Furthering Experiential
Education at SFU
May 8th
Summary Report
Authors:
Jennifer McRae
Deanna Rogers
Table Of Contents
Executive Summary ..............................................................3
Introduction ..........................................................................5
Why Experiential Education? ................................................7
The Challenges of Delivering Experiential Education ............9
Future Scenario Planning.....................................................10
Conclusions: Where does SFU go from here? .....................13
Appendix I: Participants .......................................................15
Appendix II: Program Examples ...........................................16
2
Executive Summary
The Experiential Education Project was created in late 2010 with an initial focus on documenting
SFU’s use of credit-bearing experiential education (EE). Since mid-2012, the project focus
has been on capacity building and support for the growth and diversification of experiential
approaches in credit-bearing courses at SFU. The project held a day-long planning meeting on
May 8, 2013, to ask the following: now that SFU has an understanding of its current practice and
use of EE across the curriculum, how does the institution fulfill its commitment to increasing and
diversifying experiential learning opportunities for students?
The morning session focused on building broader shared understanding of what EE is at SFU, and
what internal and external factors shape the need for increased emphasis on this type of education
at university. The afternoon session saw participants split into groups and asked to design a twoyear plan for the strategic scaling up of experiential offerings at SFU.
Throughout the day participants repeatedly emphasized the need for SFU to move from
discussion to implementation activities and create greater supports and mechanisms for
experiments and pilot projects. For example, to close the day 54 percent of participants made a
personal commitment to take action to move experiential initiatives forward at the university. All of
those same participants advocated for the advancement of pilot projects as a priority mechanism
for scaling up experiential education.
Over the three years the Experiential Education Project has been active, many conversations with
staff at other institutions across Canada, who also working on experiential education initiatives,
have revealed that SFU is perceived as being part of a group of leading institutions in the field
of experiential learning. The question going forward, therefore, is how SFU can maintain this
momentum and uphold this reputation. Experiential education is seen by participants as a tool
to both differentiate SFU and enact the University’s strategic vision through the curriculum.
People are willing to experiment, but structured support is needed for the existing champions and
innovators.
3
“Top-down prescriptive change
won’t work. What we need at SFU is
a ‘bonfire’; change that is driven by
grassroots efforts inspiring similar
shifts across the University.”
4
Introduction
The Experiential Education Project was created in late 2010 with an initial focus on documenting
SFU’s use of credit-bearing experiential education (EE). Findings from this exploration were
reported to the University community in mid-20121, whereupon the project turned to focus on
capacity building and support for the growth and diversification of experiential approaches in
credit-bearing courses. The impetus for this comes from the previous (2010 - 2013) and current
(2013 - 2018) Academic Plans, which state clear objectives to increase experiential learning
opportunities at SFU. Following this, the question that arises is:
Now that SFU has an understanding of current practice and use of EE across the curriculum,
how does the institution fulfill its commitment to increasing and diversifying experiential learning
opportunities for students?
On May 8, 2013, the Experiential Education Project, guided by facilitators Stina Brown and Sue
Biely, brought together stakeholders from across the SFU community to consider this question2.
The purpose of the day was to:
create deeper shared understanding of SFU’s current EE practices;
identify current trends – both internally and externally to SFU – in EE;
continue to build an internal community of practice; and,
create strategies and bold ideas for where SFU could go from here.
Because space was limited for this session and student input is central to this endeavor, a studentfocused event was held on March 23 2013. Approximately 50 participants attended this event,
predominantly SFU students and alumni, though a few community members and SFU staff were
also present. In total, six of SFU’s eight Faculties were represented. At the event, students were
asked to design ideal experiential offerings they would like to see realized in SFU’s curriculum. A
report3 summarizing the event’s outcomes was shared with participants on May 8.
This is report is intended as a summary of the key themes and outcomes from the day and is
organization into four primary sections that reflect the day’s structure:
1
Why Experiential Education?
The Challenges of Delivering Experiential Education
Future Scenario Planning
Conclusions: where does SFU go from here?
The 2012 report, The State of Course Based Experiential Education at SFU can be accessed here:
http://blogs.sfu.ca/projects/experiential/wp-content/uploads/2012/07/The-State-of-Course-Based-Experiential-Educatin-at-SFU.v2.pdf
2
See Appendix I: Participants
3
A copy of the report is available at: http://blogs.sfu.ca/projects/experiential/wp-content/
uploads/2013/07/StudentSummit_FinalReport_Draft2-1.pdf
5
“Participants were excited and
enlivened to participate in the
day, and their message was clear:
We’re ready to take action.”
6
Why Experiential Education?
The first half of the day’s events were focused on building broader, shared understanding of
what EE is at SFU, and the internal and external factors that are shaping the need for increased
emphasis on this type of education at the university. More specifically, what emerged was a broadbased conversation on the contextual importance of deeper and more meaningful integration of
experiential education at SFU.
Student Retention
Across North America and beyond, universities are facing intensifying public scrutiny regarding
their value, purpose and missions. Students report that they want better community connections
through their learning, increased experiential education and access to processes that make the
transition from student to alumni less challenging. Robust experiential education would therefore
be a mechanism to differentiate SFU from competitor institutions; an opportunity to tailor
curriculum to multiple learning styles; and perhaps most importantly, recruit and retain students
who are increasingly disillusioned with the current “Sage-on-the-Stage” models of curriculum
delivery.
New Learners and the Public Mission of the University
There was considerable discussion regarding the type of students attending SFU, the different
ways in which they hope to engage with their education, the kind of graduates will be, and the
social, cultural, environmental and economic challenges they are inheriting as a generation.
The historical context in which the university curriculum model was created was considerably
different than today. The model needs to shift to reflect these changes and the complexities of
the environments within which today’s students are operating. Moreover, in the midst of these
complex challenges there is an opportunity to foster meaningful global citizenship in SFU
graduates. SFU could and should develop leaders and citizens, not just graduates.
Furthermore, experiential education was recognized as a mechanism not only for unlocking the
capacity of the University and its students toward solving these complex social challenges, but
for responding to the changing demands of today’s learners who want to be actively engaged
in responding to these issues through their educations. With this recognition, participants felt,
comes a responsibility to address this complexity, both through the University’s mission and the
curriculum. Participants also advocated for reciprocal and mutually beneficial information
sharing, including joint endeavours with SFU’s external communities.
7
Differentiating SFU and Enacting the Vision
Participants see experiential education as tool to enact SFU’s vision of being the most engaged
university of its kind. Furthermore, during a session designed to identify external examples of
experiential education in practice1, it became clear to participants that the rate of innovation in
higher education is accelerating; transforming curriculum delivery is integral to differentiating SFU
as a leading institution in innovative teaching practice and in making positive community impact.
8
1
See Appendix II for a full listing of the examples generated during this session.
The Challenges Of Delivering
Experiential Education
Emergent during the morning session were some of the challenges inherent to experiential
education delivery. As has been previously been documented by the Experiential Education
Project1, any road map SFU develops for increasing experiential opportunities will need to take
these factors into consideration.
Evaluation
There is considerable uncertainty about appropriate ways to assess this type of experience
within current evaluation models. Experiential education processes in many instances demand
more evaluative flexibility. Any reconsideration of evaluation methods would need to take into
account accreditation requirements and international grading standards so as to not affect student
mobility.
Risk for faculty members
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.
Time and Resources
There are institutional barriers present to delivering experiential education and faculty members
need support in navigating and streamlining these processes (i.e. course ethics approval, risk
assessment protocols, developing and maintaining community partnerships). This type of
teaching is also generally more demanding on faculty members and should be recognized and
compensated as such. Finally, experiential approaches can be more expensive. In financially tight
times, can SFU be creative in delivering affordable experiential education? An important question
asked by one participant that deserves careful consideration: How do you reconcile experiential
and engaged learning with the FTE funding model?
1
See pages 29 - 30 of The State of Course Based Experiential Education at SFU report for a more
detailed accounting of these challenges and barriers to delivering experiential education at SFU.
http://blogs.sfu.ca/projects/experiential/wp-content/uploads/2012/07/The-State-of-Course-Based-Experiential-Educatin-at-SFU.v2.pdf
9
Future Scenario Planning
The afternoon session was dedicated to what the facilitators termed Future Scenario Planning.
Participants were split into groups and asked to design a two-year plan for the strategic scaling
up of experiential offerings at SFU. They were encouraged to be imaginative and bold in their
ideas, without needing to bear in mind any restrictions to implementation. Variable stages of plan
development were reached by the end of the session. Interestingly, despite working independently,
many of the groups developed similar ideas. In total there were four core principles that were
accentuated in varying degrees within each of the four plans generated. Finally, each group was
asked to develop one absurd idea as part of their plan.
Principles and Plans:
Mentorship
Plans developed by all four groups had mentorship opportunities for students built into them.
Mentors in these plans were primarily proposed as faculty members, community members, staff
and senior students. Mentorship was a larger theme throughout the day, and most participants
regard it as integral to immersive experiences.
The plan featuring the most significant emphasis on mentorship revolved around bringing the
Engaged University to life. This group proposed a significant role shift for faculty and staff
toward student mentorship and a deep integration of alumni energy toward both instructional and
mentorship efforts. The plan also focused on the development and introduction of engagement,
health and well-being metrics, with experiential education and mentorship being significant
components of the proposed metrics. Curriculum in this plan would be deeply student-centered
and experiential.
This group’s absurd idea was to abolish tenure.
10
11
Student Choice and Autonomy
A significant feature of all group designs was vastly increased choice and autonomy for students
in their degree process. The curriculum was dramatically opened up in many of the designs, with
students free to choose the classes and experiences most relevant to their interests.
The plan that most fully exemplified student choice and autonomy was called My Semester My
Way. This plan called for 12 credits to be returned to students, shifting the number of credits
allocated in degree programs by departments from 120 to 108. These newly available 12 credits
would be in complete control of each individual student to select the experiences they want
from the curriculum, with no restrictions. This would provide flexibility for students to take a
regular slate of classes equalling 12 credits, to design an equivalent single self-directed course
of study, or to participate in a field school, a Co-Op term or any other existing experience at
SFU. Departments and Faculties would have the opportunity to design new My Way semesters to
attract students from across SFU.
The premise of this plan is that students would ‘vote with their feet’, which would provide a
valuable opportunity for SFU to track the kinds of experiences and programs that actually attract
students when they are released from the constraints of degree requirements. Moreover, by this
same mechanism, students would be able to lead culture change through demand, alleviating
some of the need for top-down prescriptive change. Interestingly, more than a quarter of
participants supported this plan as a potential pilot project.
This group’s absurd idea stated no budget would be needed for implementation, as cost savings
from reduced teaching loads would offset implementation costs.
Defragmenting the Learning Experience
Many of the plans featured term-long experiences in which students could focus exclusively on
one question, project, course or experience without interruption or having to take multiple other
courses at the same time. This, it was argued, would give students the opportunity to have a
focused experience in their degree, decreasing fragmentation.
The plan that most exemplified this principle called for the design of students’ four-year degree
programs to be focused entirely upon solving a single complex problem. Students could choose an
issue by the end of their second term and anchor all learning around the issue for the remainder
of their degrees. The curriculum in this idea would be opened significantly, allowing students to
choose the courses and experiences most relevant to solving their chosen problem.
This group’s absurd idea centered on ‘gaming’ the curriculum. Just like players in a video game
can earn points toward completing a level in a game, students would be able to earn points during
their degree for various accomplishments – media coverage of their work; publishing in a peerreviewed journal; recognized service to the community – and points earned would correspond to
tuition credits.
Focus on Real World Problem Solving & Social Innovation
The need to re-orient SFU’s curricular experiences around real-world problem solving and
lending capacity toward social innovation efforts was another theme within the program designs.
Participants reiterated throughout the day the importance of leveraging student efforts toward
meaningful participation in addressing complex social challenges.
The idea that most exemplified this principle called for successive cohorts of students from
various disciplines to come together for a single term, mentored by a chosen team of faculty
members, to work on a real-world problem. Each cohort would have access to significant
mentorship opportunities and community thought leaders would be integrated into instructional
roles. Teaching assistants in this experience would also function more like mentors and
participants, shifting their role away from instruction and evaluation.
The absurd idea proposed by this group was to dramatically increase student-designed and
owned space on campus, specifically studio spaces.
12
Conclusions:
Where does SFU go from here?
In closing the day, participants were provided space to offer final thoughts. They were also asked
to articulate their level of commitment both to further experiential education at SFU and the
momentum generated at this event. What follows is a summary of the themes from both the larger
closing conversations and what was reflected in participant commitments.
A Focus on Action: Pilot and Experiment
Participants felt strongly that SFU needs to take real action when it comes to scaling up
experiential education. This is exemplified by the 58 percent of participants who made personal
commitments to take action to move experiential initiatives forward at the University. Furthermore,
it was clear from this day that there is no shortage of good ideas, and there is a long list of
innovators already active at SFU. How can the University build on this momentum and create
structural mechanisms to continue to support these efforts? As one participant pointed out: Topdown prescriptive change won’t work. What we need at SFU is a ‘bonfire’; change that is driven
by grassroots efforts inspiring similar shifts across the University. Some initial ideas generated
toward these ends included:
Pilot and Demonstration Projects
The development and implementation of pilot projects to test mechanisms, models and
approaches for scaling up experiential offerings was one of the most frequently recommended
suggestions for SFU going forward. Further, participants suggested using existing flexible
curricular mechanisms like Directed Studies and Special Topics courses to pilot and study new
curricular experiences.
Funding Supports
Meeting SFU’s commitments to experiential education will require creative financial support.
Already in existence are Teaching and Learning Grants through the Teaching and Learning Centre.
Participants recommended establishing an innovation fund that could augment existing granting
programs and accelerate our progress.
13
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. Suggestions to do this include:
Designating advocates or staff members to help navigate and negotiate the
institutional processes and barriers, especially issues such as ethics
applications and risk assessment processes.
Continuing to build a community of practice at SFU.
Establishing a Task Force or Working Group to ensure the continuation of this
work.
Determining mechanisms to mitigate professional risk for faculty members
who take large pedagogical leaps.
Momentum surrounding experiential education is building at SFU. By focusing on pilots and
providing these often-asked-for supports, impactful change is possible. Participants were excited
and enlivened to participate in the day, and their message was clear: We’re ready to take action.
14
Appendix I: Participants
Alex Chen
Am Johal
Andrea Sator
Annette Santos
Anthony Dixon
Becky Till
Charles Bingham
Chris Groenberg
Daniel Shapiro
Helene Rasmussen Herbert Tsang
Holly Frost
Janet Moore
Janet Webber
Japreet Lehal Joanna Ashworth
Jon Driver
Kate Tairyan
Kathryn Ricketts
Kim Thee
Laurie Anderson
Mark Winston
Matt Bakker
Muriel Klemetski
Nancy Johnston
Nicole Armos
Shauna Sylvester
Susan Rhodes
Taryn Cheremkora
Tony Botelho
Trina Isakson
Uwe Kreis
Vance Williams
Wes Regan
Student Volunteer
Community Engagement Coordinator, Vancity Office of
Community Engagement, SFU Woodwards Cultural Unit
Curriculum Manager, Work Integrated Learning
Associate Director, Student Engagement and Retention
Associate Director, School of Computing Science
Student, Faculty of Environment
Professor, Faculty of Education
Director (Interim), Teaching and Learning Centre
Dean, Beedie School of Business
Community Voluntter
Professor, Faculty of Applied Science
Student Volunteer
Assistant Professor, Centre for Dialogue / Co-Founder CityStudio
Program Manager, SFU Public Square
Student, Beedie School of Business
Associate Director, Centre for Sustainable Community Development
Vice President, Academic
Senior Lecturer & Adjunct Professor, Faculty of Health Sciences
Educational Consultant, Teaching and Learning Centre
Student Life Educator, Student Engagement and Retention
Executive Director, SFU Vancouver
Professor, Academic Director and Fellow, Centre for Dialogue
Student Volunteer
Director, Work Integrate Learning
Executive Director, Student Affairs
Student Volunteer
Executive Director, SFU Public Square
Director of Curriculum & Institutional Liaison, Office of the
Vice-President Academic
Student Volunteer
Manager, Career Services, Work Integrated Learning
Principal, 27 Shift Consulting / Instructor, Centre for
Sustainable Community Development
Professor, Department of Chemistry /
Teaching Fellow, Faculty of Science
Associate Professor, Faculty of Science
Executive Director, Hastings Crossing Business
Improvement Association / SFU Alum
15
Appendix II: Program Examples
Internal SFU Examples:
Program
ChangeLab
Website
http://www.fenv.sfu.ca/partnerships/changelab.html
http://citystudiovancouver.
com/
CityStudio
16
Co-op Program
http://www.sfu.ca/coop.html
Undergraduate Semester in
Dialogue
http://www.sfu.ca/dialog/undergrad/
Inspire http://www.sfu.ca/science/
news/newsitem?id=32
Physics at SFU - Dr. Sarah
Johnson
http://www.physics.sfu.ca/
people/profiles/sjohnson
RADIUS http://www.radiussfu.com/
.
Action Research Exchange
http://www.sfpirg.ca/arx/
School of Interaction Arts and
Technology
http://www.siat.sfu.ca/
Sustainable Community
Development Program
http://www.sfu.ca/cscd.html
Description
Two-term program housed within FENV
using campus as a living lab model
Interdisciplinary, inter-institutional
program getting students to work on
Vancouver’s Greenest City Goals.
One of the best co-op programs in
Canada, it provides student with work
experience and an academic framework
to unpack their experience.
Immersive one semester cohort
experience: interdisciplinary and
community based.
Initiative to reimagine the science
curriculum and pedagogical approaches
within the Faculty of Science.
Dr. Johnson’s courses were raised
as excellent examples of experiential
education in practice.
New social innovation lab housed within
the Beedie School of Business. Design
thinking and experiential education are
integral to the foundational framework.
Program of Simon Fraser University
Public Interest Research Group
(SFPIRG) to link students to community
projects.
SIAT was recognized for its inherently
experiential approaches exemplified
through their project-based approach
SCD 404 noted in particular. Practicum
provides students with an opportunity
to apply ideas and models to a practical
problem in sustainable community
development.
Post Secondary Examples Beyond SFU:
Program
Berkeley’s Big Ideas
Program
Website
http://bigideas.berkeley.
edu/
Capliano University https://www.capilanou.ca/
Global Stewardship
global-stewardship/
Program
Catholic Universities in the
USA .
ISIS at UBC
http://www.sauder.ubc.
ca/Faculty/Research_Centres/ISIS
McGill
http://www.mcgill.ca/
McMaster ISCI programs
MIT – Media Lab
http://www.science.mcmaster.ca/isci/
http://www.media.mit.
edu/
Oberlin ExCo
http://oberlinexco.org/
Quest University
http://www.questu.ca/academics/the_block_plan.php
Social Innovation
Generation
http://www.sigeneration.
ca/about-us/
Tufts University – Tisch
Active Citizen Program
http://activecitizen.tufts.
edu/acs/
Description
Annual innovation contest for interdisciplinary
teams, inspiring high-impact projects to solve
the world’s most pressing issues. Students are
provided with mentorship and a panel judges
projects.
An interdisciplinary program that brings together
students who want to create social change
featuring a deep service-learning component.
Participant noted that they traditionally have a
deep service-learning culture..
Social Innovation and Sustainability. ISIS provides internships, fellowships and academic
programs. Deep service-learning component.
McGill is considered a leader in experiential
education in Canada.
Interdisciplinary Science Education where students examine problems from multiple angles.
“Antidisciplinary program encouraging the
most unconventional mixing and matching of
seemingly disparate research areas.” Running
since 1985
Student Organization and College department
offering courses taught by students, faculty,
administrators and community members on
topics that are requested by the community
needs.
Recognized for its unique block programming
that requires students to take one course at a
time for 3.5 weeks to allow immersion in a single
subject.
A partnership between The J.W. McConnell
Family Foundation, the University of Waterloo,
the MaRS Discovery District, and the PLAN
Institute. Intention “is to support whole system
change through changing the broader economic,
cultural and policy context in Canada to allow
social innovations to flourish.”
A program that fosters civic engagement and
community involvement by linking students with
local and international community groups to do
social change work.
17
Community and Private Programs
Program
Action Canada
Alia Institute
Website
Description
http://www.actioncanada. Prestigious leadership training for young Canaca/en/
dians. Interdisciplinary cohorts tackling a different issue/theme every year.
http://acumen.org/
A non-profit that raises charitable donations
to invest in companies, leaders, and ideas that
are changing the way the world tackles poverty.
Acumen offers free online courses.
http://aliainstitute.org/
Progressive leadership training.
Ashoka
http://canada.ashoka.org
A global network for change-makers with
various educational programs opportunities.
Benton Foundation
http://benton.org/
“A private foundation, an institutional hybrid,
bridging the worlds of philanthropy, public
policy and community action” to tackle media
and telecommunications democracy.
Acumen Fund
18
Building Alliance for Local http://bealocalist.org/
Living Economies (BALLE)
A group dedicated to localizing economies and
creating international networks between the
networks. They offer free online webinars, an
annual conference, networks and fellowships.
There is an existing BC network.
Canada World Youth
http://canadaworldyouth.
org/
Youth international volunteer program to foster
leadership and change agents.
Dechinta – Northwest
Territories
Dechinta.ca
Earth Watch
http://www.earthwatch.
org/
In partnership with University of Alberta,
“Dechinta believes in building dynamic, sustainable and self-determining Northern communities
where human capacity is rooted in indigenous
knowledge and values.”
Volunteer Program to work with scientists for
environmental research.
Grade 8 Capstone Project
N/A
“In the K-12 system, I am familiar with a
‘Grade 8 Project.’ It is a capstone, year-long
project where students do such things as design
skate parks, write books for publication, prepare
for travel abroad, etc. The key to this project
is that it is experiential, community-based
learning, yet tied to the school curriculum at the
same time.”- Shared by participant.
19
Groundswell http://ggea.ca/
KAOS Pilots
http://www.kaospilot.dk/
Katimavik
http://www.katimavik.org/
Next Up
http://www.nextup.ca/
NextGenU
NextGenU.org
Open Data Day
http://opendataday.org/
Open Media
Foundation
http://openmediafoundation.org/
Outward Bound
http://www.outwardbound.ca/
Random Hacks in
Kindness
http://www.rhok.org/
Social Change Institute
http://www.hollyhock.ca/cms/sci.
html
http://www.renewalpartners.com/
collaborations/conferences/socialventure-institute
Social Venture Institute
Taking It Global
(Canada)
Teach/Coach for
America
http://canada.tigweb.org/
http://www.teachforamerica.org/
our-mission
“Groundswell is an eight-month intensive
program bringing together 25 youth under
the age of 35 to work individually and
together to rethink economic logics and
build new projects in Vancouver.”
Entrepreneurship training focusing on
‘change for the benefit for the themselves
(participants) and society as a whole.’
Participants are involved in communitybased projects.
A Canadian youth volunteer-service
program.
Leadership training for young change
makers across Canada.
First portal where anyone, anywhere can
get free, accredited, higher education.’
Primary focus is health sciences. They
work with professional organizations for
quality control and endorsement.
Annual world-wide event that utilizes open
data sources to code, visualize and
‘liberate’ data.
Community education program teaching
media skills to ‘put media back in the hands
of the people.’
A Canadian intensive outdoor adventure
education for transformational experiences.
“…create a self-sustaining global
community of innovators building practical
open technology for a better world, and
to ensure their work creates impact in
society.”
Progressive retreat for practical skills and
networking
Weekend retreat for business leaders
and social entrepreneurs. Best practice
sharing, leadership training, challenge and
solutions training.
Online community to mobilize youth on
pressing social issues.
Leadership training for those working in
K-12 sector to ensure proper education for
American children facing poverty.
20
The Next 36
http://thenext36.ca/
UX4GOOD
http://www.ux4good.com/
Youth Mean Business YMCA
http://www.vanymca.org/cs/
youthmeanbusiness.html
High-impact entrepreneur’ leadership
training for young Canadians.
Interdisciplinary, cohort-based, and
cross--Canada. Started by University of
Toronto faculty member.
Vancouver-based program to connect
creative designers and philanthropic
change-makers to tackle social issues.
Vancouver-based program giving free
mentorship, training and seed funding to
young entrepreneurs.