Integrated Experiential Learning

What is Integrated Experiential Learning? (IEL)

IEL Follows a Critical Shift in Thinking
The FNTI Degree Programs development teams have worked to address some of the challenges central to many field placement and practicum programs through the design and implementation of the Integrated Experiential Learning (IEL) program.

Integrated Experiential Learning is learner-centred and designed and supports good relations by connecting learners with community as a critical strand of the teaching and learning team.

The FNTI Integrated Experiential Learning approach deconstructs the conventional placement model and incorporates experiential learning into all BIJ courses, providing learners the opportunity, through the processes of IEL planning, to engage with practical experiences of their choosing.

In conventional practicum programs, Indigenous learners must navigate many barriers, among them shortage of appropriate sites, shortage of qualified supervisors, alignment with program goals, adequately braiding theory and practice, financial constraint, geographical constraints and cultural safety challenges.

The IEL Model offers learners varied and creative learning experiences for shorter periods of time; strengthening and exposing learners to a broader scope of learning and supporting the development of an extensive range of skills, lived experience, and knowledge.

Key pillars of the IEL program are Relationality, Connection, Reciprocity and Reflection.

Core Principles of IEL

• Self Determination and Wellbeing – The IEL has been developed to encourage experiences of different types woven throughout the program. IEL supports learners to plan experiences that align with their own learning intentions and personal priorities, such as work, family, finances, and professional goals. This methodology supports learners to prioritize important aspects of health, balance and wellness by encouraging IEL experiences that support individual experience, intention, and interest. IEL is varied and highly individualized. Learners can work with Elders, Knowledge Keepers and Language Speakers, as well as conventional practicum and agency sites such as: Restorative Justice Programs or Circles, Indigenous/Gladue Court programs, Legal Aid clinics, or Community Based justice agencies or Band Office-centred services.

• Learning from and within Community: The IEL process is relational, reflective, and reciprocal, and learners will have the opportunity to make connections within community. IEL prioritizes traditional knowledge exchange and reciprocity in the learning environment. Engaging in teaching and learning from and within communities supports the principles of good relations and helps to integrate traditional ways of knowing, doing, being and relating into the learning journey.

• IEL empowers learners to draw upon local community resources in terms of place-based knowledge, facilitators, guest speakers, and local research projects; and supports them to connect with tangible field sites for academic and practical learning and learning From and With the Land.

Questions & Answers

What Do I need to know about IEL?

The Bachelor of Indigenous Justice Program offers 3 distinct and varied ways that learners will participate in experiential, practical learning throughout the 4 years.

You will have the opportunity to foster experiences that connect to courses within the program and develop your practical skills through a wide variety of learning opportunities that will reflect your own knowledge, gifts and learning intentions.

How Can I Prepare for IEL?

Positioning

Begin your preparation by reflecting on where you have come from, what experiences have been impactful and what gifts you carry. Consider these experiences, skills, and gifts that have shaped you, and how they can contribute to your learning journey. As you enter IEL, you’ll have opportunities to share these strengths in ways that serve community and deepen understanding. This is also a time to stay open — to notice new areas of interest, to listen for what calls you, and to explore learning that connects you to your heart, mind, and community.

Police Record Checks

To ensure readiness for a range of learning experiences, it is recommended that you complete a Vulnerable Sector Check (VSC) early in your planning for the program. While not every IEL requires a VSC, many community and Justice contexts will. These documents can take time to process, so early preparation is encouraged.  Please connect with your local law enforcement agency to complete this process.
*Learners are responsible for any associated costs.

Completing this step reflects care and accountability — readiness to engage safely and responsibly in community spaces.

Can I complete Experiential Learning if I have a Criminal Record?

The program is designed to be a transformative experience, that is deeply personal and prioritizes individual and collective capacity building. If a learner has lived experience that is represented by a populated Police Record Check, our program team and the Cohort Auntie will work with you to guide and support you. We will look at your experiences so far in life, your intentions for the program and your future work within this field and create an effective plan for practical learning.

It is important to note, some IEL opportunities may not be available, so learners will need be prepared to prioritize this work and make unique learning plans for the practical learning journey.

It is also important to note that this type of record will affect some fieldwork career options and may make some career options unavailable. Plan to spend time with the FNTI IEL team for support.

Workplace Support

Your wellbeing is integral to your learning. Much of IEL can be completed during times that support balance between work, life, and learning. While you do not need to take a specific block of time away from employment, it is important to build shared understanding with your workplace about IEL and program expectations.

Clear communication allows you to fully engage in experiences that enrich, challenge, and strengthen you as a learner and as a professional. This process reflects relational accountability — preparing not just for participation, but for mutual respect and understanding in every learning space.

Support System  

Learners are encouraged to engage in experiential learning in ways that maintain personal balance and wellbeing. The program is designed to support flexibility and allow learners to complete IEL experiences at times that best support individual circumstances and responsibilities.

Although a dedicated block of time away for employment is not required, it is essential that learners establish clear and mutual understanding with the workplace when it comes to IEL participation and expectations. This understanding will help to ensure that learners can fully engage in experiences that enrich and challenge their understanding and personal and professional bundles.

As part of the planning process, learners are encouraged to consider and explore the network of support available to them, as IEL provides opportunities to learn in relationship with community, the land, and through many diverse knowledge sources.

This can include family, mentors, community and personal support circle.

Developing Your Learning Intentions

IEL is guided by reflection and purpose. As you plan, take time to consider:

·      What areas of learning do I feel called to explore as a future Justice Worker?

·      How might my gifts and experiences serve my community or profession?

·      What local or community resources do I want to learn more about?

·      Where are the gaps or needs in my community that I feel drawn to respond to?

Learning More

For more information or with questions, please connect with ieloffice@fnti.net