Turning Experiential Learning Principles into Practice
Throughout the Experiential Learning Taskforce consultation process on the draft principles and definitions, one of the main pieces of faculty feedback was that examples of experiential learning (EL) courses and sample tools would help to support faculty who might wish to consider experiential learning as a teaching strategy.
This section is meant to serve as a toolkit to complement the work of the Experiential Learning Taskforce. 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).
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?
Visit the Centre for Teaching and Learning for more information on Learning Outcomes and Constructive Alignment.
Tools & Resources
- Centre for Teaching and Learning: Learning Outcomes
- Student Experience: Co-Curricular Projects Learning Outcomes
- Work Integrated Learning: see Higher Education Quality Council of Ontario (HEQCO) (pp. 38 - 53)
For additional resources consult our Tools by Type: Curricular, or Co-Curricular.
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.
Questions to consider:
- What key questions will learners reflect on to assess the impact of the experience on their personal growth and development?
- How will the reflection be assessed?
Tools & Resources
- Experiential Learning Central: Critical Reflection Online Module (Guide for Faculty) Full
- Experiential Learning Central: Resource Bank
- DEAL Model for Critical Reflection (Ash and Clayton, 2009)
- Reflection Journal
- Reflection Discussion Questions
- Chalk Talk
- Circle of Voices
- Reflection strategies for Work Integrated Learning: see Higher Education Quality Council of Ontario (HEQCO) (pp. 65 - 86)
For additional resources consult our Tools by Type: Curricular, or Co-Curricular.
Evaluating Experiential Learning
EL Principle: The experience includes
Assessment provides evidence that students have achieved the learning outcome(s) associated with the experiential learning activity.
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.)
Tools & Resources
- Assessment Rubric for Reflection Journals
- American Association of Colleges and Universities VALUE Rubrics
- Centre for Teaching and Learning: Assessing Student Learning
- Evaluating strategies for Work Integrated Learning: see Higher Education Quality Council of Ontario (HEQCO) (pp. 123 - 150)
For additional resources consult our Tools by Type: Curricular, or Co-Curricular.
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)
- Supervision in Work Integrated Learning: see Higher Education Quality Council of Ontario (HEQCO) (pp. 55 - 58)
- Arnesson Kerstin and Gunilla Albinsson (2017). Mentorship—A Pedagogical Method for Integration of Theory and Practice in Higher Education. Available here.
- Dimitrov, Nanda (2009). Western Guide to Mentoring Graduate Students Across Cultures. Purple Guides. Get it from Scholarship at Western.
For additional resources consult our Tools by Type: Curricular, or Co-Curricular.
Tools by Type
There are more than 24 curricular and co-curricular forms of experiential learning at Western. Select curricular or co-curricular below to access specific examples and resources organized by experiential learning type.
