Career-connected learning includes a continuum of structured activities utilizing the partnership between industry and education to engage student learning. Through real or simulated experiences with industry professionals, participants are able to foster first-hand engagement with in-depth application of academic, technical and professional skills to the tasks required of a given career field while meeting specific learning objectives. Career-connected learning is a progression through the two stages of career exploration and work-based learning to support student learning for future success.
Career-Connected Learning = Career Exploration + Work-Based Learning
The passage of Senate File 2411 in May 2024 clarified a consistent definition of work-based learning as, “sustained project-based learning in partnership with an employer, simulated work experiences aligned with industry-recognized credentials, high-quality pre-apprenticeships aligned to an apprenticeship, student learner programs, internships, and apprenticeships.” Other activities like career fairs, business tours, job shadows and employability skills courses are no longer considered work-based learning, but rather “career exploration.” The combination of career exploration and work-based learning is now referred to as “career-connected learning.”
Career exploration activities help students in learning about work, while work-based learning supports students working to learn the knowledge and skills they need to succeed in the workplace and beyond. It’s important these two stages are carefully connected and build on each other. This alignment ensures students get the best possible learning experience, develop important skills and are prepared for success after high school.
Career exploration includes activities such as career fairs, business tours, job shadows and employability skills courses. These activities are designed to assist with exploring and building awareness of the available careers in in-demand, high-wage and public good college and career pathways. Career exploration activities primarily occur in middle school and early high school. While most of these activities will take place within a classroom setting, some may take place at off-site locations or work sites.
Classroom speakers are a career exploration experience in which an industry expert is given a chance to share their perspectives in-person or virtually on what their career is like, describe their passion for what they do, make connections with duties and daily activities of the job and offer career preparation advice. The speaker is also available for additional questions from the students and the instructor in the classroom. To maximize student career learning and engagement, students should spend time learning foundational career knowledge prior to the speaker’s classroom visit.
An informational interview is a career exploration experience that allows student learners to inquire about aspects of a career path in a direct conversation with an industry professional through a phone call or in-person meeting. Students should prepare for information interviews with a list of questions to ask the industry partner. Students should also ask additional questions as pertinent topics arise during the interview. The information gathered in an informational interview can assist students with learning more about the career path of interest that may not be able to find on career information websites or due to limited local industry representation.
Career immersion experiences are a career exploration experience allowing for hands-on interaction through simulators and activities associated with the represented career path(s). The industry partner professionals supporting this event should help connect the experience to everyday responsibilities associated with the particular career. To maximize student career learning and engagement, the students should spend time learning foundational career knowledge prior to the career immersions experience to maximize engagement with industry professionals at the event.
Authentic projects are a career exploration experience that engages industry partners through meaningful projects completed by students. Authentic projects require industry partner interaction throughout the duration of the project. Authentic projects involve tools, tasks or processes from an actual work setting and involve the students working to address a real-world and relevant problem or topic. To maximize student career learning and engagement, educators should connect the student with more information on careers related to the project and how the project is connected to everyday responsibilities in the career field. Industry partners should provide constructive feedback for students to continue to develop their professional skills to ensure future success.
Career-Based Service Learning Toolkit Career-based service learning is a career exploration experience that engages students in project-based learning to improve their communities by addressing community needs and connecting the learning experience to related careers. Career-based service learning encompasses taking a traditional service-learning opportunity and connected the project to appropriate industry partners to enable the student to develop related professional skills. A portion of the career connection includes student interaction with industry professionals and exploration of careers related to the completed service-learning project. To provide a quality career-based service-learning experience, the instructor should connect additional career learning to an industry partner at the conclusion of the experience to allow students to use their experience to inquire more in-depth about the career.
Interactive Career Event Toolkit An interactive career event is a career exploration experience to learn about a variety of career options. Interactive career events should include age-appropriate, job-related interactive activities and information. Interactive components can be activities at booths, breakouts with speakers, reflective activities, contests or other interactive features. Students are able to learn in-depth about a career and actively “try out” the career through the activities provided at the event.
Worksite Exploratory Event Toolkit A worksite exploratory event is a career exploration experience where students tour a workplace to learn about careers, industry expectations, observe relevant work in progress and ask industry professionals questions. The worksite exploratory event is focused on a career pathway, offers an opportunity to learn in-depth about several careers on-site and includes an interactive session for the students to explore the career. The worksite exploration should be organized with small groups of students that rotate among industry experts to allow ample interaction for short informational interviews with industry experts.
Job shadows are a career exploration experience that allows students to explore a specific career of interested by observing and experienced employee performing their typical work duties in a real-world work environment. The job shadowing experience is a temporary (2-8 hours), unpaid exposure to the workplace in an occupational area of interest to the student. Students should receive formalized instruction about their career choice, expectations of the job shadow, ow to prepare for their visit and follow-up after the experience. Students should participate in a job shadow after prior career awareness and exploration activities have been completed to ensure students are matched with careers that best suit interests and personalities.
Professional skills workshops are career exploration experiences that introduce students to the essential skills needed to be successful in the modern workplace. Examples of professional skills workshops include: resume and cover letter writing, job shadow preparation, professional image, workplace ethics and workplace skills. A professional skills workshop must include an industry partner during the experience to ensure students are provided the most up-to-date and valuable guidance to fit current workplace policies and practices to be successful.
Mock interviews are a career exploration experience intended to provide students with the opportunity to develop professional interviewing skills through a practice interview with industry partners, receive valuable feedback to improve performance for the real world and network with industry professionals. To maximize a student’s mock interview experience, the student should be prepared to provide professional documents at the time of the interview such as a resume, cover letter, completed application, or portfolio. The student should also prepare prior to the mock interview with practice in the classroom setting on how to dress, how to respond to interview questions, expected professional interview behavior and how to received performance feedback professionally. The industry professionals are able to provide the student with immediate verbal feedback and through evaluation on a scoring rubric, as well as provide professional suggestions for future success. Work-based learning coordinators or college staff overseeing internship programs should maximize student preparation prior to the student’s internship interview by including a mock interview experience for the class.
Work-based learning includes a continuum of structured educational activities utilizing the partnership between industry and education to engaged student learning. Through experiences with industry professionals, participants are able to foster first-hand engagement with in-depth application of academic, technical and professional skills to the tasks required of a given career field while meeting specific learning objectives.
The passage of Senate File 2411 in May 2024 clarified a consistent definition of work-based learning as, “sustained project-based learning in partnership with an employer, simulated work experiences aligned with industry-recognized credentials, high-quality pre-apprenticeships aligned to an apprenticeship, student learner programs, internships, and apprenticeships.”
These experiences primarily occur in high school, and student attainment of work-based learning experiences is a priority indicator in Iowa’s school rating calculations under the new, unified accountability system. Work-based learning experiences primarily take place in a physical work environment, but some may be provided in a simulated or virtual work environment within a classroom setting.
List items for Essential Elements of Work-Based Learning
Work-based learning must include three common elements that maximize the experience for students. These three elements help the student navigate the education and industry partnership by including learning to be done before, during, and after the work-based learning experience.
Before the work-based learning experience, the student will:
Learn about the organization related to the work-based learning experience.
Learn the expectations associated with the work-based learning activity.
Simulated or practice the activity.
During the work-based learning experience, the student will:
Communicate directly with the industry partner staff.
Develop a professional connection with industry partner staff member(s).
Experience the work environment first-hand.
After the work-based learning experience, the student will:
Be empowered through reflection or other applicable assessment to summarize the industry specific experience and to determine next steps in their individual career exploration and make appropriate career decisions (ICAP).
Provide verification of the participation and time spent on the work-based learning experience.
Demonstrate elevated professional skills learned from the experience.
Sustained project-based learning in partnership with an employer engages industry partners through meaningful projects completed by students. To be considered sustained, these projects require industry partner interaction throughout the duration of the project, which shall include, but not be limited to an initial partner needs assessment and consultation meeting, in-depth research into identified needs or issues, consistent engagement with partners for professional check-ins or updates, unveiling and review of a finished product recommendation or service portfolio and corresponding project recap or required follow-up interactions resolve issues or to assist with final implementation. A series of smaller projects will also be allowed, as long as they either build upon another or involve the same business and industry representatives, thus reflecting a sustained relationship with consisted interactions and learning.
Simulated work experiences aligned with industry-recognized credentials allow students to immerse themselves in realistic worksite activities without leaving their school grounds or campus. They help enhance programs of study with real-world experiences, expanding opportunities for learners who may be disconnected from employers due to barriers such as geographic location, access to transportation or lack of resources. Some programs may also incorporate a hybrid approach, where students are learning both within the classroom or lab setting, and are also spending some time in the field or work site.
When carefully planned and managed by an educator, these experiences simulate real-world business experiences that lead to direct skill development, authentic learning and the earning of industry-recognized credentials (IRCs). Examples may include but are not limited to, School-Based Enterprises (SBE), Supervised Agricultural Experiences (SAE), health science programs with patient simulations, early childhood education programs with embedded Child Development Associate (CDA) credentials and ProStart culinary arts and restaurant management programs. To ensure these experiences are following industry expectations, an industry partner must be actively involved to assist with evaluating and providing continuous consultation while students work towards related and state-approved IRCs. Refer to https://educate.iowa/gov/higher-ed/cte/irc for an updated list and additional information on IRCs in Iowa.
School-based enterprise (SBE) are an example of a simulated work experience that provide students the opportunity to learn about and manage an entrepreneurial operation related to a content or subject area with in a simulated work environment in a school setting. Students will develop interpersonal and professional skills while engaging with fellow students and customers. Topics may include operations, product services management, pricing, distribution and marketing. A growing number of districts are pursuing SBEs as a way to stimulate learning for their students, potentially benefit from generated revenues and create opportunities for new industry connections. To ensure the school-based enterprise is following industry expectations and industry partner professional(s) should be evaluating and providing consultation on an annual basis. The education should review and follow Iowa Code 298A and if applicable, Smart Snack guidelines.
Student Learner Program Toolkit is COMING SOON
A student learner program is a type of work-based learning experience that is aligned directly with a state-approved career and technical education (CTE) program or career pathway. Rather than a general work-release program, a student learner program provides a direct linkage between a work experience and a student’s identified career area of interest and study. Schools are encouraged to only use this classification if students are working (paid or unpaid) and the experience does not meet the definition of an internship, pre-apprenticeship, or apprenticeship. Some student learner programs may also provide additional youth employment protections or exceptions for certain hazardous occupations, similar to those offered by a Registered Apprenticeship (PA) program and the Iowa Youth Employment Waiver program, as long as certain guidelines are followed and appropriate education and industry stakeholders are active participants throughout the experience. Refer to 29 CFR 570.50(c) for additional information.
Internships provide students the opportunity to gain professional and technical skills while working under the supervision of an industry professional in a career path of interest. Internships are structured experiences for a set period of time that requires student interns to complete real work to reach specific learning goals. Internships provide student learners with the opportunity to participate in training while gaining experience in problem-solving, decision-making and skill-building projects or activities at the internship site. Internships may be paid or unpaid opportunities. Internship programs provide ample support from the work-based learning coordinator, including regular visits to the internship site, regular evaluations and program documentation with training agreements and student-individualized training plans. Work-based learning coordinators, including those with a multi-occupations endorsement or work experience coordinator endorsement, should place students in experiences that align with the student’s career goals and regard the experience as an internship to prepare students for future career success.
High School Internship Guidance - Provides information on designing various types of internship opportunities and support for students participating in internships.
Sample Training Plan - A template that can be used as an evaluation tool for an internship program.
Sample Training Agreement - An example of a contract to be signed before a student participates in an internship.
Formal Opinion - Iowa Code 92.9 - This is the formal opinion from the Department about Iowa Code 92.9. Note page two, paragraph three, "In order to properly oversee student progress and award credit, the district instructor must evaluate student progress at the worksite quarterly with additional visits as needed. Direct questions to Thomas Mayes, General Counsel for the Iowa Department of Education.
Pre-apprenticeships include a set of learning strategies and work activities in a real or simulated environment to prepare individuals to specifically enter and succeed in an apprenticeship training program. Pre-apprenticeship programs often focus on the basic skills needed to be successful in an apprenticeship program (such as industry-specific math or terminology) and serve to introduce students to basic concepts or foundational skills in preparation for a more complex and involved long-term apprenticeship program. A pre-apprenticeship program that meets certain high-quality standards set forth by the United States Department of Labor (USDOL) and administered by the Iowa Office of Apprenticeship (IOA) that leads directly into a Registered Apprenticeship (RA) program is called a Quality-Pre-Apprenticeship (QPA) Program. Refer to Iowa Chapter 84D, section 19.a for a more specific definition and the IOA for additional information, potential funding and technical support on pre-apprenticeships at https://workforce.iowa.gov/qpa.
Apprenticeships are training experiences that provide on-the-job learning (OJL) with related instruction provided in a classroom, virtual or on-line setting, enabling students to earn compensation while they learn a career or trade. Apprentices are directly employed and treated as part- or full-time employees by the employer/organization during an apprenticeship. There are various models of apprenticeship to consider, such a competency-based, time-based or a hybrid to best fit individual district or student schedules and career plans. There are two distinct categories of apprenticeships, registered apprenticeship (Iowa Chapter 84D, section 19.a.) and non-registered apprenticeship. Both qualify as work-based learning in Iowa. Refer to the IOA for additional information, potential funding and technical support on apprenticeships at https://workforce.iowa.gov/apprenticeship.
Beginning with the 2024-25 academic year, work-based learning reporting will reflect the new state definition referenced above for Iowa’s new, unified Every Student Succeeds Act (ESSA) school accountability system, which includes work-based learning experiences attained in the Postsecondary Readiness Indicator, and Iowa’s Perkins Secondary Career and Technical Education 5S3 work-based learning measure. Schools will leverage existing SCED codes and new embedded work-based learning codes to report these activities to the Iowa Department of Education. Refer to the Student Reporting in Iowa (SRI) Data Dictionary and Iowa School Performance Profiles Technical Guide for additional information.
Work-Based Learning Coding Webinar - Recorded 1-13-25. Webinar covers updated Work-Based Learning coding and report as well as additional Work-Based Learning resources.
Register for the upcoming Work-Based Learning (WBL) Coding and Reporting Support Webinar - The Iowa Department of Education is hosting a Work-Based Learning (WBL) Coding and Reporting Support webinar on Thursday, January 15th at 2PM that focuses on coding specific to work-based learning. School counselors, administrators, board secretaries, central office administrative support staff, career and technical education teachers, data personnel or others involved in Student Reporting in Iowa (SRI) data reporting are encouraged to attend this informative webinar.
Iowa’s 15 community college districts, in partnership with the Iowa Department of Education and Future Ready Iowa, are focused on increasing Work-Based Learning opportunities for students and employers, regardless of industry, size and geographic location to meet Iowa’s workforce needs.
Community colleges offer many work-based learning experiences within the curriculum, offering internships, practicums and career exploration. Transfer majors are also being built between the community colleges and universities with related work experiences in mind. Guidance for developing work-based learning within the curriculum is available within the following resources.
List items for Work-Based Learning Coordinator Newsletter
The Work-Based Learning Coordinator newsletter is sent out every month providing timely updates, resources and professional learning opportunities to work-based learning coordinators and those who support them.
The Iowa Department of Education and Iowa Workforce Development introduce a new series of webinars for the 2025-26 year that builds on the success of an initial WBL series last fall to showcase some of the most proven programs and approaches to WBL in Iowa’s most in-demand industries.
Sectors of Opportunity - Iowa Career Pathway Mapping Projects- Opportunity documents have been created for information technology, energy and utilities, advanced manufacturing, health sciences, building and trades, and transportation, distribution and logistics.
Association for Career and Technical Education - Provides education leadership in developing a competitive workforce by empowering educators to deliver high-quality career and technical education programs that ensure students are positioned for career success.
The Iowa Department of Education and Iowa Workforce Development (IWD) support the continued development of work-based learning. Coordination between these two agencies helps create and expand WBL programs and participants across the state.
For Schools
Schools can contact the Iowa Department of Education for next steps regarding WBL participation with their students.
Jodie Smith, Education Program Consultant for Work-Based Learning & Industry Recognized Credentials jodie.smith@iowa.gov 515-419-5190
Heather Meissen, Administrative Consultant - Career and Technical Education and Health Sciences heather.meissen@iowa.gov 515-326-5378
For Employers
Employers can contact the Iowa Workforce Development (IWD) to brainstorm ideas, facilitate meetings with potential partners, design work-based learning programs and learn about financial resources. See IWD's Work-Based Learning website for more information.
