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By Candy Ho

Typically, when one thinks of co-operative education (co-op) programs in post-secondary institutions, processes such as placing students in temporary roles and liaising with employers come to mind. Yet, there is more than meets the eye, as the educational components of teaching and learning in co-op programs is rarely mentioned, arguably because there seems to be a disconnect between career development and the academic curriculum. To this end, how might co-op programs integrate theory and practice and as a result establish their legitimacy as an important part of the university experience? My poster, which I’ll be showing at the Cannexus15 conference, explores the connection of a co-op foundational course with Fink’s (2003) taxonomy of significant learning.

By Lauren K. McCoy

Limited exploration has been directed towards the psychological, social and physical adjustments encountered by elite athletes upon career transition, despite a significant body of research suggesting that athletes that lack transitional coping skills may be at greater risk of adverse outcomes (Smith & McManus, 2008). While recent literature has begun to investigate these issues in other competitive sports, Canadian major junior hockey (CHL) continues to operate as a closed community that commonly restricts access to the institution and its players (Allain, 2013; Robinson, 1998). In an effort to protect their personal hockey careers, active players often perpetuate the insulation of the league through carefully crafted accounts that guard the best interests of the institution (Allain, 2013).

 By Annelise Welde

Career education and student engagement have been linked in existing research (i.e., Orthner, Jones-Sanpei, & Akos, 2013; Sutherland, Levine, & Barth, 2005). Student engagement can be conceptualized as the interaction between the resources that are invested by students and institutions to enhance students’ experiences, learning outcomes and development (Trowler, 2010). Kuh (2009) writes that increased levels of student engagement are linked to more opportunities for students of all educational and social backgrounds to:

By Barb Gustafson

As a part of doctoral-level research at the University of Saskatchewan, I surveyed trades instructors at three Western Canadian post-secondary institutions about their career transition from trades practice to teaching. The survey was followed up with focus groups for a qualitative-dominant mixed methods study that was completed in November 2014.

By Rhonda Singer

What exactly is cultural intelligence, how to measure it, and why should career professionals care?

By Mario R. Gravelle

CERIC survey delves into employer attitudes about the soft skills they want and their responsibility to provide training