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Inclusive education remains a challenge for Australian tertiary education, particularly specialized pedagogical approaches like work-integrated learning (WIL) and service learning. Critiques of mainstream pedagogical approaches raise questions about the predominant models of educating students (Butin, 2010; Howard, 1998). There is a definitive need to recognize the diversity of the student population within course structures, rather than integrating diverse student needs into a static curriculum (Harrison & Ip, 2013) "Wise practice" takes WIL objectives--professional skills development and professional experience--and positions inclusion and transformation at the center of the learning experience. This paper explores inclusive education in WIL and service learning and examines how a wise practice approach can help all students equally benefit from the transformative potential of service learning

This chapter highlights the importance of feedback in work-integrated learning (WIL), the key role of workplace supervisors, and the importance of continuous improvement in systems to support feedback processes. The paper proposes a definition of feedback and formative feedback, as well as approaches for providing industry feedback in WIL. It further reports on a case analysis based on workplace supervisors providing feedback to students in engineering and urban development, yielding certain insights into student performance in the workplace, and more importantly, highlighting the need to enhance the use of feedback processes. This is required in a context where delivering feedback in WIL is generally acknowledged to be complex, and where the role of the industry supervisor in appraising the performance of the student in the workplace needs to be very clearly defined in order for supervisors' feedback to have optimal impact. Feedback in WIL is set against the backdrop of recognizing the importance and complexity of stakeholder engagement in WIL in general, and the intricacy associated with the provision of feedback from industry supervisors in particular. Student self-assessment is briefly considered as a further dimension of their participation in providing feedback on their own performance in the workplace.

Inclusive education remains a challenge for Australian tertiary education, particularly specialized pedagogical approaches like work-integrated learning (WIL) and service learning. Critiques of mainstream pedagogical approaches raise questions about the predominant models of educating students (Butin, 2010; Howard, 1998). There is a definitive need to recognize the diversity of the student population within course structures, rather than integrating diverse student needs into a static curriculum (Harrison & Ip, 2013) Wise practice takes WIL objectives - professional skills development and professional experience - and positions inclusion and transformation at the center of the learning experience. This paper explores inclusive education in WIL and service learning and examines how a wise practice approach can help all students equally benefit from the transformative potential of service learning. [ABSTRACT FROM AUTHOR]

This chapter highlights the importance of feedback in work-integrated learning (WIL), the key role of workplace supervisors, and the importance of continuous improvement in systems to support feedback processes. The paper proposes a definition of feedback and formative feedback, as well as approaches for providing industry feedback in WIL. It further reports on a case analysis based on workplace supervisors providing feedback to students in engineering and urban development, yielding certain insights into student performance in the workplace, and more importantly, highlighting the need to enhance the use of feedback processes. This is required in a context where delivering feedback in WIL is generally acknowledged to be complex, and where the role of the industry supervisor in appraising the performance of the student in the workplace needs to be very clearly defined in order for supervisors' feedback to have optimal impact. Feedback in WIL is set against the backdrop of recognizing the importance and complexity of stakeholder engagement in WIL in general, and the intricacy associated with the provision of feedback from industry supervisors in particular. Student self-assessment is briefly considered as a further dimension of their participation in providing feedback on their own performance in the workplace. [ABSTRACT FROM AUTHOR]