down Go Back to Our Ideas Toolkit Work-Based Courses Section 2: Building the Right Team Download Section 2 of the Toolkitright See the Full Toolkitright At a Glance The second section of the Work-Based Courses toolkit focuses on the importance of having a strong team to support the development of a work-based courses program and how to build such a team. Published jul. 27, 2000 Share on Facebook Share on Twitter Share on LinkedIn Share via Email Building a Team and Institutional Support Work-based courses require community college administrators, faculty members, and companies to work together to design and deliver courses that make sense for workers who are also students. Launching a work-based course program first requires putting together a strong team composed of senior administrators and teaching staff. Because the work-based course model differs from the usual way of doing business, perhaps the single most important attribute a college must have is flexibility—a willingness among senior administrators and faculty to try new things.Given the central role of employers in work-based courses, program administrators should understand the regional manufacturing economy and have established collaborative relationships with some of their local employers. To recruit employers as strategic partners in work-based courses, colleges should approach them in a listening mode, asking “How can we help address your challenges?” As soon as one employer is on board, its willingness to speak to the program’s value may help a college’s efforts to recruit others.The work-based team will serve as both experts and champions for the model. In partnership with that team, program administrators can continue to build support for work-based courses across the college, with additional faculty members, and among other regional manufacturers. Building Faculty SupportQuestions to Ask before Watching This VideoHow does on-the-job industry experience differ from classroom learning?How can a faculty member’s industry experience inform teaching and make it more relevant for students? Questions to Ask after Watching This VideoWhy is it important to get faculty to support the work-based course model?What is your faculty’s experience with work-based learning programs or otherwise partnering with industry? What has worked well in these relationships? What challenges have they faced? Other Courses in the Toolkit Toolkit Work-Based Courses Section 1: Assessing Your College's Compatibility The first section of the Work-Based Courses toolkit explores how community and technical colleges can determine whether a work-based courses program is right for them and their students. Toolkit Work-Based Courses Section 3: Designing the Course After determining the necessity of a work-based program and building your team, the third section of the Work-Based Courses toolkit shows community and technical colleges how to design the curriculum to best prepare student workers. Toolkit Work-Based Courses Section 4: Training Work-Based Course Partners The fourth section of the Work-Based Courses toolkit discusses how participants must adjust to their expanded roles, particularly faculty and employers' senior employees that will act as supervisors and mentors for the course. Toolkit Work-Based Courses Section 5: Course Delivery The fifth section of the Work-Based Courses toolkit offers guidance on how to ensure the work-based curriculum is consistent and supports student learning. Toolkit Work-Based Courses Section 6: Connecting Workers to College The final section in the Work-Based Courses toolkit centers on how to provide the right supports that enable students to truly benefit from a work-based course.