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:
Both WatCV and non-WatCV co-op students articulate skills better overall than non-co-op students in both groups.
WatCV group co-op students articulate their ability to transfer skills better than non- WatCV co-op students.
WatCV group students match the skills question with a correct skill example more successfully than non-WatCV group students.
All students struggle to articulate how to transfer skills.