High School Administrators
Getting Started
DE-WBC models provide powerful benefits for high schools by enhancing both academic success and career readiness, and yields strong results both broadly and for students who might face barriers to economic success. Hands-on experiences transform abstract concepts into tangible learning opportunities, helping students grasp complex ideas more effectively. And through WBL and dual enrollment, students build valuable relationships with local employers, classroom instructors, and their peers in the course, strengthening their career and college prospects.
Some high schools implementing dual enrollment work-based courses have successfully used on-campus employers, such as IT Help Desks, to create immersive, hands-on learning experiences for students. This model benefits students by providing them with structured, real-world work experience, where they take on professional responsibilities, learn to manage their time, and report to a manager—just as they would in a traditional workplace. At the same time, the school benefits from additional support for key departments, such as IT, where students assist with troubleshooting, system maintenance, and technical support.
“Not all institutions or academic departments will be equally prepared to co-design work-based learning experiences. That’s okay. Focus your energy on building partnerships where mutual trust, creativity, and a shared vision for student-centered innovation can thrive.”
-Lauren Beaupre, Coordinator of College and Career Planning at University High
Key Milestones: High Schools
Identify courses that are ready to shift
Identify the courses ready to shift from dual enrollment to the dual enrollment work-based course, with a postsecondary partner
The ideal course should allow for integrating a career-focused, hands-on learning aspect and should have an instructor who is enthusiastic about this model and working with high school students. This may involve modifying existing dual enrollment courses in collaboration with your postsecondary partner information technology, health care, engineering, business, or skilled trades to include structured work-based learning (WBL) experiences.
Reach out to potential employers, including on campus
Employers should be identified based on their ability to provide hands-on projects aligned to the curriculum, mentorship, and staff who can coordinate and serve as the point-person. Outreach should highlight the mutual benefits, such as access to a skilled talent pipeline and opportunities for workforce development.
Facilitate collaboration spaces for design and implementation
Establishing and facilitating regular meetings and structured planning sessions ensures alignment between postsecondary institutions, high schools, and employer partners. These collaborative spaces should focus on course structure, work-based learning integration, industry expectations, and student assessment methods. Planning meetings could focus on ensuring the curriculum meets requirements to get college credit, identifying necessary technical equipment and facilities, developing structured work schedules that align with academic coursework, and aligning on assessment methods. Once the course is implemented, additional meetings can be used to ensure continuous improvement and adaptation to evolving industry demands.
Recruit students
Outreach efforts should prioritize students from backgrounds who are proportionally less represented in the field of study. Recruitment strategies may include targeted school presentations, school counselor engagement, partnerships with community organizations, and direct outreach to parents and guardians. Support mechanisms should include career coaching, academic advising, and peer mentoring to help students navigate both college coursework and workplace expectations.
Remove financial barriers for student participation, and include compensation if possible
Costs of tuition, fees, transportation, and course materials often prevent students from participating in dual enrollment and WBL programs. Course materials, certifications, and necessary equipment should be provided at low or no cost to the student.
Whenever possible, students should receive financial compensation for their work-based learning experiences, particularly if they are contributing to business operations. Compensation can take the form of hourly wages or stipends. Paid experiences increase student motivation and engagement and reduce financial barriers.
Coordinate paperwork and scheduling
High schools should coordinate with employers and postsecondary institutions to manage any paperwork needed for student participation, which might include employer agreements, liability waivers, and work permits. Scheduling should account for academic calendars, work hours, and transportation logistics, ensuring students can balance both components without conflict. A designated coordinator should oversee these processes and act as a liaison between students, schools, and employers.
Additional Resources
Through the Tennessee SySTEM grant, Tennessee high schools planned and executed STEM/Computer Science based dual enrollment work-based courses, courses that combine dual enrollment credit and work-based learning through an employer partner. These tools were used during the planning process and can be used to turn any dual enrollment course into a dual enrollment work-based course at your own school, not just STEM/Computer Science courses. The toolkit includes:
Dual enrollment work-based course overview PowerPoint- MOU template
- Syllabus template
- Employer grading rubric template
- Employer survey template
- Student survey template
- Franklin and Nissan Co-Grading Rubric Example
- University High School Syllabus Example