Academic publications

This study examines the international professional development needs for work-integrated learning (WIL). The survey data shows that the WIL community experienced both positive and negative impacts due to COVID-19.

In this paper, Andrea Prier, Anne-Marie Fannon, Jamieson Cox and Suman Armitage analyze the Waterloo Experience Accelerate (WEA) program. UWaterloo created WEA to respond to co-op student employment challenges amid the pandemic.

This study explores the relationship between work-integrated learning (WIL) and teaching and learning (T&L). WIL and Centre for Teaching and Learning (CTL) organizations completed this survey.

In this paper, researchers highlight the impact of international work-integrated learning (WIL) program, Global Challenge.

Shabnam Ivković and Norah McRae’s paper addresses the need for higher education institutions to adapt a model that grows their contributions in the UN’s Sustainability Development Goals (SDGs). They examine the value of using a low-cost, low-resource conversation-based model.

In this paper, researchers analyze Global work-integrated learning (WIL) modules. The study’s findings shows that the modules are globally applicable, and that professional development is necessary.

In this study, David Drewery, Jennifer Woodside and Kristen Eppel examine the use of unsupervised AI-based résumé critique. Considering the growth of co-op, this study aims to find solutions to career services and to see whether AI software is useful.

David Drewery, Judene Pretti and Anne-Marie Fannon’s article analyzes the quality of work-integrated learning (WIL) experiences. WIL stakeholders can benefit from the LIRN model (learning, impact, relevance and networking) to provide excellent work experiences.