Small EL: Workplace Goal Setting and Reflection
Students assess progress and workplace learning
Activity summary
In this Small EL activity, students complete midpoint and end-of-term self-evaluations based on their work-integrated learning placement, using supervisor feedback and a DEAL(ER) reflection to assess their progress toward professional goals. The activity encourages students to engage intentionally with workplace feedback and connect practical experience to academic learning. Students reflect on workplace challenges, identify resources that supported their development, and consider strategies for navigating changing workplace expectations. Through guided reflection, they strengthen critical thinking, self-awareness, and professional decision-making while articulating learning gained through authentic workplace experiences.
Important details
- Activity Setting: Workplace
- Time for activity: Work Integrated Learning micro-placement (less than 40 hours a semester)
- Assessment Approach: Part of Specifications Grading
- Assessment Type: Self-Assessment
- Weight in Final Grade: 4% each x 2 = 8%
Learning outcomes
- Students engage in a supervised work‑related experience that complements their studies, career goals or degree program.
- Students acquire and apply professional skills and personal development strategies to guide their behavior, decision‑making and goal setting.
- Students plan for and respond to changing or unforeseen workplace circumstances, including shifting relationships, responsibilities and technical requirements.
- Students reflect on and communicate their learning and make connections between their work and academic experiences.
Course description
Introduction to the foundational and transferable skills that support success in workplace, volunteer and professional settings. Through a current paid work, volunteer or career exploration experience, students will identify skills that support their success in the experience, reflect on strengths and areas for future growth, and learn how to articulate academic and foundational skills to employers. Foundational skills include; communication, creativity and innovation, problem solving, adaptability and collaboration.
This is a course description from the UCalgary Academic Calendar.
Implementation insights
What worked well?
Students provided thoughtful feedback about what was happening in their workplace, which strengthened the quality of their reflections.
What challenges did you encounter?
Some supervisors or placement mentors did not respond, often due to limited communication with students or a lack of available time.
How might students redo/try out or apply these skills in future opportunities?
Students can continue applying these workplace skills in future professional settings.
Reflection component
- Format for reflection: Written reflection
- Graded: Yes
Sample reflection prompt
"Students reflect on their progress toward their goals, identify helpful resources and tools, and describe what additional support would assist them moving forward."
Final thoughts
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Advice for those seeking to try this activity
Effective implementation of this activity depends on instructors actively reinforcing the role of supervisor or placement mentor engagement, while also maintaining direct communication with supervisors to clarify expectations and ensure timely feedback.
Explore experiential learning further
The Taylor Institute for Teaching and Learning Resource Library is an excellent source for further reading about Small EL and experiential learning practices.