[Summer 2010]
Dr. Janet Moore, University Teaching Fellow, FENV
Jennifer A. McRae
wordle.net
EXPERIENTIAL LEARNING IN THE
FACULTY OF ENVIRONMENT:
a summary report [v2.oct.2010.update]
Table of Contents
Executive Summary ............................................................................................................................................................... 3
Introduction ........................................................................................................................................................................... 4
I. Experiential Learning Opportunities in the Faculty of the Environment ................................................................ 5
Experiential Learning Opportunities Overview ................................................................................................................... 6
Map: Experiential Learning Opportunities .......................................................................................................................... 6
Centre for Sustainable Community Development ............................................................................................................... 7
Environmental Science ......................................................................................................................................................... 8
Geography ............................................................................................................................................................................ 8
Resource and Environmental Management ....................................................................................................................... 10
II. Faculty and Experiential Learning ................................................................................................................................. 11
III. Concluding Remarks: the Future of Experiential Learning in the Faculty of Environment ............................. 13
Addendum: October 2010 Project Update ....................................................................................................................... 15
Endnotes/References .......................................................................................................................................................... 16
Appendix I: Faculty Survey ................................................................................................................................................. 17
2
EXECUTIVE SUMMARY
A Pilot Project:
This report is a pilot project to consider the current state of Experiential Learning (EL) in the Faculty of Environment
(FENV) at SFU. The project is led by the FENV University Teaching Fellow – Dr. Janet Moore with assistance by Jenn
McRae an undergraduate student in the Department of Geography. This pilot project involved 1) a simple email survey
asking faculty members to respond to 8 open ended questions about their teaching and 2) a review of current
undergraduate course outlines from 4 of the faculty’s founding units (Centre for Sustainable Community Development,
Environmental Science, Geography and Resource and Environmental Management).
We defined experiential learning as “the engagement of students in planned real-life activities that are often
community based in nature; learning is facilitated through a combination of planning, preparation, experience and
reflection. Other types of learning that may be considered as experiential in nature include: service learning, projects for
organizations, internships, community-based research and/or practica”.
The report is organized in three sections: Section I, Experiential Learning Opportunities in the Faculty of Environment,
provides an overview and detailed description of EL course offerings; section II, Faculty and Experiential Learning
analyzes survey responses; and, finally, section III Concluding Remarks, offers thoughts and recommendations for
moving both this work and FENV’s EL-agenda forward.
Key Findings:
There are currently 18 courses offered through FENV that can be characterized as EL opportunities suitable for
promotion to students. Of these, 16 are undergraduate and 2 graduate. A total of 12 faculty and sessionals have
responded to the survey to date, or a response rate of18.75%. Six key considerations emerged through analysis of survey
responses:
i. Faculty members are familiar with and interested in EL as a pedagogical approach;
ii. There is common understanding/consensus of what EL is;
iii. There is an existing foundational culture of EL practice within the FENV;
iv. Students “LOVE [EL] AND WANT MORE”;
v. Broad support exists for direct promotion of EL-opportunities to students;
vi. There is a desire for FENV support in regards to EL-based endeavors.
Recommendations provided in section III included the continuation of this project to learn more about current teaching
and learning practice within the FENV. Promoting experiential learning opportunities to students is a clear next step and
including students in this conversation will be a priority. We recommend that FENV establish a network of ELpractitioners and the introduction of new programming options such as a ‘directed experiences’ course. Furthermore,
in regards to expanding programming, a brief case example from Portland State University describes how the
introduction of a 4th year interdisciplinary ‘capstone’ course could serve as an EL-based model for systematically
addressing a range of FENV’s strategic priorities, beyond those targeted by this project. Finally, what this work is
beginning to reveal in regards to the current status of EL in the FENV, is a shift that aligns closely with Dean Pierce’s
vision for the future of the Faculty. There are already excellent examples of EL ongoing within FENV as documented
here, representing a foundation on which to build. This report represents an important first step in this process.
3
INTRODUCTION
In February, 2010, the Faculty of Environment (FENV) released its 4-year Strategic/Academic Plan (2010-2013) (SAP),
which will serve as the vision and foundation for research, teaching and outreach activities in the months and years
ahead. Integral to this plan is a commitment made by Dean John Pierce in the founding of the Faculty in 2009, as quoted
in his welcoming address on FENV’s website:
In the Faculty of Environment we are committed to being student –centered, creating learning environments that
are challenging, collaborative, experiential, interdisciplinary, skill-based and ethically-informed. Ultimately, our goal
is to educate and train the next generation of environmental leaders.
This overarching commitment is reflected in and will be actualized by the strategic plan. This report is concerned with
FENV’s stated goals and principles of: expanding its programming options, integrating experiential learning [EL] into its
pedagogical DNA across all units, and, finally “actively profil[ing] FENV for student recruitment and retention,” i. These
three areas of focus align with the current restructuring initiatives of the Vice President Academic (VPA) in regards to
Teaching and Learning at SFU.
The SFU Task Force on Teaching and Learning has recommended that SFU
focus on the student experience and student retention by investing in engaging learning environments…expanding
student-centered approaches to teaching…[and] providing more opportunities for experiential learning and
learning that extends beyond the classroom,ii.
In focusing on these three strategic areas the FENV has launched a pilot project to explore, document and promote EL
opportunities in the Faculty. The project is led by the FENV University Teaching Fellow – Dr. Janet Moore with
assistance by Jennifer McRae an undergraduate student in the Department of Geography. This report summarizes the
first stage of our work to assess the current status of EL. We began by conducting an email survey of faculty members,
followed by a review of current undergraduate course outlines from 4 of the faculty’s founding units (Centre for
Sustainable Community Development, Environmental Science, Geography and Resource and Environmental
Management) The results of this work will provide a foundation for moving forward in these three strategic areas.
The definition and understanding of EL used to begin this conversation was broad in nature. We initially framed EL as
“the engagement of students in planned real-life activities that are often community based in nature; learning is
facilitated through a combination of planning, preparation, experience and reflection. Other types of learning that may
be considered as experiential in nature include: service learning, projects for organizations, internships, communitybased research and/or practica,”. A brief review of the literature on EL reveals similar definitions. In moving forward, a
refined definition supported by the literature shall be:
Experiential learning is the strategic, active engagement of students in planned real-life activities and reflection on
those activities, which empowers them to apply their theoretical knowledge to practical endeavors in a multitude
of settings outside of the lecture hall iii.
The remainder of this report consists of three sections as follows: Section I, Experiential Learning Opportunities in the
Faculty of Environment, provides an overview and detailed description of EL course offerings; section II, Faculty and
Experiential Learning analyzes survey responses; and, finally, section III Concluding Remarks, offers thoughts and
recommendations for moving both this work and FENV’s EL-agenda forward.
4
I. Experiential Learning Opportunities in the Faculty of Environment
This section outlines current course offerings within the FENV that contain elements of EL. Using the original broad
definition as criteria, courses were identified through both survey responses, as well as through reviewing available
course outlines for each of the 4 units. However, this review was both broad and incomplete due to a lack of available
online course outlines. A second in-depth review is required to accurately identify all opportunities. We hope to produce
another version of this report that will include a more comprehensive account.
It should be noted that Directed Readings courses are included as EL opportunities as they represent a flexible credit
structure for students and faculty to develop their own EL-based course/project. In the future, an interesting
consideration for expanding programming options that encompass EL would be the introduction of a Directed
Experiences course, similar to Directed Readings, but tailored to EL.
In total 18 courses were identified: 16 at the undergraduate level and 2 at the graduate level. This information will
be beneficial to FENV in actively promoting these opportunities to current and future students. Moreover, it also
provides a foundation for expanding programming options. First, a visual overview of all EL opportunities
(undergraduate and graduate) is provided, followed by a detailed description of each course. Note that the graduate
courses identified here emerged from the faculty survey. We hope to include a review of graduate courses in the next
stage of this project.
5
EL Opportunities Overview
6
Centre for Sustainable Community Development [SCD]
Course
Name
Course Description
SCD 401 is a highly participatory course that examines
SCD-401
how business development can be used as an effective
Social
instrument of Sustainable Community Development.
Enterprise for
This course will introduce different kinds of sustainable
Sustainable
enterprises and explore how they integrate social,
Community
environmental and/or cultural considerations in their
Development
business approach and plans.
SCD 403 develops core leadership and management
competencies for guiding social enterprises and
effectively engaging others in SCD activities. The first
SCD-403
half of this course focuses on researching community
Leadership in
issues and offering innovative tools for engaging others
Sustainable
in meaningful collaboration and research. The second
Community
half of the course is concerned with strategic planning,
Development
fundraising, and organizational development, which
change agents require within sustainable community
development.
This is a practicum course. It is designed to balance,
supplement, and integrate academic SCD education
from previous core courses with practical experience
obtained during the practicum. This course should be
SCD-404
thought of as an individual internship; it will prepare
Project in
students for a career in SCD.
Sustainable
The practicum consists of working in a SCD group or
Community
agency of the student’s choice, with the project goal of
Development
“solving a problem in SCD.” It is initiated and designed
by the student in collaboration with their course
advisor.
SCD-412
Directed
Students, in conjunction with an SCD faculty member
Studies in
Sustainable design a directed readings course or project.
Community
Development
Experiential Component(s)
o Students must develop a business idea
and plan for a sustainable social enterprise
o Students work hands-on with SCD
business resources available to social
entrepreneurs
o Course includes discussion-based classes,
guest lecturers and presentation of their
business plan to a panel of mock funders
and investors
o Students must write a grant proposal for
an SCD/Social enterprise
o Students must participate in class
presentations, debates and discussions
Current
Faculty/
Instructor
Carol
Madsen
Peter Hall
o Students must arrange their own
practicum/internship with an SCD group or
agency
o Students design their own course in
conjunction with the professor and the SCD
group
o Students must engage in dialogue with
the community and “players” involved in
their identified ‘problem in SCD’
o Students must keep a daily journal that
includes reflection on their activities
o If necessary, students must seek ethics
approval for the course
o Students produce a final report, within
which reflection on the experience is
required
o Students must present their final report to
a group of SCD faculty, students and guests
o Students may be able to use this
framework to design a course with
experiential components
7
Environmental Science [ENVS]
Course Description
Experiential Component(s)
Faculty/
Instructor
Contact
This course offers students opportunities to develop
expertise in both (i) the technical aspects of taking
field observations and (ii) the process of designing,
running, analyzing, and reporting on environmental
studies. There are two components to the field course.
The first focuses on taking technical measurements for
monitoring projects and is conducted in the Lower
Mainland. The second component focuses on
environmental processes and human influences in the
Okanagan Valley. In this component, students take the
lead and are responsible for developing the study
design, collecting and analyzing data, and writing the
final report. In previous years, students’ reports were
sent to provincial and federal management agencies.
o Students go into the field in both the
Lower Mainland and the Okanagan Valley
o Lower Mainland Component includes:
vegetation survey, stream survey and
water-quality monitoring
o Okanagan Component: students
participate in designing and running the
fieldschool; activities include (i)
contributing to multi-year study assessing
habitats for threatened species in the dry
forests of the Okanagan Valley, (ii)
conducting vegetation and other surveys,
(iii) assessing characteristics and
productivity of ponds and small lakes, and
(iii) examining wildlife habitat and the
influence of human activities.
o Also includes ‘problem based learning”
through a web wiki
Alton
Harestad /
Thomas
Rodengen
Course
Name
ENVS-491
Advanced
Field Studies
in
Environment
al Science
Geography [GEOG]
Course Name
Course Description
Experiential Component(s)
Faculty/
Instructor
Contact
GEOG-213
Introduction to
Geomorphology
An examination of landforms, processes, laws, and
theories of development; types and distributions
o A fieldtrip to Cache Creek and Kamloops
to study large-scale landscape
transformation
Jeremy
Venditti
GEOG-302, -303,
-402, -403, -409
Geography Co-op
Practica I - V
GEOG-310
Physical
Geography Field
Course
GEOG-313 River
Geomorphology
GEOG-314
Weather and
5 terms of work experience in a co-operative
education program available to students who plan
to pursue a career in geography or related areas.
Credits from this course do not count towards the
credits required for an SFU degree.
A twelve-day field camp with a focus on various
observational and measurement techniques in
geomorphology,
hydrology,
climatology,
biogeography. The first half of the course
focuses on field work, with the second half
focusing on student-directed projects.
This course fulfills the Field Work requirement
for Professional Geoscience accreditation by
the Association of Professional Engineers and
Geoscientists of British Columbia.
o Work placement in the field of
geography
o Fieldwork, data collection and surveying
by the students
Intermediate analysis in fluvial and coastal
geomorphology with particular reference to British
Columbia.
o A fieldtrip to Merritt
An introduction to atmospheric science with
emphasis on processes in the boundary layer;
o Students must collect their own data
from the community and integrate it into a
Jeremy
Vendetti
Tracy
Brennand
or Ted
Hickin
Owen
Hertzman
8
Climate
GEOG-317 Soil
Science
GEOG-355
Geographic
Information
Science II
examination of the radiation, energy and water
balances; description and analysis of heat and mass
transfer.
An introduction to the study of soils: physical,
chemical and biological properties of soils; soil
formation, description, classification,
survey and use. Field and laboratory techniques of
soil analysis.
o Students are required to solve/identify
geographical and environmental problems
using GIS
A 2-unit (GEGO-404) and 4-unit (GEOG-405)
Directed Readings option for undergraduates.
o Students may design the course/project
to include experiential components,
depending on supervising faculty member
Directed
Readings
GEOG-426
Industrial
Change and Local
Development
GEOG-455
Theoretical and
Applied GIS
GEOG-497
International
Field Study
o Fieldwork required
An examination of technical components of GIS.
Topics include spatial representations,
generalization and data management;
computational algebra and set theory; digital
surfaces and terrain models
GEOG-404 (2units),
-405 (4-units)
field project
Relationships between multinational corporations
and local development with reference to resource
based towns in British Columbia. An analysis of the
implications of changes in employment,
organization, technology and resource utilization
for community economic development
A critical examination of advanced topics in GIS,
such as: boundary definition, expert systems and
artificial intelligence, error and
uncertainty, and scale in a digital context. Examines
social applications and the roles of GIS in society.
Students will design original
projects, including data acquisition, analysis, and
web site development.
A fieldwork based study of a selected region
conducted in an international setting. Emphasis is
placed on how to understand landscapes by
relating concepts and models with direct
observation, inference and collection of field
evidence, as well as published literature on the
selected region.
o Includes a 3-day field trip to a location
within British Columbia
o Students partner with private and public
sector organizations to conduct research
with real-world data from participating
organizations
o 2 week field course to varied
international locations (Poland, 2010)
N.
Schuurman
Roger
Hayter
N.
Schuurman
Tomasz
Majek
(Summer
2010)
9
Resource and Environmental Management [REM]
Course Name
REM-611 Applied
Ecology
REM-656
Environment and
Development
Course Description
This course will provide a broad overview of the
fundamental concepts in populations, community
and ecosystem ecology, with an emphasis on how
these concepts are applied in contemporary
conservation and management. The objective of
this course is to teach students the theoretical,
quantitative, and communication skills they will
need as applied ecologists. Students will have the
opportunity to apply field sampling and modeling
approaches to specific ecological and conservation
issues. Classroom sessions include discussion of
reading material, lectures, hands-on analysis, guest
speakers, and group work on current topics.
This course recognizes that in developing countries
natural resources are intricately linked with the
everyday life of households. Sustainability is a much
more immediate concept, since it must take
account of pressing concerns such as basic
subsistence and even survival. The course covers a
range of topics including models of development,
environmental concerns in development,
integrated conservation and development projects,
community-based resource management, global
and ecological economics perspectives and field
techniques. The course is part seminar and part
field trip. The latter will be a one-week visit to Baja,
Mexico.
Experiential Component(s)
Faculty/
Instructor
Contact
o Fieldtrips to Lighthouse park and Lower
Seymour Conservation Reserve to collect
data relevant to the reserves/parks
o Bringing guests and practitioners into
class to guest lecture
o Group discussion and projects
Anne
Salomon
o 1 Week field trip to Baja, Mexico
o Structured group discussions in the field
o Student-led discussions in the classroom
Dunacn
Knowler
10
II. Faculty and Experiential Learning
Current available information for the FENV shows there are a total of 54 faculty members and 8 current sessional
instructors across the 4 units surveyed. To date (July 31, 2010) 12 faculty and/or sessional instructors have responded or
a response rate of 18.75%. Academic units were represented as follows: 7-GEOG; 4-REM; and 1-ENVS. SCD has yet to be
represented, however input from their faculty and current instructors is of special interest due to their high ratio of ELbased course offerings: of the 7 undergraduate courses offered through the Centre, 4 are considered to be strong
examples of the use of EL (as revealed through the review of course outlines). Lastly, conducting this project during the
summer meant that many faculty were unable to respond due to being in the field or on vacation. Follow up both with
SCD and absentee faculty is being pursued.
The survey was issued via email through the Dean’s Office and asked participants to respond to 8 open ended questions
regarding their teaching in the context of EL. This section will provide analysis of these responses in aggregate. The
questions as they were issued to faculty are as follows (see Appendix I for original correspondence):
1. How would you characterize your current interest and familiarity with experiential learning?
2. How do you define and/or understand experiential learning?
3. Do you offer experiential learning as part of your course work? At what level (undergraduate, graduate)?
3.a. If yes, please describe what and how you've integrated experiential learning into course work. If applicable,
please attach any relevant course outlines to this correspondence.
3.b. If yes, have your students given you feedback on this type of learning? What were their reactions?
3.c. If yes, would you like your course(s) to be promoted on the FENV website as part of this project?
4. If you currently do not offer experiential learning, or are not familiar with it, would you be interested in learning
more and integrating it in the future? How can the FENV support you in this?
5. Would you like to be contacted to schedule a 30-minute follow-up interview regarding these questions? If yes,
please indicate your preferred contact information.
Broadly, the following conclusions can be drawn based on responses:
I.
Faculty members are familiar with and interested in EL as a pedagogical approach. 83% of
respondents indicated being generally familiar with it as a concept and 92% indicated being ‘highly’ and
‘very’ interested in it as both a concept and a practice.
II.
There is common understanding/consensus of what EL is. Of those who responded they are familiar
with EL, it was consistently described as: learning by doing; active and direct engagement with the world
outside the classroom, especially within the community.
III. A foundational culture of EL practice exists within the FENV. 83% of respondents indicated that they
currently practice and offer EL in their courses. Of these respondents, 70% offer EL at the undergraduate
level and 30% at the graduate level. Field-based activities (including extended field schools and shorter
field trips) and working with real-world data, often collected by the students themselves, are the most
commonly reported ways of incorporating EL into courses.
11
IV. Students “LOVE [EL] AND WANT MORE”. Unanimously, all faculty (8) with knowledge of student feedback
on their EL-based course or component report that students are “very enthusiastic” about this kind of
learning. As reported in the SFU News on the university’s website, graduate student Reed Bailey claimed
REM-656, offered this summer in Baja, Mexico was “easily the best course I’ve ever taken,”iv. Lastly, while it
was an extra-curricular pursuit, a recent geography student union fieldtrip to Portland was also hugely
celebrated by its undergraduate participants as an exciting way to apply theory to the real world. Further
details of this trip are found within the conclusion.
V.
Broad support exists for direct promotion of EL-opportunities to students. 90% of respondents
who practice EL in their courses indicated they would like their courses to be promoted on the FENV
website if possible.
VI. There is a desire for FENV support in regards to EL-based endeavors. Faculty suggested effective
support could include: information on how and why EL should be incorporated into course work;
workshops; being connected with other faculty already using EL as a pedagogical practice; and finally,
financial resources for trips, course materials and course development. 100% of all survey respondents
indicated wanting to be contacted for a 30-minute follow-up interview.
12
III. Concluding Remarks: The Future of EL in the Faculty of Environment
In concluding this report, we would like to acknowledge that this work is in its infancy. We consider this to be a living
document to be revised as this conversation continues. While responses have been favorable, this was a pilot project
and it is likely those who responded did so because they already engage with EL in their teaching.
Suggestions for furthering this work in the short-term include:
i. continuing to document additional survey responses that may be submitted as summer concludes and faculty
return to campus
ii. conducting a more rigorous review of course outlines and expanding the scope to include graduate courses
iii. pursuing follow-up with individual faculty members as identified through the survey
iv. directly promoting these opportunities to students
v. hosting a meeting of faculty members to share their stories of EL in practice
As one of the authors is a student working on a Directed Readings project for this pilot – it is notable that students have
not yet been brought into this conversation. If FENV wishes to pursue its existence as a destination for studentcentered learning, it is suggested that the students themselves help shape this direction. There is an appetite for this
kind of learning in the undergraduate population; bringing students into the process at all levels and getting creative
about their involvement will inject unlimited excitement and energy into FENV’s strategic endeavors.
An excellent example of student-led EL activities was the recent (May 2010) Geography Student Union trip to Portland,
Oregon. This was a 2-night, 3-day field trip planned by the GSU executive for its membership to experience Portland’s
version of urban sustainability. The trip was financially supported by FENV (as well as the geography department, SFSS
and the GSU itself) and may be an interesting ‘story of EL’ to promote alongside course offerings.
In regards to suggestions for furthering this work in the intermediate- to long-term, the options are numerous. A few
ideas for increasing experiential learning in the FENV might include:
i. fostering and facilitating a network of EL-practitioners within and beyond the faculty
ii. creating/disseminating resources for faculty and staff who wish to incorporate EL into their teaching, many of
which already exist requiring little preparation or expenditure
iii. consider ‘low hanging fruit’ such as implementing a ‘directed experiences’ course
iv. re-examining and re-imagining the tutorial system, its purpose and structure, may also represent another direct
entry point to expanding EL-based offerings
We also believe that EL should not be considered in isolation, as a specific goal in itself. If a broader perspective is taken,
it too can become a “bonding glue” (in the same way SIS and GIS are thought to be) for FENV to address in the strategic
areas of: interdisciplinarity and collaboration within the faculty; the use of community service learning; strengthening
non-metropolitan community partnerships; outreach with the broader community; and, providing opportunities to
strengthen undergraduate teaching through joint initiatives of the founding units v. By taking this broader perspective
FENV could simultaneously address multiple strategic goals through the vehicle of EL. To clarify how this is possible,
consider this brief summary of an initiative at Portland State University (PSU)vi:
In the early 1990s PSU pursued an institution-wide restructuring of the undergraduate curriculum in an
effort to become a destination for student-centered learning. They were responding to a need to
attract and retain students. They sought to offer more engaging learning environments based in the
13
belief that education should be relevant to student’s lives and theory should extend beyond the
classroom. They pursued multiple avenues in this restructuring which manifested in a university-wide
mandate for the introduction of community-based and experiential learning into every undergraduate
program offered. Today, all undergraduates leave PSU having been integrated into both the
community and interdisciplinary environments via their course work. In the academic year 2003-2004
7,789 students participated in formal community-based-learning (CBL) classes. One of the crucial tools
used to achieve this was the introduction of the ‘Senior Capstone’, a course all undergrads must
complete to graduate. Senior Capstones are courses that “bring groups of students from different
majors together with a faculty facilitator and a community partner. Each capstone course must include
a final product that directly responds to a community partner-identified issue or need,” (p.4). It took
PSU less than 5 years to complete this restructuring. They currently offer over 400 CBL-based courses,
driven by the university’s commitment to “creat[e] socially responsible, engaged students,” (p.14).
What PSU refers to as CBL is a specific type of EL. Formal academic theory may separate these as unique pedagogical
approaches, however review of the literature shows them to have similar driving goals and objectives at their heart; it is
this broader perspective that is most advantageous to FENV’s pursuits. The PSU model of capstone courses rooted in
civic engagement and interdisciplinarity represents another possible avenue FENV may wish to follow in the future.
Moreover, the PSU example shows how broadly understanding EL can be a platform for systematically addressing
FENV’s strategic goals.
Finally, what we feel this work shows is a shift that aligns closely with Dr. Pierce’s vision for the future of FENV, as well
as the wider institutional initiatives of the VPA’s office. There are already excellent examples of EL ongoing within FENV
as documented here, representing a foundation on which to build the future of the faculty. This report represents an
important first step in this process.
14
Addendum: October 2010 Project Update
As of September 2010, this pilot project has received funding through the Vice-President Academic’s Office to continue.
It is now being led by Jennifer McRae (alumna) and Deanna Rogers (current student, Anthropology and Sustainable
Community Development). It is being overseen by an Advisory Committee comprised of Sarah Dench (VPA’s Office –
Director, University Curriculum and Institutional Liaison), Janet Moore (FENV University Teaching and Learning Fellow;
Professor, Centre for Dialogue), Stephanie Chu (Interim Director, Teaching and Learning Centre), Jane Fee (Associate
Dean, FASS), John Bogardus (Senior Lecturer, Sociology and Anthropology Department), Nancy Johnston (Executive
Director, Student Affairs) and Mark Winston (Director, Centre for Dialogue). With direction from the Advisory
Committee, Jennifer and Deanna are currently implementing a second phase of the project within the FENV and also are
expanding into the Faculty of Arts and Social Sciences (FASS).
The project is currently slated to extend until the end of the Spring 2011 semester. Within this time, we will be
expanding the scope and depth of the original work within the FENV in the following ways:
i.
Redistribute original survey to faculty members to allow for participation of those individuals who were
unable to be reached during summer semester;
ii.
Conduct a second, in-depth course review, broadening the scope to include graduate courses and update EL
course list as necessary;
iii.
Design a classification continuum for courses identified as being experiential in nature or containing
components of EL;
iv.
Release this draft report to the broader FENV community;
v.
Conduct in-depth faculty interviews/follow-up with interested individuals;
vi.
Provide a forum for interested faculty members to come together to share their stories of EL in practice and
build a network of EL practitioners;
vii.
Communicate with faculty, staff and students regarding the status of the project and its broader context at
SFU;
viii.
Conduct student consultation and outreach;
ix.
Work with FENV staff and administration to directly promote EL opportunities to students;
x.
Work with the newly established Teaching and Learning Centre to streamline institutional efforts concerning
EL with FENV’s efforts in this area;
xi.
Produce project outputs that summarize our findings and keep interested parties informed of developments
concerning EL within the FENV and beyond.
Inquiries regarding this project can be directed to Jennifer and Deanna at sfu.exl@gmail.com. This is a joint email
address we share to manage the project. To contact either of us personally:
Jennifer McRae: [e] jmcrae@sfu.ca | [t] 778.782.9239
Deanna Rogers: [e] deannacrogers@gmail.com [t] 778.782.9239
We actively encourage your feedback and participation in this work.
15
Endnotes/References
i
Faculty of Environment, "Fenv Strategic/Academic Plan for 2010 - 2013," (Burnaby, BC: Simon Fraser University, 2010).
ii
SFU Task Force on Teaching & Learning, "Task Force on Teaching & Learning's Final Report: Executive Summary,"
(Burnaby: Simon Fraser University, 2010).
iii.
Colin Beard, Experiential Learning [Electronic Resource] : A Best Practice Handbook for Educators and Trainers / Colin
Beard, John P. Wilson, ed. John P. Aug Wilson and Colin Power of experiential learning Beard, trans. John P. Aug Wilson
and Colin Power of experiential learning Beard, 2nd ed. ed. (London ; Philadelphia :: Kogan Page, 2006).; Griffin 1996, &
Saunders n.d. in Jennifer A. Moon, A Handbook of Reflective and Experiential Learning [Electronic Resource] : Theory and
Practice / Jennifer A. Moon (London ; New York :: Routledge, 2009).
iv
Diane Luckow, Stingray Fails to Dampen Field Trip (Simon Fraser University, 2010 [cited July 30 2010]); available from
http://www.sfu.ca/sfunews/news/stingray-fails-to-dampen-field-trip.shtml.
v
Faculty of Environment, "Fenv Strategic/Academic Plan for 2010 - 2013," (Burnaby, BC: Simon Fraser University, 2010).
vi
Kevin Kecskes, Seanna Kerrigan, and Judy Patton, "The Heart of the Matter: Aligning Curriculum, Pedagogy and
Engagement in Higher Education," Metropolitan University Journal, no. Special Issue (2006).
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Appendix I – Faculty Survey
The following is a copy of the survey as it was originally issued to FENV faculty through the Dean’s office:
Dear FENV Faculty,
The Faculty of Environment has currently engaged Dr. Janet Moore as the University Teaching Fellow for the Faculty. In
consultation with the DAC, Janet is working to engage in a conversation with faculty members about experiential learning.
We are asking for your participation in this process by responding to a few simple questions about your teaching.
The intention is to explore, document and promote experiential learning in the FENV. A working definition of EL will emerge
through this process, however for general understanding, it can be considered as: The engagement of students in planned
real-life activities that are often community based in nature; learning is facilitated through a combination of planning,
preparation, experience and reflection. Other types of learning that may be considered as experiential in nature include:
service learning, projects for organizations, internships, community-based research and/or practica.
Your participation will help us assess the current status of EL in the FENV, as well as to promote any work you may already
be doing toward these ends. In addition to answering these questions, we would also like to invite you to participate in a
30-minute follow-up interview (details to follow).
We ask that you please respond, in as much detail as possible to the following questions:
1. How would you characterize your current interest and familiarity with experiential learning?
2. How do you define and/or understand experiential learning?
3. Do you offer experiential learning as part of your course work? At what level (undergraduate, graduate)?
3.a. If yes, please describe what and how you've integrated experiential learning into course work. If applicable, please
attach any relevant course outlines to this correspondence.
3.b. If yes, have your students given you feedback on this type of learning? What were their reactions?
3.c. If yes, would you like your course(s) to be promoted on the FENV website as part of this project?
4. If you currently do not offer experiential learning, or are not familiar with it, would you be interested in learning more
and integrating it in the future? How can the FENV support you in this?
5. Would you like to be contacted to schedule a 30-minute follow-up interview regarding these questions? If yes, please
indicate your preferred contact information.
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