Rose: Share your favorite part of the workshop series (might be format, collaboration, time to work, etc.)

Thorn: Share what you're still needing help with.

Bud: Share your hopes for the connections students make between your course and WBL preparation.

Thorn: I'm trying to think of ways that I can incorporate WBL in strategic ways so I provide students with multiple opportunities but that won't feel redundant with opportunities they may get in future classes (because then I think students feel it is pointless or not useful).

Bud: I'm hoping that for my students in particular it helps orient them to the university and the resources that are in place so they can continue to use them effectively throughout their full 4 years at ODU and that they are consistently trying to set goals for themselves and can see these are achievable.

Rose: I appreciate the large amount of resources that we have been given to help us conceptualize the NACE competencies…I also very much appreciate having been introduced to SB 1280…which helps me to see the governmental buy in and the responsibility of teachers and departments in prioritizing work based learning.

Thorn: The NACE competencies themselves have provided me with the basic framework for integrating WBL…theoretically. At this point I am working on creating lessons that will show students how to achieve WBL in their work. These lessons include Color Theory, Clear Communication, Cultural Analysis, and Global Communication.teamwork Strategies, and Communication strategies such as Asynchronous communication

Integrating these competencies vertically in a 211-c course is taking quite a bit of work and re-0vamping to my 211-c curriculum. It is a welcomed opportunity.

Bud: I feel that I have been able to use these instructional approaches for developing work based competencies quite naturally in my Technical Writing and Digital Writing classes. However, I applied for this internship to hopefully come up with ways to do this in my 211-c course…this internship course material has provided me with plenty of needed resources for further conceptualizing how to create assignments for students in 211-c that provide practice in achieving the 8 work based competencies

Abbott- building in in-class work time to complete the activity. Is planning to address Articulate/Academy visit separately from the LS assignment. LS assignment focuses on NACE competencies in self-development, leadership, and professionalism (primarily time management and organization)

Feedback from Carhart-- focus on skills/tools that are transferable, as history is a major with broad applications but few direct career paths

Feedback from Robledo-- where does this type of analysis appear in professional settings? This is what students will want to know about for their future career options

Carhart-- building an assignment that addresses many competencies, including communication, critical thinking, equity, professionalism, and technology through asking students to do a micro theme one-page assignment, asking students to imagine that they are presenting this inside of their internship, rather than in a course

Feedback from Abbott-- great to focus on transferrable skills; this does feel like a task that would conceivably be given to an intern or entry level worker. Assessment is not currently very clear. Do students see a sample/model submission?

Feedback from Robledo-- Including the core competencies in the assignment description and detailing how they are addressed by various aspects of the assignment, is a great idea. Are the competencies also incorporated into the assessment instrument for this task?

Robledo-- incorporating a LS assignment as part of a scaffolded unit. Assignment is built around asking students to identify the NACE competencies they work with most often and asks students to reflect meaningfully on their professional goals and how writing, research, and professional development skills can assist them in meeting these goals. This is helpful for his course because it is flexible for non-majors

We did not have time to provide David with feedback during the breakout session.