Back to Page
Authors: Michael deBraga, Paul Piunno, Marc Laflamme
Keywords: Experiential Learning, Reflective Practice, Undergraduate Science, Qualitative, Formative Assessment, Summative Assessment, Pedagogy
Abstract: Experiential learning (EL) is defined as learning where the participant is directly involved in the real-world application of course concepts. This is in direct contrast with the individual who is only exposed to the theoretical concepts that frame the traditional university course and is thus less likely to gain direct experience commonly associated with the real-world application of the discipline. EL encourages students to solve real-world problems by placing them in settings that encourage risk-taking and value the process of problem-solving as much as finding the solution to a problem. For EL to be truly transformative, students must be willing to be involved in an experience, reflect on the experience, conceptualize the experience, and ultimately experiment with the knowledge they acquired through the experience.
While direct experience with real-world discipline specific practices provide the most relevant approach to the training of future professionals, existing courses can simulate the deeper learning that is generally associated with these experiences through the use of Reflective Practice (RP). RP is a necessary component of EL and must be incorporated into a pedagogy that is intent on providing an EL opportunity for its participants (e.g., students). Today, the EL philosophy and its related initiative, Work Integrated Learning (WIL), which aims to place students in real-world experiences, are a driving force behind the design of university programs around the world. However, instructors struggle with logistical challenges when attempting to provide and assess the value of EL opportunities for their entire student cohort. With the use of RP, we provide a mechanism for how to adapt existing courses in a manner that assigns an EL methodology that more fully prepares our graduates for the professional work force.
EL and WIL courses should be designed to target process over content-specific learning including opportunities for student insight to be incorporated into the summative or formative assessment instruments in the course. Students learn to critically evaluate their own performance and are afforded the opportunity to provide real-time feedback both to their peers as well as the course instructors. Through the interpretation of qualitative feedback, collected from interviews of students enrolled in a multi-disciplinary course and an introductory field course, a set of steps will be outlined that fully describes the approach, including its limitations, that help enhance the EL experience of the students. Data collected over a five-year period, is strongly supportive of the efficacy of the use of RP in imparting the requisite reflective skills to upper year undergraduates across a multi-disciplinary science course.