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1. Intentional

   Experiential Learning (EL) activities are thoughtfully designed and are aligned with course learning outcomes.
   
   They are not activities that are tacked on to the course at the last minute, or included simply because an opportunity presents.
   
   Instead, an instructor identifies that student learning can be substantially enhanced by incorporating an EL component to the course, and designs such a component thoughtfully.

2. Real-world

   The experiences students have in an EL activity are authentic, meaning students get a taste for a real-world scenario.
   
   The EL activity offers students the opportunities to learn about and interact with actual situations, industries, or spaces that are not theoretical. Furthermore, the experiences reflect up to date methodologies, industries, or spaces.

3. Hands-on

   Students have the opportunity to work on the activity themselves, rather than mediated through an instructor or classmates.
   
   Their direct interaction with the problem or materials allows them to understand concretely understand what skills and concepts are at play.

4. Experimental

   Students have the chance to experiment as they participate in the activity, where they can try out ideas or test solutions.
   
   Students are not expected to 鈥済et it right鈥� on the first go, but are encouraged to incorporate new ways of thinking throughout their time experimenting.

5. Reflective

   The EL activity is designed in such a way that students are frequently asked to reflect on their understanding on the experience.
   
   This is critical for helping students move through the EL learning cycle, where they will begin to have a concrete understanding of abstract concepts.
   
   The activity should include reflective components not only at the end of the activity, but throughout.

6. Space for Feedback

   Students receive feedback throughout the EL activity to help guide their thinking.
   
   This feedback can come from peers and industry or community partners as well as the instructor.
   
   
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These principles are drawn from the following resources:

• Alberta B. et. al. (nd) Cornell University (Retrieved October 4, 2021).

• 鈥溾��. National Society for Experiential Education听(Retrieved October 4, 2021).

• Kolb. D. A. and Fry, R. (1984). Experiential Learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice Hall.

• Itin, C. M. (2016). Reasserting the Philosophy of Experiential Education as a Vehicle for Change in the 21st Century. The Journal of Experiential Education, 22(2).

• Stehno, J. J. (1986). The application and integration of experiential education in higher education. Carbondale, IL: Southern Illinois University, Touch of Nature Environmental Center听(ERIC Document Reproduction Service No. ED 285-465).

• 鈥溾�� Association for Experiential Education (Retrieved October 5, 2021).