Work-integrated Learning

Using VIU Graduate Attributes and Reflective Practice to Assess Student Learning in Work Integrated Learning Experiences

Work-integrated learning (WIL) is identified as a key strategy to support post-secondary students learn, apply and respond to a knowledge-based, challenging and demanding global economy.

Each year VIU celebrates the success of  undergraduate tourism and recreation students who engage in work- integrated learning experiences (co-ops) in visitor centres, recreation facilities, community agencies, tour services providers, hotels, resorts, camps and government agencies throughout Canada and internationally.  Through these learning experiences students enhance valuable work skills, while applying knowledge acquired from their academic courses which in turn creates competence and confidence in themselves and their skills.  These instructive work integrated learning experiences require engaged employers who serve as vital and integral co-educators.

In 2017 Vancouver Island University identified core student attributes that are valued across all academic programs called the Graduate Attributes.  The words and descriptors characterizing the graduate attributes form a common language that resonates with students, faculty and stakeholders outside the university.

The VIU Centre for Experiential Learning has adopted the use of many of the graduate attributes in Work-integrated Learning (WIL) courses.  The WIL course learning outcomes align with these attributes, reflecting the clear connection between academic study and WIL experiences.  While in the field, students are asked to reflect and self-assess their learning using the graduate attributes through the four categories below. (Example 1).  Through this reflective practice it is paramount that the student provides detailed evidence as proof of their comprehension and competence for the assessed attribute.  (Example2).  In addition to the self-assessment, the student in turn, requests that the employer/supervisor complete a separate assessment reflecting on the student and his or her evidence of learning while at work.  (Example 3).  Ideally, the student and employer will compare the assessment results, fostering a shared experience that further enhances student learning.  The reflective learning process formed around the shared common understanding of the graduate attributes enhances and codifies learning for the student encouraging deeper and richer learning experience. (Example 4)

Example 1: – Graduate Attribute Learning Scale

Beginning Means: The student demonstrates evidence at a basic level.

Developing Means: The student demonstrates evidence of progression and added competence.

Accomplished Means: The student demonstrates evidence of competence and confidence.

Exceptional Means: The student demonstrates evidence of competence and confidence that is above the norm.

Example 2: – Student self-assessment of a graduate attribute and supporting evidence

Critical Thinking:

The student demonstrates the ability to think critically and creatively by examining, analyzing, and reflecting on something before developing a position or conclusion.

Evidence:  When choosing events I reflected on our Outreach Plan to evaluate the best places to go. I then think critically about audience attending, and the type of programing that would best fit. If an event seemingly had an audience we could engage with, it became a contender to visit. After experiencing some slow days, my colleague and I took it upon ourselves to adapt our event booth in order to present some stronger content and create more meaningful interactions with visitors.

Erin N. – TOUR 109, Parks Canada Student

Example 3: – Employer’s assessment of student learning and supporting evidence

Critical Thinking:

The student demonstrates the ability to think critically and creatively by examining, analyzing, and reflecting on something before developing a position or conclusion.

Evidence:  From the beginning of her term, Erin showed an aptitude for thinking creatively, finding the information she needed, analyzing it with the organizational needs in mind, and providing an organized and strategic position or proposal. Her interactions with others showed this level of comprehension and compassion.

Allison F. – Parks Canada

Example 4: – Reflective Learning Process

• The student interprets the specific graduate attribute within the context of the situation
• The student reflects on the graduate attribute within the context of experiences to determine validity
• The student self-assesses individual competence on the scale; beginning, developing, accomplished, exceptional
• The student supplies the evidence as proof of comprehending the self-assessed graduate attribute
• The student receives feedback from Partner in Learning (PIL) reinforces or adds additional evidence or contrary evidence to the student’s comprehension of the graduate attribute
• The student reflects on the feedback from the PIL and additional evidence which further informs the comprehension and competence of the student’s grasp of the graduate attribute

WBP 2017