Placements
Students are given the opportunity to develop competencies and skills in organizational work environments that augment the theories/concepts learned in academic course settings.
Students apply theories and concepts from their course work in a practice-based work environment and reflect upon their actions. Students engage in activities where they practice the discipline or course specific competencies; they receive course credit for doing so but (generally) are not paid. Placements are also known as fieldwork or field placements (e.g. Social Work, Communication & Culture, Anthropology, Disaster and Emergency Management) or practica (e.g. Nursing or Education).
Key Features
How do students engage in EE?
Students engage in work activities where they practice the discipline or course specific competencies and skills in an authentic work context.
To what extent are community partners engaged/involved?
The experience requires some form of agreement between the Course Director and the partner organization outlining expectations in terms of what students can deliver
Is priority given to student learning outcomes or community partner needs?
Work is done so that it benefits both student learning and the partner organization.
How long and how frequently do these experiences occur?
The placement experience may be full-time or part-time and requires that students periodically return to class to share their experiences and make meaning of their time ‘in the field’. The length of placements typically last the duration of a course.
How are students remunerated?
Placements are normally required as part of the degree program. Students are evaluated (e.g. report, sponsor evaluation, self-evaluation, etc.) on their placement performance as part of their final grade in the course. Placements are typically unpaid work experiences.
Course Example
Faculty of Education: Concurrent BEd Program Practicum
The first year field placement explores schools and their communities. EE Component: Candidates spend 50 hours in this field placement during their first year in the program. The second and third year practica occur in schools and classrooms. This long-term association with a school’s program allows the candidate to observe the development of the curriculum and pupils over the course of the school year and to acquire an understanding of the school and its community. Over the three year period of the program, every attempt is made to familiarize candidates with different boards in the area, pupils of different age levels, a range of school offerings and a variety of social groups of pupils.
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