Introduction to Work Colleges

     The importance of work in the lives of students and the need to enhance and integrate that experience on college campuses is greater than ever.

     The value of work is largely overlooked in higher education.  This is unfortunate as eighty-one percent (81%) of undergraduates work at least part-time during a year. (Knapp, 1993 in Kincaid, 1997).  Undergraduates know, or soon learn, that they must work in order to deal with the financial strain of attending college.  The ability to pay influences whether or not they can continue (Cabrera, Stampen, and Hansen, 1990) and affects the quality of their lives while enrolled.

     Who we are is shaped largely by our experience of work.  Many students have already worked long hours in difficult jobs in order to have the opportunity to go to college.  The world of work has made an authentic contribution to what they have learned.  Work has shaped their activity and often determined their opportunities.

     Work is a vital part of human experience.  Educators tend to see work as either contributing to the students' career development or as an unfortunate interference.  This devaluing of the students' experience devalues students as well.  At the work colleges, educators are reminded that they are in a position to help students understand, evaluate, and integrate this experience

     Work is more than career development.  People engage in study in order to enhance the quality of their lives.  Whether or not work contributes to the advancement of a particular major, it has significance as a context for development of character, understanding, and of critical thinking skills, essential factors in building better communities.  The world of work is a relevant part of our students' lives, not only as future goal, but also as current experience. 

       It is within the context of work that graduates test not only their knowledge, but their character.  Students understand that there are ethical issues related to the experience of work.  Opportunities to examine these issues in an academic setting prepare students for ethical leadership.  It is primarily in the contexts of work and family that students integrate academic understanding with out of class experience.

     Faculty and staff at the nations work colleges understand the importance of work.  They also understand that work can, in fact, interfere with a students academic endeavors.  That is why the work colleges have created programs which balance work experience with quality academic programs.  Class schedules and job assignments are designed to reduce conflicts between work and study.  All of the work colleges are committed to reducing student debt through work.

     The work colleges challenge students to contribute in a real way to college operations and departments, both as team members and leaders.  Trust in the ability of students to face this challenge is rewarded by admirable performance on the part of students and increased opportunities for representatives of the college to be involved in the development of each student.

     Involvement of all resident students in these programs builds an awareness of the needs of the community and an appreciation for the contributions of others.  Work is seen as a service to the campus community.  Students, thus, gain respect for the dignity of all work as they prepare themselves to lead in the 21st century.  Students work in all areas of the colleges, from the mailroom and the kitchen to media service sites, computer centers, and public relations offices.  As one work college student put it, "we are this place.". 

     The work colleges create increased opportunity for related discussions and activities through the Work Colleges Consortium.  These colleges collaborate to engage in service projects and partnerships, to share ideas about administration of student work programs, to examine academic links, and to promote open exchange regarding the role of work in higher education and in society.  The work colleges serve as consultants for other higher education institutions and groups interested in improving student work programs. 

     The work colleges serve diverse populations and geographic regions.  Institutional missions and histories shape the various work programs.  Values other than work inform and shape the curriculum, work programs and campus life at the various work colleges. 

Source: “Cool Colleges” by Ten Speed Press