Review the Common Language for Experiential Education
The Common Language for EE at York is a pan-university document outlining a common language for describing EE in the university. For the purpose of this pilot, the document has been summarized in the following table. You can also access this table as a PDF.
Click here to see the complete Common Language for EE at York.
Please note that for the work-focused category, only course-based placements are being coded.
| EE CATEGORY | CLASSROOM FOCUSED | COMMUNITY FOCUSED | WORK FOCUSED |
| SPECIFIC STRATEGIES | Experiential Activities | Community Based Learning Community Based Research Community Service Learning | This pilot will focus only on Course-Based Placements |
| CATEGORY DESCRIPTION | Students are exposed to concrete learning activities and reflect on the experience in relation to course concepts/ theories. | Students connect course material with experiences that occur through interactions with community partners. | Students develop competencies and skills and augment the theories/ concepts learned in their degree programs by getting hands-on work experience within organizational environments. |
| STUDENT ENGAGEMENT | Experiences can occur through observation, reflection, or practical applications. Within-classroom: guest speakers, case studies, simulations, labs, visual media, workshops etc. Outside-classroom: participation in community events, interviews with professionals, observation of lived experiences, field trips | Explore, analyze and apply knowledge to a question/problem presented by the community partner. Work on a research project developed by the instructor and the partner. Take on a community-defined project or provide direct service to the community. Can take the form of independent research study or thesis. | Practice the discipline or course specific competencies and skills in an authentic work context. The learning emphasizes career exploration and employability/professional skills development. Students must complete the Course-Based Placement in order to pass/complete the course. |
| REFLECTION | Reflection is a key element, requiring students to link their experience with their understanding of the theory | Reflection is a key element, requiring students to link their experience with their understanding of the theory | Reflection is a key element, requiring students to link their experience with their understanding of the theory |
| OBJECTIVES BEING ADDRESSED | Student learning outcomes | Student learning outcomes and community identified needs | Degree level expectations (e.g. autonomy & professional capacity) |
| LOCATION | Within or outside classroom | Mostly in-community, but can occur in the classroom or remotely. | Outside the classroom (organizational work environment) |
| FREQUENCY & DURATION | Activities take place throughout the length of the course, and make up a significant portion of the course. | Vary in length (from a few weeks to the duration of the course) | Generally length of a course, and usually part-time. Students periodically return to class to share and make meaning of their experience. |
| REMUNERATION | Academic Credit. Opportunities are unpaid (honorariums are acceptable). | Academic Credit. Opportunities are unpaid (honorariums are acceptable). | Academic Credit. Opportunities are unpaid (honorariums are acceptable). |
| EXAMPLES IN KINESIOLOGY AND HEALTH SCIENCE | KINE 3012- Human Physiology II- students complete lab hours. KINE4635- Immigration and Culture- students attended a new physical activity class and gave a presentation about their experience. | KINE3345- Adapted Physical Activity- students volunteered as skating coaches for kids. KINE4315- Aboriginal Physical Activity and Community Health- students researched recommended practices for a community partner. | KINE 4592- Experiential Field Placement in Athletic Therapy- students completed a field placement in a local high school. PKINs |
Step 2- Complete the Online Survey