Advancing Career Integrated Learning at Memorial

Cannexus 2013

IntroductionsKaren Youden Walshkaren.youden@mun.ca

Rhonda Joy rjoy@mun.ca

Rob Shearshea@mun.ca

What are you expecting from todays presentation?

Overview of this sessionReview of Project Career and Work Integrated Learning (CIL & WIL)Lessons Learned 2012Examples of work in actionDiscussion and input

Project Review This 5 Year Project was born fromExperience in career development work in post secondaryRecognition that many students needed more opportunity to reflect on their post secondary experiencesDiscussion with colleagues in the university regarding student engagement.Doctoral research that discussed student persistence and Career Development

MUNs Teaching & Learning framework

Current Discourse in Media

Recent Discussions in Post Secondary Ontario Council of UniversitiesHigher Education Quality Council of OntarioCanadian Association of Career Educators and EmployersUniversity Affairs Undergraduate Studies article

Memorial University Teaching and Learning Framework, 2011

Critical and practical thinkersResponsible citizensDemonstrate ethical, moral and intellectual integrityCreative and responsible problem solversPassion for learningSupportive collaborators with particular regard to diversity of interestsKnowledgeable and competent in their fieldCommunicate effectively Passionate and industrious individuals

Career Integrated LearningLearn a living (Hall, 1996)

Learner focusDeveloping skills and attributes to navigate life/leisure and workLearning embedded in experience

Systems Theory (Patton & McMahon, 1999)

Smith et al., 2009

Working ModelSmith et al. 2009FacilitatorCurriculum

Experiences in Implementation Ethics process

Interviews at MUN (Spring 2012)

Pilot in classroom /online (Fall 2012)

Ethics Process

Approval to interview WIL program and academic staffCommunity & employersPilot and Student interviews

Pilot Interviews to LearnMore about WIL

Cottage industry process in programsMust overcome perception of program review & Respect academic freedom

Exploring What Works

Professional Development Skills Program (International Students)Pharmacy Program and ToastmastersEnglish Studies Marine Studies Community Consultation

Pilot ProgramPreparation:Review existing course syllabiRe-write with GSC for each evaluation activity

Guided by DOTSDecision makingOpportunity awareness Transition learningSelf awarenessUsed to describe Career Development outcomes/attributes A.G. Watts (2006)

Three Stages of Pilot

Initial IntroductionMid-TermEnd of Semester

Introduction Stage

Students were given information on the study and consent forms.

Students were asked:What comes to mind when you hear the term:Graduating student competenciesCareer integrated learning

Students were then handed out the coursesyllabus with GSC

New Syllabus (in class)Initially Graduating Student Competency lists were attached to back Now integrated with evaluation activity

Course Requirements and Evaluation

Class Participation - Value 10% Students are expected to attend and beprepared for classes and to activelyparticipate in discussions and activities.

Graduating Student Competencies AcquiredImprove Interpersonal SkillsImprove your ability to understand and work within the dynamics of a groupDevelop your research skillsLeadership SkillsWriting skills (e.g. group summary response)Ability to work within a time frameAccepting responsibility for your role in a groupSummary, integration and assimilation skills (e.g. journals and class activities)Application of knowledge to practiceDecision-makingCritical thinking skills

Course Requirements Evaluation ActivityPortfolio - Value - 30%Dates: September 26, 2012:October 31, 2012:November 28, 2012:

In a journal, students are expected to record your reflections, experiences, and learning throughout the course. Make entries after every class, recording a brief synopsis of content, and your reflections on the specific theories, issues, models, etc. discussed. Include an annotated list of readings, videos,Internet sites etc.Graduating Student Competency AcquiredImprove your ability to work independentlyWriting skills (e.g. group summary response)Self-awareness skillsAbility to work within a time frameApplication of knowledge to practiceTransitional Skills as you learn more about yourself and how your skills relate to the world of workCritical thinking skillsImprove your ability to work independentlyAbility to work within a time frameSummary, integration and assimilation skills (e.g. journals, internet sites and class activities)Application of knowledge to practice

Mid-Term StageWhat did you think when your instructor included in yoursyllabus GSC that you maydevelop as a result of participating in this course?

QUOTESI was using them before but not calling them GSC. But then made the connection when discussed in class.

They get us to think outside the box

Helps see relevancy of course beyond the classroom

Mid-Term Stage2. Had you ever considered what GSC you might be developingas a student at Memorial?

QuotesI had not considered my GSC before this course. I also did not realize how they may set me apart from other students applying for similar jobs.

In recent job interview I referred to my competencies not degree.

Mid-Term Stage3. Have you thought about the GSCthat may be developed in thiscourse since they were introduced in your class?

QuotesI spoke about the GSC I havegained throughout university in ajob interview.. And managed to geta 2nd interview.

QuotesMy focus has increased around how I am developing and refining them. I am engaging in more monitoring, defining and refining of them.

Mid-Term StageDo you see how these competencies have been integrated in your course activities to date? Please give examples.

QuotesCommunication and working in groupsTime management skillsSelf-reflection skillsAbility to work in a group dynamicThis course is one of the most relevant Ive taken in terms of application to career skills.

End of Semester StagePlease tell us what comes to mind when you hear the terms GSC CIL

GSC QuotesSkills you develop that are not technically part of the course material.

Academic and practical skills you take from university experience.

GSC QuotesSofter skills.

Can be applied to future careers.

Apply to careers and lives beyond graduation.

CIL QuotesAbilities attained by integrating GSC into classLearning skills that can be applied to difference aspects of your career (interpersonal skills)Having both soft and hard skills

End of Semester Stage2a) Have you thought about the GSC that may be developed in this course since they were discussed at mid-term?

End of Semester Stage2a) Do you see how these competencies have been integrated throughout the course? Please give examples.

QuotesSome examples of GSC integrated into course:

Summary skillsDaily journalsInterpersonal skillsGroup workCritical thinkingResearch skillsListening skills

End of Semester Stage2b) Through discussion of these competencies this term do you feel you have learned something about your own skills/attributes? Please give examples.

QuotesI like to take more of a leadership role.I have learned to work more independently.I am good at understanding peopleI have learned I CAN let go and let others lead

QuotesI tend to take on more of a supportive role in groups due to my passive nature

I know how to sell myself better

I enjoyed working in groups

End of Semester Stage2c) Do you feel that becoming aware of your GSC is helpful to you? Explain.

Quotes Spoke about competencies in job interview.. They were (obviously) impressed as I got the job!

Become more employable

QuotesHelps me to verbalize my skill set in interviews

Increase my confidence

Helped me realize skills I did not know I had before

QuotesNow I visualize myself as part of a

bigger whole That aside from my

degree and through volunteer work- I

have developed an abundance of skills

I can carry with me throughout life.

CAREER FAIR PROJECT

Career fairApproach a min. of 8 booths at Career Fair.

1. Discuss job opportunities based on your GSC at 4 booths.2. Discuss job opportunities based on your degree at 4 booths.3. Did the response from recruiters differ?4. Benefits of attending Career Fair?

Quotes When discussing GSC with recruiters some were pleasantly surprised while others were uncertain as to how to respond. They were uncertain re: transferable skills.

One recruiter even asked if I was REALLY a MUN student?

QuotesSome booths favored a degree while others indicated GSC were more important.

MORE discussion with GSC than degree.more engagement!

QuotesOne booth gave a blank stare when discussing my degree but once GSCassociated with degree werementioned they could see theconnection (recruiter felt degree not related to their field at first).

QuotesDegree prompted very predictable and generic responses.

Some recruiters were very quick to think on their feet and respond to possible job opportunities based on GSC.

QuotesMore jobs opportunities based on GSC.

There was a physical difference in how people listened to me they appeared more interested when discussing GSC and just entertaining me when discussing degree

BENEFITS of Career FairQUOTESLearned about current jobs

Realized importance of being aware of GSC and their transferability.

QuotesMet several people who inspired me to look into new employment.

looking for a job as a teacher can be discouraging the experience offered me renewed hope (other possibilities).

QuotesIt allowed me to network.

Gained knowledge. useful information such as: How to prepare for various jobs,pay, travel, etc

QuotesI can highlight my skills to fit different companies.

I gained more confidence in speaking about myself

I learned I AM MORE THAN MY DEGREE

QuotesDefining oneself in terms of adegree can put you in a box basedon attitudes and perceptions aboutthe degree while defining oneselfby a variety of skills and abilitiesproves that we can reach beyondthe label and explore many opendoors and career paths.

Next Steps.Continuing to develop pilot programs with other facultyVirtual site under construction to share our ups and downsOpportunity to engage faculty, staff, and students in career integrated learning.We hope that this project will allow us to open a discourse on career development that has yet to happen on many university campuses

Thank you so much.

Special Thanks to the Counselling Foundation

We stand on the shoulders of giants

Comments? Questions?

References

Australian Chamber of Commerce and Industry & Business Council of Australia. (2002). EmployabilitySkills for the Future. Canberra: Department of Education, Science & Training.

Conference Board of Canada. (2000+). EmployabilitySkills Profile.

Cooper, L., Orrell, J., & Bowden M. (2010). Work integrated learning: A guide to effective practice. Routledge: Oxon (and NY). Finlayson, A. (1996). Naming Rumpelstiltskin: Who will profit and who will lose in the workplace of the 21st century. Toronto: Key Porter BooksHall, D. T. (1996). (Ed.). The career is dead: Long live the career. San Francisco, CA:Jossey-Bass.

Knight, P., & Yorke, M. (2004). Learning and Employability. UK: Higher Education Council

Kolb, D. (1984). Experiential learning. Englewood Cliffs, NJ: Prentice Hall

Martin, A., & Hughes, H. (2009). How to make the most of work integrated learning: A guide for students, lecturers and supervisors. Massey University Press, NZ.

McIlveen, P., Brooks, S., Lichtenburg, A., Smith, M., Torjul, P., & Tyler, J. (2008). Career development learning & work integrated learning in Australian higher education: A discussion paper.

McMahon, M., Patton, W., & Tatham, P. (2003). Managing life, learning and work in the 21st century: Issues informing the design of an Australian blueprint for career development. Miles, Morgan Australia Pty Ltd.

Memorial University of Newfoundland. (2011). Teaching and Learning Framework Discussion Paper.

Merriam, S. (2009). Qualitative research: A guide to design and implementation. San Fransisco: Jossey-Bass

Mervis, P.H., & Hall, D.T. (1996). New organisational forms in the new career. In D.T. Hall (Ed.). The career is dead: Long live the career. San Francisco, CA: Jossey-Bass.

Patton, W., & McMahon, M. (1999). Career development and systems theory: A new relationship. Pacific Grove, CA: Brooks/Cole

Precision Consultancy. (2007). Graduate employability skills: Prepared for the Business, Industry and Higher Education Collaboration Council. Canberra: Commonwealth of Australia.

Rees, C., Forbes, P., & Kubler, B. (2006). Student employability profiles: A guide for higher education practitioners. UK: Higher Education Academy.

Rifken, J. (1995). The end of work: The decline of the global labour force and the dawn of the post market era. New York: Putnam Publishing Group

Sattler, P. (2011). Work-integrated learning in Ontarios postsecondary sector. Toronto: Higher Education Quality Council of Ontario

Smith, M., Brooks, S., Lichtenberg, A., McIlveen, P., Torjul, P., Tyler, J. (2009). Career Development Learning: maximizing the contribution of work-integrated learning to the student experience: National Association of Graduate careers Advisory Services

Watts, A. G. (1977). Careers education in higher education: Principles and practice. British Journal of Guidance & Counselling, 5, 167-184.

Watts, A. G. (2000). Career development and public policy. Journal of Employment Counseling, 37, 62-75.

Watts, A. G. (2006). Career development learning and employability. Heslington, York: The Higher Education Academy.

Web LinksNational Association of graduate Careers Advisory Services nagcas.org.au/ALTC

The Higher Education Academy www.heacademy.ac.uk

WELCOME

INTRODUCTION. Who we are.. What we are doing

Review Project reference last years presentation update and lessons

CIL definition and theory (next slide)

What questions whAT DO YOU EXPECT**Non- technical competences must be integrated throughout University career not just WILMany similar projects seem to happening around the country Ontario Council of universities focus on learning outcomes, not specifically career but we see similarities when learning outcomes are described. i.e Uguelph; HEQCO

A refresher that the career development piece of this project is reflected in P&Ms systems theory framework brief descriptionRelate to individual , community, and chanceRelate to university organizational structureConversation in mainstream media *NAGCAS and ALTC Model ( Australia)

Formalize through CIL the integration and articulation of these competencies

This model is ONE MODEL .. MUN expands this model to LEARNER/FACILITATOR AND WORKPLACE/CLASSROOM/COMMUNITY (as separate??)*Cooper, Orrell & Bowden, 2010GSC Initially attempted to learn more about what is currently happening at MUN and create a template outlining characteristics of placement/internship service learning coop placements however quickly learned that because of two factors: programs may operate differently within a dept cannot actually confirm or deny this .. just that it is impossible to get specific answers to questions so we changed focus it is more important to honour existing programs and examine the key aspects that we want to share to encourage moreOnce we stopped trying to fit programs into a template and asked what works? we found many examples of excellent CIL ideas we recognize that this is still ad-hoc and thats the challenge that lies ahead but we began to answer that challege in the classroom pilot (next slide)Describe how we approached the process listng as many competencies as possible and the rewrote the SyllabusEXPLAIN DOTSEXPLAIN ONLINE and in class courseExplain why this was done (asking Q BEFORE handing out GSC)

Explain findingsThis is how the new and revised syllabus is presented to students

Old syllabus had GSC listed at back of syllabus New one has GSC lined up next to evaluation activity in which the skill is developed.

**Explain why we did MID TERM

SS had time to reflect on competencies presented earlier in termnow we want them to think about how knowledge may impact their career?Asked this again to see if students had processed or thought about these termsimportance of facilitation.. Discussing through out termAsked students to take a moment and reflect on the development of GSC during the course and respond to the following questions.

Most responded that they had thought about the GSC that could be obtainedespecially when considering applying for JOBS

What I learned!Examples of booths??Rob was this added after Cannexus? its still relevant Australia UK **Karen add new references