Abstract Content (up to 300 words recommended)
Work or Service Integrated Learning has long abandoned notions of the traditional ‘sage on the stage’ classroom setting, instead inviting students to be active participants in cooperative learning projects with community or industry. This cooperation enables students to gain experience in problem solving, teamwork and other employability and life skills making them more professionally aware graduates. What has become apparent – particularly in community based learning – is that traditional ‘subject silos’ are not a practical way to view these types of projects nor do they challenge our students to be adaptive and responsible professionals. This study examines the student-led Work and Daily Living Centre for children with Autism at Modbury Special School. The work completed depended on building community partnerships, applying specialised discipline knowledge and tapping into the deep humanistic values of social responsibility and citizenry across student and staff cohorts. In the process, students gained learning outcomes of communication, problem solving and emotional awareness and cultural competence as a result of this collaborative experience. This project experience also substantiates a framework proposed by Mishra and Kerelyik (2013) to design work and service oriented programs for the 21st century to develop the necessary attributes, skills and experience for the professional and social development of students. In examining these areas, we will suggest ways for students to develop responsiveness, adaptability and lifelong skills to prepare them for an increasingly interconnected and complex world.
Mishra, P., Kereluik, K., Fahnoe, C., & Terry, L., (2013). What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century, Learning Volume 29 Number 4 | Journal of Digital Learning in Teacher Education.
Addressing the theme/s of the Conference (up to 200 words recommended)
Educating graduates to be responsive and adaptable professionals