My Work-Based Learning Legal & Safety Plan I developed in my Planning Leadership and Experiential Program course at UNL, exemplifies my understanding of effective Work-Based Learning (WBL) implementation. My Work-Based Learning Legal & Safety Plan demonstrates my understanding of safety & supervision and professional development in WBL programs. First, my Work-Based Learning Legal & Safety Plan shows that safety and supervision during WBL experiences are a top priority with clear guidelines and procedures. This plan specifically works to introduce safety units early in the school year to address workplace expectations. This will include general workplace safety, machine safety, and other potential risks to prepare students for their WBL experience. There are also liability documents, which include waivers, consent forms, and agreements to clarify safety expectations for students, parents, employers, and educators. In addition, my Work-Based Learning Legal & Safety Plan shows professional development opportunities for students throughout their WBL experiences. By integrating a structured curriculum, students can gain skills to assist them beyond their WBL placement. Regular monitoring and safety records will assist students in gaining career-readiness skills through constructive feedback and appropriate mentorships. I will incorporate these ideas into my Agriculture Education program by introducing effective Work-Based Learning (WBL) experiences to allow students to develop the skills and knowledge necessary to transition safely and effectively into the workforce.

The Youth@Work—Talking Safety curriculum exemplifies my understanding of implementing effective Work-Based Learning (WBL) experiences for students. My safety curriculum demonstrates my understanding of integrating meaningful experiences through a student-centered approach in WBL programs. The Youth@Work—Talking Safety curriculum shows how students will gain knowledge and skills for meaningful experiences in their WBL program. This specific curriculum helps educate young students about the basics of job safety and health through eight core competencies. Students will gain transferable skills that will assist them in real-world settings they will encounter in their WBL project. The learning activities help create awareness among students to become active participants in creating safe and healthy work environments. In addition, the Youth@Work—Talking Safety curriculum has a student-centered approach to assist students with individual student learning goals and career aspirations. The curriculum can be tailored to best serve students by choosing scenarios and case studies most relevant to the class. The variety of instructional methods in this curriculum is used to engage students and provide opportunities for active learning. Some examples include student self-directed activities, case studies, simulations, and self-assessment activities. I will incorporate these ideas into my Agriculture Education program by introducing effective Work-Based Learning (WBL) experiences to allow students to gain meaningful experiences with a student-centered curriculum.