Community College Students Want Paid Work-Based Learning but Opportunities Are Rare

According to recent focus groups in Boston, Phoenix, and rural locations, working community college students have a strong interest in work-based learning opportunities (WBL) that align with their field of study and future career goals. However, to make these opportunities accessible, they needed to provide high enough wages and scheduling flexibility. Options such as embedding unpaid employer-designed projects into existing curriculum, were met with considerable skepticism. Unfortunately, WBL opportunities remain difficult for students attending community colleges to access. .

Often, they do not even know these opportunities exist. Few students reported being familiar with specific programs at their schools that connect them to paid employment directly related to their academic focus. One student in Phoenix noted, “I haven't seen really anything or know of anything. And then in my search of looking for internships. I haven't found really much of anything.”

While some students know of their schools' services, such as job boards, resume assistance, and occasional work-study opportunities, they often depend on their networks or professors' information to find relevant work experience. “It's like almost you have to depend on your circle who you're in class with and stuff like that. It's kind of more up to us or if our teachers know anything,” a participant noted. Only a few students from Boston said they had heard of any paid job opportunities through their school. Some mentioned work-study programs, but they were unsure whether those positions connected to their specific fields of study.

Similarly, in Phoenix, several students said they were unaware of any paid opportunities related to their academic programs. One nursing student noted that while some opportunities existed, finding them required proactive effort, and they were not widely advertised. This suggests that the colleges they attend either do not offer paid WBL opportunities or do not communicate effectively about available programs.

Despite their limited awareness, these students expressed strong interest in programs that provide paid employment related to their field of study. A participant said, “Getting experience but also getting some income as well, I just feel it's a really good opportunity.” They viewed these programs as valuable for several reasons:

• Gaining relevant experience: Many students emphasized the importance of practical experience in their chosen fields. They believed that paid opportunities would offer hands-on learning that complemented their coursework.
• Financial support: For most students in our focus groups, earning money while gaining experience was essential, noting that they needed good wages to offset living expenses and the cost of their education.
• Career advancement: Students felt that WBL programs could ease their transition into the workforce by helping them build their resumes, make professional connections, and become more attractive to employers.
• Networking opportunities: Several students highlighted the value of increased interaction with companies and professionals in their field as a way to build relationships with potential future employers.

Students in the three focus groups offered a variety of recommendations for colleges to improve outreach about WBL programs:

• Provide clear and complete information:
  Participants emphasized the need for complete and up-to-date information about available opportunities. Several stressed the importance of being transparent about any associated costs. One student suggested that ads for paid positions should clearly highlight that they are paid to attract attention immediately. Another recommended clearly stating selection criteria to avoid discouraging students who might otherwise underestimate their qualifications.
• Personalize outreach:
  Students saw an opportunity for advisors and instructors to take a more active role in promoting programs. One student recommended that academic advisors proactively share information about WBL opportunities during advising sessions. Across multiple groups, students emphasized the positive impact of professors personally informing them about relevant opportunities, either in class or one-on-one. They suggested that faculty be kept informed about available programs within their departments. Others proposed sending targeted emails to students in specific majors when relevant opportunities arise.
• Increase WBL visibility on campus:
  Students also suggested making WBL opportunities more visible through on-campus promotion. Ideas included hosting more frequent and better-advertised career fairs to connect students directly with employers. Some recommended putting up posters with QR codes in the hallways of specific departments, providing quick access to detailed information. In addition to homepage announcements and emails, they suggested using physical posters or flyers across campus to boost awareness.
• Communicate beyond email:
  Several students noted that email alone is often ineffective, as they may not check their inboxes regularly and important announcements get lost among other messages. A student in Phoenix suggested placing information directly in learning management systems, which they use daily for coursework. Social media platforms like Instagram and TikTok were also mentioned as valuable tools for promotion, especially when using visually engaging content and direct links to applications.

Many focus group participants expressed general stress and anxiety related to managing their responsibilities. Several students shared that they often feel overwhelmed and exhausted by the demands of balancing school, work, and personal life. Most of the students we heard from currently work in jobs unrelated to their field of study. While they hope their education will lead to better career opportunities in the future, their current jobs are essential for supporting themselves and their families. Given this reality, access to paid WBL opportunities that can help them meet their financial needs while giving them work experience would be valuable, and community colleges that offer WBL programs would benefit from improving awareness and outreach around these opportunities.