Experiential Learning Criteria

Wil Haygood presenting to a group of facilitators.

Experiential Learning
Criteria	Capstone	Milestone		Benchmark
Rating	4	3	2	1
Connections to Experience	Meaningfully synthesizes connections among experiences outside of the formal classroom (including life experiences and academic experiences such as internships and travel abroad) to deepen understanding of fields of study and to broaden points of view.	Effectively selects and develops examples of life experiences, drawn from a variety of contexts (e.g., family life, artistic participation, civic involvement, work experience) to illuminate concepts/theories/frameworks of fields of study.	Compares life experiences and academic knowledge to infer differences, as well as similarities, and acknowledge perspectives other than own.	Identifies connections between life experiences and those academic texts and ideas perceived as similar and related to own interests.
Transfer	Adapts and applies, independently, skills, abilities, theories, or methodologies gained in one situation to new situations to solve difficult problems or explore complex issues in original ways.	Adapts and applies skills, abilities, theories, and methodologies gained in one situation to new situations to solve problems or explore issues.	Uses skills, abilities, theories, or methodologies gained in one situation in a new situation to contribute to understanding of problems or issues.	Uses, in a basic way, skills, abilities, theories, or methodologies gained in one situation in a new situation
Reflection and Self-Assessment	Envisions a future self (and possibly makes plans that build on past experiences ) that have occurred across multiple and diverse contexts	Evaluates changes in own learning over time, recognizing complex contextual factors (e.g., works with ambiguity and risk, deals with frustration, considers ethical frameworks).	Articulates strengths and challenges (within specific performances or events) to increase effectiveness in different contexts (through increased self-awareness).	Describes own performances with general descriptors of success and failure.
Curiosity	Explores a topic in depth, yielding a rich awareness and/or little-known information indicating intense interest in the subject.	Explores a topic in depth, yielding insight and/or specific information indicating interest in the subject	Explores a topic with some evidence of depth, providing occasional insight and/or information indicating mild interest in the subject.	Explores a topic at a surface level, providing little insight and/or information beyond the very basic facts indicating low interest in the subject.
Initiative	Completes required work, generates and pursues opportunities to expand knowledge, skills and abilities	Completes required work, identifies and pursues opportunities to expand knowledge, skills, and abilities.	Completes required work and identifies opportunities to expand knowledge, skills, and abilities.	Completes required work.
Independence	Educational interests and pursuits exist and flourish outside the classroom requirements. Knowledge and/or experiences are pursued independently.	Makes references to previous learning and shows evidence of applying that knowledge and those skills to demonstrate comprehension and performance in novel situations.	Beyond classroom requirements, pursues additional knowledge and/or shows interest in pursuing independent educational experiences.	Begins to look beyond classroom requirements, showing interest in pursuing knowledge independently.
Collaboration/ Teamwork loosely defined as work with other students, a client(s), and/or faculty	Supports a constructive team/collaborative climate by doing all of the following: Treats collaborators respectfully by being polite and constructive in communication. Uses positive vocal or written tone, facial expressions and/or body language to convey a positive attitude about the team/collaboration and its work Motivates others by expressing confidence about the importance of the task and the team’s ability to accomplish it. Provides assistance and/or encouragement to people with whom he/she works.	Supports a constructive team/collaborative climate by doing all of the following: Treats collaborators respectfully by being polite and constructive in communication. Uses positive vocal or written tone, facial expressions and/or body language to convey a positive attitude about the team/collaboration and its work Motivates others by expressing confidence about the importance of the task and the team’s ability to accomplish it. Provides assistance and/or encouragement to people with whom he/she works.	Supports a constructive team/collaborative climate by doing all of the following: Treats collaborators respectfully by being polite and constructive in communication. Uses positive vocal or written tone, facial expressions and/or body language to convey a positive attitude about the team/collaboration and its work Motivates others by expressing confidence about the importance of the task and the team’s ability to accomplish it. Provides assistance and/or encouragement to people with whom he/she works.	Supports a constructive team/collaborative climate by doing all of the following: Treats collaborators respectfully by being polite and constructive in communication. Uses positive vocal or written tone, facial expressions and/or body language to convey a positive attitude about the team/collaboration and its work Motivates others by expressing confidence about the importance of the task and the team’s ability to accomplish it. Provides assistance and/or encouragement to people with whom he/she works.