Assessment and feedback remain one of the biggest challenges when designing work-integrated learning (WIL) programs. Motivated by the paucity of student-facing research, this study explores the student experiences of assessment and feedback on work-placement modules across a variety of programs within a single university. Two hundred and seventy…

This paper investigates the impact of entrepreneurship on cooperative job creation in a large North American post-secondary institution. The data-driven analysis is enabled by two unique datasets: a list of companies started by the institution's engineering students and faculty, and a database of the institution's cooperative education (co-op)…

Assessment in work integrated learning (WIL) programs typically involves workplace supervisors rating student performance against criteria based on employability skills. Yet investigations of differences in employer ratings that may impact on student outcomes are rare. This paper reports on a pilot study that examined supervisor evaluations of the…

Described in an experimental ethics course, taught at the University of Kentucky, in which the student combines the experience of a public agency internship with reflection afforded by readings and discussion of ethical issues in a seminar format. An evaluation of the program's effectiveness is reported. (JMD)

Describes the cooperative engineering internship program of the University of Louisville's J. B. Speed Scientific School. The mandatory and highly organized program features preparation in technical communications, and mid-internship evaluations. (WB)

This guide is designed for college students who are involved in college-sponsored, off campus work experience programs, to help them meaningfully integrate these experiences into their ongoing educational programs. It would also be useful to anyone entering their first working situation. Basic steps which are outlined include selecting and…

This handbook is designed for college faculty concerned with developing effective off-campus experiential learning programs, and with assessing the outcomes of these programs. The theoretical background of experiential learning is discussed, and the practical and implementation issues are emphasized: definition of educational objectives,…

This document presents and explains the Institute for Experiential Learning's Standards of Excellence for Experiential Education through Internships, which were developed to generate a discussion in the higher education community on the academic standards that should serve as benchmarks for assessing the elements of good practice in internship…

During the 1975-76 academic year, the California Mini-Corps, a component of the California Plan for the Education of Migrant Children, consisted of a summer and a school-year Teacher Assistant Program, the Medi-Corps Paramedical Program, a Teacher Intern Program, and an Administrative Trainee Program. Methodological approaches used to directly…

A project was undertaken to create a training program to prepare individuals with cerebral palsy for employment in various food service situations. A project advisory committee, which consisted of representatives of corporate business, public institution restaurants, catering services, and staff of an agency serving clients suffering from cerebral…

This document is intended to provide New York schools, business/industry representatives, and others with resources to develop or further refine work-based learning (WBL) strategies or components. Section 1 presents background information on the following topics: (1) the scope of WBL; (2) foundations for the development of WBL; (3) categories of…