Project Team
Madeleine Noble – Instructor & Experiential Lab Manager, Dept Kinesiology and Health Sciences
Monica Vesely – Lead Educational Developer - Curricular Integration, Centre for Work-Integrated Learning
Project timeline: September 2026–February 2028
Description
This project examines how a structured approach to reflection supports students’ development of critical reflective practice as part of a course-level WIL experience. The CLEAR WIL Reflection Process developed by the Centre for Work Integrated Learning (CfWIL), is implemented in a kinesiology course where students complete three reflective activities tied to their WIL placements. Surveys will gather student feedback on the effectiveness of the process in supporting deep, critical self-reflection, and the accompanying rubric in fostering revisioning and growth. Qualitative and semi-qualitative analysis will examine responses for evidence of increased confidence and the development of reflective practice.
As course-level WIL expands within the Faculty of Health, a common reflective approach promotes consistency in student engagement and instructor and TA evaluation. Findings will inform WIL resource development, support broader adoption across the faculty, and strengthen students’ ability to integrate reflective learning across courses and contexts.
Research Questions
- Do students perceive the CLEAR Reflection Process as a guide for structuring and deepening their WIL self-reflections? How?
- Do students perceive rubric‑based feedback as supporting deeper, more multi-faceted self-reflection across iterations? How?
- Does repeated engagement with the CLEAR Reflection Process contribute to increased confidence and fluency, leading to the genesis of a reflective practice?