The University of Waterloo´s Experiential Education to Help Undergraduate Students Recieve Employment

1427 WordsJul 10, 20186 Pages
In recent years the cost of tuition at a traditional college has seen a large increases while at the same time graduates of these schools are finding it increasingly difficult to find a job, much less a job pertaining to the field they studied. To college institutions, the question arises of whether or not the education experience that they provide increases the success of its graduating students. An increase in personal financial investment in higher education from the private sector is a clear indicator that those seeking higher education see their decision to do so as an economic investment. The increasing number of today’s students are seeking to concentrate their studies in subjects they consider relevant to their futures, and that…show more content…
Other freshman, even if they think they have decided on a vocation, will change their minds during college. One study found that between one-third and two-thirds of all undergraduates fall into this category. Even students who come with clear vocational plans need to test their ambitions against hard evidence. On the other hand students will choose to go to a technical school have the potential to be so concerned about their careers that, once vocational education gains a foothold in the college they may well neglect other purposes of undergraduate education in their eagerness to take any course that promises to give them a competitive edge in the struggle for success and financial security. Experiential education aims to connect liberal education with practice applicable to the workplace environment through institutionally sponsored internships, community service projects and study abroad programs. In this academic setting, students will naturally discover an understanding of organizational structures and protocol within a professional working environment. Examples may include the ability to be assertive in a meeting; to disagree pleasantly; to know when to interrupt and when not to; to understand the flow of discussion and how to change people’s minds; to attract mentors; to understand situations; to discern what can change and what can’t. Instructional research demonstrates that learning activities which require learners to

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