EL Learning Outcomes

• What disciplinary knowledge (e.g. formulae, concepts, principles, theories, etc.) do students need to develop or build upon to engage effectively in the EL context?
• What disciplinary assumptions, dominant perspectives, or established ways of knowing should students critically examine or challenge as they prepare for, and engage in, the EL experience?
• How can the experiential learning opportunity help students recognize the impact of assumptions, perspectives, or norms on the construction of knowledge within the discipline and the experiential learning context?
• What knowledge, insights, or ideas could students co-create, contribute, or mobilize through this experiential learning opportunity?

compare, construct, contrast, describe, define, discuss, explain, express, identify, illustrate, indicate, list, match, name, outline, paraphrase, recite, recognize, recall, state

1. Describe key disciplinary concepts, theories, and principles relevant to the EL context. 
2. Explain how key disciplinary concepts, theories, and principles inform professional or community-based practice. 
3. Critically examine how dominant assumptions, perspectives, or norms within the discipline shape the construction of knowledge in the EL setting.  

• What changes in student’s values, attitudes, or perspectives are you hoping/expecting to see as a result of the EL opportunity?
• How will the EL opportunity help students:
  • reflect on their social role, responsibilities, and ethical obligations within the EL setting?
  • develop mutually respectful and reciprocal relationships with host organizations, communities, and other partners?
  • appreciate and value diversity in identities, perspectives, cultures, and worldviews?
• How can you prepare students to engage thoughtfully and respectfully with themes related to equity, diversity, inclusion, and belonging in the EL setting?
   

assess, change, choose, compare, critique, develop, discover, explore, evaluate, identify, interpret, justify, modify, recognize, reflect, renew, revise

1. Critically reflect on how personal values, assumptions, and biases influence engagement in the EL opportunity.
2. Explore the ethical and social implications of engaging with host organizations, communities, and other partners in the EL setting.
3. Reflect on how ethical, inclusive, and socially responsible practices contribute to building respectful, reciprocal relationships within the EL experience.
    

• To engage in respectful and reciprocal relationships with host organizations, communities, and other partners, what should students learn about themselves, including:
  • their positionality as learners?
  • their positionality within the EL setting?
  • their biases, assumptions, and privilege?
• What should students learn about the perspectives, identities, and experiences of those they will interact with in the EL setting?
• How can students develop the awareness, skills, and habits of mind needed to engage in ethical, respectful, and effective collaboration within the EL context?
• What new values, visions, and perspectives would you hope students will gain from the EL opportunity?

assess, identify, share, collaborate, compare, demonstrate, discover, engage, examine, explain, explore, evaluate, initiate, interact, lead, model, negotiate, reflect

1. Analyze how one’s positionality—including identity, biases, and prior experiences—influences interactions and relationships within professional or community-based EL settings.

2. Explain how engaging with diverse roles, perspectives, and ways of knowing can broaden understanding of oneself and others within the EL environment.

3. Demonstrate ethical and effective collaboration in workplace or community contexts through clear communication, shared accountability, and responsiveness to the needs and expectations of others.

• What connections should students make between theoretical, class-based learning and practice in the EL setting?
• How will students connect their EL experiences to broader disciplinary, organizational, societal, or global issues and contexts?
• What perspectives or ways of knowing should students integrate into their EL experience?

analyze, attach, associate, blend, collect, combine, compare, connect, contrast, coordinate, describe, develop, differentiate, establish, explain, identify, integrate, intermix, link, paraphrase, relate, select, summarize, synthesize

1. Explain how theoretical knowledge (e.g., concepts, principles, or frameworks) from coursework informs the interpretation of experiences, tasks, and challenges encountered in the EL setting.
2. Synthesize insights from academic learning, professional or community experiences, and diverse perspectives to examine multiple dimensions of a complex issue or challenge.
3. Analyze how one’s experiences and observations from the EL setting reflect broader disciplinary, organizational, societal, or global challenges and opportunities.
4. Identify and transferable skills (e.g., communication, problem-solving, teamwork) developed through the EL experience, and explain how these skills can be applied in academic, professional, and community contexts.

• What discipline-specific skills, transferable skills, or competencies do students need to develop and practise to engage effectively and successfully in the EL setting?
• How can students identify, set, and evaluate learning goals to support their growth and development throughout the EL opportunity?
• What reflective activities, feedback processes, or forms of evidence will help students assess their progress and articulate their learning and competency development?
• What transferable skills should students develop and practise during the EL opportunity, and how might these skills be applied in other contexts?
   

create a learning plan, develop a timeline, develop skills in, document, formulate, identify needs, identify resources, inquire, frame questions, plan, practise, research, self-assess, set a goal, schedule

1. Set, monitor, and evaluate personal learning goals, using reflective activities to identify progress, challenges, and learning gained through the EL opportunity.
2. Practise and refine transferable skills and competencies (e.g., communication, problem-solving, teamwork, professionalism) through active participation in workplace or community-based tasks.
3. Identify learning needs, resources, and strategies to support skill development and effective engagement in the EL setting.
4. Articulate evidence of competency development by reflecting on experiences, accomplishments, challenges, and areas for continued growth.

• What types of tasks, projects, or activities should students engage in to demonstrate their learning within the EL setting?
• What opportunities will students have to analyze issues, address challenges, or contribute solutions that are responsive to the needs and priorities of workplaces, communities, or other interest holders?
• How can the EL experience help students demonstrate the confidence, critical judgment, and capabilities needed for future professional, civic, or community-engaged practice?
• What reflective activities will help students demonstrate the application of their knowledge, skills, and habits of mind in authentic or practical settings?

apply, analyze, assess, calculate, complete, construct, create, communicate, demonstrate, design, develop, employ, estimate, generate, implement, interpret, manage, produce, resolve, solve

1. Demonstrate problem-solving skills and professional judgment by responding to real-world challenges encountered in workplace or community contexts using disciplinary knowledge and transferrable skills.
2. Demonstrate how knowledge and skills are applied in practice through reflective activities (e.g., reports, presentations, portfolios).
3. Develop and explain solutions, recommendations, or actions that address authentic needs, opportunities, or problems in the EL setting.
4. Communicate ideas, processes, and outcomes effectively to diverse audiences, including non-academic interest holder, using suitable formats and professional conventions.
5. Work with external partners to mobilize relevant disciplinary knowledge in ways that are relevant and accessible to host communities.

Chen, Y. & Brant, L. (2022 February). Framing Pedagogy of Peace in the Context of Student Success [workshop]. Centre for Teaching and Learning, Queen’s University

Chen, Y., & Fontaine, L. (2019 November) wiingashk (sweet grass): Braiding into Inclusive Education. [workshop]. Centre for the Advancement of Teaching & Learning, University of Manitoba

Dyjur, P. (n.d.). Work-Integrated Learning and Program Learning Outcomes [resource]. Taylor Institute for Teaching & Learning, University of Calgary. https://taylorinstitute.ucalgary.ca/resources/work-integrated-program-learning-outcomes

Fink, L. Dee. (2013). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass.

Stirling, A., Kerr, G., Banwell, J., MacPherson, E., & Heron, A. (2024 December). A Practical Guide for Work-Integrated Learning [guide]. Higher Education Quality Council of Ontario (HEQCO).