We are pleased to present this 2025-26 CWP annual report, a reflection on the work we have done alongside students, faculty, and external partners over the past academic year. We have included all the information we collected from these interest holder groups and summarized it to help tell an inspiring story about the impact of experiential and partner-engaged learning embedded in curriculum at Laurier.
We support the career development of our students by helping them build skills, gain experience, and develop networks that contribute to their employability. Through these experiences, students connect with mentors, explore diverse roles and sectors, and gain clarity about career paths that align with their interests and values.
We are engaging community. Students are developing self and social awareness, making contributions, and building confidence and a sense of belonging through opportunities to be and work with others. Community and workplace partnerships are a part of broader university-community collaboration that exist to ensure practice knowledge and lived experience exist alongside and compliment academic knowledge.
We are connecting experiences with classroom learning through critical reflection. Theory and practice have a reciprocal relationship. What is learned in class is applied in the CWP experiences, and CWP experiences, when brought back to the class, help to shape and inform the learning for everyone.
The team accomplished many things this year in terms of our operational goals:
Looking ahead, we will be launching CWP on our Milton campus in Winter 2027, taking on new courses in anthropology and sociology, and conducting feasibility studies for CWP offerings in a proposed Law School and our Master of Kinesiology program.
CWP is happy to share that Colleen Myronyk has been appointed as Executive Director, Experiential Learning and Career Development. We will continue to benefit from Colleen’s strong leadership and support for partner-engaged experiential learning.
We are grateful to the community and employer partners who welcome and engage our students. We also thank the faculty members whose commitment enriches student learning while creating meaningful connections and contributions beyond the university. Finally, we extend our appreciation to the students who make a real impact through their time, skills, curiosity, and dedication.
With sadness we share the passing of Cole Norton. Cole was the inaugural Program Assistant when Community & Workplace Partnerships was established. Prior to joining the team in this role, he worked as a student administrative assistant in Brantford, supporting the Community Service-Learning program and its operations.
For seven years, Cole was a dedicated, thoughtful, and highly valued member of our team. He approached every aspect of his work with professionalism, care, and a genuine commitment to service—supporting colleagues, students, faculty, and community and employer partners alike. Cole played a key role in developing and documenting many of the processes that continue to guide our work today. He also worked as a Coordinator on our team for three months, covering a colleague’s parental leave. This allowed him to be in the classroom with students more and to source and nurture new partner contacts – he tackled this with enthusiasm!
Beyond his many contributions, Cole was simply a wonderful colleague and friend. He was consistently the first warm greeting at the start of each day. He was always thinking of others and had a knack for sharing the perfect recommendation, whether it was a movie to watch, a book to read, a snack to try, the perfect appliance or paint colour for your home. His heart was big. He cared deeply about the wellbeing of his colleagues’ cats, dogs, and children - would ask of them often, and delight in the stories and photos that were shared amongst the team. His thoughtfulness, kindness, and presence left a lasting impression on everyone who had the privilege of working with him.
Cole's contributions and work ethic helped shape Community & Workplace Partnerships from its earliest days, and his impact continues to be felt throughout our team. He is remembered with deep gratitude, affection, and respect.
Geetika joined the CWP team in a work-study role for 2025-26. Having done a CSL placement course herself, she brought both passion and experience to the role. Here Geetika shares about her experience.
Before my CSL placement, I knew I wanted to get involved in the community, but I wasn’t sure where to start. The CWP staff provided the structure and guidance I needed to take that first step, ensuring I felt supported throughout the entire process. Through this support, I had the privilege of volunteering with Parents for Community Living in Kitchener, where I gained hands-on experience supporting youth with developmental disabilities.
Like many Psychology students, I entered the program with a narrow view of what my career path might look like. CSL challenged that perspective and encouraged me to explore possibilities I had not previously considered. While my coursework provided the foundational theories of social support and human behavior, my placement allowed me to see those concepts come to life. In the classroom, we discuss advocacy and inclusion; in the field, I learned that beyond academic knowledge, empathy, patience, and consistency is what truly builds trust and meaningful relationships.
During my time at the organization, I developed strong connections with the youth and collaborated closely with dedicated staff members. This experience did more than broaden my career aspirations; it reshaped my understanding of inclusion and community. I came to see that a community is only as strong as the support it provides its members, and being part of that support system gave me a profound sense of purpose.
The impact of this placement extended far beyond the requirements of the course. Even after the semester concluded, I chose to continue volunteering because of the meaningful relationships and lasting lessons I had gained. What began as an opportunity to fulfill a placement requirement evolved into an experience that strengthened my confidence, deepened my empathy, and clarified the kind of work I hope to pursue in the future.
In many ways, my journey has come full circle. After beginning this experience unsure of where to start, I now have the privilege of supporting fellow Laurier students as they begin their own CSL paths. Looking back, I realize that stepping into the community was one of the most valuable decisions of my undergraduate experience. CSL not only connected me to the Kitchener community, but also strengthened my commitment to building inclusive, supportive spaces for others. It is an experience that continues to shape my academic journey.
We collaborate with external partners to offer meaningful experiential learning opportunities to Laurier students. Our partners offer placements, life case studies, research projects, problem-based learning opportunities and job shadows.
Results were from 82 responses to our partnership survey.
We asked our contacts to share about these partnerships from their perspective.
Partner for Community Service-Learning: HR261, HS200, PS282
Working with Laurier CSL students has been a truly enriching experience for our programs and the community we serve. Through their volunteer placements in initiatives such as English Conversation Circles and Canada Connects, students bring not only their time and commitment, but also genuine care, curiosity, and a strong willingness to connect with newcomers.
Their presence creates meaningful opportunities for participants to practice English in a supportive environment while also fostering a sense of belonging and community integration. At the same time, students gain valuable hands-on experience, developing empathy, cultural awareness, and a deeper understanding of the newcomer experience in Canada.
This partnership has been mutually beneficial and impactful, strengthening both student learning and community connection. We are truly grateful for the collaboration and the positive energy Laurier CSL students bring to our programs.
Partner for In-Course Workplace Projects: CP683, BU462, MB375
We have thoroughly enjoyed partnering with Laurier over the years. When we brought real business problems into the classroom, the solutions students proposed were sharp enough that we actually implemented several of them. It was through these opportunities that we hired our first co-op, someone we'd had the chance to work alongside and see their ideas firsthand. She went on to implement the CRM solution her group had proposed, and we still use it today. What I especially loved was that the entire experience, from the classroom to the solutions to our first co-op, created an environment where students and business leaders could genuinely learn from each other.
I don't know how Laurier keeps up with how fast the working world is changing, but their students show up ready for it. In our working sessions, there were countless questions coming from the students. Curiosity is hard to find, and even harder to build, but the faculty have found a way to instill it in their students.
This past spring, we supported Laurier's MAC Project Marathon, which led to hiring a computer science graduate who is now helping us rebuild our product and bring our full tech stack in-house. That came from meeting students and experiencing their projects and passion firsthand. What struck me just as much was that the faculty knew their students well. When I spoke with them afterward, they could speak personally to each student's abilities, which tells you they take a real interest in their students' success.
Laurier's support for its students, and for businesses in this community, is unmatched. We look forward to continuing to work with them for years to come.
Partner for Professional Inquiry: KP344
It was a wonderful opportunity as a working Occupational Therapist to share what I do on a day to day basis and the diversity of my role. I was able to share volunteering opportunities at our clinic and specialized programs for students interested in exploring Occupational Therapy as a career path. As a growing profession that is not very well known, I was able to provide practical insights and answer questions for students who are at a critical point in choosing their career paths. It was very rewarding to have this opportunity and I would highly recommend other professionals take part in this.
95% would consider offering experiential learning opportunities again in the future.
94% would recommend working with CWP to peers/colleagues.
93% indicated that offering experiential learning opportunities helped meet some of their organizations' needs.
Access the talent, skills, and fresh perspectives of Laurier students while advancing your organization's goals. Whether you need project support, volunteers, research assistance, or future talent pipelines, partnering with Laurier creates meaningful opportunities for students while helping meet community and workplace needs.
Ready to get started? Tell us about your organization and opportunities: Partnership Request Form
Throughout 2025/26, we have continued to foster the relationship with Laurier faculty to grow partner-engaged experiential learning opportunities for students.
Get to know two of our faculty partners and read about the reasons they embeded experiential learning into their course.
One of the most rewarding aspects of teaching a Community Service-Learning (CSL) course is watching students move beyond learning about communities to learning with communities. While my classroom provides the theoretical foundations of Community Psychology, it is through community placements that students begin to understand what those theories look like in practice. They witness both the strengths and the complexities of communities, and often come to appreciate that meaningful social change is rooted in relationships, humility, and collaboration rather than expertise alone. Structured reflections and facilitated sessions encourage students to connect their lived experiences in placement with course concepts, supporting critical thinking and personal growth.
As an instructor, working alongside community partners always reminds me that some of the most important learning happens outside the university. Our community partners bring knowledge, lived experience, and practical expertise that cannot be replicated in a lecture. Through their knowledge, lived experience, and everyday practice, they challenge students to think more critically about issues such as wellbeing, equity, justice, relationality, and community change. Rather than positioning the university as the sole producer of knowledge, CSL creates opportunities for experiential learning grounded in reciprocity, where students, instructors, and community organizations all contribute to and benefit from the educational experience. These partnerships remind students that expertise is not confined to universities. Community members and people with lived experience are educators in their own right, offering forms of knowledge that deepen, challenge, and enrich what is learned in the classroom.
Every year I teach a CSL course, I am reminded that it is about much more than completing placement hours. It is encouraging to see students question their assumptions, broaden their perspectives, and discover new ways of engaging with others. By learning with community partners, students begin to recognize the importance of listening, respecting different ways of being, knowing, and living, and understanding that meaningful change is built through relationships rather than assumptions. These experiences help prepare students not only for their future professions, but also for their roles as thoughtful, caring, and engaged members of their communities. Their growth reinforces the value of community-engaged education and the importance of building strong, reciprocal partnerships between universities and the communities they serve.
Experiential Learning is an important part of how I teach Transportation & Facilities Management (BU455). While students gain a strong foundation in transportation planning, logistics analysis, facility design, and supply chain decision-making in the classroom, there is no substitute for applying those concepts to a real organizational challenge. Through practicum projects, student teams work directly with partner organizations to analyze problems, develop recommendations, and communicate their findings through professional deliverables and presentations.
The benefits for students are substantial. Over a twelve-week term, teams apply the analytical, financial, operational, and problem-solving skills they have developed throughout their business degree to an authentic business situation. They learn how to work with imperfect information, balance competing priorities, engage with stakeholders, and translate technical analyses into actionable recommendations. These experiences help students bridge the gap between academic learning and professional practice while building confidence in their ability to contribute meaningfully to organizations.
The Winter 2026 partnership with Grand River Modular (https://grandrivermodular.com/) was particularly memorable. Students were tasked with designing a transportation plan for this Indigenous-owned modular homes to deliver accessible dwelling units from its plants in Southwestern Ontario to Indigenous communities in Northern Ontario and Manitoba. Unlike many of the course's practicum projects that focus primarily on cost reduction, efficiency gains, or profitability, this project was connected to a broader social purpose: helping address housing challenges faced by Indigenous communities. That dimension added a level of meaning that resonated deeply with both the students and me as an instructor.
What made the experience especially impactful was a conversation I had with the partner organization at the outset of the project. When I asked what success would look like from their perspective, I expected the answer to focus on operational improvements or recommendations for refining their transportation plans. While those outcomes certainly mattered, their primary response was that they hoped the project would deepen students' understanding of the societal challenges to which their education and business knowledge could be applied. I found that perspective both refreshing and profound. It emphasized that the value of experiential learning extends beyond solving business problems; it can also help students appreciate how supply chain and transportation decisions affect people's lives and communities.
Working with external partners continually enriches my own teaching. These collaborations give my students and me insights into emerging challenges, new perspectives, and real-world complexities that cannot be fully replicated in a classroom setting. This project, in particular, reminded me that transportation and supply chain management are ultimately about serving people. The experience reinforced the importance of preparing students not only to be capable business professionals, but also thoughtful contributors who can apply their skills to challenges that matter to society.
I am grateful to Community & Workplace Partnerships and our industry partner for helping create an experience that was both educational and meaningful. The project demonstrated the tremendous potential of experiential learning to advance student development while contributing to organizations and communities in tangible ways.
100% had a positive overall experience working with CWP.
100% recommended working with CWP to their colleagues.
100% felt that it enhanced the classroom learning environment.
100% felt that it enhanced their teaching practice.
90% felt that it helped them better engage with their students.
100% felt that experiences coordinated by CWP staff were a good fit for the learning goals of their course.
100% felt that CWP staff provided their students with adequate assistance and support.
100% felt that there was adequate communication with CWP staff.
Through the community and workplace partnership experience, we support students as they build connections in the community, and in the programs and initiatives of their community partner organization.
2327 students completed the evaluation with a 46% response rate
| Top CSL Partners 2025-26 | |
| Community Partner | Number of Placements Hosted |
| WRDSB: Westmount Public School | 48 |
| Waterloo Wayside Centre | 47 |
| Laurier Students for Literacy, Brantford | 42 |
| Waterloo Co-operative Preschool | 37 |
| WRDSB: King Edward Public School | 35 |
Explore our selection of courses offered that included the CWP experience during the 2025/26 academic year. Courses marked with an * indicates that they are new courses.
In all CWP courses, students can link their experience to the Laurier Competency Framework. Over the course of the 2023/24 year, the top five competencies selected across all types of experiential learning in CWP courses were: communication, collaboration and teamwork, critical thinking, adaptability and resiliency and problem solving. Competency data for the 2024/25 year will be available soon.
The bar charts below identifies the number of students who reported they developed the competency through their experiential learning opportunity.
Sociology instructor Kimberly Ellis-Hale worked with the Community and Workplace Partnerships team to embed experiential components into three sociology courses this year. In addition to engaging with various guest speakers in class, her students engaged in tours of The Working Centre, St. John’s Kitchen, and Waterloo Region Health Network sites.
When Wilfrid Laurier University International Education Studies (IES) student Malcolm Almeida first walked into Wilson Avenue Public School in Kitchener during his second-year Community Service-Learning (CSL) placement, he expected a meaningful 10-week experience. What he didn’t expect was that the school community – and the students he met – would shape his future for years to come.
Learn about the four types of CWP experiences that you can recruit students for.
