REAL-WORLD Skills
STUDENT PERSPECTIVES FROM WORK EXPERIENCE PROGRAM PLACEMENTS
The CHS Work Experience Program( WEP) is a pertinent example of how Thriving in Possibility comes to life and is a reflection of our commitment to agility. By partnering with employers and mentors across diverse fields, WEP empowers students to explore their passions, develop realworld skills, and build meaningful connections beyond the classroom, each discovering new strengths and insights along the way.
Hear from three CHS students— Rychelle, Cindy and Sophia— who undertook placements across diverse fields, from engineering to postsecondary research, in the 2024 – 2025 school year.
RYCHELLE, GRADE 11, WORKED WITH THE PRODUCT DESIGN TEAM AT PIXIESET, AN ONLINE PHOTO GALLERY COMPANY OWNED BY A CROFTON HOUSE PARENT
How has this experience influenced your long-term career goals?
This experience has given me a much clearer view of what a career in Product Design looks like. What drew me in was how the role blends creativity with empathy, allowing me to help people through design decisions that have tangible, positive impacts. I previously had not considered User Interface / User Experience a potential path, but this placement sparked an excitement for it. Being part of an innovative and collaborative environment has brought me a stronger interest in the technology industry, an area where I am eager to explore future opportunities.
What aspects of the placement did you appreciate the most, and why?
I appreciated how welcoming and supportive the entire Pixieset team was. From day one, the Design team made an effort to answer my questions, offer help when I needed it, and include me in design conversations, allowing me to feel more comfortable exploring and taking risks in my design ideas. Working on a real project gave me hands-on experience with design tools like Figma and exposure to the design process, helping me grow in my critical thinking and communication.
What new skills or competencies did you develop and how do you see these benefitting your future career?
One of the most valuable skills I developed was the ability to think like a designer. I learned to solve problems visually and through a strategic, user-centred lens. Understanding how to connect my designs to product goals and user needs taught me how to approach opportunities or challenges holistically. This will serve me well in any future role where innovation and thoughtful decision-making in balancing various priorities are essential.
CINDY, GRADE 11, WORKED WITH MTU CANADA, A GLOBAL ENGINE MAINTENANCE, REPAIR AND OVERHAUL COMPANY
In what ways did the placement help you bridge the gap between academic knowledge and realworld application?
Though having a strong foundation in physics, math and chemistry allowed me to understand the basics of how a plane engine functions and how these concepts are applied, I realized that being an engineer requires a different skillset. I found myself applying concepts I learned in AP physics, such as torque, to components I designed to improve the maintenance process of these engines. The placement allowed me to better understand how the concepts we learn through school and academics apply in the future and why it is important to get a balance between learning and applying skills.
Did you establish any professional connections during your placement that will be beneficial in the future?
I connected with individuals from all over MTU. Despite mainly working with the process engineer team, I also connected with the mechanics who had years of industry experience, teaching me about their journeys and how they reached the position they are in today. I now have many mentors I feel comfortable turning to whenever I need guidance!
What new skills or competencies did you develop during your time with MTU Canada, and how do you see these benefitting your future career?
I worked alongside their processing engineer team to delve deeper into experiencing what an engineer may do daily. On the technical side, one of the most important technical skills I learned was how to make Computer Aided Designs using the software that their company operates with. Through guidance and training, I designed and 3D-printed engine parts, such as turbine blades. Modelling separate parts of the engine on the computer to do an in-depth functionality analysis
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