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Increasingly universities are embracing the use of experiential education as a way to improve employability skills, to better prepare participants for their transition to work and to give them “real world” experience.
Many programs adopt such approaches and work to embed new pedagogy and learning into their curriculum.
While most programs are moving quickly to experiential education models, we are only starting to consider how to measure the success of these efforts; more work needs to be done to evaluate such programs. In this article, the author reflects on 25 years of offering internships, practicums and experiential education.
He uses the Ontario Legislature Internship Program (OLIP) as an example of a best practice and to inspire additional thinking about the improvement and sustainability of such programs.
