Grant recipients:
Jennifer Dean, Kristy Kilbourne, School of Planning
(Project timeline: September 2024 - August 2025)
Description
This study aims to enhance UW student learning of Professional Planning competencies through work integrated learning. Despite the widespread uptake of WIL in post-secondary settings, there is paucity of research that evaluates its effectiveness on learning professional competencies in accredited programs, such as Planning. While research does exist on the use of WIL in Planning education globally, an evidence-base in Canada is virtually absent.
Accordingly, this multi-phased, mixed-methods study gathers data on best practices for WIL in planning education, as well as UW student experiences of professional competency development through WIL. Given that local context is highly relevant to not only the availability of necessary supports for WIL (at which UW excels) but also the practice of planning (i.e. quality of workplace experiences) and the national accreditation standards (i.e. specific competencies required to learn), developing a Canada-specific evidence base is important for improving student learning outcomes locally.
Project Objectives
The primary aim of this study is to enhance student learning in professionally accredited undergraduate programs by improving integration of knowledge gained through the co-operative education program and competency-based curriculum. Accordingly, this study has four research objectives:
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Identify best practices of work-integrated learning (WIL) in professional planning education;
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Examine how best practices in WIL address professional competence in Professional Responsibility & Ethics (PRE);
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Explore students’ experiences with PRE and development of the competency in the workplace;
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Develop and disseminate recommendations that enhance WIL for PRE competency among UW planning students.