Categories of Experiential Learning Experiences

Work-Integrated Learning (WIL)

Built by Ambrose, these kinds of activities introduce students to the world of work as part of their post-secondary program. This is a model and process of curricular experiential learning which formally and intentionally integrates a student’s academic studies within a workplace or practice setting. WIL experiences include an engaged partnership of at least: an academic institution, a host organization and a student. WIL can occur at the course or program level and includes the development of learning outcomes related to employability, personal agency and life-long learning. WIL activities include internships, coaching, mandatory professional practice, field experience, field placements, service learning, and community and industry research projects (CIRPS). (This definition is consistent with Alberta Advanced Education’s definition published 9 November 2020.)

Internship

Supervised, structured work experience, typically lasting a semester or more, at or near the end of a study program.

• In the School of Ministry, this is a term for a full-time extended learning experience in a ministry location, usually several months in duration, supervised by a practitioner whom the institution has approved and for whom the institution has provided orientation. In the intercultural studies programs, the internship is cross- cultural, and this is sometimes an international experience. This WIL experience is guided by procedures in the Field Education Handbook.
• In the School of Business, students can participate in an extended learning experience in a company or community organization. Internships can be unpaid or paid and may be full-time or part-time. They are typically between 2 - 4 months in duration, with a minimum of 90 contact hours, but can involve more, depending upon the placement. Supervision is provided by the workplace practitioner with the guidance of an Ambrose faculty member.

Mandatory Professional Practice

Supervised work arrangement required for a professional license or designation. These experiences are under the supervision of an experienced registered or licensed professional.

• In the School of Ministry, this is a term for part-time professional experience (practicum) accompanied by in-class reflection; it is an integral part of ministry formation. The experiential learning experience is guided by the course syllabus.
• In the School of Education, all professional training, full-time or part-time, supervised by certified teachers, is referred to as a practicum or field experience. This training is mandatory for the degree and guided by their Handbook and other procedures.

Field Placement

Work-related experiences that prepare students for professional or occupational fields, but are not required for a professional license. Field placement courses give students opportunities to apply their growing knowledge and skills in diverse workplace settings, under the guidance of a faculty member and the supervision of a workplace mentor.

Community Service Learning

Activities designed by Ambrose to achieve specific community goals. Combines classroom instruction and critical reflection to enrich the learning experience and strengthen communities. Students work in partnership with a community- based organization to address a challenge identified by the community.

• In the Certificate of Christian Discipleship, required community service learning courses combine theory, practice, and reflection to give students experience in church and community settings.
• In other Arts and Science programs, elective community service learning courses combine theory, practice, and reflection to give students experience in church and community settings.

Community and Industry Research Project

Activities within courses in which students apply their growing knowledge and skills to solve real-world problems, serving partners in business, industry, the non-profit sector, or the community.

Research-Based Learning

Students whose career plans involve professional research work with a faculty member on a research project (independent research or student-faculty collaborative research) within a mentorship model that includes structured learning outcomes. When an external partner is involved, these experiences may include a WIL component.

• Independent Research Projects in the School of Business and in Arts and Science programs, including Behavioural Science, Biology, Chemistry, Christian Studies, English, History, Music, and Psychology.
• Entrepreneurial Incubator in the School of Business, in which teams of students learn by starting companies based on business plans they have developed previously.
• Case Competitions or Challenges in the School of Business, which bring students from multiple post-secondary institutions together to solve challenging problems.

Indigenous and Land-Based Learning

Learning experiences undertaken in collaboration with Indigenous partners. When an external partner is involved, these experiences may include a WIL component.

• Activities and projects embedded in courses in Education, Theology, Business, and Arts and Science.
• Specific Indigenous Studies (INDG) courses, typically taught by Indigenous instructors.

Culminating Senior Experience

Capstone course, senior project or thesis, comprehensive exam, Personal Growth Portfolio, etc. When an external partner is involved, these experiences may include a WIL component.

Travel Study/International Travel Program/Study Abroad

Several programs offer opportunities to travel as part of the experience of education at Ambrose (e.g. History, Biology, Business Administration). This experiential learning experience is guided by course syllabi. When an external partner is involved, these experiences may include a WIL component.