Work-Based Learning
Micro Grants
As an expansion to Curricular Mapping consultations available to Humanities faculty, the Monarch Humanities Internship Academy is pleased to announce the availability of Curriculum Development Work-Based Learning Micro Grants to support the expansion of work-based learning in Humanities curricula. Awards of up to $2500 are available for the 2025-2026 academic year.
Funding is available for pedagogical activities related to engaging current and prospective humanities students in work-based learning (WBL) experiences aligned with the “Explore, Prepare, Apply” framework. Examples include, but are not limited too:
-
Redesigning or streamlining a course by creating new assignments and exercises
-
Pilot testing modules which can be broadly incorporated across course sections taught by multiple instructors, or
-
Developing a departmental workshop that teaches WBL techniques to faculty across the department or program
Applications will be accepted on a rolling basis and continue until all funds have been distributed. The first round of reviews will be completed during the week of May 19, 2025.
The Framework
Old Dominion University defines work-based learning (WBL) as a structured learning experience that integrates academic knowledge with real-world application to enhance student learning, skill development, and professional readiness. As a curricular approach, WBL intentionally scaffolds learning experiences such that students move from basic to mastery proficiency at progressively more complex levels. The Academy has operationalized this curricular approach through the “Explore, Prepare, Apply” framework.
A student pursuing a degree in the Humanities at Old Dominion University will have the opportunity to engage in WBL across three levels:
-
Students will Explore career fields related to the Humanities and their major. The primary focus is on early-stage courses introducing career options, strengths mapping, and foundational communication strategies.
-
Students will Prepare to engage in field-based experiences. This level emphasizes mid-level courses developing transferable skills such as problem-solving and real-world application.
-
Students will Apply disciplinary learning in real-world settings. This level focuses on advanced courses (capstones, internships) where students engage in professional settings and reflect on their identities.
Faculty who teach grant-approved Humanities programs and would like to participate in a curricular mapping consultation or learn more about the WBL Micro Grant should reach out to Dr. Lanah Stafford (lstaffor@odu.edu) Director, High Impact Learning Initiatives, Office of Academic Success for more information.
WBL Micro Grant Awardees
01
This project redesigns ENGL 110C to blend foundational writing instruction with career-focused, work-based learning experiences that mirror real professional communication tasks. Students practice NACE competencies such as communication, critical thinking, and professionalism while applying rhetorical knowledge, information literacy, and writing processes to workplace scenarios. The redesign will ensure students leave the course better prepared to navigate professional expectations and articulate an emerging career identity.
Kole Matheson is a Lecturer in the Department of English.
02
This project develops an online career-pathways guide for the reconfigured Communication Studies major, linking each concentration to real job roles, employers, and emerging industry skills. Build out through required courses in the foundation of the Communication major, this resource will clarify opportunities for students while helping faculty align coursework with NACE competencies and regional workforce needs.
Gary Beck is an Associate Professor, and Carla Harrell is a Master Lecturer, for the Department of Communication & Theatre Arts.
03
This project integrates VR, AI, and telecollaborative conversations to immerse French students in authentic global interactions that build intercultural communication skills central to career readiness. By linking coursework to real-world social and professional contexts, students will develop confidence, linguistic agility, and cultural awareness that employers consistently identify as high-value competencies.
Betty Rose Facer is a Master Lecturer in French for the Department of World Languages & Cultures.
04
This project funds the Telling Our Stories workshop, a hands-on oral history training led by Prof. Cathleen Rhodes, director of the Tidewater Queer History Project. Students practice interviewing, active listening, project management, ethical decision-making, and public-facing storytelling while documenting community histories. The workshop builds critical career-readiness skills used across fields like media, healthcare, engineering, community organizing, and the creative industries.
Cathleen Rhodes is a Master Lecturer in the Department of Women's & Gender Studies.
05
This project develops a WBL module for ENGL 211C that gives students structured practice with four key NACE career-readiness competencies. Through guided research on industry expectations, skills, and professional pathways, students learn to position themselves as competitive candidates in their fields.
David Robledo is a Lecturer in the Department of English.
Apply now!
Final award amount will be contingent on the scope of the project. For the 2025-2026 funding year, additional funds may be distributed to awardees who are willing to provide feedback about the Micro Grant award and grant process. Projects must be completed in the year in which the micro grant is awarded.
Applications will be accepted on a rolling basis and continue until all funds have been distributed.
