Western's Experiential Learning Taskforce

In 2017, Dr. John Doerksen, Vice-Provost (Academic Programs) formed an Experiential Learning Taskforce of faculty, staff, and student leaders. Their goal was to develop definitions of curricular and co-curricular experiential learning activities at Western that would:

  • Allow for consistency of language among stakeholders, and alignment with Western's Degree Outcomes
  • Improve institutional tracking and reporting, as well as sector-wide data collection
  • Increase consistency with respect to the awarding of academic credit for experiential learning
  • Help students make decisions about their participation in experiential learning opportunities
  • Create pathways for the development of new experiential learning opportunities
  • Support the development of resources that advance experiential learning


Timeline Graphic

Timeline progression graphic, text below

Accessible Transcript: Timeline

The progress of the taskforce started in Fall 2017 and can be detailed below.

November 2017, First Meeting

The Taskforce met for the first time and began working toward the development of a definition of experiential learning, principles of experiential learning, and definitions of curricular and co-curricular experiential learning activities.

Ongoing: Monthly Taskforce meetings

The Taskforce met monthly to create and review draft language.

Fall 2017: Formation of definitions sub-committee

A sub-committee of five Taskforce members was established to develop draft definitions of curricular and co-curricular forms of experiential learning for review by the Taskforce.

July 2018: Completion of draft document

The Taskforce completed a first version of the draft document.

September - December 2018: Phase 1 of Campus Community Consultation

18 consultations were held with faculty, staff, and student groups across Western’s main campus and the affiliated university colleges.

November 2018: Launch of Web Form

A web form went live on the Experiential Learning website, resulting in feedback from 102 faculty, staff, students, and community partners.

December 2018: Draft Document Revised

The feedback received through phase 1 of the campus community consultation process was reviewed and edits were made to the draft document.

January 2019: Phase 2 of Campus Community Consultation

The revised draft document was shared with the campus community and feedback on the new version was gathered through three Town Hall sessions attended by faculty, staff, and students.

February 2019: Draft Document Revised

Final revisions were made to the draft document based on feedback from Town Hall events.

Spring 2019: Submission to Senate

The draft document was presented to Senate.