CEWIL Webinar Research Series Part 4

October 29, 2020, 1:00 - 2:00 PM

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Join us for the fourth and final installment in our Research Webinar Series. See below for details.

 

Microcredentials and Work-Integrated Learning

Anne Fannon, University of Waterloo

Kathryn Ashcroft, University of Waterloo

Judene Pretti, University of Waterloo

 

Student performance evaluations are a traditional method for assessing a student’s skills during a WIL experience. While these assessments provide students with formative feedback on the development and demonstration of their skills, any evidence associated with student performance is often transient and little record of this feedback exists after the end of the WIL experience. This paper explores the role of microcredentials in providing validated evidence of student competence in a particular skill or talent. For example, can microcredentials incentivize students to actively develop their professional skills during WIL experiences? What are employers’ impressions of microcredentials in the context of WIL? This paper will present the existing research related to microcredentials, its connection to work-integrated learning and describe preliminary results of a study at the University of Waterloo that investigated the perspectives of both students and employers on the topic of skills, microcredentials and work-integrated learning.

 

Motivations to Participate in Knowledge Exchange and Co-operative Education in the Social Sciences and Humanities at the Doctoral Level

Letitia Henville, University of British Columbia 

 

What do doctoral students in the UBC Faculty of Arts who value community engagement think about work-integrated learning (WIL), and specifically about graduate co-op programs? This presentation will share the results of a CEWIL-funded research project to examine what motivates doctoral students to engage with off-campus communities as a part of their studies. Our results will be of interest to WIL staff who are interested in moving beyond the conventional language of “skills development,” especially in their conversations with faculty members. At UBC, we have had a co-op option for students in the English PhD program since 2013, and in History PhD since 2018. Yet the percentage of students who choose to participate in PhD-level co-op is much lower than the uptake among students in our professional Masters programs. I believe that an emphasis on “skills development,” “professional development,” and “career preparation” does not appeal to PhD students, in part because it ignores the possibility that participation in co-op can do more than just develop our students’ skills: it can develop their scholarship through community engagement. To test my assumption, I have held focus groups with Arts PhD students who have engaged with sites of knowledge that exist beyond the traditional borders of the campus, the library, and the archive. This presentation will discuss the aspects of knowledge exchange that attract students and their perceived barriers to participation, and I will share how we are developing our graduate co-operative education model in UBC Arts.

 

Closing - How to Get Involved in WIL Research

Judene Pretti, University of Waterloo