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  • Confidential i

    Fina

    EXPERIENTIALEDUCATION:APATHTOWARDSIMPROVINGTHESTUDENTEXPERIENCEProvost’sTaskForceonExperientialEducationApril2017

  • Confidential i

    ExecutiveSummary

    Experientialeducation(EE)facilitateslearningthroughtheapplicationofacademictheorytoa

    concreteexperience,typicallyoutsidetheclassroom,observation,andreflection.Experiential

    educationprovidesarichlearningopportunities,withintheclassroom,thecommunity,or

    workplace,advancingthelearningoutcomesofacourseoracademicprogramwhilefosteringa

    positivestudentexperienceandstudentcareerdevelopment.

    Recognizingthesignificantpedagogicalbenefitexperientialeducationhasinsupportofstudent

    learning,theProvostandVice-PresidentAcademicestablishedaTaskForce,representinga

    broadrangeofconstituents,toreviewcurrentactivitiesandidentifystrengthsand

    opportunitiestogrowexperientiallearning.

    ThisreportoutlinesthemethodologyusedbytheTaskForcetosurvey,developatypography,

    andidentifyrecommendationsforincreasing,developingmethodstodocument,and

    identifyingbestpracticesofaroundexperientiallearningoncampus.

    Recommendations:

    TheProvost’sTaskForceonExperientialEducationhasidentifiedseveralspecificstrategiesthat

    couldbeundertakentoimproveexperientialeducationoncampus,includingstrengthening

    alignmentwithacademicpriorities,furtherdevelopingexperientialeducationcurricula,

    boostingoff-campusplacements,andsupportingexperientialeducationbytracking

    participationandbuildingcapacity.Manyoftheidentifiedrecommendationscanbe

    implementedwithouttheneedforadditionalresources;however,somedorequire

    investmentsofbothtimeandmoney.

  • Confidential ii

    TableofContents

    ExecutiveSummary............................................................................................................................i

    TableofContents...............................................................................................................................ii

    ListofTables......................................................................................................................................iii

    ListofFigures.....................................................................................................................................iii

    Introduction.......................................................................................................................................1

    Landscape...........................................................................................................................................1Students.......................................................................................................................................................2

    Government.................................................................................................................................................2

    Employers,Industry,andCommunity..........................................................................................................3Academe......................................................................................................................................................3

    Mandate.............................................................................................................................................4

    RationaleforExperientialLearning..................................................................................................4StudentBenefits:..........................................................................................................................................5

    Faculty/InstitutionalBenefits:......................................................................................................................5

    EmployerandCommunityBenefits:............................................................................................................5

    Definitions..........................................................................................................................................6

    FacultySurvey....................................................................................................................................7

    ExperientialLearningOfferingsandParticipationRates................................................................8FacultySurvey..............................................................................................................................................9

    NationalSurveyonStudentEngagement..................................................................................................10

    ExamplesofEffectivePractice........................................................................................................12FacultyofEducation(Practicum)...............................................................................................................12

    NursingSimulationLab(Laboratory)..........................................................................................................12

    EditingandPublishingPracticum(FieldPlacement)..................................................................................13

    TropicalEcologyofCostaRica(FieldStudy)...............................................................................................13

    VolunteerInternshipProgram(CommunityServiceLearning,Co-curricular)............................................14

    ImprovingExperientialLearning....................................................................................................15AlignmentwithEducationalandLearningPriorities..................................................................................15

    DevelopEE/WILCurriculum.......................................................................................................................16

    Facilitateoff-campusplacements(WIL).....................................................................................................17

    SupportExperientialEducation..................................................................................................................17

    TrackingParticipation............................................................................................................................17BuildingCapacity...................................................................................................................................18

    References:.......................................................................................................................................19

    Appendixes:.....................................................................................................................................22

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    ListofTablesTable1:ParticipationinHigh-ImpactPracticesasreportedinthe2014NSSE......................10

    ListofFiguresFigure1:ClassificationpedagogicalapproachesasidentifiedbyUniversityofWindsor

    Faculty.......................................................................................................................9

    Figure2:PerceptionsofUniversityFacultyontheirroleindevelopingstudents’knowledge,skills,andpersonaldevelopment.............................................................................9

    Figure3:ExperientialeducationpedagogiesemployedbyFacultyattheUniversity,basedbyFaculty.....................................................................................................................10

    Figure4:Participationinhigh-impactpracticesasreportedinthe2014NSSE.....................11

    Figure5:PercentageparticipationinSelectExperientialEducationElements.Source:NSSE,2014;4thyear,"DoneorIn-Progress"....................................................................11

    Figure6:Percentageofforth-yearUWindsorstudentsindicatingcompletedorcompletingEEelementduringdegreeprogram.Source:FT/PT;NSSE2014............................11

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    Introduction

    Experientialeducation(EE)isapedagogicalapproachtofacilitatelearningthroughthe

    applicationoftheorytoaconcreteexperienceandrequiresthestudentstoreflectupontheir

    learning.EEprovidesrichlearningopportunitieswithintheclassroom,thecommunity,or

    workplace,advancingthelearningoutcomesofacourseoracademicprogramwhilefosteringa

    positivestudentexperienceandstudentcareerdevelopment.

    Experientiallearningcancomeinmanyformsandcanoccurbothinandoutsidetheclassroom.

    AcrossOntariouniversitycampuses,conversationsareoccurringaroundhowtoincreasethe

    numberofELopportunitiesforstudents.Theseconversationsarebeingstimulatedby

    increasingcallsforeverystudenttobeguaranteedatleastoneELopportunityduringtheir

    academicprogram(thePremier’sHighlySkilledWorkforceExpertPanel,p.27).Experiential

    learningcontributestostudents’careerdevelopmentbygivingstudentsnetworkingcontacts,

    opportunitiesto“tryon”apotentialcareerpath,developprofessionalskills,andabroader

    understandingthelabourmarketandindustriesofinterest.Studentscanusethisexperience

    toreflectandplantheirnextcareerandacademicstepsinaninformedandintentionalmanner.

    Theinstructionalpedagogiesassociatedwithexperientiallearning(EL)cantakemultipleforms.

    Traditionally,ELhasbeenequatedtoco-operativeeducation,aprogramwhichalternates

    periodofacademicstudywithperiodsofworkexperience(CAFCE,2017).However,co-opis

    onlyonepossibleformofEL.AsprogrammingexpandsattheUniversity,ourlexiconandvision

    aroundELanddifferentELoptionsneedstogrow,includingaroundnon-creditactivitiesthat

    havejustasmuchpotentialtobemeaningfulELopportunitiesasfor-creditprograms,suchas

    on-campusstudentjobs,undergraduateresearch,andco-curricularprograms.

    ThefoundationofELconceptualizedinKolb’s(1984)integratedlearningcycle(1984),whichis

    intentionallydesignedandfacilitatedbytheinstructorsand/orcoordinator,tomeetspecific

    learningoutcomesassociatedwithanacademicprogram.Effectivelearningisseenwhena

    studenthasaconcreteexperiencefollowedbyobservationofandreflectiononthat

    experience,leadingtotheformationofabstractconceptsandgeneralizationsthatareusedto

    testhypothesesinfuturesituations,resultinginnewexperiences.AsmostELexperiencesare

    situatedoutsidetheclassroom,qualityELprogramsareadministrativelyheavytofacilitate

    studentlearninginhostsitesandtoperformduediligenceandriskmanagementtoprotectthe

    studentandinstitution.

    Landscape

    AsoutlinedintheUniversity’sstrategicplan,theUniversityofWindsor(2010,p.3)is

    committedtothebettermentofsociety,anunwaveringcommitmenttoacademicexcellence,

    andtohelpcommunitiesbevibrantandsustainable,includingbeingresponsivetotheneedsof

    ourconstituents.

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    Students

    TheUniversityofWindsorregularlyparticipatesintheNationalSurveyofStudentEngagement

    (NSSE)togaininsightsintostudentengagementandsatisfaction.Surveyresultsareusedto

    providevaluablefeedbacktouniversityadministrators.Researchhasidentifiedvarious“high-

    impactpractices”(HIPs)thatrepresentenrichingeducationalexperiencethatcanbelife-

    changingforstudents.EachHIPisanELpedagogythatrequiressignificanttimeandeffort,

    learningissituatedoutsidetheclassroom,interactionsaremeaningful,collaborationsare

    encouraged,andfrequentandsubstantialfeedbackiscommon.Examplesincludelearning

    communities,servicelearning,researchwithfaculty,internshipsorfieldexperience,study

    abroad,andculminatingseniorexperiences.ParticipatinginanHIPhasbeendemonstratedto

    haveapositiveassociationwithstudentlearningandretentionandincreasedstudent

    engagement(a.k.a.,higherNSSEscore).

    Studentsprioritizelocation,cost,academicexcellenceandreputation,institutionalmarketing,

    andinputfromparents,informants,andpeerswhenmakingenrolmentdecisions.Prospective

    studentsseekinnovative,contemporary,well-respectedhigh-qualityprogramsofstudy;

    however,theyrecognizethatthemaindifferencebetweensimilardegreesofferedat

    competinginstitutionsisnotsomuchinwhatistaughtbutashowtheprogramisdelivered.

    Studentsaredemandingrelevantandrewardinglearningexperiences(i.e.,progressive

    curriculumandcuttingedgelearningresourcestaughtbyfacultywhoareknowledgeableand

    researchactive).Studentsareexpectingtobe“workready”andvaluedegreeprogramsthat

    provideopportunitiesforwork-basedplacementsasearlyaspossible,includingextended

    placementsbothlocallyandinternationally.

    Government

    TheUniversityofWindsor,asapublicallyassistedinstitution,partnerswiththeOntario

    Governmenttodeliverhighqualityeducationtostudentsandreceivesasignificantportionof

    itsoperatingrevenuefromtheMinistryofAdvancedEducationandSkillsDevelopment

    (MAESD).

    In2015,theGovernmentofOntarioannouncedareviewofitsuniversityfundingmodel.The

    finalconsultationreportrecommendsfundingdecisionsbebasedonenhancingqualityand

    improvingtheoverallstudentexperience,differentiation(i.e.,strategicmandateagreements),

    transparencyandaccountability,andfinancialsustainability.Assuch,theUniversitymustbe

    cognizantofhowthedeliveryofacademicprogramsandstudentsupportservicesinfluence

    fundingdecisionsmadebyMAESD.Forthepurposesofthisreport,thefocuswillbeonhow

    influencesstudentsuccess,asmeasuredbyMAESDasemploymentoutcomes,graduation,

    labourmarketpreparedness,learningoutcomes,participation,outreachandopportunity,

    retention,studentsatisfaction,andtime-to-completion.

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    In2016,thePremier'sHighlySkilledWorkforceExpertPanelreleaseditsfinalreportaimedat

    helpingOntariodevelopanintegratedstrategytomeettheneedsofitsdynamiceconomy.The

    BuildingtheWorkforceofTomorrow:ASharedResponsibilityreport(emphasisadded)makesrecommendationsonhowtheprovincecanbuildonitsworld-classskills,education,and

    trainingsystemstoprepareOntario'scurrentandfutureworkforceforthetechnology-and

    knowledge-basedjobsoftodayandtomorrow.Fromapost-secondarystandpoint,thereport

    recommendsexpandingopportunitiesforlearningbyexperience(a.k.a.JohnDewey’s

    philosophyof“learningbydoing”)sothateverystudentcompletesatleastoneELopportunity

    beforegraduatingfromuniversity,andtheuniversityaimstoclosegapsinskillsand

    competenciesbyfindingwaystoteachandrecognizetheskillsthatstudentslearn,suchas

    teamwork,problemsolving,andentrepreneurialspirit,andbydevelopingtrainingprogramsfor

    groupsunderrepresentedintheworkplacetoallowthembetteraccesstoemployment

    opportunities.

    Employers,Industry,andCommunity

    Employersrecognizethathumancapitalisasvaluableandnecessaryfororganizationaland

    productivitygrowthasotherformsofcapital.Thus,employersmustjointheirpartnersin

    education,labour,andgovernmentandbeengagedintraininganddevelopingtheirfuture

    employeestoensureahighlyskilledworkforceforthefuture,includingprovidingEL,

    volunteerism,andcommunityservicelearningopportunities.Partnershipsbetweenbusiness

    andpost-secondaryinstitutionshelptogenerateandtransfernewknowledgeandtechnology

    aswellasaddresstheskillsandemploymentneedsofstudentsandemployers(Conference

    BoardofCanada,2016).

    Therearesignificantgapsbetweentheperceptionsofeducationproviders(us)andboth

    employersandstudentswithrespecttoworkforcereadiness.Accordingtoworkconductedby

    McKinsey&Company(2015),82%ofCanadianeducationprovidersbelievetheyaredeveloping

    high-performinggraduateswhileonly34%ofemployersand44%ofgraduatesthemselves

    believetheyarepreparedfortheworkforce.

    Academe

    FacultywhoutilizeEEwithintheirpracticereportbenefitsconnectingwithdifferentlearner

    groups,includingmaturelearners,learnerswhoneedtopersonallyexperienceasubjecttobe

    motivatedtolearn,learnerswhohavetroublelearningwithinaformalclassroom,andlearners

    whobenefitfromhands-onexamplestoenhancetraditionallearning.

    Experientiallearningdiffersfromconventionalacademicinstruction.Assuch,theroleof

    instructor,student,location,andcurriculumdiffer.InEL,thestudentisempoweredtotake

    responsibilityforhisorherownlearning.Thecontextdifferswithlearningoftentakingplace

    outsidetheclassroomnotsupportedbyacademictexts.Thecurriculummaynotbeclearly

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    outlined,oftenrequiringthestudenttoidentifytheknowledgetheyrequireandthenseekit

    outthemselves,reflectingontheirlearningastheygoalong.

    Mandate

    Assuch,theProvostandVice-PresidentAcademicestablishedaTaskForce,whosemembership

    includedabroadrangeofindividualsrepresentingallFacultiestoconsultbroadlywith

    Faculties,instructors,andadministrativeunitstoreviewcurrentactivitiesandidentifystrengths

    andopportunitiestogrowEL,consideringthecostsandbenefitsassociatedwithvariousEL

    types.

    Thecurrentmandateofthecommitteeisasfollows:

    • ConductasurveyofELoncampus• AssignELactivitiestoatypologyfromlowertohigherimpact• DeveloprecommendationsforincreasingparticipationinEL• ProposerecommendationsforbetterdocumentationofparticipationinELfromstudent

    andinstitutionalperspective

    • Developasetofbenchmarks/bestpractices(non-binding)forundertakingadditionalELactivitiesacrossthecampus

    MembershipofthecommitteeislistedinAppendixA:MembershipProvostsTaskForceon

    ExperientialEducation.

    RationaleforExperientialLearning Experientialeducationisanimportantcontributortothelearningenvironmentandstudent

    experience.Experientiallearningisnotsimplyaboutprovidingstudentswithanexperiential

    experience;itisaneducationalprocesswithitsownfoundationaltheoryandpedagogy.As

    such,EEprogramsrequiresignificantinvestmentofhumanandfinancialresourcesandneedto

    beeffectivelyintegratedintothecurriculumorriskbeingunfocusedandunproductive;

    however,thebenefitstothelearner,educator,andcommunityoftenexceedthecosts.By

    bridgingtheoryandpractice,ELactivitiesprovidestudentswiththeopportunitytoapplywhat

    theyhavelearnedintheclassroominhands-onwaystoenhancetheirunderstandingand

    knowledgeofthemselvesandtheirfieldofstudy.

    ThebenefitsidentifiedbytheTaskForceandresearchconductedearlierbyHEQCO(see:

    Peters,J.2012)arecommonacrossalltypesofexperientiallearning,however,somemaybe

    onlyprevalentwithinspecificapproaches(i.e.,co-opvs.simulatedworkplace).Alistingof

    selectedbenefitsforstudents,faculty/institutional,andemployersandcommunityare

    providedinthissection.

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    StudentBenefits:

    • Increasesmotivationandengagement,encouragingself-directedlearning;• Facilitatestheexplorationoftherelationshipbetweenacademictheoryandpractice,

    increasingclarityaroundacademicandcareergoals;

    • Increasesunderstandingandperceptionsaroundworkplacecultures;• Enhancesprofessionalnetworks;• Helpsstudentsbetterunderstandworkrealitiesandexpectations;• Providesopportunitytogaincareer-relatedexperiences,clarifyingemploymentand

    careergoals;

    • Buildsleadership,technical,andprofessionalskills;• Increasesconfidence,maturity,andself-management;• Improvesproblem-solving,criticalthinking,research,communication,andteamwork

    skills;

    • Developsskillstotransitiontotheworkforce;• Incasesofpaidplacements,providesearningstoassistwithfinancialobligations;and• Buildscitizenshipskills.

    Faculty/InstitutionalBenefits:

    • Attractsandretainshighqualitystudents;• Strengthenslinksbetweentheinstitutionandthebusiness,governmentandcommunity

    organizations;

    • Useseffectivemarketingandrecruitmenttool;• Enhancesreputationoftheinstitutionwithintheemploymentcommunity;• Alignswithgovernmentpriorities;• Increasesemployabilityofgraduates,therebyincreasinginstitutionalemploymentrates;• Increasesalumniengagementascommunitypartners;• IncreasespartnershipopportunitiesandfinancialsupporttowardsELfromcommunity

    partners;

    • Increaseseducatorsatisfaction;• Helpsfacultykeeptheirknowledgecurrent;and• Providesopportunitytoevaluateandimprovecurriculum.

    EmployerandCommunityBenefits:

    • Increasesthediversity,energy,andenthusiasmwithintheworkplace;• Engagespostsecondaryinstitutionsinrespondingtoidentifiedcommunityneed;• Fostersadditionalcollaborationwiththeuniversity;• Increasestheprofileofthecommunity’sopportunitiesandchallenges;• Providesanewperspectivetothedeliveryofprograms,servicesandproducts;• Helpsorganizationsfindsolutionstospecificbusinessorindustryneeds;and

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    • Attractsandhiresmotivatedandenthusiasticnewemployees.

    Definitions

    Experientialeducation(EE)istheapplicationoftheorytoaconcreteexperience,eitherwithin

    theclassroom,thecommunity,orworkplace,thatadvancesthelearningoutcomesofacourse

    oracademicprogram.Itrequiresstudentstoreflectupontheirlearning.

    Experientiallearningcancomeinmanyformsandcanoccurbothinandoutsidetheclassroom.

    Ineffortstoprovideacommonlexicontodescribe,compare,qualifyandultimately,measure

    EE,theProvost’sTaskForceonExperientialEducation(PTFEE)hasdefinedawiderangeofEE

    pedagogiesemployedattheUniversityofWindsor.

    AcomprehensivelistingcanbefoundinAppendixB:UniversityofWindsorTypologyof

    ExperientialEducationandAppendixC:UniversityofWindsorExperientialEducationMatrix.

    KeyDefinitions:ExperientialEducationisthepurposefulengagementofstudentsinopportunitiestolearnthroughreflectionondoing,enablingthemtoapplytheoreticalknowledgetopractical

    endeavours,bothinsideandoutsideoftheclassroom(adaptedfromSFU).

    ExperientialLearningis“theprocesswherebyknowledgeiscreatedthroughtransformationofexperience”(Kolb,1984,p.38).

    IntegrativeLearningisanunderstandingandadispositionthatastudentbuildsacrossthecurriculumandco-curriculum,frommakingsimpleconnectionsamongideasand

    experiencestosynthesizingandtransferringlearningtonew,complexsituationswithinand

    beyondthecampus(Rhodes,2010).Examplesincludehighimpactpracticesidentifiedby

    theLiberalEducationandAmerica’sPromiseinitiative(Kuh,2008),ePortfolios,anddigital

    badges.

    Work-IntegratedLearning(WIL)isabroadtermthatencompassesvariouspedagogicalpracticestocreatelearningopportunitiescentredontheintegrationofacademiclearningand

    practicalapplicationinaworkenvironment(Sattler,2011).

    CurricularProgramsthatcontaintheeducationalfeaturesof:asubstantialandmeaningfulexperience

    withintentionallinkstothecurriculum,thesettingoflearningobjectives,assessinglearning

    outcomes,andpurposefulreflection.

    Co-curricularParticipationinco-curricularprogramsiswidelyrecognizedandpromotedasanintegralpartof

    thestudentlifeexperience(Kuh,2001)andcomprisesactivities,programs,andlearning

  • Confidential 7

    experiencesthatcomplement,insomeway,whatstudentsarelearningintheirrespective

    academicprogram.

    FacultySurvey

    TheUniversityofWindsor’scoursecataloguedoesnotadequatelyidentifywhichapproved

    coursescurrentlyavailablethroughtheinstitutioncontainanELopportunity.Areviewof

    coursenamesanddescriptionssuggestsnumerouscoursesarelikelytoincludeEL;however,

    theTaskForcecouldnotidentifyamethodologytoextrapolatethisinformationwith

    confidence,especiallygiventhediversityinterminologyusedoncampus.

    Assuch,anonlinesurveywasdevelopedtocollectdatatoidentifyhowtheUniversityfaculty

    includeEEintotheirpractice,identifybarriers,andshareperceptionsaroundthesehighimpact

    practices.InformationgatheredwasusedbythePTFEEtohelpinestablishingacommon

    typologyandshapingrecommendationsfordocumentingandincreasingparticipationinEL

    acrosscampus.

    ParticipantsincludedindividualswhohadtaughtoneormorecoursesfromSeptember1,2015

    toDecember31,2016(i.e.,Fall2015toFall2016).Alistofeligibleparticipantswasprovided

    bytheOfficeoftheRegistrarandwasusedtoinviteparticipationbyemailandmadeavailable

    fromNovember11thto30th,2016.

    PermissiontoconductthesurveywasgrantedbytheOfficeoftheVice-President,Human

    ResourcesandOfficeofInstitutionalAnalysis.ClearancewasgrantedbytheUniversityof

    Windsor’sResearchEthicsBoard.

    High-levelfindings:

    • Surveycompletionrate:271individualsoutof1,061eligibleparticipants(25.5%).• Respondentsprimarilyconsistedoftenuredortenure-trackfaculty(54.2%).• Respondentsreflectedallfaculties.Thelargestproportionofrespondentsassociated

    themselveswithprogrammingofferedbyFAHSS(n=107,36%),followedbyScience(n=51,17%),andBusiness(n=40,14%).

    • Mostrespondentshavebeenteachinginhighereducationfor11+years,includingatUWindsorandotherintuitions.

    • Majorityexpressedastrongbeliefthattheycontributesignificantlytodevelopingstudents’skillsrelatedtocriticalthinking,applyingskillsandknowledgeindiffering

    situations,workingindependently,andacquiringwork-relatedknowledgeandskills.

    • Majority(53.8%)classifiedtheirmostrecentcoursetaughtasbeingprimarilytraditional(i.e.,lecture)withsomeexperientialcomponents.

    • Respondentsusedawide-rangeofEEelementswithintheirpractice.• Mostrespondentshavenottaughtinaprogramthatrequiresstudentstoparticipatein

    awork-integratedlearningelement.

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    • PracticumsandappliedresearchprojectswerethemostcommonWILelementsincludedwithincourses,followedbyfieldplacements,community-basedorcommunity

    servicelearning,andinternships.

    • Respondents,whosestudentsareinvolvedinWIL,primarilyundertookactivitiesrelatedtofacilitatingstudentreflection,evaluatingassignments,andestablishinglearning

    outcomes.

    • TheprimarybenefitsperceivedbyrespondentsforstudentsparticipatinginWILwereinhelpingthemunderstandthenatureofwork,developcontacts,andapplytheoryand

    skillsintheworkplace.Overall,respondentsoverallbelievedWILwasapositive

    experienceforstudents.

    • Fromaninstitutionalperspective,respondentsbelievedWILcouldhelpstrengthenandconnecttheUniversitytothebroadercommunity,whilehelpingtorespondtoitsneeds

    RespondentsdidnotbelievethattheinstitutionadequatelysupportsWILandthat,

    consequently,someunits,thatdonotlendthemselvestoWIL,maysuffer.

    • RespondentsidentifiedasignificantnumberofchallengesassociatedwithWILon-campus,primarilyrelatedtoplacements(i.e.,ensuringqualityandquantity),balancing

    responsibilitieswithexistingworkload,andlackofresources.

    AdetailedsummaryoftheanalysiscompletedcanbefoundinAppendixD.

    ExperientialLearningOfferingsandParticipationRates

    TheUniversityofWindsordoesnothaveacentralizedsystemthataccuratelyorefficiently

    reportsonthenumberofELofferingsorstudentparticipation.

    ProgramDevelopmentCommittee(PDC)formscollectinformationonthedescriptionofa

    course,deliveryformat,andbreakdownofcontacthours.However,possibleinconsistencies

    pertainingtointerpretationofterminologyandinabilityto“qualify”ELtypeswithinacourse

    reducesthevalidityofthesedocumentsasareliablesourceofinformation.Afterdiscussion

    withtheUniversitySecretariat,itwasdeterminedthatthereisnotaneffectivemethodfor

    queryingPDC/Senatedatatoidentifycoursesthathavebeenidentifiedashavingoneormore

    hours/weekspentonco-op,practicums,orEL.

    AnonlinesearchofUniversityofWindsor’s2017SpringUndergraduateCalendaridentified44

    coursesthatreferredtoa“practicum”eitherwithinthecoursetitleordescription(see

    AppendixE:PracticumsaslistedintheUniversityofWindsor’s2017SpringUndergraduate

    Calendar).However,itisunlikelythatthemajorityofcoursesfitthegenerallyaccepted

    definitionofapracticum,withsomeothercoursesnotablyabsent(i.e.,nursing),whichinclude

    beingrequiredbybothanacademicprogramandaregulatorycollege/professionalassociation,

    supervisionbyanexperiencedregisteredorlicensedprofessional(e.g.,preceptor),withthe

    overallaimofmeetingtheworkhourrequirementsforprofessionallicensure,certification,or

    registration(Sattler&Peters,2012).Theseinconsistenciesfurtherquestioningtheabilityto

    qualifyELofferingsandparticipationratesattheUniversityofWindsor.

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    AswewereinterestedgainingabasicunderstandingoftheELofferingsatUWindsor,notatthe

    course-level,itwasdeterminedthatthemostefficientmannertogatherthisdatawasto

    collectinformationdirectlyfromfaculty.

    FacultySurvey

    Figure1:ClassificationpedagogicalapproachesasidentifiedbyUniversityofWindsorFaculty.

    Figure2:PerceptionsofUniversityFacultyontheirroleindevelopingstudents’knowledge,skills,andpersonaldevelopment.

    0% 25% 50% 75% 100% Participatingasinformedvoters

    UsingtechnologyAcquiringabroadgeneraleducation

    UsingdatatoanalyzeproblemsDevelopingleadershipskills

    UnderstandingpeopleofotherracialandethnicbackgroundsSecuringrelevantworkaftergraduation

    ContributingtothewelfareoftheircommunityUnderstandingthemselves

    DevelopingapersonalcodeofethicsandvaluesFacilitatingstudentreflection

    Solvingcomplex,real-worldproblemsWorkingeffectivelywithothersSpeakingclearlyandeffectivelyWritingclearlyandeffectively

    Acquiringwork-relatedknowledgeandskillsBecominglifelonglearners

    WorkingindependentlyApplyingskillsandknowledgeindifferentsituations

    Thinkingcriticallyandanalytically

    Notatall Verylittle Somewhat Verymuch

  • Confidential 10

    Figure3:ExperientialeducationpedagogiesemployedbyFacultyattheUniversity,basedbyFaculty.

    NationalSurveyonStudentEngagement

    Asindicatedpreviously,theNSSEasksstudentsabouttheirparticipationinvariousELtypes,

    includingservicelearning,researchwithfaculty,internshiporfieldexperience,studyabroad,

    andculminatingseniorexperiences.

    High-levelfindings:

    • First-yearstudentswhohadparticipatedinaneducationalexperience(i.e.,internship,co-op,fieldexperience)gavesignificantlyhigherratingsthanthosewhohadnot;

    • Bothfirst-yearandfinal-yearstudentswhohadparticipatedinalearningcommunitygavesignificantlyhigherratingsforeducationalexperiencethanthosewhohadnot;

    • First-yearstudentswhohaddoneresearchwithfacultygavesignificantlyhigherratingsforeducationalexperiencethanthosewhohadnot;

    • Bothfirst-yearandfinal-yearstudentswhohadtakenatleastsomecourseswithservicelearningcomponentgavesignificantlyhigherratingsforeducationalexperiencethan

    thosewhohadnot.

    Table1:ParticipationinHigh-ImpactPracticesasreportedinthe2014NSSE

    FirstYear FinalYearUWindsor OntarioUnis. UWindsor OntarioUnis

    Learningcommunity 10% 10% 17% 18%

    Servicelearning 39% 43% 52% 45%

    Researchwithfaculty 5% 3% 22% 23%

    Internshiporfieldexperience 43% 46%

    Studyabroad 6% 10%

    Culminatingseniorexperience 30% 33%

    0 50 100 150 200 250 300

    Service-learning

    Practicums

    Internships

    Globalservicelearning

    Fieldplacements

    Community-basedlearning

    Appliedresearchprojects

    Science Odette Engineering Education HumanKinetics FAHSS Law Nursing

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    Figure4:Participationinhigh-impactpracticesasreportedinthe2014NSSE.

    Figure5:PercentageparticipationinSelectExperientialEducationElements.Source:NSSE,2014;4thyear,"DoneorIn-Progress"

    Figure6:Percentageofforth-yearUWindsorstudentsindicatingcompletedorcompletingEEelementduringdegreeprogram.Source:FT/PT;NSSE2014

    0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

    Internship Leadership LearningCommunity

    StudyAbroad Research Capstone

    FAHSS BUS ENG HK INTFAC NURS SCIENCE

    46%

    29%

    17%

    6%

    22%

    34%

    0%

    10%

    20%

    30%

    40%

    50%

    Internship Leadership LearningCommunity

    StudyAbroad Research Capstone

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    ExamplesofEffectivePractice

    FacultyofEducation(Practicum)

    TheFacultyofEducationseekstopromotetheprofessionalandscholarlygrowthofteacher

    candidatesasreflective,caring,andcompetentteachingprofessionals.Allstudentsenrolledin

    Pre-ServiceTeacherEducationProgramsmustcompleteapracticum(EL)componentaspartof

    theBachelorofEducation(B.Ed.)degreerequirement.ExperientiallearningintheB.Ed.

    programenablesstudentstodemonstratetheiroverallcompetenceinthefundamentalsof

    classroompracticethroughtheirabilitytoanalyzeandreflectontheirpractice,toassessthe

    effectsoftheirteaching,andtorefineandimprovetheirclassroominstruction.

    Kolb’s(2014)ELcycle,focusingaround“experiencing,reflecting,thinking,andacting”(p.295),

    isevidentinthedesignoftheFacultyofEducationB.Ed.degreeprogram,whichintegratesfield

    practicumplacementswithacademicstudies.ThedesignanddeliveryofB.Ed.courseshave

    beensetuptoscaffoldlearningduringexperientialfieldpractica,withcourse-based

    instruction.Thissupportstheapplicationoftheoryinpractice;thepracticahasbeendesigned

    toprovidelearningexperienceswithwhichtoapplytheoryinpractice,praxis.

    Topromotereflectionandthinkingaboutlearningandprofessionaldevelopment,directed

    mentoringisprovidedthroughoutpractica.FacultyAdvisorsandAssociateTeachersmentor

    andassesseachteachercandidate’sprofessionaldevelopmentandreflectivepracticeby

    providingmodelling,guidance,supportandfeedback.Additionally,tofosterself-reflection,the

    FacultyAdvisorfacilitateseachteachercandidate’sdevelopmentofanindividualProfessional

    GrowthPortfolio(akintoanePortfolio)withwhichtheycaneffectivelyarticulateandreflect

    upontheirgrowthasateachingprofessional.

    NursingSimulationLab(Laboratory)

    TheFacultyofNursing’ssimulationfacilityreplicatespalliativecaresuites,hospitalrooms,and

    primarycareoffices,alldesignedtohelpclosethegapbetweenresearch,theory,andpractice

    byprovidingstudentswithopportunitiestoengageinsimulatedlearningopportunitiesthat

    preparethemforand/orenhancetheiractualclinicalpractice.

    Simulationsarelevelledanddesignedtoprovidestudentswithaconcreteexperiencetoapply

    whattheyhavelearnedintheclassroombyengaginginalife-likescenario.Scenarioshave

    clearandspecificlearningobjectivesandareappropriatelylinkedtotheory.Throughthe

    scenarios,studentsareabletoapplytheirknowledgebyassessingtheirpatientsandmaking

    clinicaldecisions.Becausesimulationsarelife-like,theyofteninvolvehighemotional

    engagementandproducelastingmentalimagesthatarethoughttoincreaseknowledge

    retentionandimproveclinicaljudgmentabilities(Dillardetal.,2009;Fanning&Gaba,2007).

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    Simplyengaginginasimulatedscenariodoesnot

    guaranteestudentlearning.Eachsimulation

    scenarioincludesadebriefingcomponent,which

    providesstudentswithanopportunitytoreflecton

    theirassessments,clinicaldecision-makingability,

    feelings,communicationbehavioursandnursing

    interventions.

    Armedwiththeknowledgegainedfollowingthe

    simulationscenarioanddebriefing,itishopedthat

    studentswillimprovetheirpracticeandsafelycare

    forpatientsintheclinicalarenainthefuture.

    EditingandPublishingPracticum(FieldPlacement)

    TheEditingandPublishingPracticumclassesgivestudentsatUWindsoranopportunitytowork

    withBlackMossPress,oneoftheoldestliterarypressesinthecountry.Inthisreal-world

    environment,studentsworkwithwell-establishedauthorsfromalloverCanadatoedit,design,

    layout,market,andproducetwovolumesofcreativework.ThesebooksarepublishedinApril

    atalaunchthatbringsinmorethan300people.ThisistheonlycourseofitskindinCanada

    wherestudentsworkdirectlywithanestablishedpublishingfirmandproducebooksattheend

    ofthatinternship.

    Studentsacquireskillsinthiscourseinworkinginateamenvironment,makingdynamic

    presentationsandlearningthefundamentalsofmarketingusingsocialmediaintermsof

    selling,puttingtogetherpresskitsandteachingkits,andorganizingamajorliteraryevent.

    TropicalEcologyofCostaRica(FieldStudy)

    Fieldcoursesarerecognizedasrichlearningenvironmentsforstudents,providingopportunities

    forstudentstogainhands-onandauthenticexperiences(Elkins&Elkins2007;Healey&

    Jenkins,2000;McLaughlin&Johnson2006),andtheyaretypicallytransformativeforbiology

    studentsgiventheimmersiveandhands-on-natureofthesecourses.Oneexampleofafield

    course,whichalsoincludesastudyabroadelement,isthe“TropicalEcologyofCostaRica”field

    coursedesignedandrunbyDrs.DanMennillandStephanieDoucet(BiologicalSciences).

    Duringthis2-weekimmersivefieldexperience,studentslearnabouttheecologyoftheregion,

    undertakeworkcarriedoutbyfieldbiologists,andcommunicatethisworktoalargeraudience,

    contributingtothebodyofecologicalknowledgewhiledevelopingandintegratingavarietyof

    cognitive,technical,hands-on,andanalyticalskills.Studyingabroad,livinginfieldcourse

    quartersamongotherpeople,andworkingwithinregionsofrainforestsinCostaRicaprovidea

    uniquechanceforastudenttooperateinnewsocial,work,andlearningsettings.

    Thecoursefocusesonbuildingskillsandknowledgeinorganismalidentificationbycarryingout

    anecologicalstudywithinCostaRica’stropicalecosystemsandculminatesinanindependent

  • Confidential 14

    researchprojectthatisdesigned,carriedout,andanalyzedbythestudents,withoversightby

    theprofessors,withawrittenreportpreparedafterthefieldcourseiscomplete.

    InkeepingwithKolb’s(2014)ELcycle,studentslearnnotonly

    abstractconcepts(e.g.,byreviewingrelevantecologicalstudiesin

    theliteratureaheadofthecourse),butalsoengageinconcrete

    experiences(e.g.,identifyingbirds,plants,etc.),reflectandshare

    observations,andcarryoutexperimentalresearchinthefield.

    Reflectionisfacilitatedbymaintainingafieldnotebook,

    completionofanindependenttropicalecologyresearchproject,

    andparticipationinseminarsandreflectionsessionthatoccurat

    theendofeachfieldday.

    VolunteerInternshipProgram(CommunityServiceLearning,Co-curricular)

    TheVolunteerInternshipProgram(VIP)offeredbyCareer&EmploymentServiceswas

    launchedin1994,andthousandsofstudentshavecycledthroughitsince.TheVIPteam

    developsplacementopportunities(minimumof40hours)atlocalnon-profitandpublicly

    fundedorganizationsandfacilitatesamatchingprocesstoassigneachVIPstudenttoone.VIP

    placementsarenotobservational–studentstakeonaroleorprojectthatallowsthemto

    contributetotheorganization’smissionwhiledrawingupontheirskillsetand,often,

    disciplinaryknowledgeaswell.

    Thematchingprocessisdesignedsothatstudentshaveinput,butnotfullcontrol,ofwhichrole

    theyarematchedwith,pushingmanystudentsoutoftheircomfortzone.Thecommunity

    experienceiscomplementedbyrobustprogrammingdeliveredbytheVIPteam,includingan

    orientation,guidedreflection,writtenassignments,presentationsession,workshops,and

    feedbackfromtheon-sitesupervisor.Thereisminimal,ifany,interventionordirect

    observationbyprogramstaffgiventhatstudentsandsupervisorsareencouragedtowork

    togethertoresolveconflicts,andplacementmonitoringtakesplaceoncampusorviaphoneor

    email.

    Fiveestablishedlearningoutcomesdesignedtoprovidestudentswithnewknowledgeabout

    themselves,theircommunity,andtheworldofworkareclearlycommunicatedandrevisitedat

    varioustouchpointsthroughouttheprogram.Amultimodalapproachisusedtoguide

    reflection,andeachassignmentandactivityisconnectedbacktooneormoreestablished

    learningoutcomes.Inarecentsurveyofprogramalumni,manyrespondentsindicatedthat

    participatingintheVIPincreasedtheirunderstandingoftheWindsor/EssexCountycommunity

    andgavethemabetterunderstandingofworkplaceexpectations.

    “Myfavouritepartofthecoursewasbeingabletoseebiologyratherthan

    readingaboutit.”–Studenttestimonial

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    ImprovingExperientialLearning

    ThePTFEEhasidentifiedseveralspecificstrategiesthatcanbeundertakentoimproveELon

    campus.Manyoftheserecommendationscanbeimplementedwithouttheneedforadditional

    resources;however,somedorequireinvestmentsofbothtimeandmoney.ThePTFEEdid

    considerthecostsassociatedwithimplementationandbenefitstowardsenhancingELat

    UWindsor.

    Assuch,thePTFEErecommendsthattheProvostandVice-PresidentAcademic,orthroughthe

    appropriateconsistency,implementthefollowing:

    AlignmentwithEducationalandLearningPriorities

    1. TheUniversityincludeELasakeyelementwithintheinstitution’sstrategicplan.

    2. TheUniversityestablishanintentionalorganizationalstructuretofacilitatethecoordinationandexpansionofEL,incollaborationwithappropriatestakeholders,

    offices,andunits(i.e.,CentreforTeaching&LearningandOfficeofOpenLearning).

    Examplesinclude:UniversityofToronto,ExperientialEducationOfficeandQueen’s:

    ExperientialHub.

    Responsibilitieswouldinclude:

    a. facilitateofnewcurricular-basedELactivities;b. providepedagogicalsupportandexpertisetofaculty;c. participateinprogramexplorationanddevelopment;d. supportsafetyandlogisticalissues(i.e.,permissionforms/insurance/crisis

    management);and,

    e. shareeffectivepedagogicalpractices,linkingtheoryandpractice,totransformandcreateknowledge

    3. TheProvostandVice-PresidentAcademiccreateanadvisorycommittee,includingfaculty,ancillaryacademicstaff,staff,students,andemployers,tooverseethefurther

    developmentandgrowthofEEatUWindsor.

    MembershipofthePTFEEcouldserveasastartingpoint.

    4. EachacademicprogramendeavourtoincludeanacademicallyalignedELopportunitywithintheircurricula,includingadefinitiveintegratedexperience,reflectiveobservation

    andconceptualizationoftheexperience,andmethodologytofosterfuture

    experimentation.

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    5. Identifyandsupportaunifiedvirtualplatformtofacilitatereflectiveassessment,suchasePortfoliosorWordPress.

    6. Activelyencourageandvalueco-curricularexperiencesbydevelopingexpandedco-

    curricularprogrammingandincreasingawarenessontheimportanceofgaining

    experience,especiallytostudentsearlyintheiracademicprogram.Forexample,

    Queen’sMajorMaps.

    7. Exploreaddingintegratedlearningstructurestoallon-campusemploymentopportunities,includingtheUniversity’sWorkStudyprogram.

    8. IdentifyandaligntoUWindsorLearningOutcomes,communicate,andtrack

    employmentcompetencies(i.e.,skills,knowledge,andattributes)foreachacademic

    program,thereby,enablingstudentstoclearlyarticulatetheirlearning.

    DevelopEE/WILCurriculum

    1. SenateadoptthedefinitionsandcriteriarecommendedbythePTFEEaroundexperientialeducation,thereby,creatingacommonlexicon.

    Ifadopted,astreamlinedprocessshouldbeundertaken,toeasilyenableacademicunits

    toupdatecurrentlanguagetomatchapprovedterminologywithintheUniversity

    Calendarsandcoursesyllabi.

    2. TheCentreforTeaching&LearningandtheOfficeofOpenLearningcollaboratewiththeproposedexperientialhub(and/orCo-op,CareerandEmploymentServices)to

    expandandhighlightprogrammingaroundintegrativeandELinitiatives.

    PossibletopicsincludesharingnewideasonhowELcanbeintegratedintoteachingand

    learning,highlightbestpractices,andsharehowstudentaremakingconnections

    betweenlearningintheclassroomandlearningthattakesplaceoutsidethetraditional

    academicenvironment.

    3. Whereappropriate,ensurethatexperientialopportunitiesareclearlyidentifiedwithinallcurriculummappingprocesses,especiallyastheyrelatetolearningoutcomesand

    assessment.

    4. ProgramDevelopmentCommitteeandInstitutionalQualityAssuranceProcessupdatedocumentsandprocessestoadequatelydecipher,qualify,andquantifyexperiential

    opportunitiesproposedwithinanacademicprogramand/orcourse.

    5. Identifyandsupporttechnologiestoenablerelevantdisciplines,wherefeasibleandappropriate,tocreatesimulatedworkplaceswithintheclassroomorlaboratory

  • Confidential 17

    environments(e.g.,mockhospitalwards,mootcourts,andengineeringlabswithreal-

    worldequipment).

    6. TheCentreforTeaching&LearningandtheOfficeofOpenLearningshouldcreate

    representativeworkinggrouptoinvestigatethedevelopmentofaninstitutional

    ePorfoliosystem(orequivalent)tofacilitatestudentlearningandreflection,while

    helpingstudentstrackandarticulatestudentlearningoutcomesfrombothcurricular

    andco-curricularactivities.

    Facilitateoff-campusplacements(WIL)

    1. Aspartofnewprogramdevelopmentandreview,academicprogramsshouldclearlyidentifyhowintegratedandELopportunities,ifincluded,aligntoprogramlearning

    outcomesandeffectivepractice,including:

    a. identifyintention;b. preparednessandplanning;c. authenticity;d. orientationandtraining;e. reflection;f. monitorcontinuousimprovement;g. assessmentandevaluation;andh. acknowledgementandtransference.

    2. Co-op,CareerandEmploymentServices(CCES)shouldconsiderdevelopingstand-aloneprogrammingand/orresourcestohelppreparestudentsforwork-integratedlearning

    opportunitiesoutsideaCCES-facilitatedprogram.Potentialtopicsinclude:roleof

    intellectualproperty,workplaceharassment,professionalism,business

    communications,andemailetiquette.

    3. InitiativesshouldbeundertakentoencourageandprovidefundingtosupportstudentplacementparticipationoutsideWindsor-Essex,suchasreciprocalaccommodation

    agreementswithotherpost-secondaryinstitutions,especiallywithintheGTA,or

    scholarshipstosupportinternationalplacements.

    4. AlumniAffairsandDonorRecordsshouldconsideridentifyingmethodstoshareopportunitiestodevelop,strengthen,orcapitalizeonexistingrelationshipstosupport

    thecreationofhighqualityexperientialopportunitiesforstudents.

    SupportExperientialEducation

    TrackingParticipation

    1. AspartoftheUniversity’sEnterpriseResourcePlanningproject,theRegistrarandassociatedstakeholders(i.e.,AcademicPolicyCommittee,ProgramDevelopment

  • Confidential 18

    Committee,andSenate)shouldidentifycourseswithinthecoursecataloguethat

    involveanEEopportunities,includingtype.

    2. AdoptastandardizedinstitutionallysupportedELmanagementsystem(suchasOrbis/mySuccess)toimproveexternalconstituentmanagement,coordination,and

    reportingofELandotherHIPsacrosscampus.

    3. AssociateVice-PresidentStudentExperience,incollaborationwithLegalServices,CampusCommunityPolice,InternationalStudentCentre,andCCES,shoulddevelopan

    educationabroademergencyprotocoltoprotecttheUniversity’sinterestsand

    safeguardthewell-beingofstudentabroadparticipants(includingstudents,faculty,and

    staff).

    BuildingCapacity

    1. EstablishanEEfundtoencourageAcademicAdministrativeUnitstodevelopandsupportstudentparticipationinexperientialeducation.Applicantscouldapplyfor

    fundingtosupportstudentbursaries,programdevelopment,travelcosts,anddelivery

    ofprofessionaldevelopmentworkshops.TheCentredonLearningInnovationFund

    couldserveasamodel.

    2. EstablishatechnologyandpedagogicalsupportnetworktoassistinstructorswiththedesignandimplementationofintegrativeandELinitiatives.

    3. EstablishacommoneffectivepracticearoundintegratedandELinitiatives,includingclearlydefinedrolesandresponsibilitiesofallconstituents(i.e.,AncillaryAcademic

    Staff,clericalstaff,CCES,andfacultymembers).

    4. Aspartofworkloadallocations,promotion,tenure,orrenewal,andpermanence

    deliberations,AcademicDeansandAcademicAdministrativeUnitHeadsdevelop

    mechanismstoformallyrecognizefacultyandancillaryacademicstaffmembersforthe

    workinvolvedinfacilitatingwork-integratedlearning.

    5. Specifically,recognizeeducatorswhoinspire,engage,andenrichstudentlearningthroughEEaspartoftheUniversity’sCelebrationofTeachingExcellence.

    6. InconjunctionwithCo-op,CareerandEmploymentServices,theUniversity’s

    DepartmentofLegalServicesshoulddevelopresourcesandprovidelogisticalsupport

    forEEopportunitiesoutsideclassroom(e.g.,off-campusfieldtrips,clinicalplacements,

    etc.),whichcouldbeprovidedintheformofdocuments,forms,immunization

    requirements,emergencycontactinformation,andsoforth.

  • Confidential 19

    References:AbouttheCouncilonUndergraduateResearch.(2017,April20).Retrievedfrom

    http://www.cur.org/about_cur

    Angelo,T.,&Boehrer,J.(2002).Teachingwithcasestudies.RetrievedfromtheHowtoTeach

    withCases,UniversityofCalifornia,SantaBarbaraWebsite:

    http://www.soc.ucsb.edu/projects/casemethod/teaching.html

    TheConferenceBoardofCanada.DevelopingSkills:WhereAreCanada’sEmployers?2014.

    AccessedApril2016.http://www.conferenceboard.ca

    /topics/education/commentaries/14-03-20/developing_skills_where_are_

    canada_s_employers.aspx#ftn1-ref

    Co-operativeEducationDefinition.(2017,April20).Retrievedfromhttp://www.cafce.ca/coop-

    defined.html

    Dillard,N.,Sideras,S.,Ryan,M.,Carlton,K.H.,Lasater,K.,&Siktberg,L.(2009).Acollaborative

    projecttoapplyandevaluatetheclinicaljudgmentmodelthroughsimulation.Nursing

    EducationPerspectives,30(2),99-104.

    Elkins,J.T.,&Elkins,N.M.(2007).Teachinggeologyinthefield:Significantgeoscienceconcept

    gainsinentirelyfield-basedintroductorygeologycourses.JournalofGeoscience

    Education,55(2),126-132.

    Fanning,R.M.,&Gaba,D.M.(2007).Theroleofdebriefinginsimulation-basedlearning.

    SimulationinHealthcare,2(2),115-125.

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    Healey,M.,&Jenkins,A.(2000).Kolb'sexperientiallearningtheoryanditsapplicationin

    geographyinhighereducation.JournalofGeography,99(5),185-195.

    Kolb,D.A.(1984).Experientiallearning:Experienceasthesourceoflearninganddevelopment

    (Vol.1).EnglewoodCliffs,NJ:Prentice-Hall.

    Kolb,D.A.(2014).Experientiallearning:Experienceasthesourceoflearninganddevelopment.

    UpperSaddleRiver,NJ:FinancialTimesPress.

    Kuh,G.D.(2001).Assessingwhatreallymatterstostudentlearninginsidethenationalsurvey

    ofstudentengagement.Change:TheMagazineofHigherLearning,33(3),10-17.

    Kuh,G.D.(2008).Highimpacteducationalpractices:Whattheyare,whohasaccesstothem,

    andwhytheymatter.Washington,DC:AmericanAssociationofCollegesand

    Universities.

    McKinsey&Company.YouthinTransition:BridgingCanada’sPathfromEducationto

    Employment.2015.

    McLaughlin,J.S.,&Johnson,D.K.(2006).Assessingthefieldcourseexperientiallearning

    model:Transformingcollegiateshort-termstudyabroadexperiencesintorichlearning

    environments.Frontiers:TheInterdisciplinaryJournalofStudyAbroad,13,65-85.

    O’Shea,A.(2014).ModelsofWIL.InS.Ferns(ed.),Workintegratedlearninginthecurriculum.

    HigherEducationResearchandDevelopmentSocietyofAustraliaguide(pp.7-14).

    AustraliaCollaborationEducationNetworkLtd.

    Premier’sHighlySkilledWorkforceExpertPanel.(2016,June).Buildingtheworkforceof

    tomorrow:Asharedresponsibility.Retrievedfrom

    https://files.ontario.ca/hsw_rev_engaoda_webfinal_july6.pdf

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    Rhodes,T.(Ed.).(2010).Assessingoutcomesandimprovingachievement:Tipsandtoolsfor

    usingrubrics.Washington,DC:AssociationofAmericanCollegesandUniversities.

    Sattler,P.(2011).Work-integratedlearninginOntario’spostsecondarysector.Toronto:Higher

    EducationQualityCouncilofOntario.

    Sattler,P.,&Peters,J.(2012).Work-integratedlearningandpostsecondarygraduates:The

    perspectiveofOntarioemployers.Toronto,Ontario,Canada:HigherEducationQuality

    CouncilofOntario.

    UniversityofWindsor.(2010,April).Thinkingforward…Takingaction.Retrievedfrom

    http://www1.uwindsor.ca/sites/default/files/TakingAction.pdf

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    Appendixes:AppendixA:MembershipProvostsTaskForceonExperientialEducation

    GinaAlb,Co-operativeEducation&CareerandEmploymentServices^JudyBornais,FacultyofNursingChrisBusch,Co-operativeEducation&CareerandEmploymentServices,Chair^KerryGray,OdetteSchoolofBusinessMitchFields,OdetteSchoolofBusiness,PastChair^MeaganHaugh,Co-operativeEducation&CareerandEmploymentServices^AnnaLanoszka,FacultyofArts,Humanities,andSocialSciencesTanyaNoel,FacultyofScienceTinaPugliese,FacultyofArts,Humanities,andSocialSciencesKarenRoland,FacultyofEducationGemmaSmyth,FacultyofLawDanielleSoulliere,FacultyofArts,Humanities,andSocialSciencesJohnSutcliffe,FacultyofArts,Humanities,andSocialSciencesChadSutherland,FacultyofHumanKineticsEdwinTam,FacultyofEngineeringAlanWright,OfficeoftheVice-Provost,TeachingandLearningKerriZold,Co-operativeEducation&CareerandEmploymentServices^-exofficio

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    AppendixB:UniversityofWindsorTypologyofExperientialEducation(withexamples)

    CurricularAppliedResearch:Learningopportunitiesintendedtoenhanceastudent’sskilldevelopmentbybringingthemtogetherwithinorganizations,business,orindustrytoaddressspecificreal-

    worldchallenges.Appliedresearchprojectsencompassawidevarietyofactivitiesandinclude

    products,processes,andservices(Sattler&Peters,2012).Studentsdonottypicallyreceivea

    regularsalaryorwagefromtheemployer(e.g.,designprojects;community-basedresearch

    projects).

    CaseStudies:Provideanopportunityforstudentstoapplytheirlearningtoreal-lifescenariosbyworkingthroughcomplex,ambiguous,real-worldproblemsbyencouragingthelearnerto

    workouttheirownapproachtodefining,analyzing,andsolvingthechallenge,ratherthan

    analyzeitfromadistance(Angelo&Boehrer,2002)

    Clinic:Providespractice-basedworkexperience,underthesupervisionofanexperiencedprofessional,andopportunitiesforreflectionanddevelopmentofprofessionalidentitywhere

    theexperienceisnotrequiredfordiscipline-specificprofessionallicensureorcertification(e.g.,

    CommunityLegalAidClinic,FacultyofLaw).

    CommunityServiceLearning,Curricular:Meaningfulcommunityservicewithclassroominstructionandcriticalreflectiontoenrichthelearningexperienceandstrengthen

    communities.Inpractice,studentsworkinpartnershipwithacommunity-basedorganizationto

    applytheirdisciplinaryknowledgetoaddressidentifiedcommunityneedsorglobalissues

    (Sattler&Peters,2012).Forexample:OdetteSchoolofBusiness(71-240;Managementandthe

    OrganizationalLife),FacultyofEducation(80-207;Language&CulturalEngagementSeminar).

    Co-op:Academicstudythatalternateswithprogressiveskillsacquisitionthroughpaidworkexperience.Placementsaredevelopedand/orapprovedbytheuniversityinablockplacement

    modelendingonanacademicsemester.Studentsareengagedinproductiveworkandreceive

    feedbackfromtheiremployers;thetimespentinperiodsofworkexperiencemustbeatleast

    30%ofthetimespentinacademicstudy(CACE,2016;Sattler&Peters,2012).Exampleincludes

    BachelorofAppliedSciences(BASc.)EngineeringwithCo-op.

    ConsultingProject:Workwithanorganization,business,orindustrytoidentifyissuesoropportunitiesanddevelopsolutionsorstrategiestoindustryproblems.Forexample:Odette

    SchoolofBusiness(71-300;BusinessEthicsinaGlobalContext).

    CreativePerformanceorExhibit:Productionofadramatic,artistic,media,musicalperformanceorexhibitforanaudience.Forexample:BachelorofFineArts(BFA)inDramatic

    Art–Acting.

    FieldPlacement:Providesstudentswithanintensivehands-onpracticalexperienceinasettingrelevanttotheirsubjectofstudy.Fieldplacementsmaynotrequiresupervisionofaregistered

  • Confidential 24

    orlicensedprofessional,andthecompletedworkexperiencehoursarenotrequiredfor

    professionalcertification.Fieldplacementsaccountforwork-integratededucational

    experiencesnotencompassedbyotherforms,suchasco-op,clinic,practicum,andinternship.

    ExampleincludesDepartmentofCommunications,MediaandFilm(40-398;InternshipI).

    FieldSchool(FieldWork):Exposuretotheworksettingthroughparticipationinworkactivities,participationinlaboratories,sitevisits,studytours,orfieldtrips,andmore(O’Shea,2014).

    Experienceusedtoenhancelearningofacademiccontentandtogainworkrelatedskills

    (Sattler&Peters,2012).Forexample:OntarioUniversitiesPrograminFieldBiology,GreatLakes

    FieldBiology.

    FinalCumulativeActivity:Afinalcumulativeactivityintheseniororfinalyearofstudythatisbasedsignificantlyonknowledgeandskillsacquiredinearliercourseworkandwhichare

    consideredfoundations.Itinvolvesacreative,iterative,andoftenopen-endedprocesssubject

    toconstraintsthatmaybegovernedbyprotocols,practices,standards,orevenlegislationto

    varyingdegrees,dependingonthediscipline.

    Studentsareoftenrequiredtolearnadditionalskillsoracquirefurtherknowledgeontheirown

    initiativetocompletetheactivity,muchasiftheywereengagedinprofessional,creative,or

    scholarlypractice.

    Theoutputsfromthisactivityaretypicallycommunicatedinamanner,forum,

    orvenuethatcanbeexpectedasappropriateforthedisciplinerepresented.Ifrelevantand

    appropriate,theactivitymayultimatelyseektoemulateasignificantscopeofpractice,

    scenario,orotherwisesubstantialundertakingthatthestudentcouldbeexpectedtofulfillas

    partofthediscipline.Forexample:Engineeringcapstone(92-400CapstoneDesign),MBA

    CorporateProject(75-611/-612ProjectPlanning)

    Internship:Program-relatedexperienceinaprofessionalworkenvironment(Sattler&Peters,2012).Internshipsgenerallyinvolvetheintegrationoftheoryandpractice,personal

    development,careerexploration,andprofessionalsocialization.Learningisassessedvia

    reflection.Placementsareconductedoveranextendedperiodandaretypicallypaid,full-time,

    andsupervisedbyanexperiencedprofessional.Forexample:MasterofAppliedComputing

    (MAC)Internship(60-699).

    Lab:Providingstudentswiththeopportunitytopracticesciencethroughapplyingcourseconceptsinalaboratoryorfieldenvironment(byobserving,measuring,testing,etc.),tomaster

    relevantmethodsortechniques,andtothinkandbehavelikescientists/evidence-based

    practitioners.Forexample:FacultyofScience,DepartmentofChemistry&Biochemistry,

    BiotechnologyLaboratory(59-380).

    Practicum(clinicalplacement,practicumworkexperience,professionalplacement,mandatoryprofessionalpractice):Theexperiencerequiredbybothanacademicprogramandaregulatorycollege/professionalassociationbywhichprofessionalcapabilitiesaredevelopedinawork

  • Confidential 25

    settingorsimulatedworksetting(i.e.,simulationlab),underthesupervisionofanexperienced

    registeredorlicensedprofessional(e.g.,preceptor),withtheaimofmeetingtheworkhour

    requirementsforprofessionallicensure,certification,orregistration(Sattler&Peters,2012).

    Forexample:FacultyofNursing,IntegrativePracticuminPrimaryHealthCare(63-595);Faculty

    ofEducation,PracticeTeaching(80-499);andSchoolofSocialWork,FieldPracticum(47-473).

    PublicationorConferencePresentation:Presenting,publishing,orcontributingtowardsapieceoforiginalscholarlyworktocoveyknowledge,fosterengagement,andstimulatepublic

    discourseinthecommunityatlarge.

    ResearchProject:Aninquiryorinvestigationconductedbyastudentthatmakesanoriginalintellectualorcreativecontributiontothediscipline(CouncilforUndergraduateResearch,

    2012).Forexample:FacultyofScience,DepartmentofBiologicalScience,Undergraduate

    ResearchinBiology(55-420)

    StudentAbroad:Internationalstudyorworkwithinthedisciplineforatleastoneacademicterm.Forexample:StudentExchange(see:www.uwindsor.ca/exchange)orInternationalco-

    operativeeducation(SchaefflerGroup,Germany).

    Co-curricularCo-curricularOn-campuswork:Paid,notforcredit,on-campusstudentjobs.Forexample:MITACSinternships,studentlibraryassistants.

    Co-curricularon-campusnon-work:Studentgovernmentprogramsorstudentcluborleadershippositionsthatprovidelearningopportunitiesforstudents.Paidorunpaid.Notfor

    credit.Forexample,Involvementinstudentclubs.

    CommunityServiceLearning(co-curricular):Co-curricularCSLexperiencesdifferfromcourse-basedCSLinthatstudentsengagedinco-curricularCSLarenotenrolledinadesignatedCSLcourse.Studentsworkinpartnershipwithacommunity-basedorganizationtoapply

    disciplinaryknowledgetoaddressidentifiedcommunityneedsorglobalissues.Intheabsence

    ofthecoursecontentandcontextfromwhichtodraw,participantsarepurposefullysupported

    bystafftoapplydisciplinaryknowledgerelevanttotheircourseofstudyincommunitysettings

    andtotakepartinintentionalreflectionontheexperience.Forexample,UWindsor’s

    VolunteerInternshipProgram(VIP)andtheDevelopingTeachersPartnership.

    Externship:Supervised,short-term,unpaid,andnon-creditexperienceinaworkplacefocusedonskillacquisitioninaprofessionalfieldofstudy.Typicalplacementdurationofonetotwo

    weeks.Externshipsaredesignedtoprovidestudentswithanopportunityfornetworking,

    careerexposureandexploration.Forexample:UnionGas

    JobShadowing:Likeanexternship,wherestudentslearnaboutajob,includingskills,educationalrequirement,workenvironment,andlifestyleassociatedwithacareer,by

  • Confidential 26

    shadowingacompetentworker;however,placementdurationistypicallylimitedtoasingle

    day.

    Para-Professional:Involvesstudentparticipation,paidorunpaid,instructuredformatunderthepurviewofauniversitydepartmentthatprovidesservicesorsupporttoathirdparty.

    Providesreturninglearnerstheopportunitytoreflectupontheirexperienceandallowsfor

    personalexploration.Forexample,peerhelpers,studentambassadors,orstudentadvisors.

    ResearchAssistantships:Studentfunctionsasaresearchassistantandcollaboratoronanacademicresearch,creativeactivities,orotherexpressionsofacademicscholarship.For

    example,Hiredonresearch-relatedprojectwithafacultymemberordepartment.

    TeachingAssistantships:Hiredtoprovidesupplementaryteachingsupporttofacultymemberordepartment,suchasmarking,deliveryoflabs,orfacilitatingtutorialsorleadingdiscussions.

    Forexample:UniversityofWindsorTeachingAssistantshipprogram.

    Volunteer:Opportunitiestocontributetoprofessionaldevelopment,explorecareeroptions,andnetworkwithprofessionalsbydonatingtimetoanorganization.Forexample:Habitatfor

    Humanity,BigBrothersandBigSisters.

    Work-study:Paid,part-time,on-campusworkopportunitiesduringtheacademictermforstudentswhodemonstratefinancialneed.Concurrentworkexperienceisnotnecessarilyinthe

    practiceoffutureprofessionandisoftentiedtogeneralprofessionaland/orpersonal

    development(Sattler,P.&Peters,J.,2012).Forexample:UniversityofWindsor’sWork-Study

    program.

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    AppendixC:UniversityofWindsorExperientialEducationMatrix

    (Modifiedfrom:BritishColumbiaAccountabilityCouncilforCo-operativeEducation's(ACCE)ComparativeMatrixofCo-operativeEducationwithOtherFormsofWork-IntegratedEducationandWork-IntegratedLearning) Curricular

    Attribute AppliedResearch Clinic

    CommunityServiceLearning Co-op

    ConsultingProject

    CreativePerformance/Exhibit

    FieldPlacement

    FieldSchool Internship Lab Practicum

    Pub.orConf.Pres.

    ResearchProject

    StudentAbroad

    Cur

    ricu

    lum

    In

    tegr

    atio

    n Involves external Organization ü ü ü ü ü ü ü / û ü ü / û ü / û

    Linked to curriculum ü ü ü ü ü ü ü ü ü ü ü ü ü ü Set learning outcomes ü ü ü ü ü ü / û ü ü ü ü ü ü / û ü / û Assessment by institution ü ü ü ü ü ü ü ü / û ü ü ü ü / û ü / û Assessment by workplace ü / û ü ü ü ü / û ü ü / û ü ü ü / û Integration back to curriculum ü ü ü ü ü ü ü ü ü ü ü ü ü ü / û

    Stru

    ctur

    e an

    d M

    anda

    te Formalized reflection ü / û ü ü ü ü ü / û ü ü ü ü ü ü ü / û

    Paid (i.e. salary, stipend, etc.) ü ü / û ü ü / û

    Academic credit bearing ü ü ü ü ü ü / û ü ü / û ü ü ü ü ü / û Mandatory for professional licensure or certification ü

    Mandatory at academic program level ü / û ü

    ü / û ü / û ü / û ü

    Mandatory component of course ü / û ü / û ü ü ü / û ü ü / û ü / û ü ü ü / û Optional ü / û ü / û ü / û ü ü / û ü

    Inte

    nsity

    & R

    esou

    rce

    Req

    uire

    men

    ts

    Integration of multiple experiences ü ü / û ü / û ü / û ü / û ü

    Short Term ü / û ü / û ü / û ü / û ü / û ü / û ü ü ü / û ü ü / û ü / û Extensive (i.e. 10-16 weeks in length) ü / û ü / û ü / û ü ü / û ü / û ü ü / û ü / û ü / û ü / û ü

    Spans multiple academic terms ü / û ü / û ü / û ü / û ü / û ü / û ü / û ü / û Full-time (i.e. 35+ hours/week) ü ü ü / û ü / û

    Intensity Medium Med-High Low-Med High Low-Med Low-Med Medium Low High Low-Med High Medium Medium High

    Resources Required $$ $$ $ - $$ $$$ $ - $$ $ $$ $ - $$ $$$ $$ - $$$ $$$ $ $ $$$

    Legend: ü Included ü / û Depends $ Low $$ Moderate $$$ High

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    Co-Curricular

    Attribute On-campusWork

    On-campusnon-work

    CommunityServiceLearning Externship

    JobShadowing

    Para-Professional

    ResearchAsst.

    TeachingAsst. Volunteer

    Work-Study

    Inte

    grat

    ion

    Involves external Organization ü ü ü ü Linked to curriculum Set learning outcomes ü / û ü ü ü ü / û ü / û Assessment by institution Assessment by workplace ü / û ü ü ü / û ü / û Integration back to curriculum

    Stru

    ctur

    e an

    d M

    anda

    te Formalized reflection ü ü ü ü

    Paid (i.e. salary, stipend, etc.) ü ü / û ü / û ü / û ü ü

    Academic credit bearing Mandatory for professional licensure or certification

    Mandatory at academic program level

    Mandatory component of course Optional ü ü ü ü ü ü ü ü ü ü

    Inte

    nsity

    & R

    esou

    rce

    Req

    uire

    men

    ts

    Integration of multiple experiences Short Term ü / û ü / û ü / û ü ü ü / û ü / û ü / û Extensive (i.e. 10-16 weeks in length) ü / û ü / û ü / û ü / û ü / û ü ü / û ü / û

    Spans multiple academic terms ü / û ü / û ü / û ü / û ü / û ü / û ü / û ü / û Full-time (i.e. 35+ hours/week) ü / û

    Intensity Med-High Varies Varies Low Low Med-High Medium Medium Varies Medium Resources Required $$ $ $ - $$$ $ $ $$ $ $ $ $$

    Legend: ü Included ü / û Depends $ Low $$ Moderate $$$ High

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  • FACULTYSURVEY- PTFEE

    FACULTYSURVEY

    PROVOST’STASKFORCEONEXPERIENTIALEDUCATION

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    cbuschTypewritten TextAppendix D: University of Windsor Faculty Survey

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  • FACULTYSURVEY- PTFEE

    ACKNOWLEDGEMENTS

    Experientiallearningprovidesourstudentswiththeopportunitytocombineacademiclearningwithpracticalexperiencebothinsideandoutsidetheclassroom.Thepurposefulengagementofstudentsto“learnthroughdoing”andthefacilitationofreflectioncanbelife-changing.InsightsgainedfromtheresultsofthissurveywillbeusedbytheProvost’sTaskForceonExperientialEducation(PTFEE)toidentifybestpractices,challenges,andbarrierstocraftrecommendationstoexpandtheseenrichingactivitiesonourcampus.

    Wewouldliketothankthe319individuals,outof1,061invited,whotookvaluabletimeoutoftheirbusyscheduletoprovidetheirperspectivesaroundexperientialandwork-integratedlearningattheUniversityofWindsor.

    WewouldliketothankpastandcurrentmembersofthePTFEEalongwiththeOfficesoftheRegistrar,InstitutionalAnalysis,andtheResearchEthicsBoardfortheiradviceandguidance.

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  • FACULTYSURVEY- PTFEE

    LISTOFABBREVIATIONS

    AR:AppliedResearchCo-op:CooperativeEducationCSL:CommunityServiceLearningEE: ExperientialeducationHE:HighereducationWIL:Work-integratedlearning

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  • FACULTYSURVEY- PTFEE

    SURVEYMETHODOLOGY• ThesurveywasconductedonlinefromNovember11th to30th,2016bytheUniversityofWindsor’sCo-operativeEducationandCareer&EmploymentServicesOffices.

    • ThetargetpopulationwasindividualswhohadtaughtoneormorecoursesfromSeptember1st,2015toDecember31st,2016(i.e.Fall2015toFall2016).AlistofindividualswasprovidedbytheOfficeoftheRegistrar.

    • PermissiontoconductthesurveywasgrantedbytheOfficeoftheVice-President,HumanResourcesandOfficeofInstitutionalAnalysis.ClearancewasgrantedbytheUniversityofWindsor’sResearchEthicsBoard.

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  • FACULTYSURVEY- PTFEE

    1.DEMOGRAPHICSSurveywasfullycompletedby271individualsandwhohadtaughtoneormoreclassessinceFall2015(seeFigure1).Respondentsprimaryconsistedoftenuredortenure-trackfaculty(54.2%).

    Figure1:

    14%

    36%

    6% 9%

    4%

    5%

    8%

    17% 1%

    BusinessAdministration Arts,Humanities,andSocialSciencesEducation EngineeringHumanKinetics LawNursing Science

    Figure2:

    Respondentsreflectedallfaculties.LargestproportionofrespondentsassociatedthemselveswithprogrammingofferedbyAHSS(n=107,36%),followedbyScience(n=51,17%),andBusiness(n=40,14%).

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  • FACULTYSURVEY- PTFEE

    1.DEMOGRAPHICSThemajorityofrespondentshavebeenteachinginHEfor11+years,includingatUWindsorandotherintuitions(Figure3).

    Figure3: Figure4a:

    Excludingteachingorresearch,amajority(n=181,67%)(Figure4a)ofrespondentshavehadexperienceworkingoutsideHEofvariousdurations(Figure4b).

    67%

    33%

    Yes No

    Figure4b:

    45

    38

    2022

    57

    0

    10

    20

    30

    40

    50

    60

    1 - 5 6 - 10 11 - 15 16- 20 > 20

    0

    10

    20

    30

    40

    50

    60

    70

    80

    90

    Lessthanoneyear

    1-5years 6-10years 11-15years 16-20years Morethan20years

    TotalYearsTeaching YearsTeachingatUwindsor

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  • FACULTYSURVEY- PTFEE

    2.FACULTYPERCEPTIONS

    0% 25% 50% 75% 100%

    ParticipatingasinformedvotersUsingtechnology

    AcquiringabroadgeneraleducationUsingdatatoanalyzeproblems

    DevelopingleadershipskillsUnderstandingpeopleofotherracialandethnicbackgrounds

    SecuringrelevantworkaftergraduationContributingtothewelfareoftheircommunity

    UnderstandingthemselvesDevelopingapersonalcodeofethicsandvalues

    FacilitatingstudentreflectionSolvingcomplex,real-worldproblems

    WorkingeffectivelywithothersSpeakingclearlyandeffectivelyWritingclearlyandeffectively

    Acquiringwork-relatedknowledgeandskillsBecominglifelonglearners

    WorkingindependentlyApplyingskillsandknowledgeindifferentsituations

    Thinkingcriticallyandanalytically

    Notatall Verylittle Somewhat Verymuch

    Respondentsperceivecontributingtothedevelopmentofstudents’knowledge,skills,andpersonaldevelopmentinavarietyofways(seeFigure5);however,expressedastrongbeliefthattheycontributesignificantlytodevelopingstudents’skillsrelatedtocriticalthinking,applyingskills&knowledgeindifferingsituations,workingindependently,andacquiringwork-relatedknowledgeandskills.

    Figure5:

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  • FACULTYSURVEY- PTFEE

    3.EXPERIENTIALEDUCATIONMajorityofrespondentsclassifiedtheirmostrecentcoursetaughtasbeingprimarilytraditional(i.e.,lecture)withsomeexperientialcomponents(Figure6).Figure6:

    Majorityofrespondents(59%)participatedinaWILprogramthemselvesasastudent(Figure7).

    Figure7:

    Definition:Experientialeducationisthepurposefulengagementofstudentsinopportunitiestolearnthroughdoing,andreflectiononthoseactivities,enablingthemtoapplytheoreticalknowledgetopracticalendeavorsbothinsideandoutsideoftheclassroom(UniversityofWindsor,2017).

    Definition:Work-integratedlearningisabroadtermthatencompassesvariouspedagogicalpracticestocreatelearningopportunitiescentredontheintegrationofacademiclearningandpracticalapplicationinaworkenvironment(Sattler,2011)(UniversityofWindsor,2017).

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  • FACULTYSURVEY- PTFEE

    3.EXPERIENTIALEDUCATIONRespondentsuseawide-rangeofEEelementswithintheirpractice.AbreakdownofthetypeofEEelements,forrespondentswhoindicatedthattheirmost-recentcourseincludedanEEelement,isoutlinedinFigures8a&8b.

    Figure8a:

    0%

    10%

    20%

    30%

    40%

    50%

    EntirelyExperiential

    0%

    10%

    20%

    30%

    40%

    50%

    ExperentialElements

    Figure8b:

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  • FACULTYSURVEY- PTFEE

    4.WORK-INTEGRATEDLEARNING

    0%

    5%

    10%

    15%

    20%

    25%

    30%

    35%

    Yes,co-op Internship Bothco-opand

    internships

    No Unsure

    79

    32

    160

    0

    40

    80

    120

    160

    200

    Currentlyteachacoursethatinvolves

    WIL.

    Previouslytaughtacoursethatinvolves

    WIL.

    Nevertaughtacoursethatinvolves

    WIL.

    Whenaskedabouttheirteachingload,themajority(59%)ofrespondentsindicatedthattheyteachacoursethatdoesnotinvolvesaWILelement(Figure9).

    Themajorityofrespondentshavenottaughtinaprogramwhichrequiresstudentstoparticipateineitherco-oporinternships(Figure10).

    Figure9:

    Figure10:

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNINGPracticumsandappliedresearchprojectsarethemostcommonWILelementsincludedwithincourses(Figure11).

    Figure11:

    Whenasked“ifthelevelofWILshouldbeincreased,decreased,orkeptthesame”½ofrespondentsbelieveditshouldbeincreased(Figure12).

    Figure12:

    0%

    10%

    20%

    30%

    40%

    50%

    60%

    50%

    2% 23%

    25% Increased

    Decreased

    Keptaboutthesame

    Notsure

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNINGTestingfordifferencesbetweenthetypeofWILelementsincludedwithinrespectivefaculties,onecanseethatrespondentsfromspecificfacilitieshavetendencytowardsagivenWILformat(seeFigure13).

    Figure13:

    0 50 100 150 200 250 300

    Service-learning

    Practicums

    Internships

    Globalservicelearning

    Fieldplacements

    Community-basedlearning

    Appliedresearchprojects

    Science Odette Engineering Education HumanKinetics FAHSS Law Nursing

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNING

    51%

    4% 5% 3%

    20%

    12% 5%

    Figure14:

    51%

    25%

    12% 0% 4% 4%

    4%

    50%

    0% 0% 0%

    50%

    0% 0%

    50%

    15%

    11% 5% 9%

    6% 4%

    52%

    17%

    7% 7% 10%

    7% 0%

    50%

    12% 4%

    15%

    15% 4% 0%

    52%

    5% 5% 12%

    24% 0% 2%

    52%

    22%

    11% 1% 4%

    6% 4%

    (a)Business

    (e)HumanKinetics

    (b)Education (c)Engineering d)FAHSS

    (f)Law (g)Science (h)Nursing

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNING

    0 20 40 60 80 100

    Supervised/interactedwithadministrativecoordinatorsRecruitedhostsites

    ProvidedtrainingandsupportforsupervisorsProvidedcareer/employmentcounseling

    PreparedororientedstudentsPreparedororientedhostemployers

    Preparedlectures,tutorials,workshopsManagedrelationshipswithhostemployers

    GatheredfeedbackfromstudentsGatheredfeedbackfromemployers

    FacilitatingstudentreflectionEvaluatedstudentassignmentsEstablishedlearningobjectives

    DevelopedcurriculumorcoursecontentCoordinatedriskmanagementandinsurancedetails

    ConductedsitevisitsandmonitoredstudentsCompletedpaperworkspecifictoWILcontractsAssessedstudentsfortheirworkplaceactivities

    Didnotdothis Aspartofregularduties Inadditiontoregularduties

    Respondents,whosestudentsareinvolvedinWIL,primarilyundertookactivitiesrelatedtofacilitatingstudentreflection,evaluatingassignments,andestablishinglearningoutcomes(Figure15).Respondentswerenotusuallyinvolvedincoordinatingrisk&insurance,trainingsupervisors,orrecruitinghostsites.Figure15:

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNING

    0.00 20.00 40.00 60.00 80.00 100.00

    ToomanyemployersuseWILsimplytoreducetheirsalarycostsThecoststostudentsoutweighthebenefitsofWIL

    Studentswhoparticipatearemoreemployablethanotherstudents.Particularlyvaluableforstudentsconsidered“at-risk”

    Participatingincreasesstudents'abilitytoreflectonlearningOnlyusefulforstudentswhogodirectlytothelabourmarketaftergraduation

    LetsstudentsexplorecareerinterestsandclarifycareergoalsLetsstudentsapplytheoryandskillslearnedintheclassroom

    LackofevidenceabouttheimpactonstudentlearningIncreasesstudents’self-confidence

    Increasesstudents’engagementintheiracademicstudiesImprovesstudents’understandingofacademiccoursecontent

    HelpsstudentsdevelopcontactsandnetworksforfutureemploymentHelpsstudentsbetterunderstandworkrealitiesandexpectations

    Enhancestheexperienceforstudents.Engagesstudentsinthinkingcriticallyabouttheworkplaceandthenatureofwork.

    Employers,notstudents,arethemainbeneficiaries

    StronglyDisagree Disagree Neutral Agree StronglyAgree

    TheprimarybenefitsperceivedbyrespondentsforstudentstoparticipatinginWILwashelpingthemunderstandthenatureofwork,developcontacts,andapplytheoryandskillsintheworkplace.RespondentsoverallbelievedWILwasapositiveexperienceforstudents(Figure16).Figure16:

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNING

    0 20 40 60 80 100

    Strengthenslinksbetweentheinstitutionandthebusinesscommunity.

    Perpetuatesabusinessmodelforpostsecondaryeducation.

    MyinstitutionprovidesresourcesandsupportsforfacultytoparticipateinWILactivities.

    Isinconsistentwiththevaluesofaliberaleducation.

    Isaneffectivepostsecondaryeducationrecruitmentandmarketingtool.

    Involvementhelpsfacultykeeptheirknowledgecurrent.

    Ipersonallythinkthatitisvaluable.

    Hasanegativeoverallimpactonpostsecondaryeducation.

    Feedbackfromstudentsandemployerscanimproveacademicprogramming.

    Enhancesinstitutionalreputation.

    DivertsfundingawayfromprogramareasthatmaynotlendthemselvestoWIL.

    Connectspostsecondaryinstitutionstothebroadercommunity.

    Caninvolvepostsecondaryinstitutionsinaddressingglobalissues.

    Canhelpbusinessesfindsolutionstospecificbusinessorindustryneeds.

    Canengagepostsecondaryinstitutionsinrespondingtoidentifiedcommunityneeds.

    StronglyDisagree Disagree Neutral Agree StronglyAgree

    Fromaninstitutionalperspective,respondentsbelievedWILcouldhelpstrengthenandconnecttheUniversitytothebroadercommunity,whilehelpingrespondingtoitsneeds(Figure17).RespondentsdidnotbelievethattheinstitutionadequatelysupportsWILandsomeunits,whodonotlendthemselvestoWIL,maysuffer.

    Figure17:

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNING

    0 20 40 60 80 100

    Usebusiness/community/workplaceexamplestoillustrateconceptsinclass.

    Usebusiness/community/workplacecasestudiesforstudentassignments.

    Useauthenticassessmentstrategiestoassessstudents’abilitytoperformreal-world…

    Talktostudentsindividuallyabouttheirworkexperiences.

    Talktostudentsindividuallyabouttheircareergoals/concerns.

    Provideclasstimeforstudentstoreflectontheirworkexperiences.

    Organizeclassvisitstolocalbusiness,government,orcommunity.

    Invitestudentstosharetheirworkexperienceswiththeclass.

    Invitestudentstosharetheircareergoalswiththeclass.

    Invitebusiness,government,orcommunityguestspeakersintotheclassroom.

    Designcoursecontenttointegratewithstudents’workexperiences.

    Assignprojectsthatrequireinteractionwithlocalbusiness,governmentorcommunity

    Arrangejobshadowingopportunitiesforstudents.

    Never 1-4x 6-10x 11-20x 20+

    Duringatypicalacademicterm,respondentsprimarilydiscusscareergoalsandworkexperienceswithstudents,anduseworkplaceexamplestoillustrateconceptsinclass(Figure18).Themajoritydonotorganizeclassvisitsoutsidecampus,invitespeakersintotheclassroom,orarrangejobshadowingopportunities.

    Figure18:

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  • FACULTYSURVEY- PTFEE

    4.WORKINTEGRATEDLEARNING

    30% 40% 50% 60% 70% 80%

    Managingstudentexpectations/communication

    Integratingtheworkexperiencewithclassroomlearning

    Managingemployerexpectations/communication

    Providingadequateinstitutionalsupportsforstudents

    DevelopingappropriateWILcurriculum

    Lackoffinancialandadministrativeresourcesforfaculty

    BalancingWILwithacademicworkloads

    Findingenoughplacementsforstudents

    ManagingWILwithlargeclasssizes

    Ensuringqualityplacementsforstudents

    Additionalchallengesincluded:MakingWILprogramsaccessibletoallstudents,developingvalidstudentassessmentandevaluationtools,lackofsalaryrecognitionforfacultywhoparticipateinWIL,recognitionforWILactivitiesinpromotiondecisions,facultyPDonimplementingWIL,institutionalservicerecognitionforWILactivities,andalackinginstitutionalculturesupportingWIL.

    RespondentsidentifiedasignificantnumberofchallengesassociatedwithWILon-campus,primarilyrelatedtoplacements(i.e.,ensuringquality&quantity),balancingresponsibilitieswithexistingworkload,andlackofresources(Figure19).

    Figure19:

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    AppendixE:PracticumsaslistedintheUniversityofWindsor’s2017SpringUndergraduateCalendar

    02-197.PracticuminProfessionalDevelopment,PilotTraining*02-297.PracticuminProfessionalDevelopment,PilotTraining*02-397.PracticuminProfessionalDevelopment,PilotTraining*02-450.PracticuminSocialChange02-497.PracticuminProfessionalDevelopment,PilotTraining*07-420.SecondLanguageEducationPracticum11-450.PracticuminClassicalArchaeology26-302.WritingAbouttheArts(Practicum)26-305.EditingPracticum26-306.PublishingPracticum26-307.WritingHypertext(Practicum)26-309.ScholarshipandBibliography(Practicum)30-430.DigitalJournalismPracticum38-447.PracticuminSocialJustice43-481.PublicHistoryPracticum46-428.PracticuminDevelopmentalPsychology46-429.PracticuminPsychology48-447.SocialJusticePracticum48-451.PracticuminSocialChange48-467.CriminologyProfessionalDevelopmentPracticum53-450.PracticuminSocialChange54-350.PracticuminWorkandEmployment57-401.PracticuminForensicSciences60-298.Co-opWorkTermI60-368.NetworkPracticum60-398.Co-opWorkTermII60-497.Co-opWorkTermIII60-498.Co-opWorkTermIV

    62-488.WorkTermIV64-298.Co-opWorkTermI64-398.Co-opWorkTermII64-498.Co-opWorkTermIII75-205.Co-opWorkTermI75-305.Co-opWorkTermII75-405.Co-opWorkTermIII80-498.Practicum*(FacultyofEd.)80-499.Practicum*(FacultyofEd.)85-198.WorkTerm85-298.WorkTermI85-398.WorkTermII85-498.WorkTermIII95-299.Co-opWorkExperienceI95-399.Co-opWorkExperienceII95-499.Co-opWorkExperienceIII*-denoteslikelytrue“practicum”

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