An experience of implementing Professional and Community Engagement (PACE): PACE yourself with work-integrated learning (WIL)
Abstract
WIL within partner organisations aligned to the career aspirations of students represents a mutually-beneficial collaboration that contributes to social impact and innovation, while supporting graduate employability through industry connections, knowledge exchange and professional experience. At Macquarie University (MQ), this is a well-established part of the core curriculum – with all undergraduate students required to complete a PACE course1. Throughout 2016-18, the Clinical Science team was engaged in the development of a PACE/Capstone course for the new B. Clinical Science. Here, we share the experience of developing PACE for learners with a clinical/ health focus.
A critical step was reaching out to relevant industry contacts in the network of the academic team. Leveraging these existing relationships, particularly within the local Ryde Technology Park, yielded a wide-range of potential partners. Engagement involved a series of workshops to: clarify expectations, demonstrate support, outline benefits of participation, and, ultimately, frame ‘activity statements’ that codified the partnership projects available. Students then formalised a learning contract with the partner and university, completed a reflective report, and presented their graduate portfolio in showcase event.
In the first offering, 25 students completed PACE. The range of experiences on offer were well-aligned to the interests of students, with 92% of candidates allocated their first-/second-preference. Numbers approximately doubled in each subsequent offering, but feedback from supervisors remained consistently encouraging with: these undergraduate students ‘putting MRes and PhD students to shame’, securing internships and future employment opportunities. Prize-winning students in 2018 partnered with The Australian Museum and the university library to curate an exhibition on Indigenous health, and developed an employee health/well-being program for Konica-Minolta. PACE is a tested way of embedding WIL into undergraduate programs and offers a rewarding experience that can be adapted by educators.
References
1McLachlan, K., et al. (2017). The student experience of PACE at Macquarie University: Understanding motivations for learning. Asia-Pacific Journal of Cooperative Education, 18(1), 59-71.
Theme
Developing purposeful partnerships
Presenter Bio
Dane is a Senior Academic Developer in the LTO Team who is passionate about the intersection between science and technology, medicine, and higher education – and shares his skills and insights with academics by facilitating a range of Continuous Professional Learning (CPL) workshops and training opportunities.
He was formerly the inaugural Program Director for the B. Clinical Science program at Macquarie University, and will be sharing his experiences of implementing a new Professional and Community Engagement (PACE) Course for Clinical Science students to support placements with local and international partners.
Presentation Type
Presentation
Location
Zoom session commences 10am AWST/12 noon AEST
Start Date
21-9-2022 11:23 AM
End Date
21-9-2022 11:30 AM
An experience of implementing Professional and Community Engagement (PACE): PACE yourself with work-integrated learning (WIL)
Zoom session commences 10am AWST/12 noon AEST
WIL within partner organisations aligned to the career aspirations of students represents a mutually-beneficial collaboration that contributes to social impact and innovation, while supporting graduate employability through industry connections, knowledge exchange and professional experience. At Macquarie University (MQ), this is a well-established part of the core curriculum – with all undergraduate students required to complete a PACE course1. Throughout 2016-18, the Clinical Science team was engaged in the development of a PACE/Capstone course for the new B. Clinical Science. Here, we share the experience of developing PACE for learners with a clinical/ health focus.
A critical step was reaching out to relevant industry contacts in the network of the academic team. Leveraging these existing relationships, particularly within the local Ryde Technology Park, yielded a wide-range of potential partners. Engagement involved a series of workshops to: clarify expectations, demonstrate support, outline benefits of participation, and, ultimately, frame ‘activity statements’ that codified the partnership projects available. Students then formalised a learning contract with the partner and university, completed a reflective report, and presented their graduate portfolio in showcase event.
In the first offering, 25 students completed PACE. The range of experiences on offer were well-aligned to the interests of students, with 92% of candidates allocated their first-/second-preference. Numbers approximately doubled in each subsequent offering, but feedback from supervisors remained consistently encouraging with: these undergraduate students ‘putting MRes and PhD students to shame’, securing internships and future employment opportunities. Prize-winning students in 2018 partnered with The Australian Museum and the university library to curate an exhibition on Indigenous health, and developed an employee health/well-being program for Konica-Minolta. PACE is a tested way of embedding WIL into undergraduate programs and offers a rewarding experience that can be adapted by educators.
References
1McLachlan, K., et al. (2017). The student experience of PACE at Macquarie University: Understanding motivations for learning. Asia-Pacific Journal of Cooperative Education, 18(1), 59-71.