wil in science progress in growing wil · group discussion: legal issues associated with placements...

WIL in Scienceprogress in growing WIL

Liz Johnson

Cristina Varsavsky

Jo Elliott

Today…

Deakin University CRICOS Provider Code: 00113B

ActionsOutcomesRecommendationsWIL in Science snapshot 2018

Your task:Next steps for WIL in Science?

Liz Johnson, ACDS & Deakin John Rice, ACDSCristina Varsavsky, MonashJo Ward, CurtinMalcolm Campbell, DeakinJohn Holdsworth, NewcastleDeanne Skelly, GriffithTrina Jorre de St Jorre, DeakinJo Elliott, DeakinJen Aughterson, Deakin

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Edwards et al (2015) http://www.chiefscientist.gov.au/2015/08/report-work-integrated-learning-in-stem-in-australian-universities/

Growing WIL in Science: 2015 - 2018


Leadership for WIL (2015-2016)

Successful WIL (2016-2018)

Why is WIL in Science hard?


New to WIL• Few champions or identified leaders• Undeveloped understanding of WIL• Little or isolated experience/capability

Making WIL fit• Lack of confidence working with industry• Unstructured degrees and little scaffolding• Crowded and content-heavy curriculum• Engaging diverse students

Challenges of scale• Historical under-resourcing• Accredited degrees may dominate

placements• Consistency across majors and years

Integrated action


Creating a space

Exploring the territory

Learning with peers

Learning from

partners

The Brains Trust

WIL in Science Leadership network

Lighthouse projects

Case studies

Regional nodes: CoP

Student expresearch

Industry Advisory Group

WIL in Science Guide

(online resources)

Advancing the National WIL Strategy

National Strategy WIL in Science 1. Provide national leadership Sector-wide collaboration promoting engagement,

providing resources and supporting leaders.2. Clarify gvt policy/regulatory settings Activate voice of Deans of Science.

3. Build support to increase participation Advocates for WIL with evidence-based practice

4. Target investment in WIL Engage Faculty leaders (local resourcing)

5.Develop resources, processes and systems Advice for leaders and educators to enact WIL

6. Build capacity for employer participation Stakeholder framework to understand complementary responsibilities

7. Improve access and equity for students Resources for diverse implementation of WIL

8. Increase international WIL Could address new models of WIL

WIL Guide for Science: contextualised advicehttp://www.acds-tlcc.edu.au/wil-guide-for-science/

How do I ….Persuade others to join in

Build an effective WIL team

…the most productive source of learning is having just-in-time, just-for-me and convenient access to a ‘fellow traveller’ in the same role but further down the same learning (i.e. change) path.

Geoff Scott, 2008

Case studies: inspiration from peershttp://www.acds-tlcc.edu.au/publications/case-studies-of-successful-wil/

Stakeholder Framework: shared responsibility

University Industry Students

Leadership Prioritize WIL Learning culture Mentor Peers

Design & develop Embed, link, support Industry perspectives Learning needs

Relationships Depth, breadth & clarity

Open to multi-form relationships

Link partners

Logistics & support CRM, legal, safety Negotiate constraints Active partner

Induction Training Treat student as a new employee

Personal goals

Delivery Academic supervision Supervise WIL activity Adapt & interpret

Assessment & feedback

Meaningful assessment and feedback

Co-assess performance and provide meaningful feedback

Reflect and align to career

Evaluation Co-ordinate QA Reflect and advise Constructive feedback

Accommodate diverse studentsAdjust for diverse industry partners

Building capability

ACDS funded Lighthouse projects

Regional network nodes

WIL in Science annual national

forum

Building capability: Regional network nodes




forum

Aim

Building local communities of practice

Provide local targeted support, motivate each other

Share good practice

Develop new ideas

Develop collaborations

The best guide is a fellow traveller just two steps ahead down the road…

Prof Geoff Scott

Regional network nodes: locations




forum

WA/SAProf Jo Ward

Vic/TasProf Cristina Varsavsky

NSWDr John Holdsworth

QLDDr Deanne Skelly

Distributive leadership approach

Nodes take ownership and responsibility for WIL agenda

Empower members, and are adaptable

Launch workshop to discuss focus

Regional network nodes: activities

Talks:

Engaging science students with WIL (Sarah Carter, Curtin)

At the interface of industry, university and WIL (Rob Shannon, Innovation Quarter UWA)

Mapping WIL and why it matters (Sonia Ferns, CLT Curtin)

Student perspective on WIL (Jo Elliott and Trina de St Jorres, Deakin)

Talking about WIL to various stakeholders (David Rowbottom, Murdoch)

ECU exemplars of WIL (Kristina Lemson & Anna Hopkins, ECU)

Workshops (facilitated by Malcolm Campbell, Deakin):

What does WIL mean in Faculties of Science, challenges to getting traction, solutions

Leading WIL across faculty

Engaging staff in WIL thinking

Developing WIL strategy

Western Australia




forum


Group discussion: Challenges to integrating WIL across the science curriculum, not just work placement

Workshop: WIL experiences and authentic assessment (Jasmina Lazendic-Galloway, Monash)

Workshop: Designing WIL assessment – Challenges and opportunities (Sonia Ferns, Curtin)

Workshop: Designing WIL assessment through consultation, collaboration and cooperation

Consulting an expert: one-on-one sessions with Sonia Ferns

Victoria




forum


Group discussion: Legal issues associated with placements – MoUs and intellectual property

Workshop: Peer review of assessment of WIL experiences (Judy Smith and Matthew Campbell, QUT

Preparation of paper for ACEN conference: Undergraduate science degree programs -- Case studies in assessment

Queensland




forum

ACEN roundtable: Assuring quality in WIL – Is the devil in the detail? (Jo-anneChuck)

Literature review on standards and criteria for WIL

New South Wales

Building capability: final remarks



WIL in Science annual

national forum

Heightened level of WIL in Science activity

UA audit

ACDS: audit of WIL leadership to measure change (by end of year)

Role of ACDS is crucial: provides stable channels for collaboration and further learning through T&L Centre – fills gap left by demise of OLT!

Student Experience Research


Research questions:How can we make engagement with WIL a priority for science students? How can we make WIL experiences meaningful to science students?

Stage 1: WIL specialist perspectivesN = 23 (13 universities)

Stage 2: Science student focus groupsN = 138 (4 universities)27 focus groups + 9 interviews

Students value WILOn-campus WIL Workplace WIL

• Context and purpose • Context and purpose• Hands-on experience and skill

development• Hands-on experience and skill

development• Understand their discipline • Understand their profession and

workplace• Experience relevant to future

work• Experience relevant to future

work and employers• Confidence in ability • Confidence for careers• Makes learning more meaningful • Makes degree more meaningful

• Build networks• Test career options

Barriers to student participation?


Participation is affected by:

• poor communication about WIL opportunities

• the cost of participation

• pre-existing commitments

• confidence and orientation to WIL and careers

• not enough opportunities, especially placements

What would increase student participation?


• Make existing WIL opportunities more visible

• Provide more opportunities for learning in the workplace

• Make use of the full range of WIL activities to build career awareness, confidence and capabilities

• Maximise flexibility and provide credit

• Maximise relevance

Project RecommendationsMaintain the WIL in Science network

Monitor progress (WIL in Science Snapshot Survey 2018)

Continue to identify and celebrate good practice to provide benchmarks

Provide opportunities for research collaboration and dissemination

Describe effective leadership and resourcing for WIL in Science

Engage with national initiatives, peak industry bodies and partner disciplines

WIL in Science snapshot 2018

Snapshot survey of all Faculties of Science or equivalent (ACDS members)

Aligned to Edwards report (2015) and National WIL Data Collection

With respect to B Sc or equivalent…

• Provision of WIL: what WIL activities are offered in your Faculty

• Participation in WIL: what proportion of your students participate in WIL?

• Leadership and organization of WIL: how is WIL organized in your Faculty?

• Industry relationships: who looks after industry partnerships?

Invitation to participate sent to ADTLs on 6.12.18Please contact us if the survey needs to go to someone else

National data shows our progress and where we need more work

Thank youACDS for the putting their faith in us and the OLT for funding the project

Prof Amanda Henderson for expert advice on stakeholder relationships

Dr Sonia Ferns for workshops and expert advice in Melbourne and Perth

A/Prof Jude Smith and Matthew Campbell for assessment moderation workshop in Brisbane and mentoring WIL in Science presenters at ACEN

Our industry advisory group and generous student & staff research participants

Regional community of practice members and WIL in Science network members who will truly make WIL in Science a normal and valued part of every science degree

Next steps for WIL in Science?

Table Discussion:

1. Where is your Faculty up to? Share one step in WIL that your Faculty has made recently.

2. What is the benefit of a) national and/or b) local networks?Table consensus on future network meetings for WIL in Science is…

3. What should the ACDS (ie your Faculties) do next to support WIL?

wil in science progress in growing wil · group discussion: legal issues associated with placements...

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