Resources

Guide to legal agreements for domestic placements

Guide to legal agreements for domestic placements This document is a guide only. It provides an example of the clauses and conditions relevant to agreements between universities and host organisations to support student learning through Work Integrated (WIL)...

ACEN webinar Research Snapshots

Research projects undertaken through ACEN grant scheme were showcased at this webinar. Through this interactive and informative event, participants had the opportunity to share approaches and challenges related to their own contexts.   Facilitator: Judith Smith...

Good Practice Guide – Integration

Integrative learning brings together theory and practice in the workplace or professional context. The 'theory-practice nexus' is simply the site in which theoretical ideas or disciplinary techniques and skills which were learnt in class, are developed and applied in...

Good Practice Guide – Assessment

Assessment is the process of gathering information and evidence about a student’s performance for the purposes of either supporting or accrediting learning. Assessment serves different purposes including providing support for learning through feedback on performances...

Good Practice Guide – Preparation

Preparation activities consist of introductory and practical activities that assist in getting the student ready for the WIL experience. Regardless of the type of WIL activity e.g. placement, an industry/community project on or off campus, fully online or a...

Good Practice Guide – Supervision

Supervision is the monitoring of the student learning experience, progress and practice during a WIL activity. Industry/community partners and WIL practitioners from universities collaborate in administering, managing, observing, educating, supporting and supervising...

Good Practice Guide – Debrief

Debrief is the process of having a conversation with the student and industry/community partner (separately or together if appropriate) after the WIL activity. The debrief focuses on reflections on the experience, the learning and/or the design and management of the...

Good Practice Guide – Authenticity

Authenticity means more than just the idea that the student is in the real workplace. There are dimensions to authentic practice being emulated which go way beyond the reality of the workplace situation. These dimensions include appropriate autonomy of practice,...

Support for Supervisors

‘Get Engaged’ is an online resource for practitioners who supervise university students in their workplace as part of a university degree. Link...

Youth Mentoring

Brief description of WIL activity Third year psychology students complete one full day of mentoring training (a TAFE Accredited certification) followed by two hours of mentoring a week for two 10-week school terms (46 hours of placement in total). Students then mentor...

Simulated WIL projects for final year engineering students

RMIT have developed an authentic, simulated, non-placement WIL project for final year engineering students unable to do an engineering work placement. This bespoke WIL module was developed in collaboration with an engineering consultancy drawing on a real-world engineering project.

Assessing the impact of WIL on student work-readiness

The ‘Impact of WIL on Student Work-readiness’ OLT funded project concluded in 2014 with findings that validated the impact of WIL on the preparedness of graduates for the workforce.

An extension grant: ‘Developing strategies to maximise industry contribution and engagement with the WIL experience’ was awarded in 2015. This project further investigated WIL curriculum frameworks and ways to enhance the capacity of industry to support students undertaking WIL.

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