La orientación en el desarrollo de la carrera debe verse desde varios modelos; la elección de estos modelos está vinculado con el conocimiento que tenemos del estudiante: necesidades, valores y contexto sociocultural

Placement outcome is the responsibility of the institution not just one department. All employees are responsible to help each student succeed.  

I enjoyed learning about traps that we can get into and how to avoid them. And continuing to provide students with positive affirmations. 

I am impressed by the various models that can be used to collaborate with students on their goals. Models to help us reflect on how we engage with students.  I try to consistently be constructive in my feedback and be an active listener, but it is good to be reminded of different approaches and varying factors that might affect the way a student is coached. I also appreciate that we can always improve the UPR approaches. 

Having such a wide variety of students with a variety of personal influences, I need to continue to use unconditional positive regard to support students in their desired goals and in the creation of tools that support them in their career and academic goals.  I think this is also so relatable to students who are preparing for any post-high school activities, whether it be a job, military, trades, college, or sport. Being a positive coach is not managing them to do what you want. 

This section emphasized to me the importance of developing strong long-term relationships in the community. Business and Supervisor orientations can be one and the same depending on the business, and both are relevant and important.  These need to be business-friendly, considering their time, effort, and manpower to make the internships/activities happen.  We can't build strong relationships with frivolous meetings, so it's important to keep meetings concise, with student safety and academic standards as major elements.  

Not orientation to the student or individual but larger orientation meetings to our WBL program might be valuable. 

The outcomes of an internship or WBL training plan should be developed with a clear focus on the strategic goals of the WBL program, students' individual skills, strengths, weaknesses, and desired academic outcomes. Teachers should be a part of but equally see the connection to academic learning as should the students. 

Some of the best connections I have made in the community are former WBL graduates from a variety of different programs, schools, and states, now business leaders in our community.  An important part of the program is getting teachers to see that WBL enhances educational options rather than affecting their curriculum or class programs. (Getting the program to build on developed paths so teachers don't worry classes will be depleted with students taking WBL courses)

Collaboration, partnership, and various meetings with both in-school and community partners are paramount to success. The WBL Coordinator is central to bringing everyone together through solid plans, good communication, and thoughtful opportunities.  

It is important to continually review our program and paperwork to ensure that our program aligns with emerging laws. Clarification about work vs. non-work being performed is helpful, especially when we think about medical internships