Integrative Learning

Experiential learning

Work integrated learning

Work Integrated Learning Open Module Initiative – a resource for learners

A Practical Guide for Work-integrated Learning: Effective Practices to Enhance the Educational Quality of Structured Work Experiences Offered through Colleges and Universities - This guide is intended to serve as a resource to enhance student learning and development in higher education through structured work experience. Work-integrated learning is a pedagogical practice whereby students come to learn from the integration of experiences in educational and workplace settings (Billett, 2009).

Resources for reflection

P.E.A.R. model - McRae, N. & Johnston, N. (2016). The development of a proposed global work-integrated learning framework. Asia-Pacific Journal of Cooperative Education, 17(4), 337-348.

Faculty Guidebook on Experiential Education: Brock University - Frameworks for reflection with associated prompts (What? So what? Now what?DEAL, ICE, 4 Rs) as well as domains of reflection and associated prompts: Professional Development, Academic, Personal Development, Interpersonal Engagement, Systems Engagement/Social Justice. 

Reflection Toolkit: University of Edinburgh – a resource with support and information whether you are looking to reflect yourself or facilitate reflection in others.

CTE Tip Sheet: Critical Reflection

Reflective Prompts - Reflective models to help students reflect on their learning.  Reflective models include

  • STAR Model (Situation | Task | Action | Result | Learning)/transfer of learning)
  • Gibbs Reflective Cycle – Description, Feelings, Evaluation, Analysis, Conclusion, Action Plan
  • DEAL Model - Describe | Examine | Articulate Learning – can be used to examine personal growth, civic engagement and/or academic enhancement
  • What? So What? Now What?
  • Bain’s 5Rs - Reporting & Responding | Relating | Reasoning | Reconstructing
  • The Integrated Reflective Cycle – experience, reflection on action, theory, preparation
  • The Four F’s of Active Reviewing - Facts | Feelings | Findings | Future
  • CARL Framework - Context | Action | Results | Learning

Rubrics for assessing reflection

Employability skills

Report: The Human Factor - Essential reading for those curious about the nature and trajectory of the perceived skills gaps that experiential learning opportunities can help to bridge. Burning Glass: “THE HUMAN FACTOR,” BURNING GLASS TECHNOLOGIES ©2015

Report: The New Foundational SkillsThis paper reports on a search for the New Foundational Skills of the digital economy. How and when do evolving skills change the job market? Which skills are in demand in both digitally intensive jobs, and more broadly? Which skills retain their value over time? If such a set of emergent, critical skills exists, how do the skills interact, and what do they mean for job seekers and incumbent employees, educators, and employers? Markow, W., Hughes, D., & Bundy, A. (2018). The new foundational skills of the digital economy: developing the professionals of the future. Business-Higher Education Forum, Washington, District of Columbia.

WatCV (“UWaterloo curriculum vitae”) - The site contains resources designed to help students articulate the full range of their skills to prospective employers. WatCV provides skills-articulation templates recognized by employers worldwide. Using these templates, students create ePortfolios to showcase the wide variety of skills they are developing at university, focusing especially on how they would transfer these skills to new workplace situations. Tomasson Goodwin, J., & Lithgow, K. (2018). Eportfolio, Professional Identity, and Twenty-First Century Employability Skills. Catalyst in Action: Case Studies of High-Impact EPortfolio Practice, 154-71. Tomasson Goodwin, J., Goh, J., Verkoeyen, S., & Lithgow, K. (2019). Can students be taught to articulate employability skills?. Education+ Training, 61(4), 445-460.