Development of a rubric for identifying and characterizing work : integrated learning activities in science undergraduate courses

There is a societal expectation that undergraduate degrees will contain activities that focus on making graduates workplace ready. Although it is likely that many of these activities occur in science degrees, there is a lack of formal and tested methodologies and frameworks for identifying them. One existing framework (Edwards, Perkins, Pearce, & Hong, 2015) was used to analyze WIL activities identified in course (unit, n=81) documentation and interviews with unit coordinators (n=71) at one Australian University. This revealed many (hidden) WIL activities that had not been previously articulated to either students or curriculum designers. The authors refined the existing framework to develop a rubric that allows the depth and breadth of WIL activities to be captured in a standard manner and WIL activities in a degree to be readily mapped.