Experiential Education: A Path Towards Improving the Student Experience - page 10

Attracts andhiresmotivatedandenthusiasticnewemployees.
Experiential education (EE) is theapplicationof theory toa concreteexperience, eitherwithin
theclassroom, thecommunity, orworkplace, that advances the learningoutcomesof a course
or academicprogram. It requires students to reflect upon their learning.
Experiential learning cancome inmany forms andcanoccur both inandoutside theclassroom.
Inefforts toprovidea common lexicon todescribe, compare, qualifyandultimately,measure
EE, theProvost’s TaskForceonExperiential Education (PTFEE) hasdefinedawide rangeof EE
pedagogies employedat theUniversityofWindsor.
Acomprehensive listing canbe found inAppendixB:UniversityofWindsor Typologyof
Experiential EducationandAppendixC:UniversityofWindsor Experiential EducationMatrix.
Experiential Education
is thepurposeful engagement of students inopportunities to learn
through reflectionondoing, enabling themtoapply theoretical knowledge topractical
endeavours, both insideandoutsideof theclassroom(
adapted fromSFU
Experiential Learning
is “theprocesswherebyknowledge is created through transformationof
experience” (Kolb, 1984, p. 38).
is anunderstandingandadisposition that a student builds across the
curriculumandco-curriculum, frommaking simpleconnections among ideas and
experiences tosynthesizingand transferring learning tonew, complex situationswithinand
beyond thecampus (Rhodes, 2010). Examples includehigh impact practices identifiedby
theLiberal EducationandAmerica’s Promise initiative (Kuh, 2008), ePortfolios, anddigital
Work-IntegratedLearning (WIL)
is abroad termthat encompasses variouspedagogical
practices tocreate learningopportunities centredon the integrationof academic learningand
practical application inaworkenvironment (Sattler, 2011).
Programs that contain theeducational featuresof: a substantial andmeaningful experience
with intentional links to thecurriculum, the settingof learningobjectives, assessing learning
outcomes, andpurposeful reflection.
Participation inco-curricular programs iswidely recognizedandpromotedas an integral part of
the student lifeexperience (Kuh, 2001) andcomprises activities, programs, and learning
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