Work-in-Progress: Classroom-Based Experiential Education

Conference paper
Part of the Advances in Intelligent Systems and Computing book series (AISC, volume 716)

Abstract

Field-based Experiential Education has been used in higher education for decades in the form of internships, service-learning, etc. However not all students are in a position to take advantage of these opportunities. Classroom-based experiential learning activities offer students another way to deepen their learning. However, these activities need to be carefully designed, aligned to the course learning objectives and assessments, and include a meaningful reflective component. The purpose of this study is to identify examples of classroom-based experiential learning across disciplines. The first part of the study includes a search of the experiential education literature. Next steps will include semi-structured interviews and document analysis with professors who are willing to share their successful plans with colleagues. Ultimately the information gathered from the literature and interviews will be placed in a repository as a resource for faculty members.

Keywords

Experiential education Assessment 

References

  1. 1.
    York University: White Paper Companion, April, 2010. http://vpap.info.yorku.ca/files/2012/09/White_Paper_Companion_April_15.pdf. Accessed 6 Apr 2017
  2. 2.
    Moore, D.T.: Forms and issues in experiential learning. New Dir. Teach. Learn. 2010(124), 3–13 (2010)CrossRefGoogle Scholar
  3. 3.
    Coulson, D., Harvey, M.: Scaffolding student reflection for experience-based learning: a framework. Teach. High. Educ. 18(4), 401–413 (2012)CrossRefGoogle Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  1. 1.York UniversityTorontoCanada

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