Workshop U
Overview
Workshop U, an NCCRS member since July 2023, is a program of Workshop Learning which was founded in 2010 to create transformative learning experiences for underserved youth in Philadelphia. Initially, Workshop Learning developed and ran a STEM afterschool program that gained national attention. In 2012, Workshop Learning partnered with the School District of Philadelphia to create the Workshop School, a highly innovative school that focuses on authentic learning, real-world skill building and a deep sense of community. We believe that every student has unique gifts, interests and talents and that our job as educators is to help students discover and cultivate them, and then carry them forward into adulthood. The experience of developing the Workshop School has led to development of the newest program, Workshop U.
Workshop U is a new vision of what college could be: a collection of diverse, transformational learning experiences that prepare students to pursue a life of security, connection, and purpose. The aim is not just to fix the value proposition of higher education so that students see the financial return on their investment, but to fix the values proposition that says that financial security is the only thing worth striving for. Workshop U is partnering with Community College of Philadelphia (CCP) for a pilot year starting September 2023 to offer a mix of courses and experiences that prepare young adults for their next steps in life while earning college credit through CCP.
Titles of all evaluated learning experiences
Source of Official Student Records
Descriptions and credit recommendations for all evaluated learning experiences
45 hours (40 weeks) including 6 individual (1:1) coaching sessions, 14 peer coaching sessions (60 minutes each) and 10 group
coaching sessions (90 minutes each).
September 2023 - present.
Upon successful completion of the learning experience, students will be able to: understand and explain how coaching differs from counseling, advising or mentoring; observe, analyze and practice specific peer coaching competencies; assess how other people coach and offer them constructive feedback; demonstrate the ways in which coaching-related skills can be used in the workplace; reflect on their strengths and growth areas in each coaching competency area; and connect what they are learning about coaching to their learning experiences in other classes and at work.
Through this experiential course, students learn to cultivate greater self-awareness, listening and communication skills, and expand their emotional intelligence, mental resilience, and social intelligence. Students practice these skills through peer coaching, self-reflection, 1:1 coaching with a professionally credentialed coach, in group discussion, and in the workplace. The major topics and emphasis of this course focuses on self-leadership.
In the lower division baccalaureate/associate degree category, 3 semester hours in Business, Foundational Leadership, Liberal Arts or as a General Education elective (7/23).
48 hours (12 weeks).
September 2023 - present.
Upon successful completion of the learning experience, students will be able to: understand and use the design thinking process; analyze and evaluate how culture and family influences their concept of success; evaluate key events in their life to develop an understanding of their values, strengths and areas for growth; learn to use design thinking tools to synthesis their ideas of success and their personal values; use idea generation tools from design thinking to create multiple possible options that are coherent with their goals; identify problem types (anchor, gravity, wicked) and use specific strategies to address each type; and evaluate how design thinking can be applied to creating a life that is true to oneself.
This course develops a working knowledge of the design thinking process as well as introduces a few tools that support that process. Students apply the process to begin to shape and hone a vision for their adult life, grow the specific skills they will need to get there and anchor themselves with a clear set of priorities with which to make decisions and take action.
In the associate/certificate degree category, 3 semester hours in Business, Foundational Leadership, Liberal Arts or as a General Education elective (7/23).
48 hours (12 weeks).
September 2023 - present.
Upon successful completion of the learning experience, students will be able to: identify and analyze multiple learning styles; evaluate and articulate their own personal learning style; reframe problems and identify what they need to learn next to solve for that problem; facilitate the use of a broad set of idea generation skills; deconstruct the prototype process and identify key learnings; identify, cultivate and access their network; apply each step of the design thinking process to their life design to create an action plan.
This course builds on a working knowledge of the design thinking process and the student’s previous work in Design Thinking for Life 101 (DTL101) to refine their vision for adult life, create an actionable plan that is true to themselves, develop a network of support for that plan and hone the specific skills they will need to successfully implement their plan. Students will carry the design thinking tools and mindsets forward as they pursue a life that is true to themselves. Prerequisite: Design Thinking for Life 101 (DTL101).
In the associate/certificate degree category, 3 semester hours in Business, Foundational Leadership, Liberal Arts or as a General Education elective (7/23).
48 hours (12 weeks).
September 2023 - present.
Upon successful completion of the learning experience, students will be able to: name and explain different communication styles; identify individual communication style and explain their strengths and challenges; identify the factors and processes that affect communication and miscommunication and use it to analyze both public and personal events; use primary and secondary research methods to analyze a current problem through the lens of communication or miscommunication; propose clear, actionable solutions to the problem based on research; and write a clear and compelling research paper using both existing research and data.
The course emphasizes the importance of communication both speaking and listening. Students hone their analytical and critical reading and writing skills, and offer and listen to new perspectives based on evidence and research.
In the lower division baccalaureate/associate degree category, 3 semester hours in English (7/23).
135 hours (supervised practice 120 hours and online class 15 hours).
September 2023 - present.
Upon successful completion of the learning experience, students will be able to: demonstrate specific job related skills developed during internships; identify the role Emotional Intelligence (EQ) plays in effective workplace communication; demonstrate and use active listening in workplace communications; manage stressful situations that occur in the workplace using Emotional (EQ) and Positive (PQ) Intelligence; develop a professional network and explain how to do this intentionally; demonstrate the functionality of LinkedIn and how it supports network development; analyze “good times” journal in order to find trends that are energizing in their workflow and life; and exercise professional communication skills.
During the internship, students will explore their interests, learn the power of curiosity in the workplace, test and reflect on prototype experiences, grow and activate a network in real time, exercise EQ in the workplace, and learn more about who they are and what they want next.
In the associate/certificate degree category, 3 semester hours as an Internship in Business or Foundational Leadership (7/23).
