Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses
This study evaluated the effectiveness of the FUSION Skill Development Curriculum in maximizing students' self-assessment of professional skills when integrated as a graded component in capstone internship courses. The course instructors were co-investigators in a scholarship of teaching and l...
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| Format: | Article |
| Language: | English |
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Society for Teaching and Learning in Higher Education
2024-12-01
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| Series: | Canadian Journal for the Scholarship of Teaching and Learning |
| Subjects: | |
| Online Access: | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/17216 |
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| _version_ | 1832583319709024256 |
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| author | Steven Henle Susan T. Dinan Megan Marcoux Janette Barrington Julia L. Ginsburg Sandra Gabriele |
| author_facet | Steven Henle Susan T. Dinan Megan Marcoux Janette Barrington Julia L. Ginsburg Sandra Gabriele |
| author_sort | Steven Henle |
| collection | DOAJ |
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This study evaluated the effectiveness of the FUSION Skill Development Curriculum in maximizing students' self-assessment of professional skills when integrated as a graded component in capstone internship courses. The course instructors were co-investigators in a scholarship of teaching and learning (SoTL) project that used measures embedded in the curriculum to study student learning outcomes. An essential benefit of the curriculum was identified as the potential for life-long learning through metacognition. A data-driven approach to curriculum integration triggered changes in teaching practices associated with motivational design principles. These changes included allocating time for peer discussion of professional skills, scaffolding feedback aligned with internship learning, and taking a holistic view of skill development throughout an academic program. Overall, the study explored the nexus between skill development and internship/experiential learning and generated practical insights for scaling up the FUSION initiative, as well as a proposed model of curriculum renewal for professional skills development.
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| format | Article |
| id | doaj-art-ac1aed224d12400898dc6d0524b0a279 |
| institution | Kabale University |
| issn | 1918-2902 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Society for Teaching and Learning in Higher Education |
| record_format | Article |
| series | Canadian Journal for the Scholarship of Teaching and Learning |
| spelling | doaj-art-ac1aed224d12400898dc6d0524b0a2792025-01-28T20:30:03ZengSociety for Teaching and Learning in Higher EducationCanadian Journal for the Scholarship of Teaching and Learning1918-29022024-12-0115310.5206/cjsotlrcacea.2024.3.17216Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning CoursesSteven Henle0https://orcid.org/0009-0007-4711-7993Susan T. Dinan1https://orcid.org/0009-0005-9954-1601Megan Marcoux2Janette Barrington3https://orcid.org/0009-0003-1345-0094Julia L. Ginsburg4https://orcid.org/0000-0003-2432-3026Sandra Gabrielehttps://orcid.org/0009-0005-9712-9998Concordia UnviersityConcordia University Concordia University Concordia University Concordia University This study evaluated the effectiveness of the FUSION Skill Development Curriculum in maximizing students' self-assessment of professional skills when integrated as a graded component in capstone internship courses. The course instructors were co-investigators in a scholarship of teaching and learning (SoTL) project that used measures embedded in the curriculum to study student learning outcomes. An essential benefit of the curriculum was identified as the potential for life-long learning through metacognition. A data-driven approach to curriculum integration triggered changes in teaching practices associated with motivational design principles. These changes included allocating time for peer discussion of professional skills, scaffolding feedback aligned with internship learning, and taking a holistic view of skill development throughout an academic program. Overall, the study explored the nexus between skill development and internship/experiential learning and generated practical insights for scaling up the FUSION initiative, as well as a proposed model of curriculum renewal for professional skills development. https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/17216professional skill developmentexperiential learninginternship course designscholarship of teaching and learningORID Focused Conversation Method |
| spellingShingle | Steven Henle Susan T. Dinan Megan Marcoux Janette Barrington Julia L. Ginsburg Sandra Gabriele Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses Canadian Journal for the Scholarship of Teaching and Learning professional skill development experiential learning internship course design scholarship of teaching and learning ORID Focused Conversation Method |
| title | Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses |
| title_full | Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses |
| title_fullStr | Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses |
| title_full_unstemmed | Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses |
| title_short | Not Just Plug and Play: Integrating Professional Skills Development into Undergraduate Experiential Learning Courses |
| title_sort | not just plug and play integrating professional skills development into undergraduate experiential learning courses |
| topic | professional skill development experiential learning internship course design scholarship of teaching and learning ORID Focused Conversation Method |
| url | https://ojs.lib.uwo.ca/index.php/cjsotl_rcacea/article/view/17216 |
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