Interim Measures for Safety, Care + Accountability in Experiential Learning

On September 24, 2025, the following memorandum was issued outlining the interim approach to support students and address harm in EL experiences while a comprehensive EL policy is developed.

Context + Background

The University of Alberta is developing an Experiential Learning (EL) Policy to foster high-quality, equitable, and safe learning environments, including in contexts where experiential learning takes place beyond the traditional classroom. The policy will establish an overarching definition of experiential learning, ensuring clarity and consistency across programs. It will also outline procedures to support students and the learning environment in cases where students either cause or experience harm.

Although the policy development work is already underway, it will require time to go through consultation, review, and governance processes. Recognizing the urgency of addressing gaps for those currently in programs, this memo outlines an interim approach to address immediate concerns while laying a strong foundation for the comprehensive policy. Below addresses the interim approach necessary to sustain and enhance the quality of EL opportunities during the policy development process.

This memo, like the policy under development, applies exclusively to recognized Experiential Learning opportunities for current University of Alberta students that extend beyond routine academic coursework and typically take place off-campus. Examples include research projects, community-engaged initiatives, field-based learning, clinical and co-op placements, internships, and program-directed experiences. Standard academic activities taking place wholly on university property, such as scheduled lab sessions, tutorials, and seminars, are governed by existing policies, including the Sexual and Gender-Based Violence Policy, the Student Conduct Policy and other policies noted below.

Bridging Current Gaps: Interim Approach in Advance of Policy

The interim approach outlined in this memo fills a critical gap for addressing issues in EL experiences that are not currently covered under the Practicum Intervention Policy. As the comprehensive EL Policy is developed, elements of the interim approach will be revisited and integrated into the final policy framework. As the policy is developed, Deans are encouraged to bring relevant cases to the Office of the Provost for guidance and to contribute to the development of a robust and comprehensive policy framework.

Interim Approach for:

  • Supporting Students Experiencing Harm in EL Experiences
  • Addressing Allegations of Harm by Students in EL Experiences

1. Criteria for Action Considerations Informing Institutional Response

When Supporting Students Experiencing Harm in EL Experiences, decisions will prioritize the safety and well-being of the student and will be guided by a survivor-driven approach which honours:

  • The student’s expressed needs and consent regarding next steps.
  • Alignment with the Sexual and Gender-Based Violence Policy and other relevant policies.
  • Compliance with applicable legal obligations and partner agreements.

When Addressing Allegations of Harm by Students in EL Experiences, decisions will be guided by the principles of procedural fairness and proportionality, ensuring:

  • The student has an opportunity to provide their perspective on the incident.
  • Any action taken prioritizes the safety and well-being of all involved parties.
  • Alignment with existing university policies, including the Student Conduct Policy and any applicable partner agreements.

2. Initial response by Faculty Experiential Administrator

Before proceeding, it is important to first inform students about confidentiality. If a student wishes to make a confidential disclosure, they should be referred directly to the Office of the Safe Disclosure and Human Rights.

Experiential Learning, including Work-Integrated Learning and Research-Based Learning, is primarily overseen and coordinated within faculties. Accordingly, initial disclosures may be received by instructors, departmental coordinators, field supervisors, or other individuals involved in EL delivery. Upon receiving a disclosure, the initial focus should be on supporting the student, ensuring their well-being.

Upon receiving a disclosure, individuals are expected to notify the relevant office in their faculty (e.g., Dean’s Office, Experiential Learning Office, or designated coordinator) to ensure an appropriate and coordinated response. Once the Faculty office is informed, the Dean or their delegate (e.g., Associate Dean) will take the lead in initiating the initial response, with the Office of the Provost available for consultation and support as needed. Faculties are encouraged to reach out early to ensure a coordinated and student-centered approach. The following aspects are important:

  • Documenting the Response: The primary goal of documentation at this stage is to ensure that the student receives appropriate support, not to initiate an investigation. Faculty should focus on recording key details relevant to providing immediate assistance, including the nature of the disclosure (as shared by the student), any immediate safety or well-being concerns, and the actions taken to connect the student with appropriate resources. Documentation should be factual, minimal, and aligned with established institutional protocols for responding to disclosures, ensuring confidentiality and a survivor-centric approach.
  • Determining Faculty-Level Resolution: Assess whether the concern can be addressed through Faculty measures such as supporting the student to seek modifications in the EL experience, or referring the student to faculty or institutional support services.
  • Engaging with the EL Partner and Refer to Common Resources: If the initial assessment suggests the concern may require additional support, the Faculty may follow the student’s wishes in collaborating with the EL provider to better understand the situation and ensure the student has access to available support resources. Faculties are encouraged to consult with the Office of the Provost to help determine when engagement with the EL provider is appropriate, especially in cases involving complexity or potential risks.

In most cases, issues will be resolved at the Faculty level. However, escalation may be necessary when:

  • The issue remains unresolved despite Faculty-level intervention.
  • The situation requires broader institutional coordination or response.
  • The case has policy implications.
  • There are concerns about the student’s safety or well-being, including risks related to physical, psychological and cultural harm.

When escalation is required, the faculty must refer the matter to the Office of the Provost for further review.

3. Escalation to the Provost

If the concern cannot be resolved at the faculty level or if the situation involves significant risks or complexities, the Dean or their delegate must escalate the matter to the Office of the Provost. The Provost (or designate) will coordinate a response, drawing on the expertise of the:

  • Vice-Provost, Access, Community, and Belonging
  • Vice-Provost and Dean of Students
  • Vice-Provost, Learning Initiatives

The Dean or delegate will provide the Vice-Provosts with detailed documentation, including:

  • A summary of the incident and actions taken at the faculty level.
  • An assessment of the ongoing risks to the student or others.
  • Recommendations for further action, if applicable.

4. Interim Actions and Decision Authority at the Institutional Level

The Office of the Provost will convene, along with the relevant units (Office of Safe Disclosure & Human Rights, Helping Individuals at Risk, University of Alberta Protective Services, etc.) to review the case and determine the appropriate course of action. Possible actions include:

  • Removing the student from the EL Experience and identifying alternative opportunities, where feasible.
  • Addressing the harm with the EL provider to mitigate risks and prevent recurrence.
  • Referring the student to additional university support services or external resources, such as legal assistance or health and wellness services.

Relevant Policies