Advancing Career Integrated Learning at Memorial Cannexus 2013

1. Advancing Career Integrated Learning at Memorial Cannexus 2013

2. Introductions • Karen Youden Walsh karen.youden@mun.ca • Rhonda Joy rjoy@mun.ca • Rob Shea rshea@mun.ca

3. What are you expecting from today’s presentation?

4. Overview of this session • Review of Project • Career and Work Integrated Learning (CIL & WIL) • Lessons Learned 2012 • Examples of work in action • Discussion and input

5. Project Review This 5 Year Project was born from… • Experience in career development work in post secondary • Recognition that many students needed more opportunity to reflect on their post secondary experiences • Discussion with colleagues in the university regarding student engagement. • Doctoral research that discussed student persistence and Career Development • MUN’s Teaching & Learning framework

6. Current Discourse in Media

7. Recent Discussions in Post Secondary Ontario Council of Universities Higher Education Quality Council of Ontario Canadian Association of Career Educators and Employers University Affairs – Undergraduate Studies article

8. Memorial University Teaching and Learning Framework, 2011 Critical and practical thinkers Responsible citizens Demonstrate ethical, moral and intellectual integrity Creative and responsible problem solvers Passion for learning Supportive collaborators with particular regard to diversity of interests Knowledgeable and competent in their field Communicate effectively Passionate and industrious individuals

9. Career Integrated Learning Learn a living (Hall, 1996) Learner focus Developing skills and attributes to navigate life/leisure and work Learning embedded in experience

10. Systems Theory (Patton & McMahon, 1999)

11. Smith et al., 2009

12. Working Model Facilitator Curriculum Smith et al. 2009

13. Experiences in Implementation Ethics process Interviews at MUN (Spring 2012) Pilot in classroom /online (Fall 2012)

14. Ethics Process • Approval to interview WIL program and academic staff • Community & employers • Pilot and Student interviews

15. Pilot Interviews to Learn More about WIL Cottage industry process in programs Must overcome perception of program review & Respect academic freedom

16. Exploring What Works Professional Development Skills Program (International Students) Pharmacy Program and Toastmasters English Studies Marine Studies Community Consultation

17. Pilot Program Preparation: Review existing course syllabi Re-write with GSC for each evaluation activity Guided by DOTS Decision making Opportunity awareness Transition learning Self awareness Used to describe Career Development outcomes/attributes A.G. Watts (2006)

18. Three Stages of Pilot Initial Introduction Mid-Term End of Semester

19. Introduction Stage Students were given information on the study and consent forms. Students were asked: What comes to mind when you hear the term: Graduating student competencies Career integrated learning Students were then handed out the course syllabus with GSC

20. New Syllabus (in class)Initially Graduating Student Competency lists were attached to back Now integrated with evaluation activity

21. Course Requirements and Evaluation Graduating Student Competencies Acquired Improve Interpersonal Skills Improve your ability to understand and work within the dynamics of a group Develop your research skills Leadership Skills Writing skills (e.g. group summary response) Ability to work within a time frame Accepting responsibility for your role in a group Summary, integration and assimilation skills (e.g. journals and class activities) Application of knowledge to practice Decision-making Critical thinking skills Class Participation - Value 10% Students are expected to attend and be prepared for classes and to actively participate in discussions and activities.

22. Course RequirementsEvaluation Activity Graduating Student Competency Acquired Improve your ability to work independently Writing skills (e.g. group summary response) Self-awareness skills Ability to work within a time frame Application of knowledge to practice Transitional Skills… as you learn more about yourself and how your skills relate to the world of work Critical thinking skills Improve your ability to work independently Ability to work within a time frame Summary, integration and assimilation skills (e.g. journals, internet sites and class activities) Application of knowledge to practice Portfolio - Value - 30% Dates: September 26, 2012: October 31, 2012: November 28, 2012: In a journal, students are expected to record your reflections, experiences, and learning throughout the course. Make entries after every class, recording a brief synopsis of content, and your reflections on the specific theories, issues, models, etc. discussed. Include an annotated list of readings, videos, Internet sites etc.

23. Group Presentation and Write-up Value: 30% Graduating Student Competencies Acquired • Improve ability to work independently • Application of knowledge to practice • Transitional Skills… as you learn more about yourself and how your skills relate to the work of work • Critical thinking skills • Writing skills (e.g. group summary) • Ability to work within a timeframe • Self awareness skills

24. Mid-Term Stage What did you think when your instructor included in your syllabus “ GSC” that you may develop as a result of participating in this course?

25. QUOTES I was using them before but not calling them GSC. But then made the connection when discussed in class. They get us to think outside the box Helps see relevancy of course beyond the classroom

26. Mid-Term Stage 2. Had you ever considered what “GSC” you might be developing as a student at Memorial?

27. Quotes I had not considered my GSC before this course. I also did not realize how they may set me apart from other students applying for similar jobs. In recent job interview I referred to my competencies not degree.

28. Mid-Term Stage 3. Have you thought about the GSC that may be developed in this course since they were introduced in your class?

29. Quotes I spoke about the GSC I have gained throughout university in a job interview.. And managed to get a 2nd interview.

30. Quotes My focus has increased around how I am developing and refining them. I am engaging in more monitoring, defining and refining of them.

31. Mid-Term Stage Do you see how these competencies have been integrated in your course activities to date? Please give examples.

32. Quotes Communication and working in groups Time management skills Self-reflection skills Ability to work in a group dynamic This course is one of the most relevant I’ve taken in terms of application to career skills.

33. End of Semester Stage Please tell us what comes to mind when you hear the terms GSC CIL

34. GSC Quotes Skills you develop that are not “technically” part of the course material. Academic and practical skills you take from university experience.

35. GSC Quotes Softer skills. Can be applied to future careers. Apply to careers and lives beyond graduation.

36. CIL Quotes Abilities attained by integrating GSC into class Learning skills that can be applied to difference aspects of your career (interpersonal skills) Having both soft and hard skills

37. End of Semester Stage 2a) Have you thought about the GSC that may be developed in this course since they were discussed at mid-term?

38. End of Semester Stage 2a) Do you see how these competencies have been integrated throughout the course? Please give examples.

39. Quotes Some examples of GSC integrated into course: Summary skills Daily journals Interpersonal skills Group work Critical thinking Research skills Listening skills

40. End of Semester Stage 2b) Through discussion of these competencies this term do you feel you have learned something about your own skills/attributes? Please give examples.

41. Quotes I like to take more of a leadership role. I have learned to work more independently. I am good at understanding people I have learned I CAN let go and let others lead

42. Quotes I tend to take on more of a supportive role in groups due to my passive nature I know how to sell myself better I enjoyed working in groups

43. End of Semester Stage 2c) Do you feel that becoming aware of your GSC is helpful to you? Explain.

44. Quotes Spoke about competencies in job interview.. They were (obviously) impressed as I got the job! Become more employable

45. Quotes Helps me to verbalize my skill set in interviews Increase my confidence Helped me realize skills I did not know I had before

46. Quotes Now I visualize myself as part of a bigger whole… That aside from my degree and through volunteer work- I have developed an abundance of skills I can carry with me throughout life.

47. CAREER FAIR PROJECT

48. Career fair Approach a min. of 8 booths at Career Fair. 1. Discuss job opportunities based on your GSC at 4 booths. 2. Discuss job opportunities based on your degree at 4 booths. 3. Did the response from recruiters differ? 4. Benefits of attending Career Fair?

49. Quotes When discussing GSC with recruiters some were pleasantly surprised while others were uncertain as to how to respond. They were uncertain re: transferable skills. “One recruiter even asked if I was REALLY a MUN student?”

50. Quotes Some booths favored a degree while others indicated GSC were more important. MORE discussion with GSC than degree….more engagement!