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EXPERIENTIALEDUCATION:APATHTOWARDSIMPROVINGTHESTUDENTEXPERIENCEProvost’sTaskForceonExperientialEducationApril2017

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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.

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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,basedby

Faculty.....................................................................................................................10

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

Figure5:PercentageparticipationinSelectExperientialEducationElements.Source:NSSE,

2014;4thyear,"DoneorIn-Progress"....................................................................11

Figure6:Percentageofforth-yearUWindsorstudentsindicatingcompletedorcompleting

EEelementduringdegreeprogram.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)makes

recommendationsonhowtheprovincecanbuildonitsworld-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)forundertakingadditionalEL

activitiesacrossthecampus

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“theprocesswherebyknowledgeiscreatedthroughtransformationof

experience”(Kolb,1984,p.38).

IntegrativeLearningisanunderstandingandadispositionthatastudentbuildsacrossthecurriculumandco-curriculum,frommakingsimpleconnectionsamongideasand

experiencestosynthesizingandtransferringlearningtonew,complexsituationswithinand

beyondthecampus(Rhodes,2010).Examplesincludehighimpactpracticesidentifiedby

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

badges.

Work-IntegratedLearning(WIL)isabroadtermthatencompassesvariouspedagogical

practicestocreatelearningopportunitiescentredontheintegrationofacademiclearningand

practicalapplicationinaworkenvironment(Sattler,2011).

CurricularProgramsthatcontaintheeducationalfeaturesof:asubstantialandmeaningfulexperience

withintentionallinkstothecurriculum,thesettingoflearningobjectives,assessinglearning

outcomes,andpurposefulreflection.

Co-curricularParticipationinco-curricularprogramsiswidelyrecognizedandpromotedasanintegralpartof

thestudentlifeexperience(Kuh,2001)andcomprisesactivities,programs,andlearning

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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,includingat

UWindsorandotherintuitions.

• Majorityexpressedastrongbeliefthattheycontributesignificantlytodeveloping

students’skillsrelatedtocriticalthinking,applyingskillsandknowledgeindiffering

situations,workingindependently,andacquiringwork-relatedknowledgeandskills.

• Majority(53.8%)classifiedtheirmostrecentcoursetaughtasbeingprimarilytraditional

(i.e.,lecture)withsomeexperientialcomponents.

• Respondentsusedawide-rangeofEEelementswithintheirpractice.

• Mostrespondentshavenottaughtinaprogramthatrequiresstudentstoparticipatein

awork-integratedlearningelement.

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• PracticumsandappliedresearchprojectswerethemostcommonWILelements

includedwithincourses,followedbyfieldplacements,community-basedorcommunity

servicelearning,andinternships.

• Respondents,whosestudentsareinvolvedinWIL,primarilyundertookactivitiesrelated

tofacilitatingstudentreflection,evaluatingassignments,andestablishinglearning

outcomes.

• TheprimarybenefitsperceivedbyrespondentsforstudentsparticipatinginWILwerein

helpingthemunderstandthenatureofwork,developcontacts,andapplytheoryand

skillsintheworkplace.Overall,respondentsoverallbelievedWILwasapositive

experienceforstudents.

• Fromaninstitutionalperspective,respondentsbelievedWILcouldhelpstrengthenand

connecttheUniversitytothebroadercommunity,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

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Figure3:ExperientialeducationpedagogiesemployedbyFacultyattheUniversity,basedbyFaculty.

NationalSurveyonStudentEngagement

Asindicatedpreviously,theNSSEasksstudentsabouttheirparticipationinvariousELtypes,

includingservicelearning,researchwithfaculty,internshiporfieldexperience,studyabroad,

andculminatingseniorexperiences.

High-levelfindings:

• First-yearstudentswhohadparticipatedinaneducationalexperience(i.e.,internship,

co-op,fieldexperience)gavesignificantlyhigherratingsthanthosewhohadnot;

• Bothfirst-yearandfinal-yearstudentswhohadparticipatedinalearningcommunity

gavesignificantlyhigherratingsforeducationalexperiencethanthosewhohadnot;

• First-yearstudentswhohaddoneresearchwithfacultygavesignificantlyhigherratings

foreducationalexperiencethanthosewhohadnot;

• Bothfirst-yearandfinal-yearstudentswhohadtakenatleastsomecourseswithservice

learningcomponentgavesignificantlyhigherratingsforeducationalexperiencethan

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. TheUniversityestablishanintentionalorganizationalstructuretofacilitatethe

coordinationandexpansionofEL,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,totransform

andcreateknowledge

3. TheProvostandVice-PresidentAcademiccreateanadvisorycommittee,including

faculty,ancillaryacademicstaff,staff,students,andemployers,tooverseethefurther

developmentandgrowthofEEatUWindsor.

MembershipofthePTFEEcouldserveasastartingpoint.

4. EachacademicprogramendeavourtoincludeanacademicallyalignedELopportunity

withintheircurricula,includingadefinitiveintegratedexperience,reflectiveobservation

andconceptualizationoftheexperience,andmethodologytofosterfuture

experimentation.

Confidential 16

5. Identifyandsupportaunifiedvirtualplatformtofacilitatereflectiveassessment,suchas

ePortfoliosorWordPress.

6. Activelyencourageandvalueco-curricularexperiencesbydevelopingexpandedco-

curricularprogrammingandincreasingawarenessontheimportanceofgaining

experience,especiallytostudentsearlyintheiracademicprogram.Forexample,

Queen’sMajorMaps.

7. Exploreaddingintegratedlearningstructurestoallon-campusemployment

opportunities,includingtheUniversity’sWorkStudyprogram.

8. IdentifyandaligntoUWindsorLearningOutcomes,communicate,andtrack

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

program,thereby,enablingstudentstoclearlyarticulatetheirlearning.

DevelopEE/WILCurriculum

1. SenateadoptthedefinitionsandcriteriarecommendedbythePTFEEaround

experientialeducation,thereby,creatingacommonlexicon.

Ifadopted,astreamlinedprocessshouldbeundertaken,toeasilyenableacademicunits

toupdatecurrentlanguagetomatchapprovedterminologywithintheUniversity

Calendarsandcoursesyllabi.

2. TheCentreforTeaching&LearningandtheOfficeofOpenLearningcollaboratewith

theproposedexperientialhub(and/orCo-op,CareerandEmploymentServices)to

expandandhighlightprogrammingaroundintegrativeandELinitiatives.

PossibletopicsincludesharingnewideasonhowELcanbeintegratedintoteachingand

learning,highlightbestpractices,andsharehowstudentaremakingconnections

betweenlearningintheclassroomandlearningthattakesplaceoutsidethetraditional

academicenvironment.

3. Whereappropriate,ensurethatexperientialopportunitiesareclearlyidentifiedwithin

allcurriculummappingprocesses,especiallyastheyrelatetolearningoutcomesand

assessment.

4. ProgramDevelopmentCommitteeandInstitutionalQualityAssuranceProcessupdate

documentsandprocessestoadequatelydecipher,qualify,andquantifyexperiential

opportunitiesproposedwithinanacademicprogramand/orcourse.

5. Identifyandsupporttechnologiestoenablerelevantdisciplines,wherefeasibleand

appropriate,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,academicprogramsshouldclearly

identifyhowintegratedandELopportunities,ifincluded,aligntoprogramlearning

outcomesandeffectivepractice,including:

a. identifyintention;

b. preparednessandplanning;

c. authenticity;

d. orientationandtraining;

e. reflection;

f. monitorcontinuousimprovement;

g. assessmentandevaluation;and

h. acknowledgementandtransference.

2. Co-op,CareerandEmploymentServices(CCES)shouldconsiderdevelopingstand-alone

programmingand/orresourcestohelppreparestudentsforwork-integratedlearning

opportunitiesoutsideaCCES-facilitatedprogram.Potentialtopicsinclude:roleof

intellectualproperty,workplaceharassment,professionalism,business

communications,andemailetiquette.

3. Initiativesshouldbeundertakentoencourageandprovidefundingtosupportstudent

placementparticipationoutsideWindsor-Essex,suchasreciprocalaccommodation

agreementswithotherpost-secondaryinstitutions,especiallywithintheGTA,or

scholarshipstosupportinternationalplacements.

4. AlumniAffairsandDonorRecordsshouldconsideridentifyingmethodstoshare

opportunitiestodevelop,strengthen,orcapitalizeonexistingrelationshipstosupport

thecreationofhighqualityexperientialopportunitiesforstudents.

SupportExperientialEducation

TrackingParticipation

1. AspartoftheUniversity’sEnterpriseResourcePlanningproject,theRegistrarand

associatedstakeholders(i.e.,AcademicPolicyCommittee,ProgramDevelopment

Confidential 18

Committee,andSenate)shouldidentifycourseswithinthecoursecataloguethat

involveanEEopportunities,includingtype.

2. AdoptastandardizedinstitutionallysupportedELmanagementsystem(suchas

Orbis/mySuccess)toimproveexternalconstituentmanagement,coordination,and

reportingofELandotherHIPsacrosscampus.

3. AssociateVice-PresidentStudentExperience,incollaborationwithLegalServices,

CampusCommunityPolice,InternationalStudentCentre,andCCES,shoulddevelopan

educationabroademergencyprotocoltoprotecttheUniversity’sinterestsand

safeguardthewell-beingofstudentabroadparticipants(includingstudents,faculty,and

staff).

BuildingCapacity

1. EstablishanEEfundtoencourageAcademicAdministrativeUnitstodevelopand

supportstudentparticipationinexperientialeducation.Applicantscouldapplyfor

fundingtosupportstudentbursaries,programdevelopment,travelcosts,anddelivery

ofprofessionaldevelopmentworkshops.TheCentredonLearningInnovationFund

couldserveasamodel.

2. Establishatechnologyandpedagogicalsupportnetworktoassistinstructorswiththe

designandimplementationofintegrativeandELinitiatives.

3. EstablishacommoneffectivepracticearoundintegratedandELinitiatives,including

clearlydefinedrolesandresponsibilitiesofallconstituents(i.e.,AncillaryAcademic

Staff,clericalstaff,CCES,andfacultymembers).

4. Aspartofworkloadallocations,promotion,tenure,orrenewal,andpermanence

deliberations,AcademicDeansandAcademicAdministrativeUnitHeadsdevelop

mechanismstoformallyrecognizefacultyandancillaryacademicstaffmembersforthe

workinvolvedinfacilitatingwork-integratedlearning.

5. Specifically,recognizeeducatorswhoinspire,engage,andenrichstudentlearning

throughEEaspartoftheUniversity’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.

Confidential 20

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

Confidential 21

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,andSocialSciences

TanyaNoel,FacultyofScienceTinaPugliese,FacultyofArts,Humanities,andSocialSciences

KarenRoland,FacultyofEducationGemmaSmyth,FacultyofLawDanielleSoulliere,FacultyofArts,Humanities,andSocialSciences

JohnSutcliffe,FacultyofArts,Humanities,andSocialSciences

ChadSutherland,FacultyofHumanKinetics

EdwinTam,FacultyofEngineering

AlanWright,OfficeoftheVice-Provost,TeachingandLearningKerriZold,Co-operativeEducation&CareerandEmploymentServices^-exofficio

Confidential 23

AppendixB:UniversityofWindsorTypologyofExperientialEducation(withexamples)

CurricularAppliedResearch:Learningopportunitiesintendedtoenhanceastudent’sskilldevelopment

bybringingthemtogetherwithinorganizations,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:Meaningfulcommunityservicewithclassroom

instructionandcriticalreflectiontoenrichthelearningexperienceandstrengthen

communities.Inpractice,studentsworkinpartnershipwithacommunity-basedorganizationto

applytheirdisciplinaryknowledgetoaddressidentifiedcommunityneedsorglobalissues

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

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

Co-op:Academicstudythatalternateswithprogressiveskillsacquisitionthroughpaidwork

experience.Placementsaredevelopedand/orapprovedbytheuniversityinablockplacement

modelendingonanacademicsemester.Studentsareengagedinproductiveworkandreceive

feedbackfromtheiremployers;thetimespentinperiodsofworkexperiencemustbeatleast

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

BachelorofAppliedSciences(BASc.)EngineeringwithCo-op.

ConsultingProject:Workwithanorganization,business,orindustrytoidentifyissuesor

opportunitiesanddevelopsolutionsorstrategiestoindustryproblems.Forexample:Odette

SchoolofBusiness(71-300;BusinessEthicsinaGlobalContext).

CreativePerformanceorExhibit:Productionofadramatic,artistic,media,musical

performanceorexhibitforanaudience.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:Afinalcumulativeactivityintheseniororfinalyearofstudythat

isbasedsignificantlyonknowledgeandskillsacquiredinearliercourseworkandwhichare

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,mandatory

professionalpractice):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:Aninquiryorinvestigationconductedbyastudentthatmakesanoriginal

intellectualorcreativecontributiontothediscipline(CouncilforUndergraduateResearch,

2012).Forexample:FacultyofScience,DepartmentofBiologicalScience,Undergraduate

ResearchinBiology(55-420)

StudentAbroad:Internationalstudyorworkwithinthedisciplineforatleastoneacademic

term.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:Studentgovernmentprogramsorstudentclubor

leadershippositionsthatprovidelearningopportunitiesforstudents.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-creditexperienceinaworkplacefocused

onskillacquisitioninaprofessionalfieldofstudy.Typicalplacementdurationofonetotwo

weeks.Externshipsaredesignedtoprovidestudentswithanopportunityfornetworking,

careerexposureandexploration.Forexample:UnionGas

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

Confidential 26

shadowingacompetentworker;however,placementdurationistypicallylimitedtoasingle

day.

Para-Professional:Involvesstudentparticipation,paidorunpaid,instructuredformatunder

thepurviewofauniversitydepartmentthatprovidesservicesorsupporttoathirdparty.

Providesreturninglearnerstheopportunitytoreflectupontheirexperienceandallowsfor

personalexploration.Forexample,peerhelpers,studentambassadors,orstudentadvisors.

ResearchAssistantships:Studentfunctionsasaresearchassistantandcollaboratoronanacademicresearch,creativeactivities,orotherexpressionsofacademicscholarship.For

example,Hiredonresearch-relatedprojectwithafacultymemberordepartment.

TeachingAssistantships:Hiredtoprovidesupplementaryteachingsupporttofacultymember

ordepartment,suchasmarking,deliveryoflabs,orfacilitatingtutorialsorleadingdiscussions.

Forexample:UniversityofWindsorTeachingAssistantshipprogram.

Volunteer:Opportunitiestocontributetoprofessionaldevelopment,explorecareeroptions,

andnetworkwithprofessionalsbydonatingtimetoanorganization.Forexample:Habitatfor

Humanity,BigBrothersandBigSisters.

Work-study:Paid,part-time,on-campusworkopportunitiesduringtheacademictermfor

studentswhodemonstratefinancialneed.Concurrentworkexperienceisnotnecessarilyinthe

practiceoffutureprofessionandisoftentiedtogeneralprofessionaland/orpersonal

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

program.

Confidential 27

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

Confidential 28

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

FACULTYSURVEY- PTFEE

FACULTYSURVEY

PROVOST’STASKFORCEONEXPERIENTIALEDUCATION

FACULTYSURVEY- PTFEE

ACKNOWLEDGEMENTS

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

Wewouldliketothankthe319individuals,outof1,061invited,whotookvaluabletimeoutoftheirbusyscheduletoprovidetheirperspectivesaroundexperientialandwork-integratedlearningattheUniversityofWindsor.

WewouldliketothankpastandcurrentmembersofthePTFEEalongwiththeOfficesoftheRegistrar,InstitutionalAnalysis,andtheResearchEthicsBoardfortheiradviceandguidance.

FACULTYSURVEY- PTFEE

LISTOFABBREVIATIONS

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

FACULTYSURVEY- PTFEE

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

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

• PermissiontoconductthesurveywasgrantedbytheOfficeoftheVice-President,HumanResourcesandOfficeofInstitutionalAnalysis.ClearancewasgrantedbytheUniversityofWindsor’sResearchEthicsBoard.

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%).

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

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:

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).

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:

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:

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

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

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

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:

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:

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:

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:

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:

Confidential 47

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”