HomeBlogWork-Integrated Learning Amplifying Indigenous Voices in Work-Integrated Learningby Jessie L. MooreOctober 6, 2022 Share: Section NavigationSkip section navigationIn this sectionPodcasts – Home 60-Second SoTL Limed: Teaching with a Twist Making College “Worth It” Land Acknowledgement 60-Second SoTL – Episode 6 This week’s episode features a recent article from the open-access International Journal of Work-Integrated Learning and explores Indigenous students’ experiences with employability initiatives, including work-integrated learning: Keen, Joel, and Michelle J. Eady. 2022. “Amplifying Indigenous student voice in work-integrated learning.” International Journal of Work-Integrated Learning 23 (2): 219-235. View a transcript of this episode. The episode was hosted by Jessie L. Moore, Director of the Center for Engaged Learning and Professor of Professional Writing & Rhetoric. 60-Second SoTL is produced by the Center for Engaged Learning at Elon University. Read More about Amplifying Indigenous Student Voices Althaus, Catherine. 2020. “Different Paradigms of Evidence and Knowledge: Recognising, Honouring, and Celebrating Indigenous Ways of Knowing and Being.” Australian Journal of Public Administration 79 (2): 187-207. https://doi.org/10.1111/1467-8500.12400 Carter, Jennifer, David Hollinsworth, Maria Raciti, and Kathryn Gilbey. 2018. “Academic ‘Place-Making’: Fostering Attachment, Belonging and Identity for Indigenous Students in Australian Universities. Teaching in Higher Education 23 (2): 243-260. https://doi.org/10.1080/13562517.2017.1379485 Eady, Michelle J., and Joel Keen. 2021. “Employability Readiness for Aboriginal and Torres Strait Islander Students: Yarning Circles as a Methodological Approach to Illuminate Student Voice.” Journal of Teaching and Learning for Graduate Employability 12 (2): 1-18. https://doi.org/10.21153/jtlge2021vol12no2art962 [Open Access] Novak, Jan, and Gail Robinson. 1998. “‘You Tell Us’: Indigenous Students Talk to a Tertiary Library.” Australian Academic & Research Libraries 29 (1): 13-22. https://doi.org/10.1080/00048623.1998.10755034 [Open Access] Yahlnaaw. 2019. “T’aats’iigang – Stuffing a Jar Full.” International Journal for Students As Partners 3 (2): 6–10. https://doi.org/10.15173/ijsap.v3i2.4081 [Open Access] Read More about Work-Integrated Learning Work-Integrated Learning Definition Work-integrated learning (WIL) is an approach to education that allows students to obtain work experiences related to what they are learning in a classroom setting (International Journal of Work-Integrated Learning, n.d; Jackson 2016). Ferns, Campbell, and Zegwaard (2014) describe… Lining It All Up: Creating Alignment Between Learning Objectives and Assignments in Internship Coursework I have been partnering recently with Elon’s Center for Advancement of Teaching and Learning (CATL) as well as the Student Professional Development Center (SPDC) to focus on the pedagogy of internships, and specifically best practices for writing and assessing learning… Internship as Research and Research as Career Readiness: Blurring the Lines As I come to the close of my work as the Faculty Fellow for Internships in Elon’s College of Arts and Sciences, I am transitioning into a role in our Undergraduate Research Program. In part due to fortuitous timing in… Facilitating Integration of and Reflection on Engaged and Experiential Learning Since 2019, I’ve been working with my colleague Paul Miller to create an institutional toolkit for fostering both students’ self-reflection and their mentoring conversations with peers, staff, and faculty in order to deepen students’ educational experiences. Our institution, Elon University,… Tipping the Cost-Benefit Analysis to Support Faculty Engagement in Work-Integrated Learning When faculty consider the many ways in which they can be involved in student learning opportunities, there are a myriad of factors that affect the choices they make about how and where to engage. Work-integrated learning (WIL), which includes activities…
