From pilot to practice: Grad students connect academic studies with real-world impact
By: Matthew King (he/him)
Waterloo’s successful work-integrated learning pilot for grad students moves forward.
The graduate work-integrated learning (GradWIL) project at the University of Waterloo is finishing its pilot phase and moving into operational programs. This important step allows us to look back on what we’ve achieved so far and demonstrate our ongoing commitment to providing graduate students with practical, career-focused work-integrated learning (WIL) experiences.
Expanding opportunities across disciplines
Since its inception, GradWIL has created innovative opportunities for master's and doctoral students to apply their research, skills and academic insights in real-world settings. These experiences include graduate co-op work terms, applied research opportunities and project-based course-level or centralized WIL with external partners.
A key advocate of GradWIL from the beginning has been Dr. James Rush, vice-president, academic and provost, whose support helped lay the foundation for the initiative's success.
None of this would have been possible without the support of Dr. James Rush. From the beginning, he recognized the value of expanding work-integrated learning to the graduate level and championed our efforts to make it a reality. His leadership has reinforced our commitment to putting students at the centre, ensuring their academic experiences are enriched by meaningful, real-world learning opportunities.
In partnership with Graduate Studies and Postdoctoral Affairs (GSPA) and the faculties, Co-operative and Experiential Education (CEE) supports graduate co-op programs in Engineering and Math. The graduate co-op offerings include the Master of Management Sciences (MMSc), Master of Engineering (MEng) in Electrical and Computer Engineering and Master of Data Science and Artificial Intelligence (MDSAI) programs.
Clarence Woudsma, Interim co-associate vice-president, Graduate Studies and Postdoctoral Affairs
The initiative extended far beyond just co-op offerings. In the Faculty of Environment, the Master of Climate Change (MCC) program introduced a WIL internship component to provide students with practical experience in their field of study.
"A key to the success of our efforts was the willingness of programs across the faculties to be open to working with us, problem solving with supporting partners, and ultimately enhancing an existing WIL activity or bringing new ones to life,” says Clarence Woudsma, interim co-associate vice president, GSPA.
“It’s a prime example of our actions reflecting our institutional values – think differently, act with purpose, work together.”
Enhancing career preparedness through curriculum
A key component of GradWIL’s success has been the development of WIL courses like WIL 601: Career Foundations for Work-Integrated Learning and WIL 611: Interdisciplinary Community/Industry Research Project. These courses, developed in collaboration with the Centre for Career Development, the Centre for WIL and industry partners, equip students with tools and strategies to prepare for their WIL experiences and future careers.
This approach to interdisciplinary work-integrated learning creates an opportunity for graduate students to learn in unique ways. That only becomes more important at the graduate level, where they're deeper in their discipline. Breaking through that barrier to the other disciplines is meaningful and provides a unique opportunity for students to engage.
Students report increased confidence and preparedness after completing WIL 601 and 611.
“The course helped give me the tools to explain what I have done as a grad student and how that applies to an employer’s workplace,” says Adam Smith, Master of Applied Mathematics student. “It definitely made me reflect on where I'm at and where I might want to go.” Read more about Smith’s experience in WIL 601.
GradWIL has also supported impactful applied research experiences. PhD student Emily Shantz collaborated on an online tool designed to assess cardiovascular disease risk in lupus patients. Her work included creating inclusive patient education materials and engaging directly with patients to ensure accessibility.
Adam Smith, Master of Applied Mathematics student
Adding an applied research component gave me a lot of other transferable skills that I’m not sure my PhD would have brought me alone.
Looking ahead
Graduate Work-Integrated Learning (GradWIL) at Waterloo enters its next phase, grounded in a strong partnership between CEE and GSPA. Together, these two units are deepening their shared commitment to expanding and enhancing graduate-level WIL as a key differentiator for the University. Building on the success of the initial pilot, CEE is expanding its commitment to graduate co-op programs with the enhanced support model used during the pilot to reflect the unique needs of graduate students.
WIL 612: Applied Leadership in Work-Integrated Learning is another centralized WIL course that will be piloted in the fall. It will provide graduate students with WIL opportunities that combine theory and practice to develop leadership and project management skills for professional settings.
The Centre for WIL is developing new graduate certificates in WIL as an option for students who do not have access to co-op or internship through their program. They are also exploring a CEE-administered work experience with the goal of delivering WIL to any student who would like to participate. Both of those offerings still need various levels of approvals before pilots can begin.
There’s a clear and growing appetite across campus for more graduate work-integrated learning opportunities. Faculties, students and partners see the value, and we’re actively working to meet that demand. This momentum shows a shared commitment to reimagining graduate education in ways that are relevant, applied and deeply student centred.
GradWIL is now part of Waterloo’s ongoing commitment to graduate education and talent development.