Faculty Guide
What are Experiential Learning and Work-integrated Learning?
Experiential learning
Experiential learning refers to an educational approach whereby students learn by engaging in direct application of skills, theories and models. It's about bridging classroom knowledge with practical experience, whether through hands-on projects, research, or creative work.
Work-integrated Learning
A model and process of curricular experiential education…WIL experiences include an engaged partnership of at least: an academic institution, a host organization, and a student. WIL can occur at the course or program level and includes the development of learning outcomes related to employability, personal agency and life-long learning.
Types of Experiential Learning and WIL
See the link provided to learn about the types/definitions of Experiential Learning and WIL we are proposing to use at ²ÝÁñÉçÇø. The WIL Definition and Types have been approved by a large contingent of experts (We will be sharing these widely to get feedback from faculty)
Similarities & differences of ExL and WIL
Similarities
Experiential learning activities (including WIL) are embedded in program or course design. They are CURRICULAR.
The activities are designed to introduce some complexities that students will encounter in a “real-world” setting: hands-on, minds-on, gets them applying, thinking, collaborating, problem-solving etc.
Differences
Work-Integrated Learning (WIL) is a type of Experiential Learning (ExL). ExL is the umbrella term.
ExL activities are typically instructor-led and integrated into a course.
WIL involves real-world experiences at a workplace under the supervision of a learning partner, such as an employer or community organization. In WIL, students apply theories, set and achieve learning or career goals, and gain practical experience under a workplace learning partner. You may already be using one or both approaches in your program.
WIL encompasses a variety of experiential learning activities, including internships, co-op programs, practicums, and field placements. These experiences allow students to bridge the gap between academic learning and professional practice, enhancing their preparedness for future careers.
Why Choose Experiential Learning and WIL?
Experiential and Work-Integrated Learning opportunities provide students with deep, practical learning experiences by immersing them in real-world applications of theoretical concepts. These approaches increase student engagement, improve retention rates, and enhance employability by equipping students with essential, real-world skills.
Learn more about how Experiential Learning and WIL develop skills that:
How to Implement Experiential Learning and WIL
This guide provides strategic methods for building on what some ²ÝÁñÉçÇø faculty are already doing – engaging students in active, experiential, and work-integrated learning. Hands-on activities like simulations, debates, live business cases, interdisciplinary activities, field trips, and guest speakers are some of the ways to integrate experiential learning into courses and programs. The guide includes information on work-integrated learning such as internships, field placements, and community projects, along with tips on building partnerships with industry and community stakeholders.
Learn about the key criteria for, and see some examples of, experiential learning activities, WIL opportunities and ways to engage learning partners here:
WIL Opportunities
WIL Opportunities
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My students are working several hours per week – how can this be used as an experiential activity?
Does my course have learning outcomes that can be met by having students reflect on what they are learning on the job? For example, student could:
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The faculty would help them identify opportunities and have communication ready to go with some suggested activities that would work to meet learning outcomes.
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The STAR technique is a way to reflect and prepare answers to behavioural interview questions like “tell me about a time when you were in conflict with a colleague. What did you do? And what was the result?” is an online tool that you can use to outline an assignment.
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The college would request that students be permitted to do some tasks that meet program learning outcomes if they are doing a very entry level position.
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The supervisor would be asked to complete a learner evaluation form, and sign a partnership agreement.
I have an assignment that is adaptable but I’m not sure how to make it experiential.
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Could I substitute an online career exploration assignment for a 2-week work experience? Can STAR stories based on volunteer experience, work experience, or an experiential activity such as a field trip be written to meet learning outcomes?
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The communities in the ²ÝÁñÉçÇø region host some excellent events that often need volunteers on planning committees, help at the event site(s), officiating, coaching or providing leadership in some capacity. For example, , the World Biathlon Championship, the Cougars organization like Here is a link to events taking place in , , , , and . There are Northern Health lists Volunteer Opportunities for our region . The City of Prince George lists Volunteer Opportunities .
It’s possible to integrate experiential learning in smaller ways into regular courses. Here are some examples drawn from the teaching practice of Waterloo instructors:
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In her Witches, Wives, and Whores course, such as aprons, necklaces, and birthing stools.
How to Indigenize Experiential Learning and WIL
Getting students engaged in group-based learning activities in their courses and in the community gives them the opportunity to contribute (generosity) and deepen their sense of belonging. Using Dr. Martin Brokenleg’s “Circle of Courage” in curriculum design is a 4-step process to indigenize the way students interact with one another to meet course learning outcomes.