HomeResearch SeminarsWork-Integrated Learning Seminar Participants Share: Section NavigationSkip section navigationIn this sectionWork-Integrated Learning Seminar Leaders Seminar Participants Seminar Logistics Call for Applications Neil Baird, Bowling Green State University (United States) Neil Baird is an associate professor of English and director of the University Writing Program at Bowling Green State University, where he is helping to create an upper-division writing requirement and to strengthen writing instruction in these courses through transfer-sensitive pedagogies. With Bradley Dilger, he completed a study of writing transfer in the major at a state comprehensive university, and articles on the metaphors WID faculty use to conceptualize transfer and on writing transfer in work-integrated contexts such as internships and science laboratories have appeared in WPA: Writing Program Administration, College Composition and Communication, and Across the Disciplines. In the 2019-2022 Engaged Research Seminar (ERS) on Writing Beyond the University, he is currently studying the writing transfer strategies of early-career alumni. As a participant in this ERS on work-integrated learning (WIL), he’s interested in studying the efficacy of two complementary initiatives at BGSU that will impact WIL contexts: Life Design and Integrated Learning/Signature Work. Cindy Bennett, Elon University (United States) Cindy Bennett is Associate Professor in the Department of Physician Assistant Studies at Elon University’s School of Health Sciences. A board-certified OB/Gyn, her courses have included Anatomy, Medical Physiology, Pathophysiology, Reproductive Medicine, Surgical Skills, and more. Ultrasonography was part of Dr. Bennett’s clinical practice, and she maintains a love of ultrasound. Dr. Bennett’s research interests have focused on innovative teaching strategies for Anatomy including anatomical body painting (ABP), learning anatomy through ultrasound, and use of Illustrative Anatomy as an educational tool. Her current research interest focuses on determining the best methods for teaching point-of-care ultrasound (POCUS) to clinical-year Physician Assistant students while they are in remote locations for their clinical preceptorships. Borghild Brekke Hauglid, Kristiania University College (Norway) Borghild Brekke Hauglid is an education-enthusiast from Norway. She has a background as a drama and theatre teacher, with a master’s degree in educational science. She works at Kristiania University College, one of Norway’s oldest private higher education institutions, with more than 15,000 students. She is a lecturer in organization, leadership and learning and an advisor at Center for Pedagogical Development where she guides lecturers in engaging teaching methods. Her research interests are aesthetic teaching methods, innovation pedagogy, design thinking and problem-based learning and how these methods can support work-integrated learning (WIL) and students 21 century skills. She is also interested in raising student and staff awareness and reflection around these methods can support WIL and students 21 century skills. She is also interested in raising student and staff awareness and reflection around these methods in education. She is passionate about good education, creative teaching methods, and the students’ experience of relevant and useful (teaching and) learning – for their own life, for working life and for society in general! Monica Burney, Elon University (United States) Monica Burney is a Lecturer Faculty at Elon University Human Service Studies. In this role she coordinates the internship placements and classes that HSS majors and minors are required to take (Each year more than 75 students navigate these placements and classes). Monica’s graduate study and clinical experience focused on the intersection of chronic mental and physical illness. Monica is a clinical social worker whose career was focused in healthcare settings. After graduating from Elon University with an MSW from UNC-CH she worked within the Duke Health System in various settings including outpatient home visiting, health education in primary care settings, inpatient psychotherapy, discharge planning and chronic disease management. She has been involved on multiple research work groups to address chronic disease, comorbid physical and mental illness burden, and recurring hospital admission. Monica’s research interests with Elon students include engaged learning and how community participants can potentially benefit and inform researchers on efficacy. Nancy Carpenter, Elon University (United States) Nancy is the Assistant Director of Career Services for Student Employment at Elon University, responsible for assisting students and supervisors with the on-campus student employment process and the federal work-study program. She’s worked at Elon for 10 years in Elon’s Student Professional Development Center, coordinating and collaborating to provide employment fairs and facilitate supervisor and student training. She also serves as an Elon 1010 Instructor and has been honored to be a part of committees on mentoring and micro-credentialing. She has worked in Elon University’s Human Resources department in the early 90s. Elon is so great Nancy had to return! She earned a Bachelor of Music in Music Education from Meredith College and a Master of Science in Human Resource Management from Troy State University. She has worked in corporate recruiting, benefits administration, training, and development. Her first job out of college was as a music educator for the Department of Defense Dependent Schools in Frankfurt, Germany. Education is central to Nancy and, quite honestly, everything! Tim Diette, Washington and Lee University (United States) Tim Diette is executive director of the Shepherd Higher Education Consortium on Poverty and professor of economics at W&L. His thinking about work-integrated learning (WIL) is informed by experiences teaching courses with students engaged with community partners locally, regionally, and abroad, serving as associate dean of a school of commerce collaborating with the Office of Career and Professional Development, committee work evaluating and revising general education curriculum, serving as the senior advisor to the president for strategic analysis, and now as executive director of a consortium whose focus is to integrate curricular and WIL to understand and address the causes and consequences of poverty and inequality in ways that respect the dignity of every person. He is interested in questions of how to best prepare participants for WIL, how to make high-quality WIL accessible to all students, and how to integrate the WIL into the broader university experience. David Drewery, University of Waterloo (Canada) David Drewery (Ph.D., University of Waterloo) is the Associate Director of the Work-Learn Institute at the University of Waterloo. His research examines how students and employers in work-integrated learning (WIL) programs co-create desirable outcomes of those programs, such as students’ employability and organizational commitment. Within the Center for Engaged Learning research seminar, he is interested in understanding contributions of WIL to the development of lifelong learners and what such development means for individuals and organizations. Michelle Eady, University of Wollongong (Australia) Dr. Michelle J. Eady is an Associate Professor in Curriculum and Pedagogy in the School of Education, Faculty of the Arts, Social Science and Humanities, at the University of Wollongong, New South Wales, Australia. She is an International Society for Scholarship of Teaching and Learning (ISSOTL) and Higher Education Research and Development Society of Australasia (HERDSA) Fellow, a senior Fellow of the HEA, the Vice President of Asia-Pacific ISSOTL and holds a national teaching citation for her work in quality teacher preparation. Her research interests include work-integrated learning (WIL), SoTL, Distance Learning/Synchronous Technology, Aboriginal Studies, and other current issues in Education. A central part of her work is to help students understand how to use their academic writing skills in reflection of WIL activities, connecting their experience with the expectations of the workplace and the theoretical frameworks that they are learning. Michelle has had the pleasure of speaking at conferences worldwide and looks forward to collaborations with colleagues who have a passion for teaching and learning. Anne-Marie Fannon, University of Waterloo (Canada) Anne-Marie Fannon is the director of the Work-Learn Institute at the University of Waterloo. In this role, she sets the research and innovation agenda for the Work-Learn team. Anne-Marie is passionate about leveraging Work-Learn’s research insights to inform the practice and pedagogy of work-integrated learning (WIL). Anne-Marie is actively engaged with Co-operative Education and Work-Integrated Learning (CEWIL) Canada and serves as co-chair of CEWIL’s Government and External Relations Committee. She was president of the association in 2016/2017 during which time she led the association through an expansion of its mandate from co-op to WIL. For the Center for Engaged Learning research seminar, she is interested in a wide range of WIL related research topics, particularly preparing all participants for equitable and high-quality WIL. Kristin Geraty, North Central College (United States) Kristin Geraty is Dean of Engaged Learning & Honors Programs and Associate Professor of Sociology at North Central College in Naperville, Illinois. Her work in engaged learning has included course design, student programing, faculty development, and community partner engagement in the following areas: career development, honors education, community-engaged learning, first-year seminars, and undergraduate research. Her research interests focus on the cultural processes that drive organizational change including the mobilization of religious congregations in broad-based community organizing efforts and the mobilization of institutional actors around curricular change in higher education. She’s currently leading the implementation of a campus-wide curricular career readiness requirement and is consequently interested in investigating issues of equity and accessibility as institutions work to scale up access for students to high-quality work-integrated learning experiences. Rachael Hains-Wesson, University of Sydney (Australia) Rachael Hains-Wesson is an Associate Professor and Director Work-Integrated Learning Hub at the University of Sydney Business School. She holds a Master’s in Creative Writing from the University of Melbourne, a Ph.D. from the University of Western Australia, and a Ph.D. in Education from Deakin University. Rachael is a renowned leader in Higher Education in work-integrated learning (WIL), career development learning & employability, placements/internships, student-sourced placements, business practicums, and study tours. Rachael has received top teaching awards including a national Australian Award for University Teaching (AAUT) and Vice-Chancellor award for Outstanding Teaching. She holds a Queen Elizabeth 11 Silver Jubilee Trust award for Young Australians & a Myer Foundation award for her social-impact work with young people. Rachael’s media, journal articles, book chapters as well as her plays & books (over +100 publications) are published in several reputable outlets, nationally & internationally. More information about Rachael, see: https://www.rachaelhainswesson.com/. Letitia Henville, University of British Columbia (Canada) Letitia Henville (she/her), PhD, is an entrepreneur and part-time work-integrated learning (WIL) practitioner. She runs the PhD Co-op option in the Faculty of Arts at the University of British Columbia, and in 2020, she started up the Arts Amplifier (amplifier.arts.ubc.ca), which supports social science and humanities graduate students in pursuing entrepreneurship, applied research, paid internships, collaborative work experiences, public scholarship, knowledge exchange, and self-directed projects. She is interested in research into facilitating graduate student engagement in WIL, WIL in arts disciplines, inclusivity and diversity, nudge theory, prestige and elitism in academia, and the intersections between WIL and scholarly research. She lives and works on the unceded, stolen territory of the Səl̓ílwətaʔ and xʷməθkʷəy̓əm people on the land now called the Dunbar region in Vancouver, Canada. She also writes the monthly advice column “Ask Dr. Editor” for University Affairs (universityaffairs.ca). Her first name rhymes with “militia.” Find her on Twitter @shortishard. Mariko Izumi, Columbus State University (United States) Mariko Izumi is a professor of Communication and the Executive Director of the Center for Experiential Learning and Career Design at Columbus State University. She leads the university’s effort to create more synergy between student development and faculty development to better prepare students for life after college, and oversees the Faculty Center for Teaching and Learning, the Center of Online Learning, the Extended Orientation Program, and the Center for Career Design, as well as the Quality Enhancement Plan (QEP) in accordance with SACSCOC accreditation. Mariko is interested in how work-integrated learning (WIL) relates to students’ self-authorship – the ways in which students form narratives about themselves, their abilities, potentials, characters. In particular, she is interested in mapping the relationship between WIL, reflective skills development, and learning transfer. Christine Kampen Robinson, Canadian Mennonite University (Canada) Christine Kampen Robinson (she/her), PhD, works as the Director of the Centre for Career and Vocation at Canadian Mennonite University (CMU). Canadian Mennonite University is a predominantly white, Christian liberal arts institution located on Treaty 1 Territory on Turtle Island, also known as Canada. All CMU undergraduate students complete at least one work-integrated learning (WIL) placement as a requirement for graduation, and career development and career counselling are integrated right into the program. As an applied sociolinguist, Christine is particularly interested in professional identity formation in story-telling, and the implications of providing WIL and career development from a social justice and equity-focused foundation. Denyse Lafrance-Horning, Nipissing University (Canada) Dr. Denyse Lafrance Horning is an Associate Professor in the Nipissing University School of Business and an Associate faculty member in the Masters in Kinesiology program. Her career began as a sales and marketing professional with the Johnson & Johnson Family of Companies. In 2007, she redeployed her marketing knowledge and experience to the classroom. She earned an interdisciplinary PhD in the area of sponsorship marketing and is engaged in sport management, entrepreneurship, and experiential learning research. Denyse is also actively involved with entrepreneurs through start-up marketing support programs. In 2018, Denyse was awarded the role of Teaching Chair of Experiential Learning (EL), which has elevated her promotion and support of EL and work-integrated learning practices. Special recognitions include the Hockey Canada Hero of Play Award, the D2L Innovation Award in Teaching and Learning, the Nipissing University Honorary Alumni Award and delegate of the Governor General’s Canadian Leadership Conference (2020-2022). Ina Alexandra Machura, Siegen University (Germany) Ina Alexandra Machura is a post-doctoral researcher and lecturer at Siegen University, Germany. She teaches discipline-specific courses in English and German Linguistics for undergraduate students as well as interdisciplinary writing-intensive courses for graduate and doctoral students in the social and life sciences. She is also developing digital open educational resources (OER) for students and faculty in post-secondary education, primarily in teacher training programs, to integrate into established programs and courses, or for independent study. In her research, she focuses on developing pedagogies to help students engage in adaptive, recursive transfer for repurposing their knowledge and writing strategies in different contexts of work and study. She is particularly interested in intercultural work-integrated learning pedagogies that cater to the needs of super diverse student populations and faculty. Deborah O’Connor, Manchester Metropolitan University (England) Deborah O’Connor is the Lead for Work-based learning across all Health programmes in the Faculty of Health and Education at Manchester Metropolitan University. Deborah has worked in Higher Education as a Senior Lecturer in Physiotherapy for fifteen years and has been in her current role since November 2019. Her research interests are firmly grounded in student experiences of work-based learning, ensuring that students have high-quality, innovative and exciting learning experiences. Many of the health programmes that Deborah oversees has a statutory requirement for work-based learning as a core element of the student experience. Ensuring that learners are adequately prepared, well supported and able to fully engage will enables successful learning experience for all parties. Deborah is also particularly interested in further investigating alternative supervision models and ensuring that all work-integrated learning activity is underpinned by sound pedagogical theory and robust evidence. Brent Oliver, Mount Royal University (Canada) Brent Oliver is an Associate Professor of Social Work at Mount Royal University. Based in Calgary, Alberta, his teaching and research are guided by community-based, participatory approaches that incorporate transformative and experiential learning. He works with student, community, and academic collaborators across Canada on a variety of qualitative and mixed methods research projects. He has developed a research agenda that includes projects related to social work, inter-professional learning, gender and sexual diversity, and work-integrated learning (WIL). He is interested in exploring equitable and high-quality WIL across contexts. Robin Selzer, University of Cincinnati (United States) Robin Selzer is an Associate Professor for undergraduate students exploring healthcare careers in the University of Cincinnati’s Division of Experience-Based Learning & Career Education. Dr. Selzer is also a Gallup Certified Strengths Coach and a Qualified Administrator of the Intercultural Development Inventory (IDI™). Her primary research interests involve the integration of social justice in all domains. She recently published 2 book chapters on Using the IDI ™ with First Year Pre-Med Students to Impact the Human Side of Healthcare in the Handbook of Research on the Efficacy of Training Programs in Medical Education and Developing the AAMC Competencies with Pre-health Professional Students Through the Use of the IDI™ in the Handbook of Research on Developing Competencies for Pre-Health Professional Students, Advisors, and Programs. Leah Stade, University of Nebraska (United States) Leah Stade is an Occupational Therapist (OT) by trade. Leah works at the University of Nebraska Medical Center in Kearney, Nebraska and is currently serving as Assistant Professor and Academic Fieldwork Coordinator. Leah is interested in preparing students for equitable and high-quality work-integrated learning (WIL). Leah is also interested in examining virtual WIL in a changing work landscape. Leah’s early work focused on examining the history of experiential learning components in doctoral-level medical education. Since this time, Leah has continued to be invested in experiential learning, particularly fieldwork, for OT students. Currently, Leah’s focus has been on the use of teaching and technology for fieldwork students, as well as training and collaborating with on-site fieldwork educators. Most recently, Leah has been collaborating with an inter-professional team to look deeper into healthcare practice with social determinants of health in the pediatric population using virtual reality. Catherine Wilson, University of New Brunswick (Canada) Cat Wilson is the Co-op Officer with the Engineering and Science Co-op Program at the University of New Brunswick (UNB) in Atlantic Canada. As a professional engineer who concurrently studied civil engineering and interdisciplinary leadership at Renaissance College, Cat is inclined towards interdisciplinarity and what makes for well-rounded engineers, scientists, and global citizens, as students undertake their studies and navigate their careers. Having furtively forayed into the realm of artificial intelligence and machine learning through continuing professional development, Cat is curious about how these emerging tools and technologies can enhance understanding of what makes for a meaningful work-integrated learning experience for students and employers alike. Likewise, the opportunities to create more customized and tailored trajectories within program structures to enhance learning, competence, and employability are of interest.