflect on, and articulate transferable skills. These experiences are not only about gaining exposure to a workplace—they’re about fostering the habits of mind and core competencies that support long-term success in work, community, and life. At JMU, integrating career-connected learning into the curriculum gives students a stronger sense of purpose, better language for self-advocacy, and clearer pathways to opportunity.

Guiding Principles

Flexibility

Academic departments should have the autonomy to adopt WBLE models that align with their pedagogical values, learning outcomes, and logistical realities. In some fields, short-term simulations or project-based work may be the best fit. In others, longer-term placements or client-based learning may be more appropriate.

Respect for Accreditation Standards

WBLEs must be implemented in ways that support, not conflict with, existing accreditation or licensure requirements. Faculty should be encouraged to consult accrediting body guidelines and work collaboratively with curriculum committees to ensure alignment.

Integration Options

WBLEs may be embedded in general education, major requirements, elective courses, or co-curricular experiences that carry academic credit. Faculty should be supported in identifying where in the curriculum WBLEs can enhance student learning without adding time to degree.

Expanding Equity 

When WBLEs are embedded into courses that are already required—such as general education, major, or capstone experiences—they become accessible to all students, not just those who can afford unpaid internships or flexible schedules. While this strategy does not require WBLEs to be mandatory, curricular integration is a key lever for equitable access, ensuring that students with financial, geographic, or family obligations still benefit from work-based learning as part of their academic journey.