The centralized model provides the same menu of services to every student regardless of faculty (i.e. school-wide) contrasting the decentralized model which places focus on individual faculties or schools providing independent support to individual students enrolled in that faculty's programs (i.e. faculty-wide). The third hybrid model "features some centralized career services, such as graduate recruitment, but with faculties maintaining their own career centres". Robert Shea has identified four areas for career and employment services departments to remain cognizant of in the future: experiential learning, new technologies, changing student populations, and research and accountability. i. Experiential learning Having gained increased focus within the post-secondary landscape, “concepts of experiential learning, work-integrated learning, alternative education, practice-oriented education, co-operative education, and internships” require astute anticipation, evaluation, and action from career and employment services professionals. ii. New technologies Technological advancement introduces the ability to meet students where they are, both academically and physically. Robert Shea explains that the ongoing development of new technology supports “the delivery of future services, such as digital portfolios, sophisticated searches, and distance interviewing”. iii. Changing student populations Increasing diversity in cohorts of students including “older-than-average students, single parents, students of color, international students, Aboriginal and First Nations students, part-time students who are full-time workers, distance students, and students with physical and emotional disabilities” present both opportunities and challenges for career and employment services professionals. iv. Research and accountability Little data or literature exists on the impact of career and employment services programming in the Canadian post-secondary landscape including “outcomes of career centre interventions or the effect of work-related factors on student retention”. Improvements in this area can “offer compelling evidence for the efficacy of what career and employment services has to offer on campus”. Experiential Education Experiential education is a philosophy centred around learning through direct experience and reflection. The goal of experiential learning is to provide hands-on practical learning experiences that enriches a student’s learning in their academic courses The Association of Experiential Education believes that learning takes place when “carefully chosen experiences are supported by reflecting, critical analysis and synthesis”. In 70's David Kolb developed the Experiential Learning Model (ELM) and popularized the idea of integrating experiential education with academic programs. As experiential education becomes more common amongst higher education institutions, a broad variety of learning opportunities is offered to students including but not limited to: Applied Research projects Community Research Projects Cooperative Education Field Work Internships Practicum