On resilience in work-integrated learning and developing a professional identity

Earlier this year, as a part of the Work-Integrated Learning (WIL) for Neurodivergent Students Initiative team, I was invited to a workshop by TalentED YYC on students' WIL programs, with guests from post-secondary institutions across Calgary. As a student, I appreciate the work that the TalentED YYC team and post-secondaries are doing to support students in finding WIL placements and bridging the gap between education and professional development.

Among the many discussions we had, I keep thinking about building resilience among the students in the process of WIL applications.

Resilience is often defined as our capacity to bounce back from stress and adversity.

There is inevitable stress in the job application process and WIL positions are highly competitive. Due to how discouraging it can be for students to spend so much effort applying for work placements and still not be able to secure a position, the importance of building resilience is evident.

In this conversation, I was reminded that job hunting is not smooth sailing or easy for anyone, not just for students. Building the resilience to keep looking for jobs and strengthening your networking muscles is a skillset that students necessarily need to develop going forward into the workforce.

I am also reflecting on how significant resilience is in developing a professional identity far beyond the job application and interview phase. This winter marks my first co-op term and my first time working in a professional office setting with people who have much more experience and qualifications under their belts. This is something I have been keenly aware of since the first day.

I have been a student for most of my life — I have not made significant contributions to the 'real world — and it feels a little scary to suddenly have influence over important and meaningful matters.

The phenomenon of recent graduates feeling like an imposter in the workplace is well studied in fields such as medicine and social work, however, I think it is a fairly common experience for students regardless of the field of specialization.

I’ve come to realize that this is part of the process of developing a professional identity and as disorienting as it can be, sorting this out within the support system and guidance of WIL programs is such a valuable experience.

For me, my network of friends, family, and co-workers have been the biggest support through this transition and it made me rediscover the importance of a supportive community. Indeed, positive relationships is one of the five pillars of resilience and I would encourage fellow students to intentionally approach building your resilience to set yourself up for future success.

On creating a strong community, I’d like to bring attention to the upcoming Neurodiversity Celebration Week. The focus of the week is on providing the space for all neurodiverse students and faculty members to find the resources available on campus and increasing awareness of neurodiversity and neuroinclusivity.

There are several events planned for March 17–21, starting with an open house. I hope that this week's events contribute positively to the sense of community on campus for all students and faculty members!

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Constance Januud is a 3rd-year anthropology student in the Faculty of Arts at the University of Calgary and currently working as the Employer Engagement Co-op Student with the WIL for Neurodiverse Students Initiative. As well as topics in social sciences, she’s passionate about animals, all forms of arts, and finding new things to learn.