Program

(Subject to change)

Day 1 schedule

7:00 – 8:00 a.m. Breakfast at hotels

8:00 a.m. Shuttles from the Hampton to Fed Hall, University of Waterloo and registration

8:45 – 9:45 a.m. Opening ceremony and opening remarks

9:45 – 10:45 a.m. Keynote: Around the WIL World in 60 minutes

10:45 – 11:15 a.m. Networking break

11:15 – 11:45 a.m. Discussion groups

11:45 a.m. – 12:45 p.m. Indigenous curated lunch

12:45 – 1:45 p.m. Session 1 (A-F)

1:45 – 2:00 p.m. Break

2:00 – 3:00 p.m. Session 2 (A-F)

3:00 – 3:15 p.m. Break

3:15 – 4:15 p.m. Session 3 (A-F)

4:15 – 4:30 p.m. Break

4:30 – 5:30 p.m. Employer Showcase

5:30 p.m. Shuttles from Fed Hall to the Hampton

6:00 p.m. Optional dinner reservations

Day 2 schedule

7:00 – 8:00 a.m. Breakfast at hotels

8:00 a.m. Shuttles from the Hampton to Tatham Centre (TC), University of Waterloo and registration

8:30 – 9:30 a.m. Session 4 (A-E)

9:30 – 9:45 a.m. Break

9:45 – 10:45 a.m. Session 5 (A-E)

10:45 – 11:00 a.m. Break

11:00 a.m. – 12:00 p.m. Session 6 (A-E)

12:00 – 1:00 p.m. Lunch

1:00 – 2:00 p.m. Keynote: The Right Honourable David Johnston on Empathy

2:00 – 2:30 p.m. David Johnston book sale and signing and break

2:30 – 3:30 p.m. Session 7 (A-E)

3:30 p.m. Shuttles from Fed Hall to the Hampton

5:45 p.m. Shuttles from the Hampton to Tapestry Hall

6:30 p.m. – 10:30 p.m. WACE 2023 Gala dinner and awards ceremony

9:30 p.m. – 10:30 p.m. Shuttles from Tapestry Hall to the Hampton

Day 3 schedule

7:00 – 8:00 a.m. Breakfast at hotels

8:00 a.m. Shuttles from the Hampton to Fed Hall and registration

8:30 – 9:30 a.m. Session 8 (A-E)

9:30 – 9:45 a.m. Break

9:45 – 10:45 a.m. Session 9 (A-E)

10:45 – 11:00 a.m. Break

11:00 – 11:30 a.m. Global Charter recommitment and signing

11:30 – 11:45 a.m. WIL Book Launch

11:45 a.m. – 12:15 p.m. IRS 2024 Presentation

12:15 – 12:45 p.m. Closing ceremony

12:45 – 1:00 p.m. Boxed lunch pick-up

1:00 p.m. Shuttles from Fed Hall to the Hampton

Poster Presentations

Posters will be on display in Fed Hall for the duration of the conference. Presenters will be with their posters during the second half lunch on Wednesday and Thursday.

Papers Accepted from Colleagues in the Following Countries:

• Australia
• Botswana
• Brazil
• Canada
• China
• France
• Germany
• India
• Indonesia
• Ireland
• Japan
• Malaysia
• Namibia
• New Zealand
• Singapore
• South Africa
• South Korea
• Thailand
• Tunisia
• Turkey
• United Kingdom
• United States

Accepted Presentations (As of April 5, 2023)

We are delighted to present a list of the following accepted presentations thus far:

• An inclusive model of workplace problem solving based on learning theory
• Student wellbeing challenges whilst on work placement: Preliminary results
• Reflections of Entrepreneurial Students to address economic recovery in a world of uncertainty: A case study at UNIVA, Mexico
• Having Fun: Successfully navigating an international research seminar in work-integrated learning
• EXAKT4YOU - Interdisciplinary Service Learning from High Performance Computing and Rural Energy Solutions to Sustainability Communication
• Transmedia learning as a pedagogical model for work-integrated learning: A public relations case study
• Reversing un(der)employment: assessing the effectiveness of a novel work-integrated learning (WIL) program
• Developing innovative problem-solving skills and self-efficacy through applying an ambidexterity framework to work-based scenarios
• Work-integrated learning for skills and career path development in an entrepreneurship programme in Namibia
• Leveraging Brookfield’s Four Lenses for Collective Critical Reflection in WIL
• What WIL we do? Improving student preparation prior to work-integrated learning experiences
• The future of work, the purpose of the present: Early-stage engineering co-op students’ reflect on the value of WIL training: A qualitative analysis
• A structured approach to developing faculty capacity for course-based curricular work-integrated learning opportunities in under-represented disciplinary areas
• Factors that influence faculty involvement in and support of WIL: Early findings
• No more job postings: Reducing barriers to accessing WIL for graduate students
• Nudging co-op students: Towards an application of behavioural insights to co-operative education
• Utilizing a flipped classroom approach for recruitment events
• What Gen Z views as ideal jobs and employers: Generalizations and nuances in the voices of 2,000 university co-op students
• Best practice for supervising undergraduate nursing practice
• Entrepreneurship in a Faculty of Arts: Innovating an E-WIL ecosystem for UBC graduate and undergraduate Arts students at a large, research intensive university
• Evaluating remote Work Integrated Learning using Kolb’s Experiential Learning Theory: Experiences undergraduate Medical Laboratory Science and Medical Technology students during the COVID-19 pandemic.
• Supporting WIL student wellbeing
• Accessible work-integrated learning: UVic’s CanWork pilot program
• The importance of work-integrated learning (WIL) and employability reflected in government policies in South Africa

• A structured approach to developing faculty capacity for course-based curricular work-integrated learning opportunities in under-represented disciplinary areas.

• An inclusive approach to developing student journalists employability: Wise practice in action

• An investigation of systemic barriers experienced by students from equity-deserving groups (EDGs) in a co-op program in Canada.

• Exploring fairness in the evaluation of WIL students' performance

• Human-related competencies in the future of work

• Comparison between Students' Self-Assessment and Supervisors' Assessment on Long-Term Internship Program

• Impact of the COVID-19 pandemic on the work-integrating learning at the universities of technology

• International students in the job search: Challenges, strategy, and best Practices

• Looking through the rear-view window: Lessons learned from one Canadian province’s Ministry of Advanced Education's Work-Integrated Learning Funding Initiative

• Neuro-typical inclusion through work-integrated learning: How to manage neuro-typical individuals through WIL for an inclusive future of work ?

• Preparing students for the future of work through interdisciplinary work-integrated-learning: Two models from two Australian universities.

• Revising the employability challenges of university graduates as a major concern

• Social work student’s supervision in Namibia: The perspectives of social work practitioners.

• Structuring and implementing a work-integrated learning curriculum for law students at University of Namibia post COVID-19

• The role of multi-disciplinary team experiences in the enabling of career identity and career adaptability for humanities students.

• TVET lecturer work-integrated learning: An industry perspective

• TVET students work-integrated learning for qualification acquisition and employability: A South African TVET college perspective

• Work-integrated learning for inclusion of individuals with disabilities in Malaysia

• From the classroom to the community: Implementing work-integrated learning in the Bachelor of Arts - Psychology

• Aspects of industry-university cooperation program in South Korea: A five year trend

• Bringing experiential engagement into the introductory psychology classroom through quiz interactions with avatars

• Work-integrated learning in children’s play: building awareness, curiosity, innovation, and entrepreneurship in a transforming world

• Co-creating assessment in WIL

• Creating a digital textbook for cooperative education students: "Applied professional practice"

• Enabling inclusive employability: Designing work-integrated learning that supports students in uncovering who they are, and who they want to become

• The role and importance of WIL and community development to the higher education institutions: A green innovative and entrepreneurial approach

• Understanding simulated learning for integration into WIL: What do our global stakeholders think?

• Incorporating international perspectives on employability into global WIL

• Ethics, challenges, and benefits: Exploring the use of ChatGPT in cooperative education

• A case study on work-integrated learning through an engagement institute to support industry innovation at Nelson Mandela University

• Activity Theory as a tool for reimagining WIL: Conducting contradiction analysis

• Incorporating the Indigenous WIL Resource Hub

• Exploring international students' sense of belonging and cultural connectedness - A case study of sustainability internship impact at Otago Polytechnic Auckland International Campus

• How do students understand quality WIL experiences? A scoping review of the literature and agenda for future research

• The 3-minute practicum: a new way for students to reflect and share their WIL experience

• How university career centers can better prepare students for co-ops, internships and post- graduation jobs

• Innovative practices in workforces development in K-12 teaching

• International students in Canada: Leveraging institutional and program data to better understand their experiences in co-op

• Lessons learned: advocating for WIL with the government of Canada

• Peer mentoring initiatives to increase retention & persistence in the K-12 teaching workforce

• Preparing students for the future of work through interdisciplinary work-integrated-learning: two models from two Australian universities.

• Simulated learning through COVID-19 and beyond: Moving with the times.

• Tackling employability barriers for under-represented audiences

Notes about the 2023 conference:

WACE 2023 will be hosted in-person at the University of Waterloo in Waterloo, Ontario. However, as international restrictions and travel guidelines continue to evolve due to the COVID-19 pandemic, the conference format is subject to change.

Continue to check this page for updates to the WACE 2023 conference programming.