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 Experiential Learning and the Evolving Classroom

Originally published in May 2024  |  Research Note contributed by Jan Basso, assistant vice-president: Experiential Learning and Career Development & Lisa Jarvis, associate director: Community and Workplace Partnerships

What’s the Pedagogical Challenge? 

Making Meaningful Connections through Experiential Learning

In the past decade, there has been significant growth in the introduction of experiential learning (EL) programs and opportunities at all post-secondary institutions across Canada. Experiential learning prepares students in new ways for their futures through the integration of real-world experiences as a component of their educational programs, and breaks down silos between academic studies, professional aspirations, and community contributions. To meet the challenge of providing students with experiential learning opportunities that effectively support them in achieving their career goals along with their academic, civic, and personal development, we need to understand both the breadth of EL opportunities as well as best practices in preparation and guided reflection that deepen learning and ensure the academic quality of experiential learning in courses and programs. In this way, EL can encourage students to build bridges between academic theories, life experiences, community relationships, and workplace practices (Perolini & Hay, 2020).

Research Insights  

The Broader Context

In 2015, the Premier’s Highly Skilled Workforce Expert Panel was created “to develop a strategy to help the province’s current and future workforce adapt to the demands of a technology-driven knowledge economy”. The Panel’s report entitled Building the Workforce of Tomorrow: A Shared Responsibility recommended that every student has at least one curricular experiential learning opportunity by the end of their post-secondary education. Ontario universities are now required to report to the province on the achievement of this goal as a key performance indicator annually.

Multiple student surveys indicate that the primary reason students pursue post-secondary studies is to prepare for a job and/or career, followed by motivations of personal and intellectual growth, and making a positive contribution to society or their community (Brainstorm Student Interests Report 2024, 2023, Academica University and College Applicant Survey, 2022; Canadian University Survey Consortium, 2022).   

 

Co-op has grown to be one of the most common types of experiential learning in higher education, with the majority of institutions across Canada offering co-op programs, as indicated in the 2022 Data Report prepared by Co-operative Education and Work-Integrated Learning Canada. Of the 1,915 Co-op programs counted in the data report, Co-op enrollments totalled more than 78,000 students, led by Engineering, Business/Administration, and Science programs (CEWIL Canada, 2022). The data also shows that Ontario post-secondary institutions provide more than half of all co-op experiences.  

Experiential Learning at Laurier

To create a common understanding, experiential learning is defined at Laurier as learning in which students apply knowledge and skills in authentic contexts within both curricular and co-curricular environments (i.e., workplace or simulated workplace environments). At Laurier, both curricular and co-curricular typologies of experiential learning exist, and serve to expand student knowledge, develop their skills, clarify their values, heighten their self-awareness, expand their professional networks, and explore careers.

While Co-op is likely the most familiar form of experiential learning at Laurier (approximately 3,000 students are enrolled in Co-op programs), there are many different options for embedding experiential learning in courses and programs, including Community Service Learning (CSL), Field Placements, Lab Experiences, and Professional Inquiry (Laurier faculty and staff can see Connect for full typology with descriptions). Such curricular EL options can foster “deep engagement with course content by leveraging a concrete experience to bring ‘real-world’ relevance to the classroom” (Endersby & Maheux-Pelletier, 2020, p.57).   

Through the institutional curricular experiential learning inventory conducted annually at Laurier, the following chart shows the number of courses/course sections which embedded experiential learning by type of experience in 2022-2023.

The chart shows the number of courses/course sections which embedded experiential learning by type of experience in 2022-2023.
Experience Type Number of course Sections
Community Service-Learning 41
Creative Performance 72
Entrepreneurship 15
Field Courses 8
Field Placements/Practica/Clinical Placements 63
In-course/Program Simulated Projects and Experiences 676
In-course/Program Workplace Projects and Experiences 50
Internships 18
Lab Experiences 321
Professional Inquiry 25
Total Courses/Sections 1289

 

In 2023-2024, Laurier’s Community & Workplace Partnerships supported 107 courses/course sections in which 3800 students were enrolled.  

For all 2023 graduates from undergraduate programs at Laurier, 93.3% had at least one curricular experiential learning opportunity during their studies at Laurier (Provincial SMA Metric).  

It should be noted that, as students participate in EL in both curricular and co-curricular contexts at Laurier, they are able to track their engagement on the Laurier Experience Record, the first of its kind in Canada, which also provides an opportunity for reflection and competency identification. The Laurier Experience Record is connected with the Competency Framework - also developed at Laurier – as a tool for students to identify and connect their skills, knowledge, and professional attributes through their EL opportunities, such as digital literacy, collaboration, critical thinking, and diversity and intercultural understanding. 

Best Practices for Embedding EL in Curriculum 

Best practices in experiential learning pedagogy pair meaningful community and workplace engagements for students with ongoing, graded critical reflection components. Indeed, Reflection is a central and significant part of the experiential learning process, conceived as a cycle of learning that progresses from thinking and acting to experiencing and reflection (Dewey, 1938; Kolb, 1984, 2009). Reflection components are designed to help move students from “What”, to “So What,” to “Now What” (Rolfe et al., 2001), and equip them with the ability to articulate in their writing practice what they have learned, the skills they have gained, and the growth they have experienced. Some EL models like Community Service Learning also support students in connecting course work with values development involving civic responsibility, empathy, and reciprocity.

Faculty can work with Educational Developers and Community & Workplace Partnerships to determine the timing, structure, and evaluation strategies for graded reflection components in their course. Facilitated in-class discussion, written journals, reflection papers, and presentations are all options that can be considered and designed based on course learning objectives. 

What do Laurier students say about their EL experiences?

2023-2024 CWP Experience Evaluation Summary. With 2481/3785 evaluations submitted (66% response rate):

  • 96% had a positive overall experience.
  • 95% would recommend this experience to a future student.
  • 96% felt that the experience meaningfully contributed to their learning. 

Evaluation comments included: 

“Absolutely, I would recommend this CSL opportunity to future students. It offers hands-on experience applying theoretical knowledge, fosters personal and professional growth, and allows students to contribute to positive change within the community. It's a rewarding experience that aligns with the principles of community psychology and enriches the academic journey.”  

“This course stands out as the most memorable experience of my undergraduate studies. It effectively balanced theoretical concepts with practical execution strategies, mimicking real-world scenarios. This holistic approach not only enhanced my academic understanding but also equipped me with essential skills for my future career.” 

“This experience contributed to my personal growth as I had no prior experience working with older individuals, and it was interesting to immerse myself into a new environment while also enhancing my professional development.” 

 

Laurier Resources

Articles Highlighting Examples of Experiential Learning in Curriculum at Laurier

Where to get support for embedding EL in your course

At Laurier, support is provided to faculty who wish to embed EL in curriculum through Community & Workplace Partnerships (CWP), a service department which is unique and recognized by colleagues at other institutions as a model to emulate. This unit supports faculty through the following:

  • Best practice resources
  • Relationship development and management with external partners
  • Technology resources (Navigator)
  • Risk management strategies
  • Workplace preparation for students
  • Reflection with students
  • Collaboration on course design and assessment strategies with Teaching & Learning colleagues

 

Curated Resources

 

References

• Bloom, B. S.; Engelhart, M. D.; Furst, E. J.; Hill, W. H.; Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company.

• Ash, S. and Clayton. P. (2009) Articulated Learning: An Approach to Guided Reflection and Assessment. Innovative Higher Education vol 29 (2).

• Canadian University Survey Consortium. CUSC 2022 survey – First Year Students.

• Dewey, J. 1938. Experience and education, New York: MacMillan

• Endersby, L. & Maheux-Pelletier G. (2020). Guiding a Meaningful Experiential Learning Journey by Making it HIP Again. Guiding the Journey: Learner - Teacher – Learner, 13(1), 57-75. https://celt.uwindsor.ca/index.php/CELT/article/view/6018. 

• Eyler, J.S. (2009). The Power of Experiential Education. Liberal Education 95(4), 24-31.

• Gibbs G (1988). Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford.

• Kolb, D.A. (1984) Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.

• Kolb, A. and Kolb, D. (2009) "Experiential Learning Theory: A Dynamic, Holistic Approach to Management Learning, Education and Development in Steven J. Armstrong & Cynthia V. Fukami (Eds.), The SAGE Handbook of Management Learning, Education and Developments (pp. 42-68). Sage Publications.

• Lai, C. S. Y. & Hui, P. C. L (2021). Service-Learning: impacts of learning motivation and learning experience on extended social/civic engagement. Higher Education Research & Development, 40(2), 400-415. 

• Lamb, C. & Doyle, S. (2017). Future Proof: Preparing Young Canadians for the Future of Work. Brookfield Institute. https://brookfieldinstitute.ca/wp-content/uploads/FINAL-FP-report-Onlinev3.pdf 

• Perolini, P., and Hay, N. (2020) Enhancing the Student Learning Experience through Engagement with Community: A Transdisciplinary and Collaborative Approach to WIL, in Boess, S., Cheung, M. and Cain, R. 

• (eds.), Synergy - DRS International Conference 2020, 11-14 August, Held online. https://doi.org/10.21606/drs.2020.276

• Rolfe, G., Freshwater, D., Jasper, M. (2001) Critical reflection in nursing and the helping professions: a user’s guide. Basingstoke: Palgrave Macmillan

 

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