What is experiential education?
Experiential education and experiential learning are two terms that focus on the value of practical experiences for increasing knowledge, developing skills, clarifying values, and engaging with the community. Experiential education refers to the philosophical process that guides the development of structural and functional learning experiences, while experiential learning refers to the specific techniques or mechanisms that an individual can implement to acquire or meet learning goals (Roberts, 2012).
There are many different ways to define experiential education. In the Faculty of Humanities:
Experiential education advances program and/or course-based learning outcomes through the application of theory and academic content to authentic learning experiences, either within the classroom, community, or workplace. Educators purposefully engage with learners in focused reflection in order to deepen their knowledge, develop career relevant skills, and clarify their personal values.
There are four broad categories for offering experiential learning opportunities to students:
- Work-Integrated Learning
- Community-Engaged Experiential Learning
- Classroom-Based Experiential Learning
- Co-Curricular Experiential Learning
Experiential learning opportunities
Work-integrated learning is a category of experiential education where students’ academic studies are integrated with authentic experiences within a workplace setting. Work-integrated learning may be paid or unpaid.
Through work-integrated learning, students achieve intended learning outcomes related to employability, agency, and knowledge or skill mobilization.
Examples: co-op, internship, apprenticeship, field placements, etc.
Community-engaged experiential learning is a category of experiential education where students’ academic studies are leveraged to support local and global communities through reciprocal partnerships. Communities act as partners in educating students for the mutually beneficial exchange of knowledge and resources. Communities can be local, regional, provincial, national, or global.
Through community-engaged experiential learning, students achieve intended learning outcomes that are both academic and civic. Students become engaged citizens while improving their academic performance through self-exploration.
Examples: guest speakers, academic placements, real-world activities, community-based research, etc.
Classroom-based experiential learning is a category of experiential education that refers broadly to authentic learning experiences that take place in the classroom rather than in a workplace or in the community. Classroom-based experiential learning often utilizes simulations to mimic real-world situations.
Classroom-based experiential learning often overlaps with other categories of experiential learning.
Examples: case studies, guest speakers, simulations, etc.
Co-curricular experiential learning is a category experiential education that refers broadly to experiential learning experiences that are not for academic credit. Co-curricular experiential learning allows students to apply what they learn during their time at McMaster University to experiences outside the classroom.
Although co-curricular experiences will not appear on a student’s transcripts, they can be leveraged on resumes, in cover letters, or during interviews.
Examples: competitions, clubs, volunteering, etc.
Characteristics of experiential education
According to the Association for Experiential Education (2022), there are certain key principles that underpin experiential learning opportunities:
- Experiential learning occurs when authentic experiences are supported by reflection, critical analysis, and synthesis
- Experiences are structured so that learners must take initiative, make decisions, and be accountable for the results
- Learners engage intellectually, emotionally, socially, soulfully and/or physically – this involvement creates authentic learning experiences
- The results of the learning are personal and form the basis for future experiences and learning
- Relationships are developed and nurtured: the learner to self, the learner to others, and the learner to the world at large
- Both the educator and the learner may experience success, failure, adventure, risk-taking, and uncertainty because the outcomes of an experience cannot be totally predicted
- The educator is responsible for identifying suitable experiences, posing problems, setting boundaries, supporting learners, ensuring physical and emotional safety, and facilitating the learning process
- The educator recognizes and encourages spontaneous opportunities for learning