Key Attributes of Learning Through Experience

At the University of Toronto, learning through experience involves the deliberate integration of disciplinary outcomes with competency development and authentic community engagement (where community refers to genuine practice with stakeholders inside or outside the university setting).

Community engagement:

Students engage with community and/or workplace stakeholders, members, agencies or organizations from the academic institution and/or larger communities (local, provincial, national, global) for the mutually beneficial achievement of educational and community goals in a context of partnership and reciprocity.

Integration with disciplinary outcomes:

Students apply disciplinary learning to hands-on practice with community stakeholders, and/or use practical experience to inform further study and disciplinary-specific objectives.

Competency development:

Students develop general competencies through the integration of disciplinary outcomes with community engagement. These might include learning competencies (e.g., learning how to learn), technology competencies (e.g., computer software), and/or transferable competencies (e.g., critical thinking, leadership, communication, teamwork, global 11 fluency, intercultural competencies, or attitudes about social responsibility and social justice). Students should be aware of the competencies they are developing.

(University of Toronto, 2017)

Six key attributes

Learning through experience is not a new concept, as many examples of this integration are already practiced across various disciplines.

The intention is that through this approach to designing higher education curricula, this integration may be more clearly articulated.

As well, through the deliberate augmentation of students’ integration of disciplinary outcomes with community engagement and competency development, the student learning experience and the impact of students and the institution in supporting greater community and societal needs is collectively enhanced.

(University of Toronto, 2017)

While the hallmarks of quality can differ somewhat based on the context and the type of experience, all student experiences should contain the following Key Attributes:

• Authenticity
• Alignment of classroom and community activities
• Assessment and evaluation
• Learning support
• Partnership
• Theoretical grounding

Authenticity

The experience should be meaningful, with appropriate levels of student autonomy and responsibility.

The student should make a valuable contribution to the community or workplace organization.

The degree of authenticity can be assessed based on the proximity of the student activities to the community setting and the similarity of student activities to the real-world tasks of the community.

Authenticity of the experience considers:

• Alignment to real-world tasks
  • How similar is the student experience to day-to-day activities of the community/workplace?
• Proximity to current workplace settings
  • How close is the student physically situated in relation to the community/workplace setting?

(University of Toronto, 2017)

Alignment Of Classroom And Community Learning Activities

The experience should align with the student’s academic and life goals, broadly defined. It is paramount that students develop intentional learning outcomes and a plan to achieve them.

Learning outcomes should be tied to the student’s academic program of study, as well as their goals for competency development (e.g., discipline-specific competencies, technology competencies, transferable competencies, learning competencies, essential skills).

The connection of theory and practice is achieved through deliberately designed curricular and community activities that facilitate the transfer of learning between academic and community settings in alignment with the learning outcomes set.

(University of Toronto, 2017)

Curriculum/experience mapping can be useful in determining how the experience is intended to fit within the students’ broader post-secondary experience.

There are four approaches that can be applied to enhancing the integration of student experience with the academic curriculum, including the cohesive approach, scaffolding approach, targeting approach, and the diverse approach.

(Campbell, Russell, & Higgs, 2014)

Assessment And Evaluation

Ongoing assessment of student learning and competence is importance for a high quality experience.

This includes both formative and summative assessments relative to the intended learning outcomes, along with the provision of constructive feedback to students.

Evaluation of the administration of the experience is also important to ensure quality student development.

(University of Toronto, 2017)

Learning Support

Supporting student learning in experiential learning opportunities includes the provision of administrative, social, psychological, and learning supports before, during, and after the community experience.

The availability of support services at both the academic institution and the community organization should be made explicit to students as part of the experience.

Examples of learning supports include: orientations, mentorship, community/workplace supervision, educational supervision, 14 counselling, training opportunities, accessibility services, health and wellness services, management of health and safety, insurance coverage, conflict management, debriefing.

(University of Toronto, 2017)

Partnership

The quality of experiences is influenced by the partnership between the stakeholders involved. The development and maintenance of partnerships between academic and community organizations influences the preparation and organization of students and community supervisors for the experience.

Students also play a pivotal role in shaping the quality of the practice and directing their own learning and engagement within the community experience.

Academic deans, directors, faculty, staff, sessional instructors, and teaching assistants in both the academic and community settings all contribute to the development and delivery of experiences that are purposefully designed and tied to the intended learning outcomes.

Partnership development and maintenance is a shared responsibility. It includes establishing, maintaining, and troubleshooting relationships with community partners, keeping records, maintaining contact, addressing ethical issues related to placements, and ensuring mutual respect, relevance and reciprocity.

(University of Toronto, 2017)

Theoretical Grounding

Experiential learning opportunities should be structured deliberately and grounded in student learning theory.

This theoretical grounding provides a conceptual framework to maximize quality through intentional design, effective delivery, supportive resources, and appropriate assessment of student learning.

(Butin, 2010; Smith & Worsfold, 2015; Stirling et al., 2016)