Judene Pretti is the director of the Work-Learn Institute (WxL). She is a graduate of the University of Waterloo (BMath '97, MMSc '09, PhD '19) and Queen's University (BEd '97). Her leadership of WxL involves setting the research agenda as well as developing strong partnerships with key work-integrated learning stakeholders nationally and internationally. Those partnerships enable the Work-Learn Institute to identify priority areas for research and to disseminate research findings to key audiences. She is currently leading the development of an online national work-integrated learning resource hub for Co-operative Education and Work-Integrated Learning (CEWIL) Canada and conducting research on how youth contribute toward organizational innovation through work-integrated learning experiences. She is an associate editor for the International Journal of Work-Integrated Learning and the executive chair of the WACE International Research Community.
David Drewery is a research co-ordinator at the Work-Learn Institute. His research focuses on the co-creation of value among students and employers. He examines ways in which work-integrated learning programs can arrange resources to create educational experiences for students and opportunities for employers to access talent. His research has been supported by national and international agencies, including Ontario Human Capital Research and Innovation Fund (OHCRIF), Cooperative Education and Internship Association (CEIA) and WACE. He has published in journals such as International Journal of Work-Integrated Learning, Higher Education Research & Development, and Journal of Education and Work. David is also a Ph.D. candidate in the Department of Recreation and Leisure Studies at the University of Waterloo. There, his research focuses on services management and marketing.
Dr. Brittany Etmanski is a research co-ordinator at the Work-Learn Institute. She has a PhD in Sociology from the University of Waterloo, where her Social Sciences and Humanities Research Council of Canada (SSHRC) funded research examined the labour market pathways of PhD graduates from the social sciences. Her research focuses on the school-to-work transitions of postsecondary students, with emphasis on graduate student outcomes. She has published her research in Higher Education, Canadian Journal of Higher Education, Higher Education Policy, and Perspectives on Medical Education.
Tara Stevens is a research co-ordinator at the Work-Learn Institute (WxL). She has a Masters degree in Kinesiology from the University of Waterloo and her research experience includes work in improving health care practices for older adults, quality improvement in palliative care, and motor coordination and physical fitness in children. Tara’s experience managing and analyzing large data sets has lent itself well to her research portfolio at WxL, which includes examining trends and implications for work-integrated learning with respect to the future of work, and the ways in which the COVID-19 pandemic has influenced them.
Kate Thorne is the knowledge mobilization specialist at the Work-Learn Institute (WxL). After completing her undergraduate degree in Political Science and Business at the University of Waterloo, she went on to work in marketing and business development in both the public and private sectors. Kate specializes in the dissemination of WxL research beyond academic resources to create impact in practice for employers and other stakeholders. She is currently a part-time student in the Master of Management Sciences program at the University of Waterloo.
Nada Basir is an assistant professor of Strategy at the Conrad School of Entrepreneurship and Business. Her research interests lie at the intersection of entrepreneurship and organizational theory. She’s especially interested in how institutions shape entrepreneurs. Her most recent work with Margaret Dalziel focuses on student started ventures and the enabling role co-operative education plays.
Professor Amelia Clarke is the co-creator and principal investigator of the Youth & Innovation Project, associate dean of research for the Faculty of Environment and an associate professor at the University of Waterloo. At the age of 23, Amelia founded the Sierra Youth Coalition, a national youth environmental group. She holds a PhD in Management from McGill University, has an active research program on youth engagement with over 25 publications and has made hundreds of presentations to academic and non-academic audiences.
Margaret Dalziel is an associate professor with the Conrad School of Entrepreneurship and Business and VP Research, The Evidence Network, an evaluation consultancy. She has served on expert panels related to the evaluation of innovation support for the Treasury Board Secretariat, the Ontario Ministry of Finance, the Council of Canadian Academies, the Canadian Prime Minister’s Advisory Council on Science and Technology and Statistics Canada. Her research with Nada Basir explores the relationship between co-operative education and successful entrepreneurial ventures.
Ilona is the co-creator and managing director of the Youth & Innovation Project at the University of Waterloo. She is an award winning social innovator and a regular voice in the Canadian media advising business, civil society and government on how they can tap into the value and unique abilities of young people. She has extensive leadership and governance experience having co-founded several successful organizations. In 2004, she co-founded Apathy is Boring, a non-partisan social enterprise that educates Canadian youth about democracy and encourages them to vote. Ilona was named an Ashoka Fellow in 2009, was a recipient of the Queen Elizabeth II Diamond Jubilee Medal in 2012 and one of the Top 100 Most Powerful Women in Canada by the Women’s Executive Network in 2015.
Lukasz Golab is an associate professor in the department of Management Sciences and a Canada Research Chair in Data for Good. He holds a BSc in Computer Science from the University of Toronto (2001; with High Distinction) and a PhD in Computer Science from the University of Waterloo (2006; with Alumni Gold Medal for top PhD graduate). His research spans various areas in data management systems and data analysis.
Katherine Lithgow is the senior educational developer, Integrative and Experiential Learning for the Centre for Teaching Excellence at the University of Waterloo. She is particularly interested in how to best help students connect classroom learning to that which occurs outside the classroom in workplace, community, and social environments, and how to facilitate transfer of knowledge, skills and values across contexts.
She coordinates the Integrative and Experiential Education series, a series devoted to strategies for fostering experiential learning, and the Waterloo High Impact Practices Group, a collective of Waterloo faculty and staff who support the use of High Impact Practices in teaching and learning, and meet a few times a year to share their successes, challenges and tips for High Impact teaching and learning. She has worked on a number of Learning Innovation and Teaching Enhancement (LITE) funded grant projects including ePortfolios for Career, Reflection and Competency Integration and Bridging the Articulation of Skills Gap through WatCV: Career and Competency ePortfolios and is currently working with a team on “Evaluating a New Student-Centric Learning Approach: The Impact of SLICCs (Student-Led Individually-Created Courses) on Student Learning Outcomes.”
Christine Logel is an associate professor in the Department of Social Development Studies at Renison University College, affiliated with the University of Waterloo. Her research seeks to understand the negative effects of stigma on well-being, health and success, defined in different ways, in order to design and test social psychological interventions to reduce these negative effects. For example, a 30-minute social-belonging intervention, in the form of an online reading-and-writing task, helps students frame challenges in the transition into university as normal and temporary. As a principal investigator with the College Transition Collaborative, she and her collaborators at Indiana, UT Austin and Stanford University have partnered with colleges across North America to design, customize and evaluate these interventions at large scale. Dr. Logel’s research has been featured in media including The Atlantic, The Huffington Post and the CBC, and is published in top-tier journals in social psychology and in education. Dr. Logel earned her PhD in social psychology from University of Waterloo and held postdoctoral fellowships at University of Colorado and Stanford University.
John (Jay) Michela is an associate professor of Industrial/Organizational Psychology at the University of Waterloo. Since the 1990s, Jay has led the Waterloo Organizational Research and Consulting Group (WORC Group) as its founding director. His research in organizations involves management issues connected with leadership and teams, including teamwork that seeks entrepreneurial product innovation. His research with university students has examined (a) identity-based motivation toward career choice and (b) cognitive-motivational and experiential learning processes in development of employability skills or professional competencies. His interests in these topics has led to his collaborations with the Work-Learn Institute (formerly Waterloo Centre for the Advancement of Co-operative Education) on research around these issues for co-op students.
Nancy Waite is the associate director, Clinical Education with the School of Pharmacy. Through various academic and clinical positions in Canada and the United States, she has experience providing clinical pharmacy services in primary and acute care settings, teaching professional and student audiences and conducting pharmacy practice and education research. She has led many initiatives to create, implement and measure innovative educational programming to meet changing health care needs and advancing pharmacy practice. She is particularly interested in how a mixed work-integrated learning model contributes to student’s educational outcomes.
Shivangi Chopra is a graduate student in the Department of Management Sciences at the Faculty of Engineering in the University of Waterloo. After graduating on the Dean’s Honours List and receiving a B.A.Sc. in Computer Engineering from the University of Waterloo, she joined the Information Systems paradigm of the Management Sciences department where she specializes in big data analytics. She is interested in issues related to the dissemination, quality, applicability and retention of education and she employs various data mining tools to get a deeper understanding of the same. Her research has contributed in revealing striking attributes about student entrepreneurs and how they benefit the University ecosystem. Her current research uses data science to examine whether a gap exists between what co-op employers expect from students versus what students desire from their co-op jobs.
James Downey was the founding director of the Waterloo Centre for the Advancement of Co-operative Education (WatCACE, now Work-Learn Institute) and was previously the president of the University of Waterloo. Co-operative education and its study is of interest to him because of how it has influenced the success of the University of Waterloo. His research interest lies in answering the question of how and why the University has been so successful in this sphere and how that success might be enhanced. He was instrumental in the creation of WatCACE and to setting its research agenda, thereby fostering a spirit of empirical analysis for co-operative education. While not actively engaged in co-operative education research at present, he remains interested in how the University can build on its singular achievement in this domain.
Maureen Drysdale is a professor, Department of Psychology, St. Jerome's University/University of Waterloo. She specializes in developmental and education psychology. As part of her work with the Waterloo Centre for the Advancement of Co-operative Education (now Work-Learn Institute), Maureen designed a comprehensive Research Methods Workshop for individuals or organizations entering into co-op research for the first time.
Bruce Lumsden served as the director of the Co-operative Education and Career Services department (CECS, now Co-operative Education and Career Action) at the University of Waterloo for eleven years. He believes that in order to understand the learning process in the classroom and the workplace, and to connect the two into a comprehensive learning experience requires relevant and substantive research. As the former director of CECS, he oversaw the growth of co-op student enrolment and the construction of the Tatham Centre, a building dedicated solely to the CECS activity. Currently (and in continuing discussion with Dr. Patricia Rowe), he is particularly interested in the quality of co-op programs and how to manage the expectations of the various partners, employers, students, and institutions in the co-op program.
Patricia Rowe is a professor emerita in the Department of Psychology and the former Dean of Graduate Studies at the University of Waterloo. She began to investigate co-operative education as an extension of her work in Industrial/Organizational Psychology, rooted in her belief in the importance of work in our lives. Along with her graduate students, Dr. Rowe has published a number of articles on various aspects of co-operative education, which have been recognized by the awarding of the Don Maclaren Award, the James W. Wilson Award, and the Tyler Award. She is currently studying work experience including its nature and effects on the young worker, and the various characteristics of work that are related to those effects.
Gary Waller is a professor emeritus in the Department of Psychology and the former director of the Waterloo Centre for the Advancement of Co-operative Education (WatCACE, now Work-Learn Institute). He chose to study co-operative education due to its clear positive impacts upon students at the University of Waterloo. As one of the co-founders of WatCACE, he has examined training for work, teamwork in the workplace, training development and evaluation. He has co-authored and co-edited nine books examining the various aspects of human performance. While not currently researching co-operative education, he remains interested in the research activities of the Work-Learn Institute and the development of co-operative education programs.