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The elevator in Environment 1 (EV1) is shut down for maintenance from April 23 to May 25, 2018. During this time, the only way to access CTE’s offices on the third floor of EV1 is by the stairs. We are happy to arrange an alternative meeting place for CTE meetings if requested. For directions to our workshop spaces (EV1 241 and 242) via the elevator in EV3, please visit our Location page. We invite you to contact us if you have any questions or concerns. 

Skills Research: For Researchers

 WatCV team

WatCV project investigators: Jill Tomasson Goodwin, principal investigator; Katherine Lithgow, co-investigator; Jennifer Roberts-Smith, co-investigator; Joslin Goh, project statistician; Stephanie Verkoeyen, project manager. Full research team

WatCV began as a one-course research pilot in 2015.  Findings from this preliminary study suggested that structured ePortfolio reflections do in fact help co-op and non-co-op students better articulate their professional skills, even six months after course completion.

To test whether these results were generalizable, we broadened the study to include 22 courses, 45 instructors and teaching assistants, across all 6 academic faculties, varying class sizes (10-350 students), from first to final year, with varying instructional delivery formats (workshop, lecture, studio).  Over the 2016-2017 academic year, 1682 students (experimental group) received standardized assignment instructions, wrote three reflections, created a WatCV ePortfolio, and were graded with the custom-designed WatCV rubric (5046 reflections).  1716 non-WatCV students (2015-2016 academic year course registrants) made up the control group.

We sent out census-style survey results to 3998 experimental and control students six month after course completion. Based on the resulting data, our follow up research confirmed that the pilot study’s findings are generalizable: writing WatCV reflections helps both co-op and non-co-op students to articulate professional skills.

Other major findings include:

  1. Both WatCV and non-WatCV co-op students articulate skills better overall than non-co-op students in both groups.

  2. WatCV group co-op students articulate their ability to transfer skills better than non- WatCV co-op students.

  3. WatCV group students match the skills question with a correct skill example more successfully than non-WatCV group students.

  4. All students struggle to articulate how to transfer skills.

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View the video of WatCV principal researchers as they outline their major findings. Researchers are invited to build on and extend these findings.