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Tools & Examples
Turning Experiential Learning Principles into Practice
Tools & Examples
Turning Experiential Learning Principles into Practice
Tools & Examples
Turning Experiential Learning Principles into Practice
This page serves as a toolkit for instructors embedding experiential learning outcomes into their courses. The toolkit will grow over time so be sure to check back often. If you have a sample course or tool that you wish to share, please contact us.
Note: If you are considering developing an international experiential learning course, we would encourage you to first consult resources from Western International.
Designing Learning Outcomes
EL Principle: The experience includes learning outcomes.
Learning outcomes are statements referring to the specific knowledge, practical skills, areas of professional development, attitudes, or higher-order thinking skills that instructors expect students to develop, learn, or master by the end of their learning (Suskie, 2009).
Learning outcomes, assessment measures, and teaching and learning activities should be determined prior to the start of the student's experience, as they ultimately function to "shape the nature of the [...] experience by guiding what [...] tasks occur, where they occur, why, by what time, for what purpose, and the resources, support and feedback required” (HEQCO, 2016).
Tools & Resources
- Learning Outcomes; Centre for Teaching and Learning
- Constructive Alignment; Centre for Teaching and Learning
- Higher Education Quality Council of Ontario (HEQCO) (pp. 38 - 53); Work Integrated Learning
Questions to consider:
- What will students know, value, and be able to do by the end of the experience?
- What teaching and learning activities will help to support students in their ability to achieve the learning outcome?
Incorporating Reflection
EL Principle: The student engages in guided reflection.
Reflection allows the learner to “integrate the understanding gained into one’s experience in order to enable better choices or actions in the future as well to enhance one’s overall effectiveness” (Rogers, 2001). Many theoretical approaches and models address the concept of reflection and its application to teaching and learning in higher education.
To gain access to the resources on the Experiential Learning Central (ELC) site in OWL, please contact our office at cel@uwo.ca.
Tools & Resources
- Critical Reflection Online Module (Guide for Faculty) Full, Experiential Learning Central
- Resource Bank, Experiential Learning Central
- DEAL Model for Critical Reflection (Ash and Clayton, 2009)
- Reflection Journal
- Reflection Discussion Questions
- Chalk Talk
- Circle of Voices
- Higher Education Quality Council of Ontario (HEQCO) (pp. 65 - 86), Reflection strategies for Work Integrated Learning
Questions to consider:
- What is the assessment that will provide evidence that students have achieved the learning outcome?
- How will feedback be given to students regarding their achievement of the learning outcome?
- What considerations and/or challenges are you concerned about regarding student achievement of this outcome? (e.g., partner burnout, insurance, partnership agreements, intensity, etc.)
Supervision and Mentorship in Experiential Learning
EL Principle: The experience includes active, continuous supervision and mentorship (as appropriate) by the institution (and partner, where applicable).
Please also consult the Safety and Accessibility section.
Tools & Resources
- Off-campus student placement policy, (Section 2.00)
- Higher Education Quality Council of Ontario (HEQCO) (pp. 55 - 58), Supervision in Work Integrated Learning
- Mentorship—A Pedagogical Method for Integration of Theory and Practice in Higher Education. (Kerstin and Albinsson, 2017).