BEGIN:VCALENDAR VERSION:2.0 PRODID:-//Centre for Teaching, Learning & Innovation - ECPv6.15.15//NONSGML v1.0//EN CALSCALE:GREGORIAN METHOD:PUBLISH X-ORIGINAL-URL:https://ctli.jibc.ca X-WR-CALDESC:Events for Centre for Teaching, Learning & Innovation REFRESH-INTERVAL;VALUE=DURATION:PT1H X-Robots-Tag:noindex X-PUBLISHED-TTL:PT1H BEGIN:VTIMEZONE TZID:America/Vancouver BEGIN:DAYLIGHT TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT DTSTART:20250309T100000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST DTSTART:20251102T090000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT DTSTART:20260308T100000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST DTSTART:20261101T090000 END:STANDARD BEGIN:DAYLIGHT TZOFFSETFROM:-0800 TZOFFSETTO:-0700 TZNAME:PDT DTSTART:20270314T100000 END:DAYLIGHT BEGIN:STANDARD TZOFFSETFROM:-0700 TZOFFSETTO:-0800 TZNAME:PST DTSTART:20271107T090000 END:STANDARD END:VTIMEZONE BEGIN:VEVENT DTSTART;TZID=America/Vancouver:20260317T120000 DTEND;TZID=America/Vancouver:20260317T130000 DTSTAMP:20260409T053348 CREATED:20260217T212056Z LAST-MODIFIED:20260218T180439Z UID:10000093-1773748800-1773752400@ctli.jibc.ca SUMMARY:WIL Student Panel DESCRIPTION:March 28\, 2025 \n \n \n \n \n \n \n \n Learning Hub\, Learning Hub Issue\, Work Integrated Learning (WIL) \n \n \n \n \n \n \n \n Reflection in Action \n \n \n \n \n \n by Nina Bennett & Kelsea Perry\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 2 mins read\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n On March 12\, 2025 BC Campus hosted a workshop on liberating structures called “Reflection in Action”\, led by a pair of wonderful facilitators\, Leva Lee and Helena Prins. During the workshop the group discussed the importance of critical reflection and how it can support Work Integrated Learning and students learning on the whole. In the workshop participants got to experiment and participate in fun\, innovative forms of reflection. Some of the activities included designing a mini zine\, drawing and modelling playdough.  A special thanks and shout out to Helena and Leva for a great time. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Below Kelsea Perry\, an instructor in our BLES and LESD program discusses how reflection is an important feature in Community Engaged Learning and how it can support students learning in the program. For more information about how reflection can be incorporated into your course and WIL experience please reach out to the CTLI team. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Student reflection is a core component of a community engaged learning model. Community engaged learning offers a way of bridging the gap between what happens in post-secondary institutions and what is happening in broader communities. However\, reflective writing is a crucial component of navigating that gap in ways that create meaningful experiences for students. Community engaged learning often challenges some of the implicit assumptions that students bring to the classroom\, including a focus on charity models and community deficits needing "fixing". Community engaged learning asks students to interrogate these assumptions and their biases\, confront them\, and then pivot in a new direction. Reflective writing offers an opportunity for students to trace this process and their own personal growth.  \n \n\nCommunity engaged learning is often a transformative experience\, and it demands a lot from students in terms of time and energy. These demands have the potential to facilitate burnout in students. However\, using reflection is a way to help students remain grounded and cognizant of their experiences and environments. It offers a space for students to critically think about their experiences in the community and how these connect with course material\, but more importantly it offers a way to way to think critically about their own position in the community and their own role in building community. Reflection offers a space for showing oneself compassion and patience by in fact encouraging students to talk about both good and bad experiences in the field. Keeping field notes\, journals\, blogs\, or any other long-term format for writing\, students can revisit past experiences and understand them in new light.  \n \n Kelsea Perry\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Want to continue the conversation? Reach out to wil@jibc.ca to connect! \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n About the Authors \n \n \n \n \n \n \n \n \n \n \n \n \n\n Nina Bennett\, Program Manager\, WIL\n \n \n \n \n \n \n \n \n \n \n \n \n \n Kelsea Perry | Instructor\, Law Enforcement Studies URL:https://ctli.jibc.ca/event/wil-student-panel/ LOCATION:Webinar CATEGORIES:Faculty Development ATTACH;FMTTYPE=image/png:https://ctli.jibc.ca/wp-content/uploads/2026/02/WIL-student-panel-1.png ORGANIZER;CN="Center for Teaching%2C Learning and Innovation":MAILTO:ctli@jibc.ca END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Vancouver:20260324T120000 DTEND;TZID=America/Vancouver:20260324T130000 DTSTAMP:20260409T053348 CREATED:20260213T232510Z LAST-MODIFIED:20260213T232510Z UID:10000095-1774353600-1774357200@ctli.jibc.ca SUMMARY:WIL as Assessment #1 DESCRIPTION:March 28\, 2025 \n \n \n \n \n \n \n \n Learning Hub\, Learning Hub Issue\, Work Integrated Learning (WIL) \n \n \n \n \n \n \n \n Reflection in Action \n \n \n \n \n \n by Nina Bennett & Kelsea Perry\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 2 mins read\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n On March 12\, 2025 BC Campus hosted a workshop on liberating structures called “Reflection in Action”\, led by a pair of wonderful facilitators\, Leva Lee and Helena Prins. During the workshop the group discussed the importance of critical reflection and how it can support Work Integrated Learning and students learning on the whole. In the workshop participants got to experiment and participate in fun\, innovative forms of reflection. Some of the activities included designing a mini zine\, drawing and modelling playdough.  A special thanks and shout out to Helena and Leva for a great time. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Below Kelsea Perry\, an instructor in our BLES and LESD program discusses how reflection is an important feature in Community Engaged Learning and how it can support students learning in the program. For more information about how reflection can be incorporated into your course and WIL experience please reach out to the CTLI team. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Student reflection is a core component of a community engaged learning model. Community engaged learning offers a way of bridging the gap between what happens in post-secondary institutions and what is happening in broader communities. However\, reflective writing is a crucial component of navigating that gap in ways that create meaningful experiences for students. Community engaged learning often challenges some of the implicit assumptions that students bring to the classroom\, including a focus on charity models and community deficits needing "fixing". Community engaged learning asks students to interrogate these assumptions and their biases\, confront them\, and then pivot in a new direction. Reflective writing offers an opportunity for students to trace this process and their own personal growth.  \n \n\nCommunity engaged learning is often a transformative experience\, and it demands a lot from students in terms of time and energy. These demands have the potential to facilitate burnout in students. However\, using reflection is a way to help students remain grounded and cognizant of their experiences and environments. It offers a space for students to critically think about their experiences in the community and how these connect with course material\, but more importantly it offers a way to way to think critically about their own position in the community and their own role in building community. Reflection offers a space for showing oneself compassion and patience by in fact encouraging students to talk about both good and bad experiences in the field. Keeping field notes\, journals\, blogs\, or any other long-term format for writing\, students can revisit past experiences and understand them in new light.  \n \n Kelsea Perry\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Want to continue the conversation? Reach out to wil@jibc.ca to connect! \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n About the Authors \n \n \n \n \n \n \n \n \n \n \n \n \n\n Nina Bennett\, Program Manager\, WIL\n \n \n \n \n \n \n \n \n \n \n \n \n \n Kelsea Perry | Instructor\, Law Enforcement Studies URL:https://ctli.jibc.ca/event/wil-as-assessment-1/ LOCATION:Webinar CATEGORIES:Faculty Development ATTACH;FMTTYPE=image/png:https://ctli.jibc.ca/wp-content/uploads/2026/02/WIL-as-Assessment-scaled.png ORGANIZER;CN="Center for Teaching%2C Learning and Innovation":MAILTO:ctli@jibc.ca END:VEVENT BEGIN:VEVENT DTSTART;TZID=America/Vancouver:20260331T120000 DTEND;TZID=America/Vancouver:20260331T130000 DTSTAMP:20260409T053348 CREATED:20260213T232530Z LAST-MODIFIED:20260213T232530Z UID:10000096-1774958400-1774962000@ctli.jibc.ca SUMMARY:WIL as Assessment #2 DESCRIPTION:March 28\, 2025 \n \n \n \n \n \n \n \n Learning Hub\, Learning Hub Issue\, Work Integrated Learning (WIL) \n \n \n \n \n \n \n \n Reflection in Action \n \n \n \n \n \n by Nina Bennett & Kelsea Perry\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n 2 mins read\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n On March 12\, 2025 BC Campus hosted a workshop on liberating structures called “Reflection in Action”\, led by a pair of wonderful facilitators\, Leva Lee and Helena Prins. During the workshop the group discussed the importance of critical reflection and how it can support Work Integrated Learning and students learning on the whole. In the workshop participants got to experiment and participate in fun\, innovative forms of reflection. Some of the activities included designing a mini zine\, drawing and modelling playdough.  A special thanks and shout out to Helena and Leva for a great time. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Below Kelsea Perry\, an instructor in our BLES and LESD program discusses how reflection is an important feature in Community Engaged Learning and how it can support students learning in the program. For more information about how reflection can be incorporated into your course and WIL experience please reach out to the CTLI team. \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Student reflection is a core component of a community engaged learning model. Community engaged learning offers a way of bridging the gap between what happens in post-secondary institutions and what is happening in broader communities. However\, reflective writing is a crucial component of navigating that gap in ways that create meaningful experiences for students. Community engaged learning often challenges some of the implicit assumptions that students bring to the classroom\, including a focus on charity models and community deficits needing "fixing". Community engaged learning asks students to interrogate these assumptions and their biases\, confront them\, and then pivot in a new direction. Reflective writing offers an opportunity for students to trace this process and their own personal growth.  \n \n\nCommunity engaged learning is often a transformative experience\, and it demands a lot from students in terms of time and energy. These demands have the potential to facilitate burnout in students. However\, using reflection is a way to help students remain grounded and cognizant of their experiences and environments. It offers a space for students to critically think about their experiences in the community and how these connect with course material\, but more importantly it offers a way to way to think critically about their own position in the community and their own role in building community. Reflection offers a space for showing oneself compassion and patience by in fact encouraging students to talk about both good and bad experiences in the field. Keeping field notes\, journals\, blogs\, or any other long-term format for writing\, students can revisit past experiences and understand them in new light.  \n \n Kelsea Perry\n \n \n \n \n \n \n \n \n \n \n \n \n \n \n Want to continue the conversation? Reach out to wil@jibc.ca to connect! \n \n \n \n \n \n \n \n \n \n \n \n \n \n \n About the Authors \n \n \n \n \n \n \n \n \n \n \n \n \n\n Nina Bennett\, Program Manager\, WIL\n \n \n \n \n \n \n \n \n \n \n \n \n \n Kelsea Perry | Instructor\, Law Enforcement Studies URL:https://ctli.jibc.ca/event/wil-as-assessment-2/ LOCATION:Webinar CATEGORIES:Faculty Development ATTACH;FMTTYPE=image/png:https://ctli.jibc.ca/wp-content/uploads/2026/02/WIL-as-Assessment-scaled.png ORGANIZER;CN="Center for Teaching%2C Learning and Innovation":MAILTO:ctli@jibc.ca END:VEVENT END:VCALENDAR