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Students from equity-deserving groups (EDGs) may face barriers in work-integrated learning (WIL). This study aimed to identify these barriers experienced by WIL students on a co-op journey from various EDGs. Analyses revealed that students from EDGs faced both structural and non-structural barriers on their co-op journey. The results of this study highlight the need for solutions and action to address these barriers by all WIL stakeholders.

Between 2020 and 2022, the University of Waterloo rapidly hired and trained over 1000 undergraduate co-operative education (co-op) students as part of the Online Learning Assistant (OLA) Program, to support faculty (i.e., course instructors) in the transition to online teaching. Our research findings suggest that these co-op hires were incredibly beneficial to many faculty, with their efforts ultimately leading to improvements in teaching and learning.

This research study explored the kinds of friendships co-op students make on work terms and how they are impacted by remote work. We also examined the impacts of these friendships on outcomes that are important to both students and employers.  

Résumé critiques are one of the most popular services offered by career services at post-secondary institutions. Researchers wanted to know if using an artificial intelligence-based (“AI”) résumé critique tool prior to an in-person critique would influence the student’s critique experience and learning outcomes.

Relevant work experiences are central to the success of work-integrated learning (WIL) programs. This study explores students' previous experiences to identify the "building blocks" of relevant WIL work experiences.