1. High-Impact Practices at Carleton: Conversations with the Teaching and Learning Council Experiential Education Website
Sarah Todd, School of Social Work
Janice Scammell, Librarian
Nectaria Karagiozis, Educational Development Centre
Kristen Archbell, Research Assistant
May 25, Residence Commons

2. Experiential Education: Introduction

3. Experiential Education website

4. John Dewey Just engaging in the activity does not result in learning
Students need to make conscious connections between experience and the outcome, consequences
Continuity & interaction

5. Paulo Freire Inquiry & praxis
“Knowledge emerges only through invention and re-invention, through the restless, impatient, hopeful inquiry human beings pursue in the world, with the world, and each other” (p. 53).
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6. Kolb’s Experiential Learning Cycle: 4 stages
Experience
Doing, immersion in the activity, concrete experience
Reflection
Identifying differences and similarities, comparing & contrasting
Conceptualization
Interpreting, understanding interrelationships between concepts, & using theories to understand experience
Experimentation
Applying knowledge and skills into a new context
Kolb’s Experiential Learning Cycle: 4 stages

7. Why Experiential Learning
Makes learning relatable to students
Increases the effectiveness of learning
Links theory to practice
Increases students’ engagement
Assists in memory retention
Leads to development of skills for lifelong learning

8. Experiential Learning in the classroom context
Role-play
Case studies
Reflective Portfolios
Inviting guest-speakers
Use of films/documentaries and media
Video projects
Arts-based learning
Concept maps / Advanced Organizers
Research Projects
Simulation
Experiential Learning in the classroom context

9. Examples of EE on campus
Photo by Justin Wonnacott (2017)
Photo by Ming Tiampo (2016)

10. Examples

11. Assessment & Evaluation
Evaluation Criteria 4 3 2 1
Meaningful connections between academic concepts and the experience
Meaningful synthesis of connections between concepts and application, which allows for a deeper understanding of the area of study and for a construction of a broader perspective.
Effective use of experiential education to understand concepts and theories in the area of study.
Comparison between experiential activity and academic concepts that indicate understanding of similarities and differences and the points of view of others.
Identification of links between experiential activity and ideas raised in academic readings and how these may agree and/or are related to individual’s interests.
Reflection and self-evaluation
Ability to engage in reflective, creative and self-evaluative work that demonstrates learning growth and development by building to prior experiences and effectively applying skills across various and diverse contexts and situations.
Ability to engage on self-evaluation in regards to the learning progress and to identify and address ethical concerns and challenges in diverse contexts.
Ability to articulate own strengths and weaknesses in performing tasks and to use self-awareness to address challenges in other contexts.
Ability to provide a description of own performances on tasks with a focus on general successes and failures.
Integrative communication of knowledge and skills
Profound ability to communicate knowledge, skills and information in an integrative way that contributes to the enhancement of meaning (for the audience) and demonstrates how language, meaning-making processes, thought and expression are interdependent.
Ability to communicate knowledge, skills and informative in various formats effective for a targeted audience and to make explicit connections between what is communicated (content) and methods of communications.
Ability to present knowledge, skills, and information in formats that illustrate the connection between content and method in a basic way.
Ability to present knowledge and information in an appropriate form.
 Application
Application of knowledge, skills, theories and methodologies to new experiential context
Ability to make adaptations and apply knowledge, skills, theories and methodologies to new experience and to solve problematic situations with originality and novelty.
Ability to make adaptations and apply knowledge, skills, theoretical concepts and methodologies to new experiences and to solve problems.
Ability to use knowledge, skills, theoretical concepts and methodologies in order to contribute to the understanding of problematic situations.
Ability to use knowledge, skills, theoretical concepts and methodology at the situation at hand.
Assessment & Evaluation

12. What is next? Website: Experiential Learning Conferences on EE
EDC workshops on Experiential Education
Guest-speakers & experts on EE
Collaboration between Faculty – interdisciplinarity
Conferences on EE
Inventory of EE engagements across all disciplines
Research on HIPS and Experiential Education

13. Note That Summer Institute 2017: Experiential Learning
Workshop: Experiential learning Practices in the Classroom context
August 8, 2017
Time: 1:00 – 2:30 pm
Location: 422 Dunton Tower
Summer Institute 2017: Experiential Learning
July 18, 2017 – July 20, 2017
Time: 9:30 am – 4:00 pm
Location: 482 Discovery Centre MacOdrum Library

15. Time to… Share thoughts / Comments / Questions
Share Experiential Learning engagements
Discuss what worked well
Identify challenges
Reflect on lessons learned
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16. References
Dewey, J. (1928). Experience and education. NY: Collier Books.
Freire, P. (2007). Pedagogy of the Oppressed. New York: Continuum.
Kolb, A., and Kolb, D. (2013). The Kolb learning style inventory: A comprehensive guide to the theory, psychometrics, research on validity and educational applications. Experience Based Learning Systems. Retrieved on May 5, 2017 from
McLeod, S. (2013). Kolb: Learning Styles. In SimplyPsychology. Retrieved from
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Experiential Learning Cycle:
Textile room at Dewey’s Lab school:
Progressive Schools – Dewey: