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Experiential learning, high-impact practices and a greater appreciation for the value of teaching will ensure we meet the expectations of diverse and changing student populations, create positive learning and career outcomes, and respond to societal needs.<\/p>\n
– 2020-2025 Strategic Integrated Plan<\/p><\/blockquote>\n
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Strategic Priority<\/h2>\n
Experiential learning is a significant strategic priority at 杏吧原创<\/a> as well as Ontario-wide<\/a>.<\/p>\n
Part of 杏吧原创’s commitment to experiential learning was the establishment of a $50,000 杏吧原创 University Experiential Learning Fund (CUELF) to support the integration of experiential learning into academic courses\/programs. Learn more<\/a><\/p>\n\n
\n\t\n\t\t2020-2025 Strategic Integrated Plan<\/a>\n\t<\/p>\n<\/div>\n\n\n
\n\t\n\t\t2020-2025 Strategic Mandate Agreement<\/a>\n\t<\/p>\n<\/div>\n\n
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Degree Level Expectation<\/h2>\n
In April 2019, the 杏吧原创 Senate approved the following Degree Level Expectation (DLE) on EL<\/a> to take effect Fall 2019:<\/p>\n
Students will demonstrate the ability to reflect on the link between theoretical knowledge and experiential application in contexts that prepare students for the workplace and\/or civil society.<\/em><\/p><\/blockquote>\n
The DLE on EL was intended to (1) signal 杏吧原创\u2019s commitment to experiential learning, and (2) to ensure that all programs include experiential learning in their learning outcomes and curriculum maps.<\/p>\n
Expectations for each degree level are described below.<\/p>\n
- Bachelor\u2019s Degree<\/a><\/dt>
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a) the ability to identify the links between experiential activity and concepts and how these may relate to individual\u2019s interests.<\/p>\n
b) the ability to provide a description of own performances on tasks with a focus on general strengths and weaknesses.<\/p>\n
c) the ability to present knowledge and information in an appropriate format.<\/p>\n
d) the ability to use knowledge, skills, theoretical concepts and methodology in new situations<\/p>\n
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- Bachelor\u2019s Degree: Honours<\/a><\/dt>
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a) the ability to make comparisons between experiential activity and academic concepts that indicate understanding of similarities and differences and the points of view of others.<\/p>\n
b) the ability to articulate own strengths and weaknesses in performing tasks and to use self-awareness to address challenges in other contexts.<\/p>\n
c) the ability to present knowledge, skills, and information in formats that illustrate the connection between content and method in a basic way.<\/p>\n
d) the ability to use knowledge, skills, theoretical concepts and methodologies in order to explain and solve problems<\/p>\n
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- Master's degree<\/a><\/dt>
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a) effective use of experiential learning to explain and critique concepts and theories in the area of study.<\/p>\n
b) the ability to reflect and self-evaluate to demonstrate learning growth and development.<\/p>\n
c) the ability to communicate knowledge, skills and information in various formats effective for a targeted audience and to make explicit connections between what is communicated (content) and methods of communications.<\/p>\n
d) the ability to make adaptations and apply knowledge, skills, theoretical concepts and methodologies to new experiences and to solve problems.<\/p>\n
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- Doctoral degree<\/a><\/dt>
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a) the ability to independently synthesize information, or draw conclusions by combining examples, facts, theories from multiple EL experiences.<\/p>\n
b) the ability to self-evaluate learning progress and to identify and address concerns and challenges in diverse contexts.<\/p>\n
c) the ability to communicate knowledge, skills and information in an integrative way that contributes to the enhancement of meaning for both academic and non-academic audiences.<\/p>\n
d) the ability to make adaptations and apply knowledge, skills, theories and methodologies to new experiences and to solve problems with originality and novelty<\/p>\n
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High Impact Practice<\/h2>\n
Experiential learning has been identified as a high impact practice that contributes to student engagement, deepens learning, improves academic outcomes, and enhances work and life skills.<\/p>\n
Experiential learning can be an opportunity for students to work on projects that have a real impact on the community.<\/p>\n\n
\n\t\n\t\tTheory and Scholarship <\/a>\n\t<\/p>\n<\/div>\n\n
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Criteria for EL<\/h2>\n
In September 2017, the Ministry of Advanced Education and Skills Development (MAESD) issued its \u201cGuiding Principles for Experiential Learning (EL)<\/a>\u201d indicating their commitment to \u201censuring that every student has at least one EL activity by the time they graduate from a publicly funded postsecondary institution”.<\/p>\n
The following criteria have been developed in order to identify which 杏吧原创 courses include experiential learning:<\/p>\n
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- The activity must meet the requirements of MAESD\u2019s experiential learning checklist<\/a>.<\/li>\n
- The experiential learning activity must be significant<\/strong>. This means that the activity is an integral part of the course but the course may also have elements that are more traditional. A portion of the student\u2019s assessment in the course relies on engagement in the experiential learning activity.<\/li>\n
- The experiential learning activity is a continuing<\/strong> element of the course. It is not dependent on which instructor teaches the course.<\/li>\n
- The experiential learning activity can be categorized into one of the 12 types<\/strong> listed below. For the purposes of reporting, only one dominant type of experiential learning may be recorded for each course.<\/li>\n<\/ol>\n
Course activities must satisfy the above criteria in order to be recognized in the CourseLeaf Curriculum Management System as including experiential learning.<\/p>\n
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12 Types of EL Activities<\/h2>\n
杏吧原创 has defined 12 types of experiential learning activities*. These activities can take place in the classroom<\/a>, community<\/a>, and\/or workplace<\/a> and be undertaken independently or in teams.<\/p>\n
- Applied research project<\/a><\/dt>
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Applied research projects, as a major course component, involve a process of substantial discovery, synthesis, and\/or application of information to solving a particular problem in an original way.<\/p>\n
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- Campus entrepreneurship \/ incubators<\/a><\/dt>
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Campus entrepreneurship\/incubators give students the opportunity to cultivate, organize, and\/or manage a business, social enterprise, or creative idea from development through implementation.<\/p>\n
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- Case studies<\/a><\/dt>
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Case studies provide an opportunity for students to apply their learning to real-life scenarios by working through complex, ambiguous real-world problems.<\/p>\n
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- Co-op<\/a><\/dt>
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Co-operative education (“Co-op”) links an academic program with paid, discipline-related work experience that directly relates their classroom learning to relevant employer needs and practices.<\/p>\n
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- Field experience<\/a><\/dt>
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Field experiences include a range of activities that require varying levels of student interaction (e.g., field trips, fieldwork, attendance at an event).<\/p>\n
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- Industry \/ community research projects<\/a><\/dt>
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Industry\/community research projects invite students to work on a project that has been developed through collaboration with a community partner or organization in order to identify and analyze issues or opportunities and develop solutions.<\/p>\n
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- Interactive simulations<\/a><\/dt>
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In interactive simulations, students engage with academic content through content-specific activities designed to simulate “real life” situations, such as simulations, demonstrations, archival or design work, and\/or role-plays.<\/p>\n
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- Internships<\/a><\/dt>
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Internships refer to full- or part-time work assignments (paid or unpaid) that are part of academic programs and allow students to apply and expand their knowledge and skills in a work-related, professional environment.<\/p>\n
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- Labs<\/a><\/dt>
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Labs (scientific, technological, language, etc.) provide hands-on application of course concepts in a controlled environment, including activities such as observing, measuring, testing, and experimenting.<\/p>\n
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- Performance-based learning<\/a><\/dt>
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Performance-based learning involves an individual or team-produced dramatic, artistic, or musical performance, exhibit or display that is prepared for an audience.<\/p>\n
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- Practica \/ placements<\/a><\/dt>
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Practica and placements (including clinical placements) provide the opportunity for students to apply theories and concepts they have learned to a supervised practice-related environment and provide relevant reflections of such work.<\/p>\n
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- Service learning<\/a><\/dt>
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Service learning integrates unpaid community service that addresses community needs into a credit-bearing course with an explicit educational framework that includes student reflection on the experience.<\/p>\n
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*These definitions have been informed by the work of colleagues at Brock University, Northern Illinois University, Ryerson University, University of Victoria and York University<\/em><\/p>\n
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Examples at 杏吧原创<\/h2>\n
- Jan Schroeder and Barbara Leckie, Department of English: A case study of Henry Mayhew's London labour and the London poor (1850-1862)<\/a><\/dt>
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- Susan Birkwood, Department of English: Teaching innovation and community engagement<\/a><\/dt>
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This is the content of the slideme<\/p>\n
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- Kenta Asakura, School of Social Work: Human Simulation<\/a><\/dt>
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Experiential learning allows students to \u201clearn by doing.\u201d Experiential learning is especially suited for a social work program, in which graduates are expected to provide ethical and competent services to clients from marginalized communities.<\/p>\n
The use of human simulation, a pedagogy that involves professional actors to come into the classroom as \u201cclients,\u201d began in medical and other health professional programs. Simulation is now widely used in teaching students to integrate theory and practice across social work programs, including here at 杏吧原创.<\/p>\n
As an instructor, I develop a detailed case study based on my own clinical practice, hire and work with actors to refine the client characters and their circumstances. In the classroom, the actor comes in as a client, and students take turns to interview the client, while other students observe the client-\u00ad\u2010worker interaction. Each student engages the actor\/client for approximately 10minutes. At that point, the actor and the counselling session are stopped. I then facilitate a class discussion to assist the students to engage in reflection. All other students are expected to provide the student worker with constructive feedback, and to discuss the linkage between theory and practice. This process is repeated throughout the class period, so that other students also have the opportunity to take the role of a worker. In the end, the client\/actor offers student social workers constructive feedback and suggestions for further professional development from the perspective of a client.<\/p>\n
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- Barbara Lee, School of Social Work: A Ground-Rule Exercise<\/a><\/dt>
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This activity is conducted at the beginning of class as a way to connect students with one another, establish classroom culture and norm, and introduce students to qualitative research methods.<\/p>\n
Students are instructed to individually write a \u201cground-\u00adrule\u201d or value on a post-\u00adit note that they would like to see practiced in the class throughout the academic term. In small groups of 2 or 3, students are to share and combine their \u201cground\u00ad\u2010rules\u201d or values into common categories. Once the small groups had some time to share and discuss, they are instructed to stick the post-\u00adit notes on the wall in front of the class and attempt to organize and cluster them into themes. Result: The first step of writing a \u201cground-\u00adrule\u201d or value is \u201cgenerating initial codes \u201cin thematic analysis (Bruan & Clarke, 2006). The second step of sharing and combining their \u201cground-\u00adrules\u201d or values into common categories is \u201csearching for themes\u201d. The third step of combining all post-\u00ad\u2010it notes and attempting to organize and cluster them into themes is the process of \u201creviewing themes\u201d and \u201cdefining and naming themes\u201d in thematic analysis (Braun & Clarke, 2006).<\/p>\n
The exercise actively engages students in learning the qualitative research method of thematic analysis. Students also develop some foundational \u201cground-\u00adrules\u201d or values that can be drawn upon to throughout the term when working on research projects with one another.<\/p>\n
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- Kanina Holmes, School of Journalism and Communication: Stories North: Stories of Reconciliation<\/a><\/dt>
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Stories North: Stories of Reconciliation <\/strong>was\u00a0a fourth\u2010year, special topics course in journalism that was offered during the summer of 2017.<\/p>\n
The following is a summary of experiential learning activities:<\/p>\n
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- Active lectures:<\/strong> As an alternative to class\u2010based, instructor-led lectures, students will venture out into the field, hiking, mountain biking and possibly even canoeing alongside a Yukon biologist, Indigenous youth and First Nations elders. These experiential discussions are, in part, an attempt to acknowledge the profound influence of the terrain on territorial history, culture and politics. The landscape will provide an ever-present reference point for local experts to refer to when sharing their knowledge and stories. By getting students physically out of the classroom and engaged in issues in unconventional ways, another goal of these field classes is to encourage digital detox, prying students away from their phones and laptops.<\/li>\n
- Alternative Canada 150:<\/strong> During their first weekend in Whitehorse, students will disperse around the city and its Canada Day celebrations to interview and photograph residents, asking what Canada looks like to them on its sesquicentennial and what our country\u2019s 150th<\/sup> \u201cbirthday\u201d means to them as Northerners. The approach will resemble that taken by Humans of New York<\/em>. The photos and stories will be presented and shared on Instagram.<\/li>\n<\/ol>\n
Ottawa Citizen news article: Tales from the North: New 杏吧原创 course in Yukon ‘an experiment in experiential education’<\/a><\/p>\n
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