Curriculum-Integrated Experiential Learning Framework

The table below offers a summary of the various subtypes of curriculum integrated experiential learning (CIEL) identified within the U of T institutional framework. This table can be leveraged to discuss and develop experiential learning (EL) activities at a course or program level. Its aim is to highlight the range of possibilities, so Arts & Science faculty members can consider which CIEL types might align with the needs and goals of their courses, their students and themselves. Our framework is adapted in part from Dean et al’s (2020) WILCC framework.

Summary of Key Terms

U of T has categorized CIEL into 10 distinct types, which are either University-based or partnership-based. To assist faculty and staff in understanding the scaffolded nature of EL activity types, we have further classified these types into four categories:

  • Activities that expose students to experiential activities and the principles of experiential learning, such as active engagement and critical reflection.
  • Medium to high levels of authenticity.
  • Minor portion of the course instructional hours or assessment.
  • Activities that engage students directly in experiential practices.
  • Medium to high levels of authenticity.
  • Moderate portion of the course instructional hours or assessment.
  • Activities that engage students directly in experiential practice.
  • High levels of authenticity.
  • Moderate to high portion of the course instructional hours or assessment.
  • Wholly engage students in experiential practices.
  • High levels of authenticity.
  • Typically take place entirely outside of the classroom, although they may include a minor in-class component.

Additional Categories

The proportion of EL activity or assessment in a course. Refers to course hours and/or assessment.

The degree to which an experiential learning activity or assessment resembles real-world practice, either in academia or industry.

  • High Authenticity (HA): Students directly engage with real-world problems, processes and/or projects and produce artifacts that reflect real-world practice.
    • e.g., independent research, field work, industry or community projects, internships.
  • Medium Authenticity (MA): Students indirectly engage with real-world problems, processes and/or projects and/or produce artefacts that reflect real-world practice.
    • e.g., field trips, industry panels, mentoring by industry of student groups or individuals.
  • Low Authenticity (LA): Students observe but do not engage with real-world problems, processes and/or projects and/or produce artefacts that reflect real-world practice.
    • e.g., job shadowing with no, or few, assigned tasks, observation of practices without reporting, film/video of workplace practices.
    • Note: Low authenticity activities are not included within the framework.

The degree to which an experiential learning activity or assessment makes intentional use of academic or industry practitioners or workplaces.

  • High Proximity (HP): Students interact directly with academic or industry practitioners and/or workplaces.
    • e.g., industry or community-based projects undertaken in the workplace with industry supervision, internships, or practicums.
  • Medium Proximity (MP): Students indirectly interact with academic or industry practitioners and/or workplaces.
    • e.g., complex simulated work experience or an industry or community project completed for, but not with, industry or community practitioners.
  • Low Proximity (LP): Students do not interact with the workplace or academic/industry practitioners.
    • e.g., simple simulations or instructor-generated case studies.

The degree to which an EL activity or assessment reflects work-integrated learning (WIL), either through direct engagement in the work environment and/or interaction with industry practitioners.

CIEL Framework — University-Based Experiential Learning

  Foundational Embedded Applied Research-Intensive
CIEL Types
  • Non-partnered field experience
  • Simulated work experience
  • Performance and artistic production
  • Simulated work experience
  • Non-partnered field experience
  • Advanced laboratory/ design
  • Performance and artistic production
  • Non-partnered field experience
  • Capstone
  • Thesis Independent Research
  • Research Project Courses
CIEL Component 5% - 20% 20% - 50% 50% - 90% 90% - 100%
Authenticity Level Medium-High High High High
Proximity Level Low-High Medium-High Medium-High High
Workplace Connection None None None None

 

CIEL Framework — Partnership-Based Experiential Learning

  Foundational Embedded Applied Professional
CIEL Types
  • Partnered field experience
  • Organization partnered experience
  • Academic Internship
  • Organization partnered experience
  • Partnered field experience
  • Academic internship
  • Organization partnered experience
  • Partnered field experience
  • Professional work term
  • Professional practicum
CIEL Component 5% - 20% 20% - 50% 50% - 90% 90% - 100%
Authenticity Level Medium-High High High High
Proximity Level Medium-High Medium-High Medium-High High
Workplace Connection Low Low-Medium Medium-High High

Adapted in part from Dean et al. (2020). An Institutional Framework for Scaffolding Work-Integrated Learning Across a Degree. Journal of University Teaching and Learning Practice. 17. 10.53761/1.17.4.6.