Event Date & Time
Pillar: Transformative Learning
The pursuit of a degree is a meaningful experience for students, ripe with moments to learn about who they are, what matters to them, and how they want to contribute to the world. The Centre for Student Involvement and Careers has been collaborating with faculty members who are interested in drawing connections between teaching topics and student learning in order to make explicit some of the personal and professional learning that is taking place in the classroom. Holistic career development often extends beyond role or job preparation and pays careful attention to the identity, experiences, networks and skills that students gain through their discipline and university experience.
This session features faculty members from a range of undergraduate disciplines who apply a variety of strategies that surface personal and professional learning for students. In each context – understanding food systems, the artist as activist, or project design teams – professors draws from a range of pedagogical practices and motivations that invite students to accelerate learning and surface dimensions of personal and professional development that further their engagement in class.
Through a series of brief presentations, each speaker will provide a sample of what they have done in their classroom. Breakout sessions enable you to connect directly with the topics or perspectives that are most applicable to you and your teaching. Whether you are motivated to foster stronger engagement in the classroom, prepare students for practical experience in industry after their degree, or prepare students to enact social change, this session will showcase examples of how faculty members have used course assignments and class time to help students connect their disciplinary knowledge to their own personal and professional growth.
By the end of this, participants will be able to:
- Observe, analyze, and evaluate key activities that have supported personal and professional growth for students’ career development.
- Examine interpretations of career that extend beyond job or role and inform purpose, practice, and position in community.
- Connect with peers from various departments to form a community of like-minded educators who are committed to developing their own skills and talents in service to student learning.
Kimberley Rawes, Career Educator, Centre for Student Involvement & Careers
- Centre for Student Involvement and Careers
- Evans, K., Guile, D. & Harris, J. (2011). Rethinking work-based learning: for education professionals and professionals who educate. In M. Malloch L. Cairns & K. Evans The SAGE handbook of workplace learning (pp. 149-162). London: SAGE Publications Ltd