Peggy Jarvie retired in 2018 as the Associate Provost, Cooperative and Experiential Education at the University of Waterloo. Prior to that role, she led a team of people in diverse roles operating Canada’s first, and the world’s largest, co-operative education program and offering all students and alumni career preparation programs and support. With her leadership team, she introduced a new organization structure and targeted roles for staff, and partnered with an external vendor to upgrade and implement a technology solution to Waterloo’s uniquely high co-op volumes, enabling the University to support steadily and dramatically increasing co-op enrolment.
As the value of experiential learning became increasingly evident, an expanded portfolio including research on work-integrated learning, professional development courses, and support for multiple forms of experiential education was created, and she became the founding associate provost, co-operative and experiential education.
Prior to the University, she spent 25 years in financial services, gaining broad experience in marketing, information technology, corporate finance, team building and change management in a variety of roles of increasing responsibility, most recently in corporate branding and marketing.
She holds a Bachelor of Arts degree from Mount Allison University, a Master of Arts from the University of New Brunswick, and a Master of Library and Information Studies from the University of California at Berkeley.
She is now enjoying an active retirement in Waterloo, Ontario and Venice, Florida where she continues her community involvement through volunteering.
The State of Colorado has been making headlines for Governor Polis’ commitment to experiential education, in particular internships and apprenticeships. The University of Colorado system has been a significant player in the expansion of experiential education in Colorado and has engaged both broadly and deeply with the Colorado State agencies in the creation of new and expansion of existing programs that give students work-integrated learning opportunities.
Jonathan currently serves as the director of the Governor’s Office of Climate Preparedness and Disaster Recovery, within the Colorado governor’s office. He returned to Colorado in 2020 to serve as Governor Polis’s senior policy advisor after fifteen years in Washington D.C. where he spent roughly half of that time on Capitol Hill in senior energy, environment and natural resources policy roles. He also served as an appointee in the Obama administration at the Environmental Protection Agency, and as Director of Government Relations at The Wilderness Society where he was closely involved in the negotiation and passage of the Dingell conservation bill, and Great American Outdoors Act as the national co-chair of the Land and Water Conservation Fund Coalition.
Jonathan is a former whitewater river guide, former ski instructor and remains an avid climber, kayaker, skier and generally spending as much time outdoors as possible with his wife, Allison.
Matthew Hora, PhD, is the founding director for the Center for Research on College-Workforce Transitions (CCWT), Institute for Research on Poverty and Associate Professor of Adult and Higher Education at the University of Wisconsin–Madison. Dr. Hora initiated and executed an innovative and highly productive research agenda at UWM. His work activity on internship includes funded research, mentoring emerging researchers, publishing numerous articles, books and book chapters, and delivering many presentations. Hora’s topics have centered on internships, employability, 21st Century skills, and career development theory, policy, and practice.
Hora founded the Center for Research on College-Workforce Transitions, whose mission is to generate evidence, educational programs, and research tools that promote the career development and wellness of students as they seek post-graduate success. The center is the nexus for ongoing research and publication. The CCWT website dashboard includes publications and resources for instructors, researchers, practitioners, and students, including research findings that are distilled into short research briefs and videos. Matthew Hora has been a prolific mentor with professional research staff, PhD candidates, and master’s students, helping them to evolve into competent, independent PI’s, in their own right.
Hora’s contributions through the CCWT include The Internship Scorecard – A new framework for evaluating college internships on the basis of purpose, quality and equitable access a research-based framework and tool for designing and assessing internship programs. Between 2018 and 2020 Hora’s CCWT led the College Internship Study, a mixed-methods longitudinal research study which examined the effects of internship participation by student characteristics, barriers to internship participation, structure and format of internship programs, and students’ perceived internship satisfaction and value to their development.
In 2016, Hora’s book on the skills gap won the 2016 Ness Award from AAC&U for best book on liberal arts education, and his research on internships and experiential learning is widely cited on an international basis. Matthew was featured in the Chronicle of Higher Education guide, “Building Tomorrow’s Work Force.”
The Routledge International Handbook of Work-Integrated Learning (3rd Ed) is an essential publication for those involved with work-integrated learning and will serve as a seminal resource for the international cooperative education and work-integrated learning (WIL) community and a core and essential Handbook for all work-integrated learning (WIL) practitioners, educators, and researchers. This 3rd edition of The Routledge International Handbook of Work-Integrated Learning was constructed by work-integrated learning (WIL) community members throughout the world who bring a multitude of perspectives to understanding and advancing work-integrated learning (WIL).
Routledge publishes professional development books and textbooks across psychology, education, STEM, humanities, and social sciences. This third edition of the book, published in November 2023, contains 37 chapters and 644 pages written by 96 authors, all of whom are expert researchers and practitioners in work-integrated learning (WIL). Each community of researchers and practitioners has a book that its members would refer to as an essential resource. For the work-integrated learning (WIL) community, that book is the most recent edition of The Routledge International Handbook of Work-Integrated Learning.
Karsten Zegwaard started his academic career at the University of Waikato, New Zealand 26 years ago, building his career up to become Associate Professor in work-integrated learning. Karsten is currently the Director of Work-Integrated Learning Research, Vice-Chancellors Office, and academic lead for work-integrated learning in the School of Science, and was closely involved with the recent university-wide rollout of compulsory work-integrated learning for all undergraduate students. Karsten was involved with the founding of the International Journal of Work-Integrated Learning (IJWIL) and has been Editor-in-Chief since 2010. Karsten is the current President of Work-Integrated Learning NZ and an Executive Board Member of the WACE. Karsten has published extensively on work-integrated learning and has long been involved in enabling research in the international work-integrated learning community, including being co-editor of the 2nd and 3rd edition of the Routledge International Handbook of Work-Integrated Learning. Karsten has been the recipient of the WACE Donald McLaren Academic Award, the CEIA James W. Wilson Award, the CEIA Ralph W. Tyler Award, and the inaugural Fellow of Work-Integrated Learning NZ award.
Judene Pretti is the Director of the Strategic Enablement Team for Co-operative and Experiential Education at the University of Waterloo. With more than 25 years in the higher education sector, Judene leads a department that supports the operation of co-op and WIL programs including oversight for technology, project management, data, finance, and communications. She spent 10 years leading co-op and WIL research as the Director of the Work-Learn Institute. Her research has investigated the connection between WIL and the trends related to the future of work as well as well as exploring models of WIL using a systems lens. She has collaborated with national and global WIL researchers, producing numerous publications and presentations for national and international audiences. She is the 2023 recipient of the award for Outstanding Professional Contribution from the World Association for Co-operative and Work-Integrated Education, the 2020 recipient of the Dr. Graham Branton award for research excellence from CEWIL Canada, an Associate Editor for the International Journal of Work-Integrated Learning and the President of CEWIL Canada.
Julia Hellquist is a December 2023 graduate of the University of Wisconsin – Stout. She recently completed her Bachelor of Science Degree in Mechanical Engineering along with minors in mathematics and materials science. While enrolled at UW-Stout, Julia completed four semesters of Co-op at General Motors.
During Julia’s time at General Motors, she took on several essential roles with a variety of teams in various locations and plants. First, she was part of two separate back-to-back co-op rotations during 2021 in Spring Hill, Tennessee. These teams included Indirect Material Strategy and the Production Engineering Team, where she worked to create solutions and bring designs to reality. During the summer of 2022, she supported the Global Manufacturing Vehicle Systems Team as a Compartment Manufacturing Engineer in Warren, Michigan, where she contributed to overall interior assembly quality and safety. Most recently in 2023, Julia assisted three teams in a remote position through cross functionally, aiding with various business needs within the company. During this co-op rotation she supported the Vehicle Systems Financial Team, the Process Failure Mode Effect and Analysis Team, and the Virtual Development Design and Validation Team. This most recent cross functional rotation showcased Julia’s growth in the engineering space through a multi-functional approach to her work which ensured innovation, quality, finances, and collaboration within the company.
Julia is described as passionate with a strong work ethic, and a desire to give back. Julia is said to be a self-starter, a quick learner, and someone that demonstrates great engineering problem solving skills. Her creativity, leadership skills, and her exceptional communication skills have enabled the success of all her projects.
Julia is a first-generation college student; when introduced to the field of engineering, it was love at first sight. She quickly learned that UW-Stout’s polytechnical approach was a perfect fit as she experienced applied learning daily, with a continued emphasis on career focus and collaboration opportunities with industry.
At UW-Stout, Julia was a member of UW-Stout’s chapter of the Society of Women Engineers, listed on the Dean’s list four times, received the UW-Stout Cooperative Education and Internship Program Student of the Year award, and earned a Certificate of Appreciation from Disabilities Services, all while working part time as an Academic Resource Coordinator. After graduation, Julia will continue working for General Motors as a Track Engineer in Warren, MI.
Joni McCawley is a junior pursuing a computer engineering degree at Texas State University. During the summer of 2023, she interned with Milwaukee Tool’s Front End Innovation division, where her role involved contributing to a research and development team comprised of engineers with advanced degrees in the fields of machine learning, robotics, and artificial intelligence (AI). Her involvement within this remarkable team drastically enhanced her engineering skillset and practical experience in designing cutting-edge technologies.
With aspirations of a career in AI and robotics, Joni has demonstrated leadership and involvement in a variety of activities. Noteworthy experiences include her internship with the Natural Hazards Engineering Research Infrastructure (NHERI) at UT Austin’s Texas Advanced Computing Center (TACC), involvement in Texas State’s High-Performance Engineering (HiPE) lab focused on developing a Python-based machine learning system supporting children with autism, and her current role in Texas State’s Center for High-Performance Systems (CHiPS) lab, where she contributes to the advancement of worker safety through innovative machine learning solutions.
Joni holds leadership roles in student organizations including the Society of Women Engineers where she holds the position of secretary, promoting a supportive community and mentoring young women in engineering. Furthermore, she is a member of the Houston Louise Stokes STEM Pathways and Research Alliance (H-LSAMP), an NSF supported program aimed at increasing the number of minorities in STEM fields with baccalaureate degrees.
Joni’s passion, dedication, and contributions to the field of AI and robotics, along with leadership roles and engagement in exceptional research, drives her eagerness for continuous learning and constant growth as an engineer. Joni plans on extending her education through a master’s degree, aspiring not only to further her own expertise but also to serve as a role model for other young women pursuing degrees in STEM.
Samantha Kremer is a fourth-year undergraduate student pursuing a Bachelor of Science in Science and Business and is a former Business Development Fellow with ENVenture, a clean energy business incubator based in Kampala, Uganda. In this position she helped community-based organizations create sustainable business solutions to support operational and philanthropic activities while gaining credit towards her studies. Samantha is particularly interested in marine fauna and loves to scuba dive and free dive allowing her to understand and see different animals in their natural habitat. Samantha has a keen passion to work within the international community and is pursuing a career in conservation management and research. In this field of work, she wants to support projects and lead initiatives to safeguard marine ecosystems. Her passion has led her to travel and volunteer with numerous small organizations in different industries and countries, specifically in Africa. These experiences have enhanced Samantha’s perception of the world around her and increased her respect for different cultures and the opportunities available to her.
Pamela Alvarado is an International Student from Mexico pursuing an Associate of Applied Business degree in Marketing Management at Cincinnati State Technical and Community College, set to graduate in May 2024. Throughout her academic journey, Pamela completed three co-op rotations at VEGA Americas Inc., a global corporation headquartered in Germany, with one of its primary bases of operations being in Mason OH, and subsidiary offices worldwide.
During her time at VEGA, she worked in the Inside Sales department and supported the Marketing department as well, working on number of research projects targeting customer classification, entry data, updating invoice requirements, and collaborating with the Canadian office.
Pamela described her experience at VEGA Americas as a very fulfilling and rewarding opportunity “VEGA is an international company that understands the importance of diversity and inclusivity inside and out the company, therefore I made connections with people from different parts of the world, building my perspective and making me realize that my ability to speak two languages was an asset”.
Maintaining a 3.57 GPA, Pamela earned a spot on the Dean’s List. She credits the co-op program, support from her advisor, and VEGA for providing valuable insights into the business world, preparing her for a successful career in Marketing after graduation.
Virtual Skill AcademyThe Shippensburg University Career Center team of 4 professional staff members, under the leadership of Senior Director Victoria Kerr, serves over 5,000 students at the Undergraduate and Graduate levels, as well as over 20,000 alumni from its campus located in Central Pennsylvania.
The Virtual Career and Leadership Skills Academy was created in partnership with the Pennsylvania Bankers Association whose member institutions recognized the need to provide career and professional skills development as part of their internship program offerings. The Career Center developed a virtual 12-week program comprised of 2-hour weekly synchronous sessions, centered around a different theme each week. The workshops are interactive and help interns build “soft” skills through a curriculum built around the NACE. As a virtual format, the program can currently reach 75 interns, in groups capped at 25 participants to maximize engagement.
Through this partnership, the Career Center obtains funding to support other year-round initiatives, the Pennsylvania Bankers Associate offers a customized and valuable benefit to its members, the member institutions engage their interns throughout the summer and showcase their investment in their team, and interns sharpen their professional skills and career-readiness. The program is currently in its third year and has positively impacted over 150 interns.
Thanks and acknowledgement goes to the Awards Committee: Ross Johnston (Chairperson), Scott Maynard, Domenica De Bilio, Cherie Lynch, Molly Thompson, Caitlin Giannetti, Dr. Regina Smith, and Allison Muise
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