(WIL-)STRETCHING FOR RELEVANCE: CONNECTING THE RELEVANCE OF LEARNING BEYOND THE CLASSROOM

Abstract

BACKGROUND AND AIMS

Work-integrated-learning is most effective when it involves tasks that are authentic (resemble professional challenges) and proximal (resembles the professional environment) to a students’ intended graduate destination (Bosco & Ferns 2014; Oliver 2015). Creating overt connections between the relevance of learning experiences to the professional setting can increase task authenticity, enhancing students’ motivation for learning and their sense of professional identity (Sutherland & Markauskaite 2012). This study examined how the authenticity of inquiry-based learning could be enhanced by prompting Biomedical Science students to think about the relevance of their experiences to topics beyond the classroom.

METHODS

Students enrolled in a 2^nd year biology course completed a team-based research project throughout Semester 1 2023, culminating in an individual written scientific report. Alongside, they were tasked to describe in 500 words how they perceived the relevance of a learning experience to a topic in healthcare or research. Inductive thematic analysis (Braun & Clark 2022) was applied to the responses from 63 consenting students.

RESULTS

Students most-commonly cited gaining disciplinary knowledge or scientific and communication skills, while a third described learnings from troubleshooting or pondered the ethics of animal use. Half of the students related their learning to clinical settings such as for disease diagnosis or patient care, or in relation to the rigors of scientific inquiry (25%). A smaller portion described connections to professional practice or personal growth. Many read about their topic extensively despite little instruction except to include cited examples and use judgement when selecting sources. With little prompting, students identified a wide range of connections between their learning and topics in professional settings, with some exploring their topic through additional independent research. This assessment design is an effective and easy tool to integrate, and prompted students to meaningfully think about the relevance of their learning both immediately and beyond the educational setting.

REFERENCES

Bosco, AM., & Ferns, S. (2014). Embedding of authentic assessment in work-integrated learning curriculum. Asia-Pacific Journal of Cooperative Education 15(4), 281-290.

Braun, V. & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology 9(1), 3-26.

Oliver, B. (2015). Redefining graduate employability and work-integrated learning: Proposals for effective higher education in disrupted economies. Journal of Teaching & Learning for Graduate Employability 6(1), 56-65.

Sutherland, L., & Markauskaite, L. (2012). Examining the role of authenticity in supporting the development of professional identity: an example from teacher education. Higher Education, 64, 747-766.