CHELSEA-BANK - SCANS AND WORKPLACE KNOWLEDGE

This study examines the extent to which student groups working with th e Chelsea Bank computer simulation were able to use school-to-work tra nsition skills. Chelsea Bank is a workplace simulation for schools in which groups of students at a computer play the role of a bank teller or customer service representative, dealing with customers who appear on their screen. Data consists of videos of students working on the si mulation scenarios. Results show that students using this simulation d emonstrated substantial involvement with workplace skills as defined b y SCANS (U.S. Department of Labor's Secretary's Commission on Achievin g Necessary Skills). Students were also considerably more actively eng aged with learning than students in studies of traditional classrooms.