Appendix C: Student Projects as EL

Several barriers to Experiential Learning (EL) have been identified by researchers, including costs (to employers, students, and educational institutions), and difficulty and lack of standardization in measuring outcomes (Sattler, 2011). Michelle Wong (2020) of Riipen, a marketplace for project-based EL, identified three main downsides to traditional experiential learning activities such as co-op and internships: 1) the challenge to scale these experiences, 2) the barriers to small and medium businesses, and 3) the barriers to participation for certain segments of the student population.

Table C1: Challenges of Traditional EL Models. Wong, M. (2020).
Traditional models of experiential education are challenging to scale
  • According to recent Statistics Canada data[1], there are 2,034,957 students enrolled in Canadian post-secondary institutions.
  • Even if every Canadian employer was able to offer consistent placements for students we would still struggle to provide every single student even one experiential learning opportunity.
  • Traditional models of experiential learning require a 1-to-1 engagement meaning there is only 1 student selected per placement available.
  • Due to the time constraints put on a co-op placement, we struggle to place every student into meaningful experiences that are also relevant to their field of study.
Traditional models of experiential education pose barriers for small and medium businesses.
  • 97% of Canadian employers are small and medium businesses.[2]
  • This sector is typically characterized by a lack of available resources both in time and money.
  • Due to the process at most post-secondary institutions, small and medium businesses can have a hard time reaching students.
  • The lack of predictability around what resources will be available can also pose a challenge for planning to have a student on-site full-time.
Traditional models of experiential education leave out important segments of the student population
  • In communities where employers are less accessible due to geographic or economic barriers, it can be challenging for students to access traditional placements.
  • Students from rural communities may not always be able to move to the city to take a position.
  • Traditional models are not inclusive to students of low socioeconomic backgrounds. Co-op placements tend to have entry-level salaries, but students that rely on other jobs to support themselves or a family may not be able to give those up for a lower-paying job.
  • International students who struggle with visa requirements may not be able to take on co-op roles.

This makes student projects that are intentionally developed to integrate experiential learning a viable alternative and/or addition to co-ops and field placements. Not all projects are hands-on and not all hands-on projects are EL (see Appendix A). However, project-based EL, what Wong calls micro-experiential learning, can provide students with the ability to gain hands-on experience, but on a fewer-scale that requires fewer resources. Importantly, project-based learning is a time-honoured and recognized pedagogical practice that enhances authentic and deep learning.

A capstone or applied research EL project is conducted in partnership with an external industry partner and embedded directly into the course curriculum. Within the context of the course, students complete these projects that align with course goals and the needs of the external partner (Wong, 2020).

The benefits of a micro-experience include:

  • hands-on learning and the ability to apply course materials to a real-world situation;
  • experiences that happen directly in the classroom using projects already in the curriculum mitigating the need to take a semester off, extend the time to credential completion, or take up time outside of class;
  • the ability for the entire class of students to participate at once; and
  • access by industry partners to a much larger pool of potential talent they can recruit from (Wong, 2020).

See Appendix B for an example of a consulting project that meets EL criteria.

  1. Student Enrollment in Canadian Post-secondary Schools Statistics https://www.statcan.gc.ca/eng/dai/smr08/2018/smr08_220_2018 ↵
  2. Government of Canada. (2019). Key Small Business Statistics. http://www.ic.gc.ca/eic/site/061.nsf/eng/h_03114.html#1.1 ↵

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