Experiential Learning Activities (ELAs) are mentored, applied, and authentic student experiences that extend and enhance classroom learning by engaging students in the kind of work they will perform in their future careers or applying their learning to a community or project outside the university. Experiential learning is an intentional practice by both the learner and the instructor/mentor that allows students to both gain and apply knowledge in authentic contexts and through structured reflection.
ELAs are classified as either curricular (for credit) or co-curricular (not for credit). Many institutions, graduate schools, and employers now expect students to gain experience in their discipline during their undergraduate education.
The following shared definitions have been developed to better articulate the value of ELAs and track student engagement across different ELA types. Contact us at explearn@iu.edu if you have any questions.
Core characteristics
Each ELA must fulfill each of the following requirements:
The student’s application of academic knowledge to real-world experiences.
The student’s active engagement in enhancing skills in real-world contexts leading to the development of new perceptions, original products, novel project outcomes, or career competencies.
Mentoring and supervision of the student facilitating ongoing and regular meaningful feedback, including a final assessment, and promoting the development of meaningful professional networks.
A critical reflection component that allows the student to clearly articulate skillsets gained and values lived through the experience.
Efforts by the university and the mentor, supervisor, or facilitator to provide equitable access to the opportunity.
Activity types
Each ELA carries at least one activity typeattribute. If an ELA fits multiple, you must select a primary activity type:
Undergraduate research and creative activity
The Council on Undergraduate Research defines undergraduate research and creative activity as “a mentored investigation or creative inquiry conducted by undergraduates that seeks to make a scholarly or artistic contribution to knowledge.”
At IUB, this means engaging students in activities that address a knowledge gap or make original contributions in their academic field. These activities are closely mentored by an IU faculty or staff member and help students deepen their professional networks.
Required criteria
For a course to carry either the Undergraduate Research or Creative Activity ELA designation, it should meet the following criteria:
The undergraduate research or creative activity is guided by a faculty mentor with the expertise and experience necessary to effectively support and supervise research projects in this course.
The undergraduate research or creative activity project holds the potential to contribute meaningfully to the scholarly or artistic field within the discipline.
The syllabus outlines clear, measurable learning outcomes specifically focused on undergraduate research or creative activities within the discipline.
Students have regular opportunities to receive feedback from peers and/or the instructor at various stages of their research or creative activity.
A reflective component is included, encouraging students to make connections between their learning and its broader applications.
The undergraduate research or creative activity project adheres to ethical guidelines for the responsible conduct of research. Projects involving human or animal subjects must undergo IACUC or IRB approval, and both faculty and students must be certified through the appropriate CITI training.
The experience culminates in a tangible product (e.g., paper, poster, artwork), with a plan for public dissemination through peer-reviewed publications, presentations, exhibitions, or performances at local, regional, or national venues.
Note: While valuable, an introductory course where students build the skills necessary to embark upon a creative endeavor or engage in an experiment with a known scientific outcome for pedagogical purposes does not meet the ELA definition. Additionally, traditional final research papers likely do not constitute an ELA.
Related course attributes
Activity Type
Cls Attr Code
Cls Attr
Cls Attr Value Code
Cls Attr Value
Research Experience
HIP
High Impact Practices
RESEARCH
Research Experience
Creative Activity
EXLR
Experiential Learning
CREATIVE
Creative Activity
Project-based activities
Project-based activities encompass client-based applied projects or other activities that place students in real-life, problem-solving scenarios related to their professional studies. Client-based scenarios are those in which an NGO, government organization, or business client poses a real problem that students work to solve. Clients and projects may be local or global.
Required criteria
For a course to carry the Project-Based Activities ELA designation, it should meet the following criteria:
Students are actively involved in identifying real-world problems, challenges, or issues that lack predefined solutions or outcomes at the outset of the project.
Students engage in sustained inquiry to generate new knowledge and/or innovative solutions to complex problems.
The project immerses students in tasks that replicate real-world processes within the discipline, empowering them to be active collaborators throughout all stages of decision-making.
Regular opportunities for feedback from peers, faculty, and external stakeholders foster continuous collaboration and constructive critique, with cycles of feedback and revision being integral to the learning process.
The syllabus clearly outlines measurable learning outcomes that are directly aligned with the project-based activities.
A reflective component is incorporated, enabling students to connect their learning with their program of study as well as with their personal and professional development.
The experience culminates in a tangible product, where students present their findings and insights to relevant audiences beyond the classroom.
Note: Approval of role-immersive activities (e.g., RTTF), simulations, gaming, and tabletop exercises may depend on the specific nature of the topic, activity, and its role in the course or co-curricular experience. Decisions ultimately rest with the Degree Granting Unit for curricular activities and the ELA subcommittee for co-curricular activities. Additionally, a single class session of a role-immersive activity likely does not meet the threshold to receive an ELA designation.
Related course attributes
Activity Type
Cls Attr Code
Cls Attr
Cls Attr Value Code
Cls Attr Value
Project-Based Activities
EXLR
Experiential Learning
PRJCTACT
Project Based Activities
Work integrated learning
Work integrated learning at IUB may take the form of clinicals, practicums, student teaching, or internships based on discipline and work setting.
Clinicals, practicums, and student teaching
A clinical is defined as a placement of the student in a licensed practitioner location or medical facility by the student’s school for the purpose of hands-on experience or employment in the area of the student’s chosen field of study.
A practicum is a course consisting of practical work in a particular field that is conducted concurrently or consecutively with educational instruction.
Note: IU reserves the code of clinical for medical settings. For teacher education students, an early field experience would be categorized as a practicum, and student teaching is reserved for the culminating full-time school placement, usually in the final semester. Counseling and Student Services students would also use the practicum code for community or work-based placements.
Internships
Internships are experiential learning activities in a work setting, generally related to a student’s career objective. Internships must be supervised by a qualified professional at the organization where the internship is being conducted, in addition to oversight by an IU faculty/staff mentor. The internship may consist of full-time or part-time work, be paid or unpaid, and be taken for credit or for no credit.
Required criteria for internships
For a course to carry the Internship ELA designation, it should meet the following criteria:
The internship offers students the opportunity to apply knowledge gained in the classroom, with minimal involvement in routine or menial tasks, and is supervised by an experienced professional.
Students have consistent access to constructive feedback from both their site supervisor and course instructor throughout the internship.
The instructor has experience coordinating internships and is well-versed in the industry and/or career development theory.
Clearly defined learning outcomes and assessment methods are aligned with the student’s professional and academic goals.
Reflective exercises, including an end-of-internship report, are provided by the instructor to help students integrate and reflect on the learning gained during their internship experience.
Best practices for health, safety, and security are followed to ensure the well-being of students participating in the internship program.
Related course attributes
Activity Type
Cls Attr Code
Cls Attr
Cls Attr Value Code
Cls Attr Value
Clinical
HIP
High Impact Practices
CLINICAL
Clinical
Practicum
HIP
High Impact Practices
PRACTICUM
Practicum
Student Teaching
HIP
High Impact Practices
STUDENTTCH
Student Teaching
Internships
HIP
High Impact Practices
INTERNSHIP
Internship
Education abroad
By virtue of an existing university-wide course review process already in place for education abroad programs, those associated courses will continue to follow the process for approval set by the Education Abroad office. Education Abroad will work with the registrar to properly code ELAs.
If your course abroad or with an international component carries multiple activity types (e.g., community engagement or work-based learning), then we ask that you also fill out the ELA curricular application for campus data and tracking purposes.
Note: If the course promotes experiential global learning at home or through virtual partnerships, it may qualify under several of the ELA categories and carry a Global Learning course attribute, however it will be tracked like any other IU course rather than Education Abroad courses.
Study away
Courses that meet the required ELA characteristics and include travel or online/virtual interactions that promote learning in the context of regional or local cultures within the United States or based in the United States should carry the Study Away ELA designation.
Related course attributes
Activity Type
Cls Attr Code
Cls Attr
Cls Attr Value Code
Cls Attr Value
Study Away
EXLR
Experiential Learning
STUDYAWAY
Study Away
Global Learning
GLOBAL
Global Component
Community engaged learning/service learning
Community engaged learning is defined as placement of a student into a community service activity or community partnership (e.g., non-profit organization, for-profit business with social or community impact, or government agency) that is directly connected to the student’s academic coursework, includes structured reflection, and is related to the expected learning outcome of the community-based learning assignment or client vision. Community engagement must be relevant, reciprocal, and integrated into course and community goals. Activities that deepen civic engagement and responsibility are also a form of community engagement.
Required criteria
For a course to carry the Community Engaged Learning ELA designation, it should meet the following criteria:
The community-engaged learning course is designed in collaboration with the community partner, ensuring that course activities enrich both the learning outcomes and the partner’s mission.
Community-engaged activities form a central element of the course, playing a key role in achieving the stated learning outcomes outlined in the syllabus.
Students are provided support before, during, and after their community engagement, with assignments related to their engagement integrated into the formal class assessment.
The syllabus clearly outlines the expected time commitment for students’ involvement in community-engaged activities outside the classroom.
Regular and ongoing feedback is provided by both the faculty member and site supervisor throughout the course and community engaged activity.
Reflection is a required component of the course, encouraging students to connect their community activities with civic learning outcomes, as well as with other life or academic experiences.
Note: While immensely valuable to our society, service that benefits only the community, but not the student (or vice versa), does not meet IU’s goals as a recipient of the Carnegie Classification for Community Engagement. Extra-curricular volunteerism, unless mentored by IU staff/faculty with stated learning outcomes, reflection, and oversight, is not co-curricular service learning. Similarly, loosely integrated course-based volunteerism (e.g., volunteerism with unclear or vague connection to course learning outcomes) does not meet the goals of the ELA designation.
Related course attributes
Activity Type
Cls Attr Code
Cls Attr
Cls Attr Value Code
Cls Attr Value
Community Engaged Learning/Service Learning
HIP
High Impact Practices
COMM/SERV
Community Engaged/Service Learning
Student leadership (co-curricular only)
Student leadership refers to co-curricular opportunities that require a significant commitment in terms of time and responsibility and are mentored by an IU faculty/staff member, who is responsible for applying for the ELA designation. All activities must have articulated learning outcomes, assessment, feedback, and reflection that is supported by a supervisor or co-curricular staff advisor.
Required criteria for student leadership
For an activity to carry the Student Leadership ELA designation, it should meet the following criteria:
The leadership role is guided by a faculty or staff member who offers consistent feedback and mentorship throughout the experience.
The leadership role enables students to apply their knowledge of effective collaboration, communication, and problem-solving skills to capably lead a group toward achieving a shared objective.
The leadership role fosters multi-directional influence, with meaningful interactions between the student and group members.
Clearly defined learning outcomes and assessment methods are aligned with the student’s academic and professional goals.
The mentor provides reflective exercises, including a final assignment, to help students integrate and critically reflect on their leadership learning experience.
The leadership role is maintained throughout the duration of a semester or an equivalent time period.
Student employment (co-curricular only)
Work opportunities often contribute to positive academic and career development for students. We encourage both on- and off-campus employers to establish learning outcomes and reflective components and to seek ELA co-curricular designation. Please note that not all instances of employment will qualify for ELA designations.
Note: Paid internship experiences or apprenticeships for credit would be considered under the internship content area rather than student employment.
Engagement types
Each ELA carries one engagement typeattribute. These types may function linearly within a curriculum, but student learning and curriculums may also benefit from non-linear progression. For example, exploratory ELAs may prepare students for a professional ELA, but some applied or professional ELAs may occur early on in a student’s university career. Some exploratory ELAs may be upper-level courses requiring intense subject knowledge and development of critical thinking skills.
At this time, to receive approval, all co-curricular activities must be at the Applied or Professional level.
Exploratory
Prepares students for authentic applications of learning in career or future ELAs, but does not require direct or sustained participation in workplaces or communities.
There is career development learning and reflection and feedback. No or limited networking opportunities.
Examples: Fieldtrips, authentic case studies, simulations, roleplaying, career development modules, job shadowing and observation, informational interviewing, Q&A with industry professionals, hands-on building or creating within a classroom/university context.
Applied
Direct participation in work practices or authentic applications of learning, either through project-based learning, research, community engagement, or a workplace.
Includes career development learning and reflection and feedback. Facilitates networking opportunities.
Examples: Internships, field or work placements, research, or client-led projects alongside or embedded into coursework or as co-curricular experiences. Short-term study abroad.
Professional
Has a defined purpose and sustained authentic application of learning. Generally semester length and may be a culminating experience in a program.
Requires training, supervision, and feedback from IU partner, including debriefing and assessment.
Examples: Practicums, placements, and professional experiences over a sustained period of time with greater degrees of autonomy and responsibility. Immersive experiences such as study abroad. Sustained undergraduate research that results in significant novel outcomes.
Apply for the ELA designation
While the ELA designation includes both curricular and co-curricular activities, they have separate approval processes.
Note: If your experience combines curricular and co-curricular elements, please fill out both application forms.
Faculty/staff mentors, not students, are responsible for applying for the co-curricular ELA designation. Applications for fall 2025 co-curricular ELAs will be considered on a rolling basis.
Each Degree Granting Unit will develop an approval process for ELA designated courses. At the campus level, new courses that have an ELA designation follow the approval process like any other new course. If you'd like to apply for a curricular ELA designation, please consult with the relevant unit.
If you're interested in developing an approval process for your unit, please review the following list of recommended procedures and questions developed by the Experiential Learning Working Group and adapted by OVPUE.
Existing courses
Units should work to create an approval mechanism for and correctly code all existing courses with experiential learning components. Each unit's recorder will then apply the correct course attributes in partnership with the campus registrar.
On a to-be-determined cycle, the campus will periodically review curricular ELAs by activity type for accreditation and continued shared vision.
Guiding ELA principles
Courses carrying the ELA designation incorporate experiential learning components as a core element of both the course structure and its learning outcomes. If the experiential learning component were removed, the course could not be offered without undergoing re-approval.
Certain courses/classes, such as those participating in Sustaining Hoosier Communities or other short-term partnerships, may be an exception.
Academic units may consider giving specific sections in courses that reliably qualify for the ELA designation their own course number. This makes it more transparent and easily searchable for students, academic advisors, and campus tracking efforts.
Recommended questions for curricular ELA proposals
Proposed course name/number/unit
Frequency of course offering and anticipated enrollment
Primary activity type (see activity types section for guidance)
Are all required criteria for the activity type met?
Any additional activity types
Are all required criteria for the activity type met?
Engagement type (Applied or Professional—see engagement types section for guidance)
How will both the faculty/staff mentor and unit ensure that courses with ELA designation continue to meet the criteria?
Proposed syllabus that demonstrates learning outcomes, reflection and assessment, and mentorship and feedback.
At minimum, units should be collecting and reviewing the above information for all courses with HIP/ELA attributes. Additional questions that can assist with both the unit-level review and future quality assurance campus-level reviews are included below.
Additional quality assurance questions
Participant information:
What prerequisites or trainings are necessary for participation?
What is the required time commitment for students?
Common elements:
In addition to evaluating a syllabus that includes the required characteristics:
Authenticity of Experience and any NACE career competencies
Reflection activities that will take place during this experience, including any guided prompts
Mentoring/supervision plans and qualifications, particularly if others beyond the instructor are involved
Costs, Barriers, and Equity Concerns and efforts to address them
Are there costs to participate in this program?
What barriers are there? (citizenship status, GPA, etc.)
We also recommend units address the following:
Benefits to IU faculty/staff or community/employer stakeholder:
List benefits to IU Mentor/Supervisor/Educator (faculty/staff) and how you will assess outcomes for them.
If applicable, list benefits to the employer or community organization and discuss how you will assess participation and outcomes for them.
Program quality and continuous improvement:
How will you assess and ensure continuous improvement of the ELA, e.g., common elements continue to be present, equity issues addressed, and outcomes met for all stakeholders over time?
Frequently asked questions
Let us know if you have any questions that aren't answered here.
The university has created definitions and a coding system for both High Impact Practices (HIPs) and Experiential Learning Activities (ELAs), both of which feed into the success metrics for the IUB 2030 Strategic Plan.
At the system-wide level, only HIPs are being tracked. However, IUB has elected to recognize activities beyond the HIP designation and created the additional ELA designation to reflect the types of activities offered at IUB.
Yes, but you will need to assign one attribute as the primary and the others as secondary. For example, some of our Sustaining Hoosier Communities courses may carry the attributes of service learning and creative activity (such as designing and painting a mural for one of our rural partner communities). Some experiences abroad may also be internships or community engaged research may also be community-based learning, and so on.
You may also combine ELA course attributes with other course codes. For example, if your project-based ELA is also an example of global learning, we encourage you to use both tags, but project-based learning should be listed as the primary activity type.
Many IU experiences combine curricular and co-curricular elements. For example, there may be a spring course that is followed by a co-curricular summer research program. We recommend going through both the curricular and co-curricular approval processes, so that the university can track the full extent of your program’s impact. If the co-curricular activity represents the experience itself, and the curricular activity is preparation for that experience, then the ELA designation will likely be tied to the co-curricular portion.
There is currently no campus-level guideline for number of credit hours or length of experience. Refer to the ELA engagement types to better understand how the length of experience plays a role in determining the type of engagement.
Have a question? Reach out!
If you have any questions about ELAs, we're happy to help. Contact us at explearn@iu.edu.
