Integrating WIL into the curriculum: the Curtin

experience

Collaboration, consultation and cooperation

Sonia Ferns

Setting the scene

The Curtin context

What we have learned

Future directions and challenges

UWSSymposium_SF_Feb2013

This presentation

Unpredictable

Multi-disciplinary

Blurred boundaries

Requires engagement of others

Incomplete information

UWSSymposium_SF_Feb2013

Nature of the World of Work

Widening participation – access and equity Standards-based, regulatory framework Knowledge economy Industry requirements Competitive environment Digital technologies Global mobility Expectation that higher education plays a role in national

productivity Employability outcomes for graduates

UWSSymposium_SF_Feb2013

Contemporary impacts on curriculum

Models of assessment

Traditional perceptions of ‘academic success’

Relevance of Internal and external partnerships

Resource allocation

Models of leadership

Perceptions of ‘knowledge’

UWSSymposium_SF_Feb2013

Challenging traditional practices

Broad outcomes to accommodate individual perspectives

Assessment profiles that maximise feedback opportunities

Access and equity

Technology and WIL

Leadership

Compliance

UWSSymposium_SF_Feb2013

Important Considerations

A high profile curriculum renewal project (2007-2009)

CCR now embedded in university infrastructure

Well established relationships, networks with Faculty staff

Evidence-based approach

Negotiated timeframes (CCR project plan)

Staggered implementation – developmental

UWSSymposium_SF_Feb2013

The Curtin context

Position Paper

WIL Committee

Involvement at a national level

Policy under development

WIL built into CCR process

Focus on partnerships with industry

Strong ACEN presence

Attention to WIL leadership

UWSSymposium_SF_Feb2013

WIL at Curtin

Work Integrated Learning is an umbrella term used for a range of approaches and strategies that integrate theory with the practice of work within a purposefully designed curriculum; and co-curricula programs.

Patrick CJ, Peach D, and Pocknee C. (2008) The Work Integrated Learning [WIL] Report: A National Scoping Study, ATLC, QUT publications,

January.

UWSSymposium_SF_Feb2013

Policy development

Curtin values authentic learning and is committed to dynamic and flexible approaches to Work Integrated Learning (WIL). Dynamic engagement and flexible arrangements with industry enables the development of professional practice to be embedded within industry, promoting reciprocal and mutually beneficial outcomes. WIL supports the provision of authentic learning, in a variety of settings, within curricula and co-curricula programs which enables students to become capable and employable practitioners in their professional lives

UWSSymposium_SF_Feb2013

Philosophy

Consider workload

Streamlined process

Responsive and customised to specific needs

Relevant to discipline

Scholarly – opportunities for collaborative publications

UWSSymposium_SF_Feb2013

Working with busy academic staff

Course Portfolio: data pertaining to the program

Curriculum Map: shows distribution of curriculum elements

Integration and connections between subjects in a program of study

Project plan

Final report – closing the loop/reflection

UWSSymposium_SF_Feb2013

Comprehensive Course Review Tools

Post graduate versus undergraduate in a professional context

Outcomes reflect increased level of complexity from a professional perspective

UWSSymposium_SF_Feb2013

Australian Qualifications Framework (AQF)

The student will learn symptoms of neurological disorders.

UWSSymposium_SF_Feb2013

Learning outcomes

Student feedback (Quant)

UWSSymposium_SF_Feb2013

Semester 1/2008 2/2008 1/2009 2/2009 1/2010 2/2010 1/2011 2/2011

Response Rate 52% 52% 58% 45% 50% 48% 52% 45%

The learning outcomes in this unit are clearly identified.

89 86 86 86 92 85 93 86

The learning experiences in this unit help me to achieve the learning outcomes.

83 84 79 84 82 79 86 80

The learning resources in this unit help me to achieve the learning outcomes.

81 88 80 83 85 82 89 82

The assessment tasks in this unit evaluate my achievement of the learning outcomes.

82 80 81 82 81 80 85 82

Feedback on my work in this unit helps me to achieve the learning outcomes.

78 78 75 79 71 74 75 78

The workload in this unit is appropriate to the achievement of the learning outcomes.

86 82 81 85 82 81 84 87

The quality of teaching in this unit helps me to achieve the learning outcomes.

80 82 76 83 78 77 85 80

Overall, I am satisfied with this unit. 80 81 77 80 81 77 85 78

Student feedback(qual)

UWSSymposium_SF_Feb2013

Best Aspects Needs Improvement Rank Sub-domain Total

hits BA:NI odds

Rank Sub-domain Total hits

NI:BA odds

1 unit_design::methods 794 1.5 1 assessment::standards 579 3.4

2 support::learning_resources 662 1.3 2 unit_design::methods 526 0.7

3 staff::quality 638 2.4 3 support::learning_resources 516 0.8

4 staff::accessibility 497 2.5 4 unit_design::structure 438 2.6

5 assessment::relevance 419 1.5 5 assessment::expectations 432 4.0

6 unit_design::flexibility 369 1.2 6 unit_design::flexibility 302 0.8

7 support::infrastructure 336 1.9 7 assessment::relevance 286 0.7

8 staff::teaching_skills 300 1.1 8 assessment::feedback 285 2.9

9 unit_design::relevance 272 1.7 9 staff::quality 269 0.4

10 outcomes::intellectual 259 25.9 10 staff::teaching_skills 263 0.9

Text Analysis visualisation of Needs Improvement comments relating to the CEQuery subdomains Unit Design: Methods and Unit Design: structure

(n=1363)

UWSSymposium_SF_Feb2013

Incompetent and inexperienced supervisors in the workplace

Should be more placements of longer duration

More support for students while on placements

Units with a significant proportion of work based activity should not attract fees

Difficult to manage study workload while on a work based placement

Students should be paid while on placement

Poor organisation of placements

UWSSymposium_SF_Feb2013

Student feedback 1

Needs more practical elements

Not job ready

Needs work experience

Lacked real life examples

Workplace skills I have cannot be attributed to my studies

Too much theory, not enough practical

UWSSymposium_SF_Feb2013

Student feedback 2

Needs to increase practical learning Content/theory not relevant to working world

Assignments need to reflect workplace dynamics Provide more internships to students

Have more practical experience which involves the workforce

Provide practical working experience

More Industry Specific. Employers wanted experience over a degree

Required work experience, more field trips and practical component

UWSSymposium_SF_Feb2013

Student feedback 3

A link to the real ---- world. Need more practical activities during the course”

Students must be given enough up to date hardware and software, in order to achieve a deeper understanding on what is expected and realistic in the working world”

“There is not nearly enough practical experience in the outside world”

“I feel it truly lacked in practical and professional experience”

“More professional development of what it is like to work within with the many fields of …”

“Teach professional practice as a core unit”

“Bringing an element of Business Management, how will you sell your work, how will you market yourself, how will you build social networks”

“Include an Internship”

“Vacation work and internships with companies need to be established, a greater relationship with the course and the industry should be developed”

“I found the course lacked practicality, teaching us content that did not meet industry standards”

“More guidance on job opportunities”

“Exposure to actual industry was limited through out the course. Conducted Field visits were not enough to prepare graduates for the competitive industry

UWSSymposium_SF_Feb2013

Graduate feedback

Graduate and employer perceptions of employability capabilities

UWSSymposium_SF_Feb2013

Graduates

Employers

Staff perceptions of employability capabilities

UWSSymposium_SF_Feb2013

Importance and demonstration

Confidence

Assessment profiles

UWSSymposium_SF_Feb2013

Mark34%

Rubric15%

Verbal3%

Annotated script

6%Individual email

3%

Peer feedback3%

Combination29%

Other electronic

means

6%

Figure 38: Feedback

Mark

Rubric

Verbal

Annotated script

Group report

Individual email

Peer feedback

Combination

Specific feedback sessions

Assessment type Principal Assessor

Purpose Feedback

Aligned to assessment which is aligned to learning outcome

Arbitrary categorisation:

Nil – Not authentic, no connection to workplace activity

Low – theoretical information based on workplace

Medium – Simulation, role play or case study

High – work placement

UWSSymposium_SF_Feb2013

Initial Conversations about WIL

Visuals showing level of authenticity

UWSSymposium_SF_Feb2013

Matrix with 6 cells

Descriptor in each cell

Proximity to the workplace and level of authenticity

Considered collectively with all elements of assessment: Feedback

Type

Assessor

Role

Purpose

Moderation

Assessment criteria

UWSSymposium_SF_Feb2013

Authentic assessment framework

1

2

3

4

5

5

UWSSymposium_SF_Feb2013

The matrix

UWSSymposium_SF_Feb2013

Leve

l of

Au

the

nti

city

(N

il t

o H

igh

)

Proximity to the Workplace (Nil to High)

Course Name Authentic Assessment Framework

UWSSymposium_SF_Feb2013

Leve

l of

Au

the

nti

city

(N

il t

o H

igh

)

Proximity to the Workplace (Nil to High)

Course Name Authentic Assessment Framework

Trialling the matrix with several large courses undergoing CCR

Aligned to an internal research project

Assessment the focus – another C2010!

Strategic funds allocated to WIL

Policy agreement and approval

Professional development for staff

Evidence of student outcomes - ePortfolios

UWSSymposium_SF_Feb2013

Where to now?

S.Ferns@curtin.edu.au

Questions/comments

UWSSymposium_SF_Feb2013