Dr. Niigaanwewidam Sinclair
Anishinaabe & Professor at the University of Manitoba
MORE INFORMATION ON THE PROGRAM COMING SOON!
Sessions Sneak Peak
Indigenous Community First: Consultation is Key
Bryanne Smart, University of Waterloo and Renee Livernoche, University of Victoria
Indigenous communities have historically experienced research happen to them, and in ways that tend to be extractive . This session demonstrates and shares how research should be done in collaboration with Indigenous communities, to co-create, and co-develop research outcomes with the most benefit.
Does Not Meet the Standard: Failure in Assessment Practices in a Flexible WIL course
Lisa Stowe, University of Calgary
Assessing Work Integrated Learning can be a complex task given the number of the assessment partners involved, the changing and unpredictable nature of a work placement and the academic expectations of the university institution (Ajjawi et al, 2020).
Mieux encadrer nos étudiants et employeurs durant les stages, une formule gagnante!
Marie-Claude McDuff et Fabienne Aubert-Lapointe École de technologie supérieure (ÉTS)
Durant l’année 2022, nous avons réalisé que nos pratiques actuelles d’encadrement de nos stagiaires ne répondaient plus aux besoins des étudiants universitaires. Le contexte postpandémique a soulevé des enjeux d’anxiété des personnes stagiaires, ayant ainsi un besoin plus grand en coaching et mentorat.
Us, Humans: Re-imagining WIL reflective assessment in an AI-powered world
Danielle Moed, Toronto Metropolitan University
The introduction of generative artificial intelligence (GenAI) tools (e.g., ChatGPT) within the public domain notably disrupted higher education, presenting complex challenges and unique opportunities, and sparking a paradigm shift within teaching and learning, particularly with respect to assessment practices (Alasadi & Biaz, 2023).
Following Best Practices for Curriculum Design in Co-op has Many Advantages Beyond Student Learning
Claudia Sperling, Camosun College
Have you ever found yourself feeling like your academic partners don’t understand the learning that occurs in work-integrated learning? Perhaps they seem to perceive co-operative education simply as ‘work experience’ or like a wonderful student service that is not related to academic planning and coordination?