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Session Workbook Spring 2026

Work-integrated Learning Studio

Finding Entry Points: Where to Start with Course-Embedded WIL

How might we design a small, meaningful Work-integrated Learning opportunity that fits within an existing course?

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Instructions

This is your working document for the session (and beyond).

Be sure to make a copy!
You’ll type directly into these slides
Notes can be brief — no need for full sentences

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Course Context

Course name:

Level

☐ Lower division ☐ Upper division ☐ Graduate

Modality

☐ In-person immersion ☐ Online (asynchronous) ☐ Hybrid

Enrollment size:
Where in the course might applied, practice-based learning fit?

☐ Early ☐ Mid-course ☐ Final ☐ Other:��

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Empathize - Student Experience

Think about where students wonder how the course material connects to real-world practice.

Where do students get stuck or struggle?

What capability do you wish students left this course with?

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Define - Clarify the Opportunity

Students in my course need more opportunities to:

because currently:

If this worked well, what would students be able to do differently?

How might students practice this capability in your course?

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Ideate - Generate Possibilities

What are possible ways students could practice this capability?

Goal: Expand the solution space before narrowing

Idea 1:

Idea 2:

Idea 3:

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Prototype - Design a Small Test

Design a small, testable version of your most feasible idea.

What assignment or activity might change?

Would you adapt something existing or create something new?

☐ Adapt existing ☐ Create new

What type of experience is this?

☐ Live partner project ☐ Simulation ☐ Other:

When would this happen in your course?

Week(s):� Estimated student time:

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Learning Integration - Reflection & Articulation

How will students make sense of and communicate what they have learned?

How will students process and reflect on the experience?

What insight, skill, or capability do you hope students recognize from this experience?

How will students practice communicating what they learned or the skills they developed?

If a student described this experience in an interview, what might you hope they could say about what they did and learned?

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Guardrails - Keep it Manageable

What stays the same in your course?

What needs to change?

What might make this difficult to implement?

What is one small adjustment that could help?

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Peer Feedback & Discussion

Share your idea and get quick feedback.

Each person share:

Your entry point
One question or concern

Peers respond with:

One strength (What’s working well or shows promise about this idea?)
One clarifying question (What would help you better understand the idea?
One suggestion to keep it manageable (How could this stay feasible?)

My idea:

Feedback I heard:

Strength:
Question:
Suggestion:

You don’t need to solve everything — just capture 1–2 helpful insights.

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Next Step & Support

What is one concrete next step you could take?

What support would help you move forward?

☐ Partner sourcing� ☐ Assignment design� ☐ Assessment strategies� ☐ Technology/platform tools� ☐ Examples� ☐ Other:

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Thank you!

Questions, reflections, ideas, or want to take a next step? Reach out!

Casey Sechler (csechler@asu.edu)