Work-Based Learning Resource Center
Office of Postsecondary Readiness
Work-Based Learning – Activity Planning Worksheet
Case Study: Database Design Project
Inspired by a WBL project created by Andrew Woodbridge, Grover Cleveland High School
WBL Activity Type
See checklist for possible activities
Instructor
Who designs the learning goals,
assessment?
Workplace Partner(s)
Who hosts the students outside the
school? What is their role?
School / Worksite Coordination
How is the relationship managed?
What meetings / agreements are in
place to ensure smooth
collaboration in support of the
students’ learning?
Sequence
When does this take place? What
are the prerequisites? How does it
extend the in-school curriculum?
Access
How do students learn about the
activity? Is it part of class, required
of some or all students, or optional?
Learning Goals
List all learning goals, which should
be cross-walked to both Common
Core, Employability Skills Profile,
and Industry Skills Standards
Research Project
Technology Teacher, class in database design
Customer service department
of a global manufacturer of networking hardware
Company has a strong interest in working with high school students to
interest and engage them in pursuing careers in hardware technology.
Teacher was introduced to partner via National Academy Foundation – a
national service organization dedicated to improving student success in
college and career through Career Academies – career-focused small
learning communities and industry partnerships.
Company executive agreed to provide staff to participate in all activities
with students.
This course is usually taken in 11th grade, though a good number of 10 th
grade students were enrolled.
This activity began several weeks into the semester, after students had
completed several weeks of classwork identifying fundamental database
principals and structures.
Activity is a required part of the coursework, scheduled during the day
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Identify options for organizing data within a database, including
relationships among different types of data, and queries and reports
used to extract data.
Through online research and a review of software documentation,
outline the data used by the host company in their customer service
center
Through a visit to the worksite, meet with customer service agents to
understand their role, the data they use in their role, and how the
system is currently configured
Work in a team to evaluate their current database, identify areas for
improvement, and outline recommendations to the company
(persuasive essay or presentation)
Write a cover letter and 1-5 page business proposal to a company
executive
Present to company executives for feedback on their proposal
Work-Based Learning Resource Center
Office of Postsecondary Readiness
Actions and Events
What are the primary events that
have to be organized and
implemented to complete the
project?
Reflective Learning
What opportunities to students
have in school to prepare for and
reflect on the workplace
experience?
Assessment / Accomplishments
How is learning assessed? Focus on
self-assessment, 3rd party
validation, and portfolio items
(short accomplishment statements,
college essay topics,
recommendations, etc.)
Relationships
What opportunities do students
have to interact with adults and
expand their network beyond their
home / school community?
Activity / Program Assessment
How is feedback collected from
students? Worksite? Teachers?
Engage Partner – teacher met with company executive during prior
semester to schedule the activity
Preparation for Visit – research company and develop questions
(scheduling, logistics, permission slips, transportation). Social studies
teacher provided support on online research techniques, including
evaluation of resources, and how to distinguish between marketing,
journalism, and rigorous economic research.
Site Visit – tour the customer service center, interview customer service
staff about their use of the database.
Class Time – students were given one class period per week to work in their
teams and develop their project over six weeks. Student questions were
relayed through the teacher.
Correspondence Exercise – students drafted a cover letter to request a
meeting, accompanied by one-page business proposal. English teacher
provided support on writing the cover letter
Presentations – student teams travelled back to company site to deliver
their final presentations
For many students, the site visits were the first time they left their
neighborhood to travel to a midtown skyscraper, receive an electronic
security badge, and experience a corporate boardroom setting. Students
discussed corporate culture, expectations around dress and behavior in
advance. Following both visits, students were invited to discuss career
options that might be of interest to them within that corporate setting.
After all students presented, executive asked students to self-evaluate their
presentations. Did they accomplish what they intended? How did they feel
about their performance?
Executive then offered specific feedback to all students on both the content
and delivery of the presentations. Teacher and executive worked together
to maintain a supportive atmosphere.
Teacher graded the presentations and incorporated it into the course
grade, alongside grades for quizzes on readings and an assignment to build
a database in Microsoft Access.
Students had opportunities to meet with customer service reps in small
groups or one-on-one.
Company executive invites students to contact him and keep him apprised
of their career and college plans.
Students were asked to include feedback on the project in their teacher
evaluation.