EXIT
REPORT
OF
THE
EXPERIENTIAL
EDUCATION
PROJECT
A UGUST
2013
J ENNIFER
A M C R AE
& D EANNA
C R OGERS TABLE
OF
CONTENTS
Final
Reflections
.........................................................................................................................................................................
3
Project
History
............................................................................................................................................................................
5
Project
Overview
........................................................................................................................................................................
6
Project
Coordinators
&
Advisory
Committee
...........................................................................................................
6
Project
Phases
&
Outcomes
..............................................................................................................................................
6
Continued
Perceptions
of
Experiential
Education
at
SFU
........................................................................................
7
Barriers
to
Experiential
Education
Delivery
&
Growth
............................................................................................
8
Experiential
Education:
Additional
time
&
risk
for
faculty
members
............................................................
8
Student
access
to
SFU's
most
engaging
experiences
is
limited
.........................................................................
8
Next
Steps:
Final
recommendations
...............................................................................................................................
10
A
Focus
on
Action:
Pilot
and
demonstration
projects
........................................................................................
10
Funding
Supports
..............................................................................................................................................................
10
Advocacy
and
Support
.....................................................................................................................................................
10
Engage
Students
in
the
Process
...................................................................................................................................
11
Appendix
I:
Advisory
Committee
Membership
.........................................................................................................
12
Appendix
II:
Project
Phases
................................................................................................................................................
13
2
FINAL
REFLECTIONS
“Universities
are
on
the
verge
of
an
apocalyptic
and
eternal
collapse.
At
least
that
is
what
you
would
have
to
believe
if
you
entered
a
bookstore
and
looked
under
the
education
section
at
the
titles.
By
my
count
in
the
last
couple
of
years
there
have
been
39
books
written
on
the
demise
of
the
North
American
University.
These
attacks
come
from
the
political
left,
the
political
right,
they
come
from
inside
the
academy
and
outside
the
academy.”
–
David
Helfand,
Quest
University
President
This
is
a
rather
bold
summation
of
one
of
the
many
realizations
that
inspired
the
inception
of
the
Experiential
Education
Project
some
four
years
ago.
Not
because
we
are
sadistic
and
wanted
front
row
seats
for
the
‘apocalypse’,
but
because
we
are
visionaries
who
saw
this
moment
in
time
as
unique
and
laden
with
potential
and
opportunity.
There
is,
we
believe,
an
opening
and
an
invitation
present
calling
for
innovation
and
change
in
higher
education.
The
forces
creating
these
cracks
and
questions
are
myriad,
and
as
the
pace
of
change
accelerates,
new
ways
of
doing
are
being
demanded
of
an
education
model
that,
in
many
ways,
has
not
changed
since
its
modern
form
was
solidified
some
three
centuries
ago.
It
is
perhaps
no
surprise
tectonic
shifts
are
underway.
There
are
two
sides
to
this
coin
though:
the
need
for
massive,
systemic
transformation
may
be
a
visionary's
dream
but
it
is
more
than
likely
a
bureaucratic
nightmare
capable
of
inducing
institution‐wide
panic.
Through
our
eyes,
this
tension
is
playing
out
currently
at
SFU
and
causing
some
paralysis.
We
don't
think
this
dichotomy
–either
completely
reimagining
the
system
or
maintaining
it
as
it
is
‐‐needs
to
be
the
only
dialogue
though.
There
could
be
a
different
way
forward:
a
simple
acknowledgement
that
innovation
in
the
university
is
certainly
needed,
coupled
with
an
invitation
giving
those
who
are
willing
the
freedom
to
do
things
differently,
while
leaving
others
to
carry
on
as
is.
Leading
the
change
by
allowing
self‐selecting
individuals
to
create
change
‐‐
instead
of
imposing
it
on
all
‐‐
is
perhaps
an
impactful
strategy
for
going
beyond
incremental
change.
An
approach
like
this
also
acknowledges
SFU's
decentralized
culture
that
resists
top‐down
prescriptive
initiatives.
We
strongly
believe
that
change
includes
the
support
of
Administration.
Inspiring
leadership
by
example
is
key,
from
the
VPA’s
office
and
from
others
provided
the
opportunities
to
take
on
leadership
within
their
own
roles
at
the
university.
At
the
Experiential
Education
strategic
planning
meeting
held
May
8,
2013,
a
participant
used
the
metaphor
of
a
bonfire:
create
something
interesting
that
will
draw
people
in
of
their
own
curiosity
and
volition
while
also
creating
space
and
support
for
those
who
want
to
engage
in
these
efforts.
We
believe
we
have
set
a
foundation
for
these
conversations
through
our
work
and
the
work
of
those
that
have
come
before
us.
Now
is
the
time
to
take
action
on
the
next
steps;
to
seize
the
opportunity
to
take
leadership
for
curricular
innovations
both
from
the
top
and
the
bottom;
to
streamline
the
bureaucratic
processes,
create
a
formal
structure
to
call
for
proposals
and
then
support
them.
These
are
just
some
of
the
ideas
we
leave
behind
as
this
project
comes
to
a
close.
3
Recently,
we
heard
the
expression
everyone
wants
to
be
first
to
be
second
used
to
characterize
the
conservatism
that
creeps
into,
and
the
rigidity
that
overtakes,
large
institutions
over
time.
And
yet,
being
'first
to
be
first'
could
be
a
powerful
way
to
differentiate
SFU.
It
comes
as
no
surprise
that
we
also
feel
strongly
that
deeply
engaging,
immersive
and
transformative
experiential
education
should
also
be
one
of
those
differentiating
factors
for
SFU.
As
we
reflect
upon
and
conclude
this
three‐year
process,
this
is
our
final
wish
for
SFU:
be
bold.
Be
willing
to
embrace
the
change
that
is
being
demanded
of
universities.
Live
up
to
the
promises
and
rhetoric,
and
see
these
times
as
rife
with
opportunity,
excitement
and
potential
to
dramatically
improve
the
student
experience
and
be
on
the
leading
edge
of
re‐imagining
the
role
of
the
university.
4
PROJECT
HISTORY
The
Experiential
Education
Project
(EEP)
began
as
a
pilot
project
in
the
Faculty
of
Environment
in
May
2010
and
was
formalized
and
expanded
through
the
Office
of
the
Vice‐President,
Academic
(VPA)
beginning
in
September
2010.
Project
activities
are
scheduled
to
conclude
in
August
2013.
The
impetus
for
the
formalization
of
the
EEP
resulted
from
commitments
made
in
the
Academic
Plan
(2010
‐
2013).
The
commitments
stood
to
offer
students
more
varied
and
deeply
engaged
experiential
opportunities
through
the
curriculum.
However,
at
the
time,
little
was
formally
known
about
SFU’s
use
of
experiential
education
through
the
integral
course‐based
curriculum.
From
late
2010
through
late
2012,
the
project
was
exploratory
in
nature,
focused
on
documenting
and
promoting
the
use
of
course‐based
experiential
education
at
SFU
across
all
eight
academic
Faculties.
More
specifically,
project
activities
concentrated
on
understanding
how
course‐based
experiential
education
is
practiced
at
SFU,
to
create
a
baseline
profile
of
its
extent,
location
and
distribution
through
the
curriculum.
In
addition
to
this
focus,
there
was
also
emphasis
on
understanding
faculty,
instructor,
student,
staff
and
administrative
engagement
with
‐‐
and
interest
in
‐‐
credit‐bearing
experiential
education.
The
final
year
of
the
project
(late
2012
–
2013)
emphasized
efforts
to
grow
and
diversify
experiential
education
offerings
across
all
Faculties.
These
activities
took
numerous
forms
and
employed
differing
strategies.
Of
central
importance
was
growing
a
community
of
practice
around
experiential
education
at
SFU;
profiling
existing
examples
of
experiential
education
in
practice;
engaging
students
and
raising
awareness
of
experiential
options;
participating
in
the
creation
of
pilot
programs;
and,
initial
steps
toward
long‐term
strategic
planning
to
meet
SFU's
continued
commitments
to
the
provision
of
experiential
education
in
the
2013
‐
2018
Academic
Plan.
This
brief
report
is
intended
to
summarize
the
work
to
date
and
serve
as
a
reference
for
the
continuation
of
this
work
by
interested
parties
at
SFU.
5
PROJECT
OVERVIEW
PROJECT
COORDINATORS
&
ADVISORY
COMMITTEE
During
its
three
years
of
activities,
the
EEP
was
coordinated
and
executed
by
Jennifer
McRae
and
Deanna
Rogers,
reporting
to
the
Director
of
University
Curriculum
and
Institutional
Liaison
in
the
Office
of
the
Vice‐President,
Academic.
In
addition,
an
Advisory
Committee
was
struck
to
oversee
the
work.
Its
membership
changed
in
accordance
with
the
phases
of
work.
Membership
on
this
committee
is
detailed
in
Appendix
I
on
page
13.
PROJECT
PHASES
&
OUTCOMES
The
EEP
was
rolled
out
in
four
phases.
The
purpose
and
outcomes
resultant
from
each
phase
are
detailed
in
Appendix
II
on
page
14.
6
CONTINUED
PERCEPTIONS
OF
EXPERIENTIAL
EDUCATION
AT
SFU
It
is
important
to
know
how
experiential
education
is
understood
and
talked
about
within
the
institution,
especially
as
this
was
a
core
focus
of
our
work.
Throughout
the
duration
of
the
project,
awareness
of
experiential
activities,
and
interest
in
experiential
approaches,
has
grown
(based
on
anecdotal
observation
and
regular
discussions
with
faculty
and
students).
However,
even
after
three
years
of
working
to
demystify
this
concept,
certain
perceptions
persist.
The
following
are
the
three
most
important
observations
in
this
regard:
Experiential
education
remains
a
confusing
concept
to
many.
There
are
many
people
talking
about
it
and
using
it
in
their
teaching,
though
people
still
ask
what
is
experiential
education?
A
perception
persists
that
EE
happens
only
outside
the
classroom,
despite
the
project
definition
clearly
stating
"...in
a
multitude
of
settings
inside
and
outside the
classroom".
There
have
been
instances
of
findings
from
the
project's
2012
report
being
misrepresented
in
public
communications.
When
the
report's
findings
are
referenced,
the
message
that
is
most
frequently
repeated
is
that
SFU
offers
a
significant
number
of
EE
opportunities
to
students.
This
is
only
half
the
message:
while
there
is
reason
to
celebrate
and
build
from
what
we
currently
do
within
the
institution,
there
is
a
great
deal
of
room
for
improvement.
The
report
and
its
findings
were
meant
as
both
a
celebration
and
(maybe
most
importantly)
a
call
to
action.
The
actual
core
finding
was
as
follows:
"...
an
inverse
relationship...exists
between
the
quantity
of
experiential
opportunities
and
the
depth
and
intensity
of
those
experiences.
While
SFU
may
appear
to
offer
its
students
a
significant
number
of
course‐based
opportunities
to
learn
through
doing
–
32%
of
the
overall
curriculum,
undergraduate
and
graduate
–
deeply
immersive,
highly
engaging
experiences
are
few
in
number
and
largely
inaccessible
to
the
majority
of
the
student
body".
Reporting
only
the
favourable
findings
does
a
disservice
to
SFU
and
is
misleading
to
students.
It
exacerbates
confusion
about
what
exactly
EE
is,
and
leads
to
cynicism
that
the
project
has
simply
been
a
public
relations
exercise
and
that
EE
is
a
fad
not
to
be
taken
seriously.
7
BARRIERS
TO
EXPERIENTIAL
EDUCATION
DELIVERY
&
GROWTH
Similarly
to
persistent
perceptions
of
experiential
education
at
SFU,
there
are
still
a
number
of
structural
barriers
preventing
the
growth
and
diversification
of
this
approach
across
the
curriculum.
Moreover
there
are
still
barriers
to
student
access
to
our
most
engaging
experiential
offerings.
While
the
project
has
extensively
documented
these
barriers
in
varying
ways
across
its
five
reports
(http://www.sfu.ca/experiential/?page_id=64),
those
that
are
most
in
need
of
continued
attention
are
detailed
here.
Any
road
map
SFU
develops
for
increasing
experiential
opportunities
will
need
to
take
these
factors
into
consideration.
EXPERIENTIAL
EDUCATION:
ADDITIONAL
TIME
&
RISK
FOR
FACULTY
MEMBERS
It
has
been
repeatedly
stated
that
EE
is
more
time‐intensive
to
deliver
than
standard
lecture
courses.
A
significant
contributing
factor
is
the
additional
administrative
time
required
in
pursuing
proper
course
ethics
approval,
risk
assessments,
and
coordinating
with
community
partners
(if
the
course
involves
community
partners).
In
particular,
there
is
no
office
or
centralized
source
of
information
providing
detailed
instructions
on
what
clearances
are
required
for
which
kinds
of
experiences,
nor
which
forms
need
to
be
completed.
Furthermore,
community‐based
and
field‐
based
experiences
are
reported
to
take
the
most
time
to
coordinate
and
deliver,
which
could
explain
why
these
are
the
least
prevalent
experiences
offered
to
SFU
students1.
Finally,
experimenting
in
the
delivery
of
curriculum
presents
risk
for
faculty
members,
both
in
the
form
of
tenure
and
promotions
processes,
as
well
as
to
professional
reputation.
These
risks
need
to
be
mitigated
and
some
form
of
protection
established
for
faculty
members
interested
in
changing
the
ways
they
deliver
their
courses.
STUDENT
ACCESS
TO
SFU'S
MOST
ENGAGING
EXPERIENCES
IS
LIMITED
Engagement
with
students
during
the
three
years
of
the
project
consistently
revealed
their
desire
for
increased
opportunities
to
learn
through
doing,
in
particular
to
participate
in
deeply
engaging,
transformative
experiences.
However,
data
from
the
course
inventory
revealed
a
three‐fold
problem
regarding
student
access
to
these
types
of
experiences:
i.
There
are
only
25
fully
“engaged
experiences”2
found
throughout
the
entire
curriculum,
representing
0.66%
of
SFU's
course‐based
curriculum.
ii.
19
of
these
courses
are
concentrated
in
upper
division
curriculum
where
enrollments
are
limited
and
class
sizes
are
significantly
lower
than
average.
iii.
There
are
only
two
“engaged
experiences”
found
in
200‐level
courses
at
SFU
and
no
100‐
level
“engaged
experiences”
at
SFU.
1Field
experiences
total
4%
of
SFU's
total
curriculum;
community‐based
experiences
2%
of
SFU's
total
curriculum.
From:
The
State
of
Course
Based
Experiential
Education
at
SFU,
p.22
&
29.
http://blogs.sfu.ca/projects/experiential/wp‐content/uploads/2012/07/The‐State‐of‐Course‐Based‐
Experiential‐Educatin‐at‐SFU.v2.pdf
2
Definition
of
“engaged
experiences”
can
be
found
on
page
17
of
The
State
of
Course
Based
Experiential
Education
at
SFU
report.
8
Finally,
students
also
reported
that
in
addition
to
there
being
limited
access
to
these
experiences,
there
is
also
a
need
to
raise
student
awareness
of
the
opportunities
that
do
exist,
especially
earlier
in
students’
degrees.
9
NEXT
STEPS:
FINAL
RECOMMENDATIONS
In
considering
the
entirety
of
project
activities,
we
present
a
final
set
of
recommendations
to
focus
future
work
on
experiential
initiatives
at
SFU.
A
FOCUS
ON
ACTION:
PILOT
AND
DEMONSTRATION
PROJECTS
After
three
years
of
project
activities,
a
platform
from
which
to
take
informed
action
on
growing
and
diversifying
experiential
opportunities
now
exists
at
SFU.
There
is
also
a
core
group
of
faculty
and
staff
from
across
the
university
indicating
readiness
to
move
forward
with
implementing
some
of
the
many
ideas
that
have
been
generated,
and
to
scale
up
those
already
in
existence.
Pilot
and
demonstration
projects
have
been
suggested
as
an
effective
means
to
test
mechanisms,
models
and
approaches
for
scaling
up
experiential
offerings,
and
in
particular
designing
experiences
that
address
current
curricular
gaps
uncovered
by
the
EEP.
Finally,
it
is
recommended
that
existing
flexible
curricular
mechanisms
like
Directed
Studies
and
Special
Topics
courses
be
used
to
pilot
and
study
any
new
curricular
experiences
developed.
FUNDING
SUPPORTS
Meeting
SFU’s
commitments
to
experiential
education
will
require
creative
financial
support.
It
is
recommended
that
the
Office
of
the
VPA
consider
the
grant‐funding
model
recently
rolled
out
to
support
the
Community
Engagement
Strategy
as
an
option
for
supporting
the
growth
and
diversification
of
experiential
education
at
SFU.
This
is
an
especially
effective
model
when
the
decentralized
culture
of
SFU
is
taken
into
consideration.
As
one
staff
member
put
it:
What
we
need
at
SFU
is
…
change
that
is
driven
by
grassroots
efforts
inspiring
similar
shifts
across
the
University.
A
secondary
type
of
funding
support
that
would
further
grow
and
diversify
the
practice
of
experiential
education
at
SFU
would
be
the
extension
or
expansion
of
the
Collaborative
Teaching
Fellows
Program
.
This
teaching
exchange
program
in
the
Faculty
of
Environment
has
led
to
the
offering
of
a
number
of
innovative
courses,
most
of
which
have
significant
experiential
components.
Offering
a
second
round
of
this
funding
more
specifically
targeted
toward
cross‐faculty
collaborations
to
develop
and
improve
experiential
offerings
could
have
significant
impact
in
meeting
SFU's
Academic
Plan
commitments
to
the
provision
of
experiential
education.
ADVOCACY
AND
SUPPORT
All
faculty
members
need
not
be
actively
pursuing
experiential
education
approaches,
but
the
institution
does
need
to
better
facilitate
those
who
want
to
be
to
experimenting,
and
supporting
those
who
are
already
offering
experiential
opportunities.
Further,
there
also
needs
to
be
support
for
students
in
increasing
their
access
to
experiential
courses
and
raising
awareness
of
these
opportunities.
Suggestions
to
do
this
include:
10
Designate
advocates
or
staff
members
to
help
navigate
and
negotiate
the
institutional
processes
and
barriers,
especially
issues
such
as
ethics
applications,
community
partnership
management
and
risk
assessment
processes.
These
same
staff
members
could
also
raise
awareness
of
experiential
opportunities
that
do
exist
for
students.
Continue
to
build
a
community
of
practice
at
SFU.
Establish
a
Task
Force,
Working
Group,
or
Team
to
ensure
the
continuation
of
this
work.
Determine
mechanisms
to
mitigate
professional
risk
for
faculty
members
who
take
large
pedagogical
leaps.
Engage
student
advisors
in
assisting
students
in
mapping
out
potential
experiential
paths
earlier
in
their
degree
planning.
ENGAGE
STUDENTS
IN
THE
PROCESS
Students
provide
a
rich
source
of
ideas,
energy
and
capacity
to
mobilize
change
and
continue
to
build
the
momentum
of
this
work.
Several
student
events
were
held
through
the
EEP,
the
most
recent
of
which
was
a
Design
Jam
on
March
25,
2013.
Ideas
developed
at
the
jam
are
as
bold
and
aspirational
as
they
are
practical.
They
also
speak
to
the
types
of
experiences
students
are
looking
for.
One
of
the
most
effective
approaches
SFU
could
employ
in
designing
new
(or
modifying
existing)
experiences
would
be
the
engagement
of
students
in
the
process.
As
we
are
reminded
by
innovation
and
creativity
researcher
Charles
Leadbeater:
"Big
[institutions]
have
an
in‐built
tendency
to
reinforce
past
success.
They've
got
so
much
sunk
in
that
it's
very
difficult
for
them
to
spot
emerging
new
markets.
Emerging
new
markets,
then,
are
the
breeding
grounds
for
passionate
users...[and]
users
are
more
and
more
important
[because]
they
are
the
source
of
big
disruptive
innovations,".3
As
universities
continue
to
come
under
public
and
internal
scrutiny
regarding
their
value,
effectiveness
and
ability
to
meaningfully
engage
students,
it
would
be
prudent
to
consider
students
the
deep
untapped
source
of
curricular
innovation:
after
all,
students
are
the
'users',
the
experts
of
the
university
experience.
3
Charles
Leadbeater.
The
era
of
open
innovation.
http://www.ted.com/talks/charles_leadbeater_on_innovation.html#372000
11
APPENDIX
I:
ADVISORY
COMMITTEE
MEMBERSHIP
Name
&
Title
Contact
Information
Title
Term Andrew
Gemino
gemino@sfu.ca
Associate
Dean,
Faculty
of
Business
Administration
David
Zandvliet
dbz@sfu.ca
Professor,
Faculty
of
Education
September
2011
‐
August
2013
September
2011
‐
August
2013
Diane
Finegood
No
longer
at
SFU
Jane
Fee
No
longer
at
SFU
Janet
Moore
jlmoore@gmail.com
John
Bogardus
bogardus@sfu.ca
Mark
Winston
winston@sfu.ca
Director,
Centre
for
Dialogue
Nancy
Johnston
davidge@sfu.ca
Executive
Director,
Student
Affairs
Sarah
Dench
(Past
Chair) sjdench@sfu.ca
Director
of
Curriculum,
Office
of
the
Vice‐President,
Academic
Stephanie
Chu
stephanie@sfu.ca
Director,
Teaching
and
Learning
Centre
Susan
Rhodes
(Current
Chair) slrhodes@sfu.ca
Ted
Kirkpatrick
ted@cs.sfu.ca
Vivian
Neal
vneal@sfu.ca
Professor,
School
of
Kinesiology
and
Biomedical
Physiology,
Faculty
of
Science
Associate
Dean,
Faculty
of
Arts
and
Social
Sciences
Assistant
Professor,
Centre
for
Dialogue;
Co‐Director,
CityStudio
Vancouver
Senior
Lecturer,
Department
of
Sociology
and
Anthropology,
Faculty
of
Arts
and
Social
Sciences
Director
of
Curriculum,
Office
of
the
Vice‐President,
Academic
Associate
Professor,
School
of
Computing
Science,
Faculty
of
Applied
Sciences
Educational
Consultant,
Teaching
and
Learning
Centre
(Alternate
for
Stephanie
Chu)
September
2011
‐
March
2012
September
2010
‐
September
2011
September
2010
‐
September
2011
September
2010
‐
September
2011
September
2010
‐
September
2011
September
2010
‐
August
2013
September
2010
‐
January
2013
September
2010
‐
August
2013
January
2013
‐
August
2013
September
2011
‐
August
2013
As
needed
12
APPENDIX
II:
PROJECT
PHASES
PHASE
I:
SUMMER
2010
(PILOT)
Purpose
A
pilot
project
that
would
become
the
EEP;
an
audit
to
map
out
the
use
of
experiential
approaches
in
the
Faculty
of
Environment.
Initiative
started
by
Janet
Moore,
Assistant
Professor,
Semester
in
Dialogue
and
Jennifer
McRae.
Outcomes
1.
Summary
Report:
Experiential
Learning
in
the
Faculty
of
Environment
http://blogs.sfu.ca/projects/experiential/wp‐content/uploads/2011/06/ELinFENV.summary.draft_.October‐2010‐
Update.v2.pdf
PHASE
II:
FALL
2010
–
SUMMER
2011
Purpose
First
formalized
phase
of
the
EEP,
to
map
the
use
of
EE
in
the
Faculties
of
Arts
and
Social
Sciences
and
Environment;
understand
faculty,
student,
staff
and
administrative
engagement
with
EE;
and,
build
and
grow
a
community
of
practice
around
EE
approaches
at
SFU.
Outcomes
1.
Establishment
of
Project
Advisory
Committee
2.
Summary
Report:
Exploring
Experiential
Education
in
Two
Faculties
http://blogs.sfu.ca/projects/experiential/wp‐content/uploads/2011/09/EE.Report.Final_.v3.Sept2011.pdf
3.
First
“student‐directed
cohort”
offered
through
EEP
(see
pages
8,
10,
47
&
78
in
Summary
Report)
Event
M onth
Year
Roles
Participants
Collaborators
Engage:SFU
Student
Dialogue
March
2011
Programming
Advisors
&
Event
Hosts
67
Josh
Regnier
SFU
Surrey
Open
House:
Experiencing
Your
Education
at
SFU
May
2011
Session
Presenters
40
FASS
Events
13
Media
&
Communications
http://blogs.sfu.ca/projects/tlcomm/2010/12/project‐builds‐inventory‐of‐experiential‐learning‐in‐faculties‐of‐
environment‐and‐arts‐and‐social‐sciences/
http://blogs.sfu.ca/projects/tlcomm/2011/04/project‐to‐map‐experiential‐education‐at‐sfu‐gets‐go‐ahead‐to‐expand/
http://www.youtube.com/watch?feature=player_embedded&v=voFNKmizQr0
Phase
III:
Fall
2011
–
Summer
2012
Purpose
Moving
beyond
the
Faculties
of
Environment
and
of
Arts
and
Social
Sciences,
the
next
phase
of
the
project
was
to
complete
a
university‐wide
profile;
to
understand
and
map
the
use
of
experiential
education
across
the
remaining
six
Faculties;
to
continue
student
outreach
and
promotions;
to
continue
to
build
and
grow
a
community
of
practice
of
EE
practitioners
and
supporters
across
SFU.
Outcomes
1.
Summary
Report:
The
State
of
Course
Based
Experiential
Education
at
Simon
Fraser
University:
A
summary
report
of
the
experiential
education
project
http://blogs.sfu.ca/projects/experiential/wp‐content/uploads/2012/07/The‐State‐of‐Course‐Based‐Experiential‐
Educatin‐at‐SFU.v2.pdf
2.
First
Change
Lab
pilot
offered
by
the
Faculty
of
Environment
Change
Lab
is
a
two‐semester
course
offered
through
FENV
that
offers
an
interdisciplinary
experiential
opportunity
for
students
to
work
on
social
change
projects
in
a
collaborative
studio
environment.
http://www.fenv.sfu.ca/partnerships/changelab.html
http://www.youtube.com/watch?v=eC1PuyLsxq8
http://www.youtube.com/watch?v=im38xa2R5Nw
Event
M onth
Events
12th
Annual
Western
February
Canadian
Sustainable
Campuses
Conference
Year
Role
Participants
Collaborators
2012
Programming
Advisors;
Peer
Mentors
and
Session
Leaders:
Campus
as
a
30
Sustainable
SFU
14
Living
Lab:
How
to
create
your
own
living
lab
course
using
ChangeLab
as
a
case
study
Teaching
and
Learning
Social
February
2012
Table
Hosts
n/a
Teaching
and
Learning
Centre
Society
for
Teaching
and
Learning
in
Higher
Education:
Learning
Without
Boundaries,
32nd
Annual
Conference
June
2012
Session
Presenters:
Experiences
that
transcend
and
transform:
Connecting
students
to
potential
and
purpose
35
How
Can
the
March
Classroom
Change
the
World?
2012
Project
Advisors
70
&
Co‐Hosts
(two
lunchtime
dialogues
in
the
series:
How
can
your
classroom
build
a
healthy
community?
How
can
your
classroom
create
ethical
entrepreneurs?)
ChangeLab
Students
SFU
Teaching
and
Learning
Symposium
May
2012
Presenters:
How
can
the
classroom
change
the
world?
A
case
study
on
ChangeLab
and
CityStudio
Teaching
and
Learning
Centre,
CityStudio
SFU
Open
House
May
2012
Fielded
inquiries
n/a
at
Open
House
with
Sustainable
SFU
about
30
Sustainable
SFU
&
SFU
Sustainability
Office
15
Change
Lab
and
EE
at
SFU
Media
&
Communications
http://blogs.sfu.ca/projects/tlcomm/2012/07/experiential‐education‐at‐sfu‐wide‐but‐not‐deep/
http://www.sfu.ca/publicsquare/innovator‐profiles/2012/DeannaJennifer.html
Phase
IV:
Fall
2012
–
Summer
2013
Purpose
The
final
phase
of
the
EEP,
intended
to:
support
and
promote
the
growth
and
diversification
of
credit‐bearing
EE
at
SFU;
build
support
and
capacity
for
instructors
using
EE
approaches;
identify
and
grow
a
network
of
faculty
EE
champions
and
practitioners;
and,
finally,
further
develop
infrastructure
that
supports
the
practice
and
diversification
of
credit‐bearing
EE
approaches.
Outcomes
1.
Report:
Strategic
Visions
for
Experiential
Education:
Furthering
Experiential
Education
at
SFU
http://blogs.sfu.ca/projects/experiential/wp‐content/uploads/2013/07/May8thFinalReport.pdf
2.
Second
ChangeLab
pilot
offered
by
the
Faculty
of
Environment;
third
offering
planned
for
September
2013
http://www.fenv.sfu.ca/partnerships/changelab.html
Event
M onth
Year
Role
Participants
Collaborators
SFU
LEAD
Program
October
2012
Workshop
35
Leaders:
Student
Created
Curriculum:
How
to
influence,
imagine,
design
and
co‐create
curriculum
and
courses
as
a
student
at
SFU
Options
Day
January
2013
Table
Hosts
n/a
TA/TM
Day
Workshop
January
2013
Designed
and
facilitated
workshop
on
integrating
EE
15
Alex
Chen
16
into
tutorials
SFU
Casebook
Series
January,
February
2013
Facilitators
&
Coordinators:
Connecting
the
Classroom
and
the
City;
Experiential
Education
and
Large
Classes
25
Teaching
and
Learning
Centre,
City
Studio
&
Select
Faculty
members
Student
Summit
March
Design
Jam:
Designing
the
SFU
Experience
2013
Event
Design
Mentorship
and
Project
Advisors
50
ChangeLab
Students
&
Vancouver
Design
Nerds
SFU
Changemakers
Showcase
March
2013
Coordinators
and
Facilitators
150
RADIUS
(Beedie
School
of
Business)
&
Ashoka
Canada
(Learning
Networks
Initiative)
Sustainability
Office
launch,
Administrators’
Meeting
April
2013
Presenters:
What
is
the
Change
Lab?
Student
Presentations
n/a
Change
Lab
Student
Teams
EE
Strategic
Planning
Event
May
2013
Coordinators
40
Stina
Brown
&
Sue
Biely
Lean
into
Learning
May
2013
Coordinators
and
Facilitators
45
Faculty
of
Communication
Art
and
Technology,
Teaching
and
Learning
Centre
Learning
Garden
Advisory
Committee
Ongoing
n/a
Sustainable
SFU
Project
Advisors
17