·         Developing students capacity for their project WIL experience 

·         Explaining to them that what happens before, during and after their WIL experience

·         Clarifying student expectations about support available and their own responsibilities 

·         Informing students of roles and expectations of all parties involving in the project

·         Preparing students for learning 

·         Providing them online modules, resources and platforms that they can access all the time

·         Cultivating reflective skills

·         Developing students' ability to operate safely

·         Developing students' ability to understand appropriate behaviour

·         Developing students' ability to develop communication and language proficiency

·         Guiding them how to be more professional and how to be more engaging

·         When a WIL activity involves a high level of proximity to external partners, preparation will need to take a consistent approach to requesting and providing information about students' health (e.g., disable students) due to confidentiality issues 

·         Preparing students for any ‘contestations’ that may arise

·         Preparing them how to write reviews and reflection

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·         Provide balance space for students to learn independently

·         Ensure that students have the support they need 

·         Monitor of student learning, progress, and wellbeing during WIL experiences

·         Support actively during the project session and out of project session 

·         Provide timely, constructive and meaningful feedback on the students learning progress and performance

·         Encourage students to be active participants in WIL experience

·         Provide collaborative, ongoing support and guidance to enable students to practice their skills and knowledge throughout the WIL activity, creates rich opportunities to learn from each other.

·         Regular meetings where students are encouraged to ask questions, reflect on their experience, give and receive constructive feedback and express their feelings.

·         Unpack Graduate Attributes with some examples

·         Provide links to Uni support services

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·         Encouraging students to stop working and thinking about their work at each session, and writing it down on a diary what they have learned on that day, what key strategic keys have been. Because they feel more comfortable and more competent about what they have been doing end of the session

·         Encouraging students to engage writing reflection in daily basis as part of their routine, not only when bad things or good things, but even when normal things happen

·         Guiding students how to write their reflection; such as sharing some reading materials, some examples, videos

·         Providing some samples of questions to students to be followed: (What was your significant learning this session? Which activities did you do this session?)

·         Providing reflection activity worksheets to prompt students to think about what they know, what they learned, and what they need to know as they progress through their exploration.

·         Sharing some previous students’ perspective and feedback about their reflection with them

·         Guiding them how to identify areas of their strengths and weaknesses in their skill set and knowledge

·         Guiding them how to set realistic learning goals.

·         Recommending students to create online reflection, videos or audio files and sharing that with other students and teachers

·         Encouraging them to act on feedback given from their teachers or peers to improve performance

·         Encouraging students to write a final reflection

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