CEWIL Webinar Research Series Part 2
October 15, 2020, 1:00 - 2:00 PM
Join us for the second installment in our Research Webinar Series. See below for details.
Work-Integrated Learning (WIL): A Qualitative Research Review of Student Learning after Placements
Kelsey Currie, Fanshawe College
Over 2/3 of post-secondary students engage in some form of Work-Integrated Learning (WIL) in Ontario with the number expected to rise as the value of WIL continues to be promoted (Peters, Sattler, & Kelland, 2014). Research shows that students are guided through WIL with pre-employment training programs, check-ins during WIL, and reflection after WIL; however, the literature does not describe methods for teachers to assist students with the transfer of their learning from a WIL experience back into the classroom. This study interviewed six faculty members at Fanshawe College to discover their methods of bringing WIL experiences into their classrooms during and after students returned from a WIL experience. This research shows that WIL is meeting the goals and objectives expected by faculty and that curriculum is designed to assist them with the transfer of learning into the classroom; faculty continue to use their facilitation skills to make richer and more reflective experiences for students when they return to the classroom. The study also found teachers are acting as mentors to students who are returning from WIL experiences.
An Examination of the Impact of Structured Learning Support on Students’ Professional Development through Part-Time
Libby Whittington-West, University of Toronto
Ashley Stirling, University of Toronto
While there are growing pressures to expand Work Integrated Learning (WIL) opportunities for postsecondary students, the increased pressure for quantity of experiences does not consider what resources may be required to both make these opportunities available while also ensuring the quality of the experience. Co-operative education is a strong example of work-integrated learning with clearly defined requirements to ensure student learning is at the center of the experience (CEWIL, 2018). Limited research, however, exists on the benefits and facilitators of student success in alternative forms of student employment, specifically facilitators of educational quality in part-time on-campus student employment. The purpose of this study was to explore the benefits of student participation in a University Work Study program and the impact of structured learning support on student professional development. A survey of 716 Work Study students showed that students whose supervisor had them set learning goals, conducted a mid-point check-in and a final reflection of their learning goals, on average, scored significantly higher on a series of positive professional-development related statements compared to students who did not receive the learning supports. Applied recommendations will be proposed along with questions for future research.