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CONVERTING TRADITIONAL CURRICULA TO WORK-BASED LEARNING CURRICULA

Most of the curricula for work-based learning in Jobs to Careers were based on curricula originally developed for traditional delivery methods. One of the important benefits of work-based learning as an instructional methodology is its flexibility. Work-based learning can be used as a stand-alone training methodology or in conjunction with more traditional educational methods. Either way, the design of an effective work-based learning training program requires converting curricula developed for traditional delivery methods to work-based learning.

RESOURCES

Comparing Traditional and Work-based Learning Education Programs

Traditional vs. WBL (Medical Assistant)
This presentation compares Renton Technical College’s Traditional Medical Assisting Program and the Work-based Learning Program Renton developed in partnership with Virginia Mason Medical Center in Seattle, Washington. Both programs provided the same credits, but the work-based learning program required fewer classroom hours and more than double the amount of hands-on learning of the traditional program.

Traditional vs. WBL (Behavioral Health Technicians)
This District 1199C Training and Upgrading Fund presentation compares Philadelphia University’s classroom-based program for behavioral health technicians to the version adapted for work-based learning by the University of Medicine and Dentistry of New Jersey. Both programs offer 21 credits, but the work-based course significantly reduces seat time while expanding work-based learning.  This presentation is a product of the Philadelphia, Pennsylvania project of Jobs to Careers.


BUSN 104 syllabus
BUSN 104 Delivery Mode Lesson Plan Rubric
The Leeward Community College syllabus for an entry-level course in the Business Technology Division demonstrates the changes to the curriculum as a result of its Jobs to Careers project with Waianae Coast Community Health Center.

Curriculum Examples

Crises Management Syllabus
Introduction to Human Services, with BHA standards Attached

Case Management, with BHA Standards attached
In the Jobs to Careers Alaska project, the traditional curriculum for the Human Services Associate’s degree was converted to work-based learning to better meet the needs of entry-level behavioral health providers in rural and frontier Alaska who seek to advance within their profession. Fulfillment of course requirements was tied to demonstration of competencies established statewide for behavioral health aides. As these syllabi illustrate, the requirements were fulfilled by demonstrating competencies to a mentor, completing work-based projects (e.g., interviewing a clinician or a mental health consumer), and oral presentations and exams.


ALF Training Curriculum Session Map
Introduction and Instructor’s Guide

Jobs to Careers in Community-based Care
In Portland, OregonJobs to Careers focused on training direct care workers at several assisted living facilities, using an extensive, competency-based curriculum tailored specifically for this environment. In the absence of a preexisting curriculum for resident assistants in assisted living, the work-based curriculum was developed from scratch, rather than converted from a traditional program.

Behavioral Health Curriculum: Module I: Core Behavioral Health Knowledge
Behavioral Health Curriculum: Module II: Interpersonal Communication and Crisis Intervention

Behavioral Health Curriculum: Module III: Skills Training, Groups and Teamwork
The Philadelphia, PennsylvaniaJobs to Careers partnership, led by the University of Medicine and Dentistry of New Jersey and District 1199c Training and Upgrading Fund, mapped the competencies required for performing frontline behavioral health jobs and then designed a curriculum to teach those skills on the job, using everyday duties such as interviewing patients, facilitating patient groups, or reading their charts.

Resident Assistant Curriculum Coming soon!
Leading up to the Jobs to Careers project, Portland Community College and several assisted living employers conducted a formal job analysis: they identified tasks performed and the competencies or skills required for entry-level, unlicensed direct care positions, codifying the first- and second-rung occupations as Resident Assistant I and Resident Assistant II. A curriculum was then developed for training resident assistants in the competencies.