2023 ASEE Annual Conference & Exposition

This paper describes and evaluates a comprehensive work-integrated learning program, developed and delivered by a Canadian National STEM organization, (redacted). Previous work described the development of a Future Skills Framework, and the development of these skills among a pan-Canadian group of undergraduates delivering STEM outreach activities for youth. The Future Skills Framework identifies 12 transferable employability skills grouped around three categories: Delivering Results, Working with Others, and Future Readiness. This previous work demonstrated that while instructors develop more confidence in a subset of skills, there was an opportunity for more fulsome connection between the STEM outreach work and skill development, and a better awareness of the development of skills and their future application.

Building on this previous work, and recognizing the critical role that Work Integrated Learning (WIL) plays in the science, technology and innovation ecosystem, (redacted) designed and delivered a Future Ready Work Integrated Learning (FR-WIL) program for the university and college student instructors of its many STEM outreach programs. The program provided instructors with a variety of opportunities to improve their skills, career readiness, and their employer connections and networks. The program consisted of four sets of activities: (1) A set of skills-focused training modules to prepare them for their more immediate STEM outreach work and longer-term work readiness; (2) Industry-Led Activities and Micro-experiences; (3) Short-term internships with industry partners; and (4) a Micro-Credentials pilot program in professional communications.

The programs were evaluated using a comprehensive participant survey, alongside initiative-specific surveys and interviews to gather more precise feedback. The paper draws from identity trajectory theory and social cognitive career theory, and in particular beliefs around self-efficacy, to support the evaluation of work-integrated learning programming. Program evaluation demonstrated a strong positive impact on the professional skills, knowledge, confidence and workforce readiness of participating post-secondary students, confirming the value of practically-focused, work-integrated learning. 85% of surveyed participants - and 88% who participated in more intensive programming - reported that they felt better prepared for the workforce as a result of their FR-WIL experience. Furthermore, 73% reported that they are confident in their ability to articulate the skills and knowledge they have to employers as a result of the FR-WIL program. Programming included a focus on equity, diversity and inclusion, and 94% of participants reported confidence in the ability to foster inclusion and accessibility in STEM after participating in the programming.

This program provides a novel approach for work-integrated learning, in that it places more emphasis on the employment experience than is often the case in WIL programs - that is, it focuses as much on providing learning that enhances the work experience as it does on providing work experiences that enhance the learning experience. At the same time, the network model utilized by (redacted) provides opportunities for strong connections with engineering programs in universities and colleges, and to the broader landscape of student learning.